Raduga edited by Doronova. Rainbow Early Childhood Education Program

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FGBOUHPE" TUVA STATE UNIVERSITY"

KYZYL PEDAGOGICAL COLLEGE

Test

by subject" Theoretical foundations of contentIand organization

preschool education "

on the topic: Program" Rainbow"

Kyzyl - 2013

RAINBOW PROGRAM

"Rainbow" is a comprehensive program for the upbringing, education and development of preschoolers, according to which kindergartens in Russia work. The program ensures the comprehensive development of the child, its most important components are the game and physical development, forming the habit of healthy lifestyle life, providing mental comfort for every child.

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

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

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

Before the educators put forward general tasks:

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

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

Ø to promote comprehensive and timely mental development;

Ø to form an active and careful-respectful attitude to the world around;

Ш to attach to 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 specific pedagogical work is focused on the formation of these neoplasms: goal-setting, purposefulness of children's activities (in the younger preschool age); going beyond the limits of reality and interest in the sign system (in the middle preschool age); arbitrariness of mental processes (at the senior preschool age).

The pedagogical work provided for in the program is built on the basis of 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.

Those changes in the activities of children that can be achieved at the age of 4-5 years are a natural consequence and continuation of the fundamental changes in the activities 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 get at the end of them - in other words, he has some kind of idea, some kind of image of the future result.

Further development of goal-setting goes along the line of appearance of chains of interconnected goals: to build a garage for a car of the appropriate size, to build a train of chairs, a sand house, etc.

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

An important point in pedagogical work is also the creation of motivation that encourages children to master what an adult would like to form in them. At the same time, such techniques are needed that would ensure the emergence of the necessary motivation in most children. The authors of the program identify three types of motivation that can be used to encourage children to willingly learn something new that adults will pass on to them: game motivation, communication motivation, and self-interest motivation. The "Guide" gives their specific description in relation to different sections of the work.

The authors of the program called it "Rainbow" by analogy with the seven-color rainbow, since it includes seven the most important types activities of children and activities in the process of which the upbringing and development of the child takes place:

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

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

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

Design (development of imagination - green color);

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

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

Maths ( purple).

Those teachers who want to work under 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 program "Rainbow" is quite laborious, it requires a high culture of labor organization. Therefore, in 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: a 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, helping teachers to implement this program.

comprehensive program rainbow preschoolers

1. Some didactic games of the program "Rainbow"

One of the main objectives of the program is to form an active and careful attitude to the surrounding world.

Purpose: formation of ecological culture of children

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 to natural objects

P Examples of didactic games for each educational task:

1. Formation of ecological ideas about the animal world

Games with objects

The game.Who eats what?

Target. To consolidate children's ideas about animal food.

Game progress. Children get out of the bag: carrots, cabbage, raspberries, cones, grain, oats, etc. They name it and determine which animal eats this food.

The game.What first - what then?

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

Game progress. 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. To consolidate children's ideas about the environment, develop attention and observation.

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

word games

The game "Who lives in the house?"

Target. To consolidate children's knowledge of animals, to learn to imitate their voices.

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

The game "Guess who it is?"

Target. To consolidate children's ideas about the characteristic features of wild and domestic animals.

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

2. Formation of ecological ideas about plants

Games with objects

The game "Children on a Branch"

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

Game progress. Children examine the leaves of trees and shrubs, name them. At the suggestion of the educator: "Children, find your branches" - the guys pick up the corresponding fruit for each leaf. This game can be played with dried leaves and fruits throughout the year. The children themselves can prepare the material for the game.

Game "Find what to show"

didactic task. Find an item by similarity.

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

Game progress. The teacher shows for a short time one of the items hidden under the napkin and removes it again, then invites the children: “Find the same one on another tray and remember what it is called.” Children take turns doing the task until all the fruits and vegetables hidden under the napkin have been named.

Desktop games

Game "Magic Train"

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

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

Game progress: On the table in front of the children is a "train" and cards with the image of animals. Educator. In front of you is a train and passengers. 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 first one to place the animals on the wagons correctly will be the winner.

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

word games

The game "Find what to tell about"

didactic task. Find items according to the listed signs.

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 the objects.

Game progress. 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 suggests to one of the guys: “Show it on the table, and then name what I talked about.” If the child coped with the task, the teacher describes another subject, and another child performs the task. The game continues until all the children have guessed the item according to the description.

3. Formation of ecological ideas about objects and natural phenomena

Games with objects

Game "When does it happen?"

Target. Clarify children's ideas about seasonal phenomena.

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

Game "What is it?"

Target: clarify children's ideas about objects of inanimate nature.

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

Game progress. Children are offered pictures and, depending on what is drawn on it, it is necessary to decompose accordingly natural material, answer what is it? And what is it? (Large, heavy, light, small, dry, wet, loose.) What can be done with it?

Desktop games

Game "When is this?"

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

Game progress. Each of the children has subject pictures depicting snowfall, rain, a 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 correctly decompose the pictures they have.

word games

Game "When does it happen?"

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

Game progress.

1 option. The teacher reads interspersed short texts in verse or prose about the seasons, and the children guess.

II option. The teacher calls the time of the year, and the children take turns answering what happens at this time of the year and what people do. If someone is at a loss, an adult helps with questions. Game teaching methodology. Each new game children need to be taught. The training is phased.

AT junior groups at the first stage, the teacher plays the game together with the children. In the course of the game, he announces one rule and immediately implements it, and during repeated plays he announces additional rules. At the second stage, the educator turns off from active participation in the game - he leads from the outside: he helps the children, directs 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 to learn the game is different. The teacher tells the content of the game, previously isolating 1-2 important rules. In the course of the game, he once again emphasizes these rules, shows game actions, and gives additional rules. Thus, learning the game at the first stage is a story about the content, familiarization with the rules during the game.

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

Formation of environmentally friendly attitude to nature

Board games

The game"Take Care of Plants"

Target. reinforce children's ideas about various ways plant care.

Material. Cards with the image of a watering can, spray gun, brush, scissors; 7-8 indoor plants.

Children sit at a table on which are cards with images of items needed for caring for plants. Children need to determine what kind of care a particular plant needs, with what tool it is performed - the children show the appropriate 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 for 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 environmental education of preschool children. M., 2003

2. Nikolaeva S.N. environmental education younger preschoolers. M., 2002

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

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...

Program "Rainbow"

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

"Rainbow" is a comprehensive program for the upbringing, education and development of preschool children, according to which kindergartens in Russia work. The program ensures the comprehensive development of the child, its most important components are play and physical development, the formation of the 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 activities of preschoolers, there are sets of benefits for children of various age groups and recommendations for educators.

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

The main goals of the program:

providing the child with the opportunity to joyfully and meaningfully live the preschool years;

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

comprehensive and timely mental development;

formation of an active and careful-respectful attitude to the world around;

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

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

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

yellow color - visual activity and manual labor: - training in visual activity and artistic labor occurs through the acquaintance of children with samples of folk and decorative and applied art (works by Khokhloma, Gzhel, Dymkovo toy, etc.). Children are taught to draw with pencils and paints, modeling on the basis of acquaintance with folk plasticity;

green color - designing: makes it possible to develop imagination, fantasy and mentally educate the 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 you to develop aesthetic experiences, form an interest in music, develop the musical and sensory abilities of the child, the ability to move to the beat, spatial coordination;

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

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

The comprehensive program for the upbringing, education and development of preschool children "Rainbow", created by the authors of the laboratory of the Institute of General Education under the guidance of Professor T.N. Doronova, is over 10 years old.

The authors have been able to create pedagogical system which allows the educator to feel free and creative person and sets up an attentive attitude to each growing baby. In "Rainbow" for the first time the task of creating an atmosphere of psychological comfort for children in the kindergarten, conditions for a joyful and meaningful living of the period of preschool childhood was voiced, 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 familiarization with 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 of 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-care skills,

familiarization 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 manage their behavior in accordance with accepted rules, as well as special training implemented in the classroom for the formation of elementary mathematical concepts and the development of principles logical thinking children, initial acquaintance with letters, speech development and cognitive development.

The process of work is not limited to classes and is carried out in different forms depending on the age of the children. 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, varied by the teacher depending on and in accordance with the desires and interests of specific children. The idea that children have their inalienable rights has been introduced into the program of work in the preschool institution. The task of the educator is to ensure that the rights of each child are respected by all other children and adults.

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

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

Let us consider to what extent modern programs for preschool educational institutions reflect the basic requirements and criteria for the level of speech development of children of senior preschool age. 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 main requirements for the speech of children by the end of their education in kindergarten.

The basic program for the development of a child - a preschooler "Origins". The purpose of this program is the versatile, full development of the child, the formation of universal qualities in him, including creativity, to a level corresponding to the age capabilities and requirements of modern society.

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

A new approach to teaching literacy in older preschool age is based on the unity of reading, writing and counting as "general cultural skills"; the use of all types of activities available to children to form their prerequisites; organization of a new community of children - peer groups. The section Social development includes the subsection "Speech and speech communication", which highlights the characteristics of age capabilities, development tasks, the content and conditions of pedagogical work, where development indicators are determined: by the age of 7, the child must correctly pronounce all the sounds of the 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 "Diploma", which consists of the characteristics of age-related opportunities, development tasks. It was determined that by the age of 7, a child should read smoothly and clearly, in syllables and whole words, write words in a notebook, know the rules "zhi-shi", "cha-cha", "chu-shu", know all the letters of the alphabet.

In the variable program of development and education in the kindergarten "Childhood", special sections are dedicated to the tasks and content of the development of children's speech and familiarization with fiction: "Developing the speech of children", "Child and book". These sections contain for each group a characteristic of traditionally distinguished tasks: the development of coherent speech, vocabulary, grammatical structure, the education of a sound culture of speech. The program is distinguished by the fact that at the end of the sections criteria are proposed for assessing the level of speech development. This is especially important at the senior 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 meaningfully defines speech skills in different types activities.

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

development of speech creativity, expressiveness of speech;

development of individual abilities for speech activity;

preparation for reading, reading.

Continuous reading is considered to be a high level of speech development at the end of kindergarten. short texts, mastering all the means of sound analysis of words, determining 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 deepened the content of acquaintance with fiction in the section "Development of speech and acquaintance with fiction".

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

Particular attention is paid to storytelling by presentation without relying on the subject. 3) development mental capacity on the material of acquaintance with children's fiction - tasks for the development of thinking and imagination of children.

"The program for the development of speech of preschool children in kindergarten." Prepared on the basis of many years of research conducted in the Speech Development Laboratory of the Institute preschool education under the leadership of F.A. Sokhina and O.S. Ushakova. It reveals the theoretical foundations and areas of work on the development of children's speech skills and abilities. 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 groups. This material is preceded by a characteristic 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 former "Program of Education and Training in Kindergarten" was also required. It is no secret that the number of preschool educational institutions that continue 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 other conceptual foundations into an established document.

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;

* creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which will allow them to grow up 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;

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

* variability in the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

* respectful attitude to results children's creativity;

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

* coordination of approaches to the upbringing of children in the conditions of the preschool educational institution and the family. Ensuring family participation in the life of kindergarten groups and preschool generally;

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

RAINBOW PROGRAM

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

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

Before the educators put forward general tasks:

Ø to create an opportunity for the child to live these years joyfully and meaningfully;
Ø ensure the protection and strengthening of his health (both physical and mental);
Ø to promote comprehensive and timely mental development;
Ø to form an active and careful-respectful attitude to the world around;
Ш to attach to 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 specific pedagogical work is focused on the formation of these neoplasms: goal-setting, purposefulness of children's activities (at a younger preschool age); going beyond the limits of reality and interest in the sign system (in the middle preschool age); arbitrariness of mental processes (at the senior preschool age).

An essential point in pedagogical work is also the creation of motivation that encourages children to master what an adult would like to form in them. At the same time, such techniques are needed that would ensure the emergence of the necessary motivation in most children. The authors of the program identify three types of motivation that can be used to encourage children to willingly learn something new that adults will pass on to them: game motivation, communication motivation, and self-interest motivation. The "Guide" gives their specific description in relation to different sections of the work.

The authors of the program called it "Rainbow" by analogy with the seven-color rainbow, since it includes seven most important activities of children and activities in the process of which the upbringing and development of the child takes place:

-- physical culture (the most important subject -- Red color);
-- game (underlying the program -- Orange color);
- visual activity and manual labor (based on acquaintance with decorative folk art - yellow);
- design (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 colour);
-- maths ( purple).

Those teachers who want to work under 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 program "Rainbow" is quite laborious, it requires a high culture of labor organization. Therefore, the methodological recommendations for each age group provide an approximate planning of pedagogical work for a year, reveal the content of work during the day: a 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, helping teachers to implement this program.

comprehensive program rainbow preschoolers

1. Some didactic games of the Rainbow program

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

Purpose: formation of ecological culture of children

When using didactic games, the following tasks are solved:

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

The Rainbow program is recommended by the Ministry of Education of the Russian Federation and has been tested in various regions of the country. Currently revised taking into account the suggestions of teachers-practitioners. 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 identifies the main areas of interaction between preschool educational institutions and parents.

Program "Rainbow" contains seven sections: visual activity, mathematics, speech development, design, music, movement, the world around.

The structure of the program reflects the patterns of 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 beyond the reality surrounding him, from 5 to 7 years - the arbitrariness of mental processes, imagination develops, creation.

The Rainbow program was conceived and implemented by:

as complex, i.e. covering all the main aspects of the development of children at preschool age;
mass, i.e. designed for use in all regions of Russia in urban and rural kindergartens;
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 built on the basis of theoretical positions on the leading role of activity in the mental development of the child and the formation of his personality. An essential moment in pedagogical work is the creation of motivation in children. The authors propose to use its three types: gaming, communication and personal interest.

The authors called the program "Rainbow", figuratively comparing with a real rainbow the seven most important types of children's activities and activities in the process of which the upbringing and development of the child takes place: physical education; the game; fine arts and manual labor; construction; engaging in musical and plastic arts; lesson on the development of speech and familiarization with the outside world; maths.

So, for example, the sections "The 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, express their thoughts clearly for others, be able to listen and understand others, enter into a conversation, support it, express their opinions, and form simple conclusions. Blue color is associated with everything that is necessary like air and surrounds the child in everyday life and nature, which allows him to establish connections between living and non-living things, to know himself.

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

The authors pursue the goal - to form such personality traits as upbringing, independence, purposefulness, the ability to set a task and achieve its solution, etc., which allow the child, without losing interest in learning, to fully acquire knowledge not only at school, but constantly. In this regard, the solution of upbringing 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 child development.

Teachers are given the following tasks:

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

Section of the program "Rainbow" « natural world”is a component of the cognitive development of children, within which they all receive information together, develop cognitive processes, and form an attitude to the world around them. AT methodological material The program provides for a significant number of classes on plants, animals, the planet Earth and the structure of the solar system. Children are given knowledge from the field of geography, information about exotic phenomena (about the nature of Africa, dinosaurs, etc.), “portraits” of each month are compiled on the basis of seasonal observations, children are introduced to the history of creating watches, calendars, and a 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. The frequent use of the verbal method - the teacher's story, explanations instead of observations - cannot contribute to this.

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

Structural and content characteristics

The Rainbow program proposes to divide the work according to environmental education into two sections: "Wildlife" and "Inanimate Nature". In the classroom, children gain knowledge about plants and animals as kingdoms: the kingdom of plants and the kingdom of animals. The plant kingdom, in turn, is divided into wild and cultivated plants.

Wild plants are those that live, grow and develop without human effort, and cultivated plants are those in whose growth, development and life a person takes an active part. The authors recommend that when introducing children to plants, take into account the specifics of the region, the area where children live. For example, sea plants should be introduced to those who live on the coast; 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, "language of flowers", plants listed in the Red Book). With children, it is recommended to conduct a system of classes to familiarize themselves with plants.

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

The authors subdivide the animal kingdom not by classes and species, but by their relationship with man, i.e. on wild and domestic animals. Children are given knowledge that domestic animals include species that have lived next to humans for more than one thousand years (cows, sheep, pigs, goats), and wild animals - 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;
is obliged to reckon with all living on Earth;
should rationally use the gifts and riches of nature.

Topics of classes: "Animal Kingdom", "Pets", "Wild Animals", "Amazing about animals".

At older preschool age, children only accumulate cognitive baggage containing knowledge and information about inanimate nature. The authors propose to convey concrete facts and information to children in the classroom through large educational topics: "Atmospheric phenomena" - the origin of clouds, clouds, rain, lightning; "Variety of nature" - stories about different climatic zones; "Seasons" - generalizing conversations about winter, spring, summer, autumn; "Solar System" - informative stories about the planets and other celestial bodies, about the dependence of the onset of day, night, evening and morning on the position of the Earth in relation to the Sun; "Amazing in stone" - informative stories about various stones, their origin, role in people's lives at different times.

The Rainbow program orients educators towards the implementation labor activity 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 for caring for indoor plants, bring your own 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 streamline existing ideas, clarify and expand them. As a result of conversations, the child must realize, understand the various patterns of our world, get new information (a conversation about fruits, “My favorite day of the week, year”, “Animals we know”, etc.).

"Rainbow" provides a significant number of classes about plants, animals, the structure of the solar system. Preschoolers receive a lot of knowledge, but not enough ecological. The 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. Everything is given to children ready-made, i.e. they draw all the 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 "Rainbow" program, the arsenal of pedagogical guidance of children's cognitive activity includes 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-scientific ideas and ecological culture of children: a review of preschool education programs. - M.: Sfera, 2009.

Raduga edited by Doronova. Rainbow Early Childhood Education Program

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