Rainbow program for kindergartens. Rainbow

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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" - comprehensive program 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, formation of habit to healthy image life, ensuring mental comfort for every child.

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

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 younger 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. Creation 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 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

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 suggestion of the teacher: “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 points to a short time one of the objects hidden under the napkin, and puts it away again, then invites 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. Each new game children need to be taught. 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. Strengthen children's ideas about in various ways plant care.

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 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.

Posted on Allbest.ru

...

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

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.

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.

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 recorded by the child and find their implementation. The ability to independently develop a system of goals arising from each other is an important condition for independent and creative activity.

-- Physical Culture(the most important thing is Red color);
-- game (based on the program -- Orange color);
-- fine arts and manual labor (based on familiarity with decorative folk art -- yellow);
-- construction (development of imagination -- green color);
-- classes in musical and plastic arts (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 pedagogical work for the year, reveal the content of work during the day: a list and duration of individual elements of the daily regimen, 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:

1. Formation of ecological ideas about the animal world
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

SECTIONS

1. MAIN GOALS OF WORK DURING THE YEAR

AGE FEATURES OF A CHILD 3-4 YEARS OLD

how to ensure psychological comfort in Group

2. PSYCHOLOGICAL PORTRAIT OF A 3-4 YEAR OLD CHILD:

what we have become
basic mental processes

3. FEATURES OF SOCIALIZATION OF A CHILD 3 – 4 YEARS OLD:

crisis 3 years "I myself"
development of activities
child among peers
good customs
we are helpers and protectors
main methodological approaches in creating motivation for activity
1 type of motivation
2nd type of motivation
3 type of motivation
result evaluation

1. PLANNING WORK ON COMMUNICATION DEVELOPMENT

4. SAMPLE PLANNING FOR THE DEVELOPMENT OF COMMUNICATION AND SPEECH SKILLS DURING THE DAY:

1st half of the day
2nd half of the day

5. APPROXIMATE ANNUAL PLANNING

6. RESULTS OF THE YEAR

2. CREATING CONDITIONS FOR A STORY GAME

3. ROUGH PLANNING FOR ORGANIZING STORY GAMES

3. PLANNING THE WORK TO INCLUDE READING

1. THE BEAUTY OF LIFE IN FINE ART

2. CREATION OF CONDITIONS FOR AESTHETIC PERCEPTION

3. FINE ARTS

2. MUSIC IN A CHILD’S DAILY LIFE

3. MUSICAL CLASSES

4. PROGRAM FOR LISTENING TO MUSIC AND DEVELOPING AUDITORY PERCEPTION:

SILENCE AND SOUND:

1 topic "visiting Aunt Tishina"
2 theme "sounding world, dissonance of objects and living beings"
3 theme "sounding world: city, village, forest
4 topic "human voice"
5 topic "silence and sound" (final lesson on the topic)
6 theme "the path to the kingdom of music"
7 theme "sister Melody and brother Rhythm"
8 theme "conductor's magic wand"

9 theme "the secret of the old master" (violin)
Topic 10: “What did the cello talk about”
11 theme "Roland's horn (trumpet)"
12 topic "Whose voice is the loudest (drum)"
13 theme "magic pipe (flute)"
14 theme "voice from heaven (bell)"
15 topic "legend of the harp"
16 theme "crystal sounds (musical triangle, bells)"
17 theme "piano is the king of instruments"
18 theme "musical house (organ)"
19 theme "orchestra"

The Rainbow program was recommended by the Ministry of Education of the Russian Federation and has been tested in various regions of the country. Currently revised taking into account the suggestions of practicing teachers. The program is aimed at the upbringing, education and development of children from 2 to 7 years old. It contains age characteristics child, the tasks of working with children and ways to solve them are identified, the main directions are outlined interaction between preschool educational institutions with parents.

The Rainbow program contains seven sections: visual arts, mathematics, speech development, design, music, movement, and the world around us.

The structure of the program reflects the patterns of appearance and formation of the most important mental neoplasms in the child’s psyche: from 2 to 4 years - purposeful activity, from 4 to 5 - the transition of the child’s consciousness beyond the limits of the surrounding reality, from 5 to 7 years - the arbitrariness of mental processes, imagination and creativity develop.

The Rainbow program was conceived and implemented:

as complex, i.e. covering all the main aspects of children's development in preschool age;
massive, i.e. intended for use in all regions of Russia in urban and rural kindergartens;
a personality-oriented system of upbringing, education and development of children, based on classical approaches and the main achievements of modern Russian pedagogical and psychological science.

Pedagogical work within 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. An essential point in pedagogical work is creating motivation in children. The authors suggest using three types: gaming, communication and personal interest.

The authors called the program “Rainbow”, figuratively comparing with a real rainbow the seven most important types of children’s activities and activities during which the child’s upbringing and development occurs: physical education; a game; visual arts and manual labor; design; musical and plastic arts classes; a lesson on speech development and familiarization with the outside world; mathematics.

For example, the sections “Child and the world around him”, “Teaching native and foreign languages” are indicated in blue. Their goal is to help learn how to communicate with adults and peers, express their thoughts clearly for others, be able to listen and understand others, enter into a conversation, support it, express their judgments, and form simple conclusions. Blue color is associated with everything that is necessary like air and surrounds the child in everyday life and nature, which allows him to establish connections between living and nonliving things and to know himself.

One of the provisions on which the program is based is that personality is a system based on a person’s relationship to the world around him, other people, and himself. The program sets the goals of developing a caring and respectful attitude towards the surrounding world of man-made objects and the sphere of human labor, an ecological attitude towards nature, and effective technologies for creating calm and friendly relationships in the group have been developed and proposed.

The authors pursue the goal of developing such personality qualities as good manners, independence, determination, the ability to set a task and achieve its solution, etc., which allow the child, without losing interest in learning, to fully master knowledge not only at school, but constantly. In this regard, the solution of educational tasks is primarily aimed at education and general mental development child. At the same time, the formation of knowledge, skills and abilities is considered not as an end in itself, but as one of the means of child development.

Teachers are given the following tasks:

create the opportunity for the child to live these years joyfully and meaningfully;
ensure the protection and strengthening of his health (physical and mental);
promote comprehensive and timely mental development;
develop an active and careful respectful attitude towards the surrounding world;
to introduce to the main spheres of human culture (work, knowledge, art, morality, etc.).

Section of the "Rainbow" program " Natural world» is a component cognitive development children, within the framework of which they all together receive information, develop cognitive processes, form an attitude towards the surrounding world. IN methodological material The program includes a significant number of lessons about plants, animals, planet Earth and the structure of solar system. Children are given knowledge in the field of geography, information about exotic phenomena (about the nature of Africa, dinosaurs, etc.), “portraits” of each month are compiled based on seasonal observations, children are introduced to the history of the creation of watches, calendars, and the globe.

Children learn to contemplate nature, to respond emotionally to its state, but it is also important to comprehend what they see, to understand what it means. The program includes cognitively attractive facts about the world and nature, but they cannot provide children with an understanding of the nature directly surrounding the child or develop a value-based attitude towards it. The frequent use of the verbal method - the teacher's story, explanation instead of observations - cannot contribute to this.

In the process of educational work with children, the foundations of a cognitive, careful, creative attitude towards the world, a respectful, interested attitude towards the culture of other peoples are laid; emotional responsiveness to the aesthetic side of the surrounding reality is formed.

Structural and content characteristics

The Rainbow program suggests dividing the work according to environmental education into two sections: " Live nature" and "Inanimate nature." In classes, children gain knowledge about plants and animals as kingdoms: the plant kingdom and the animal kingdom. The plant kingdom is in turn divided into wild and cultivated plants.

Wild plants are those that live, grow and develop without human effort, and cultivated plants are those in whose growth, development and life humans take an active part. The authors recommend that when introducing children to plants, they take into account the specifics of the region and the area where the children live. For example, those who live on the sea coast should be introduced to marine plants; When classifying indoor plants, you should start with those that are in the group, kindergarten, etc. Classes are conducted to expand children's understanding of the world of plants through entertaining stories (historical facts, the “language of flowers,” plants listed in the Red Book). It is recommended to conduct a system of classes with children to familiarize themselves with plants.

Lesson topics: “The Plant Kingdom”, “Cultivated Plants”, “Wild Plants”, “Amazing and Beautiful”.

The authors subdivide the animal kingdom not by classes and species, but by their relationships with humans, i.e. on wild and domestic animals. Children are given knowledge that domestic animals include species that have lived next to humans for thousands of years (cows, sheep, pigs, goats), and wild animals are those that cannot live with humans. They take care of themselves, live by their own laws.

In this way, the child is led to understand the special role and place of man in nature:

man is not the master of nature, but only a part of it;
is obliged to take into account everyone living on Earth;
must rationally use the gifts and riches of nature.

Lesson topics: “The Animal Kingdom”, “Domestic Animals”, “Wild Animals”, “The Amazing Things About Animals”.

In older preschool age, children only accumulate cognitive baggage containing knowledge and information about inanimate nature. The authors propose to convey specific facts and information to children in the classroom through major educational topics: “Atmospheric phenomena” - the origin of clouds, clouds, rain, lightning; “Diversity of Nature” - stories about different climatic zones; “Seasons” - general conversations about winter, spring, summer, autumn; “Solar System” - educational stories about the planets and other celestial bodies, about the dependence of the onset of day, night, evening and morning on the position of the Earth in relation to the Sun; “The Amazing in Stone” - educational stories about various stones, their origin, role in the lives of people at different times.

The Rainbow program guides teachers to implement labor activity, but not in class, but in Everyday life. The authors recommend growing cultivated plants (from seeds and bulbs) in a group, even allowing children who show a clear interest and love for caring for indoor plants, bring your own flowers to the group (provided that the children will take care of them on their own).

The authors consider conversations on educational topics to be one of the forms of obtaining information; they recommend constructing them in such a way that the teacher’s questions help children organize their existing ideas, clarify and expand them. As a result of the conversations, the child must realize and understand the various patterns of our world, receive new information (conversation about fruits, “My favorite day of the week, year,” “Animals we know,” etc.).

"Rainbow" provides a significant number of lessons about plants, animals, and the structure of the solar system. Preschoolers receive a lot of knowledge, but not enough environmental knowledge. Frequent use of the verbal method is expected: the teacher's story, explanation instead of observation, there is no experimental work at all, little attention is paid to work in nature. Everything is given to children ready-made, i.e. They get all the information from the teacher’s story. This program is designed mainly for obtaining ready-made knowledge, and not for practical activities of children.

In the "Rainbow" program to the arsenal pedagogical leadership cognitive activity of children includes analysis, discussion problem situations, but there is no specific experimental work.

Subject development environment

Educational and methodological support

The program has a set methodological support for each age group for teachers, children, parents. Edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.

Zebzeeva V.A. Development of elementary natural science concepts and environmental culture of children: Review of preschool education programs. - M.: Sfera, 2009.

"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 a joyful and meaningful life preschool years;
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 : during the 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 - game: 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: - education 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: provides an opportunity to develop imagination, fantasy 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: 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 folk art, fiction;

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