Work program for the Rainbow program, senior group.

The importance of classes according to the Rainbow program in kindergarten

The RAINBOW program according to the Federal State Educational Standard in kindergarten is a recommended pedagogical methodology by the Ministry of Education of the Russian Federation. It is a system of educational process with a structured and comprehensive focus.

The main audience is children from 2 to 7 years old. It involves the systematic development of students’ skills by only one teacher.

A comprehensive pedagogical project for the education and training of children was introduced into the practical environment in 1989. The methodology was developed by candidates of science, professors of the department of pedagogy and psychologists.

The RAINBOW program according to the Federal State Educational Standard in kindergarten is recommended for use in relation to children 2-7 years old

The high popularity is explained by the emphasis of younger and middle age groups on maintaining the necessary interest through cognition, creation, and playful communication. In older preschool groups - creating the necessary motivation for learning, including the presence of competitions.

The methodological values ​​of the program are derived from the centralized idea of ​​Russian psychology - the development of the creative personality of the child as an individual subject actively learning culture. It was from this position that the basic techniques of pedagogical influence were developed.

To organize effective work within the team, the teacher uses various types of practical activities:

• creative;
• labor;
• social.

If possible, they are concluded in a playful form.

It is interesting that the first children who studied using the method more than 20 years ago cite the Rainbow program as a fundamental aspect of creating a kind and positive atmosphere in kindergarten, which they still remember.

DEVELOPMENT PROGRAM

In 1994, the main provisions of the Development program, developed by the L. A. Wenger Children's Center, were published. The program is developed for all ages of the preschool institution and is focused on the holistic development of the child and a differentiated approach to children with different levels of development. The authors emphasize that school forms of education and upbringing cannot be transferred to a preschool institution. It is necessary to develop technologies that meet the age characteristics of preschool children.

The “Development” program, as the authors point out, is based on two theoretical principles.

The first is the theory of A.V. Zaporozhets about the intrinsic value of the preschool period of development, the transition from a utilitarian understanding of preschool childhood to its humanistic understanding. An attitude towards “self-worth” implies the absence of any violence against the child, the imposition of activities and forms of education alien to his interests and inclinations. A child’s life can be fulfilling provided that he feels not just looked after, but a “creator”, discovering something new for himself, joining the world of adults. According to this theory, the main path of child development is amplification of development, i.e. enrichment, filling with the most significant forms and methods of activity for a preschooler.

The second is L.A. Wenger’s concept of the development of abilities, which are understood as universal actions of orientation in the environment with the help of figurative means of solving problems specific to a preschooler. The main thing here is the construction and use of images that correspond to the forms of displaying the properties of objects and phenomena, their connections and relationships, fixed in human culture. In the process of perception, these are images that correspond to sensory standards - generally accepted patterns of external properties (shape, color, size, etc.). In the process of visual-figurative thinking and imagination, these are images corresponding to various types of visual models (diagrams, drawings, plans, etc.).

Each section of the “Development” program consists of an explanatory note, recommendations for work, and sample lesson plans. Organization of work in all age groups involves conducting classes in subgroups of 8-10 people. Successful implementation of programs requires the creation of a favorable psychological climate in the group, a warm and friendly attitude towards children. In general, the “Development” program is based on a person-centered model of education, which involves the creation of cooperative relationships and partnerships between adults and children.

The main goal of the program is to develop the mental and artistic abilities of preschool children. Special studies have shown that the development in children of abilities characteristic of their age is manifested in

— the ability to independently analyze a situation (identify visual properties that are essential for solving problems);

- development of decentration - the ability to change one’s point of reference both when solving visual problems and in communication situations;

- development of ideas - the ability to create an idea for a future product and a plan for its implementation.

Psychological and pedagogical recommendations for educational work in kindergarten have been developed for the program.

The Development program is recommended for implementation by the Ministry of Education of the Russian Federation.

Goals and principles of the Federal State Educational Standards program

The general directions of the program are revealed based on the goals of pedagogical work in a certain age group, which makes it possible to expand and modify educational techniques. The main goals of the program cover such important aspects as personal development and improvement.

In addition, Rainbow allows you to:

• Strengthen and maintain the development of healthy habits that make up a healthy lifestyle. So, children not only perform various tasks, but also remember the importance of washing their hands from used glue.
• Improve physical and psychological condition. For example, matching communication skills based on the child’s age.
• Provide the most meaningful and meaningful learning possible by broadening your horizons. For example, consideration of the topic of folk art entails familiarization with Gzhel, ancient toys and Khokhloma.
• Comprehensively prepare the child for school, including the motivational component and subsequent education. Specific knowledge that is characteristic of the educational process is addressed.

In order to realize the goals set by the child, the program offers solutions to the following tasks:

• Providing opportunities for a joyful and meaningful time in kindergarten. In this case, any cognitive activity is brought into play form.
• Improving important communication skills and speech apparatus, which is possible through alternating group and individual forms of work. This also includes communication with parents and teachers.
• The opportunity to strengthen the child’s physical condition by raising important issues such as personal hygiene and well-being. They are identified not only in the context of the organizational process, but also during games.
• Familiarization with protection issues, including training in the basics of street behavior and household safety techniques.

The Rainbow program allows you to solve many problems regarding the education and upbringing of children

• Providing basic knowledge about the mathematical representation of the world around us.
• The formation of respectful communication with the outside world, in particular, raises the question of the importance of helping nature.
• Introduction to knowledge, art or work. Improves general awareness of the moral side of good and evil, and also allows you to identify a person’s emotional actions.
• Improving self-control skills, including emotions, difficulties, reflection and any other aspects.

The presented programs, tasks and goals based on the age group are a mandatory component that is applied in cases of preschool organization and the introduction of an updated pedagogical program.

Federal catalog of private kindergartens in Russia

Program "Rainbow" Authors: T.N. Doronova, T. I. Grizik and others.

“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.

The main goals of the program: providing the child with the opportunity to joyfully and meaningfully live the 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).

The content of the program corresponds, like a real rainbow, to seven different types of children's activities:

red color - physical education: during 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 for correct behavior in situations that threaten life and health, and to prevent 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 activity and manual labor: - teaching visual activity and artistic labor occurs through introducing children to examples of folk and decorative arts (works of Khokhloma, Gzhel, Dymkovo toy, 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.

The comprehensive program of upbringing, education and development of preschool children “Rainbow”, created by the team of authors from 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 of psychological comfort for children in kindergarten, conditions for a joyful and meaningful experience of their preschool childhood was raised; for the first time, a system of personality-oriented education and development of children was 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 the physical development, health of preschool children, as well as their introduction to the national culture.

The work of a teacher consists of three equally necessary components: the implementation of the general tasks of mental development set in the program; the implementation of the regional component of upbringing and education; the goals of a specific 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: the development of communication skills, the development of self-care skills, familiarity with the basics of life safety, the 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 the beginnings of children’s logical thinking, initial acquaintance with letters, speech 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 various types of activities are structured in such a way that the program task can be implemented on various 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.

A set of manuals has been published under the program, including 5 manuals on the upbringing, education and development of children in each age group, 4 manuals with methodological recommendations for conducting various activities, as well as 14 manuals for children in all main areas of development: cognitive development, formation of elementary mathematical concepts, speech development, familiarity with the fine arts, design, artistic work. All manuals are recommended by the Ministry of Education of the Russian Federation.

5 methodological recommendations for educators contain methods that pursue the following goals: to form mathematical concepts in children, including through such concepts as size, color, quantity; develop active speaking skills in children, enrich their vocabulary and form a culture of speech; to acquaint children with the purposes and functions of objects, with connections between objects and natural phenomena, to give ideas about various signs and symbols; arouse children's interest in art, develop the ability to see, love and understand fine art.

The Rainbow series includes a number of manuals for children of primary, middle and senior preschool age, aimed at the formation and development of speaking skills.

Educational books “Understanding the World” for children of primary, middle and senior preschool age introduce the child to the purposes and functions of objects around us, to the connection between things and natural phenomena, to signs and symbols.

A series of educational books “My Mathematics”, ending with a book for children of senior preschool age, will help to form ideas about ways to express quantity through numbers by counting and measuring, and introduce arithmetic operations.

A whole range of educational and visual aids for children of primary, middle and senior preschool age give an idea of ​​fine arts, folk art and children's creativity.

Didactic albums “I’ll do it myself” for manual labor classes with children of middle and senior preschool age include material on design and manual labor. Game tasks and funny characters make classes not only useful, but also exciting.

Album guides on artistic and manual labor in kindergarten and family will help develop children's imagination and ingenuity. Kids will learn to work with paper, design, embroider, weave, etc. The main focus is on making toys, characters for tabletop theater, gifts for family and friends. The book for kindergarten teachers and parents includes recommendations for organizing exciting activities in artistic and manual labor with children in kindergarten and family.

Recently, a new methodological manual was published devoted to the problems of working with children in the preparatory group “On the Threshold of School” by T.N. Doronova, T.I. Grizik et al.

Time passes, but the main values ​​embedded in the Rainbow program remain relevant: healthy and joyful children, inquisitive, independent and open to communication with adults and peers.

Rainbow program

Authors: team of authors from the laboratory of the Institute of General Education of the Ministry of Defense of the Russian Federation under the leadership of Professor T.N. Doronova. Tatyana Nikolaevna Doronova - professor of the department of preschool pedagogy and psychology of the Moscow City Psychological and Pedagogical University, head. laboratory of preschool education at the Institute of General Education of the Ministry of Defense of the Russian Federation.

“Rainbow” is a comprehensive program for the upbringing, education and development of preschool children. 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.

The program is based on the ideas of humanization of teaching activities, individual communication with the child, and the variable use of technology in solving program problems. The main goals of the program: providing the child with the opportunity to joyfully and meaningfully live the 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).

The program is conceived and implemented as:

- complex, i.e. covering all the main aspects of the development of children in preschool age (physical, social-personal, cognitive-speech, artistic-aesthetic);

— a personality-oriented system of upbringing, education and development of children, which has assimilated classical approaches and the main achievements of modern Russian pedagogical and psychological science. The program reflected the central idea of ​​the national psychological school - the creative nature of development. The authors consider the child as a subject of individual development who actively appropriates culture.

The length of a child’s stay in kindergarten and the specifics of his development in preschool age require a holistic organization of his life activities, which will provide conditions for his diversified development. The “Rainbow” program is aimed at creating a holistic organization of children’s life activities in preschool educational institutions.

Program content

The authors of the program called it “Rainbow” by analogy with the seven-color rainbow, since it includes seven most important types of children’s activities and activities, during which the child’s upbringing and personality development occurs: physical education, play, visual arts and manual labor, design, music and plastic arts, classes on speech development, familiarization with the outside world and mathematics. Each section corresponds to a specific color of the rainbow, emphasizing the uniqueness of its use in working with preschoolers.

red color - physical education: during 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 for correct behavior in situations that threaten life and health, and to prevent 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 activity and manual labor: - teaching visual activity and artistic labor occurs through introducing children to examples of folk and decorative arts (works of Khokhloma, Gzhel, Dymkovo toy, 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.

In “Rainbow”, for the first time, the task of creating an atmosphere of psychological comfort for children in kindergarten, conditions for a joyful and meaningful experience of their preschool childhood was raised; for the first time, a system of personality-oriented education and development of children was 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 the physical development, health of preschool children, as well as their introduction to the national culture.

The program pays great attention to protecting and strengthening the health of children and developing the habit of a healthy lifestyle. Introduction to the world of physical education begins with creating conditions for achieving an optimal level of physical activity for children in accordance with their age and individual characteristics. One of the central points of the program is the development of a personality-oriented style of communication between an adult and children in accordance with the specifics of each age group. The authors of the program imply that educators understand and accept the concept that children have their inalienable rights. The teacher’s task is to ensure that the rights of each child are respected by other children and adults. This develops in children a sense of self-esteem, security, equality and, on this basis, potential goodwill towards peers and adults. Attitudes towards peers are formed in the course of purposefully organized by the teacher age-appropriate joint activities of children, aimed at obtaining a common result that is necessary and interesting for its participants. An atmosphere of goodwill is created by introducing good traditions of group life: joint holidays, leisure activities; sympathy and mutual assistance; hospitality, etc.

Work under the Rainbow program is carried out in various forms of organizing children's activities, taking into account the age and individual characteristics of children and types of activities. The tasks set in the program are also implemented in so-called everyday learning situations, during routine moments. Game forms and methods of teaching and consolidating acquired knowledge are widely used. Great importance is attached to the independent cognitive and productive activities of children. The work of a teacher consists of three equally necessary components:

​ implementation of the general tasks of mental development set in the program

​ implementation of the regional component of 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-service 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 the beginnings of children’s logical thinking, initial acquaintance with letters, speech 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 various types of activities are structured in such a way that the program task can be implemented on various 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.

A set of teaching aids has been developed for the Rainbow program to effectively develop and educate children in kindergarten. Methodological support for the program includes manuals and books of various types. They are interconnected and complement each other.

Advantages and disadvantages of the program

The RAINBOW program according to the Federal State Educational Standard in kindergarten is a pedagogical technique that is quite popular.

In practice, one can highlight the objective advantages of its implementation:

• Full psychological and physiological development. Through various activities, children acquire necessary information, including the ability to focus physical energy in useful ways. This is how high-quality preschool education occurs.
• Techniques that allow maximum implementation of a personal approach to each child, which is possible thanks to the differential assimilation of program issues.

Thus, the teacher has the opportunity to change the content of the technique in such a way that children with the required level of development acquire a little more previously indicated information. At the same time, a child with missing knowledge can improve the level of his own development and bring it to the required values.

• Drawing up a visual and formative environment with the aim of creating a positive atmosphere within the group, maintaining internal confidence in children, as well as creating conditions for success. In this case, material and technical features do not play any role.

The teacher independently approaches the selection of the necessary materials that are used for pedagogical purposes. For example, when developing sensory abilities, the teacher does not buy ready-made props, but produces them himself: an empty box filled with coins, small toys, sugar, and much more.

• A high-quality approach to the analysis of activity is not from the psychological side “a child should”, but from the “a child at this age is capable of...”. At the same time, value judgments include not only practice, but also the process of communication and observation.

The “Rainbow” program helps to reveal the child’s abilities.
Like any other program, the “Rainbow” method has a number of disadvantages, which in some cases may not suit the teacher. The technique cannot provide accurate installation without the use of additional tools.

It is assumed that the teacher is not only a performer, but also a creator : each child has a number of abilities that can be revealed using techniques or methods. The mechanism is especially difficult to implement for most educators, especially young and inexperienced ones.

As practice shows, some of the techniques being carried out are complicated, which is associated with the simultaneous publication of new additions and the experimental implementation of the program in the pedagogical environment.

Therefore, many of the wishes of kindergartens were not taken into account when they were first launched, including the not-so-objective ratio of age categories to the expectations of parents.

PROGRAM "CHILDHOOD"

In 1995, a team of teachers from the Department of Preschool Pedagogy of the Russian State Pedagogical University named after. A. I. Herzen developed the “Childhood” program. The goal of the program is to ensure the holistic development of the child’s personality during preschool childhood: intellectual, physical, emotional and moral, volitional, social and personal.

The introduction of a child into the world around him is carried out through his interaction with various spheres of life and culture. The program presents works of oral folk art, folk games, music and dance, and decorative and applied arts of Russia.

Training in the classroom is aimed at systematizing, deepening and generalizing the child’s personal experience. The number of classes and their duration are not regulated. The teacher is given the right to independently determine the need for them, content, method of organization and place in the daily routine.

The program, focused on the social and personal development of the child, fostering a positive attitude towards the world around him, includes a new important section “Attitude towards oneself”.

The content of the program is divided into four blocks: “Cognition”, “Humanite attitude”, “Creation”, “Healthy lifestyle”.

The program consists of three parts in accordance with the three stages of preschool age - junior (third and fourth years of life), middle (fifth year of life) and senior preschool age (sixth and seventh years of life).

The content is specified in sections in each part of the program dedicated to a specific age period. The logic for presenting program material in each age section is as follows:

— characteristics of the age period, achievements and prospects for the child’s development;

— features of the sphere of activity (communication, perception);

— general tasks of education;

— presentation (orientation);

— practical skills;

— levels of skill development (low, medium, high);

— methodological advice;

- recommended literature for reading, storytelling, memorization;

— recommended works of visual and musical art;

- conclusion.

To help educators working under this program, a special series of methodological literature has been prepared - “Childhood Program Library”. The manual “Plan-program of educational work in kindergarten” (under the general editorship of Z. A. Mikhailova) formulates pedagogical tasks for the main types of activities: natural history, mathematics, artistic and creative, speech, social and moral education and physical development. A brief summary presents the tasks and content of the educational process in kindergarten. The authors assume a teacher’s creative attitude to planning his work.

The “Childhood” program was approved by the expert council of the Education Committee of St. Petersburg as an original program and recommended for preschool educational institutions in the North-Western region.

Techniques of the Rainbow program

Based on the age of the child and the types of activities involved in the program itself, “Rainbow” is distinguished by 4 main groups of techniques that are most effective with an integrated approach.

Visual

Visual-figurative thinking is a fundamental type of consciousness of preschoolers, which forms the child’s aesthetic understanding and supports a more solid assimilation of new information. Therefore, the presence of visibility at all stages of the lesson is especially important.

In pedagogical practice, the following techniques are used that develop imaginative thinking:

• Images. The technique is especially relevant for junior teams. For example, with its help you can familiarize your child with the need and importance of hygiene after a walk (washing hands, feet, washing). It also allows you to develop a sequence of everyday actions (putting personal belongings in the children's closet, tidying up the bed).
• Observation. An organizational method of cognitive activity that makes it possible to get acquainted with a certain phenomenon using the senses.

Thus, by observing the environment, a child can gain an understanding of how living organisms are created. A good example is that children gather around a bowl of water, into which the teacher drips vegetable oil. After which the process of observing how the drops begin to unite, forming one common blot, occurs.

One of the techniques of the Rainbow program is a visual demonstration of the material (for example, teaching children hygiene in pictures)

• Demonstration. The technique is characterized by the display of various photographs and video materials, as well as staged scenes, with the help of which children are taught the properties of objects or individual phenomena.

For example, in order to teach a child how to properly collect snow from the yard, the teacher shows small slides, simultaneously explaining how to properly rake snow and hold a shovel.

The visual method contributes to the formation of important qualities in the child, with the help of which he begins to trace the relationship between various phenomena, thereby increasing his overall observation ability.

Verbal

Since the speech apparatus cannot develop without the use of active listening techniques, the Rainbow program suggests including the child in dialogue from preschool age:

• Conversation. Allows you to get to know the child much better, including his interests and inclinations. By creating their own group communication techniques, teachers can collaborate most effectively with children.

Verbal teaching techniques can be supplemented with board games, during which children discuss ways to solve a problem.
Thus, using one of the “Circle of Communication” methods, upon arrival at kindergarten, children begin a dialogue with what they learned about yesterday and what they want to learn Today. Often such communication is complemented by gymnastics and board games.

• Story. Often used to increase motivation at the very beginning of a lesson. For example, in a lesson you can talk about Dunno, who received an assignment from Button to water the flowerbed that has the most plants. Thus, children learn quantitative comparison of objects.
• Riddles and poems. Using this technique, the teacher not only develops the logical thinking of children, but also sets them up for further interaction and trains their thinking speed. If the younger group often uses puzzles with sayings, then the older group uses simple logic problems.
• Fairy tales. This technique fits well into the concept of speech development, expanding vocabulary and developing emotional openness in children. With the help of fairy tales, the teacher is able to motivate the child by explaining certain concepts (for example, in order to explain why it is important to always tell the truth and not be embarrassed by others).

Reading fiction aloud is one of the most effective techniques for teaching children

• Reading. This is a good method that allows you to develop initiative in children - to feel their own importance in the team. Such reading is determined not so much by the quality of the text, but by the improvement of skill. Whether it's a personal hygiene guide or a magazine clipping. Reading must be done out loud.

When working with a younger group, the teacher must intentionally create various situations in which children need to look for and pronounce words. For example, if a child points his finger at the desired object, the elder should make a look of incomprehension until the baby says what he wants - at the minimum accessible level.

Playful and practical

The RAINBOW program according to the Federal State Educational Standard in kindergarten defines games as the leading type of activity, which, together with other techniques, makes it possible to achieve good results in learning.

Examples of popular games in preschool educational institutions:

Gaming techniques are closely related to practical ones, which include applications, drawings, projects and fakes. With their help, the child gets to know not only himself, but also the world around him - the kindergarten as a whole, and other children.

Symbolic

The most popular technique used by almost all preschool educational institutions in the new school year is the creation of a common panel “Mountain of Gems.” The essence of the technique is to figuratively apply the colors of the rainbow, which symbolize the main area of ​​the Rainbow program - knowledge and improvement.

Panel “Mountain of Gems”

So, each of the children brings bright buttons, beads or beads from home, which are subsequently used to decorate the painted mountain. The task is performed in a group format. Upon completion of the project, the picture is shown to parents and teachers. Over the next year, the craft decorates the interactive corner of the kindergarten.

Educational programs

The main general educational program is the educational program of preschool education of MBDOU "Kindergarten No. 259" of the city. Samara

Brief presentation of the Program

Abstract to the program of MBDOU kindergarten No. 259 Samara

Educational program of MBDOU "Kindergarten No. 259" Samara was developed in accordance with the Approximate basic educational program of a kindergarten and taking into account the basic educational program of preschool education "Rainbow" edited by T.I. Grizik, T.N. Doronov, E.V. Solovyov and other partial programs.

The program is aimed at creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creativity based on cooperation with adults and peers and age-appropriate activities; to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.

Participants in educational activities: children, parents (legal representatives), kindergarten teachers. Educational activities in preschool educational institutions are carried out in Russian, using age-appropriate forms of working with children, while the main form and leading activity is play.

The specific content of educational areas depends on the age and individual characteristics of students and can be implemented in various types of activities

• gaming (including role-playing games, games with rules and other types of games)
• communicative (communication and interaction with adults and peers)
• cognitive-research (studying objects of the surrounding world and experimenting with them)
• perception of fiction and folklore
• self-care and basic household work (indoors and outdoors)
• design from various materials (including construction sets, modules, paper, natural and other materials)
• fine art (drawing, modeling, applique)
• musical (perception and understanding of the meaning of musical works, singing, musically rhythmic movements, playing musical instruments)
• motor (mastery of basic movements).

The content of the educational program ensures the development of the personality, motivation and abilities of children in various types of activities and covers the following structural units, representing certain areas of development and education of children: social-communicative, cognitive, speech, artistic-aesthetic, physical development of the child.

The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary for the implementation of the Federal State Educational Standard for preschool education.

Purpose of the program

• preserve and strengthen the physical and mental health of children, formulate in them the habit of a healthy lifestyle
• promote the timely and complete mental development of each child
• provide every child with the opportunity to joyfully and meaningfully live the period of preschool childhood.

One of the main directions in the activities of preschool educational institutions is the implementation of the necessary correction of deviations in the development of children with speech disorders. The program provides for the integration of the actions of all specialists of a preschool educational institution and parents of preschool children. Planning work in all educational areas is based on the characteristics of the speech and general development of children with speech disorders, involves complex pedagogical influence and is aimed at the complete correction of the speech and psychophysical development of children and ensuring their comprehensive harmonious development. Establishing the causes of speech disorders, qualifications of their nature, degree of severity, structure of a speech defect allows us to determine the purpose, objectives, content and forms of speech therapy intervention.

Interaction of the teaching staff with the families of students

• parents (legal representatives) participate in the work of collegial governing bodies: parent committee, pedagogical council
• parents (legal representatives) can attend classes, help in organizing and conducting events, special occasions, holidays, etc.
• teachers organize work with parents (legal representatives) using a variety of modern forms of interaction (consultations, thematic weeks, open days, joint events between parents and children, etc.)
• teachers provide individual pedagogical assistance to parents (legal representatives) through information corners, individual conversations and consultations, via e-mail, through a consultation center, etc.

Characteristics of the interaction of the teaching staff with the families of students

Basic principles

• partnership between parents and teachers in the upbringing and education of children
• a common understanding by teachers and parents of the goals and objectives of education and training
• help, respect and trust in the child from teachers and parents
• constant analysis of the process of interaction between the family and the preschool educational institution, its intermediate and final results.

Areas of work

• protection of the rights of the child in the family and kindergarten
• education, development and health of children
• parent-child relationship
• relationships between children and peers and adults
• correction of developmental disorders in children
• preparing children of senior preschool age for school

Forms of work

1. Pedagogical monitoring

• parent survey
• conversations with parents
• conversations with children about family
• monitoring interactions between parents and children

2. Pedagogical support for conversations with parents

• psychological and pedagogical trainings
• excursions around the kindergarten (for new entrants)
• Open days
• showing open classes
• parenting workshops
• holding joint parent-child events and competitions

3. Pedagogical education of parents

• Consultations
• Discussions
• information on the preschool educational institution website
• round tables
• parent meetings
• question and answer evenings
• seminars
• showing and discussing video materials
• solving problematic pedagogical situations
• publication of newspapers, information sheets, posters for parents

4. Joint activities of teachers and parents

• holding joint holidays and get-togethers
• family club meetings
• organizing joint exhibitions with children
• joint projects
• family competitions
• joint socially significant actions
• joint work activity.

Prospects for work to improve and develop the content of the Program and the regulatory, financial, scientific, methodological, personnel, information and material and technical resources that ensure its implementation. The improvement and development of the Program and accompanying regulatory and legal, scientific and methodological, personnel, information and material and technical resources is expected to be carried out with the participation of the scientific, expert and broad professional community of preschool teachers, federal, regional, municipal educational authorities of the Russian Federation, preschool educational institutions management , as well as other participants in educational relations and network partners for the implementation of educational programs.

Rainbow. Approximate basic educational program for preschool education Federal State Educational Standard

Authors: T. N. Doronova, T. I. Grizik, S. G. Yakobson, E.V. Solovyova

"Rainbow" is the main general education program for preschool education, designed to work with children from 2 to 7 years old. The important advantages of the Rainbow program are the following:

1. “Rainbow” is a domestic program reflecting the realities of Russian culture, created on the basis of the domestic general psychological theory of activity of A. N. Leontiev and implementing the cultural-historical approach of L. S. Vygotsky. 2. “Rainbow” is a reliable program tested in practice, with extensive long-term experience in successfully achieving the goals defined by the Federal State Educational Standard. 3. “Rainbow” is a socialization program for a preschool child, in which the ideas of creating a comfortable developmental community of peers are put into practice. 4. “Rainbow” is a new generation developmental program that realizes the individual potential of each student and ensures systematic preparation of the child for the next stage of education. 5. “Rainbow” is a program addressed to mass kindergartens. The Rainbow program is presented in an updated version, revised by the authors. Having preserved the substantive core and humanistic essence of the program, expanding the circle of specialists involved in the development of methodological materials, the team of authors implements in this new edition both the experience of successfully implementing the program in all regions of the Russian Federation since 1989, and the changing realities of the time.

The team of authors is always aware of modern scientific achievements and new developments in the field of preschool psychology and pedagogy; constantly monitors the process of implementing the program in practice with subsequent analysis of achievements, as well as identifying emerging problems and issues; responds to changes in the economic and sociocultural situation in society and the preschool education system. This allows us to constantly improve the Rainbow program, confirming its relevance, relevance and effectiveness. The program as a whole is aimed at the formation of a general culture, the development of the physical, intellectual and personal qualities of a growing child, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of his health. The total volume of the program is calculated in accordance with the age of the children, the main directions of their development and includes the time allocated for

• educational activities carried out in the process of organizing various types of children's activities (game, communicative, musical and artistic, reading)
• educational activities carried out during regime moments
• independent activities of children
• interaction with the families of pupils. The program is conceived and implemented as: • comprehensive, that is, covering all the main aspects of the upbringing, education and development of children in preschool age; • mass, i.e., intended for use in all regions of Russia, both in urban and rural kindergartens, both in full-day groups and in groups operating on a short-term basis; • a personality-oriented system of upbringing, education and development of children, which has assimilated the main achievements of Russian pedagogical and psychological science.

“Approximate program of correctional and developmental work in a speech therapy group for children with general speech underdevelopment” N.E. Nishcheva

The program contains a description of the tasks and content of work in all five educational areas for all specialists working in combined and compensatory groups of preschool educational institutions, and takes into account the age and psychological characteristics of preschoolers with severe speech impairments (general speech underdevelopment).

The program includes thematic planning of the work of specialists, an approximate list of games, gaming and developmental exercises, the content of cultural and leisure activities for each age group in accordance with the Federal State Standard. The Program provides recommendations for creating and equipping a subject-spatial development environment in a speech therapy room and group room. In accordance with the Program, the subject-spatial developmental environment in the speech therapist’s office and in the group room ensures maximum realization of the educational potential of space and materials, equipment and supplies for the development of children in accordance with the characteristics and needs of each child, the protection and promotion of their health, taking into account the characteristics and correction of their developmental deficiencies. The developing subject-spatial environment in accordance with the Program provides the opportunity for communication and joint activities of children and adults in the entire group, in small groups, physical activity of children, as well as opportunities for solitude. It ensures the implementation of the Program, taking into account the age and individual characteristics of children. The Program proposes a system of pedagogical diagnostics of individual development of children, provides methodological recommendations for conducting diagnostics, and presents schemes for examining a child with general speech underdevelopment (from 3 to 4 and from 4 to 7 years old) by a speech therapist. The methodological kit includes stimulus material for diagnostics by a speech therapist teacher. Also included in the methodological set of the Program are albums for diagnosing the pedagogical process in all age groups, developed by Candidate of Pedagogical Sciences N.V. Vereshchagina

On the threshold of school

Method. recommendations for educators working with children aged 6–7 years / T. N. Doronova, T. I. Grizik, L. F. Klimanova, etc. The manual presents a system of classes for the development of older preschoolers and preparing them for school, including planning and lesson notes on speech development, preparation for literacy, mathematics, visual arts, etc.

Publisher: "Prosveshcheniye"

Grizik T.I. Exploring the world: Objects around us: Educational book for children of primary preschool age

The manual in a fun way will help your child understand the purposes and functions of various objects, understand the connections and dependencies between objects and natural phenomena.

Publisher: "Prosveshcheniye"

Grizik T.I. Exploring the world: I love order in everything: Developmental book. for children of middle preschool age

The manual will help to consolidate children’s ideas about the concept of “sequence”, the role and significance of this concept in human life.

Publisher: "Prosveshcheniye"

Grizik T.I. Exploring the world: signs and symbols: Developmental book. for children of senior preschool age

The manual will help consolidate children's ideas about signs and symbols and their role in human life.

Publisher: "Prosveshcheniye"

Grizik T.I. KNOW THE WORLD: Method. recommendations for educators working under the Rainbow program

A methodological guide on the cognitive development of preschool children includes planning and notes for classes in the junior, middle and senior groups of kindergarten. The manual is a set with developmental notebooks for preschoolers “Exploring the World.”

Publisher: "Prosveshcheniye"

Gerbova V.V. Learning to speak: A manual for children of primary preschool age

With the help of the tasks offered in the book, an adult will be able to organize work with children of primary preschool age to develop active speaking skills. Looking at pictures with specially designed situations encourages children to enter into dialogue, which contributes to the formation of pronunciation skills, enrichment of vocabulary, and clarification of ideas about the world around them.

Publisher: "Prosveshcheniye"

Gerbova V.V. Learning to speak: A manual for children of middle preschool age

With the help of an album on the development of speech for children of middle preschool age, educators and parents will be able to purposefully work on the formation of sound pronunciation, improving phonemic hearing and phonemic perception. At the same time, the album will help children express their accumulated impressions in speech, satisfying their need for cognitive communication with adults.

Publisher: "Prosveshcheniye"

Gerbova V.V. Learning to speak: A manual for children of senior preschool age

With the help of this manual, educators and parents will significantly expand the child’s vocabulary, teach him to express his thoughts clearly for others, and develop phonemic hearing and phonemic perception.

Publisher: "Prosveshcheniye"

Gerbova V.V. Learning to speak: Method. recommendations for educators working with children 3–6 years old under the Rainbow program

The manual presents planning and methods of working with children on speech development and familiarization with fiction in the second junior, middle and senior groups of kindergarten. The book includes detailed notes on working with preschoolers. The manual is a set with books for children “Learning to Speak.”

Publisher: "Prosveshcheniye"

Solovyova E.V. My mathematics: Developmental book. for children of primary preschool age

The manual includes tasks that require the child’s activity (color, circle, connect with a sample, draw or paste additional images on the page), which contribute to the formation of mathematical ideas about color, size, shape, quantity.

Publisher: "Prosveshcheniye"

Solovyova E.V. My mathematics: Developmental book. for children of middle preschool age

The manual is intended for use in classes on the formation of elementary mathematical concepts in children of middle preschool age.

It will help your child develop an understanding of the first ten numbers and introduce them to numbers and geometric shapes.

Publisher: "Prosveshcheniye"

Solovyova E.V. My mathematics: Developmental book. for children of senior preschool age

The material in the manual contributes to the formation of the following mathematical concepts: expressing quantities through numbers, familiarization with arithmetic operations and writing simple examples, comparing quantities and comparing numbers, an initial understanding of quantities.

Publisher: "Prosveshcheniye"

Solovyova E. V. Mathematics and logic for preschoolers: Method. recommendations for educators working under the Rainbow program

The teaching aid includes planning and lesson notes for all age groups. The manual is a set with educational books “My Mathematics”.

Publisher: "Prosveshcheniye"

Doronova T.N. Nature, art and visual activities for children

Methodological recommendations for educators working with children 3–6 years old under the Rainbow program.

A methodological guide to the artistic and aesthetic development of preschool children includes planning and notes for classes in the junior, middle and senior groups of kindergarten.

Publisher: "Prosveshcheniye"

L.I. Penzulaeva. Physical education in kindergarten

In the “Program of Education and Training in Kindergarten”, special importance is attached to physical education, which is built on the basis of knowledge about the age, individual and psychophysiological characteristics of a preschooler. In connection with the transition to education for children from the age of six, the requirements for the level of physical development increase. By the time they enter school, children must master a certain range of motor skills and abilities that will allow them to adapt to new conditions and requirements for educational activities and will help them more successfully master the school curriculum not only at the first, but also at subsequent stages of education. The system of health-improving activities in kindergarten provides for the protection and strengthening of children’s health, full physical development, various motor activities and, no less important, instilling a strong interest in independent physical exercise. Thanks to targeted physical education classes in kindergarten, starting from a very early age, by the time they move to the senior group, children already have a fairly strong reserve of motor skills and abilities. These manuals provide information about the age characteristics of children, methodological recommendations for conducting physical education classes indoors (two classes) and outdoors (one lesson); approximate lesson planning with detailed methodology, organization and content of games of varying intensity - low, medium and high; game tasks and exercises with elements of the sports of basketball, hockey, football, etc. The author recommends material for repeating and consolidating what has been learned in class in your free time.

V.P. Novikova “Mathematics in kindergarten”

Valentina Pavlovna Novikova’s program “Mathematics in kindergarten” is intended for teaching children 3 - 7 years old, published by the publishing house “Mosaika-Sintez”. Recommended by the Ministry of Education of the Russian Federation.

The manual presents the program and examines the content of complex work in the field of mathematical education of preschoolers, reveals the forms of organizing the cognitive activity of children 3-7 years old both in the classroom and in the everyday life of a preschool institution. Interesting ways of interaction between educators and children and involving parents in the pedagogical process are proposed. The main advantage of this technique is the method of supplying the material. All classes are conducted in an entertaining game form. Mathematical concepts are perceived by the child through play. The class includes work on several different topics. The transition from one topic to another is carried out with the help of physical education minutes, exercises for training fine motor skills of the hands, and attention exercises. This program covers the following topics: quantitative counting, ordinal counting, spatial relationships, pattern work, fantasy and imagination, qualitative correlation, one-to-one correspondence, features: shape, color, size, length, width, height, work with schematic images. Much attention is paid to children’s independent work and activation of their vocabulary. The methodology takes into account the age characteristics of preschoolers and the didactic principles of developmental education. Developmental tasks are solved taking into account the individuality of each child.

Calendar plan for educational work

Open document

Working program of education

Open document

Adapted program of correctional and developmental work with children with disabilities

Open document

Adapted program of correctional and developmental work with children with disabilities

Open document

Abstract to the adapted Program of MBDOU "Kindergarten No. 259" g.o. Samara for children with mental retardation

Open document

Abstract to the work program of the physical education instructor of MBDOU "Kindergarten No. 259" g.o. Samara

Open document

Annotation to the work program of the teacher of MBDOU "Kindergarten No. 259" g.o. Samara

Open document

Abstract to the adapted Program of MBDOU "Kindergarten No. 259" g.o. Samara for children with special needs

Open document

Abstract to the work program of the teacher-speech therapist of MBDOU "Kindergarten No. 259" g.o. Samara

Open document

Abstract to the work program of the music director of MBDOU "Kindergarten No. 259" g.o. Samara

Open document
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Organization and conduct of classes at preschool educational institutions

The RAINBOW program according to the Federal State Educational Standard in kindergarten is carried out within the established time frame, which is calculated based on the requirements for various age categories:

• I and II junior groups: 15-20 min.
• Middle group: 25 min.
• Preparatory and senior groups: 35-40 min.

When conducting classes in a preschool educational institution, you need to remember the time frame - for each age, different lesson durations are provided.
Practical and technical elements of classes are adjusted to the given timing:

• Preparation (3-5 min). Introducing children to the topic through motivation and updating the given information - images, riddles and puzzles, demonstration presentations.
• Main block (20-25 min.). Characterized by familiarity with the presented material, including its processing and analysis, creative perception of information.

The main stage includes physical exercises, games and communication with children. Based on the characteristics of the block, children are taught independent activities, if possible - the teacher practically does not help, only observational activities.

• The final block. A value judgment is given to the whole group and to each child individually. It is important to say approving words that will motivate children to further activities. In the older and middle age categories, work is assessed by the children themselves.

An example of a summary of a mathematical lesson on “Rainbow” in the 2nd junior group.

A game like this not only introduces three-dimensional bodies (cone, circle, cylinder), but also strengthens gluing skills, develops motor skills, and teaches children the important skill of perseverance, motivating them to finish what they start.

Analysis of the programs “Rainbow”, “Development”, “Childhood”, “2100”

CONTENT

RAINBOW PROGRAM.. 3

CHILDHOOD PROGRAM.. 4

DEVELOPMENT PROGRAM. 7

PROGRAM 2100. 9

Authors: Professor of the Department of Preschool Pedagogy and Psychology at Moscow State University of Psychology and Education Doronova T.N., Gerbova V.V., Grizik T.I. and etc.

The authors of the program note that the success of learning in mathematics classes largely depends on the presence of interest in them. Cognitive interest in mathematics is a child’s selective, positive, emotionally charged attitude towards mathematics, manifested in a preference for this type of activity over others, in a desire to gain more knowledge in mathematics, and to use it in independent activities.

The “Rainbow” program in terms of the content of teaching mathematics to children differs from traditional ones in the large amount of knowledge, especially in older preschool age, where some of the material included in the program of primary and even secondary school mathematics education is offered for study with children.

A characteristic feature of the “Rainbow” program is its methodological support (Guide for Educators), which distinguishes it favorably from the “Program of Education and Training in Kindergarten”, the imperative nature of which can be seen on each of its pages. The Rainbow program not only defines the tasks of working with children, but also the main ways to implement them.

We consider the merit of the authors of the Rainbow program; a) creating an atmosphere of psychological comfort and emotional well-being of the child; b) giving him the right to choose a form of independent activity: c) organizing education in a preschool educational institution in the context of the formation of the child’s personality; d) focusing the teacher’s attention on the formation of trusting relationships with children in the process of joint activities with them.

Authors: V. I. Loginova, T. I. Babaeva, N. A. Notkina and others.

In the “Childhood” program, a central place in the development of elementary mathematical concepts in children of the senior and preparatory groups is occupied by initial mathematical development, which includes the ability to observe and compare, juxtapose, analyze, and perform simple arithmetic operations.

Children's familiarization with the world around them begins with studying the properties and characteristics of objects. Mastery of such properties and relationships of objects as color, shape, size, spatial arrangement allows a preschooler to freely navigate different types of activities. In this regard, the following tasks of children’s mathematical development are solved:

· Develop children's emotional responsiveness through games with mathematical content.

· Form a system of mathematical knowledge, skills and abilities in accordance with the psychological characteristics of children of each age group.

· Form logical thinking techniques (comparisons, generalizations, classifications).

· Develop independence of cognition, encourage the manifestation of creative initiative.

· Develop fine motor skills and hand-eye coordination.

In preschool age, the child's leading activity is play. In this regard, taking into account the age characteristics of children, all types of classes are conducted in the form of a game or with the content of a game situation, using a character (toy). Game methods and techniques help to successfully implement the first task , since the game has a positive effect on the formation of the emotional sphere of the preschooler. For example, the following game plots are interesting for younger preschoolers: “A trip to the forest to see a squirrel”, “The Magic Box”, “Visiting the Old Forest Man”, “Three Bears”, “Teremok”. For children of older preschool age, the plots become more complex: “Space Travel”, “At the Toy Factory”, “The Kingdom of Mathematics”. Other characters come to visit the children: Pinocchio, Dunno, Ole Lukoie, The Snow Queen, etc.

When creating a game situation, it is necessary to attract children’s attention and hold it; stimulate interest in the lesson and the material being studied. To solve the second and third problems, didactic games play a special role, the use of which as educational material makes it possible to teach children to compare objects, contrast them, highlight common features, make simple classifications, and also solve other educational problems in a playful way. Children especially like activities using Dienesh blocks, Cuisenaire sticks, educational games: “Fold the pattern”, “Unicube”, “Cubes for everyone”, “Tangram”, “Fractions”, “Magic Circle”, various puzzles, labyrinths. When choosing didactic material, games, and teaching aids, it is necessary to take into account the characteristics of children at different levels of development, which helps to make the necessary correction for positive progress in the development of each child. Classes are conducted in subgroups of 10 - 12 people.

I build each lesson according to the following principle: each previous and subsequent one has common elements - material, methods of action, results. They are brought closer together in time or exercises are given simultaneously to master interconnected and reciprocal methods of action (overlays - applications, relationships greater - less, higher - lower, wider - narrower). Formed ideas and mastered actions are used in a variety of activities, for example: inviting children to take a certain number of nuts and treat the squirrels, or determining the number of circles on a card, or finding the same number of objects in a group room.

One of the main methods of forming elementary mathematical concepts is asking children questions. In elementary and middle preschool age, these are reproductive-mnemonic (How many? What is the name of this figure? What is the difference between a square and a triangle?). At an older age, reproductive-cognitive questions are asked (What needs to be done so that there are five circles?). Problem-search questions (What do you think?) are used for children of any age. At the same time, the volume of material that the child owns is taken into account, thereby implementing an individual approach to each preschooler. All these questions activate children’s perception, memory, thinking, and speech, ensuring comprehension and assimilation of the material.

Particular attention is paid to the development of independence, resourcefulness, and intelligence in children. This is facilitated by educational games and tasks to develop the skills of comparing, generalizing, analyzing, and making logical conclusions. In games and tasks for the development of logical thinking, children are attracted by the unusual setting of the problem and the way it is presented.

In accordance with the program, it is necessary to develop in children the ability to navigate in space, to simply imagine the spatial placement of objects in relation to themselves, for example: “Determine where the house is located - at the very end of the path coming from the child, in front or behind, on the right or left” and etc.

Children who have difficulty mastering the material are given individual work in the afternoon.

To develop elementary mathematical concepts, the group has a large selection of didactic and educational games: “Part and Whole”, “Fractions”, “Magic Squares”, “Lotto - Count”, “Geometric Mosaic”, “Time Interval Models”, etc.

Authors: L. A. Wenger, O. M. Dyachenko, N. S. Varentsova and others.

Most adults interested in their child's development try to help him take his first steps in mathematics.

Not being specialists in the field of preschool education, they strive to immediately teach the child to count and solve problems.

But is this where we need to start?

In mathematics, the main thing is to teach how to think, reason logically, find mathematical relationships and interdependencies hidden for direct perception, etc.

That is why, according to the authors of the program, one should start not with counting, but with an understanding of mathematical relationships: more, less, equally. This is the so-called pre-numerical period of learning, when the youngest preschooler, not yet familiar with numbers, already comprehends quantitative relationships, comparing objects by size (length, width, height), comparing two groups of objects, first directly, and then indirectly, with the help of visual models, allowing to give the child not only specific, but also generalized knowledge.

The use of visual models of various types (a model of two groups of chips arranged according to the principle of one-to-one correspondence, a children’s abacus made of two lines of bones, a model in the form of intersecting circles or ovals, a “logical tree” model, etc.) will help the child subsequently gain a complete understanding about the number, about neighboring numbers, about the transition from one number to another, about the number series, about the composition of numbers from 3 to 10, will facilitate the understanding and solution of arithmetic problems.

This path of mathematical development of a child, on the one hand, will make it possible to generalize children’s ideas (use them to solve a wide range of problems), on the other hand, it will teach them to identify the signs that are essential for each cognitive task, to perform the necessary mental actions, i.e. will develop their mental abilities.

This program is aimed at developing logical and mathematical concepts and skills in a playful way. Children are introduced to new materials on the basis of an active approach, comprehended through independent analysis, comparison, and identification of essential features. Development of variable and imaginative thinking, creative abilities of children. A special role is given to non-standard didactic means.

For preschool children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Game for preschoolers is a way of learning about the world around them. The game will be a means of education if it is included in the holistic pedagogical process. By directing the game, organizing the life of children in the game, the teacher influences all aspects of the development of the child’s personality: feelings, consciousness, will and behavior in general.

However, if for the pupil the goal is in the game itself, then for the adult organizing the game there is another goal - the development of children, their acquisition of certain knowledge, the formation of skills, the development of certain personality qualities. This, by the way, is one of the main contradictions of the game as a means of education: on the one hand, there is no goal in the game, and on the other, the game is a means of purposeful personality formation. This is most evident in the so-called didactic games.

The nature of the resolution of this contradiction determines the educational value of the game: if the achievement of a didactic goal is achieved in the game as an activity that contains the goal in itself, then its educational value will be the most significant. If the didactic task is solved in game actions, the purpose of which for their participants is this didactic task, then the educational value of the game will be minimal. A game is valuable only if it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of students’ mathematical knowledge. Didactic games and play exercises stimulate communication, since in the process of these games the relationships between children, child and parent, child and teacher begin to be more relaxed and emotional.

1.These are counting sticks - they are used to introduce the child to shapes. Children build and transform simple and complex figures according to conditions. Puzzles are offered to children in a certain sequence: make two equal triangles from 5 sticks. Make two equal squares from 7 sticks. Make 2 squares and 2 triangles from 9 sticks. Further, the nature of the tasks for forming figures becomes more complicated. For example: in a figure consisting of 9 squares, remove 4 sticks to leave 5 squares.

2.Coding, schematization and modeling of the simplest mathematical objects and properties. These are the games “Logic tables”, “What’s extra”, “Find a figure”, “Symbols”, “Tables”. These games teach you to use tables and indicate the properties of objects using symbols.

3. Riddles of mathematical content are used. They provide invaluable assistance in the development of independent thinking, the ability to prove the correctness of a judgment, and mastery of mental operations (analysis, synthesis, comparison, generalization.)

When guessing problems with mathematical content, children are happy if they answered correctly. After all, solving riddles is a thought process.

But it’s not enough to just guess. Each riddle is also a logical problem, in solving which the child must perform complex mental operations.

4. Children are invited to play puzzle games. The essence of the game is to recreate the silhouettes of objects on a plane according to an image or design. “Tangram” - children post silhouettes of animals, people, and household items. “Columbus Egg” - silhouettes of birds; they independently come up with the figures of warriors and ballerinas. "Pythagoras" - silhouettes of animals. These games are widely presented in the book “Game-based entertaining tasks for preschoolers” by Z.A. Mikhailov, “Mathematics before school” - the library of the “Childhood” program.

5.Joke problems are solved. The structure, content, and question in these problems are unusual. It only indirectly resembles a mathematical problem. The essence of the task, i.e. the main thing, thanks to which you can guess the solution, find the answer, is disguised by external conditions. For example: 1) You, me, you and me, how many of us are there in total? (two). 2) How to use one stick to form a triangle on the table? (put it on the corner of the table).3) How many ends does the stick have? Two sticks? Two and a half? (six)

6.Educational games in mathematics activate children's attention and consolidate acquired skills and abilities. So, for example, in the game “Hide and Seek” you call a chain of numbers, skipping a few of them. The children's task is to name the missing numbers. In this game, the child easily learns the number series and develops attention.

Evaluation of program results

The RAINBOW program, like any other system technology, requires an evaluative judgment according to the Federal State Educational Standard, thanks to which the teacher can evaluate the work of children.

The analysis of the methodology carried out in kindergarten is characterized by 3 steps:

• Implementation of a plan. The percentage and numerical ratio of children who have mastered the essence of the program based on educational activities.

This is indicated by medium and high levels of completion, which are calculated from the time spent on a task. Based on the analysis, children who need more attention from parents and teachers are identified.

Analysis of the results of the Rainbow program is carried out based on the implementation of the lesson plan

• Program analysis , which involves a value judgment within a certain scale (low, medium and high). Takes into account the execution of tasks based on the program areas used.
• Description of the analysis. Performance on tasks in each thematic area is indicated. Percentage judgment of low, medium or high scores is applied.

Future prospects and predisposition to certain skills are described. Implementation deficiencies are examined and corrected in the next lesson.

Of all the available pedagogical complexes with interesting techniques, the RAINBOW program, developed in accordance with all Federal State Educational Standards standards, is in the highest demand. A preschool teacher must have a creative, individual and fair approach to each child.