Educational program perspective. Which elementary school program is considered the best? Long-term goals, or how and what the program teaches

Every parent wants their child to receive a good education. Teachers make a big contribution to learning, but the school curriculum chosen by the principal is still important. Today, the “Perspective” program is becoming increasingly popular, with reviews written by many secondary education institutions.

"Full Assembly"

UMK, that is, an educational and methodological complex, is the name of the “Perspective” program. Feedback from teachers and researchers suggests that the training period includes all the latest developments in the field of pedagogy and psychology. At the same time, special emphasis is placed on preserving the old, one might say, Soviet traditions of education, which were recognized as the best of their kind. Teaching and learning is a combination of classics and new teaching trends.

Please note that “Perspective” is a school program (reviews of which are interesting to every parent), which combines the modern requirements of society, which are tacitly imposed on the child along with the cultural and historical development of society.

Thanks to the introduction of a new methodological complex, every child will have access to an understanding of the material. Over time, the workload in educational institutions increases. In light of the fact that children have different mental abilities, new forms of education will make educational material accessible to any child. As a result, a concise and understandable presentation of theoretical knowledge will help to significantly increase the level of education in small groups - classes, which will lead to mass interest in continuing education.

Another positive point is that not only the formation of theory is influenced by the Perspective program (primary school). Reviews from teachers who have experience in implementing a training complex indicate that the system is aimed at developing the child’s personal qualities. The educational complex takes into account his age characteristics, interests and needs corresponding to the given period.

The presence of a set of textbooks is implied by the Perspective program. Reviews from parents indicate that they are somewhat more expensive than others, but are fully justified. The development of each educational publication was carried out by a team of scientists in the pedagogical field. Representatives of the Russian Academy of Sciences were involved; Federal Institute for Educational Development, as well as the Russian Academy of Education. Of course, the Prosveshchenie publishing house is a direct participant in the creation of textbooks. The set of literature meets all the criteria for second generation education.

The need to create

What is the reason that gave rise to the need to create a new second-generation educational complex? First of all, the primary factor is the social demands that arose during the transition of society from industrial to post-industrial. Here it is necessary to mention the formation of an information type of life for humanity, where the emphasis is on scientific potential. Thus, the program at the Perspective school, the reviews of which we are considering, is aimed at innovative knowledge that in the future will give new inventions to humanity.

Another factor is the surprisingly high rate of technological progress. Please note that cell phones appeared only at the beginning of the 2000s, but after a couple of years they were already transformed into powerful minicomputers. Historical experience shows that scientific discoveries are separated by years, decades, but now the situation has changed radically. Information development concerns absolutely all spheres of public life. Any type of production can boast of patented technologies that are constantly being improved.

The age of rapid implementation of any idea has come. As a consequence of such progress, there is a need for continuous updating of theoretical knowledge. Accordingly, the education system provides not only an educational foundation, but also allows the individual to adapt to a constant flow of updated information. The “Perspective” curriculum, which was reviewed by both developers and scientists in the pedagogical field, will give every student the ability to “learn quickly” in any situation and in any industry.

The essence of the new requirements

The “Perspective” program is presented for children with a difficult complex of knowledge. Reviews from many parents indicate that textbooks contain a lot of information that, in their opinion, their child does not need. And the essence of such high requirements of the second generation training complex is as follows.

Firstly, as mentioned earlier, theoretical knowledge must be constantly improved and updated, while creating a strong foundation. The modern world dictates harsh conditions. It is quite possible that former schoolchildren will need specific knowledge in the field of psychology, social life, and also the professional sphere. The training complex teaches children to independently search for the necessary knowledge. Thus, the person will be prepared for various changes, including unfavorable ones, for example, dismissal and search for a new job that the person has never encountered. You may ask, why does a child need this? The answer is simple! It is during childhood that all the most important life skills are formed. Thus, from a very early age, a child prepares to think productively and reveal his talented personality to the world.

The Perspective program opens up new personality factors. Reviews about the training complex indicate a change in the meaning of the training system as a whole. A few decades earlier, the emphasis was placed exclusively on the acquisition of theoretical knowledge. Now this position shares the pedestal with the development of creative and mental abilities. There is now a vibrant paradigm of transition from theory to personality development. The goal of a qualitatively new education system is to activate socially significant skills and qualities along with the acquisition of knowledge and social experience. It is important not just to teach, it is important to be able to learn!

Objectives of the new teaching and learning complex (educational and methodological complex)

Like any training complex, the Perspective school program contains a number of fundamental tasks. Reviews from parents, as mentioned earlier, indicate an emphasis on the harmonious and comprehensive development of the individual. In the process of mastering subjects, the spiritual, aesthetic, and moral principles of the student develop. As for specifics, the main tasks of the educational complex are:

General development. This task is to form an image of the world. In the process of implementing this stage, each student learns the basic postulates of modern society, learns communication, and pays attention to certain patterns, for example, of actions and their consequences. In addition, the student develops an artistic image of perceiving things.
Personality development. This task is very extensive and allows for the formation of unique qualities in a student - a citizen of Russia. Thus, the student learns that he is indispensable, gains self-confidence, tries to use those skills that are not so clearly expressed in other students, and develop talents. Personal education also includes a focus on creating a civil society. This means that from childhood, the concepts and values that are inherent in this type of society are formed in the child. During the implementation of the task, the student gradually learns to make his own and independent choices, as well as to bear responsibility for them. The skills of mutual respect for other people, the ability to successfully adapt in a team, and also to be tolerant of both one’s own negative qualities and other people are formed.
Cognition. It is always interesting to study “life subjects”, the teaching of which is based on real situations. This is exactly what the “Perspective” program (1st grade) is focused on. Reviews from teachers, scientists, and parents indicate that children develop an interest in life, in knowledge, and in everything new. This task allows you to effectively connect the experience of life situations that children received at such an early age with the theoretical knowledge of the textbook. The development of cognition allows you to develop the child’s creative potential, artistic thinking, as well as forms of behavior in non-standard situations.
Educational activities. Of course, along with personal development, no one canceled the acquisition of the required basic theoretical knowledge. Thus, in parallel with creativity, the ability (precisely the ability!) to receive and assimilate knowledge is formed, turning it into skills. The ability for constant self-improvement also develops here.
Communication. Without communication in the modern world, you cannot build a career or get a good position. The “communication” task involves developing the skill of self-organization and building interpersonal communication.

"Skills"!

A theory is useless if its application is not found in practice. The Perspective program (initial) helps to develop certain skills. Feedback and reviews from developers allow us to identify a number of skills that will be used by students in the future:

Communication.

This skill is aimed at the formation and production of one’s own speech. Agree, if you cannot competently and clearly formulate your own thoughts, then it is unlikely that a company with a vacant position will be interested in you. In the process of developing a skill, the student learns to understand the speech of a friend, as well as control his own statements. Moreover, each child is taught to form phrases, depending on the situation and assigned tasks, as well as to perceive from the general flow of information that which he really needs.

Modeling.

Making plans and models of behavior will help not only organize activities, but also achieve high results both in the learning process and at work in the future.

Logics.

Building correct, competent behavior is possible subject to certain experience. Here students learn to compare situations, extract useful experience for themselves, and choose the decision that will most favorably affect the future.

As you noticed, the “Perspective” program, reviews of which are gradually filling the education system, creates universal skills that will be useful not only within the walls of an educational institution, but also in student life, as well as in the work process.

Where without principles: humanism

A number of principles include "Perspective" - a program for elementary schools. Reviews of a scientific nature from teachers allow us to formulate the basic postulates on which the educational complex is based.

The humanistic principle implies the comprehensive development of the individual in order to ensure a favorable future for the child. Along with this, the principle implies the creation of favorable conditions for learning and personality formation. Each student is guaranteed protection of his rights, recognition of the value of his personality, and respect for his dignity. is implemented regardless of the financial security of the family, as well as the social status of the child, his nationality and race.

The essence of the principle of historicism

The principle under consideration involves the study of subjects in the light of the cultural and historical development of society. The content of each discipline is built on basic principles that have successfully proven themselves over several centuries. A striking example is the structured presentation of the material, taking into account the laws of logic. In addition, historicism implies linking theoretical knowledge with practical experience. The teacher should help visualize the material in the child’s mind.

Communication principle

An important element of teaching and learning is communication, which includes the “Perspective” program (primary school). Feedback from parents allows us to judge the child’s improvement after several months of training in the program in question.

The communicative principle is considered in several aspects. Firstly, it acts as a subject of special study. In this case, the emphasis is on oral and written speech, communication, the ability to listen and understand a partner. Communication also implies the skill of skillfully resolving conflict situations. Secondly, in the process of communication between the student and the teacher, the emphasis is on fostering a culture of communication.

Creative activity

What direction of personal development is complete without a creative component? First of all, this principle implies the encouragement of creativity and non-standard problem solving. This kind of activity involves active participation in groups, productions, interaction with the team in the process of solving a creative problem: creating a skit, staging a number, and so on.

The “Perspective” (initial) curriculum has, as we found out, mostly positive reviews. The above principles and objectives are implemented by every teacher of an educational institution who is responsible for teaching the younger generation.

All features of the training are disclosed in additional materials: appendices and explanatory notes, which are advisory in nature. The first generation of elementary school children have already completed training in the teaching and learning methods and, it is worth noting, have given the first fruits. Children successfully pass transfer exams, have also decided on their future profession, and have become better able to navigate difficult life situations. Considering that every child in the future needs to pass dozens of exams, not only educational, but also in life, “Perspective” is focused on raising a smart generation.

(The “Perspective” textbook system successfully passed the federal examination for compliance with the 2009 Federal State Educational Standard, and received positive reviews from the Russian Academy of Sciences (RAS) and the Russian Academy of Education (RAE).

All textbooks of the “Perspective” system are included in the Federal lists of textbooks recommended or approved by the Ministry of Education and Science of the Russian Federation for use in the educational process in general education institutions for the 2013/2014 academic year.)

The educational complex of the “Perspective” program 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 educational complex, 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 accessibility of knowledge and high-quality assimilation of material, comprehensive development of the personality of a primary school student, taking into account his age characteristics, interests and needs. The educational and methodological complex of textbooks “Perspective” was created by a team of scientists and teachers of the Russian Academy of Sciences, the Russian Academy of Education, the Federal Institute for Educational Development in close cooperation with the publishing house “Prosveshchenie”.

The uniqueness of the Perspective primary school kit 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 Perspective set began to be published in 2006. Scientists from the Russian Academy of Education, the Russian Academy of Sciences, methodologists and teachers are taking part in the work on the “Perspective” kit together with the publishing house “Prosveshcheniye”. The fundamental principles of the set are: humanistic, the principle of historicism, communicative and the principle of creative activity. This principled approach makes it possible to organize 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 developing universal educational skills and personal qualities, i.e. development and upbringing of the child.

Ideological basis textbook system "Perspective" is“The concept of spiritual and moral development and education of the personality of a citizen of Russia”, aimed at forming in the younger generation a system of values of humanism, creativity, self-development, morality as the basis for a student’s successful self-realization in life and work and as a condition for the security and prosperity of the country.

The didactic basis of the Perspective textbook system is 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 continuity of scientific views with the traditional school (Conclusion of the Russian Academy of Education dated July 14, 2006, Prize of the President of the Russian Federation in field of education for 2002).

The methodological basis of the Federal State Educational Standard is system-activity approach. It is the system-activity approach, which forms the basis of the “Perspective” set, that makes it possible to orient the teacher towards achieving personal and meta-subject learning outcomes for younger schoolchildren.

The achievement of these results is facilitated by the thematic unity of all 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 “I”, which includes self-knowledge, self-development and self-esteem, the formation of a person’s civil identity, the acceptance and understanding of moral and cultural values, and the rules of interaction with the outside world.

- “I want to study!”: 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 his activities and bring them to completion, evaluate the result, correct mistakes and set new goals.

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

- “A healthy mind in a healthy body!”: It is important here to preserve the health of students during the learning process, and to teach children to take care of their health themselves, 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, about nature, about the people around you, to protect and honor what they have created.

The authors of the “Perspective” set reveal their stated theses through thematic areas: “My family is my world”, “My country is my Fatherland”, “Nature and culture - the environment of our life”, “My planet - Earth”, which integrate educational material from different objects and allow the child to more effectively form a holistic picture of the world.

Another advantage of learning using the Perspective educational complex is that the system for constructing educational material allows each student to maintain and develop interest in discovering and learning new things. In textbooks, tasks are offered in such a form that the child’s cognitive activity, cognitive interest and curiosity develop into the need to learn new things and learn independently. At each lesson, the student, as it were, reveals for himself the content of future topics. Training is built on a 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 logical and figurative thinking of the child, his imagination, and intuition. The textbooks systematically build theoretical material, to which are offered practical, research and creative tasks that allow you 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 the educational complex “Perspective” in the context of its compliance with the requirements of the Federal State Educational Standard is its great opportunities for solving educational problems. The implementation of the Concept of spiritual and moral development and upbringing of the personality of a citizen of Russia in the educational complex is aimed at the formation of a value worldview, education and formation of the moral position of the personality of a junior schoolchild. The teacher solves these problems in the process of discussing a system of issues, 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.

The basis of the information and educational environment for primary schools is the completed subject lines of the “Perspective” textbook system. Textbooks effectively complement workbooks and creative notebooks, dictionaries, reading books, methodological recommendations for teachers, didactic materials, multimedia applications (DVD videos; DVDs with lesson scripts that implement the activity-based teaching method; CD-ROMs; presentation materials for multimedia projectors; software for interactive whiteboards, etc.), Internet support and other resources for all subject areas of the Federal State Educational Standards curriculum (Federal State Educational Standards, section III, clause 19.3.). All this makes it possible to organize various types of student activities and effectively use modern methods and technologies for organizing educational work.

Another distinctive feature of the “Perspective” textbook system, which provides it with the status of the core of the information and educational environment for primary schools, is the developed special navigation system that allows the student to navigate both within the educational complex and to go beyond it in search of other sources of information. Thus, the “Perspective” textbook system is integrated into a single ideological, didactic and methodological system that helps the teacher meet the requirements of the modern educational process, determined by the Federal State Educational Standard.

A new methodological support has been developed for the educational complex “Perspective” - “Technological maps”, which help the teacher to implement the requirements of the Federal State Educational Standard in the educational process. “Technological maps” are a new methodological toolkit that provides the teacher with high-quality teaching of a new educational course by moving from lesson planning to designing the study of a topic. The “Technological Maps” define tasks, planned results (personal and meta-subject), indicate possible interdisciplinary connections, propose an algorithm for completing the topic and diagnostic work (intermediate and final) to determine the level of mastery of the topic by students. The maps are posted on the Prosveshcheniye publishing house website in the “Perspective for Teachers” section. In addition, additional Internet resources have been developed for teachers and parents, including lesson plans, articles and comments, advisory support for teachers and parents (questions from parents and teachers are answered by psychologists, teachers, and authors).

In order to ensure the effectiveness of using the “Perspective” textbook system in the practical activities of teachers, a multi-level system of advanced training for teachers of different categories (primary and secondary school teachers, teachers of preschool educational institutions, head teachers, directors, methodologists, teachers of pedagogical colleges and pedagogical universities, psychologists, etc.) has been built. .), creating conditions for their gradual development of pedagogical tools of activity-based learning both at the federal level (at the Center for System-Active Pedagogy “School 2000...” of the AIC and PPRO) and in the regions based on the principle of network interaction.

The created mechanisms for improving the quality of work of teachers in accordance with the requirements of the Federal State Educational Standard on unified ideological, didactic and methodological grounds opens up prospects for a real transition of the school to the implementation of the new goals and values of education and the construction of a unified educational space for the training, education and health of schoolchildren.

Is your child studying under the UMK Perspective program? We are ready to provide you with a complete set of textbooks and workbooks from grades 1 to 4 that correspond to this system. It doesn’t matter what city in Russia you live in - your set of textbooks will be delivered to you in the fastest and most convenient way!

Stores where textbooks UMK Perspective can be bought at retail, they raise the price quite significantly compared to the original one. But if you buy or order textbooks and workbooks as a set, it costs much less! But we don’t just offer you a set of textbooks - we offer you textbooks and workbooks for the Perspective program for the entire class at a discount, which will have a wholesale price that is 10-15% lower than the market price!

You can review the list and compare the prices listed there with the prices offered in the store. We are sure the difference will amaze you! Add to this the time saved that you would have spent searching for each textbook and workbook.

"Features of the Perspective program"

Kuzminova Elena Vasilievna

Municipal educational institution Pustynskaya secondary school

The Perspective textbook system reflects modern achievements in the field of psychology and pedagogy while maintaining a close connection with the best traditions of classical school education.

Scientific supervisor of the textbook system "Perspective" since 2010, became a Doctor of Pedagogical Sciences, laureate of the Presidential Prize of the Russian Federation in the field of educationL.G. Peterson .

The advantages of teaching using the “Perspective” system of textbooks for primary schools are that,The nature of the construction of educational material allows each student to maintain and develop interest in discovering and learning new things. In textbooks, tasks are offered in such a form that the child’s cognitive activity, cognitive interest and curiosity develop into the need to learn new things and learn independently. At each lesson, the student, as it were, reveals for himself the content of future topics.

Each textbook is equipped with a system of tasks aimed at developing both logical and figurative thinking of the child, his imagination, and intuition. The textbooks systematically build theoretical material, which includes practical, research and creative tasks,

In the Perspective system, much attention is paid to artistic design of textbooks and teaching aids, modern design, excellent printing quality, “warm” and “smiling” illustrations: And the content of teaching aids is up-to-date and meets modern standards, systematically and accessiblely presented.
This includes a variety of interesting types of work, both for independent search work: “quizzes”, riddles, logical tasks involving cartoon characters, fairy tales, using geometric and graphic material, tables, and for collaboration with classmates (“do the work in pairs”) , with family (“find out from your grandmother, “tell your parents”).

In addition, in all editionsA navigation system is used that helps the child navigate the educational material and creates conditions for parents to be included in the learning process.

And the presence of workbooks on the surrounding world, the Russian language, and technology allows you to increase the pace of the lesson and its productivity.

The system of textbooks for primary schools “Perspective” was created in parallel with the development of the Federal State Educational Standard.

The educational complex contains a large number of developmental tasks (“Compare, prove why it is so that you know, think, remember, find...”), which allows you to build the educational process in a problem-solving and research manner. During lessons on the world around us and at home, each student will be able to summarize and supplement their knowledge using the section “Behind the Pages of the Textbook”

In 2011, electronic supplements to the textbook by L.F. Klimanova “ABC”, “Russian Language” and to the textbook by N.I. Rogovtseva “Technology” were published in the “Perspective” textbook system.

Thus, the textbooks of the Perspective program:

They do not give ready-made knowledge, but teach children to think, provide evidence, and draw conclusions;

raise children in the spirit of traditional spiritual and moral values: love for the Motherland, for its history, for nature, for their loved ones;

correspond to all the principles of didactics: scientific character, connection between learning and life, educational learning, developmental learning, systematicity, awareness, visibility, accessibility.

The textbook “ABC” for 1st grade by L.F. Klimanova and S.G. Makeeva was compiled in the best traditions of Russian alphabet studies.
As in most modern alphabets, training in this textbook is divided into pre-primary, primer and post-primary periods (the authors call them preparatory, basic and generalizing periods).

Gaming methods are also widely used: charades, puzzles, crosswords, riddles, composing words from “lotto” syllables.

When considering the concept of a syllable, the authors abandoned the classification of syllables (fusion syllables, letters without mergers, open, closed syllables, etc.) At the same time, the classification of consonants by hardness and softness and the identification of their opposition on the model of not only the syllable, but also a whole word (mouse - bear, cat - whale, chalk - mayor, crowbar - flax, nose - carried). The same can be said about the opposition of voiced and voiceless consonants (mountain - bark, tooth - soup, volume - house, sew - lived). The results of consideration of these oppositions are recorded in tablets"Knots for memory" (pp. 77, 91, 108-109 in part I and pp. 22-23, 44-45, 68-69 in part II). In general, these signs resemble those in the Russian ABC.

A characteristic feature of the textbook is that lexical work is constantly, purposefully, but not intrusively carried out on homonyms (onion - onion), homoforms (whether washed - washed), homographs (castle - castle), homonymy of roots (goose - goose - caterpillar), polysemy (spruce needles, hedgehog needles and sewing needles), thematic groups of words (jackdaw - magpie - oriole, aster - iris - primrose, marmot - gopher - rat), antonyms (easy - difficult), nests of cognate words (snow - snowball - snowballs – snowflakes), phraseological units (winter is just around the corner, kill it on your nose).

Attention is also paid to the study of spelling. Traditionally, during the period of learning to read and write, the spelling of capital letters at the beginning of a sentence and in proper names, the spelling of the combinations ZHI-SHI, CHA-SCHA, CHU-SHU are given. This material is also presented in this textbook.

The words and texts used as illustrative and training material in the main section of the alphabet are accessible to first-graders. Russian proverbs, sayings, riddles, tongue twisters, texts of Russian classical children's literature (V.A. Zhukovsky, A.S. Pushkin, A.K. Tolstoy, L.N. Tolstoy, A.A. Fet, V. Maykov) are widely used , K.D. Ushinsky, works of poets and prose writers of the twentieth century - S. Marshak, A. Barto, D. Kharms, B. Zakhoder, V. Berestov, I. Tokmakova, N. Matveeva and others, and popular science articles by V. .Bianchi, N.Sladkova and A.Pleshakova)

Cons: (unlike Goretsky's Russian ABC) there are very few plot pictures that would not interfere with the development of speech. Therefore, we have to select pictures with scenes for the lesson.

Copybooks Copybook 1 “Draw, think, tell” (authors L.F. Klimanova, V.I. Romanina, L.N. Boreiko) is intended for work in the pre-letter period, copybooks 2 and 3 “My alphabet” (author L.F. Klimanova) – in alphabetic and cursive 4 “I write beautifully” (authors L.F. Klimanova and L.Ya. Zheltovskaya) – in the post-letter period.

Of particular interest is copy 1 “Draw, think, tell,” which is intended for training fine motor skills of the hand and eye as preparatory exercises for writing letters. Here are all the necessarytypes of work: various shadings , tracing and coloring drawings, writing out elements of block letters . But, besides this purely utilitarian function,Copybooks contribute to the development of spatial and temporal perception of the surrounding world. Children should reflect on the concepts: what is the center of a square and a circle, which object is larger and which is smaller, which path is longer and which is shorter, where the direction is to the right and where to the left, which objects are similar to each other and which are different. Children learn to compare, contrast, group, differentiate, and practically become familiar with the concept of set and its elements.

Copybook “My Alphabet” in two parts also contain a number of interesting finds. Considering the high labor intensity of the writing process for first graders,the author introduces game aspects: puzzles, sections “Riddles of words”, metathesis (composing words by rearranging syllables), adding “lost” elements of letters, “letter mosaic” (composing letters from disparate elements), chainwords, coloring books.

Much attention is paid to diverseworking with sound-letter schemes of words. Vocabulary is not forgotten either: exercises are given to determine the polysemy of words, homonyms, and to compile thematic groups of words. Quite often, exercises are given to develop speech: composing sentences and texts including the words being studied.

The “Writing Beautifully” copybook is intended for further development of calligraphy skills. Writing tasks become significantly more difficult. This is writing entire phrases, proverbs, answers to questions, stories. In the final lessons, this is writing notes and letters, that is, the practical mastery of such a communication-oriented genre as epistolary.

Textbook “The World Around us” by A.A. Pleshakov and M.Yu. Novitskaya intended FOR A CHILD. This is a textbook ABOUT A CHILD and HIS WORLD.
A distinctive feature of the textbook is the presentation of the world not as a separate object of study, but through personal perception: the world of your family, the world of your class, the natural world of your yard, the world of your school, your Motherland.

Most of the information to be studied is entered inductivelythrough observation, photo comparison, completing tasks, and the information itself is given at the end of the lesson as a conclusion, the result of the students’ reflection. This information is presented simply, clearly, clearly, and is understandable to first-graders. Inductive and problem-based approaches that require children to think and prove support their thinking and language development.
The textbook is richly illustrated with photographs, reproductions of paintings by Russian artists and drawings specially made for this publication.

The main advantage of the textbook “Technology: Man, Nature, Technology” by N.I. Rogovtseva, N.V. Bogdanova, I.P. Freytag for grade 1 is that this textbook is not on labor training, but rather a textbook on technology and it is addressed to children who not only learn to make crafts with their own hands, but also learn the basics of their manufacturing technology, that is, the features of materials, stages of preparatory work, stages of work, design features. The textbook is addressed to children of the 21st century, living in different sociocultural conditions than children of the 20th century, and is intended to prepare them as versatile and competitive citizens who possess not only labor skills, but also technological thinking. And the fact that the authors propose to develop such thinking from the very first days of school increases the relevance and significance of this textbook.
The technology textbook is also connected with the textbooks “ABC”, “Russian Language”, “Literary Reading”, included in the line of teaching materials “Perspective”. This is evidenced by the fact that this textbook opens with a similar section “Let’s get to know each other”, a dialogical way of presenting information, the presence of the same permanent characters Anya, Vanya and Owl, the inclusion in the textbook of proverbs, poems, riddles, information on the history of writing and other ways of communication between people .

Textbook structure"Mathematics" L.G. Peterson savestraditional lesson structure , which helps the teacher plan and determine the purpose of the lesson.
Textbookstarts from the pre-numerical period , during which attention is focused oncomparing and counting objects , development of spatial and temporal concepts . A new topic has been introduced: “Sets and operations on them” ”, which is the implementation of a “set-theoretic approach to the introduction of the basic concepts of “number”, “magnitude”, “figure”.
The study of numbering numbers from 1 to 10 is associated with geometric material. This approach is logically justified. Numbers and digits are entered sequentially one at a time in accordance with their place in the natural number series.
Atlearning addition and subtraction techniques within 10 the authors entered the workwith a number line. This allows you to clearly explain the calculation algorithm to children.

Textbook "Mathematics" for 1st grade by author L.G. Peterson of developmental type. Its content is aimed mainly at the intellectual development of younger schoolchildren, the formation of culture and independent thinking. In the elementary grades, especially in the first grade, methods of educational work are just beginning to take shape. Therefore, a continuous clear line is needed, aimed at developing attention, observation, memory, and the ability to analyze, compare, and find patterns. This line, it seems to me, is visible in this textbook.
Before studying numbers, a lot of work is done with the concept of “set”, “element of a set”, which allows children to more easily learn the order of numbers and the meaning of the operations of addition and subtraction.

The textbook is distinguished by its thoroughly thought-out work with text problems. Before the introduction of the term “task”, purposeful preparatory work can be traced. Children learn to compose stories, first from paired, then from triple pictures, and see supporting words. By the time the term “task” is introduced, students already understand the meaning and structure of the task. In grade 1, simple problems are studied to find the sum, remainder, unknown term, increase (decrease) a number by several units, difference comparisons and compound problems in 2 steps.
The manual studies the numbering of numbers of the first and second tens, addition and subtraction of numbers within 20 without passing and with passing through a ten. However, arithmetic operations are considered more broadly: subtraction of two-digit numbers, addition and subtraction of segments, addition and subtraction of quantities are introduced. Thus, both the number line and the geometric line are studied more thoroughly.
The textbook by L.G. Peterson is published complete with “Independent and test work”, which material helps to test skills and abilities.
+++ The textbook contains a large number of various developmental exercises, contains all the necessary information on mathematics, is compiled taking into account age characteristics, and promotes the development of students’ thinking and creative abilities.

The development of logical thinking is also facilitated by a fairly large number of “reasoning” (“Olympiad” type) problems and problems composing.
In the second half of the year, work continues on adding and subtracting the numbers of the first and then the second ten, including moving through the ten, which corresponds to the traditional approach to compiling textbooks for 1st grade. According to the material, concepts are introduced about difference comparison, mass and its units of measurement, terms and sum, commutative property of addition, minuend, subtract and difference, two-digit numbers, decimeter and transition through ten. When solving examples and problems, much attention is paid to understanding calculation algorithms, to children searching for the most rational ways to solve problems, to developing the eye and muscular sense of weight. The number of non-trivial tasks also increases (subject to the main psychological requirement of moving from simple to complex when developing skills).

A big plus is that the mathematics textbook is a textbook-notebook.

Cons: Methodological kits, notebooks, and teaching materials cannot be found on the open market. There are “strange” problems that cannot be solved.

Diagnostics (September-December), observation in class and outside of class, during the first half of the year, showed an increase in the levels of development of cognitive interest and cognitive abilities in general.
Analysis of the results obtained allows us to say that there is an increase in learning motivation among first-graders. Positive dynamics in the development of cognitive processes are visible: an increase in the levels of development of thinking, memory, and attention

The consistently high level of psychological comfort, performance during the school day, and the emotionally positive perception of the Perspective educational complex by students indicate that the teaching aids meet the requirements of health protection. The wealth of educational and visual material, the variety of types of tasks, sources of information, their developmental orientation, and age-related conditions enable the teacher to widely use communication, dialogue, health-saving and other person-oriented technologies in the classroom, which is the key to positive trends in all areas of the educational process in the future. .

Parents of future first-graders think about the education of their children long before the first and most memorable Knowledge Day. In search of a suitable educational program, many people’s heads are spinning: how to choose one that will help develop the child’s personality and at the same time meet all the requirements of state elementary school standards? According to reviews, the “Perspective” program is what is needed for the comprehensive and comprehensive development of the student.

Creators of the complex

Perhaps we should start with the fact that this educational project relates to the traditional system of teaching primary school children. The complex was developed in 2006. The author of the educational materials and the initiator of the creation was a teacher with many years of experience, Doctor of Pedagogical Sciences Lyudmila Peterson. Together with the Prosveshcheniye publishing house and young scientists, she managed to create a unique school program.

Reviews about “Perspective” for elementary school are not always rosy, but, as you know, any project always has its critics and admirers. It is no coincidence that the authors of the program had to face difficulties in obtaining recommendations from the Ministry of Education and Science of the Russian Federation. For this reason, certain materials had to be replaced and modified in 2014, after which all stages of approval of the curriculum for the Perspective primary school were completed. Feedback from those parents whose children have already studied using the updated educational and methodological complex deserves attention.

How do parents rate Perspective?

In general, the project has more positive than negative feedback. The most important thing that parents of primary school students note is that their children are interested in learning. In contrast to this opinion are dissatisfied mothers and fathers who believe that any experiments with educational forms are doomed to failure. Next, we will take a closer look at the features of the school program for the “Perspective” primary school. Reviews from 2016 or earlier really help to get an idea of this training course in general terms, but you can objectively understand whether it is worth sending your child to study in this program only by delving into its content and principles.

What disciplines are included in the program

Like any other traditional projects, Perspective has the necessary theoretical and practical basis. Primary school students are trained in the areas of philology, mathematics, social studies, art and modern technology. Textbooks from the following authors help them with this:

“ABC” for 1st grade and the course “Russian language” by L. Klemanova.
“Mathematics” by G. Dorofeev.
“Literary reading” by V. Goretsky.
“Informatics” T. Rudnichenko.
“The world around us” by A. Pleshakov.
“Technology” by N. Rogovtseva.
“Physical Education” by A. Matveev or I. Viner (teacher’s choice).
“Fine art” by T. Shpikalova.
“Music” by E. Kritskaya.
“Fundamentals of religious cultures and secular ethics” by A. Shemshurina.

All teaching aids are written in an accessible manner and are easily understood by children, judging by the reviews of parents.

The “Perspective” program for primary schools in 2017 offers the study of several foreign languages at once:

English - in standard or advanced courses in accordance with the Federal State Educational Standard, as well as in the textbooks “In Focus” by Yu. Vaulina and “Star” by K. Komissarov;
French - based on the project by N. Kasatkina “In Perspective” or A. Kuligina “Your Friend the French Language”;
Spanish and German according to classical programs.

All textbooks and manuals that are included in the school program “Perspective” for elementary school, according to teachers’ reviews, are designed for children with different levels of training. The educational materials have undergone the certification procedure for compliance with the Federal State Educational Standard of the National Educational Institution, having received the appropriate reviews from the Ministry of Education.

Basic principles of "Perspective" for elementary grades

The goal pursued by the creators of the program is to provide the teacher with the opportunity to fully develop children and their individual abilities. At the same time, “Perspective” has its own principles for conducting the educational process in primary school. These include the following provisions:

continuity of learning;
taking into account the personal qualities of students;
formation of a child’s worldview, a holistic picture of what is happening;
the presence of a worthy visual example for schoolchildren;
maintaining the physical and mental condition of students.

It is interesting that Lyudmila Peterson based her educational project on the system of activity approach she had previously developed. By the way, in 2002, the President of the Russian Federation awarded Peterson the State Prize in the field of education.

Giving a child universal skills and abilities, developing his ability to set the right goals, solve problems and take responsibility for results - this is the essence of the “Perspective” program for elementary school. Reviews from teachers indicate that introducing the complex into the educational process is not as difficult as it might seem at first glance. It is important to teach your child to study and discover new knowledge on his own, and not to provide him with ready-made information. The basis for this activity-based methodology of the school curriculum are several areas. Let's devote a few words to each of them.

I want to study!

The teacher must maintain and constantly stir up the child’s interest in everything unknown, develop his cognitive abilities with exciting tasks, instill the ability to plan his actions and achieve his goals, objectively evaluate the results and correct mistakes.

A healthy body means a healthy mind!

During the educational process, it is extremely important to simultaneously teach the child to take care of himself and observe the rules of personal hygiene and safety precautions. In addition, in their reviews of the “Perspective” school program for primary schools, teachers note that it is important to lay in the child’s perception the foundation of moral values, manifested in the ability to empathize, care about others and protect nature.

I am at peace, peace is within me!

This principle helps the child build his own “I”, including getting to know himself through the prism of moral principles in society, improving communication skills (freely dialogue, be able to listen to others, identify suitable sources of information, work with a book, etc.) .

What teachers say about this complex

Teachers are of the same mind in their conclusions about Perspective: teaching under this program can hardly be called difficult. If a child not only studies at school, but also devotes enough time to self-education, no difficulties will arise in mastering the material. Despite the fact that all children adapt completely differently in the elementary grades, as evidenced by reviews from parents, the “Perspective” program in elementary school is universal. It allows the teacher to find an individual educational approach to each child. To some extent, everything depends on the teacher rather than on the type of curriculum.

Judging by the reviews, few people criticize the Perspective curriculum for elementary schools. Of course, there are also shortcomings in it, or rather, shortcomings - apparently, the authors of the project got something wrong with the manuals and materials. Teachers and parents include the following imperfections:

Preparation of copybooks for first-graders. Students adapt to the proposed notebooks with difficulty, so uppercase and lowercase letters are written in almost the same size.
Sequence of topics in the Mathematics course. Studying the multiplication table, according to the textbook, is planned earlier than familiarization with numbers up to 100.
Presence of grammatical errors in the ABC.
Exercises and assignments in books do not always correspond to the topics being studied.

At the same time, in their reviews of the “Perspective” program for primary schools, teachers note that, for example, the course “The World Around us” is compiled in an unusual way, and children read the textbook itself with great interest. True, when doing homework on this subject, students rarely do without the help of their parents. The teachers did not ignore “Mathematics”, which is designed for children with different levels of knowledge and degrees of preparation. Any of the topics involves solving several problems in the lesson (from 4 to 6), and at the end of the paragraph there are olympiad-type tasks.

What skills does the child acquire?

The “Perspective” program for elementary schools, according to reviews from its creators, was developed according to three fundamental principles:

independence;
instrumentality;
integration.

The first presupposes the child’s ability in the learning process to use the proposed sources of information (textbook, reference book, dictionary, workbook, etc.) to solve assigned problems. Basic business communication skills that children acquire as part of mastering the material, role-playing games, working in pairs, joint assignments, and holding discussions also help with this. It is important that the teacher, when revealing a new topic, presents several possible solutions to the problem - this gives children the ability to continue to look at the same situation from different angles.

The principle of instrumentality implies the introduction of specially designed mechanisms into the curriculum that facilitate easier perception and mastery of the material. According to the authors, what is more important is not how much information the child has comprehended, but whether he is able to apply the acquired knowledge in practice. For this purpose, for example, each textbook has heroes, thanks to whom, from the first to the last topic of the course, the material is studied in a playful way.

The Perspective program is designed in such a way that every elementary school student can get a general and comprehensive picture of the world. The most striking example is the integrated course “The World Around us”. During lessons and doing homework, each child receives knowledge in geography, social studies, natural science, astronomy, and life safety.

Benefits of the program

The teaching aids of the Perspective complex, as teachers admit, have become real helpers for them. Each course has detailed classroom lesson plans. According to parents’ reviews, the “Perspective” program for primary schools in 2016 and 2017 pleased with the increase in educational materials: now each course, in addition to textbooks, comes with a reader, notebooks for independent work, tests and tests. It is also convenient that the annual process of studying any subject is conventionally divided into two parts - theoretical and practical.

What goals did the authors pursue when creating the “Perspective” program for elementary schools? According to feedback from teachers, the likely goal was to include in the project everything that would help the child in later life. After all, starting from elementary school, schoolchildren must learn to analyze their actions, comprehend their correctness and draw appropriate conclusions. Most existing educational programs are aimed at personal development. The creators of Perspective did not deviate from the main concept either. In the understanding of the creators of this project, students should develop creatively by regularly completing relevant tasks and participating in various thematic competitions.

And yet, if there are any significant differences between this educational complex and the others, they lie in unprincipled nuances. The primary task of teachers working in this program is not so much the conduct of the educational process, but the ability to guide and motivate the child to study each subject in depth independently.

It is important that from the first grade children understand which human values are above all. This concept includes instilling a sense of patriotism - every schoolchild from an early age should be instilled with hard work, respect for the rights and freedoms of other people, showing love and care for others, nature, family, and the state. An equally significant role is played by the integration of the educational and cultural process. Moreover, it is important that the child knows not only about his national traditions and customs, but also remains tolerant of representatives of other cultures. Thus, a simple conclusion arises: the “Perspective” program teaches children to live in society and keep up with the modern world, but at the same time be fair, be able to protect and defend their position.

Conclusion

As you know, parents have the right to independently choose an educational institution for their child. Do you want your children to study in elementary school using the Perspective educational program? Reviews about this project often serve as a significant argument for most parents, despite the ambiguity of opinions. The entire educational and methodological complex is a huge system of subprograms that are interdependent on each other. At the same time, each of the subjects is a separate direction, an indispensable link in the educational activities of students. The program does not differ fundamentally from traditional projects that comply with the Federal State Educational Standard. “Perspective” from the first grade helps the student to become more independent, but this does not mean that the child will not need parental help throughout the entire period of study.