The educational process in pre-school organizations, regardless of the forms of ownership and departmental subordination is carried out according to:

- State statutory standard of pre-school education and training (Order of the Minister of Education of the Republic of Kazakhstan as of August 3, 2022 No. 348) (hereinafter: Standard);

- Standard syllabus for pre-school education and training (Order of the Minister of Education and Science of the Republic of Kazakhstan as of December 12, 2020 No. 557);

- Standard curriculum for pre-school education and training (Order of the Acting Minister of Education and Science of the Republic of Kazakhstan as of August 12, 2016 No. 499).

Pre-school organizations are also guided by the Standard rules for activities of pre-school organizations (Order of the Minister of Education of the Republic of Kazakhstan as of August 31, 2022 No. 385). 

The standard sets the requirements to:

1) the content of pre-school education and training with a focus on the results of education and training;

2) the maximum amount of educational workload on pupils;

3) the term of education and training.

Holistic development and uncovering of potential of each child on the basis of universal and national values, consideration of interests, characteristics and needs, formation of skills and abilities of pupils is carried out through:

·                 physical development;

·                 development of communication skills;

·                 development of cognitive and intellectual skills;

·                 development of creative skills, research activities;

·                 formation of social and emotional skills.

Physical development.

Physical development involves upbringing of a physically healthy child, formation of a conscious attitude to health, basics of a healthy lifestyle, safe life skills. 

Physical development is carried out daily in a playful way and through organized physical culture activities (adaptive physical culture for children with special educational needs), swimming (if there is a swimming pool) with consideration to the individual and age characteristics of children.

Physical development tasks: assistance to parents in acquiring skills for care and development of children from an early age; formation of cultural and hygienic skills, motor experience in pupils through development of basic types of movements; development of physical qualities and needs for motor activity; holding various games; development of creative abilities and skills of interaction in a team, etc.

Development of communication skills.

Development of communication skills involves formation of oral speech, vocabulary, mastering communication skills in various life situations, development of fine motor skills of hands, development of teamwork skills with consideration to the individual characteristics and needs of children. 

Development of communication skills is carried out daily in a playful way and through organized activities for the development of speech, fiction, the basics of literacy, the Kazakh language with consideration to the age and individual characteristics of children.

Tasks of developing communication skills: development of oral coherent speech of pupils in various types of children's activities, through acquaintance with children's fiction, culture, customs and traditions of the people of Kazakhstan, reading, retelling, analysis of works, formation of sound culture of speech, enrichment of active vocabulary, mastering the norms of speech, culture of communication.

Development of cognitive and intellectual skills.

Development of cognitive and intellectual skills involves the acquisition by pupils of elementary cognitive and research skills necessary for interaction with the outside world.

Development of cognitive and intellectual skills is carried out daily in a playful way and through organized activities on sensorics, basics of mathematics, familiarization with the surrounding world with consideration to the age and individual characteristics of children.

Tasks of cognitive and intellectual skills development: formation of ideas about sensory standards, elementary mathematical concepts and ideas; mastering the methods of constructive activity; development of creative and critical thinking; rearing of patriotism and respect for national culture.

Development of creative skills, research activities for children.

For the development of creative skills, research abilities, conditions are created for the development of creative imagination, emotional and sensory sphere, worldview, thinking, artistic and aesthetic taste, education of patriotism through familiarization with national culture with consideration to individual characteristics and needs of pupils.

Tasks of developing creative skills, research activities: formation of skills and abilities of perception and understanding of works of art, emotional cognition of the surrounding world, ideas about art forms.

Development of creative skills, research activities of children is carried out daily in a playful way and through organized activities in drawing, modeling, applications, design and music with consideration to the age and individual characteristics of children.

Development of social and emotional skills.

The purpose of development of socio-emotional skills is positive socialization of pupils, including children with special educational needs, familiarizing them with socio-cultural norms, traditions of the family, society and the state, rearing of spiritual and moral values.

Development of socio-emotional skills is carried out daily in a playful way and through organized activities to familiarize with the surrounding world with consideration to the age and individual characteristics of children.

Tasks of socio-emotional skills development: familiarization with social and ethical traditions and norms of society, universal values, education of independence, solving life situations, formation of a respectful attitude towards people around them, a sense of belonging to their family, emotional responsiveness, empathy, development of the ability and readiness of a pupil to display moral qualities, active actions, actions that meet the requirements of moral norms, formation of knowledge and respect for the history and culture of the Motherland, expansion of ideas about the native land, rearing of a respectful attitude to various types of work and people of different professions, expansion of knowledge about objects and phenomena of living and inanimate nature, development of creative thinking.

When planning an educational process in pre-school organizations, the variability and use of various forms, methods and techniques of organizing children's activities, interests, needs, age and individual characteristics of pupils are taken into account.

When raising and teaching children with special educational needs, educational organizations are guided by standard, educational, special, individual/adapted educational programs in accordance with the educational needs of a child.

The Standard defines: 

age periodization:

1) infants and toddlers – children from 0 (newborn children) to 2 years;

2) pre-school age – children aged 3 to 5;

age groups:

early age group – children of 1 year old;

junior group – children of 2 years old;

middle group – children of 3 years old;

senior group – children of 4 years old;

pre–school group, pre-school class of school (lyceum, gymnasium) - children of 5 years old.

The term of mastering the content of standard curriculum is 5 years, in one age group – 1 year.

Tracking the level of upbringing and education of children is carried out based on monitoring of achievements of a child in accordance with the age of the child. A system of indicators has been developed to monitor the assimilation of the content of a standard pre-school education and training program.

The standard defines the requirements for a graduate of a pre-school organization: "a graduate of a pre-school organization is a pupil who is physically developed, inquisitive, proactive, persistent, able to adapt, sociable, self–confident, able to work in a team, emotionally responsive, have basic ideas about himself/herself, family, society (the close society), state (country), world and nature".