"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, the formation of habits 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 teachers.

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

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 psychological comfort, 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 activity And manual labor: - teaching fine 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- 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 the skills of educational activities: they determine the task, the direction of the search, and evaluate the results.

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 gives the age characteristics of the child, defines the tasks of working with children and ways to solve them, and outlines the main directions interaction between preschool educational institutions with parents.

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

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 pre-school age school 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 the upbringing and general mental development of the 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 of the cognitive development of 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 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 senior 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 of methodological support for each age group for teachers, children, and 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 programs preschool education. - M.: Sfera, 2009.

Rainbow. Sample basic educational program for preschool education. Yakobson S.G., Grizik T.I., Doronova T.N. and etc.

M.: 20 1 4 - 232 p.

“Rainbow” is an exemplary basic educational program for preschool education, designed to work with children from 2 months to 8 years. The program was developed on the basis of the federal state educational standard for preschool education and is aimed at developing the physical, intellectual and personal qualities of the child, creating the prerequisites for educational activities that ensure the positive socialization of children, preserving and strengthening their health. The program implements the principles of a child’s full-fledged life in the preschool period of childhood, individualization of the educational process, support of children’s initiative in various types of activities and will help teachers organize work on the implementation of all educational areas stated in the Preschool Education Standard. The program is addressed to teachers of preschool and additional education.

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CONTENT
TARGET SECTION
Explanatory note 4
general characteristics Rainbow programs 4
Goals and objectives, principles and approaches to the formation of the Rainbow Program 10
Characteristics of developmental features of children of early and preschool age 17
Planned results of mastering the Rainbow Program 42
CONTENT SECTION
Content educational activities 46
Educational area“Social and communicative development” 46
Educational area « Cognitive development» 70
Educational field “Speech development” 86
Educational field "Artistic aesthetic development» 98
Educational area « Physical development» 105
Technologies for implementing the content of the Rainbow Program in accordance with educational areas 113
Social and communicative development 113
Cognitive development 117
Speech development 124
Artistic and aesthetic development 129
Physical development 132
Technologies for creating an atmosphere of joyful living preschool childhood 136
Support for children's initiative 138
Interaction with family 142
Goals, objectives and forms of interaction with the family 142
Information policy of an educational organization working under the Rainbow Program 146
Creative collaboration with family 148
Pedagogical diagnostics 149
Approaches to pedagogical diagnostics 149
Corrective work 157
Organization of correctional/inclusive work 157
Contents of correctional work in the educational field “Social and communicative development” 160
Contents of correctional work in the educational field “Cognitive development” 172
Contents of correctional work in the educational field “Speech development” 192
Contents of correctional work in the educational field “Artistic and aesthetic development” 199
Contents of correctional work in the educational field “Physical development” 200
ORGANIZATIONAL SECTION
Daily routine 202
Basic regime moments 206
Organization of group life 207
Forms of implementation of the Rainbow Program 207
Group Life Norms 207
Traditions of group life and holidays 207
Traditions-rituals 208
Life style and groups 209
Group 210 interior
Forms of implementation of preschool education 211
Groups short stay 211
Small kindergarten. Mixed age groups 212
Additional paid educational services 213
Methodological support Rainbow programs 215
Personnel policy of an educational organization implementing the Rainbow Program 216
Communicative competence 216
The idea of ​​freedom 216
Ideas about creativity 217
The idea of ​​responsibility and adult position 217
Educational support and technical personnel 218
Collaboration and collegiality 218
Personnel selection criteria 218
Developing subject-spatial educational environment 220
Organization of a developing subject-spatial educational environment for children of infancy and early age 221
Rainbow group style 227
Approximate calculations of standard costs for the provision of public services for the implementation of the Rainbow Program 228

Description of the presentation by individual slides:

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Key goals Preserving and strengthening the physical and mental health of children, developing habits for a healthy lifestyle Promoting the timely and full mental development of each child Providing every child with the opportunity to joyfully and meaningfully live through the period of preschool childhood Goals of educational work by age Key goal System of educational objectives

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Sociocommunicative development Moral education Socialization Labor Cognitive development Natural world Human world Mathematical representations 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 art 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 of the 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 Implementation technologies content of the "Rainbow" Program in accordance with educational areas Support for children's initiative Interaction with the family Pedagogical diagnostics Corrective work Organizational section Daily routine Organization of group life Forms of implementation of preschool education Additional paid services Methodological support for the "Rainbow" Program Personnel policy of the educational organization implementing the "Rainbow" Program Developmental subject-spatial educational environment Approximate calculations of standard costs for the provision of 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 implementation in educational process content of all educational areas; 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 activity; 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 a kindergarten setting.

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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; Game activity– the leading type of activity for a preschool child; Educational activities, which becomes the main species at primary school age. At preschool age, it is necessary to form its prerequisites.