1) subject-spatial developmental educational environment;
2) the nature of interaction with adults;
3) the nature of interaction with other children;
4) the child’s system of relationships to the world, to other people, to himself.
2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of implementing the requirements of the Standard.
Mandatory part of the Program assumes comprehensiveness of the approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).
In the part formed by the participants in educational relations , programs selected and/or independently developed by participants in educational relations aimed at the development of children in one or more educational areas, types of activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, and forms of organizing educational work should be presented.
2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.
2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.
2.11.1. The target section includes an explanatory note and the planned results of mastering the program.
The explanatory note should disclose:
goals and objectives of the Program implementation;
principles and approaches to the formation of the Program;
characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.
Planned results development of the Program specifies the requirements of the Standard for target guidelines in the mandatory part and the part formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including disabled children ( hereinafter referred to as children with disabilities).
2.11.2. The content section presents the general content of the Program, ensuring the full development of the personality of children.
a) a description of educational activities in accordance with the areas of child development presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and teaching aids that ensure the implementation of this content;
b) description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of students, the specifics of their educational needs and interests;
c) a description of educational activities for the professional correction of developmental disorders of children, if this work is provided for by the Program.
a) features of educational activities of different types and cultural practices;
b) ways and directions of supporting children's initiative;
c) features of interaction between the teaching staff and the families of students;
d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.
Part of the Program formed by participants in educational relations , may include various directions chosen by participants in educational relations from among partial and other programs and/or created by them independently.
This part of the Program should take into account the educational needs, interests and motives of children, their family members and teachers and, in particular, can be focused on:
the specifics of national, sociocultural and other conditions in which educational activities are carried out;
selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff;
established traditions of the Organization or Group.
This section must contain special conditions for obtaining education by children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual correctional classes and providing qualified correction of disorders their development.
Corrective work and/or inclusive education should be are aimed at:
1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;
2) development of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.
Correctional work and/or inclusive education of children with disabilities who are mastering the Program in Combined and Compensatory Groups (including for children with complex disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.
In the case of organizing inclusive education for reasons not related to children’s health limitations, highlighting this section is not mandatory; if it is separated, the content of this section is determined by the Organization independently.
2.11.3. The organizational section must contain a description of the logistics ensuring the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as features of traditional events, holidays, events; features of the organization of a developing subject-spatial environment.
2.12. If a mandatory part of the Program corresponds to an example program, it is issued in the form of a link to the corresponding example program. The mandatory part must be presented in detail in accordance with clause 2.11 of the Standard, if it does not correspond to one of the sample programs.
The part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which allows one to become familiar with the content of partial programs, methods, and forms of organization of educational work chosen by the participants in educational relations.
2.13. An additional section of the Program is the text of its brief presentation.Brief presentation Programs should be aimed at parents (legal representatives) of children and be available for review.
The brief presentation of the Program must indicate:
1) age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;
2) the Sample programs used;
3) characteristics of the interaction of the teaching staff with the families of children.
The idea is that article exchanges tie customers to a certain volume of an article. When you place an order, you must indicate how many characters should be in the article. The authors' work is paid a certain amount per 1000 characters.
What do customers do to determine the required length of an article? They look at existing competitors and take the average figure from the articles in the TOP10 of Yandex.
I don't like this approach. It is impossible to limit the article in advance to a certain number of characters, because the customer cannot know how long the article will fully reveal the essence of the issue.
Based on this, let's denote the first rule:
1. THE VOLUME OF THE ARTICLE MUST BE SUCH AS TO FULLY ANSWER THE USER'S QUESTION
However, we cannot limit ourselves to this rule only, because search engine algorithms (Yandex and Google) come into play. We need to not only write an interesting article for readers, but also make sure that it ranks first in search engines. And search engines treat large, voluminous articles well. Based on this, we designate the second rule:
2. THE ARTICLE MUST BE LONG
To designate such articles, the authors used the word longread (English: longread; long read - lit. “long reading”). Without going into details, these are articles in the range of 10,000 – 25,000 characters that can hold the reader’s attention for 10-40 minutes. For myself, I derived a certain average value of ~ 15,000 – 25,000 characters without spaces.
Although we have many articles that are 30,000, 40,000, 50,000 characters long. And even more.
Thus the third rule can be formulated:
3. YOU CANNOT INFLATE THE VOLUME OF THE ARTICLE AT THE EXPENSE OF WATER AND TRASH WORDS, YOU NEED MEAT
You need to find additional user questions on the topic, non-obvious problems, subtleties and nuances, everyday examples, interesting stories, expert comments.
The total volume of the mandatory part of the main
a general education program for children with disabilities, which should be implemented in compensatory and combined groups,
includes time allocated for:
direct educational activities with qualified correction of deficiencies in the physical and (or) mental development of children;
educational activities with qualified correction of deficiencies in the physical and (or) mental development of children, carried out during regime moments;
independent activities of children;
interaction with children’s families on the implementation of the basic general education program
preschool education for children with
disabilities
Approximate total volume of the mandatory part
basic general education program of preschool education
for children with disabilities
Direct educational activities with qualified correction of deficiencies in the physical and (or) mental development of children
educational activities with qualified correction of deficiencies in the physical and (or) mental development of children, carried out during regime moments Independent activity of children
Interaction with children's families
18-21% 24-28% 32-36% 41-44%
an additional 5-6% to the direct educational activities of children and educational activities carried out during sensitive moments, a mandatory part of the main general education program, if the institution, based on the results of state accreditation, has one priority area of activity;
additionally 11-12% if the institution, based on the results of state accreditation, has two priority areas of activity;
Approximate total volume of the part formed by participants in the educational process
additionally 17-18% if the institution, based on the results of state accreditation, has three priority areas of activity;
an additional 24-25% if the institution, based on the results of state accreditation, has all areas of activity as priorities.
“Joint activities of adults and children” -
activities of two or more participants
educational process (adults and students) to solve educational problems in the same space and at the same time. It is distinguished by the presence of a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of children in the process of educational activities). It involves individual, subgroup and group forms of organizing work with students.
“Independent activities of children” -
1) free activity of pupils in the conditions of a subject-specific educational environment created by teachers, ensuring that each child chooses an activity based on his interests and allows him to interact with peers or act individually;
2) activities of students organized by the teacher, aimed at solving problems related to the interests of other people (the emotional well-being of other people, helping others in everyday life, etc.).
Basic general education program of preschool education
To ensure the protection and strengthening of children's health, their comprehensive (physical, cognitive-speech, artistic-aesthetic, social-personal) development through the organization of various types of children's activities and amateur performances, the leading of which is play.
To help the child achieve a level of development that ensures his/her
psychological and physical readiness for school , create equal conditions for the upbringing, development and education of children, regardless of the family’s material wealth, place of residence, linguistic and cultural environment, and ethnicity.
Comply with the principledevelopmental education, the purpose of which is the development of the child.
Meet the criteriacompleteness, necessity and sufficiency(allow you to solve your goals and objectives only using necessary and sufficient material, to get as close as possible to a reasonable “minimum”).
Form such knowledge, skills and abilities which are directly related to development preschool children.
and Russian federal auditing rules form the required scope of the audit. Also, the scope of the audit is determined by federal standards and other regulatory legal acts.
Note 1
The concept of audit scope refers to the audit procedures necessary to achieve the audit objective with all audit responsibilities.
Audit organizations have the following powers:
- making decisions on the types, quantity and depth of audit procedures;
- making decisions on the amount of time spent, as well as the number of specialists and their composition who are involved in the audit and preparation of the auditor’s report.
Let's look at the main audit steps:
- planning an audit to organize an effective and economically justified audit; at this stage, the strategy, tactics of the audit, its timing are determined, and a general plan and audit program is developed;
- collection of audit evidence – it is necessary to obtain such evidence that will become the basis for forming an opinion containing information about the reliability of the enterprise’s financial statements;
- cooperation with the head of the economic entity and other persons, such as auditor assistants, external experts, internal auditors - at this stage it is necessary to review the results of the work performed, as well as assess the possibilities of using the results of their activities as reliable audit evidence;
- Documentation of the audit – it is necessary to record the main aspects of the work performed, the conclusions drawn that are important for the formation of the auditor’s conclusion;
- forming conclusions and opinions about the accounting and financial statements of the enterprise - the auditor’s conclusion must contain an opinion that contains information about the reliability of the enterprise’s financial statements.
The following are subject to mandatory audit:
- joint stock companies;
- enterprises operating on the securities market;
- insurance and credit companies;
- Pension Fund of the Russian Federation.
Until December 2, 2014, enterprises with the status of an open joint-stock company had to undergo a mandatory audit. But on December 2, 2014, amendments were made to Federal Law No. 307 “On Auditing Activities”. These amendments stated that joint stock companies can now only be public or non-public. But regardless of the form, such enterprises are subject to mandatory audit.
Scope of statutory audit
The scope of work of the statutory audit auditor includes the following procedures:
- checking the correctness of registration of all operations in the documentation of the enterprise and those elements that are in doubt;
- organization of inventory at the enterprise;
- checking the financial situation of the enterprise, focusing on balance sheet and reporting data;
- assessment of the degree of effectiveness of the accounting policy at the enterprise;
- If consolidated statements are available, they are checked.
Note 2
It should be noted that if a mandatory audit of joint-stock enterprises is carried out, then the scope of the audit additional items include circumstances and data that serve as characteristics:
- share capital (by type of investment);
- number of shares - which are authorized, issued and unpaid;
- the value of shares that have not been repurchased;
- par value and income from each share;
- movements in share capital accounts during the audited period;
- rights, advantages and restrictions under which dividends are distributed;
- debts on cumulative accumulated dividends on shares having preferred status;
- proceeds received from the sale of securities;
- shares in reserve for sale under options and contracts.
