Methodological support for the Rainbow program according to the Federal State Standards. Modern speech development programs

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Key goals: Preserving and strengthening the physical and mental health of children, forming the habit of healthy image life Promoting the timely and full mental development of each child Providing each child with the opportunity to live a joyful and meaningful period preschool childhood Goals educational work by age Key goal System educational objectives

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Sociocommunicative development Moral education Socialization Labor Cognitive development Natural world Human world Mathematical concepts Speech development Lexical side of speech Grammatical side of speech Pronunciation side of speech Connected speech Preparation for learning to read and write Artistic and aesthetic development Fiction Fine arts Music Physical development Health care Physical Culture Safety

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“Rainbow” is a psychologically oriented program. Fundamental principles are the principles of the Federal State Educational Standard: Supporting the diversity of childhood; preserving the uniqueness and intrinsic value of childhood as an important stage in human development; the intrinsic value of childhood - understanding (considering) childhood as a period of life that is significant in itself, without any conditions; significant because of what is happening to the child now, and not because this period is a period of preparation for the next period; Personally developing and humanistic nature of interaction between adults (parents (legal representatives), teachers and other employees of the organization) and children; Respect for the child’s personality; Implementation of the Program in forms specific to children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

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Structure of the Rainbow Program Target section Explanatory note general characteristics"Rainbow" Program Goals and objectives, principles and approaches to the formation of the "Rainbow" Program Characteristics of the developmental features of children of early and preschool age Planned results of mastering the "Rainbow" Program Content section Content of educational activities Technologies for implementing the content of the "Rainbow" Program in accordance with educational areas Support children's initiative Interaction with family Pedagogical diagnostics Corrective work Organizational section Daily routine Organization of group life Forms of implementation preschool education Additional paid services Methodological support for the Rainbow Program Personnel policy of the educational organization implementing the Rainbow Program Developing subject-spatial educational environment Approximate calculations of the standard costs of providing public services for the implementation of the Rainbow Program

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"Rainbow" is fully methodologically provided and provides the teacher with support in the form of a kit Description pedagogical work on the implementation of the content of all educational areas in the educational process; Description of the interaction of teachers with children in the main forms of children's activities: gaming, creative, visual, speech, musical, theatrical, research; communication; cognition; initial forms of labor and educational activities; Forms of organization of children's lives in kindergarten and a system of planning educational activities for all age groups; A set of benefits for children for all age groups; Description of the management system of an educational organization, which allows for the creation in the educational organization of the psychological – pedagogical conditions. “Rainbow” is an exemplary basic educational program that complies with the Federal State Educational Standard for preschool education and is aimed at the development of a child from 2 months to 8 years in all educational areas, types of activities and cultural practices in kindergarten.

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Methodological basis“Rainbow” programs General psychological theory of activity by A.N. Leontiev Cultural and historical approach of L.S. Vygotsky The central idea of the Russian psychological school is the creative nature of development. The child is a subject individual development, actively appropriating culture. The principle of developmental education is to promote the mental development of the child, as the formation of activity, consciousness and personality. Activity in psychology is understood as activity that is motivated by motive, aimed at achieving a more or less realized and formulated goal, and presupposes mastery of the methods necessary for this. An activity has an end product or result.

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Types of activities as a psychological category are divided depending on the motive underlying the activity. Cognitive activity. The result is a primary coherent picture of the world. Formation of primary skills in working with information obtained from various sources (verbal, non-verbal); Formation of mental operations of analysis, generalization, finding patterns; Mastering the initial methods of research and observation. Communication activities, which may have different content (personal, business) and nature (situational, extra-situational); A variety of productive activities aimed at obtaining a product or result - labor; Playing activity is the leading activity of a preschool child; Educational activity, which becomes the main type in junior school age. At preschool age, it is necessary to form its prerequisites.

Educational area "Social - communication development»

Content aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, developing a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; formation of positive attitudes towards various types labor and creativity; laying the foundations safe behavior in everyday life, society, nature.

Formation social relations occurs in the process of play, work and communication activities, in joint and independent activity teacher with children, in interaction with parents.

Methodological equipment:

“Rainbow” program by T. N. Doronova

Partial program “Fundamentals of the safety of preschool children” by N. Avdeeva, O. Knyazeva, R. Sterkina

Educational field "Speech development"

Includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write. Implemented in direct educational activities, during regime moments, in children's independent activities

The development of children in the speech direction is carried out through the implementation of educational activities of children in the development of speech, reading fiction, literacy in the course of direct educational activities, as well as in joint and independent activities of the teacher with children.

Methodological equipment:

- Gerbova V.V. "Learning to Speak"

Grizik T.I. “We speak correctly.”

Gerbova V.V. “Introducing children to fiction.”

Educational area « Cognitive development»

Involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world. , And aimed at achieving the goals of developing children's cognitive interests, intellectual development children.

Child development according to cognitive direction carried out through the implementation of educational activities for children in design, REMP, sensory, familiarization with the environment, patriotic education, in the course of direct educational activities, as well as in joint and independent activities of the teacher with children.

Methodological equipment:

§ “Rainbow” program by T.N. Doronova

§ Methodological manuals for the “Rainbow” program by T.N. Doronova:

- Solovyova E.V. “Mathematics and logic for preschoolers”, “My Mathematics”

Grizik T.I. "Experience the world"

Grizik T.I. “Objects around us”

Goncharenko S.S. "I'll do it myself"

Doronova T.N. “I saddle myself”

Educational field “Artistic and aesthetic development”

Involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activity children (visual, constructive-model, musical, etc.).

The artistic and aesthetic development of preschool children is carried out through the implementation of educational

children's activities: music, modeling, drawing, manual labor, appliqué, during direct educational activities, as well as in joint and independent activities of the teacher with children.

Methodological equipment

· “Rainbow” program by T. Doronova

· Methodological manuals for the “Rainbow” program by T.N. Doronova:

Galyant I.G. Musical development children 2-7 years old.

T. Doronova “Preschoolers about art”, “ Artistic creativity children 2-7 years old"

I.G. Gribovskaya “Folk art and children's creativity”

The specific content of these educational areas depends on the age and individual characteristics children, is determined by the goals and objectives of the Program and is implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development):

· for preschool children(3 years - 8 years) - a number of types of activities, such as gaming, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research of objects in the surrounding world and experimenting with them), as well as the perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing, modeling, application), musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of activity of the child.

In the part formed by participants of educational relations, presents programs selected and/or independently developed by participants in educational relations aimed at the development of children in one or more educational areas, types of activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, and forms of organizing educational work.

This part of the curriculum takes into account the educational needs, interests and motives of children, their families and teachers and is focused on:

Selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff.

ORGANIZATION OF EDUCATIONAL ACTIVITIES

Educational activities developed taking into account the maximum permissible volume of weekly educational load and corresponds to five educational areas

§ Physical development

· "Health"

Physical development indoors and outdoors

o Social and communicative development

o Speech development:

· Speech development

· Fiction

o "Cognitive development

· Design

· Knowledge of the world

5 . Artistic and aesthetic e development:

· Drawing

· Application

The educational process in MBDOU is implemented not only in educational activities, but also in the joint activities of an adult and a child, which makes it possible to reduce the educational load and allows for a differentiated approach to children and individual work.

A harmonious combination of individual, subgroup and frontal forms of organizing direct educational and joint activities ensures their innovation and integrity.

6. Targets for mastering the program:

Preschool education targets, represent social-normative age characteristics of a child’s possible achievements at the stage of completing preschool education. The specifics of preschool childhood (flexibility, plasticity of the child’s development, a high range of options for its development, its spontaneity and involuntary nature), as well as systemic features of preschool education (the optional level of preschool education in Russian Federation, the absence of the possibility of imputing any responsibility to the child for the result) make the demands from a preschool child of specific educational achievements unlawful and necessitate the determination of the results of mastery educational program in the form of targets.

Targets are not subject to direct assessment, including in the form pedagogical diagnostics(monitoring), and are not the basis for their formal comparison with the real achievements of children.

In accordance with the federal state educational standard for preschool education (FSES), when implementing the Program, we assess the individual development of children. This assessment is made teaching worker within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, related to the assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) are used exclusively to solve the following educational tasks:

1) individualization of education (including support for a child, building his educational trajectory or professional correction of his developmental characteristics);

2) optimization of work with a group of children.

The development of criteria and indicators for assessing the individual development of preschool children is based on the content lines of preschool education, represented by the following areas of child development: physical, cognitive, speech, social-communicative and artistic-aesthetic development.

The main purpose of the monitoring system is to assess the success of solving educational problems, as well as timely adjustment and optimization of forms and methods of educational work, depending on the dynamics of children’s achievement of the planned results of mastering the basic general education program.

The main features of the monitoring system are:

· Assessing the child’s real achievements, manifested in his daily activity and activities in the natural environment (in games, in the process of free and organized educational activities, during routine moments);

· Determination of the dynamics of intermediate and final results;

· Taking into account the zone of proximal development of each child in assessment indicators;

· Continuity with both monitoring the achievements of young children and monitoring student results primary school formulated in the Federal State Educational Standard for Primary General Education

Monitoring is carried out by preschool teachers based on observations of children, conversations and the creation of simple diagnostic situations.

The monitoring assessment system is three-level: “quality manifests itself steadily” (2 points), “quality manifests itself unsteadily,” that is, in fact, it is in the zone of proximal development, in the formative stage, and manifests itself only in joint activities with an adult (1 point), “quality does not appear” (0 points).

The frequency of monitoring is twice a year (in autumn and spring) for the same diagnostic indicators, which will allow us to identify the dynamics of mastering program requirements throughout the year. (Monitoring tables )

The monitoring results are expressed as percentages and objectively show:

· Successful completion of the program by each child;

· Successful mastery of the content of the educational areas highlighted in the Program by the entire group of children;

If by the end of the year the child’s development indicators are less than 50%, then this serves as a reason for additional examination of the child by a psychologist or other specialist. Under development individual program activities that promote the activation of the child’s development process.

So, at the center of the MBDOU educational model is the CHILD, his development at each age stage. Monitoring the mastery of the educational program by pupils of preschool educational institutions acts as an indicator of effectiveness

Monitoring the level of mastery of educational areas by children average groups in accordance with program requirements

Educational field “Socio-communicative development” (security)

Middle group

Child's last name

For the “Home Safety” section:

Under the section “Safety in nature”

For the section “Child and other people”:

For the section “Safety on the street and road”:

Final indicator for the child (average value)

It has elementary representations about possible traumatic situations hazardous to health, ways to prevent them

about the danger of objects household appliances

poor quality products

about the dangers of taking medications.

44Knows some rules of behavior in nature, tries not to trample plants; knows that there is no need to pick and taste unfamiliar plants, begins to realize that other living beings may depend on his actions, acquires the very first skills in caring for plants; (score on parameter 29)

Has primary ideas about poisonous plants, edible and inedible mushrooms.

Knows that contact with animals can sometimes be dangerous.

Has a basic understanding of typical dangerous situations possible contacts with strangers behaves adequately in such situations.

Has an understanding of the rules of behavior on the road in accordance with age criteria

Has a basic understanding of possible traumatic situations in the yard that are hazardous to health, and ways to prevent them.

Knows traffic rules according to age

Educational field "Social and communicative development" ( role-playing game)

Average

Child's last name

45. Score for parameter 12 Shows a desire to communicate with peers, tries to build interaction - so far with to varying degrees success.

46. Rating for parameter 8 Shows goodwill towards peers and adults;.

Reacts adequately to joyful and sad events in the immediate community

47. assessment on parameter 16 Tries to correlate his actions with generally accepted rules, makes comments to peers and adults when rules are violated.

49. Score for parameter 13 Teams up with children for joint games, acts in accordance with the proposed rules

50. Reflects in games plots from different areas of reality (everyday, fairy-tale, professional, etc.)

51. Understands and uses in his speech words that mean emotional condition, ethical and aesthetic characteristics

Uses buildings made from building materials and substitute objects in the game

Has primary ideas about himself

Has primary ideas about family, society and state

Uses theatricality

23. Knows his first name (full and short), last name, gender, age

24. Is aware of his individual skills (“I know how to fasten buttons”, “I learned to ride a scooter”, etc.); can list several examples of what he does not yet know how to do (“I can’t cook soup,” “I can’t drive a car like Dad”)

25. Calls family members, their names, can talk about the activities of family members (professions, hobbies, etc., if this is understandable to the child), about family holidays

26. Can name his country, the street where he lives, the capital of Russia

27. Knows some public holidays

Educational field “Social and communicative development” (Labor)

Middle group

Child's last name

Self-service

Household work

Labor in nature

52. Knows what household activities adults do (buying things and groceries in the store, preparing food, washing dishes, washing clothes, etc.)

53. Has an idea about some professions, can name them and talk about them, respects the work of others

54. Understands that the objects he uses are produced by the labor of many adults, that they need to be handled with care so that they last a long time, and if they are no longer needed, then they can be given to other people who cannot purchase them themselves

Final indicator for the child (average value)

Able to dress, undress, and fold clothes independently

Able to wash themselves and keep their hands clean

Independently perform the duties of cafeteria attendants (arrange bread bins, place deep plates, napkin holders, lay out cutlery)

Perform duty duties in preparing materials for classes.

Able to maintain order in a group room or in a kindergarten area

Able to independently: water plants

They enjoy participating in feeding wintering birds.

They are happy to take part in caring for plants in the vegetable garden and flower garden.

Able to put work equipment in order

Educational field “Cognitive development” (FEMP)

middle group

Sensory development

Formation of elementary mathematical concepts

Child's last name;;

55. Able to identify and express in speech signs of similarity and difference of objects according to various characteristics

56. Able to continue a series of objects or figures with one changing feature

57. Able to distinguish and name all the colors of the spectrum (red, orange, yellow, green, blue, indigo, violet); distinguishes and names black, gray, white colors; shades of colors (light green, dark green, dark red, dark blue)

58. Can count within 10, count 10 objects from a larger quantity.

correlate the writing of numbers 1-10 with the number of objects

Knows numbers within 10

knows how to find the place of an object in a row, answer the question: “Which place is on the right (left)?”,

arrange numbers from 1 to 10 in order

59. Can recognize and name a square, rectangle, oval, find in environment objects similar in shape

60. Able to directly compare objects by length, width, height

arrange up to 5 objects in ascending order, express in speech the relationship between them

61. Able to determine the direction of movement from oneself (up, down, forward, backward, right, left); shows right and left hand;

names the parts of the day, establishes their sequence

Use cardinal and ordinal numbers correctly

Distinguishes between straight, curved, broken, closed and open lines

Final indicator for the child (average value)

(the world)

middle group

Formation of a holistic picture of the world, broadening one’s horizons, development educational and research activities

Child's last name

63. Has an understanding of different types of transport

63. Has ideas about different types of clothing, dishes, furniture, names them, can describe how they differ

can name several differences between city and rural life and talk about them;

understands the difference between weekdays and holidays, knows several holidays, can name them ( New Year, birthday)

64. Distinguishes between the world of living and inanimate nature, highlights what is made by human hands

5. Asks searching questions: “Why?”, “Why?”, “How?”, “Where from?”

6. Actively gets acquainted with the properties of new surrounding objects (ways of their use, capabilities, etc.); tends to experiment

Knows about professions (doctor, teacher, hairdresser, librarian, driver, cook)

Have an idea of the qualitative properties of inanimate nature (stone, sand, soil, water, etc.)

Have an idea of the quality and properties of natural materials (wood, clay, etc.)

Have an idea of domestic and wild animals and their young

Have an idea of animal life in natural conditions

Names insects in the kindergarten area

Knows and distinguishes 3 bushes, 4 – 5 trees

Knows 3-4 herbaceous plants of forests, meadows, fields

3 indoor plants

Knows and names wintering birds

Knows seasonal changes in nature

Determines the weather condition (sunny, cloudy, windy, rainy, snowing)

28. Able to establish the simplest cause-and-effect relationships (when it’s frosty outside, the water in a puddle freezes, and when it’s warm, the ice melts; in the fall, birds fly to warmer regions because they have nothing to eat; a plant needs light, water, earth and etc.)

Participates in games - experimenting with sand, snow, ice, water, soap foam, shadow, mirror, optical glasses, sounds. for adults.

22. Uses simple ready-made schematic images to solve simple problems, builds according to the diagram

Final indicator for the child (average value)

Educational field "Cognitive development"(design)

middle group

FULL NAME. baby	Development of design activities
65. Enjoys constructing various products and buildings made from building parts, paper, cardboard, natural and household materials, furniture.	Takes into account both the structural properties of materials (shape, stability, size, placement in space) and the purpose of the building itself;	Creates variants of the same object taking into account the design task	Knowledge of the basic details of a building material, the ability to distinguish and name building parts (cube, plate, bar)	The ability to construct buildings from large and small building materials in accordance with the size of toys, using parts of different colors	Constructed from paper: bend a rectangular sheet of paper in half, matching the sides and corners	Glue the parts to the main shape (windows on a house, a pipe on a door; wheels on a bus, a back on a chair)	Child development level

Educational field “Speech development” (speech development)

middle group

Child's last name

66. Has age-appropriate vocabulary; names objects, their qualities, properties, actions (nouns, adjectives, verbs);

Correctly uses words denoting spatial relationships

Agrees nouns and adjectives in gender, number and case, focuses on the endings of words

Forms verb forms

67. Understands the meaning of riddles, knows how to guess riddles based on descriptions of objects, phenomena, their properties, actions with them

68. Has a developed ear for speech, can select words with a certain sound, identifies the first sound in a word

69. Has intonation expressiveness, speaks with different intonations (narrative, interrogative, exclamatory), diction is quite clear

70. Able to retell the contents of short fairy tales and stories, both already familiar and those read for the first time

Answers to simple questions according to the text, can reconstruct the plot from pictures

71. Makes up short stories based on a picture or from personal experience

Describes toys and objects using different types statements: description, narration and some components of reasoning

Knows the authors of children's works (Chukovsky, Marshak, Barto, etc.)

Educational field “Speech development” (Reading fiction) middle group

Educational field "Artistic and aesthetic development"(drawing) middle group

Child's last name	73. Depicts familiar objects and phenomena (everyday, natural) with interest.	Independently finds and embodies in drawings, collages, and crafts simple stories on themes from the surrounding life, fiction, and favorite cartoons	74. B created images conveys through accessible graphic, pictorial and plastic means various features of the depicted objects (shape, proportions, color, texture, characteristic details	Proficient in various artistic techniques (painting, applying dots, spots, rotating a glue brush tightly attached to the paper)	75. Expresses his ideas, experiences, feelings, thoughts using accessible visual and expressive means; shows aesthetic emotions and feelings when perceiving works of different types of art	Ability to mix paints to create shades	He draws from an idea, from life.	He knows how to draw based on Dymkovo Khokhloma painting,

Educational field "Artistic and aesthetic development"(modeling, applique)

middle group

F. and. baby

MOLDING

APPLICATION

They know how to roll plasticine with straight and circular movements, flatten it, connect it into rings, pinch the edges of the mold

Combines natural, waste material with plast.

Knows how to use a stack

In sculpting he knows the following techniques: flattening, smoothing, pressing, pulling, smearing, circular molding

Fold and pinch the edges of the flattened shape

They know how to sculpt objects from several parts... to arrange the parts correctly, observing proportions

Know how to hold and use scissors correctly

..cut across narrow, wide strips

...square diagonally

..make oblique cuts

Able to compose images of objects from individual parts

Patterns of plant and geometric shapes on a stripe, stripe, circle, quadrangle, stick them sequentially

Can cut a circle and an oval from a rectangle

has a way of breaking

Folds a sheet of paper in half, diagonally,

Child development level

Working with parents

Partnership with family is built on the basis of mutual respect and voluntariness.

Purpose of interaction with family- make parents active participants educational process, assisting them in realizing responsibility for the upbringing and education of children

" physical development":

Informing parents about factors influencing physical health child (calm communication, nutrition, hardening, movement).

Stimulation motor activity children through joint sports games and walks.

"Social and communicative development"

"Safety":

Introducing parents to situations that are dangerous to the child’s health (at home, in the country, on the road, in the forest, near a pond) and how to behave in them;

Involve parents in active recreation with their children.

" a game ":

Get parents interested in development play activity children, ensuring successful socialization, assimilation of gender behavior;

Accompany and support the family in the implementation of educational influences.

"Work":

Explore traditions labor education in the families of pupils;

Conduct joint competitions and events with parents to improve and green the territory of the kindergarten, focusing on the needs and capabilities of children and scientifically based principles and standards.

"Cognitive development":

To orient parents to the child’s development of the need for cognition, communication with adults and peers;

"Speech development":

Develop parents’ communication skills with their children;

Show the importance of kind, warm communication with a child.

“Reading fiction”:

Proving to parents the value of reading at home

Show methods and techniques for introducing a child to fiction.

“Artistic and aesthetic development”:

To support the desire of parents to develop the artistic activity of children in kindergarten and at home; - to involve parents in active forms of joint activities with their children that contribute to the emergence of creative inspiration.

"Music":

to reveal the possibilities of music as a means of beneficial effects on the mental health of a child.

Forward planning working with parents.

September

October

№	Active form of work	Visual information	Target	Individual work	Responsible
	Do we understand each other	Consultation - folder	Help parents unlock their children's cognitive abilities	Tips to help develop abilities in this activity	Educators
	Consultation “What parents need to know about the patterns of child speech development”	Consultation	To provide in-depth knowledge about the patterns of development of children's speech.	Answers to parents' questions. Individual answers - recommendations.	Educators.
	Exhibition of crafts made from natural materials “Autumn Still Life”	Announcement, exhibition of crafts	Involve parents in the design of the exhibition and joint work; Uniting children's and adult teams	Help in choosing crafts and their design.	Parents, teachers, children
	Photo exhibition: “Autumn Mosaic”	photo exhibition	Introduce the best photographs and help parents with the design.	Help parents in decorating the exhibition, individual conversations, discussion of specific problems, cases	Teachers, parents, children

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MINISTRY OF EDUCATION AND SCIENCE OF THE RF

FGBOUHPE" TUVA STATE UNIVERSITY"

KYZYL PEDAGOGICAL COLLEGE

Test

by subject" Theoretical basis of contentIand organization

preschool education"

on the topic: Program" Rainbow"

Kyzyl - 2013

RAINBOW PROGRAM

“Rainbow” is a comprehensive program for the upbringing, education and development of preschool children, according to which kindergartens in Russia operate. The program ensures the comprehensive development of the child; its most important components are play and physical development, the formation of habits for a healthy lifestyle, and provision of mental comfort for each child.

The program is recommended by the Ministry of Education and Science of the Russian Federation. For all main types of activities of preschoolers, sets of manuals are provided for children of various age groups and recommendations for teachers.

For classes in this program, sets of manuals for preschoolers have been created for all types of activities and guidelines for educators.

Purpose of the program- to form such personality qualities as good manners, independence, determination, the ability to set a task and achieve its solution. The formation of knowledge, skills and abilities is considered not as an end in itself, but as one of the means of educating and psychological development of a child.

They put forward before the teachers general tasks:

To create the opportunity for the child to live these years joyfully and meaningfully;

Ш ensure the protection and strengthening of his health (both physical and mental);

Ш promote comprehensive and timely mental development;

Ш to form an active and careful and respectful attitude towards the surrounding world;

Ш to introduce to the main spheres of human culture (work, knowledge, art, morality, etc.).

The program is based on the idea that every year of a child’s life is decisive for the development of certain mental neoplasms. The effectiveness of the educational process depends on how specific pedagogical work is focused on the formation of these new formations: goal-setting, purposefulness of children's activities (in early preschool age); going beyond the limits of reality and interest in the sign system (in middle preschool age); arbitrariness of mental processes (in older preschool age).

The pedagogical work provided for in the program is based on theoretical positions on the leading role of activity in the mental development of a child and the formation of his personality. The creation of special conditions opens up a wide field for children’s independent actions, stimulates the setting of new goals, and allows them to look for their own solutions.

Those changes in the activities of children that can be achieved at the age of 4-5 years are a natural consequence and continuation of fundamental changes in the activities of the child, which are formed between the ages of two and three years. This is when children develop the ability to set goals. This means that before the start of actions, the child already knows what he wants to get at the end of them - in other words, he has some idea, some image of the future result.

Further development of goal setting follows the emergence of chains of interconnected goals: build a garage for a car of the appropriate size, build a train out of chairs, a house out of sand, etc.

Another important line of development of activity is the child’s attitude towards the product of such purposeful actions. If at first the child is satisfied with any result, then later, in the fourth year of life, he has certain requirements for the quality of the expected result.

The next step in the development of goal setting is the ability, based on what has been achieved, to set new goals arising from the results obtained. The goal system can unfold over a long period of time, weeks. This means that more general plans are fixed by the child and find their realization. The ability to independently develop a system of goals arising from each other is an important condition for independent and creative activity.

An essential point in pedagogical work is also the creation of motivation that encourages children to master what an adult would like to form in them. At the same time, such techniques are needed that would ensure the emergence of the necessary motivation in the majority of children. The authors of the program identify three types of motivation with which you can encourage children to willingly learn new things that adults will teach them: play motivation, communication motivation and personal interest motivation. The “Guide” gives their specific description in relation to different sections of the work.

The authors of the program called it "Rainbow" by analogy with a seven-color rainbow, since it includes seven most important types of children’s activities and activities, during which the child’s upbringing and development occurs:

Physical education (the most important subject -- Red color);

The game (which is the basis of the program - Orange color);

Visual activities and manual labor(based on acquaintance with decorative folk art - yellow);

Construction (development of imagination - green color);

Musical and plastic arts classes (formation of aesthetic experiences - blue);

Classes on speech development and familiarization with the outside world ( Blue colour);

Mathematics ( purple ).

The authors urge those teachers who want to work under the Rainbow program to first of all understand what a child of a given age is like and to love him for his individuality. The developed scientific and methodological system of pedagogical creativity of the Rainbow program is quite labor-intensive and requires a high culture of work organization. Therefore, the methodological recommendations for each age group provide approximate planning of teaching work for the year, reveal the content of work during the day: list and duration individual elements daily routine, as well as their methodological content, purpose and means.

An educational and methodological complex has been developed for the program to help teachers implement this program.

comprehensive rainbow program for preschoolers

1. Some didactic games of the Rainbow program

One of the main objectives of the program is to develop an active and caring attitude towards the environment.

Goal: formation of ecological culture of children

When using didactic games, the following tasks are solved:

2. Formation of ecological ideas about plants

3. Formation of ecological ideas about objects and phenomena of inanimate nature

4. Formation of an environmentally careful attitude towards natural objects

P examples of didactic games for each educational task:

1. Formation of ecological ideas about the animal world

Games with objects

A game.Who eats what?

Target. Strengthen children's ideas about animal food.

Progress of the game. Children take out from the bag: carrots, cabbage, raspberries, cones, grains, oats, etc. They name it and determine which animal eats this food.

A game.What first - what then?

Target. To consolidate children's knowledge about the development and growth of animals.

Progress of the game. Children are presented with objects: an egg, a chicken, a model of a chicken; kitten, cat; puppy, dog. Children need to place these items in the correct order.

Printed board games

Game "Four Pictures"

Target. Strengthen children's ideas about the surrounding nature, develop attention and observation.

Progress of the game. The game consists of 24 pictures depicting birds, butterflies, and animals. The presenter shuffles the cards and distributes them equally to the game participants (from 3 to 6 people). Each player must pick up 4 cards that are identical in content. The player who begins the game, having examined his cards, passes one of them to the person sitting on the left. If he needs a card, he keeps it for himself, and any unnecessary one also passes on to the neighbor on the left, etc. Having picked up the cards, each player places them face down in front of them. When all possible sets have been selected, the game ends. Participants in the game turn over the collected cards and lay them out four at a time so that everyone can see them. The one with the most correctly selected cards wins.

Word games

Game “Who Lives in the House?”

Target. To consolidate children's knowledge about animals, teach them to imitate their voices.

Progress of the game. Children depict familiar animals sitting in houses. The teacher goes around the houses in turn, knocks on each one and says: “Knock-knock-knock, who lives in this house?” Children answer: “Mu-mu-mu!”, “Be-e-e”, “Meow-meow!” etc. The teacher guesses who lives in the house.

Game "Guess who it is?"

Target. Strengthen children's ideas about characteristic features wild and domestic animals.

Progress of the game. The teacher describes the animal (its appearance, habits, habitat...) children must guess who they are talking about.

2. Formation of ecological ideas about plants

Games with objects

Game "Children on a Branch"

Target. To consolidate children's knowledge about the leaves and fruits of trees and shrubs, to teach them to select them according to their belonging to the same plant.

Progress of the game. Children look at the leaves of trees and shrubs and name them. At the teacher’s suggestion: “Children, find your branches” - the children select the corresponding fruit for each leaf. This game can be played with dried leaves and fruits throughout the year. The children themselves can prepare the material for the game.

Game "Find what I'll show you"

Didactic task. Find an item by similarity.

Equipment. Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.

Progress of the game. The teacher briefly shows one of the objects hidden under the napkin and removes it again, then asks the children: “Find the same one on another tray and remember what it’s called.” Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.

Printed board games

Game "Magic Train"

Target. To consolidate and systematize children’s ideas about trees and shrubs.

Material. Two trains cut out of cardboard (each train has 4 cars with 5 windows); two sets of cards with pictures of plants.

Progress of the game: On the table in front of the children there is a “train” and cards with pictures of animals. Educator. In front of you is a train and passengers. They need to be placed in the carriages (in the first - bushes, in the second - flowers, etc.) so that one passenger is visible in each window. The first one to place the animals correctly in the carriages will be the winner.

Similarly, this game can be played to consolidate ideas about various groups of plants (forests, gardens, meadows, vegetable gardens).

Word games

Game “Find what I’ll tell you about”

Didactic task. Find objects using the listed characteristics.

Equipment. Vegetables and fruits are laid out along the edge of the table so that the distinctive features of the objects are clearly visible to all children.

Progress of the game. The teacher describes in detail one of the objects lying on the table, that is, names the shape of vegetables and fruits, their color and taste. Then the teacher asks one of the children: “Show it on the table, and then name what I told you about.” If the child has completed the task, the teacher describes another object, and another child completes the task. The game continues until all children guess the item from the description.

3. Formation of ecological ideas about natural objects and phenomena

Games with objects

Game "When does this happen?"

Target. Clarify children's ideas about seasonal phenomena.

Progress of the game. Children are offered leaves different plants with different colors, cones, a herbarium of flowering plants, etc. depending on the time of year. Children need to name the time of year when there are such leaves, branches, flowers.

Game "What is this?"

Target: clarify children's ideas about inanimate objects.

Material: natural - sand, stones, earth, water, snow.

Progress of the game. Children are offered pictures and, depending on what is drawn on it, they need to arrange them accordingly. natural material, answer what is this? And what is it? (Large, heavy, light, small, dry, wet, loose.) What can you do with it?

Printed board games

Game “When is this?”

Target. Clarify children's ideas about seasonal phenomena in nature.

Progress of the game. Each of the children has object pictures depicting snowfall, rain, a sunny day, cloudy weather, hail is falling, the wind is blowing, icicles are hanging, etc. and story pictures with images of different seasons. Children need to correctly arrange the pictures they have.

Word games

Game "When does this happen?"

Target. Clarify and deepen children's knowledge about the seasons.

Progress of the game.

Option 1. The teacher reads alternately short texts in poetry or prose about the seasons, and the children guess.

Option II. The teacher names the time of year, and the children take turns answering what happens at this time of year and what people do. If someone is at a loss, an adult helps with questions. Methods of teaching the game. Every new game needs to be taught to children. Training is gradual.

IN junior groups At the first stage, the teacher plays the game together with the children. As the game progresses, he communicates one rule and immediately implements it; during repeated plays, he communicates additional rules. At the second stage, the teacher switches off from active participation in the game - he leads from the side: helps the children, directs the game. At the third stage, children play independently. The teacher only observes the children's actions.

Since middle group The way to learn the game is different. The teacher tells the content of the game, first identifying 1-2 important rules. As the game progresses, he once again emphasizes these rules, shows game actions, and gives additional rules. Thus, teaching the game at the first stage is a story about the content, familiarization with the rules during the game.

At the next stage, children play independently. The teacher watches the game, helps, corrects mistakes, resolves conflicts. When interest in the game disappears, the teacher gives a new version of it.

Formation of an environmentally friendly attitude towards nature

Board-printed games

A game"Taking care of plants"

Target. To consolidate children's ideas about different ways to care for plants.

Material. Cards with a picture of a watering can, spray bottle, brush, scissors; 7-8 indoor plants.

Children sit at a table on which there are cards depicting items needed to care for plants. Children need to determine what kind of care a particular plant needs and what tool is used to perform it - the children show the corresponding card. Whoever answers correctly will take care of this plant after the game.

I would like to note that the didactic games presented in the work are only a small part of the system of using didactic games as one of the means of environmental education for preschool children.

List of used literature

1. Nikolaeva S.N., Komarova I.A. Story-based games in environmental education of preschool children. M., 2003

2. Nikolaeva S.N. Environmental education younger preschoolers. M., 2002

3. http://www.maaam.ru/ Program “Rainbow” / Doronova T.N. M., 2003.

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Rainbow program

"Rainbow" is the only Russian comprehensive state program for preschool educational institutions that has undergone full experimental testing in 10 regions of Russia for 6 years and an independent examination by the commission of the Ministry of Education of the Russian Federation. Based on the results of the examination, "Rainbow" was recommended for mass implementation. In "Rainbow" for the first time, the tasks were set not only for the timely and full mental development of each child, but also for his emotional well-being.

"Rainbow" is a comprehensive program for the upbringing, education and development of preschool children, according to which kindergartens in Russia operate. The program ensures the comprehensive development of the child; its most important components are play and physical development, the formation of habits for a healthy lifestyle, and provision of mental comfort for each child.

For classes under this program, sets of manuals for preschoolers on all types of activities and methodological recommendations for educators have been created.

Main goals of the program:

providing the child with the opportunity to live the preschool years joyfully and meaningfully;

ensuring the protection and strengthening of his health (both physical and mental);

comprehensive and timely mental development;

formation of an active and careful and respectful attitude towards the surrounding world;

familiarization with the main spheres of human culture (work, knowledge, art, morality).

red color - physical education: in classes, habits are formed to protect one’s health, to cleanliness, neatness, order, cultural and hygienic skills and elements of self-control during movements, skills are developed correct behavior in situations that threaten life and health, and preventing them;

orange color - play: play is considered the leading activity of work; it allows you to provide psychological comfort and create an atmosphere of emotional warmth. security, relieve excessive organization and neuroticism in children. It allows a feeling of sympathy and interest in the playing partner to arise;

yellow color - visual arts and manual labor: - training visual arts and artistic work occurs through children’s acquaintance with examples of folk and decorative arts (works of Khokhloma, Gzhel, Dymkovo toy and etc.). Children are taught to draw with pencils and paints, sculpt based on familiarity with folk sculpture;

green color - design: makes it possible to develop imagination, imagination and mentally educate the baby; children learn to build from building materials, develop constructive prerequisites, and become involved in the process of creativity in design;

blue color - musical and plastic arts classes: they allow you to develop aesthetic experiences, form an interest in music, develop the child’s musical and sensory abilities, the ability to move to the beat, spatial coordination;

blue color - classes on speech development and familiarization with the environment: learning native and foreign languages occurs through familiarization with works of folk art and fiction;

purple color - mathematics: teaching mathematics takes place in an atmosphere of goodwill, support for the child, even if he has made a mistake, the desire to express his opinion is encouraged; Children not only learn mathematics, but also master the skills of educational activities: they determine the task, the direction of the search, and evaluate the results.

Comprehensive program upbringing, education and development of preschool children "Rainbow", created by the team of authors of the laboratory of the Institute of General Education under the leadership of Professor T.N. Doronova is over 10 years old.

The authors managed to create a pedagogical system that allows the teacher to feel like a free and creative person and encourages an attentive attitude towards each growing child. In "Rainbow" for the first time the task of creating an atmosphere in the kindergarten was voiced psychological comfort for children, conditions for a joyful and meaningful life during their preschool childhood, a system of personality-oriented education and development of children was first proposed.

The program, focused on universal, humanistic values, provides for filling the work with certain content, taking into account regional characteristics. First of all, this concerns physical development, the health of preschool children, as well as their introduction to the national culture.

The work of a teacher consists of three equally necessary components:

implementation of the general tasks of mental development set in the program,

implementation regional component upbringing and education.

the goals of a particular educational institution and the interests of each child in the group and his parents.

The problem of preparing children for school is solved in a comprehensive manner in the program.

It includes:

development of communication skills,

development of self-care skills,

familiarization with the basics of life safety,

development of children's speech, the ability to voluntarily control the processes of attention and memory, the ability to manage their behavior in accordance with accepted rules, as well as special training, implemented in classes on the formation of elementary mathematical concepts and the development of principles logical thinking children, initial introduction to letters, language development and cognitive development.

The work process is not limited to classes and is carried out in different forms depending on the age of the children. Methods for conducting classes in different types of activities are structured in such a way that the program task can be implemented using different materials, varied by the teacher depending on and in accordance with the desires and interests of specific children. The idea that children have their inalienable rights has been introduced into the program of work in preschool institutions. The teacher’s task is to ensure that the rights of each child are respected by all other children and adults.

All of the above allowed the Rainbow program to become widespread in preschool institutions; it was appreciated by both parents and educators.

The socio-economic changes taking place in recent years have influenced the development and improvement of the education system. In preschool education, there is a clear tendency to introduce variable programs into the practical activities of preschool institutions. And although most of the most famous and widespread programs are comprehensive, we can nevertheless note that the tasks and conditions of speech development are not presented equally in them.

Let us consider to what extent modern programs for preschool educational institutions reflect the basic requirements and criteria for the level of speech development of children of senior preschool age. For this purpose, the content of the most common programs was analyzed, and especially the tasks of the speech development of children in the preparatory group for school, the basic requirements for the speech of children by the end of their education in kindergarten.

Basic child development program for preschoolers "Origins". The goal of this program is the comprehensive, full development of the child, the formation of his universal qualities, including creative abilities, to a level corresponding to the age-related capabilities and requirements of modern society.

The program is focused on achieving the standard of education. The concept is based on psychological age as a stage child development, characterized by its structure and dynamics.

A new approach to teaching literacy in older preschool age is based on the unity of reading, writing and counting as “general cultural skills”; using all types of activities available to children to form their prerequisites; organizing a new community of children - a group of peers. Chapter Social development includes the subsection "Speech and verbal communication", where the characteristics of age-related capabilities, development tasks, content and conditions of pedagogical work are highlighted, where development indicators are defined: by the age of 7, the child must correctly pronounce all the sounds of his native language, master spoken language, show interest in stories, use different parts of speech in statements, show a critical attitude towards speech. In the section "Cognitive development" there is a subsection "Literacy", which consists of characteristics of age-related capabilities, developmental tasks. It has been determined that by the age of 7 a child should read smoothly and clearly, in syllables and whole words, write words in notebook, know the rules of “zhi-shi”, “cha-sha”, “chu-shu”, know all the letters of the alphabet.

In the variable program of development and education in kindergarten “Childhood”, special sections are dedicated to the tasks and content of children’s speech development and familiarization with fiction: “Developing children’s speech”, “Child and the book”. These sections contain for each group characteristics of traditionally distinguished tasks: development of coherent speech, vocabulary, grammatical structure, education of sound culture of speech. The program is distinguished by the fact that at the end of the sections, criteria are proposed for assessing the level of speech development. This is especially important in older preschool age, when it is necessary to determine the level of development of knowledge and skills before school. It is especially important that the program clearly identifies (in the form of separate chapters) and meaningfully defines speech skills in different types of activities.

At the end of the senior preschool age, a section “Soon to school” is highlighted, where the main indicators of the child’s development before entering school are clearly presented. The main directions in the development of speech in children of senior preschool age:

development of speech creativity, expressiveness of speech;

development of individual abilities for speech activity;

preparation for reading, reading.

Continuous reading is considered a high level of speech development at the end of kindergarten short texts, mastery of all means of sound analysis of words, determination of the main qualitative characteristics of sounds in a word.

The "Gifted Child" program is a version of the "Development" program intended for educational work with children of the sixth and seventh years of life who have high level mental development. It significantly deepens the content of familiarization with fiction in the section “Development of speech and familiarization with fiction.”

In the preparatory group for school, work is carried out in three directions: 1) introducing children to fiction, getting to know different aspects of reality. The proposed literature is arranged according to the complexity of the content. One of the main lines of work is the development of emotional responsiveness to works of children's literature; 2) mastering the means of literary and speech activity: familiarizing children with the means of speech expressiveness; mastery of lexical and grammatical culture, development of coherent and expressive speech.

Particular attention is paid to storytelling from a presentation without relying on the subject. 3) development of mental abilities based on familiarization with children's fiction - tasks for the development of children's thinking and imagination.

"Program for the development of speech for preschool children in kindergarten." Prepared on the basis of many years of research conducted in the speech development laboratory of the Institute preschool education under the leadership of F.A. Sokhina and O.S. Ushakova. It reveals theoretical basis and areas of work to develop children’s speech and language skills. The program is based on an integrated approach to speech development in the classroom, the relationship of different speech tasks with the leading role of the development of coherent speech. Particular emphasis is placed on the formation in children of ideas about the structure of a coherent utterance, about the methods of connection between individual phrases and its parts. The content of the tasks is presented by age group. This material is preceded by a description of the speech development of children.

In connection with the change in the priorities of modern preschool education, a significant modification of the content of the previous “Program of education and training in kindergarten” was also required. It is no secret that the number of preschool educational institutions that continue to operate under this program is quite large. Preschool workers, forced to reckon with the realities of new times, independently introduce into the established document tasks and content from other programs created on different conceptual foundations.

To achieve the goals of the program, the following are of paramount importance:

* care for the health, emotional well-being and timely comprehensive development of each child;

* creating an atmosphere of humane and friendly attitude to all pupils, which will allow them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;

* maximum use of a variety of children's activities; their integration in order to increase the efficiency of the educational process;

* creativity (creative organization) of the process of education and training;

* variability in the use of educational material, allowing the development of creativity in accordance with the interests and inclinations of each child;

* respect for results children's creativity;

* ensuring the development of the child in the process of education and training;

* coordination of approaches to raising children in conditions of the preschool educational institution and families. Ensuring family participation in the life of kindergarten groups and preschool generally;

* maintaining continuity in the work of kindergarten and primary school, excluding mental and physical overload in the content of the education of a preschool child.