Educational program




The name of the educational provider Kaunas crèche-kindergarten „Žingsnelis“.
legal form -legal entity not seeking profit from Kaunas City Municipality.
Kindergarten group – non-formal education school.
Kind of kindergarten - kindergarten.
Nursery address: Rasytės g. 9, 48131 Kaunas.

Children and their needs.

We strive to meet the basic needs of the child - security, health and the right of the child to develop properly ("Convention on the Rights of the Child" 1999), flexibly adapting to the child, in order to achieve a sustainable transition from family education to early, pre-primary and pre-primary education.

The need to play - every child finds a chance to play in any conditions. While playing, he expresses his social experience, communicates. The game is the way of life and the main activity of a child. During the game, the child's intelligence, social skills, and the spiritual world are enriched.

Achieving self-sufficiency - eats, prepares, chooses activities, means, toys.

Need to move - the child is constantly running, exercising, climbing in the yard.

Need to develop feelings - every child wants to listen to a beautiful song, watch the beauty of nature: falling leaves, squinting bird.

The need to satisfy your curiosity - the preschooler is very curious, so this age is very convenient for expanding the child's horizons. Responding to their curiosity, children accumulate knowledge, refine their existing images of things, act in an environment with various things, and expand their vocabulary together. Children want to feel good because they have their own learning methods.

Need for productive and creative activities - the child almost always wants to draw, climb, construct. In order for a child to be able to carry out his or her own ideas on a continuous basis, it is necessary to create a favorable and flexible environment for them to do so.

Need to feel safethe child wants to feel safe, being initially under the care of adults, gradually and himself learning to protect himself.

The need to communicate - the child wants to be respected (to be recognized by others as having specific abilities, valuable qualities of a unique personality, to remain unique, different from others, and to be accepted into the group, knowing that others regard it as a member of that group).

Preparation of teachers and other professionals.

Heads of nursery-school "Steps" have a university degree and a master's degree in education and a management category II. There are 24 pre-school education and pre-primary education pedagogues, physical education pedagogue, speech therapist and music teacher at kindergarten-kindergarten. These are qualified professionals who understand their mission - to be a child's helper, advisor to help him grow, grow, spread, and develop; trying to know the individuality of each child, choose and apply appropriate education strategies, be able to create a psychologically safe atmosphere in the group, to see the perspective of child education, to professionally organize the process of education and education, to maintain and strengthen the child's powers, to properly evaluate his achievements and progress.

Teachers have a favorable attitude towards the child - no matter what socio-cultural environment he would come from, whether he attended or did not attend pre-school education groups, no matter what his talents. 90 percent teachers have higher education, including 5 Master of Science in Education. The educators are members of the pre-school play-art society Pasakaitė, who are involved in the analysis and dissemination of educational experience. The institution's pedagogues are not only permanent participants in various competitions, projects and city and republic events, but also write and run projects, organize events and festivals, spread good work experience not only to communities of educational institutions, but also to the public.

Assistance for children with special educational needs and their parents. This assistance is provided by speech therapist, Master of Educational Sciences to children with language and communication disorders. Targeted language correction is carried out in the form of individual and frontal (subgroup and group) exercises, like all other activities of children, in researching, monitoring, working, teaching and playing.

In order to ensure the promotion of children's health and the development of healthy lifestyle abilities, a teacher of physical education, a Master of Educational Sciences, who follows the Adaškevičienė's “Pedagogy of Children's Physical Education” works with all children.

The Agency has a Child Welfare Commission, special needs assessments are carried out within the competence and with the consent of the parents. Information and counseling services for parents.


The peculiarity of the region and education provider.

Nursery “Žingsnelis” is located in Šilainiai, the youngest bedroom in Kaunas city district, away from the city center. For kindergarten children they associate with their apartment - home, often seen through the nursery window, parents and grandparents, shop, polyclinic, entertainment and leisure centers. Here are some schools, many kindergartens and plenty of big houses.

Our kindergarten is located in the most gratifying geographical location in Šilainiai. It is the first Shilain, who has been around for over twenty years. What could Sillyiai be proud of, what should be the attention of kindergarten children?

  • Located on a hill near Vilnius - Klaipėda Highway;
  • The slope is like a viewing platform for getting to know Kaunas;
  • River Neris and bridges over it;
  • Kleboniškis forest is just behind the Neris;
  • Kaunas IX Fort;
  • Leisure and shopping center “Mega”, leisure and entertainment center “Oazė”;
  • Mail, hairdressers, shops, outpatient clinics, police stations;
  • Chapel, a variety of street names and specifics.

Children attending kindergarten are already genuine Kaunas. "I live in Kaunas" - the child will always answer the question about the place of residence, without paying much attention to the name of the neighborhood.

Kaunas is the second largest city in Lithuania, a focal point of Lithuanian culture, tradition and history. It is located at the confluence of the largest Lithuanian rivers - the Nemunas and the Neris, where Kaunas Castle was built in the 13th century. From here the history of Kaunas city begins. Stones-based Streets of Old Town, Town Hall Square and Town Hall itself, the main and the most distinctive context in the whole Lithuania Laisvės Alley, Military Museum and its accesses, theaters and many other places that awaken, educate, teach, love, protect and respect. This is very important in the educational process as it is important that the geography of the native places of the parents of the children is much wider, sometimes fading even outside Lithuania.

The object of cognition of the child is the whole world. Live and non-living nature; man as part of nature and society. His activities, works, dora, traditions, customs, holidays, etc. The ultimate goal is for the child to acquire knowledge of the material world; to form a moral, aesthetic relationship between the child and reality. The variety of cognitive objects and relationships between them is easily revealed to the child in the immediate surroundings - family, kindergarten (if attending), place of residence, relationship with friends, relatives and others. Thus, the knowledge of the nearest environment is one of the main areas of cognition in the world, and it is widely understood not only as a knowledge of natural phenomena, plants and animals, but also as many aspects of human life as possible, including their geographical, historical, cultural, social.

Geographical features:

  • The city is situated at the confluence of the largest rivers of Lithuania - Nemunas and Neris;
  • Kaunas lagoon regional park (hydroelectric power station);
  • Three hills surrounding the city center (Aleksotas, Žaliakalnis, Šilainiai);
  • Motorway connecting three major Lithuanian cities - Vilnius, Kaunas, Klaipėda;
  • Kleboniškis Forest.

Historical features of the region:

  • The Old Town (Kaunas Castle, Stones Cobbled, Churches, Devil's Museum, Perkūnas House, Sun Clock, Presidential Palace, etc.);
  • Laisvės Alley, Military Museum and its Access, Vytautas Monument;
  • Funicular to Žaliakalnis (Resurrection Church, monument to Darius and Girėnas, Ąžuolynas);
  • Pažaislis architectural ensemble;
  • Aleksoto funicular and observation platform;
  • Fort defense system;
  • Bridges.

Cultural peculiarities of the region:

  • Drama, chamber, musical and puppet theaters;
  • Museums (Children's Literature, Čiurlionis, T.Ivanauskas Zoology, Sports, Aviation, etc.);
  • City-wide events (city birthday “Kauno diena”, Kaunas Jazz Festival, Theater Day, State Day, art actions, series of events “Theater Days in Kindergartens”);
  • Zoo and Botanical Gardens.

Social features of the region:

  • Opportunity to visit parents 'and grandparents' workplaces (help take over parental, ancestral values, norms of moral behavior);
  • Participation in city events (communication, cooperation, behavioral norms in different situations, national self-awareness, respect for one's culture);
  • Communicating with people who are disadvantaged in nature or life (Apuolė Children's Pension, Retirement Home).

It is very important for children to know their closest environment - kindergarten, yard, street, home; Show your friends your home, tell your parents, grandparents, brothers and sisters, neighbors, animals, name the trees you see in your yard. That closest environment helps educators familiarize students with the material and spiritual diversity of the world, feel the beauty of the world, and respect cultural traditions. To develop national consciousness, the beginning of citizenship and sociality.

The needs of the parents / guardians and the local community.

The family is the first child teacher. In the family, an attitude towards people, the environment, the world and itself is formed. Home and family form child's habits, attitudes, values that can be good and nurtured (or adjusted). A kindergarten is the first stage of socialization for a child, leaving for a society where something goes on, a lot of different people and situations - the child starts to know this diversity and is getting to know.

Teachers and parents must become partners in the educational process. Based on the notion that family participation is the most important condition for strengthening and expanding the education of children in a group, home-based hobbies and knowledge are taken into account. Therefore, in collaboration with the family, educators aim to:

  • find out parents' expectations (questionnaires);
  • get to know the families of children attending the institution (questionnaires, individual interviews with parents)
  • collect information about the emotional, social and cultural environment of children (individual interviews with parents and children, questionnaires);
  • personalize education by assessing the child's experience;
  • educate parents on pedagogical and psychological issues (teacher reports during group parent meetings, lecturer lectures);
  • Promote parental involvement in preschool activities:
    1. conversations with parents about a child's achievements;
    2. visiting a group during an activity;
    3. toy trip to home;
    4. participation in the weekly topic;
    5. educational trips, holidays, parties, etc .;
    6. thanks to the parents;
    7. production of toys, repair of toys.

Children from 1 year up to school are educated in nursery-kindergarten. Kindergarten “Step” is a kind of pre-school kindergarten; Children with special educational needs are integrated into groups of children in normal development.

- early age 1 to 3 years;

- pre-school age from 3 to 5/6 (3-4 years, 4-5 years, 5-6 years);

- pre-school age from 5/6 to 7 years.

The main purpose of our kindergarten-kindergarten is to help the family to educate the child and after the parents' interviews, the institution offers a variety of child care time.

Kindergarten-Kindergarten “String” Child Education Model:

- 8 day groups (2 nursery, 4 nursery school and 2 preschool) work 10.5 hours.

- 3 extended-term groups (1 nursery and 2 nursery schools) working 12 hours.

The following parents' expectations have emerged from the questionnaire survey of parents:

  • proper childcare and meals;
  • communication experience, skills;
  • participation in events;
  • preparation for school;
  • independence;
  • obtaining special assistance;
  • comprehensive education.

The nursery-kindergarten has been participating since 1999 in the Open Lithuanian Foundation's International Children's Educational Project “Step by Step”, which promotes the ideas of child-oriented education. The main features of this project are:

  • active family participation in the education process;
  • child-oriented education based on individualization;
  • activities that promote the development of the child's personality as a whole;
  • an educational environment that encourages choices;
  • collaborative learning;
  • application of active learning methods;
  • continuous training of teachers.

In the nursery “Žingsnelis”, great attention is paid to the health promotion and physical activity of children, formation and repair of correct posture, prophylaxis and correction of flat feet. Traditional Christmas presents, summer Olympics, sports entertainment with parents, participation in events organized by the Lithuanian National Olympic Committee have become traditional. Regular exercise, exercise in the gym and exercises for correct body posture are carried out on a regular basis.

For a number of years in the institution, the calendar celebrations, the Festival of Lights, the Day of Bite have become traditional, and every year they participate in the project “Theater Days in Kindergartens” organized by Kaunas City Zoological Garden, Zoo Zoo, T. Ivanauskas Zoo Museum, Botanical Garden, Puppet Theater, A. Žikevičius School of Safe Child.

Taking into account the wishes of the parents of the learner (the results of the questionnaire survey), there is an additional education in the kindergarten - a group of rhythmic dances.

Attitude to the child and its education.

Childhood is the period of personality's mental, spiritual and physical power formation. It is the most beautiful and often the best period of human life, full of emotions, searches and discoveries, unforgettable minutes and impressions. Every child is a unique personality that develops best when he / she chooses the method of accumulation. Therefore, every child is given freedom of choice. He has the opportunity to choose his activities according to his needs, interests and mood. Childhood is the time when the foundations of life love and learning for perfection, desire and resilience to life's hardships, all lives, to remember, to prolong our ancestral culture, customs, to share and to help others are helped. It is a period in which the natural aspiration of a person to be free and independent in his thoughts, actions, feelings is particularly pronounced. The child knows the world as a new one and finds it by changing it, so in childhood we are all important, where we live, live and play together. Our approach to the environment around the child is different. It all depends on the eyes that look, the feelings that feel. Child development is associated with natural, spontaneous dissemination of childhood as a very valuable feature, giving special importance to the children's community as an environment where the child's self-expression is most prominent and the self-accumulation of social congressional experience takes place. In this case, children are not subjected to the rules of activity and behavior inherent in the adult community, so they support unique "child" learning methods.

It is very important to learn to play in kindergarten. This is the most important "science" of this century. Children have a vivid imagination, magic, symbolic thinking, tend to fantasize, observe, explore, create, "shoot out" different situations, and simulate, experiment, and rehearse different roles.

Early childhood friendship, the ability to work in groups, cooperate, collaborate, act together and individually are strongly encouraged. The child is active and immovable, full of new energy and constantly seeking to dive into the secrets of recognition. He learns to be adult, self-sufficient, learn to deal with his loved ones, and live with nature. The child is the same as we, the adults, only the little one, only his emotions are stronger, the impressions are deeper, the inner world is more colorful and purer and not richer than adults. The agreement between children and adults, together with the rules that are being developed, help to create a sense of responsibility. Active participation of the child in all activities is promoted, supported by his / her initiative, listening to the child's opinion. Parents and educators need to protect the specific values of childhood, foster the uniqueness of a person and his desire for improvement. They must:

  • to promote the child's spiritual forces and physical powers, to strengthen health;
  • protect his dream world, rich imagination;
  • to promote the child's creative activity, to create conditions for improvement;
  • to make it safe, free, loved and necessary;
  • to create conditions for meeting cognitive interests, acting and creating;
  • to develop cognitive interests, activities and creations that promote the environment;
  • to meet the needs of the child's movement, because the movement is a natural biological need of the body, a source of health;
  • to promote good behavior of the child, to notice the minimum of his efforts to be good, hardworking, strong, healthy;
  • to promote equality between girls and boys, to achieve equality between children of both sexes;
  • to see the child's development defects, deviations and eliminate them.

Parents must strive to develop common human values:

- love for man, homeland, homeland, home, willingness to care for close people, grandparents, sick or life-offspring;

- attitude to good and evil, goodness, truth and beauty;

- responsibility for one's own health and another's health, understanding of the benefits of physical education, self-confidence and the sense of self-worth;

- the need for healthy behavior, self-development, self-expression and development;

- respect for man, nature, environment and other values;

- altruism, favor for others, ability to notice a disadvantaged friend, forgive an offender, reconcile;

- honesty, diligence, respect for work, sense of responsibility and responsibility;

- creativity, a rich inner world.

The pre-school curriculum of the kindergarten “Žingsnelis” in Kaunas responds to the provisions of the State Education Strategy 2013-2022 and is in line with the Kaunas City Municipality Strategic Education Plan 2013-2015. the annual plan of activities of the kindergarten “Žingsnelis” and the plan for 2013-2015. goals and directions.

Implementing the directions of the pre-school education program of the kindergarten “Žingsnelis” in Kaunas, the institution ensures the quality of the child-oriented education by expanding the project and research activities, aims for optimal physical activity of the pupils, and regularly provides information to the parents about the physical abilities of the pre-school children.

The goals of the pre-school program of the kindergarten “Žingsnelis” in Kaunas are focused on the efforts of children, parents and specialists.

The institution gives priority to the field of child health education and aims to provide as much knowledge as possible about the environment, nurturing nature and developing love for it, developing ecological awareness and responsibility for its actions.

Taking into account the wishes of the parents of the learner (the results of the questionnaire survey), there is an additional education in the kindergarten - a group of rhythmic dances. The activity of the rhythmic dance group is focused on the development of the child's rhythm, movement, self-expression, artistry, performing simple dances that correspond to the peculiarities of the age stages.

Purpose of the program. The program focuses on the opportunities and growth of early and pre-school children and is targeted at 1-5 (6) years. children. The pre-school curriculum is prepared in accordance with the “Description of the criteria of pre-school education programs”, “Methodological recommendations for the preparation of the pre-school curriculum” and focuses on the continuity of education in the pre-school group. The program is constantly updated and improved according to the needs of the child, the expectations and wishes of the parents, the observations and recommendations of the teachers.


The kindergarten-kindergarten ,,Žingsnelis“ preschool education is carried out on the basis of a school curriculum developed by teachers (2009), which is prepared in accordance with the “Description of the criteria of pre-school education programs”, “Methodological recommendations for the preparation of the pre-school education program”. In pre-school groups, education is organized according to the pre-primary education program prepared by the MES.

The 'Good Start' methodology is child-centered and is based on the belief that children are best at developing their own way of accumulating experience. Taking into account the specificity of the activity of the institution, the principles of these education are followed in the planning of the curriculum, methods, the choice of means, the development of the educational environment, the organization of the educational process, the ways of pedagogical interaction, the ways of cooperation with parents (guardians), local community, social partners. and forms.

The principle of humanity - every child is noticeable and respected; believed in its good beginnings; children's ideas are supported, their achievements are welcomed; the relationship between the educator and the children is based on mutual trust, responsibility, respect for others' opinions, interests and so on. t.

The principle of democracy - children, parents, educators are the creators of the general education process, while identifying needs.

The principle of accessibility - equal opportunities for all children according to their needs and abilities to choose educational activities, proposed activities and ways of education are accepted by all children, according to age, available experience, regardless of social status;

Educational Integrity - Upbringing, which is oriented towards the development of a child's versatile thinking and analytical abilities, and includes not only knowledge, skills, values, but also feelings, feelings, imagination.

Principle of individualization - Education is individualized according to the competence of each child, taking into account his / her personality, opportunities, needs and achievements. The group's agenda meets the needs of each child's activities and rest. Group equipment, planning, and tools promote the development of each child, and the child's chosen activity matches its level of development.

The principle of continuity - every child has the opportunity to improve his / her abilities and participate in self-expression at all levels of education: early, pre-school, pre-school. All the conditions for the development of the child's competences through the chosen activity are created. The proposed activities and learning methods are accessible to all children in order to harmonize methods and tools and adapt the environment of the institution.


Aim: Taking into account the most advanced trends of science and society development, create conditions for the child to satisfy natural, cultural as well as ethnic, social, cognitive needs.


ü Orienting education to the child's safety, activation of the activity, self-expression power, to create the most favorable conditions for the child to unfold and improve;

ü Provide qualified assistance to children with language, communication disorders, position and movement disorders;

ü create conditions for special children's activities - play.

ü Promote the child's independence, initiative, creativity, reveal and develop various abilities of the child, foster individuality;

ü Ensuring accessibility, continuity and social justice of early, pre-school and pre-school education;

ü to create hygienic, material, pedagogical, psychological conditions ensuring mental, physical safety of the child and maturity of personality;

ü to create favorable conditions for the child to take over the culture of the nation.

ü seek children to acquire knowledge of cognition and care;

ü Encourage and develop the children's desire to know and explore the world around them;

ü familiarize with the negative and positive effects of the human being on the environment.




         The basis of pre-school education for nursery school “Žingsnelis” is the state program “Guidelines for Preschool Education: a program for teachers and parents” and the “Good Start” methodology applied to the child and the family. The priorities of this methodology are: the interaction between the teacher and the child; cooperation with the child's family; ensuring the health and safety of the child, planning education taking into account the social, emotional and physical characteristics of each child; individual activity of each child.

The pre-school curriculum of Nursery Nursery “Žingsnelis” prescribes curriculum content - a landmark that does not restrict the educator, allowing him to organize his activity creatively, evaluate it and adjust it, taking into account the age of each child, his / her experience, the individuality of the child and the group. Educational methods and methods can be freely chosen by educators, applied flexibly, creatively to the proposed curriculum: planning activities, selecting educational materials, and so on. The curriculum is focused on the development of the most important competences of the child (social, communication, cognitive, health care, artistic). The goal of all education is a human being. The meaning of education, its mission is to help the child become a successful person, able to fulfill his natural powers, feeling full of life, meaning his presence in good works for others and for his own sake. t. The peculiarities of the age-span are taken into account, the learner's experience, abilities, opportunities, interests, inclinations, needs, physical, emotional, intellectual abilities of the children of this age and so on. t.

The game is a universal educational method that has a special meaning for personality maturation. As an independent activity, he attracts, delights and calms the child. While playing, the child absorbs the educational material better because the game encourages it not to be passive. Educational tasks in a playful situation are carried out with greater interest and do not get worse for longer. If the child is interested, he will willingly work. Tasks carried out with interest, active childhood, easier to remember, skills and skills are made more efficient. The game has a great influence on the development of the child's creative power and social adaptation. It is a serious mental activity that promotes the formation of a child's abilities by expanding and applying the knowledge of the surrounding world through language development.

  • game method - promotes positive emotions of children, helps to develop social skills, naturally focus on educational activities;
  • visual method - directed to the formation of images about objects and phenomena of the world around children;
  • Practical method - helps children to get to know and understand the surrounding environment through their activities;
  • verbal method (narration, conversation) - provides the ability to transmit information;
  • creative method - allows children to express and implement their ideas, find solutions to problems;
  • project method - one of the active methods that promote the change of educational content and methods, flexibly integrating the fields of education, individualizing education and its content, focusing on the development of the competences necessary for the child's life and education.
  • use of information communication technologies, initiation of educational situations and other active educational methods.

Environment is one of the most important educators. The educational environment is functional, safe, hygienic and aesthetic, with a relationship of warm, emotionally safe, tolerant, free choice and responsibility, flexibility and creativity between children, children and educators, among all members of the community of the institution. The environment surrounding the child has a huge impact on the child's development. Taking into account the needs of the children and the opinion of the parents, creating a child-stimulating environment that helps to unfold, promotes independence, and develops thinking. According to the age, needs, desires of the children, the chosen theme, the educator's activity centers try to provide as many tools and toys as possible.

Curriculum content in the program is structured according to the educational environment:

- at an early age in space;

- pre-school age by centers.

Education for 1-3 year olds

Educational environment in nursery groups is divided into 4 spaces: peace, creativity, movement and role.

Educating 3-6 year olds

There are 10 activity centers in the nursery groups: language and literature, mathematics and construction, nature research and social skills, art, building games, cooking, role playing, music, sand and water.

The activity centers create their own games with their peers, and the educators who respectfully respect the children's ideas create a mood and atmosphere in the group that promotes positive emotions and abilities and strengthens creative beginnings. Therefore, a child in a group can choose to play actively, use free-action tools, work together and take care of others and be responsible.

To implement the principles of continuous learning and to achieve the school maturity of children, the basis of the curriculum is a safe and supportive educational environment that expands the child's understanding of the surrounding world, developing intellectual abilities, developing the child's language as a means of expression, communication and cognition.