PROGRAM "RAINBOW"

"Rainbow" is a comprehensive program for the upbringing, education and development of preschoolers, according to which kindergartens in Russia operate. The program ensures the all-round development of the child, its most important components are play and physical development, the formation of a habit of healthy way life, providing mental comfort for every child.

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

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

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

Before educators are put forward general tasks:

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

The program is based on the idea that each year of a child's life is decisive for the formation of certain mental neoplasms. The effectiveness of educational 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 the younger preschool age); going beyond reality and interest in the sign system (in the 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 the child and the formation of his personality. Creation special conditions opens up a wide field for independent actions of children, stimulates the setting of new goals, allows them to look for their own solutions.

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

The further development of goal-setting proceeds along the line of the emergence of chains of interconnected goals: to 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 to 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, on the basis of what has been achieved, to set new goals arising from the result obtained. The goal system can unfold over a long period of time, weeks. This means that more general plans are fixed by the child and find their realization. The ability to independently develop a system of goals arising from each other is an important condition for independent and creative activity.

The essential point in pedagogical work is also the creation of motivation that encourages children to master what the adult would like to form in them. At the same time, such techniques are needed that would provide the necessary motivation for the majority of children. The authors of the program identify three types of motivation that can be used to encourage children to willingly learn new things that adults will transmit to 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 named it "Rainbow" by analogy with the seven-colored rainbow, since it includes seven critical species activities of children and activities in the process of which the upbringing and development of the child takes place:

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

Those teachers who want to work according to the "Rainbow" program, the authors urge, first of all, to understand what a child of this age is, to love him for his individuality. Developed scientific and methodological system pedagogical creativity the program "Rainbow" is quite time consuming, requires a high culture of work organization. Therefore, in the guidelines for each age group, an approximate planning of pedagogical work for a year is given, the content of the work during the day is revealed: the list and duration of individual elements of the daily routine, as well as their methodological content, purpose and means.

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

complex program rainbow preschoolers

1. Some didactic games of the "Rainbow" program

One of the main tasks of the program is the formation of an active and respectful attitude towards the world around us.

Purpose: formation of the ecological culture of children

When using didactic games, the following tasks are solved:

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

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

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FSBEIVPO" TUVIN STATE UNIVERSITY"

KYZYL PEDAGOGICAL COLLEGE

Test

on subject" Theoretical foundations of the contentI amand organization

preschool education "

on the topic: Program" Rainbow"

Kyzyl - 2013

PROGRAM "RAINBOW"

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

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

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

Before educators are put forward general tasks:

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

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

Ш to promote comprehensive and timely mental development;

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

Ш to familiarize with the main spheres of human culture (labor, knowledge, art, morality, etc.).

The program is based on the idea that each year of a child's life is decisive for the formation of certain mental neoplasms. The effectiveness of the upbringing and educational process depends on how much specific pedagogical work is focused on the formation of these new formations: goal-setting, purposefulness of children's activities (at a younger preschool age); going beyond reality and interest in the sign system (in the 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 the child and the formation of his personality. The creation of special conditions opens up a wide field for independent actions of children, stimulates the setting of new goals, and allows them to look for their own solutions.

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 provide the necessary motivation for the majority of children. The authors of the program identify three types of motivation that can be used to encourage children to willingly learn new things that adults will transmit to 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 named it "Rainbow" by analogy with the seven-colored rainbow, since it includes seven most important types of children's activities and activities, in the process of which the child's upbringing and development takes place:

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

The game (underlying the program - Orange color);

Visual activities and manual labor (based on acquaintance with decorative folk art - yellow);

Construction (development of imagination - green color);

Classes in musical and plastic arts (the formation of aesthetic experiences - blue);

Classes on the development of speech and familiarization with the outside world ( blue color);

Maths ( purple).

Those teachers who want to work according to the "Rainbow" program, the authors urge, first of all, to understand what a child of this age is, to love him for his individuality. The developed scientific and methodological system of pedagogical creativity of the "Rainbow" program is quite time consuming and requires a high culture of work organization. Therefore, in the guidelines for each age group, an approximate planning of pedagogical work for a year is given, the content of the work during the day is revealed: the list and duration of individual elements of the daily routine, as well as their methodological content, purpose and means.

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

complex program rainbow preschoolers

1. Some didactic games of the "Rainbow" program

One of the main tasks of the program is the formation of an active and respectful attitude towards the world around us.

Purpose: formation of the 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 friendly attitude towards natural objects

NS Examples of didactic games for each educational task:

1. Formation of ecological ideas about the world of animals

Object games

The game.Who eats what?

Target. Strengthen children's ideas about animal food.

The course of the game. Children get out of the bag: carrots, cabbage, raspberries, cones, grain, oats, etc. They call it and determine which animal eats this food.

The game.What comes first - what then?

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

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

Desktop games

Game "Four pictures"

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

The course of the game. The game consists of 24 pictures depicting birds, butterflies, animals. The presenter shuffles the cards and distributes them equally to the participants of the game (from 3 to 6 people). Each player must pick up 4 cards of the same content. The beginner of the game, having examined his cards, hands one of them to the one sitting on the left. He, if he needs a card, keeps it for himself, and any unnecessary one also passes to the neighbor on the left, etc. Having picked up the cards, each player folds them in front of him, drawings down. When all possible sets have been matched, the game ends. The participants in the game turn over the collected cards, lay them out in four so that everyone can see. The winner is the one with the most correctly selected cards.

Word games

Game "Who lives in the house?"

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

The course of the game. Children depict familiar animals sitting in houses. The teacher walks around the houses in turn, knocks on each one and says: "Knock-knock-knock, who lives in this house?" Children answer: "Moo-moo-moo!", "Be-ee", "Meow-meow!" etc. The teacher guesses who lives in the house.

Game "Guess who is this?"

Target. Strengthen children's ideas about the characteristics of wild and domestic animals.

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

2. Formation of ecological ideas about plants

Object games

Game "Children on a branch"

Target... Strengthen the knowledge of children about the leaves and fruits of trees and shrubs, teach them to select them according to belonging to the same plant.

The course of the game. Children look at the leaves of trees and shrubs, call them. At the suggestion of the educator: "Children, find your branches" - the children select the appropriate 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.

Find what I'll show

Didactic task. Find an item by similarity.

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

The course of the game. The teacher shows for a short time one of the objects hidden under the napkin and removes it again, then suggests to the children: "Find the same on another tray and remember what it is called." The children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.

Desktop games

Magic Train game

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

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

Course of the game: On the table in front of the children there is a "train" and cards with the image of animals. Educator. The train and passengers are in front of you. They need to be placed on the cars (in the first - bushes, in the second - flowers, etc.) so that one passenger is visible in each window. The one who is the first to place the animals on the wagons correctly will be the winner.

Similarly, this game can be conducted to consolidate ideas about different groups of plants (forest, garden, meadow, vegetable garden).

Word games

Find what I'll tell you about

Didactic task. Find items by the listed criteria.

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

The course of the game. The teacher describes in detail one of the objects lying on the table, that is, he 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 have told you about." If the child coped with the task, the teacher describes another subject, and the task is performed by another child. The game continues until all the children have guessed the object from the description.

3. Formation of ecological ideas about objects and natural phenomena

Object games

The game "When does this happen?"

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

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

Game "What is this?"

Target: to clarify the ideas of children about objects of inanimate nature.

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

The course of the game. Children are offered pictures and, depending on what is drawn on it, must be laid out accordingly natural material, answer what is it? And what is it? (Large, heavy, light, small, dry, wet, loose.) What can you do with it?

Desktop games

The game "This is when?"

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

The course of the game. Each of the children has object pictures depicting snowfall, rain, sunny day, cloudy weather, hail is coming, the wind is blowing, icicles are hanging, etc. and plot pictures with images of different seasons. Children need to properly arrange the pictures they have.

Word games

The game "When does this happen?"

Target. Refine and deepen children's knowledge of the seasons.

The course 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 season, and the children take turns answering what happens at this time of the year and what people are doing. If someone is at a loss, an adult helps with questions. The method of teaching the game. Each new game children need to be taught. The training is gradual in nature.

V junior groups at the first stage, the teacher plays the game with the children. In the course of the game, he informs one rule and immediately implements it; when repeated plays, he informs additional rules. At the second stage, the teacher turns off from active participation in the game - he leads from the outside: he helps the children, guides the game. In the third stage, children play on their own. The teacher only observes the actions of the children.

Starting from middle group the way of learning to play is different. The teacher tells the content of the game, pre-isolating 1-2 important rules... In the course of the game, he once again emphasizes these rules, shows the game actions, and gives additional rules. Thus, learning to play at the first stage is a story about the content, familiarization with the rules during the game.

In the next stage, children play on their own. The teacher observes 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 to nature

Board games

The game"Taking care of plants"

Target. Strengthen children's ideas about different ways plant care.

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

Children sit at a table on which are cards with pictures of items needed to care for plants. Children need to determine what kind of care a particular plant needs, with what tool it is performed - 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 of preschool children.

List of used literature

1. Nikolaeva S.N., Komarova I.A. Story games in the environmental education of preschoolers. M., 2003

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

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

Posted on Allbest.ru

...

"Rainbow" program

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

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

The main objectives 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;

the formation of an active and careful and respectful attitude towards the surrounding world;

familiarization with the main spheres of human culture (labor, knowledge, art, morality).

red color - physical culture: in the classroom, habits are formed to protect their health, to cleanliness, accuracy, order, cultural and hygienic skills and elements of self-control during movement, skills of correct behavior in situations that threaten life and health, and their prevention are developed;

orange color - play: play is considered the leading activity of work, it allows you to provide psychological comfort, create an atmosphere of emotional warmth. security, remove excessive over-organization and neurotization of children. It allows a feeling of sympathy and interest in your playmate to arise;

yellow color - visual activity and manual labor: - teaching visual activity and artistic labor occurs through the acquaintance of children with samples of folk and decorative-applied art (works of Khokhloma, Gzhel, Dymkovo toys, etc.). Children are taught to draw with pencils and paints, modeling based on familiarity with folk plastic;

green color - design: it makes it possible to develop imagination, fantasy and mentally educate a baby; children learn to build from building materials, develop constructive prerequisites, join the process of creativity in design;

blue color - classes in musical and plastic arts: they allow to develop aesthetic experiences, form an interest in music, develop musical and sensory abilities of a child, the ability to move to the beat, spatial coordination;

blue color - classes on the development of speech and familiarization with others: teaching native and foreign languages occurs through familiarization with works of folk art, fiction;

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

A comprehensive program upbringing, education and development of preschool children "Rainbow", created by the team of authors of 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 adjusts to an attentive attitude to each growing baby. In "Rainbow" the task of creating an atmosphere in kindergarten sounded for the first time psychological comfort for children, conditions for a joyful and meaningful life of their preschool period, 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 a certain content, taking into account regional characteristics. First of all, this concerns the physical development, health of preschoolers, 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 task of preparing children for schooling is solved in the program in a comprehensive manner.

It includes:

development of communication skills,

development of self-service skills,

acquaintance with the basics of life safety,

the development of children's speech, the ability to arbitrarily control the processes of attention and memorization, the ability to control their behavior in accordance with the accepted rules, as well as special training carried out in the classroom for the formation of elementary mathematical concepts and the development of the principles of logical thinking in children, initial acquaintance with letters, the development of speech 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. The methods of conducting classes for different types of activities are built in such a way that the program task can be implemented on different material, a varied teacher depending on and in accordance with the desires and interests of specific children. The preschool program has introduced the idea that children have their inalienable rights. The teacher's job is to ensure that the rights of every 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.

Taking place in last years socio - economic changes have influenced the development and improvement of the education system. In preschool education, there is a clear tendency of introducing 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 equally represented.

Let us consider the extent to which modern programs for preschool educational institutions reflect the basic requirements and criteria for the level of speech development of older preschool children. 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 of the speech of children to the end of education in kindergarten.

The basic program for the development of a child - preschooler "Origins". The goal of this program is the versatile, full-fledged development of the child, the formation of his universal qualities, including creative abilities, to a level that corresponds to the age capabilities and requirements of modern society.

The program is focused on achieving the educational standard. Based on the concept 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 numeracy as "general cultural skills"; using all types of activities available to children to form their prerequisites; organization of a new community of children - peer group. Chapter Social development includes a subsection "Speech and verbal communication", where the characteristics of age-related capabilities, developmental tasks, content and conditions of pedagogical work are highlighted, where development indicators are determined: by the age of 7, the child must pronounce all sounds correctly native language, master colloquial speech, show interest in stories, use different parts of speech in statements, show a critical attitude to speech. In the section "Cognitive development" there is a subsection "Literacy", which consists of characteristics of age-related capabilities, development tasks. It is determined that by the age of 7 a child should read fluently and clearly, in syllables and whole words, write words in a notebook, know the rules of "zhi-shi", "cha-shcha", "chu-shu", know all the letters of the alphabet.

In the variable program of development and upbringing in the kindergarten "Childhood" there are special sections dedicated to the tasks and content of the development of children's speech and familiarization with fiction: "Developing children's speech", "Child and book". These sections contain, for each group, a characteristic of traditionally distinguished tasks: the development of coherent speech, vocabulary, grammatical structure, education of the 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 knowledge and skills formation before school. It is especially important that the program clearly identifies (in the form of separate chapters) and substantively defines speech skills in different types activities.

At the end of the senior preschool age, the section "Coming soon to school" is highlighted, where the main indicators of the child's development before entering school are presented. The main directions in the development of speech in older preschool children:

development of speech creativity, expressiveness of speech;

development individual abilities to 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, determination of the main qualitative characteristics of sounds in a word.

The Gifted Child program is a variant of the Development program designed for educational work with children of the sixth and seventh years of life, with 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, the work is carried out in three directions: 1) familiarizing children with fiction, acquaintance with different aspects of reality. The offered literature is arranged according to the complexity of the content. One of the main lines of work is the development of emotional responsiveness to the works of children's literature; 2) mastering the means of literary and speech activity: familiarizing children with the means of speech expression; mastery of lexical and grammatical culture, development of coherent and expressive speech.

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

"Program for the development of speech in preschool children in kindergarten." Prepared on the basis of many years of research carried out in the speech development laboratory of the Institute preschool education under the leadership of F.A. Sokhina and O.S. Ushakova. It reveals the theoretical foundations and directions of work on the development of speech skills and skills of children. 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 statement, about the ways of communication between individual phrases and its parts. The content of the tasks is presented by age group. This material is preceded by the characteristics of the speech development of children.

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

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

* caring for the health, emotional well-being and timely all-round development of each child;

* Creation in groups of an atmosphere of humane and benevolent attitude towards all pupils, which will allow them to grow up to be sociable, kind, inquisitive, proactive, striving for independence and creativity;

* maximum use various types children's activities; their integration in order to improve the efficiency of the educational process;

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

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

* respect for the 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;

* observance of continuity in the work of the kindergarten and primary school, excluding mental and physical overload in the content of the education of a child of preschool age.

The "Rainbow" program is recommended by the RF Ministry of Education 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 of interaction between the preschool educational institution and parents.

The program "Rainbow" contains seven sections: visual activity, mathematics, speech development, construction, music, movement, the world around.

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

The "Rainbow" program was conceived and implemented:

as complex, i.e. covering all the main aspects of the development of children in preschool age;
mass, 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 framework of the program is based on theoretical positions on the leading role of activity in the mental development of the child and the formation of his personality. An essential point in pedagogical work is the creation of motivation in children. The authors propose to use three types of it: play, communication and personal interest.

The authors called the program "Rainbow", figuratively comparing with a real rainbow seven most important types of activities of children and activities in the process of which the upbringing and development of a child takes place: physical culture; the game; visual activity and manual labor; design; occupation with musical and plastic arts; lesson on the development of speech and familiarization with the world around; maths.

So, for example, the sections "Child and the world around him", "Teaching native and foreign languages" are marked in blue. Their goal is to help learn how to communicate with adults and peers, it is understandable for others to express their thoughts, to be able to listen and understand others, to enter into a conversation, support it, express their judgments, and form the simplest conclusions. Blue 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 the living and the inanimate, to know himself.

One of the provisions on which the program is based - the personality is a system based on the attitude of a person to the world around him, to other people, to himself. The program sets the tasks of forming a careful and respectful attitude towards the world around man-made objects and the sphere of human labor, an ecological attitude towards nature, developed and proposed effective technologies for creating calm and benevolent relationships in a group.

The authors pursue the goal of forming such personality traits as good breeding, independence, purposefulness, the ability to set a task for oneself and achieve its solution, etc., which allow a child, without losing interest in learning, to fully master knowledge not only at school, but constantly. In this regard, the solution of educational and 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 a child's development.

The following tasks are set for educators:

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

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

Children learn to contemplate nature, to emotionally respond 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 that directly surrounds the child, develop a value attitude towards it. Can't contribute to this and frequent use the verbal method - the teacher's story, explanations instead of observations.

In the process of upbringing and educational work with children, the foundations of a cognitive, careful, constructive attitude to the world, a respectful, interested attitude to 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 proposes to divide the work by environmental education into two sections: "Wildlife" and "Inanimate nature". In the classroom, children learn about plants and animals as kingdoms: the plant kingdom and the animal kingdom. The plant kingdom, in turn, is divided into wild and cultivated plants.

Wild plants are those that live, grow and develop without efforts on the part of a person, and cultural ones are those in the growth, development and life of which a person accepts Active participation... The authors recommend that when familiarizing children with plants, take into account the specifics of the region, the area where children live. For example, the marine plants should be introduced to those who live on the seashore; when classifying indoor plants, you should start with those that are in the group, kindergarten, etc. Classes are held to expand children's ideas about 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 for familiarizing with plants with children.

Topics of classes: "The Kingdom of Plants", "Cultural Plants", "Wild Plants", "Amazing and Beautiful".

The authors subdivide the animal kingdom not according to classes and species, but according to their relationships with humans, i.e. on wild and domestic animals. Children are given the 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.

Thus, the child is led to an understanding of the special role and place of man in nature:

man is not the master of nature, but only a part of it;
must reckon with everyone living on Earth;
must rationally use the gifts and riches of nature.

Topics of classes: "The Kingdom of Animals", "Pets", "Wild Animals", "Amazing About Animals".

In older preschool age, children only accumulate cognitive baggage containing knowledge and information about inanimate nature... The authors propose to transfer concrete facts and information to children in the classroom through large cognitive topics: "Atmospheric phenomena" - the origin of clouds, clouds, rain, lightning; "Diversity of Nature" - stories about different climatic zones; "The Seasons" - generalizing conversations about winter, spring, summer, autumn; "Solar system" - informative stories about 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; "Amazing in the Stone" - informative stories about various stones, their origin, role in the life of people at different times.

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

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

"Rainbow" provides a significant number of lessons about plants, animals, the structure of the solar system. Preschoolers receive a lot of knowledge, but not enough environmental knowledge. Frequent use of the verbal method is assumed: the teacher's story, explanation instead of observation, experimental work is not present at all, little attention is paid to labor in nature. Children are given everything ready-made, i.e. they draw all information from the teacher's story. This program is designed mainly for obtaining ready-made knowledge, and not for the practical activities of children.

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

Subject-developing environment

Educational and methodological support

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

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

Sections. Modern speech development programs Methodological support of the rainbow program according to fgos buy

PROGRAM "RAINBOW"

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

Similar documents

"Rainbow" program

Structural and content characteristics

Subject-developing environment

Educational and methodological support