Work program "Rainbow" for children from 5 to 6 years old for the 2016–2017 school year

The importance of classes according to the Rainbow program in kindergarten

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

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

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

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

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

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

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

• creative;
• labor;
• social.

If possible, they are concluded in a playful form.

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

Work curriculum (according to the Federal State Educational Standard) for the teacher of the “Rainbow” preparatory group

Explanatory note

The goal of the work program is to create favorable conditions for a child to fully enjoy preschool childhood, form the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, prepare for life in modern society, for schooling, ensuring the safety of a preschooler’s life. . These goals are realized in the process of various types of children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading.

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;

• creative organization (creativity) of the educational process;

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

• respect for the results of children's creativity;

• unity of approaches to raising children in preschool and family settings;

• maintaining continuity in the work of kindergarten and primary school, eliminating mental and physical overload in the content of a preschool child’s education, ensuring the absence of pressure from subject teaching.

The level of general development that the child will achieve and the degree of strength of the moral qualities acquired by him depend on the pedagogical skill of each educator, his culture, and love for children. Caring for the health and comprehensive education of children, teachers of preschool educational institutions, together with the family, should strive to make every child’s childhood happy.

The distribution of lesson topics by week is quite variable; it can be moved depending on the pedagogical situation. A teacher working in a group should trust his own experience, intuition, and rely on the children’s capabilities. During the week, a variety of complex work is carried out, the sequence of which teachers, focusing on the presented tabular form, can vary.

The work program is presented in the form of comprehensive thematic planning using the following development areas:

• physical development;

• social and communicative development;

• cognitive development;

• speech development;

• artistic and aesthetic development.

The program is formed in accordance with the basic principles defined by the Federal State Educational Standard for Preschool Education:

— supporting the diversity of childhood;

— preserving the uniqueness and intrinsic value of preschool childhood as an important stage in the overall development of the child;

— full-fledged experience by the child of all stages of preschool childhood, amplification (enrichment) of child development;

— creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations

— implementation of the Program in forms specific to children; of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child;

— personal developmental and humanistic nature of interaction between adults (parents (legal representatives), teaching and other employees of the Organization) and children;

— the child’s ability to master the Program at different stages of its implementation;

— introducing children to sociocultural norms, traditions of the family, society and state;

- formation of the child’s cognitive interests and cognitive actions through his inclusion in various types of activities;

— supporting children’s initiative in various activities;

— taking into account the ethnocultural and social situation of children’s development.

The purpose and objectives of the preschool educational institution's activities for the implementation of the main educational program are determined on the basis of an analysis of the results of previous pedagogical activities, the needs of children and parents, and the society in which the preschool educational institution is located.

Thus, the basic general education program is subordinated to the following goals:

— creating favorable conditions for a child to fully enjoy preschool childhood;

— formation of the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics;

- preparation for life in modern society, studying at school, ensuring the safety of life of a preschooler.

Achieving goals ensures solving the following tasks:

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

— ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, social status, psychophysiological characteristics (including disabilities);

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

- maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

— creative organization (creativity) of the educational process;

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

— respectful attitude towards the results of children's creativity;

— unity of approaches to raising children in preschool and family settings;

— maintaining continuity in the work of kindergarten and primary schools;

— building the educational process on age-appropriate forms of working with children.

The approximate basic general education program of GBOU Secondary School No. 2012 takes into account the age and individual characteristics of the contingent of children brought up in an educational institution, the qualifications of teaching staff, and the composition of the students’ parents.

It is relevant to introduce an activity-based approach to assessing the quality of the preschool education system. It is through the teacher’s skills to create conditions for unlocking the child’s potential in various activities that we will be able to fully realize the goals

Psychological-age, individual characteristics

Pupils

Senior preschool age (from 6 to 7 years old)

For children 6-7 years of age, the task of health and general physical development and motor activity of the child comes to the fore. The development of the motor sphere is one of the main characteristics of a child’s achievements.

Children of the seventh year of life are proficient in many skills and abilities, which is important for determining the overall development of the child. Through movements, the child is also able to express his emotional states, experiences, and the ability to adequately respond to the environment.

The correspondence of motor skills to age standards is a significant indicator of a child’s achievements. The most important indicator of a child’s development is the level of his mastery of various types of children’s activities and, above all, play and productive activities. The older preschooler is interested in the game itself, its

process, can create a game idea and implement it. The main thing in the game is the fulfillment of a role that reflects the relationship of people to each other.

It is in play that the child becomes completely the subject of his own activity. Play makes a child an independent person. In addition to role-playing, other forms of play are also developing: director's play, play with rules, and dramatization play. In productive activities (visual arts, design), older preschoolers can create and implement their own ideas, conveying their vision of reality. The products created by children as a result of these activities become complex, varied, and children can perform the activity independently. Children of this age are sensitive to beauty and are capable of creating beauty themselves. An important indicator of a child’s development is verbal communication. By the age of seven, children have well-developed dialogical speech: they answer clearly and ask questions themselves, and are able to construct short statements. Children have a good command of monologue speech, can construct their speech meaningfully, grammatically correct, and coherently when retelling and telling stories, and can convey their impressions and experiences in a coherent narrative. Communication with peers remains a necessary condition for the full development of a child. In communication and interaction with children, children can coordinate their desires, provide mutual support and assistance, be more sensitive to the emotional state of another child, resolve conflicts, and show empathy. The main task of educational work in the preparatory group continues to be the development of cognitive, communicative, and regulatory abilities.

This occurs in various types of children’s activities (games, design, visual, literary, artistic, artistic design, elementary labor activities), when becoming familiar with various areas of reality (mathematics, ecology, spatial relations, logic), in the child’s everyday communication with adults and children. The development of these types of abilities ensures the entire mental development of the child. The main means that determine the development of their mental abilities are visual models. The actions of visual modeling are internalized, that is, they are transferred to the internal plane. The very development of the actions of building models includes two successive stages: building a model of the current situation and according to one’s own plan (in accordance with the requirements of the task). In the latter case, modeling acts as a function of activity planning; the possibility of constructing a model and its features indicate the degree of formation of internal, ideal forms of modeling. They also represent the core of a child’s mental abilities. The development of various symbolizations also continues, allowing the child to express his subjective position in relation to reality and solve many creative problems. Many sections of the program directly offer tasks aimed at developing imagination. As for the forms and main areas of work with children (sections of the program), they remain the same as in the older group. By the age of seven, children develop higher mental functions. A child’s consciousness is formed, the child masters ways of working according to rules and patterns, listening to an adult, and following his instructions, he develops the necessary prerequisites for the development of educational activities in the future.

Description of the daily organization of children's lives and activities

The educational process in preschool educational institutions is implemented in a five-day week. Length of stay in preschool educational institution: from 700 to 1900 hours.

The educational process is carried out from September 1 to May 31. Summer period – from June 1 to August 31.

The daily routine is established in accordance with the individual age characteristics of children and contributes to their harmonious development. When drawing up and organizing a daily routine, mandatory, repeating (stereotypical) components are taken into account:

- meal times;

- going to bed for a nap;

- the total duration of the child’s stay outdoors and indoors.

The maximum duration of continuous wakefulness for children 3 - 7 years old is 5.5 - 6 hours. The daily duration of children's walks is at least 4 - 4.5 hours. The walk is organized 2 times a day: in the morning, in the first half - before lunch and in the second half of the day - after a nap or before the children go home. The total duration of sleep for preschool children during their stay in a preschool educational institution is 2.0 - 2.5 hours (daytime sleep).

When carrying out regime processes in preschool educational institutions, the following positions are observed:

• complete and timely satisfaction of all organic needs of children (sleep, nutrition);
• thorough hygienic care, ensuring cleanliness of the body, clothes, bed;
• attracting children to participate as much as possible in regime processes; encouraging independence and activity;
• formation of cultural and hygienic skills;
• emotional communication during routine processes;
• taking into account the needs of children, the individual characteristics of each child;
• calm and friendly tone of address, caring attitude towards the child; eliminating long waits, since babies’ appetite and sleep directly depend on the state of their nervous system.

The components of the regime were structured on the basis of a regime schedule in two versions depending on the season (summer and winter). The winter period (cold) is defined from the first of September to the thirty-first of May. The summer (warm) period is considered to be the calendar period from the first of June to the thirty-first of August.

The content of the program takes into account the age and individual characteristics of children in the preparatory group.

Features of the educational process in the preparatory group are as follows:

• the group operates on a 5-day working week, with children staying for 12 hours;
• the group does not have national cultural, demographic and climatic characteristics of the educational process;
• The roster of the group is 21 people.
• The kindergarten has developed a flexible daily routine that takes into account the age-related psychophysiological capabilities of children, their interests and needs, ensuring the relationship of planned activities with the daily life of children in kindergarten. In addition, climatic conditions are taken into account (during the year, the daily routine changes twice). Unlike in winter, during the summer health period, the time children spend on walks increases. The walk is organized 2 times a day: in the first half of the day - before lunch and in the second half - after a nap or before the children go home. When the air temperature is below -15°C and the wind speed is more than 7 m/s, the duration of the walk is reduced. The walk is not carried out when the air temperature is below -20°C and the wind speed is more than 15 m/s. While walking with children, games and physical exercises are carried out. Outdoor games are carried out at the end of the walk before the children return to the preschool premises. Daytime sleep is allocated 2-2.20 hours. Children's independent activities (games, preparation for classes, personal hygiene, etc.) take at least 3-4 hours in the daily routine.
• The maximum permissible weekly educational load, including additional education classes, is 15 lessons. Classes that require increased cognitive activity and mental stress of children are held in the first half of the day and on the days of the children’s highest performance (Wednesday, Thursday). To prevent children from becoming tired, such activities are combined with physical education and music classes.
• The socially useful work of children in the preparatory group is carried out in the form of self-service (working in the dining room, setting tables, helping in preparing for classes, caring for indoor plants, etc.). Its duration does not exceed 20 minutes per day.

Preparatory group daily routine

• The time of classes and their number per day are regulated by the “Approximate Program” and SANPiNs (no more than 2-3 classes per day, no more than 30 minutes). A mandatory element of each lesson is physical exercise, which allows you to relax and relieve muscle and mental tension. Classes with children, based on play activities, are conducted frontally, in subgroups, and individually, depending on the program content. This form of organizing classes allows the teacher to give each student maximum attention, help with difficulties, talk, and listen to the answer.
• When choosing teaching methods, preference is given to developmental methods that contribute to the formation of the cognitive, social sphere of development.
• To guarantee the implementation of the state educational standard within a clearly defined time frame, the educational load is calculated for 8 months, excluding the first half of September, New Year holidays, the second half of May and three summer months.
• Evaluation of the effectiveness of educational activities is carried out by monitoring the achievement by children of the planned results of mastering the Program. During the monitoring process, the physical, intellectual and personal qualities of the child are examined through observations of the child, conversations, didactic games, etc.

The full version of the work is available.

Goals and principles of the Federal State Educational Standards program

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

In addition, Rainbow allows you to:

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

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

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

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

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

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

DEVELOPMENT PROGRAM

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

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

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

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

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

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

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

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

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

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

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

Advantages and disadvantages of the program

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

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

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

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

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

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

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

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

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

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

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

Techniques of the Rainbow program

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

Visual

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

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

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

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

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

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

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

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

Verbal

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

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

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

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

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

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

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

Playful and practical

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

Examples of popular games in preschool educational institutions:

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

Symbolic

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

Panel “Mountain of Gems”

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

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

CONTENT

RAINBOW PROGRAM.. 3

CHILDHOOD PROGRAM.. 4

DEVELOPMENT PROGRAM. 7

PROGRAM 2100. 9

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

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

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

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

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

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

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

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

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

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

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

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

· Develop fine motor skills and hand-eye coordination.

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

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

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

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

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

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

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

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

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

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

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

But is this where we need to start?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Organization and conduct of classes at preschool educational institutions

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

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

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

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

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

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

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

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

Long-term planning for design under the Rainbow program. Part 1

Tatiana Korepanova

Long-term planning for design under the Rainbow program. Part 1

October

1. Design according to children's ideas.

Goal: to teach children to independently choose the theme of a future building and come up with a way to construct it; When thinking about a plan, use a schematic drawing of the intended object indicating the location of its main parts.

Preliminary work: conversation “What are the names of the construction parts of the designer”

Equipment: 8-10 pieces of different shapes. Children can choose additional details.

2. Graphic representation of building parts and their combinations.

Goal: to introduce children to the techniques of depicting parts from three different positions (straight ahead, top view and side view) and correctly positioning these images on a sheet of paper in the form of a diagram.

Preliminary work: riddles-exercises for recognizing construction details.

Equipment: schematic drawings depicting a boat, cabinet, rails; diagrams depicting a cube, brick, cylinder and cone.

3. Graphic representation of building parts and their combinations.

Goal: to teach children to make a schematic representation of a combination of two parts (on their own - a straight view, when shown by a teacher - a top and side view).

Preliminary work: riddles-exercises for recognizing building details.

Equipment: diagrams of buildings: fences - top view, slides - side view, gates - front view; diagrams depicting combinations of 2-3 figures; stencils, sheets of paper, pencil.

4. Drawing up schematic images of parts.

Goal: to teach children to draw up schematic images of building parts from three positions.

Preliminary work: riddles-exercises for guessing the figure shown in the diagram.

Equipment: image in three positions of a prism, bar, arch, combination of these elements; construction parts, stencils, sheets of paper, pencil

5. Construction of elementary structures from 2 – 3 parts using ready-made images from three different sides.

Goal: to teach children to “read” development diagrams of the simplest structures from 2 to 3 elements, and to come up with their own composition from the same parts.

Preliminary work: games with a constructor.

Equipment: development diagrams of two designs, construction parts, paper, pencils, stencils.

November

1. “Reading” development diagrams on new material.

Goal: to teach children to “read” development diagrams of the simplest structures from 2 to 3 elements, and to come up with their own composition from the same parts.

Preliminary work: riddles-exercises for guessing the figure shown in the diagram.

Equipment: diagrams of buildings (there are 3 elements each, building parts, paper, pencils, stencils.

2. Replacement of large parts with sets of small elements and their graphic representation.

Goal: to develop in children the ability to dissect a schematic representation of a large figure into small parts corresponding to the small details from which a large figure can be composed.

Preliminary work: riddles-exercises for recognizing building details; games with a constructor.

Equipment: large and small construction parts, board, chalk, paper, pencils, stencils.

3. Dissection of the contour diagram of the object, its detailing.

Goal: to teach the ability to consistently analyze a contour diagram - recognize the depicted object, determine the location of its main parts, “try on” construction parts, dissect the contour diagram in accordance with the idea of ​​​​the possible design of the object.

Preliminary work: games with a constructor.

Equipment: contour diagrams of objects on a larger scale than diagrams for children; dissected diagrams of the same objects, construction details, pencils.

4. An exercise in constructing objects according to a contour pattern - a puzzle.

Goal: to teach children to divide the contour diagram of an object into parts of the structure, focusing on the shape and size of the parts proposed to reproduce the object.

Preliminary work: riddles-exercises for guessing the figure shown in the diagram.

Equipment: outline diagram of a fish or airplane, flat magnetic figures, board; contour diagrams of a rocket for each, construction details, pencils.

December

1. Construction of puzzle structures.

Goal: to train children in constructing conventional structural images of animals from available parts.

Preliminary work: conversation about animals; games with constructor, tangram puzzles.

Equipment: diagrams depicting animals; planar geometric shapes, construction details.

2. Exercises for designing animal figures.

Goal: to develop the ability to construct figurines of your favorite animals from planar and volumetric parts of different sizes and shapes, and to make changes to their original poses.

Preliminary work: games with construction sets, tangram puzzles.

Equipment: planar construction parts.

3. Drawing up schematic images of house structures from 7-8 builder elements.

Purpose: to teach how to measure structural elements with each other and their corresponding representation on diagrams; consolidate the skills of graphically depicting construction parts from 3 positions.

Preliminary work: games with a constructor; looking at illustrations of houses.

Equipment: design diagrams, construction details, paper, pencils, stencils.

4. Construction of a decorative wall according to a graphic model.

Goal: to teach reproduction of the design of an object from its schematic image in one planar projection (front view, sequential analysis of the diagram.

Preliminary work: riddles-exercises for recognizing building details.

Equipment: design diagram, construction details.

January

1. Design according to your own plans.

Goal: to teach children to independently choose the theme of a future building, to build a building that meets their own plans; consolidate the ability to draw the front view of this building.

Preliminary work: the game “Magic Bag”, games with a constructor.

Equipment: construction parts.

2. Drawing up a diagram of the facade of the house according to a specific example of construction.

Goal: to train children in the ability to read a diagram and correlate it with details, in drawing up their own diagram based on a model.

Preliminary work: games with a constructor.

Equipment: design diagrams, building sample, construction details, paper, pencils, stencils.

3. Drawing up a frontal diagram of the entrance to the metro.

Goal: to consolidate the ability to draw up a frontal diagram of an object according to a specific design example, to practice independently drawing up a diagram and reproducing a building according to an independently drawn up diagram

Preliminary work: looking at illustrations of the metro, playing with a construction set, riddles for guessing building details.

Equipment: design diagrams, building samples, construction details, paper, pencils, stencils.

Evaluation of program results

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

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

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

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

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

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

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

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

Traditions of the Rainbow program as a means of socializing young children to the conditions of preschool educational institutions

Olga Skulko

Traditions of the Rainbow program as a means of socializing young children to the conditions of preschool educational institutions

Skulko Olga Nikolaevna,

teacher,

Municipal state preschool educational institution

"Kindergarten No. 16 "Bell"

,

Shadrinsk

TRADITIONS OF THE RAINBOW PROGRAM

AS
A MEANS OF SOCIALIZATION OF EARLY CHILDREN TO PRESENTER CONDITIONS
Abstract. This article shows the importance of creating conditions for the gradual socialization of young children through the use of traditions and rules in the group . The article also describes practical experience in using this technology in working with children.

Key words: preschoolers, game, adaptation, traditions , game, environment , family, socialization .

Sculko Olga Nikolaevna,

caregiver

Municipal state preschool educational institution

“Kindergarten No. 16 “Bell”,

g. Shadrinsk, Russia

THE USE OF DIENES BLOCKS IN THE DEVELOPMENT OF LOGICAL THINKING PRESCHOOLERS

Annotation. This article shows the importance of creating conditions for the gradual socialization of young children through the use of traditions and rules in the group.[1] The article also describes the practical experience of using this technology in working with children.

Key words: preschoolers, game, adaptation, traditions, game, environment, family, socialization.

One of the requirements of the Federal State Educational Standard for Preschool Education is the successful social and communicative development of the child’s personality. Work in this direction begins from the first days of a child’s stay in kindergarten. I will try to describe our work in this direction in detail using the ladder of success.

1st stage - meeting, establishing contact with students and their families. At this stage, the tasks of ensuring comfortable adaptation are solved: to build the trust of parents or legal representatives and children in the group teachers; help parents and children master a new space, implement all the main routine aspects, play in a preschool organization in order to synchronize the organization of the child’s life in the family and in kindergarten; ensure that children establish contacts with peers; ensure a reduction in the general anxiety of parents.

For this purpose: correspondence acquaintance with the group in the family using the album “Welcome”

;
the tradition of welcoming a new child upon his first arrival; ensuring support for the child’s initiatives and providing him with the necessary assistance in critical moments on his initiative; providing children with the opportunity to get used to kindergarten; conditions are created for the child to stay together with his parents; a plan is drawn up for admitting children to the group ;
Help is provided to parents in choosing the right course of behavior with their child during the adaptation period. [4] In terms of establishing contact with parents to agree on the goals and values ​​of educational activities, visual information is used - consultations and booklets about the educational institution, about the characteristics of children’s ; printed information about the educational organization; survey of parents to determine their needs for improving pedagogical competence. [1]

Based on the data obtained about the family and the child, a forecast for his adaptation to the preschool educational institution and a conclusion is drawn about how best to organize the transition from family to public education. The resulting forecast allows us to plan further work with the families of the pupils.

2nd stage – the main one – introducing the child into the team. Children acquire certain social experience through play activities, which allow them, on their own volition, to engage in the proposed activity. They are united by common emotional experiences (sing songs, smile at each other, touch each other, look into each other’s eyes); show joint joy, goodwill, and interest in each other.

Games are used to develop communication with adults and children. Clear rituals of routine moments and uniformity of their execution are established. Much attention is paid to routine moments with musical accompaniment: falling asleep with a lullaby; welcoming children in a playful way , meeting with any fairy-tale character. [3]

One of the important conditions for psychological comfort is the presence of rules for group life. They are determined by the traditions of the group . The model of collective behavior in a group is determined and shaped by adults. It is important to establish traditions of mutual respect , tolerance and goodwill, sympathy and support for each other.

The main group of prohibitions is small and concerns the basic principles of living together. Personal integrity - you cannot hit or offend other children ; respect for the activity and its results - you cannot spoil the results of his work without the permission of another child; You cannot hurt other living beings; You cannot take personal belongings of other children and adults . [5]

One of the traditions of the Rainbow program

is
the “Morning of Joyful Meetings
,” which is held on Mondays and includes the creation of an emotionally comfortable
environment for children to stay in kindergarten . “Morning greeting to the beginning of the day”
is aimed at developing
social and communicative relationships , uniting the children's team, expressing the joy of meeting children and the hope of spending a pleasant and interesting day together. The traditions “We walked, walked, found something”
,
“Look through my window”
help create
a “success situation”
for the child.
“Circle of Good Memories”
is a mental reflection on the past day to note how each child has done positively.
The teacher is the person who can show children an example of a friendly attitude towards everyone. Gifting “For everyone, for everyone”
creates situations in which teachers themselves distribute equally among all the children of the group some small gifts that are attractive to them: beautiful candy wrappers, ribbons, pebbles or shells, etc. Such situations pursue the goal of making it accessible to everyone. given
age level to create an atmosphere of equal rights. Such “sessions”
are held at least once a week.
In the “treasury”
the child stores the most significant and valuable things for himself.
Its contents are an inexhaustible source for observations and conversations with the child throughout the school year and at the same time it is the personal property of the child. “A place of solitude”
is a place where a child in kindergarten can feel completely safe, calm down, play with his favorite toy, look at photographs, books, and
“call”
his mother.
“Game night”
is a way of organizing
children , in which everyone comes up with a game with an interesting plot. “Theater Friday”
is a fabulous day when a fairy tale
“comes to life”
with the help of different types of theater.

the general cultural traditions of kindergarten life: small holidays - surprises, for example, the holiday of pine cones, dolls, soap bubbles. "We are helpers"

— interesting and pleasant communication with older children in kindergarten who come to visit the kids.
Birthday - with young children the traditional round dance game “Loaf”
. Joint leisure events are planned by parents:
“Celebration of entering the life of a kindergarten”
, club
“My Baby”
, exhibitions of family creativity,
“Meetings with interesting people”
.
Current “feedback”
about the life of the group for parents occurs in the daily report
“And today we have...”
.

An important role in successful socialization is played by a developing subject-spatial environment , which promotes the child’s inclusion in a variety of activities and communication. In the activities of development centers there is an atmosphere of psychological creative freedom, the opportunity to express one’s individuality and realize one’s choice.

3rd stage - final - the result of the work done. Children are happy to make contact with both peers and adults, they are happy to play games, they calmly part with their parents, and they have adapted well to the conditions of a preschool educational institution .

Bibliography:

1. Belkina L.V. ''Adaptation of young children to the conditions of a preschool educational institution : A practical guide'' - Voronezh "Teacher", 2006. [electronic resource] – Access mode. — URL: https://www.twirpx.com/file/272964/

2. Lapina I.V. “Adaptation of children upon admission to kindergarten: program , psychological and pedagogical support, comprehensive classes.” Volgograd: Teacher, 2010.- 127 p. [electronic resource] – Access mode. — URL: https://piratebooks.ru/threads/adaptaciya-detey-pri-postuplenii-v-detskiy-sad-programma-psihologo-pedagogicheskoe-soprovozhdenie-kompleksnie-zanyatiya.180863/

3. Pechora K. L. “Development and education of children of early and preschool age .” Current problems and their solutions in preschool and family settings." - M.: "Scriptorium Publishing House 2003", 2006. - 96 p. electronic resource] – Access mode. — URL: https://www.twirpx.com/file/356640/

4. T. I. Grizik, G. V. Glushakova, T. N. Doronova, E. V. Solovyova, N. F. Tarlovskaya, S. G. Jacobson. PROGRAM “ RAINBOW 2-3 YEARS ” [electronic resource] – Access mode. URL : https://gramoteyka.jimdo.com/preschool-programs/rainbow/rainbow-2-3-years/

5. Doronova T. N. Rainbow . Comprehensive educational program for children of the 1st junior group . [electronic resource] – Access mode. — URL: https://www.maam.ru/detskijsad/programa-raduga-dlja-1-ml-gr.html