What program? How to identify a program that slows down your computer (updated) What programs should a confident PC user have for a resume?

Above. It made it possible to teach and raise a child who approached secondary school fully equipped.

In the early 90s, the relevant services began to pay special attention to programs. As a result, many options for teaching first-graders were born. Currently, about ten basic programs are offered to help children develop their inclinations. At least that's what it looks like on paper.

According to the Education Law, each school has the right to independently choose one or another program. Parents have the opportunity to choose a training option based on the abilities and level of learning of the child, since there are complex programs, and there are simpler ones.

"School of Russia"

The most traditional school program is the “School of Russia”. It was taught in Soviet times. It is designed for almost all students. Naturally, it was modernized and new knowledge was added to develop logic. At the same time, it is easily digestible. Probably, it is the “School of Russia” that acts as the most universal and best program for most children.

Zankov development program

This program is designed to give the child maximum theory, then at a certain moment he will have a boost in development. The material is given as quickly as possible, in almost all areas of life.

There are no major or minor subjects here. Each lesson is built in the form of a dialogue, there are search and creative tasks. The program is more difficult than the “School of Russia”. Students must be developed and prepared. If a child has not attended kindergarten, it will be difficult for him to master this version of the program.

Elkonin-Davydov development program

A very complex program aimed at developing theoretical thinking in children. The student is taught to change independently, putting forward simple hypotheses, while looking for evidence and arguments. This is good for memory. Suitable for children who are slightly ahead of their peers in development.

"School-2100"

Teachers believe that this program is designed to teach learning. Many tasks are given that develop logic and intelligence. Many problems are presented in ready-made printed form so that the student can complete them by entering the necessary icons or numbers into the cells.

The system is interesting because it is multi-level, that is, tasks are given separately for strong and lagging children. This approach allows us to take into account the development of each student individually.

"Primary school of the 21st century"

It is a gentle program with a long adaptive period. The authors believe that children adapt to school life only by the end of first grade. Curricula develop thinking and imagination. However, some items can be combined into one. For example, “Gramota” includes Russian language and literature. The program can be suitable for any child.

This program is one of the most painless for children to adapt to school.

"Harmony"

Very similar to Zankov’s program, but a little simpler. The program is designed to develop the child in many ways - logic, intelligence, artistic creativity, emotional abilities. The role of the teacher is to create a comfortable relationship among students in all respects.

"Promising Primary School"

The program focuses on supra-subject competencies, but not on skills, knowledge and logic. For example, mathematics develops logic and intelligence.

The student will not cram theorems and all kinds of axioms. But children will be encouraged to engage in extracurricular activities. For example, first-graders will also be involved in drawing 10 hours a year, just like music and sports. The program is designed for ordinary children and is suitable for most first-graders.

It is impossible to definitely single out the best program, since everything depends on the child’s developmental characteristics and predispositions. To make the right choice, it is better to talk with teachers who will give recommendations. You should not think that by studying according to Zankov’s program, a child will be smarter than the one who chose School 2100. Everything depends on himself and his innate talents and predispositions.

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In the professional skills or additional information section, many indicate computer knowledge. But not everyone can make a list of computer programs for a resume. Of course, it’s best to only indicate software that you really know how to work with. After all, the recruiter may ask you to show your skills right at the interview.

Writing rules

HR officers advise writing about computer skills even to those people who are applying for a position not related to working on a PC. When describing your level of proficiency in this technique, you can indicate a list of programs that you know how to use. You also need to write down at what level you know the computer. You can indicate this as follows:

• confident PC user;
• average level;
• entry-level computer skills.

But it’s not worth describing in detail about your knowledge of certain programs. Each applicant can use this example of writing this column:

Advanced user. Ability to work with basic MS Office programs (Access, Excel, Power Point, Word, WordPad), graphic editors (Picture Manager, CorelDRAW), programs for sending and receiving electronic correspondence (Outlook Express). I can quickly search for the necessary information on the Internet, I can work with various browsers (Opera, Firefox, Chrome, Amigo, Internet Explorer). Good knowledge of the features of the Windows operating system.

The universal version of this section may look slightly different:

Intermediate PC skills. Ability to work with MS Office programs (experience with Excel, Word), search and download necessary information via the Internet (worked with Opera, Firefox browsers), can send emails.

Specifics of professions

There are a number of specialties for which it is necessary to list knowledge of programs that help to work. Of course, it is better to start the description with general information about the level of computer skills and the ability to work with basic programs. For example, in an accountant’s resume this column might look like this:

Confident computer user. Knowledge of basic Microsoft Office programs, such as MS Access, Word, PowerPoint, Excel, ability to work with email (including Outlook Express, Mirramail, EmailOpenViewPro). Excellent Internet skills in various browsers (worked in Opera, Google Chrome, Mozilla Firefox and others). Knowledge of specialized computer programs: 1C: Accounting 7.7 and 8, Parus, Client-Bank systems.

Too large a list listing all kinds of software can have the opposite effect: the employer will decide that your knowledge is very superficial.

It would be nice if an applicant for the position of sales manager, in addition to the list of basic PC programs, also indicates knowledge of specialized ones. In his resume, the specified section of the “professional skills” column may look like this:

Level of competent user. Skills in searching for specialized information on the Internet, experience working with various browsers (including Explorer, Opera, Chrome and others). Knowledge of the basics of working with Linux and Windows operating systems, basic office programs, text and graphic editors (Word, WordPad, PowerPoint, Access, Paint, Excel, Photoshop). Skills in working with specialized systems “BEST”, 1C:Enterprise (specification “Trade and Warehouse”), experience in working with a CRM system that regulates relationships with customers.

If the position requires more in-depth knowledge of certain programs, then they must be indicated. So, for the position of PHP programmer, in addition to the ability to work with a PC, you may need the following: knowledge of PHP, social media API, WordPress API, CSS, HTML, JS, CSS.

In the latter case, you need to focus on your knowledge and the employer’s requirements.

If mastering new programs does not cause you any difficulties, this is worth noting at the end of the section.

A problem that manifests itself as an obvious (noticeable even to the naked eye) slowdown in computer operation, many users are accustomed to solving it with the help of automatic optimizers/boosters or radically - a complete reinstallation of the system. However, as we have written more than once, thoughtless use of all sorts of optimizers still reduces the matter to reinstalling the operating system. But everything can be done without resorting to such harsh means.

To identify the process that is slowing down your computer, you need to do the following.

1. Analyze CPU load

The first step is to launch the “Task Manager” and sort the processes by the degree of CPU resource usage.

Antiviruses are rarely used in operating mode by more than 3%. Therefore, if you see that the antivirus is to blame, then most likely it is performing some kind of scheduled task, such as a full scan. Then you don’t need to do anything - just wait.

But the WMI Provider Host application, as can be seen in the figure, in my case clearly stands out from the rest. Task Manager allows you to search for help on the Internet about any application that interests you. This function is implemented under the right mouse button in the context menu in Windows 8. If you do not have such an item, then simply enter the name of the process in Yandex or Google. Such knowledge helps a lot in some cases. In my case, WMI Provider Host is a system program, and which application uses it so much?

2. Clean startup and analyze new applications

Not all applications are sufficiently optimized. If the problem of “brakes” appeared relatively recently, then most often some new application is to blame. Alternatively, a new version of some previously unnoticed program.

To find recently installed applications, open “Uninstall programs” and sort the list by installation date so that the latest applications are at the top of the list.

Searching for recently installed apps narrows down the suspects a bit.

Now let's analyze Autoload. In Windows 8 and above, this can be done directly from the Task Manager for simplicity.

On other versions of Windows and for more complete control, it is better to use the utility, which allows you not only to disable the launch of programs at system startup, but also to delay their launch for a certain time.

It will also clearly show the difference in a chart showing the system boot time at different times. Usually the search for a slowing program ends right at this stage. You disable the application in startup, restart the computer and see if it gets better.

In my case, I found the answer by disabling one of the applications in startup. It was he who used the WMI Provider Host more than usual. I uninstalled this application through the Control Panel.

If your computer begins to slow down, then do not rush to install one-button optimizers one after another. Their usefulness is very doubtful in this case, and the effect that their use will bring is very short-term. You shouldn’t rush to reinstall the system either - it’s better to spend 15 minutes and, following our advice, solve the problem yourself.

What programs are there?

Programs can be comprehensive or partial. Comprehensive programs include all the main areas of child development: physical, intellectual, moral, social, aesthetic. And partial – one or more of the directions. As a rule, a kindergarten takes one of the comprehensive programs as a basis, but there are also kindergartens that have strong teaching teams that combine a comprehensive program with partial ones, adding their own pedagogical ideas.

Until 1991, there was only one comprehensive program - the Standard one. It was precisely according to it that all Soviet kindergartens worked strictly, and thanks to it, our preschool education system was recognized as the best in the world. However, the Model Program greatly limited the creativity of teachers, did not allow an individual approach to each child, and its content did not correspond to the rapid changes in our society. Therefore, in 1991, it was allowed not only to make changes to it, but also to create complex, “with variations,” and original programs.

By the way, the Standard Program, created by a team of the best domestic teachers and psychologists, is still “alive”. It has been reprinted many times, and adjustments have been made to meet modern supplement requirements. Many kindergartens still use it today. In particular, this program is very popular in Japan.

Overview of comprehensive programs

The first program we'll talk about is called "Rainbow".

The team of authors are employees of the preschool education laboratory of the Institute of General Education of the Ministry of General and Professional Education of the Russian Federation. The program was developed under the guidance of K.P. n. T.N. Doronova.

Work on it has been carried out since 1989 by order of the Russian Ministry of Education.

Where does this name come from? The authors named their program, figuratively comparing it with a real rainbow: seven most important types of children’s activities and activities, during which the child’s upbringing and development occurs. We are talking about: physical education, games, fine arts (based on familiarity with folk arts and crafts), design, music and plastic arts classes, classes on speech development and familiarization with the outside world, mathematics.

One of the main ideas of the program is to create a “search” developmental environment in all areas of the kindergarten. It is believed that, having a naturally inquisitive mind, the baby will “get to the bottom” of the goal, then strive for new achievements.

Development program created a team of authors from the Institute of Preschool Education and Family Education of the Russian Academy of Education. And Doctor of Psychological Sciences L.A. began to develop it. Wenger.

The main idea of ​​the program is that preschool childhood is a unique period in a person’s life. The authors emphasize that in no case should you put pressure on a child by imposing school forms of education that are alien to a preschool child. But it’s worthwhile, relying on the child’s natural abilities, to form his ideas about the world around him through play. The authors of the program pay special attention to the mental and artistic development of children.

Gifted Child Program developed by the same team of authors as “Development”. This is a kind of “variation” of the previous idea, but intended to work with children six to seven years old who have a high level of mental development. The program is also aimed at developing the artistic abilities of such kids.

Authors program "Kindergarten - a house of joy"– Ph.D. N.M. Krylov and V.T. Ivanova, innovative teacher. The “House of Joy” is based on the principle of interaction between parents, educators and children. The specificity of the program is that the teacher does not work according to a plan, but according to scenarios developed by the authors for a 12-hour working day. Every day in such a garden is a small performance for a child, where each child plays his or her role. The goal is to foster individuality in the child.

In each age group, special attention is paid to the development of those types of activities that require maximum independence from the child: self-service, household work, games, productive activities, communication.

"Origins"- one of the most popular programs in modern gardens.

The team of authors is the research staff of the Center “Preschool Childhood” named after. A.V. Zaporozhets. It was developed by order of the Moscow Department of Education as a basic development program for preschoolers. It is based on many years of psychological and pedagogical research conducted under the leadership of Academician A.V. Zaporozhets. And takes into account current trends in the development of domestic preschool education. The program allows the teacher to find an individual approach to each child.

The goal is the diversified development of the child, the formation of his universal, including creative, abilities. As well as preserving and strengthening the physical and mental health of children.

Program "Childhood" was developed by a team of authors - teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University named after. A.I. Herzen.

It is aimed at revealing the individual qualities of the child and helping him adapt to society. The peculiarity of the program is that all types of activities: various activities, communication with adults and peers, play, work, experimentation, and theatrical performances are very closely intertwined. This allows the child not only to remember knowledge that is separate from each other, but to quietly accumulate a variety of ideas about the world, master all kinds of knowledge, skills and abilities, and comprehend his capabilities. The program includes four main blocks: “Knowledge”, “Humanite attitude”, “Creation”, “Healthy lifestyle”.

"From childhood to adolescence"– this is what the team of authors under the leadership of Ph.D. called their program. T.N. Doronova.

The program is conceived and developed for parents and teachers raising children from 4 to 10 years old. Its fundamental difference from others is that it provides for a close relationship between the child care institution and the family in all areas of the child’s personality development.

Another program - "School 2100". Scientific supervisor and author of the idea – A.A. Leontyev. Authors: Buneev, Buneeva, Peterson, Vakhrushev, Kochemasova and others.

The main idea is the implementation of the principle of lifelong education and continuity between preschool education, primary and secondary schools.

Partial programs

TRIZ program invented by G.S. Altshuller. TRIZ stands for the theory of solving inventive problems.

Its goal is not just to develop the child’s imagination, but to teach him to think systematically, to make sure that the child understands the process and delve into it. The teacher in this program does not give children ready-made knowledge, does not reveal the truth to them, but teaches them to comprehend it on their own, awakening interest in knowledge.

Program "Young Ecologist" developed by Ph.D. S.N. Nikolaeva.

It is aimed, as the name suggests, at introducing preschoolers to nature, environmental education and development. Using this program, teachers try to instill in children an ecological culture, the ability to observe and draw conclusions from their observations, and teach them to understand and love the surrounding nature.

"I am human" developed by Professor, Doctor of Pedagogical Sciences S.A. Kozlova. The program is based on introducing the child to the social world. With its help, it is possible to develop in a child an interest in the world of people and himself, to begin the formation of a worldview, the creation of his own “picture of the world.”

The team of authors under the leadership of R.S. Bure, Doctor of Pedagogical Sciences, professor of the Department of Preschool Pedagogy at Moscow State Pedagogical University, created the program "Friendly guys." It is based on the education of humane feelings and relationships between preschool children.

Another program - "Heritage", developed by Ph.D. M. Novitskaya and E.V. Solovyova, is based on introducing children to traditional Russian culture.

The main task of the program “Basics of safety for preschool children”– stimulation of development in preschool children of independence and responsibility for their behavior. The program also teaches children how to react correctly in various life situations, including dangerous and extreme ones. Authors: Ph.D. N.N. Avdeeva, Ph.D. in psychology O.L. Knyazeva, Ph.D. in psychology R.B. Styorkina. The same team of authors created a wonderful program for socio-emotional development “I, You, We”.

This program allows each child to open up, learn to manage their emotions and understand the emotional state of others.

program "Preschooler and... economics" came up with Ph.D. HELL. Shatova.

Its goal is to teach children to understand and appreciate the world around them, to respect people who know how to work well and earn a living. And in addition, understand at a level accessible to a preschooler the interrelation of the concepts “labor - product - money”. The program is designed for children of senior preschool age.

IN "Golden Key" The pedagogical process is built on a family principle.

The lives of children are filled with successive events, which makes an emotional impression on the child and resonates in his soul. Authors: Ph.D. G.G. Kravtsov, Ph.D. in psychology HER. Kravtsova.

The team of authors of the Nizhny Novgorod Humanitarian Center under the leadership of the candidate of pedagogical sciences G.G. Grigorieva developed "Krokha" program. This is a program for the comprehensive development and education of children under three years of age. Its goal is to help parents realize the intrinsic value and special significance of the early period of a person’s life, to provide assistance in understanding their own child, in finding and choosing adequate ways and means, and methods of education.

Our consultant: Anastasia KUZNETSOVA, educational psychologist. Graduated from Moscow State Pedagogical University. M. Sholokhova.

An educational program is a document that defines the content of the educational process in kindergarten. It takes into account everything: the goals and objectives of teachers’ work with children, the main directions and forms of work, the organization of the environment in which the child is, the amount of knowledge, skills and abilities that the child must master before school. Each program also contains a set of methodological recommendations. However, according to the Law of the Russian Federation, only those programs that comply with the state educational standard and on the basis of this are approved and recommended for work in kindergartens by the Ministry of Education have the right to be called a document.

English for kids

Studying foreign language still popular among parents. This time we will talk about the program of N.M.Rodina "English and children."

The main difference of this program is that teaching a foreign language is based on the fact that the child gravitates towards more and more new knowledge. For a child, a foreign language ceases to be a set of words that need to be learned and quickly remembered in response to the question “how will it be in English...”, but becomes a means of communication with adults and other children.

According to the Motherland program, the child draws, sculpts, designs, observes and discusses all this with teachers and his peers. It is this kind of communication that creates the basis for natural mastery of a foreign language. Its “inclusion” in classes begins with a small number of very simple phrases and constructions. Gradually, the proportion of the language being studied increases, and the phrases become more complex. For example, when children make different vegetables and fruits together with the teacher, they hear simple English phrases: “Let's make a small apple, a big apple, make it green or yellow.” Children learn to understand the teacher’s speech, highlight key words in phrases, and gradually longer statements consisting of several elements become available to them. The situation itself, gestures, facial expressions, and intonation of the teacher help the child understand what is being said, and if he makes a mistake, then the teacher can correct his mistake without switching to his native language. This is how the child begins to go through the necessary path of mastering a foreign language - from understanding to repetition and independent construction of phrases.

Much attention in the program is paid to introducing children to the culture of the country of the language being studied. It is carried out in comparison with Russian traditions.

The main indicator of the success of learning using this method is the child’s ability to independently construct phrases and include in them exactly those words that he needs in a given situation. With this approach, children not only master a foreign language, but, most importantly, their overall development occurs: cognitive, emotional and social.

Our consultant: Inna Genadievna KOSAREVA, methodologist-teacher of English

Non-profit educational institution "Center for Personal Development", winner of the competition "Teacher of the Year - 2004"