Statistics on preschool institutions. Sanitary rules governing the staffing of groups in kindergartens

The shortage of places in kindergartens today is one of the most acute problems Russia. However, the Russian government has already taken some steps to cover the deficit. We are talking about changes in SanPiN (sanitary norms and rules for preschool institutions), according to which groups in kindergartens can be officially “densified.”

The shortage of places in kindergartens is one of the most pressing problems in Russia today. Today, more than 2 million children are on the official waiting list alone (according to unofficial data, the number of children waiting in line for a place in kindergarten is about 3.5 million), and in order to at least partially cover this deficit, it is necessary to create at least 1.2 million seats.

Naturally, one cannot even hope that in the near future there will be enough money in the country’s budget to create such a number of places in kindergartens (that is, in fact, the construction of new kindergartens). However, the Russian government has already taken some steps to cover the deficit. We are talking about changes in SanPiN (sanitary standards and rules for preschool institutions), according to which groups in kindergartens can be quite officially “compacted”.

The number of children in a kindergarten group according to regulatory documents

Until October 1, 2010, the Model Regulations on Preschool Educational Institutions (Pre-school Educational Institutions) and SanPiN for preschool educational institutions established fairly strict operating conditions for kindergartens. The maximum permissible number of children in groups was strictly regulated, and the management kindergarten did not have the right to independently establish the regime for children to stay in groups. However, on July 22, 2010, the Chief Sanitary Doctor of Russia signed Resolution No. 91, according to which, from October 1, 2010, new sanitary rules SanPiN 2.4.1.2660-10 came into force, and the old sanitary rules adopted in 2003 (SanPiN 2.4.1.1249-03 ) have become invalid.

Let us remind you that according to sanitary rules SanPiN 2.4.1.1249-03, the number of children in groups was determined based on their maximum occupancy. Namely:

• up to 1 year - no more than 10 children;
• up to 3 years - no more than 15 children;
• 3-7 years - no more than 20 children (optimally 15 children).

According to the new sanitary rules, the norm number of children in the group not just reduced, but began to be calculated based on the total playing area (including the area occupied by furniture) of the room:

• for nursery groups - no less than 2.5 sq.m. for one child;
• For preschool groups- not less than 2 sq.m. for one child.

In other words, with a playing area of ​​50 sq.m., of which 20 sq.m. will be filled with beds, the group can be filled with 25 children before school age, instead of the optimal 15. Moreover, new sanitary standards allow making a bedroom out of the playroom (for example, installing folding beds), while the number of teachers remains unchanged.

Of course, many parents did not like this innovation. Not only did some children have to sleep on uncomfortable folding beds, but also the teachers (so, for the most part, who do not overload themselves with an individual approach to the students) are even less able to pay attention to each specific child. The Public Chamber of Russia and concerned parents sounded the alarm, but received nothing other than an explanatory letter from Rospotrebnadzor.

Explanations of Rospotrebnadzor on the application of certain standards of SanPiN 2.4.1.2660-10

On January 10, 2013, Rospotrebnadzor, in its letter No. 01/25-13-32, gave some clarifications regarding the application of certain standards of sanitary rules SanPiN 2.4.1.2660-10.

In particular, paragraph 4 of this letter says that when applying paragraph 1.10 of the sanitary rules, one must proceed from the fact that with an increase in staffing groups of preschool educational institutions You can take into account not the “listed” but the actual number of children.

In other words, with a playing area of ​​50 sq.m. The management of kindergartens can staff a group of preschoolers with 25 children, and this is “oversaturation” of the group. However, if in fact the group is attended by 20 children, then everything is fine and there are no violations. But no one knows who determines the actual number of children, and how this determination occurs. For example, if out of a group of 25 people 5 children get sick and do not show up at kindergarten for a month, then in fact 20 people attend the group. But in a month they will still come to the group, and then what?

Instead of a conclusion

Having analyzed the new sanitary rules SanPiN 2.4.1.2660-10 regarding staffing groups in kindergarten, we can draw an unambiguous conclusion: no “sealing” or other changes in sanitary standards can radically change the situation with the catastrophic shortage of places in preschool educational institutions. This problem can only be solved through an integrated approach, which must necessarily include the construction of new municipal kindergartens, and, possibly, simplification of state registration (obtaining a license) for the organization of private kindergartens.

5. PERIODS OF CHILDHOOD AND THEIR CHARACTERISTICS

The entire stage of human maturation is divided into several age periods.

The age period covers a period of time during which the processes of growth, development and functional characteristics of the body are the same. At the same time, the age period is the period of time necessary to complete a certain stage of development of the body and achieve its readiness for the corresponding activity at this stage.

This pattern formed the basis of age periodization - grouping children by age in the organization of scientifically based processes of nutrition, education and study, and a regime of mental and physical activity.

The first periodization of human growth and development was proposed by the Russian pediatrician N.P. Gundobin (1906).

In 1965, a biological scheme of age periodization was adopted, proposed by the Institute of Physiology of Children and Adolescents (Moscow). The identification of 7 periods of maturation of the organism was based on an assessment of the characteristics of individual development, including a complex of characteristics considered as an indicator of biological age - body and organ sizes, body weight, ossification of the skeleton, teething, degree of puberty.

Modern physiology, considering the period of maturation of the child’s body from the moment of fertilization of the egg, divides it into 2 stages.

The intrauterine stage includes: 1) the phase of embryonic development (0-2 months); 2) phase of fetal development (3-9 months).

The extrauterine stage includes:

1) the newborn period, or neonatal (0-1 month); 2) breast (postnatal) period (1 month - 1 year); 3) early childhood period (1-3 years); 4) preschool period(3-6 years); 5) the school period, which, in turn, is divided into junior school (6-9 years), middle school (10-14 years) and senior school (15-17 years) (E.P. Sushko et al., 2000 ).

Age periodization is a conventional designation of age that takes into account the properties of children’s bodies that change during the development process. Developed for the scientific substantiation of the system of health protection and development of physical and mental capabilities of children, methods of education and training. In these processes, it is also necessary to take into account the developmental features of an individual individual, who has certain differences in the genetic code and a complex mosaic of human life conditions. This is why the calendar (passport) age of children does not always correspond to their biological maturity. The difference between calendar and biological age in pathology can reach 5 years (G.N. Serdyukovskaya, 1989). Reasons for the lag - retardation(from lat. retardatio - slowdown) of individual development may be prematurity of the child, birth injuries, intoxication, rickets, as well as the influence of unfavorable social conditions (drunkenness of parents, neglect of children, etc.). Children who are ahead of their biological age are less common. There are more girls among them. Characteristic for such children are excess body weight, chronic tonsillitis, and vegetative-vascular dystonia.

In 1935, E. Koch proposed the term acceleration(from lat. acceleration - acceleration) to indicate changes in the growth and development of children in the 20th century. compared with the pace of these processes in the 19th century.

In the modern generation, the stage of biological maturation actually ends earlier. Development accelerates from an early age: the body weight of newborns increased by 100-300 g, body length - by 1.2-1.5 cm (Yu.A. Yampolskaya, 1980). Weight doubling occurs already in the 4-5th month, and not in six months. The change of baby teeth is completed a year earlier (V.N. Kordashenko, 1980). Acceleration shifts are most pronounced in adolescence.

The phenomenon of acceleration is explained by the influence of a wide range of factors on the biology of modern man (ionizing and radioactive radiation; heterosis associated with the migration of the modern population: urbanization, chemicalization, etc.) and does not always have a positive effect on the body of children. Modern experts believe that the rate of acceleration has noticeably decreased in recent years.

Division of children into age groups in kindergartens. For more successful work with children, it is considered appropriate to divide into age groups. In this case, the totality of anatomical physiological characteristics children, living conditions, education and training of children. Each age group must have optimal conditions that ensure the normal development of the child’s body and the formation of his personality.

In preschool institutions, groups are formed taking into account the age of the children (Table 1.1).

At the present stage, due to the long maternity leave of women (from 2 months to 3 years), the number of nursery groups in ordinary preschool institutions has decreased significantly, but they are available in children's homes.

* Composition and area of ​​preschool premises. A guide to the building codes of the Republic of Belarus; 3.02.01-96 To SNiP 2.08.02.89. 1996. P. 7.

In the existing age periodization, insufficient attention is paid to the period of intrauterine development - the life of the embryo and fetus in a different environment, where part of onto- and phylogenesis occurs. However, the further growth, development and health of the unborn child largely depend on this period.

Table 1.1

Groups in preschool institutions corresponding to age periods

		Number of children (persons)
1. Junior nursery		10 (maximum)
2. Senior nursery
3. Preschool:	3-6 years (according to medical certificate, more than 7 years)
4. Mixed ages
5. Poor health
6. Short stay		no more than the appropriate age

Prenatal period The life of the body lasts from the moment of fertilization of the egg until the moment of birth of a person and is 9 calendar months, or, on average, 280 days. In the first three months, the formation of the fetus occurs. This period was called the phase, or stage, of embryonic development. In this phase, the internal environment of the mother's body is the environment of the fetus.

At the stage of embryonic development (from the 8th day to the 10th week), organogenesis occurs - the formation of all internal organs and systems of the unborn child. Various chronic infections and intoxications, harmful occupational factors can affect the development of the embryo; in addition, embryonic cells are very sensitive to various irritants. Exposure to harmful factors causes embryopathies - diseases of the intrauterine period leading to developmental defects in children. This period is considered a critical period of development.

From the beginning of the 3rd month, the phase of placental development begins (from the 12th week before birth), in which further development of internal organs occurs. The early placental period is an important stage in the development of the fetus, since the correct formation of the placenta, and therefore the placental circulation, ensures further normal growth and development of the fetus. Various diseases of the mother, toxicosis (as a result of smoking, drinking alcohol, drugs) lead to disruption of placental circulation.

The characteristic features of this period are: rapid growth of the fetus, further differentiation of organs, the formation of the main structural and functional characteristics of the unborn child. Various unfavorable factors (endo- and exogenous) in this period cause growth retardation, differentiation of organs and tissues and lead to the birth of a premature baby. Many diseases of the fetus, which are often associated with early infections (infection occurs transplacentally), such as AIDS, rubella, influenza, listeriosis, toxicoplasmosis, yersiniosis, brucellosis, syphilis, as well as various toxicoses, including drug-induced, also have a negative effect.

The later (fetal) stage is characterized by the accumulation of microelements, some vitamins, and the maturation of enzyme systems in the fetal body. Damage to the fetus during this period can cause intrauterine malnutrition, functional failure of systems and organs, premature birth, and congenital infections.

The neonatal period lasts from the moment of birth until 28 days of life. This period is divided into early (0-6 days) and late (7-28 days). The newborn period is the most important and most critical period, accompanied by great stress for the child. A severe stress reaction of the body is confirmed by profound morphological and functional changes in the endocrine, nervous and other systems of internal organs. Changing living conditions - existence outside the mother's body - forces the newborn to adapt to new environmental factors.

The main changes occurring in the child’s body are adaptation to new living conditions, the emergence of pulmonary respiration, restructuring of the circulatory system, gastrointestinal tract, and changes in metabolism.

During intrauterine development, gas exchange occurs through the placenta; after childbirth, the lungs expand and pulmonary respiration occurs. Constant large and small circles of blood circulation are “started up”. The type of digestion changes completely due to a change in the child’s means of nutrition; in the first 24-48 hours, the intestines are populated by different bacteria.

During this period, a condition may develop that indicates a violation of the adaptive capabilities of the child’s body in environmental conditions. This condition is observed when hygienic food standards and care regimens are violated and is called transient (transitional). All this affects the functions of the organs and systems of the newborn and often causes their disruption.

There is a transient loss of initial body weight on the 3-4th day of life (by 5-6% of birth weight) as a result of fasting and loss of water when autonomous processes of breathing, urination, etc. begin. Prevention of this disorder is early latching of the child to the breast . With a sharp change in ambient temperature, such children easily overheat or cool down as a result of imperfections in the body's thermoregulation processes. Therefore, it is necessary to maintain adequate temperature conditions (using incubators for premature babies, etc.), which is determined by the degree of maturity of the child and the ambient temperature.

In the first days of life, newborns develop an increased concentration of bilirubin, which in 60-70% of cases is accompanied by a jaundiced coloration of the skin and mucous membranes; This is due to the accelerated hemolysis of red blood cells containing hemoglobin F and the low activity of liver enzymes that bind bilirubin with glucuronic acid.

Newborns develop a hormonal imbalance, or crisis, caused by an increase in the blood of maternal hormones - estrogens, supplied through mother's milk. Possible engorgement of the mammary glands, bleeding from the vagina in girls, rash, pigmentation of the skin near the nipples and genitals, on the face, etc.

Significant transient changes are observed in the function of the kidneys, cardiovascular system, and metabolic processes.

In the later, neonatal period (end of the 1st - beginning of the 2nd week), under normal conditions of nutrition, adherence to the regimen and care of newborns, most of the disorders almost completely disappear. But there are limits to adaptation, beyond which the disease develops under the influence of negative factors. Diseases of children of this period are different. Some are associated with intrauterine development disorders (prematurity, developmental anomalies), others with birth trauma (intracranial hemorrhage, bone fractures, asphyxia), and others with heredity (hemophilia, mental retardation). Viral and bacterial infections often lead to stillbirths or children unable to survive outside the mother's body.

Newborns are very sensitive to pyogenic infection, which can cause sepsis, most often penetrating through the umbilical wound, damaged skin, etc.

Infancy (postnatal period) lasts from 1 month to 1 year. This period is characterized by rapid rates of increase in height and body weight, intense metabolism, and the development of statics and motor skills.

In order to ensure enhanced growth and development, 1-year-old children need more food per 1 kg of body weight than older children. But digestive tract at this age, it is underdeveloped and even with a slight disturbance in nutrition, quality and quantity of food, children can experience both acute and chronic digestive and nutritional disorders, vitamin deficiencies.

Insufficient development of the digestive organs and their limited function ( breast milk is the main food for up to 5-6 months of life) can cause diseases of the gastrointestinal tract (gastrointestinal tract).

Acute childhood infections (measles, rubella, scarlet fever, etc.) are rarely observed in infancy, and in cases of infection, the disease is more severe; They differ in the prevalence of general signs and the low expressiveness of specific local symptoms. Leather and fabrics infants They are delicate and easily damaged. However, due to the presence of a large number of capillaries and young cellular elements in the tissues, when damaged, healing occurs faster than in adults.

Relative rarity infectious diseases in children of this age is due to the immunity that they received from the mother through the placenta, and over the course of the year they were reinforced with antibodies contained in mother’s milk.

The preschool (nursery) period lasts from 1 to 3 years. During this period, the child’s growth and development occurs at a slower pace. The increase in height is 8-10 cm, weight - 4-6 kg per year. The proportions of the body change significantly, the size of the head is relatively reduced from 1/4 of the body length in a newborn to 1/5 in a 3-year-old child (Fig. 1.1). The complication of the function of the gastrointestinal tract, the presence of teeth (there should be 8 of them by the end of the year) are the basis for starting artificial feeding of the child.

In the 2nd year of life, intensive growth and formation of the musculoskeletal system occurs. Improving the central nervous system and understanding the environment contributes to the development of motor skills and active participation in games. Children sit, walk, and run independently. The vocabulary increases significantly (200-300 words); They pronounce both individual words and entire phrases well.

newborn 2 years 6 years 20 years

Rice. 1.1. Changes in body proportions with age

Wider contacts with the environment, with children and adults create a risk of contracting infectious diseases. At this time, passive immunity received from the mother is weakened, and the possibility of infectious diseases (measles, chicken pox, whooping cough, scarlet fever, dysentery, digestive disorders, respiratory diseases) increases.

The skin and tissues remain delicate and are easily injured, which requires careful care and appropriate hygiene techniques.

Preschool age lasts from 3 to 7 years. This period is characterized by an even greater slowdown in the child’s growth rate. The annual increase in height is on average 5-8 cm, body weight - about 2 kg. The proportions of the body also change significantly - by the age of 6-7 years the length of the head is 1/6 of the length of the body, and the growth of the limbs accelerates (see Fig. 1.1). There is further improvement of the central and peripheral nervous system, development of muscle tissue, which allows children to perform various physical exercises that require precise coordination of movements. This promotes the development of movements and skills - children run a lot and quickly, walk on tiptoe, play musical instruments, draw, cut out paper crafts, etc.

Thanks to further neuropsychic development and strengthening of negative induction in the cerebral cortex, the functional capacity of nerve cells increases, so children can engage in any concentrated activity for a longer time. The vocabulary is significantly expanded, and speech signals play an increasingly important role in the child’s behavior. Speech development is facilitated by various games, activities, learning poems, songs, and relationships between children and adults. The child masters speech, the pronunciation of individual words and phrases through adoption, so the formation of correct speech depends on the people around him. To prevent speech delay, adults need to be attentive to the child and monitor their own and his speech.

Children 3-5 years old have insufficiently developed speech motor skills, as a result of which they are characterized by physiological deficiencies in pronouncing certain sounds: impaired pronunciation of hissing and whistling sounds, as well as “r”, “l”, “k”, etc. With proper training, sound speech culture, these shortcomings quickly disappear. In cases of delayed development of speech motor skills in children in preschool institutions and schools, it is carried out by speech therapists.

At preschool age, the proportion of acute viral infections - influenza, acute respiratory infections - increases. Respiratory diseases take first place. Inflammation of the lungs is more often observed in 2-4 years of life, and by the 7th year it most often occurs as a complication of viral diseases.

Until the end of preschool age, the number of cases of chronic tonsillitis and the tendency to rheumatism increases, the number of visual impairments, allergic diseases, and neurotic disorders increases almost 2 times.

At the end of the preschool period, the structure of chronic diseases in children is distributed as follows: in the first place are diseases of the digestive system; on the second - diseases of the respiratory system (primarily the nasopharynx); on the third - diseases of the musculoskeletal system and connective tissue (flat feet, scoliosis, etc.); on the fourth - diseases of the nervous system and sensory organs (neuroses, myopia, enuresis, otitis media, etc.); fifth - skin diseases (diathesis, etc.). Consequently, the main attention of educators, teachers, and doctors should be aimed at timely prevention of health problems in children, identifying existing deviations and taking appropriate measures to treat them.

School age begins at 6-7 years and lasts until 17 years. A normally developed 6-7 year old child is morphologically and functionally ready for school education.

The child’s nervous system, analyzers, endocrine and other systems have acquired sufficient functional maturity. The replacement of baby teeth with permanent ones ends. Purposeful activities at school are not only feasible, but also useful for children; they improve the central nervous system, in particular the cerebral cortex, innate reactions and abilities, create conditions for the development of new connections and reactions, and promote faster development.

The age of children, like the age of all people, is calculated in accordance with calendar values ​​from birth to the moment of calculation, and can also be biological, characterizing the physiological maturity of the body, legal and psychological, assessing compliance mental processes different age standards. A child's childhood age varies depending on country, culture, social and time norms. In Russia, childhood is considered to be the period from birth to the onset of puberty (puberty, 12-13 years), after which the child enters adolescence.

Each period of a child’s childhood has its own developmental characteristics, physical, mental, social, its own types of leading activities and specific needs. About child development different ages, raising a child and the types of activities required for a given age with children by age tells MedAboutMe.

A child is considered a person from birth until the end of puberty. This segment includes the periods of “childhood” and “adolescence” of older children.

Children's ages are also divided into several additional periods. Speaking about chronological, or calendar, passport age, we mean the time period from the birth of the child to the date of determination of age.

To identify individual periods in life, it is customary to focus on the stages of development of functional systems and/or vital human organs.

In the process of the birth and formation of a child’s body, two main stages are distinguished: intrauterine and extrauterine development. Intrauterine development is calculated from the moment of conception to birth, divided into the embryonic period and the period of fetal development (up to 3 months of pregnancy and from 3 to birth).

After the birth of a child, the following periods are distinguished at the age of children:

• newborns – from the date of birth to 4 weeks;
• infancy period, the age of the baby, according to the outdated system, when infants were accepted into the nursery, called early nursery: from the end of the newborn to 1 year;
• pre-preschool, senior nursery or junior preschool period - from 1 year to 3 years;
• preschool, from 3 years to entry into school (6-7 years);
• junior school age - from the beginning of school until puberty;
• adolescence itself.

The childhood age of a child is characterized by the continuity of the processes of growth and its development, and therefore the boundaries of age periods are established conditionally on the basis of average data on the stages of functioning of the child’s body and psyche. These age limits can change under the influence of genetic, social, individual physiological characteristics of children and their environment.

In accordance with calendar method In calculus, the end of primary school age is considered to be 12-13 years old, the stage of the appearance of the first signs of puberty, which is absent in younger children. However, the tendency towards acceleration and early onset of sexual development in recent decades suggests a decrease in the age limits for the onset of puberty. Increasingly, secondary sexual characteristics begin to appear in children aged 10-11 years and earlier. In this regard, the end of childhood and the beginning of adolescence for a particular child is considered individually. Statistically on this moment The lower limit for the onset of adolescence is considered to be 12 years of age.

The early age includes newborns and the infant period, from birth to one year.

Children early age characterized by the intensity of growth and development of the body, the need for organized high-calorie nutrition. They are helpless and require constant care, attention, feeding, and hygiene. The weakness of the immune system during this period affects the exposure of young children to the risk of developing septic processes.

The newborn period is a period of incomplete development of organs and functional systems, the beginning of adaptation processes to the conditions of extrauterine existence. Insufficient functional maturity of organs can cause a number of disorders, which complicates diagnosis during the neonatal period. It is not always possible to determine whether the disorder is physiological, such as physiological jaundice or weight loss in the first days after birth, or pathological (albuminuria).

The relative functional weakness of the digestive organs dictates the choice of diet for young children. It includes mainly dairy products (breast milk or its substitutes); once the child is ready, grain or vegetable complementary foods are introduced into the diet, gradually adding variety to the list of products. If the requirements for the quality and quantity of food are not met, disruptions in activity may occur. digestive system, eating disorders, growth disorders, etc.

The central nervous system is characterized at this stage by rapid exhaustion, for restoration and proper development a significant amount of rest is necessary, the absence of unnecessary impressions and stress that negatively affects nervous system and the child’s body as a whole. Parents need to monitor their sleep and wakefulness patterns. Young children sleep a lot, up to 20-22 hours a day at birth, gradually increasing periods of wakefulness as they grow older. During the day, by the age of one year, he retains one or two daytime naps.

This period of life is notable for the formation of the first signaling system. Young children learn to recognize faces, objects, and navigate environment, primary communication. Speech begins to form.

Preschool or toddler age of children from 1 to 3 years is characterized by a decrease in the rate of physical growth and development. Basic physiological systems They reach maturity later, but younger children can already eat solid foods, master gross and fine motor skills, and actively learn verbal communication.

During this period, intensive growth of muscle tissue is observed, on average two years of age In children, the entire set of baby teeth erupts.

Increased physical activity in combination with imperfect control of the body and the adequacy of decisions lead to high injuries. Another dangerous factor of this period is high cognitive activity, involving the use of all possible receptors. This leads to aspiration of small objects and poisoning from household chemicals.

The rapid development of speech at this age goes through several stages. The norm is to master simple phrases of two or three words by one and a half years, and complex sentences by three.

Until the age of three, a child has the right not to use the pronoun “I” in speech, and to talk about himself in the third person (“let Misha”, “my son wants to go for a walk”).

Self-determination as an individual, awareness of oneself as a person separate from parents leads to a period of testing boundaries. In young children, there is an awareness of the possibilities of separation at one year, a crisis at two years, caused by the first attempts to insist on their desires, complicated by the insufficient development of speech function.

Young children are most sensitive to parenting techniques. It is during this period that one must begin to develop concepts of acceptable and unacceptable behavior, work habits, daily routines, and an understanding of acceptable forms of expressing emotions. The main methods are the example of adults and explanations in a form accessible to the child. Thus, education becomes the main element daily care for the child.

The middle or preschool age of a child is the time period from 3 to 6-7 years (on average 7). In turn, it is divided into middle and senior preschool age children, 3-5 and 5-7 years, in accordance with the physical, mental and intellectual pace of development of the child.

At this age, children begin to deepen their facial contours. The limbs are stretched, body weight gain slows down, physiological stretching is noted: the increase in height significantly prevails over the increase in weight. Teeth change begins: baby teeth fall out, permanent teeth begin to grow. Reaches basic maturity the immune system, differentiation of development and formation of internal organs ends, in particular, the pancreas begins to actively function (it is its late onset of active insulin production that explains the need to limit foods with a high glycemic index to in the diet of middle-aged children up to 5-6 years old).

Gross motor skills are quite well developed, the process of improving fine motor skills, coordination of fine movements, and preparation for drawing and writing is underway.

From the age of three, middle-aged children begin to understand themselves as individuals and to separate “we” from “I.” The main focus shifts from the world of objects and their manipulation to people and their relationships. The period of socialization among peers begins.

Normally, by the age of 5, middle-aged children speak their native language fluently. Intelligence and memory develop; from the age of three, gender-role identification begins, influencing preferences in activities, games, and the expression of personal attitudes toward the environment.

Older children are usually school students in grades 1-5, from 7 to 11-12 years old. At primary school age, according to the anatomical and physiological parameters of organs and systems, the child’s body approaches that of an adult. Central nervous, reproductive and endocrine system will complete the formation process in the next period.

The change of teeth ends, and by the beginning of puberty, as a rule, all milk teeth are replaced by permanent ones.

The physical and neuropsychic development of older children is mainly influenced by their environment: parents, friends, classmates, teachers, significant adults, and the media. Social development older children are enriched with communication and interaction skills not only with peers, but also with adults.

Children's age table

The classic table of children's ages describes the generally accepted standards for naming the stage of development in accordance with the biological age of the child and is usually used to determine the average age of the child upon enrollment in preschool and general educational institutions. In pediatric age tables, children are guided by the achievement of the age stage (0-1 month as the neonatal period, 1-12 months as the age of the infant), both to orientate the physiological indicators of children to average standards, and for legal purposes, for example, to highlight the “day infants" in clinics, as well as when compiling a national and individual vaccination calendar.

Children's age tables are most in demand for assessing physiological parameters and are associated with the dynamics of weight gain, characteristics of growth in centimeters of body length, head and chest volumes.

Childhood is the period from birth to the onset of puberty, from 0 to 12 years. Internal gradations of a child's childhood are based on the stages of his biological and mental maturation. However, when entering school, you can accurately draw the line - a kindergarten student, a child of senior preschool age becomes a student.

Usually, average age admission to school - 7 years. The age of a first-grader recommended by experts and standard for Russian schools is between 6.5 and 8 years. Depending on the maturity of mental processes and the readiness of the preschooler, the age can be either lowered (but not earlier than 6 for the first grade) or raised.

Starting school is an important stage for children, symbolizing a change in leading activity. Readiness for this stage is formed throughout the entire pre-preschool period of development and is determined by psychologists and teachers before enrollment in educational institution.

Preschool children

Preschool children - children from 3-4 years old to graduates of the preparatory group of kindergarten. This is the age of children most sensitive to developmental and educational methods thanks to the active formation of the psyche, personal characteristics and the process of socialization in society. Parents for preschool children are the most significant figures (unlike schoolchildren, where their place is taken first by the teacher, and then by their peers), and can provide both the most positive and bright bad influence on a growing personality depending on the parenting style and example shown to the child.

The first thing that parents note about the characteristics of preschool children is the formation of independence, the desire to separate their Self from We (most often “mom and I”). Its onset at about three years of age is described as the third-year crisis, when the child begins to try to change his attitude and makes efforts to do his best himself and feel pride in his achievements.

From this position, the child’s new social perception of his environment is formed. It develops in two directions: a social vertical, expressing the child’s perception of the world of his elders, and a social horizontal, focused on the world of his peers.

Especially for preschool children, active communicative activity in speech and non-verbal form, the development of sensory cognition, the beginnings of analytical thinking and the formation of visual-figurative thinking are also included.

Leading activities of a child in preschool age

The leading activity of a child in preschool age is transformed depending on personal maturity, partner in spending time together and social perception. Starting with object manipulations, by school age the child goes through the stage of play as the leading activity of preschool children and prepares to change it to academic.

The motivating activity of a child in preschool age in interaction with adults initially, at 3 years old, has a business orientation: the desire to identify and understand what adults do and how, imitate them in order to become more mature and be able to also control reality. On average, by the age of 4, priority business motivation is replaced by play activities, with interaction on an object-based play basis.

Relationships with peers begin to develop, the child “discovers” other children as a subject with independent motives for action. At first, little by little, in episodic object-based play activities, preschool children gradually distinguish their peers and, by the end of the preschool period, prefer them as partners in the leading play activity in a given period.

Role-playing play, as a clear expression of a child’s social aspirations, helps him satisfy his social needs. It also contributes to the development various techniques replacing one object with another, one’s social role with another, teaches the representation and modeling of various imaginary situations. Children “try on” the roles of other people, fantasize and reproduce conditions in which, due to their age, they cannot yet find themselves, and improve the mental reaction to non-standard incidents; these are also characteristics of preschool children.

The average age of children when entering school is 7 years. Readiness for school is judged by the physiological maturity of the brain, the formation of its structures and functions.

In some countries, for example, in the USA, the beginning of the educational process starts at 4 years old, which confuses some parents. However, although this training is most often carried out in the school complex, in terms of focus and organization of the process it is more consistent with the program of our preparatory groups kindergarten and is called preschool - “preschool”, “before school”.

The average age of children for immersion in the educational process is based on the so-called school maturity, aspects of the child’s psychophysiological readiness. They do not include the ability to read and write, these are specific stages sensory development, random memory, attention, thinking. When testing readiness for school, children’s emotional-volitional sphere, phonemic hearing, fine motor skills, cognitive interest and basic knowledge, consider what leading activity prevails in a preschooler, whether he is ready to change play activity to educational activity. Another important factor is the child’s ability to separate from a significant adult, independent activity and to the perception of the teacher as an authoritative person.

Children who have not reached the required level of development are not recommended to begin education; this will not only affect grades and knowledge acquisition, but can significantly reduce the child’s motivation, affect his psychoneurological and physical health. The average age of children upon admission to an educational institution is guided by the start of readiness testing; the decision to admit a child or recommendations for deferment, the need for additional developmental, correctional classes is made on the basis of psychological testing.

School age children

School-age children differ from preschoolers in their understanding of hierarchical relationships, the ability to distinguish parts and the whole, more developed imaginative thinking, and the ability, for example, to mentally arrange objects by size and other characteristics. Analysis, synthesis, understanding of the principles of transferring the qualities of an object, the characteristics of events, the ability to take two or more variables into account when assessing distinguish school-age children.

In elementary school, the thinking of school-aged children is still tightly connected with empirical reality (Jean Piaget), they can think and reason only about familiar things, although they are able to expand inferences from specific to possible scenarios. At the end primary school In school-age children, the stage of formal thinking operations begins to actively develop, marking the transition from a concrete, visual-figurative type to an abstract, verbal-logical type.

Leading activity junior schoolchildren– educational. It is characterized by the following parameters: effectiveness, commitment, arbitrariness. The foundations of this type of activity are laid in the first years of training. Motivation, academic task, control and evaluation are the main components, in accordance with the theory of D.B. Elkonin, educational activities.

Performance evaluation and marks for completing actions are often confused. The experimental training of Sh.B. is indicative. Amonashvili: Children can study without grades, and do so willingly and successfully, but the absence of a system of marks for completing assignments does not mean the absence of grades. It is possible to assess how well a child’s progress corresponds to his pace and generally accepted standards without using grades, which is what is currently used in the first grades of secondary schools in Russia.

Child development and upbringing by age

The development and upbringing of a child are processes organized in accordance with the characteristics of age groups. Methods of raising a child are determined by his physical and mental capabilities, thinking characteristics characteristic of the age stage.

In choosing the goals and means of developmental methods and raising a child, it is customary to focus on the zones of proximal development (L.S. Vygotsky), the difference between the existing level of development and the potential one, achievable with the help of a parent or teacher. For different age groups and for children within these groups, the zones of proximal development differ, therefore the general process of raising a child is built on the basis of statistical knowledge, abilities and skills of children, and work with a specific child is carried out based on the characteristics of his personality.

Classes for children by age are also focused on the specifics of the child’s age group and stage of development. In preschool and general education institutions, classes with children by age are based on the program chosen by the institution and the teacher and can be aimed both at the general development of the child and divided into areas (aesthetic, physical, intellectual, etc.).

When choosing the type of activities with children by age, the leading type of activity in a particular activity must be taken into account. age group, features of attention, memory, thinking, their degree of arbitrariness.

Early Childhood Development

The development of young children attracts many parents with its promising consequences: early reading “from the cradle”, forecasts phenomenal memory, amazing intellectual development, etc. When choosing a technique, you need to focus on how long it has existed, whether it has been approved by specialists from various groups, and whether it is suitable for the child.

For example, M. Montessori’s method for the development of young children was not envisaged by the author himself, but is actively used for children from 1 year of age. At this age, children, according to natural development, should expand their knowledge about the world around them, develop communication skills, and gross motor skills. The Montessori method used for children involves more active development logical thinking, fine motor skills, without connecting communication. This may be balanced by the child’s other activities and games with his parents, or it may delay the formation of skills necessary at this age stage, creating a situation of uneven development of the child.

The development of young children should not be unidirectional, focused only on one area of ​​activity; this leads to neuroticization of the child’s personality and complications in the educational process.

The main force driving the development of preschool children is cognitive interest. This is the age of “whys”, curiosity, attempts to understand how everything works - from objects to relationships and natural phenomena. The task of the development process of preschool children is to maintain the child’s interest.

It is worth remembering that kids in this period are focused more on the process itself, and not on the result. They try to understand how and what is happening, regardless of the outcome of the action, so focusing them on the competitive moment and trying to win does not bring the expected effect.

The leading activity of a preschool child is play. It is in the format of a game that activities aimed at the development of preschool children should be organized.

Development of children of primary preschool age

In accordance with the characteristics of the age period, when drawing up a development program for children of primary preschool age, it is necessary to remember that a child of 3-4 years is an active researcher. Going through a crisis of separation from his mother and self-determination, he tries to independently understand what processes occur in what way. By carefully directing children's curiosity in the right direction, it is possible to successfully develop children of primary preschool age both physically, intellectually and socially.

The intellectual development of children of primary preschool age is based solely on practice, on manipulations with objects or observations. For a full-fledged, all-encompassing development process, it is necessary to combine different types activities, alternate between calm, active, group and individual sessions and playing outside and at home.

It is worth remembering that at this age stage they tend to copy the behavior of an adult more than ever. Raising a child is now based on one’s own example and explanations moral standards reinforced by the behavior of a significant adult.

If a child of primary preschool age is an active researcher, then older children can be called inventive creators. The development of older children before enrollment in school is based on the leading activity - play. However, the first of September does not mean a sharp change in the child’s leading activity to academic activity. Therefore, the inclusion of gaming techniques for the development of older children is welcomed for both younger and older schoolchildren, taking into account age characteristics. But the inclusion of student activities in preschool programs is possible only in a playful form.

Still prevails play activity, enriched by the first attempts to think abstractly, still represented by fantasy. Social, gender-role-playing games associated with various roles, professions, situations, contribute to the development of older children, helping to understand the connections between what is happening, learn to analyze, predict events and reactions.

Speech development in preschool children

If at three years of age, at the normal rate of speech development for preschool children, a child can speak in phrases and begins to use the pronoun I, then by the time they enroll in school (7 years old), the children’s dictionary already contains up to 7,000 words.

The development of speech in preschool children goes through several stages - from syllabic words in early childhood child to complex sentences for the school period. The formation and development of the grammatical part of speech occurs at the age of 3-5 years. Children copy word formation from the speech of adults and try to master speech according to these rules intuitively.

At this stage, it is important to use correct speech; preschool children need to be provided with examples of the use of phrases and constructions, and also monitor possible deviations in the development of speech in children of different ages.

Deviations in speech development in children of different ages occur in 30% of cases. Most often, speech disorders of varying severity are diagnosed in boys (2-5 times more often than girls).

The main part of the deviations speech development problems that affect children of different ages are due to problems with sound pronunciation. Depending on the cause, the severity of the disorder and the age of the child, this can be either a minor disorder or a speech pathology caused by damage to the brain centers.

Among the diseases that lead to disturbances in sound pronunciation in children of different ages are dyslalia, dysarthria, articulatory dyspraxia, motor, sensory alalia, dyslexia and rhinolalia.

The occupancy rate of kindergarten groups is a pressing issue. Everyone knows about optimization, densification, and the lack of places in preschool institutions for everyone. When creating a group and registering children, the kindergarten administration is obliged to take into account legislative norms by the number of children in a kindergarten group.

Norms

In the USSR, the recruitment of groups was carried out according to the standards created by the resolution of the Ministry of Labor of 1993. It contains a calculation of the number of personnel and equipment. According to Soviet laws, no more than 20 children aged 3–7 years could be in a group at the same time. Today the norms have changed.

October 1, 2010 In 2016, new SanPiNs were adopted, according to which it was not the number of children on the payroll that was important, but the actual arrival of children in kindergarten. The norms are calculated based on the area of ​​the playing room. Each pupil must have at least 2 square meters for children over 3 years old, and at least 2.5 square meters for the younger group.

The calculation is simple. If the area of ​​the playroom is 70 square meters, then at the same time there can be 28 nursery children or 35 pupils from 3 to 7 years old. At the same time, the number of service and teaching staff does not increase.

Only the actual list of children in kindergarten at the moment is taken into account; according to the list, there may be 45–49 of them.

Another innovation in the regulatory document was permission to convert the playroom into a bedroom during sleep hours. The kindergarten purchases cots and teachers place them in the playroom for those who do not have enough beds. After sleep, equipment is removed, game Zone free.

It is worth considering that 2 or 2.5 square meters per child is a relative figure. In fact game room serves as a dining room and study room. There are tables, chairs, toys, teaching equipment here. That is, half of the hall is occupied by furniture. This leaves 50 percent of the area.

Kindergartens with narrowly focused activities are more fortunate. Children with mental, speech, mental and mental defects physical development They offered other conditions for staying in a preschool educational institution:

1. There are up to 10 pupils with serious speech defects, and up to 12 with FFDD.
2. Deaf and dumb people - the permissible number is 6 people.
3. Hearing impaired - up to 8.
4. Blind - up to 10.
5. With cerebral palsy, musculoskeletal disorders - no more than 8.
6. With mental retardation, cretinism - up to 10.
7. IN combined group with diverse defects - no more than 15 people can be recruited for education.

This situation did not please the proactive parents of preschool children and representatives of the Public Chamber. Requests for clarification of legislative acts were submitted, regulatory documents. The answer came from Rospotrebnadzor.

Clarifications from Rospotrebnadzor

In January 2013, parents’ questions about the legality of SanPiN 2.4.1.2660-10 were answered by letter. Rospotrebnadzor explained how to understand the increase in the group in kindergarten. Clause 1.10 allows the administration of the preschool educational institution to form a group according to a list of a maximum of 50 people. If 25 of the registered children came to the kindergarten in the morning, the area of ​​​​the room can accommodate such a number of pupils, then the law is not violated.

One question remains: if one fine sunny day, everyone on the payroll decides to visit their favorite teachers and come to the kindergarten in full, where will they go to bed, eat and play?

To normalize the stay, it is possible to use a reserve group in a kindergarten, that is, a free room, but equipped for such a situation. In this case, the preschool educational institution must also have “spare” teachers, nannies, toys, dishes, etc.

Thus, SanPiN established in 2010 are also valid in 2019. There are no changes at the moment. The filling and equipment of premises is carried out taking into account legislative acts. Their compliance is checked annually by ministries and unscheduled control.

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How to monitor compliance with SanPiN

Unfortunately, today's reality, the total negligence of employees of children's institutions in the matter of supervising pupils, their safety, and ensuring normal conditions of stay in a preschool educational institution does not give parents the opportunity to relax and be calm about their children.

Monitoring compliance with the rights of preschool children is the responsibility of adults. There is no need to endure, to let everything take its course. If you have questions, dissatisfaction with the work of the kindergarten, teachers, or violations of the law, you can contact government services with statements:

Administration of the preschool educational institution

Resolves internal issues. If the problem is serious, then it is better to use a written form of appeal, seeking a response in the same form. This is necessary for a further application to a higher authority in the event of inaction by the head of the preschool educational institution.

Department of education of municipal, regional, federal significance

The body regulates the curriculum of preschool educational institutions, the work and rest hours of kindergarten students. You can come to the head of the educational department for a personal meeting or write a letter through the official website.

Recruiting groups and tracking the percentage of attendance falls within the scope of management activities. It is based on their cross-sections and diagnostics that it is possible to combine several groups into one when the percentage of children attending kindergarten is low.

When contacting the head of the education department orally, do not forget to compose a letter, demand its registration, an answer in electronic form or in writing.

Rospotrebnadzor

The letter is sent through the government services website, through the official page of the service. In your application, be sure to include accurate information about the problem and your contacts. The investigation of the complaint will begin no later than 30 days from the date of filing.

Rospotrebnadzor specialists help eliminate shortcomings in the care of children and compliance with hygiene standards. You can turn to them if children in a large group do not have enough beds, chairs, toilets, lockers for clothes, and bed linen. If SanPiN is not observed for the area of ​​the room for the group per each child, the application must be submitted immediately.

Based on the complaint, a visiting commission is usually conducted jointly with the prosecutor's office. It is better to draw up a statement based on the fact of violation of children’s rights, accurately indicating the date and details of what happened.

Prosecutor's Office of the Russian Federation

Receives complaints from the public via the Internet, in writing, and in person. The statement must be based on the fact of violation of norms and laws. The best option the appeal will be a collective statement from a large number of parents with signatures and transcripts.

Plenipotentiary representatives of the President by district

If the administration of preschool educational institutions, cities, and local government control bodies are inactive and do not respond to your requests, please submit written statements to the official websites of the plenipotentiary representatives. Describe the situation in detail, attach responses from other structures to inquiries regarding the problem, and your complaints.

Party representatives

At the local level, they help the administration come to its senses and pay attention to compliance with the norms and rules of the organization educational process. Involve representatives of political parties in the problems in the preschool educational institution if you want to create public unrest and attract the attention of the press to the complaint.

In war, all means are good. If the rights of your children are violated, use any means to defend them. Don’t be afraid of condemnation, problems at work, or bullying your child in kindergarten. The health and safety of children is more important. And the activity of parents in protecting the child evokes respect and awe among educators, so the preschooler is not in danger; rather, on the contrary, he will be treated more attentively.

How to achieve group separation

Sometimes the administration of a preschool educational institution gets too carried away with optimization and strives to exceed the cost-saving plan given from above. In this case, the recruitment of groups is carried out in violation of laws and accepted norms. Parents can file complaints against the actions of the education department and heads of kindergartens in the following situations:

1. Children attend kindergarten constantly in maximum numbers.

That is, the area of ​​​​the room is designed for 28 people, according to the list of children there are 40, all of whom go to preschool educational institutions. SanPiN are violated. To submit an application, you need a confirmed fact of the presence of children in the group during a certain period of time, an application to clarify the issue addressed to the head, and a survey of teachers. The complaint is submitted to the prosecutor's office, Rospotrebnadzor.

1. Lack of sleeping places for everyone present, dining furniture, and dishes.

For example, there are 29 beds and cots, and 34 children came to the group. Question: where do 5 preschool children sleep and undress?

1. A child sleeps on someone else's bed without changing the linen.

It's no secret that a folding bed is used only if all the beds are occupied. In the event that Petya Ivanov does not come today, then Masha is laid on his crib, with clean linen laid out. This is not a violation of the law. A clean set of sheets and pillowcases is stored in a special box, signed with the date of packaging after sanitization. If the linen has not been changed or hygiene is regularly violated, file a complaint with Rospotrebnadzor.

1. The number of one group was 50 children.

In this case, the team is divided according to the law. Two groups of the same age are formed. Please note that recruitment takes place all year round. The division is made immediately after the selection.

Teachers should not be blamed for the current situation. Hired employees follow the instructions of the administration. Treat their work in a multi-unit group with understanding. It is extremely difficult to keep track of so many kids.

It’s not worth writing complaints or statements to the prosecutor’s office for the slightest scratch or bruise. But it is imperative to contact the head or the supervisory authorities in the event of systematic disturbances, if the teacher cannot cope with the workload.

What are the consequences of non-compliance with standards?

Forming a large group in kindergarten is a big risk. Being in a crowd, in a cramped room, and lack of attention have a detrimental effect on the mental and physical state of children. Children get sick more often, refuse to go to kindergarten, cry, get nervous, memory, attention, and sleep suffer.

The kindergarten group is a small state. With your own interests, goals, objectives and characteristics. And our children live in it, so to speak, citizens of a small country. To stay harmoniously with each other 5 days a week, at least 8 hours every day, it is important to create optimal conditions for this. One of the indicators of the proper functioning of the garden administration is the recruitment of groups.

It depends on how many children there will be in the kindergarten group:

1. Education efficiency

Even in nursery groups Classes are conducted in drawing, modeling, and speech development. Educational programs are prescribed according to the age and health level of preschoolers. Training is carried out until children leave school.

Conducting classes with a small number of children in the garden is easier and more effective than in a massively overcrowded group.

1. Mental condition

A child’s body and psyche are subtle matter. Constantly being in a crowd, loneliness, lack of care and attention from a teacher have a detrimental effect on personal development. When calculating the standards for the number of preschool children, this fact is taken into account.

1. Health level

Medical research in recent decades indicates a decline in the health of newborns. Only 5–7 percent of first-graders are absolutely healthy, 40 percent of babies are already born with pathologies, and the rest get sick during the preschool period. Preschool activities educational institutions aims to improve medical research performance.

1. Providing free space in the room for games and movement

The more children in the group, the larger the area. Everyone has the right to free space for active games, communication with peers, individual lessons.

1. Safety

Imagine that you need to keep 20 people or 50 people in your field of vision at the same time. Which option seems more realistic? More like the first one. The safety of children in a preschool educational institution (preschool educational institution) depends on the ability to observe and keep an eye on everyone during a walk and during classes.

It is important for parents to “win back” the square meters in the room required by law, a personal chair, a wardrobe, a bed. You should not allow the group to become overcrowded or place the belongings of several children in one closet. outerwear. This threatens with pediculosis, epidemics, and the spread of infections.

How to help your child adapt

More often than not, parents and children have to put up with the compaction, if SanPiN is followed, the group is provided with everything necessary. In this case, you need to help the preschooler adapt to a kindergarten with a large number of peers.

For children 2–3 years old, being surrounded by 35–40 other people of the same age for 8–10 hours is psychologically difficult. Noise, din, crowding, games tire you, put you in a state of stress. Parents can provide all possible assistance to the child so that the development of the nervous and other systems does not become disharmonious:

• Bring a pillow and bed linen from home. The child will feel at home during the sleepy hour.
• Let me take my favorite toy to kindergarten.
• Take unscheduled days off. Leave the baby with grandma or relatives.
• Get in touch with your teachers trusting relationship. Make friends with them, ask them in detail about the child in the evening. Attentive parents (without phobias and aggression) are the key to a child’s safety in kindergarten.
• After kindergarten, spend more time with your child in silence, without TV, cartoons, or noisy companies. The baby needs a break from the psychological stress of the day. Better take a walk in the park, play ball, catch up.
• Maintain a sleep schedule. A preschooler who doesn't get enough sleep will get tired much faster and be irritable and nervous.
• Pick up your child early and do not take your child to kindergarten on weekends and vacations.

There are different ways to answer the question of how many children should be in a kindergarten group. For a comfortable stay, from the point of view of psychologists, children - no more than 20, preferably 15. According to economists and optimizers, more than 40. Disagreement of opinions leads to disputes and discontent, although the issue can be resolved differently:

• permission to staff private groups in the building of municipal kindergartens;
• business support for creating networks of preschool institutions with day care;
• careful attention to children, their health and development for real, and not for the sake of reporting to the ministries.

Only a set of measures will help overcome the shortage of places in preschool educational institutions or their excess.

IMPORTANT! *when copying article materials, be sure to indicate an active link to the original

1.1.1. Availability preschool education(the ratio of the number of children aged 3 to 7 years who received preschool education in the current year to the sum of the number of children aged 3 to 7 years receiving preschool education in the current year and the number of children aged 3 to 7 years in in line to receive preschool education this year)

The number of pupils aged 3 - 6 years (number of full years) of preschool educational organizations;

The number of children aged 3 - 6 years (number of full years) registered for placement in preschool educational organizations.

1.1.2. Enrollment of children in preschool educational organizations (the ratio of the number of children attending preschool educational organizations to the number of children aged 2 months to 7 years inclusive, adjusted to the number of children of the corresponding ages studying in general education organizations)

The number of students of educational organizations (including branches) implementing educational programs preschool education;

N - the number of children aged from 2 months (the number of children aged from 2 months to 1 year is taken as 10/12 of the number of children under the age of 1 year) up to 7 years inclusive (as of January 1 of the following year) (calculated by the Ministry of Education and science of the Russian Federation);

The number of children aged 5 - 7 years studying in educational organizations implementing primary educational programs general education(excluding 1st grade students organized in preschool educational organizations studying under educational programs of primary general education).

Characteristics of the observation section - Russian Federation; subjects of the Russian Federation; cities and towns, rural areas.

1.1.3. The share of the number of pupils of private preschool educational organizations in the total number of pupils of preschool educational organizations

The number of students of private educational organizations (including branches) implementing educational programs of preschool education;

The number of pupils of educational organizations (including branches) implementing educational programs of preschool education - total.

Characteristics of the observation section - Russian Federation; subjects of the Russian Federation.