Important advantages of the Rainbow program. Modern programs for speech development Methodological literature on the Rainbow Federal State Educational Standards program

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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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Socio-communicative development Moral education Socialization Labor Cognitive development Natural world Human world Mathematical concepts Speech development Lexical side of speech Grammatical side of speech Pronunciation side of speech Connected speech Preparation for learning to read and write Artistic aesthetic development Fiction Fine arts Music Physical development Health protection Physical education 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 set Description of pedagogical work on the implementation of the content of all educational areas in the educational process; Description of the interaction of teachers with children in the main forms of children's activities: gaming, creative, visual, speech, musical, theatrical, research; communication; cognition; initial forms of labor and educational activity; Forms of organizing the life of children in kindergarten and the 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 and pedagogical conditions required by the Standard. “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.

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Methodological basis of the Rainbow Program 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 of individual development who actively appropriates culture. The principle of developmental education is to promote the mental development of the child, as the formation of activity, consciousness and personality. Activity in psychology is understood as activity that is motivated by motive, aimed at achieving a more or less realized and formulated goal, and presupposes mastery of the methods necessary for this. An activity has an end product or result.

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

RAINBOW PROGRAM

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

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

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

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

They put forward before the teachers general tasks:

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

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

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

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

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

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

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

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

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

-- physical education (the most important subject -- Red color);
-- game (based on the program -- Orange color);
-- fine arts and manual labor (based on familiarity with decorative folk art -- yellow);
-- construction (development of imagination -- green color);
-- classes in musical and plastic arts (formation of aesthetic experiences -- blue);
-- classes on speech development and familiarization with the outside world ( Blue colour);
-- mathematics ( purple).

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

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

comprehensive rainbow program for preschoolers

1. Some didactic games of the Rainbow program

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

Goal: formation of ecological culture of children

When using didactic games, the following tasks are solved:

1. Formation of ecological ideas about the animal world
2. Formation of ecological ideas about plants
3. Formation of ecological ideas about objects and phenomena of inanimate nature
4. Formation of an environmentally careful attitude towards natural objects

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

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

Main goals of the program:

providing the child with the opportunity to live the preschool years joyfully and meaningfully;
ensuring the protection and strengthening of his health (both physical and mental);
comprehensive and timely mental development;
formation of an active and careful and respectful attitude towards the surrounding world;
familiarization with the main spheres of human culture (work, knowledge, art, morality).

red color - physical education : 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 of correct behavior in situations that threaten life and health, and their prevention are developed;

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

yellow color - visual arts and manual labor: - teaching fine arts and artistic work occurs through introducing children to examples of folk and decorative arts (works of Khokhloma, Gzhel, Dymkovo toys, 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 of folk art and fiction;

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

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 of the Rainbow Program 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
Contents of educational activities 46
Educational field “Social and communicative development” 46
Educational area “Cognitive development” 70
Educational field “Speech development” 86
Educational field “Artistic and aesthetic development” 98
Educational field “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 in 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
Main operating 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
Short stay groups 211
Small kindergarten. Mixed age groups 212
Additional paid educational services 213
Methodological support for the Rainbow Program 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 staff 218
Collaboration and collegiality 218
Personnel selection criteria 218
Developing subject-spatial educational environment 220
Organization of a developing subject-spatial educational environment for infants and young children 221
Rainbow group style 227
Approximate calculations of standard costs for the provision of public services for the implementation of the Rainbow Program 228

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MINISTRY OF EDUCATION AND SCIENCE OF THE RF

FGBOUHPE" TUVA STATE UNIVERSITY"

KYZYL PEDAGOGICAL COLLEGE

Test

by subject" Theoretical basis of contentIand organization

preschool education"

on the topic: Program" Rainbow"

Kyzyl - 2013

RAINBOW PROGRAM

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

They put forward before the teachers general tasks:

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

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

Ш promote comprehensive and timely mental development;

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

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

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

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

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

Fine art and manual labor (based on familiarity with decorative folk art - yellow);

Construction (development of imagination - green color);

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

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

Mathematics ( purple).

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

comprehensive rainbow program for preschoolers

1. Some didactic games of the Rainbow program

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

Goal: formation of ecological culture of children

When using didactic games, the following tasks are solved:

2. Formation of ecological ideas about plants

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

4. Formation of an environmentally careful attitude towards natural objects

P examples of didactic games for each educational task:

1. Formation of ecological ideas about the animal world

Games with objects

A game.Who eats what?

Target. Strengthen children's ideas about animal food.

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

A game.What first - what then?

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

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

Printed board games

Game "Four Pictures"

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

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

Word games

Game “Who Lives in the House?”

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

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

Game "Guess who it is?"

Target. Strengthen children's understanding of the characteristic features of wild and domestic animals.

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

2. Formation of ecological ideas about plants

Games with objects

Game "Children on a Branch"

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

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

Game "Find what I'll show you"

Didactic task. Find an item by similarity.

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

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

Printed board games

Game "Magic Train"

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

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

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

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

Word games

Game “Find what I’ll tell you about”

Didactic task. Find objects using the listed characteristics.

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

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

3. Formation of ecological ideas about natural objects and phenomena

Games with objects

Game "When does this happen?"

Target. Clarify children's ideas about seasonal phenomena.

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

Game "What is this?"

Target: clarify children's ideas about inanimate objects.

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

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

Printed board games

Game "When is this?"

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

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

Word games

Game "When does this happen?"

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

Progress of the game.

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

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

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

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

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

Formation of an environmentally friendly attitude towards nature

Board-printed games

A game"Taking care of plants"

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

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

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

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

List of used literature

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

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

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

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...

Important advantages of the Rainbow program. Modern programs for speech development Methodological literature on the Rainbow Federal State Educational Standards program

RAINBOW PROGRAM

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

Send your good work in the knowledge base is simple. Use the form below

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