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

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

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

The Rainbow program was conceived and implemented:

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

Pedagogical work within the program is based on theoretical positions on the leading role of activity in mental development child and the development of his personality. An essential point in pedagogical work is creating motivation in children. The authors suggest using three types: gaming, communication and personal interest.

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

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

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

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

Teachers are given the following tasks:

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

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

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

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

Structural and content characteristics

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

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

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

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

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

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

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

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

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

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

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

In the Rainbow program, the arsenal of pedagogical guidance for children’s cognitive activity includes analysis and discussion of problem situations, but there is no specific experimental work.

Subject development environment

Educational and methodological support

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

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

Rainbow program

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

"Rainbow" is a comprehensive program for the upbringing, education and development of preschool children, according to which kindergartens in Russia operate. The program ensures the comprehensive development of the child, its essential components are game and physical development, formation of habit to healthy image life, ensuring mental comfort for every child.

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

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 are developed for correct behavior in situations that threaten life and health, and to prevent them;

orange color - game: game 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- 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 and etc.). Children are taught to draw with pencils and paints, sculpt based on familiarity with folk sculpture;

green color- construction: makes it possible 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: 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 colour- classes on speech development and familiarization with the environment: learning native and foreign languages occurs through familiarization with works of folk art, 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 free and creative person and encourages an attentive attitude towards each growing baby. In "Rainbow" the task of creating in kindergarten an atmosphere of psychological comfort for children, conditions for a joyful and meaningful life during their period was voiced for the first time preschool childhood, 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:

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-care skills,

familiarization with the basics of life safety,

the development of children’s speech, the ability to voluntarily control the processes of attention and memorization, 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 representations and development began logical thinking children, initial introduction to letters, language development and cognitive development.

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

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

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

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

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

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

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

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

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

development of speech creativity, expressiveness of speech;

development of individual abilities for speech activity;

preparation for reading, reading.

A high level of speech development at the end of kindergarten is considered to be continuous reading of short texts, mastery of all means of sound analysis of words, and determination of the basic qualitative characteristics of sounds in a word.

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

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

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

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

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

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

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

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

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

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

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

* respect for results children's creativity;

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

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

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

(T.N. Doronova, V.V. Gerbova, T.N. Grizik, etc.)

In 1989, by order of the Ministry of Education of the RSFSR, the Rainbow program was developed. The team of authors was headed by candidate of pedagogical sciences T.N. Doronova. Currently, the program consists of five sections and is intended for the education and training of children from two to seven years old.

The goal of the program is to develop 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 education and psychological development child.

Educators are faced with general tasks:

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

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

– promote comprehensive and timely mental development;

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

– 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 developments. 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. Creation special conditions opens up wide opportunities for children to act independently, 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 child’s activities that 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 receive upon completion, in other words, he has some idea, some image of the future 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. This means that more general plans are fixed by the child for weeks 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 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 team of authors identifies three types of motivation that can be used to encourage children to willingly learn new things that adults will teach them. The “Guide” gives their specific description in relation to different sections of the work.

– physical education (the most important subject; red color);

– game (based on the program; orange);

– fine arts and manual labor (based on familiarity with folk decorative art; yellow color);

– design (development of imagination; green color);

– classes in musical and plastic arts (formation of aesthetic experiences; blue color);

– classes on speech development and familiarization with the outside world (blue);

– mathematics (purple color).

The authors urge those teachers who want to work under the Rainbow program to first of all understand what a child is like of this age, 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 in methodological recommendations for each age group, an approximate planning of pedagogical work for the year is provided, the content of work during the day is revealed: a list and duration of individual elements of the daily regimen, as well as their methodological content, purpose and means.

The program is accompanied by an educational and methodological complex that helps teachers in its implementation.

Test work in 2 options

RAINBOW PROGRAM.. 3

CHILDHOOD PROGRAM.. 4

DEVELOPMENT PROGRAM. 7

PROGRAM 2100. 9

RAINBOW PROGRAM

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 selective, positive, emotionally charged attitude of a child towards mathematics, manifested in a preference for this type of activity over others, in a desire to gain more knowledge in mathematics, to use it in independent activity.

The "Rainbow" program in terms of the content of teaching children mathematics differs from traditional ones in the large amount of knowledge, especially in senior preschool age, where some of the material included in the primary and even secondary level program is offered for study with children schooling mathematics.

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.

CHILDHOOD PROGRAM

In the "Childhood" program, the central place is in the development of elementary mathematical concepts in children of older and preparatory groups occupies 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 are decided tasks mathematical development children:

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

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

· Form methods of logical thinking (comparisons, generalizations, classifications).

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

· Develop fine motor skills and visual-motor 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 first task, since the game has a positive effect on the formation of the emotional sphere of a 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 trip", "At the Toy Factory", "The Kingdom of Mathematics". Other characters come to visit the children: Pinocchio, Dunno, Ole-Lukoie, The Snow Queen and 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. For solutions second and third tasks didactic games have a special role, the use of which as educational material allows you to teach children to compare objects, contrast them, identify common features, make simple classifications, as well as solve other educational problems in game form. Children especially enjoy 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, study 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 in time or exercises are given simultaneously to master interconnected and reciprocal methods of action (overlays - applications, relationships more - 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 primary 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. In this case, the volume of material that the child owns is taken into account, thereby realizing individual approach for every 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 big choice didactic and educational games: “Part and Whole”, “Fractions”, “Magic Squares”, “Loto - Count”, “Geometric Mosaic”, “Models of Time Intervals”, etc.

DEVELOPMENT PROGRAM

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 learning period, when junior 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 that allow the child to be given not only specific, but also generalized knowledge.

Using Visual Models 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 full understanding of the number and its 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.

PROGRAM 2100

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. A 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 student the goal is 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 Oh.

The nature of the resolution of this contradiction determines the educational value of the game: if achievement didactic purpose will be carried out in the game as an activity that contains a 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 lay out 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 "Gaming entertaining tasks for preschoolers" Z.A. Mikhailova, "Mathematics before school" - 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.

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 healthy lifestyle habits, 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