Regulations on State Pre-school Education Guidelines and Sample Pre-school Education Programs

Редактировал(а) Dmitrijs Vinogradovs 2020/06/16 18:43

Google Translated at 16/06/2020

Source (in Latvian): https://m.likumi.lv/ta/id/303371-noteikumi-par-valsts-pirmsskolas-izglitibas-vadlinijam-un-pirmsskolas-izglitibas-programmu-paraugiem

Regulations of the Cabinet of Ministers No. 716

Riga, 21 November 2018 (protocol No. 53 § 29)

Regulations of the Cabinet of Ministers No. 716

Riga, 21 November 2018 (protocol No. 53 § 29)

Regulations on State Pre-school Education Guidelines and Sample Pre-school Education Programs

Issued in accordance with the Education Law
14, Article 18, ¹ point

I. General question

1. The Regulations prescribe the state pre-school education guidelines and samples of the corresponding educational programs.

II. The aim, tasks and examples of educational programs for the implementation of pre-school education content

2. The aim of the implementation of the pre-school education content is a curious, creative and cheerful child who lives a healthy, safe and active life, works independently, is interested and enjoys learning by gaining experience about himself, others, the world around him and mutual interaction in it.

3. Tasks of implementing pre-school education content:

3.1. to promote the comprehensive development of the child, taking into account his or her needs, interests, abilities and experience and laying the foundations for the development of values-based habits;

3.2. to develop the child's social and emotional skills, which include awareness of oneself, one's emotions, thoughts and behavior, the ability to understand others and build positive relationships;

3.3. to develop critical thinking, responsible decision-making, creativity and entrepreneurship, cooperation, civic participation and digital skills;

3.4. to develop the foundations of skills in the fields of study - language, social and civic, cultural understanding and self-expression in art, natural sciences, mathematics, technology, health and physical activity;

3.5. to provide the child with an opportunity to prepare for the acquisition of basic education.

4. Pre-school education shall be implemented in accordance with the samples of pre-school education programs provided in the Annexes to these Regulations. The content of pre-school education is included in the pre-school education program ( Annex 1 ), the minority pre-school education program ( Annex 2 ), the special pre-school education program ( Annex 3 ) and the minority special pre-school education program ( Annex 4 ).

III. Values to be included in the content and process of pre-school education

5. The values to be included in the content and process of pre-school education are life, human dignity, freedom, family, work, nature, the Latvian language and the State of Latvia, as well as other values referred to in the Satversme and Cabinet Regulations on educational guidelines and information, teaching aids. , materials and procedures for evaluation of teaching and upbringing methods.

6. The unity of the upbringing and learning process in a child promotes the development of the values and habits referred to in these Regulations, as well as such morals - responsibility, courage, enterprise, determination, diligence, restraint, moderation, tolerance, kindness, compassion, justice, solidarity.

7. The attitude of the child towards the values referred to in these Regulations shall be formed in daily communication and interaction both in the family, in the educational institution and in the wider society.

IV. Compulsory content of pre-school education, planned results of its acquisition in the fields of study and principles of implementation

8. The compulsory content of pre-school education consists of:

8.1. the values and morals referred to in these Regulations;

8.2. cross-cutting skills, which are the basis for compulsory pre-primary education. They include the child's actions, thinking, emotional and social aspects, which help to acquire knowledge, understanding and basic skills in different contexts;

8.3. knowledge, understanding and basic skills in the fields of language, social and civic, cultural awareness and self-expression in the fields of science, mathematics, technology, health and physical activity.

9. In pre-school education, a child shall acquire the following transversal skills:

9.1. critical thinking and problem solving. The child uses the algorithms of everyday activities in familiar situations, formulates simple relationships and sequences of activities, determines the familiar situation, causes and consequences of events, learns to evaluate the reliability of information, make decisions, make choices and evaluate what has been done;

9.2. creativity and entrepreneurship. The child invents several solution options for performing ordinary activities, shows initiative, learns to be aware of himself as an active and creative personality, wants to acquire new skills;

9.3. self-directed learning. The child distinguishes emotions and determines their causes, learns to manage his behavior, follows the agenda, is able to wait, is able to complete the action, independently dresses and organizes his belongings, learns to set the goal of his actions, plan actions to implement the idea, acts independently, with support overcomes difficulties, learns to perform the assigned task, is proud of his / her achievements, evaluates failures and mistakes as a part of learning, evaluates his / her own and other activities and its results, explains his / her assessment;

9.4. cooperation. The child expresses his / her thoughts and feelings, learns to listen to others and express his / her opinion, begins to understand how his / her own emotions and behavior affect others, learns to resolve conflict situations, coordinate actions with others, behaves politely and empathetically, learns to build lasting relationships and understanding , helps and accepts help, learns to work with a common goal, to take on and share responsibilities;

9.5. civic participation. The child participates in the creation and discussion of order and safety rules, understands, accepts and observes them, learns to observe and respect the needs and rights of others, learns to act in an environmentally friendly way, choosing appropriate resources for work and using them sparingly;

9.6. digital skills. The child learns to distinguish the virtual world from the real world and to understand the role of digital technology, knows the rules that must be followed when using various media, including digital devices.

10. At the end of pre-school education, a child has acquired the following basics of skills, which include values and virtues, transversal skills and knowledge, understanding and basic skills:

10.1. in the field of language teaching:

10.1.1. in the language in which the educational program is implemented, the child explains why people use the language when communicating, listen to the text, name the people working in it, tell events, think about the continuation of the text, ask about the vague and answer a specific question, tell and understand experienced, participates in the conversation, does not interrupt the speaker, uses different speech intonations in the speech, distinguishes and names sounds, marks the sound with an appropriate letter, reads the words and understands what is read, writes the written letters;

10.1.2. a child who has acquired a minority pre-school education program, answers questions about what he or she has seen and heard in Latvian, asks for information, expresses his or her needs, engages in a conversation on topics related to everyday life and the learning process; learns to pronounce sounds correctly, knows printed letters, reads short words used in everyday situations and in the learning process;

10.2. In the field of social and civic education, the child is aware of himself / herself, belonging to the family and educational institution, explains and distinguishes good behavior from bad, evaluates self-chosen and independent actions, predicts various consequences in everyday situations related to personal health and safety , reduction of risks of use of substances harmful to health and domestic injuries at home, educational institution, on the street, in outdoor games, near water bodies and playgrounds, as well as fire safety, road safety, electrical safety regulations), follow the rules, understand who and in what case to call for help when you feel bad or insecure, call the emergency number 112; explains that Latvia is a part of the world, understands that people are different; recognizes and names the symbols of the Latvian state - the flag,coats of arms and anthem, learns to treat them with respect;

10.3. in the field of cultural understanding and self-expression in the field of learning, the child observes, listens and imagines, creates and implements ideas in various activities, purposefully uses means of artistic expression and, if necessary, combines them, selects and creatively uses various materials, gets acquainted with Latvian and other nations' traditional culture, recites folk songs, recites short poems, plays a fictional or literary plot, sings, makes music, dances, improvises freely and safely with movements or sound instruments, singing individually and together with others, with and without musical accompaniment, tells about his experience in creative characterizes the experience created by visual art, music and literary work;

10.4. in the field of natural sciences, the child observes, compares and experiments learns the characteristics of living organisms - plants, animals and fungi - the properties of rocks and water, compares the properties of objects made of different materials - glass, wood, plastic, paper, stone and their use , observes celestial bodies and their movement, observes the diversity of the earth 's surface (flat, uneven) in the immediate vicinity, tells about the observed changes in nature, changing seasons, time of day, weather, understands the basics of safe behavior in contact with animals (including insects), plants and fungi ( including strangers), understands the need to protect nature and its resources, engages in clean-up work in the immediate area;

10.5. in the field of mathematics, the child determines the composition of the number in the amount of ten, makes various variations in the composition of the number, assumes the number in pictures and sets of objects and checks it, marks the number with the corresponding number, writes numbers, determines length, area and capacity, with a ruler measure the length, find out geometric shapes, including spatial bodies, describe their shape and associate them with familiar objects, sort objects by several features and compare by number and size (using the words "more", "less", "larger", " smaller "), names the location of objects in space and in the plane (using the words" above "," below "," at "," behind "," next to "," right "," left "),creatively and in accordance with a certain condition creates rhythmic lines and arrangements from objects and geometric shapes;

10.6. in the field of technology learning the child tells about the idea of his / her work, plans the steps of his / her idea implementation, selects the necessary materials, implements the idea and evaluates the result, learns various techniques, techniques and safety rules for using materials and tools to implement his / her idea form from the offered or selected materials, there and in the correct grip use stationery and tools, participate in the preparation of simple and healthy meals, getting to know the importance of healthy nutrition;

10.7. in the field of health and physical activity, the child enjoys engaging in indoor and outdoor activities and developing healthy lifestyle habits, being aware of health risks and learning to prevent them, moving safely through various obstacle courses and participating in movement games combining walking, running, crawling, climbs, keeps balance, moves objects and overcomes obstacles, choosing the type of activity according to the situation, uses small motor skills in various ways, is aware of his / her gender and body integrity, regularly observes personal hygiene, tells what personal protective equipment to use in various movement activities, such as moving by bicycle.

11. The principles of implementation of pre-school education content are as follows:

11.1. a unified process of upbringing and learning, in which the child acquires knowledge, understanding and basic skills in various fields of study in an integrated manner, develops cross-cutting skills and forms values-based habits;

11.2. the main form of learning organization is play. In order to achieve the planned results, it is implemented:

11.2.1. all day long;

11.2.2. indoors and outdoors;

11.2.3. including free and independent play of the child and purposefully organized and indirectly guided learning in play by the teacher;

11.2.4. ensuring an even load, rest and operation of the child in accordance with individual abilities;

11.3. the child learns to go deeper. In the learning process:

11.3.1. clear learning objectives and outcomes are set;

11.3.2. various tasks and time for modeling activities are offered;

11.3.3. supportive and developing feedback and an opportunity for the child to explain the course of activities and think about his / her learning and achieved result is provided;

11.4. learning for the child is personally important. The study process provides:

11.4.1. connection with his experience and daily life and involvement in decision-making about his life;

11.4.2. an opportunity to take an interest in and get involved in the formation of the educational institution's culture, community, national and world processes and to look to the future, learning and evaluating topics important for personal and also for the development and well-being of society;

11.5. the diversity of children according to gender, ethnicity, religion, health status, language, intellectual development and other characteristics is respected, the prohibition of discrimination and different treatment is observed, as well as the individual abilities and talents of the child are assessed;

11.6. the individual needs of the child are ensured, observing the principles of accessibility of the environment, thus increasing the opportunities for participation of each child, as well as promoting mutual dialogue and providing cooperative professional support;

11.7. purposeful, supportive co-operation focused on the child's learning and development needs is implemented by involving the child, pedagogues, parents or the child's legal representatives, involving the parents or the child's legal representatives in the child's learning process and ensuring regular feedback on the child's performance and achievements;

11.8. the learning environment is physically and emotionally safe, supportive and developing, changing and adapted to the learning and developmental needs of each child.

V. Basic principles of pre-school education evaluation

12. Assessment of learning performance is based on observations about the child's activities or the end result of work. Assessment is an integral part of the learning process, providing the child and the teacher with effective feedback aimed at improving learning and teaching. The teacher periodically informs the child's parents or the child's legal representative of his or her observations.

13. The basic principles of pre-school education evaluation are as follows:

13.1. the principle of openness and clarity - the child knows and understands the planned results to be achieved and the criteria for evaluating his or her performance;

13.2. the principle of methodological diversity - various methodological assessment methods are used to assess learning performance;

13.3. the principle of systemic nature - the evaluation of a child's performance is based on a system characterized by a set of regular, reasonable and orderly activities;

13.4. Inclusive principle - assessment is adapted to the different learning needs of each child;

13.5. the principle of growth - in the assessment of learning performance, especially at the end of the learning phase, the development of individual learning performance is taken into account.

14. Methodological methods and assessment criteria for the assessment of learning performance shall be determined by a teacher, observing the planned achievable results specified in the relevant field of study and the procedure for assessment of a child's learning achievements developed in an educational institution in accordance with the basic principles of pre-school education assessment referred to in these Regulations.

15. At the end of the acquisition of pre-school education, the teacher shall assess and describe the achievements of the child in relation to the planned results of the acquisition of compulsory content specified in these Regulations. The teacher informs the parents or the child's legal representative in writing.

VI. Closing remarks

16. Cabinet Regulation No. 1 of 31 July 2012 is repealed. 533 " Regulations on State Pre-school Education Guidelines " (Latvijas Vēstnesis, 2012, No. 129).

17. An educational institution which has licensed a pre-school education program by the date of entry into force of these Regulations shall ensure its implementation in accordance with the model of the relevant pre-school education program.

18. The Regulations shall enter into force on 1 September 2019.

Prime Minister Maris Kučinskis

Minister of Education and Science Kārlis Šadurskis

Annex 1 to
Cabinet Regulation No. 1
of 21 November 2018
716

Sample of pre-school education program

Education program code 0101 11 11

I. The aim and tasks of the implementation of the educational program

1. The purpose of the implementation of a general pre-school education program (hereinafter - education program) is to promote the comprehensive development and strengthening of the health of a child, as well as to ensure preparation for the acquisition of basic education. The tasks are to be implemented in accordance with the state pre-school education guidelines.

II. Content of education

2. The content of education is defined in the state pre-school education guidelines.

III. Principles of pedagogical process organization and implementation plan

3. The educational program shall be implemented in accordance with the regulations of the educational institution.

4. The child shall acquire the educational program until the beginning of the acquisition of the basic education program.

5. The educational program shall be implemented in accordance with the child's abilities, interests, individual experience and needs, promoting the individual achievements of each child.

6. When organizing the pedagogical process, an educational institution shall ensure:

6.1. a supportive environment for the cooperation of the child and the teacher;

6.2. an opportunity to get to know other children and adults, to understand what is common and different;

6.3. opportunity to observe positive examples of cooperation between children and adults, developing an understanding of the values (such as life (including health), human dignity, freedom, family, marriage, work, nature, culture, Latvian language and the Latvian state) and the virtues mentioned in these in the regulations and regulatory enactments regarding the guidelines for the upbringing of learners and the procedures for the evaluation of information, teaching aids, materials and teaching and upbringing methods;

6.4. the opportunity to participate in the arrangement and protection of the environment of the educational institution, to learn to make decisions and take responsibility for specific activities.

7. Compulsory pre-primary content according to the age of pre-school children, including values and virtues, transversal skills and knowledge, understanding and basic competences in different fields of study (linguistic, social and civic, cultural awareness and expression in the arts, science, mathematics, technology, health and physical activity) is a whole implemented in play as an integrated learning process throughout the day.

8. The implementation of the compulsory study content shall be planned and organized by:

8.1. in two stages. In the period from 1 September to 31 May, ensure the learning process for the implementation of the compulsory content of pre-school education specified in the national pre-school education guidelines and the acquisition of planned results for the child, in the period from 1 June to 31 August strengthening awareness, basic and transversal skills, as well as value-based morals and habits;

8.2. as integrated training on a topic relevant to the child (for a period of not less than one month):

8.2.1. formulates a key message relevant to the topic, specific and comprehensible to the child, and selects complex results to be achieved in all fields of study, ensuring the acquisition of knowledge, understanding, basic skills and transversal skills, as well as values-based morals and habits;

8.2.2. envisages mutually coordinated acquisition of achievable results by weeks and days of the week;

8.2.3. in the daily play lesson, activities for the acquisition of specific achievable results in an environment appropriate to the child's play activities shall be provided;

8.2.4. for the improvement of the educational performance of the child in accordance with his or her needs or under the influence of other circumstances, if necessary, change the planned results and activities to be achieved;

8.3. providing the child with the opportunity to learn part of the study content outdoors every day;

8.4. ensuring regular physical activity and the development of health-promoting habits on a daily basis;

8.5. including various measures, such as those related to public holidays, annual customs and traditions, in order to achieve the intended results of the acquisition of the compulsory curriculum.

9. When implementing a special pre-school education program, children with special needs shall be included in the pre-school education group, observing the regulatory framework and developing an individual educational program acquisition plan for them.

10. Acquisition of the content of pre-school education shall be planned and implemented by a pre-school teacher or a pre-school teacher in regular co-operation with other specialists, involving parents or legal representatives of the child to support the child's learning.

11. Children's educational programs for the acquisition shall be admitted and deducted therefrom in accordance with regulatory enactments.

IV. Characteristics of the learning environment

12. The learning environment of an educational institution both in the premises and in its territory is conducive to the development and learning of the child.

13. The physical environment of an educational institution is suitable for every child, including children with functional disorders. The environment is safe, multifunctional and comfortable (children can work in groups and individually, it is possible to organize learning centers or organizational areas, there are child-friendly signs and easy access to teaching aids, subjects and places that contribute to the planned learning outcomes, is a place for movement and recreation), aesthetic, meets hygiene standards and is provided with equipment for various movement activities in the territory of the educational institution.

14. Socio-emotional environment guarantees security, encourages mutual trust and respect, the desire to help and support each other in the learning process and personal difficulties. According to the child's needs, specialist groups are formed, which, in accordance with their competence, provide pedagogical assistance and coordinate psychological and social support, involving the child's parents, teachers, specialists and other employees of the educational institution.

V. Procedures for assessment of a child's learning achievements

15. An educational institution shall independently develop the procedure for the assessment of a child's learning achievements in accordance with the basic principles for the assessment of pre-school education specified in the State pre-school education guidelines.

16. In the procedure for assessment of a child's learning achievements, an educational institution shall include information regarding the frequency, scope and type of informing the parents or the child's legal representatives, as well as regarding the forms of co-operation with the parents or the child's legal representatives for child development.

VI. Evaluation and substantiation of the personnel, financial and material resources necessary for the implementation of the educational program

17. The founder of an educational institution (hereinafter - the founder) shall, in accordance with the regulations of the Cabinet of Ministers, which determine the list of teachers 'professions and positions, and the regulations of the Cabinet of Ministers, which determine the requirements for teachers' necessary education and professional qualifications.

18. Taking into account the working hours of the groups of the educational institution and the number of groups, the founder shall recruit the pedagogues and pedagogical support staff necessary for the implementation of the educational program.

19. The founder shall establish the units of medical, economic and technical personnel necessary for the implementation of the educational program.

20. Acquisition of an educational program shall be ensured from the financial resources of the founder.

21. The costs of the implementation of the educational program shall be covered by the founder in accordance with the regulations of the Cabinet regarding the minimum costs of the implementation of pre-school educational programs per one learner.

22. The founder shall distribute the state funding provided for the remuneration of teachers employed in the education of five-year-old and six-year-old children in accordance with the Cabinet regulations on state budget earmarked grants for teachers' remuneration in local government educational institutions or the Cabinet regulations The salaries of other teachers are provided from the financial resources of the founder.

23. The remuneration of teachers (including the number of paid and additionally paid working hours per job unit per week, as well as the amount of remuneration) shall be ensured by the founder in accordance with the regulations of the Cabinet regarding the remuneration of teachers.

24. Remuneration of medical, economic and technical personnel shall be performed from the financial resources of the founder.

25. Compliance with hygiene requirements and maintenance of the territory, premises, equipment and inventory shall be ensured by the implementer of the education program in accordance with the regulations of the Cabinet which determine the hygiene requirements for educational institutions which implement pre-school education programs.

26. The founder shall provide the material and technical base necessary for the implementation of the educational program for the promotion of self-development and creative activity.

Minister of Education and Science Kārlis Šadurskis

Annex 2 to
Cabinet Regulation No.
21 of 21 November 2018
716

Example of a minority pre-school education program

Education program code 0101 11 21

I. The aim and tasks of the implementation of the educational program

1. The aim of the implementation of the minority pre-school education program (hereinafter - the education program) is to promote the comprehensive development and strengthening of the health of the child, to promote the acquisition of ethnic culture and the preparation of the child for the acquisition of basic education. The tasks are to be implemented in accordance with the state pre-school education guidelines.

II. Content of education

2. The content of education is defined in the state pre-school education guidelines.

III. Principles of pedagogical process organization and implementation plan

3. The educational program shall be implemented in accordance with the regulations of the educational institution, ensuring a supportive environment for the acquisition of the state language.