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Key goals Preserving and strengthening the physical and mental health of children, developing habits for a healthy lifestyle Promoting the timely and full mental development of each child Providing every child with the opportunity to joyfully and meaningfully live through the period of preschool childhood Goals of educational work by age Key goal System of educational objectives
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Socio-communicative development Moral education Socialization Labor Cognitive development Natural world Human world Mathematical concepts Speech development Lexical side of speech Grammatical side of speech Pronunciation side of speech Connected speech Preparation for learning to read and write Artistically aesthetic development Fiction Fine arts Music Physical development Health protection Physical education Safety
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“Rainbow” is a psychologically oriented program. Fundamental principles are the principles of the Federal State Educational Standard: Supporting the diversity of childhood; preserving the uniqueness and intrinsic value of childhood as an important stage in human development; the intrinsic value of childhood - understanding (considering) childhood as a period of life that is significant in itself, without any conditions; significant because of what is happening to the child now, and not because this period is a period of preparation for the next period; Personally developing and humanistic nature of interaction between adults (parents (legal representatives), teachers and other employees of the organization) and children; Respect for the child’s personality; Implementation of the Program in forms specific to children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.
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Structure of the Rainbow Program Target section Explanatory note general characteristics"Rainbow" Program Goals and objectives, principles and approaches to the formation of the "Rainbow" Program Characteristics of the developmental features of children of early and preschool age Planned results of mastering the "Rainbow" Program Content section Contents educational activities Technologies for implementing the content of the Rainbow Program in accordance with educational areas Supporting children's initiative Interaction with the family Pedagogical diagnostics Correctional work Organizational section Daily routine Organization of group life Forms of implementation preschool education Additional paid services Methodological support for the Rainbow Program Personnel policy educational organization implementing the “Rainbow” Program Developing subject-spatial educational environment Approximate calculations of standard costs for the provision of public services for the implementation of the “Rainbow” Program
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"Rainbow" is fully methodologically provided and provides the teacher with support in the form of a kit Description pedagogical work on the implementation of the content of all educational areas in the educational process; Description of the interaction of teachers with children in the main forms of children's activities: gaming, creative, visual, speech, musical, theatrical, research; communication; cognition; initial forms of labor and educational activity; Forms of organization of children's lives in kindergarten and a system for planning educational activities for all age groups; A set of benefits for children for all age groups; Description of the management system of an educational organization, which allows for the creation in the educational organization of the psychological and pedagogical conditions required by the Standard. “Rainbow” is an exemplary basic educational program that complies with the Federal State Educational Standard for preschool education and is aimed at the development of a child from 2 months to 8 years in all educational areas, types of activities and cultural practices in a kindergarten setting.
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Methodological basis of the Rainbow Program General psychological theory of activity by A. N. Leontiev Cultural and historical approach of L. S. Vygotsky The central idea of the Russian psychological school is the creative nature of development. The child is a subject of individual development who actively appropriates culture. The principle of developmental education is to promote the mental development of the child, as the formation of activity, consciousness and personality. Activity in psychology is understood as activity that is motivated by motive, aimed at achieving a more or less realized and formulated goal, and presupposes mastery of the methods necessary for this. An activity has an end product or result.
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Types of activities as a psychological category are divided depending on the motive underlying the activity. Cognitive activity. The result is a primary coherent picture of the world. Formation of primary skills in working with information obtained from various sources (verbal, non-verbal); Formation of mental operations of analysis, generalization, finding patterns; Mastering the initial methods of research and observation. Communication activities, which may have different content (personal, business) and nature (situational, extra-situational); A variety of productive activities aimed at obtaining a product or result - labor; Playing activity is the leading activity of a preschool child; Educational activity, which becomes the main type in junior school age. At preschool age, it is necessary to form its prerequisites.
Rainbow. Sample basic educational program for preschool education. Yakobson S.G., Grizik T.I., Doronova T.N. and etc.
M.: 20 1 4 - 232 p.
“Rainbow” is an exemplary basic educational program for preschool education, designed to work with children from 2 months to 8 years. The program was developed on the basis of the federal state educational standard for preschool education and is aimed at developing the physical, intellectual and personal qualities of the child, creating the prerequisites for educational activities that ensure the positive socialization of children, preserving and strengthening their health. The program implements the principles of a child’s full-fledged life in the preschool period of childhood, individualization of the educational process, support of children’s initiative in various types of activities and will help teachers organize work on the implementation of all educational areas stated in the Preschool Education Standard. The program is addressed to teachers of preschool and additional education.
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CONTENT
TARGET SECTION
Explanatory note 4
General characteristics of the Rainbow Program 4
Goals and objectives, principles and approaches to the formation of the Rainbow Program 10
Characteristics of developmental features of children of early and preschool age 17
Planned results of mastering the Rainbow Program 42
CONTENT SECTION
Contents of educational activities 46
Educational area"Social communication development» 46
Educational area « Cognitive development» 70
Educational field “Speech development” 86
Educational field "Artistic and aesthetic development" 98
Educational field “Physical development” 105
Technologies for implementing the content of the Rainbow Program in accordance with educational areas 113
Social and communicative development 113
Cognitive development 117
Speech development 124
Artistic and aesthetic development 129
Physical development 132
Technologies for creating an atmosphere of joyful living in preschool childhood 136
Support for children's initiative 138
Interaction with family 142
Goals, objectives and forms of interaction with the family 142
Information policy of an educational organization working under the Rainbow Program 146
Creative collaboration with family 148
Pedagogical diagnostics 149
Approaches to pedagogical diagnostics 149
Corrective work 157
Organization of correctional/inclusive work 157
Contents of correctional work in the educational field “Social and communicative development” 160
Contents of correctional work in the educational field “Cognitive development” 172
Contents of correctional work in the educational field “Speech development” 192
Contents of correctional work in the educational field “Artistic and aesthetic development” 199
Contents of correctional work in the educational field “Physical development” 200
ORGANIZATIONAL SECTION
Daily routine 202
Main operating moments 206
Organization of group life 207
Forms of implementation of the Rainbow Program 207
Group Life Norms 207
Traditions of group life and holidays 207
Traditions-rituals 208
Life style and groups 209
Group 210 interior
Forms of implementation of preschool education 211
Short stay groups 211
Small kindergarten. Mixed age groups 212
Additional paid educational services 213
Methodological support for the Rainbow Program 215
Personnel policy of an educational organization implementing the Rainbow Program 216
Communicative competence 216
The idea of freedom 216
Ideas about creativity 217
The idea of responsibility and adult position 217
Educational support and technical staff 218
Collaboration and collegiality 218
Personnel selection criteria 218
Developing subject-spatial educational environment 220
Organization of a developing subject-spatial educational environment for infants and young children 221
Rainbow group style 227
Approximate calculations of standard costs for the provision of public services for the implementation of the Rainbow Program 228
Educational field “Social and communicative development”
Content aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; formation of positive attitudes towards various types labor and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.
The formation of social relationships occurs in the process of play, work and communication activities, in the joint and independent activities of the teacher with children, in interaction with parents.
Methodological equipment:
“Rainbow” program by T. N. Doronova
Partial program“Fundamentals of the safety of preschool children” by N. Avdeeva, O. Knyazeva, R. Sterkina
Educational field "Speech development"
Includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write. Implemented in direct educational activities, during routine moments, and in children’s independent activities
The development of children in the speech direction is carried out through the implementation of educational activities for children in the development of speech and reading fiction, literacy in the course of direct educational activities, as well as in joint and independent activities of the teacher with children.
Methodological equipment:
- Gerbova V.V. "Learning to Speak"
Grizik T.I. “We speak correctly.”
Gerbova V.V. “Introducing children to fiction.”
Educational field "Cognitive development"
Involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world. , And aimed at achieving the goals of developing children's cognitive interests, intellectual development children.
The development of children in the cognitive direction is carried out through the implementation of educational activities of children in design, REMP, sensory, familiarization with the environment, patriotic education, in the course of direct educational activities, as well as in joint and independent activities of the teacher with children.
Methodological equipment:
§ “Rainbow” program by T.N. Doronova
§ Methodological manuals for the “Rainbow” program by T.N. Doronova:
- Solovyova E.V. “Mathematics and logic for preschoolers”, “My Mathematics”
Grizik T.I. "Experience the world"
Grizik T.I. “Objects around us”
Goncharenko S.S. "I'll do it myself"
Doronova T.N. “I saddle myself”
Educational field “Artistic and aesthetic development”
Involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).
The artistic and aesthetic development of preschool children is carried out through the implementation of educational
children's activities: music, modeling, drawing, manual labor, appliqué, during direct educational activities, as well as in joint and independent activities of the teacher with children.
Methodological equipment
· “Rainbow” program by T. Doronova
· Methodological manuals for the “Rainbow” program by T.N. Doronova:
Galyant I.G. Musical development children 2-7 years old.
T. Doronova “Preschoolers about art”, “Artistic creativity of children 2-7 years old”
I.G. Gribovskaya “Folk art and children's creativity”
The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and is implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development):
· for preschool children(3 years - 8 years) - a number of types of activities, such as gaming, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research of objects in the surrounding world and experimenting with them), as well as the perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing, modeling, application), musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of activity of the child.
In the part formed by participants of educational relations, presents programs selected and/or independently developed by participants in educational relations aimed at the development of children in one or more educational areas, types of activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, and forms of organizing educational work.
This part of the curriculum takes into account the educational needs, interests and motives of children, their families and teachers and is focused on:
Selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff.
ORGANIZATION OF EDUCATIONAL ACTIVITIES
Educational activities developed taking into account the maximum permissible volume of weekly educational load and corresponds to five educational areas
§ Physical development
· "Health"
Physical development indoors and outdoors
o Social and communicative development
o Speech development:
· Speech development
· Fiction
o "Cognitive development
· Design
· Knowledge of the world
5 . Artistic and aesthetic e development:
· Drawing
· Application
The educational process in MBDOU is implemented not only in educational activities, but also in the joint activities of an adult and a child, which makes it possible to reduce the educational load and allows for a differentiated approach to children and individual work.
A harmonious combination of individual, subgroup and frontal forms of organizing direct educational and joint activities ensures their innovation and integrity.
6. Targets for mastering the program:
Preschool education targets, represent social-normative age characteristics of a child’s possible achievements at the stage of completing preschool education. The specifics of preschool childhood (flexibility, plasticity of the child’s development, a high range of options for its development, its spontaneity and involuntary nature), as well as systemic features of preschool education (the optional level of preschool education in Russian Federation, the absence of the possibility of imputing any responsibility to the child for the result) make the demands from a preschool child of specific educational achievements unlawful and necessitate the need to determine the results of mastering the educational program in the form of targets.
Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children.
In accordance with the federal state educational standard for preschool education (FSES), when implementing the Program, we assess the individual development of children. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning).
The results of pedagogical diagnostics (monitoring) are used exclusively to solve the following educational tasks:
1) individualization of education (including support for a child, building his educational trajectory or professional correction of his developmental characteristics);
2) optimization of work with a group of children.
The development of criteria and indicators for assessing the individual development of preschool children is based on the content lines of preschool education, represented by the following areas of child development: physical, cognitive, speech, social-communicative and artistic-aesthetic development.
The main purpose of the monitoring system is to assess the success of solving educational problems, as well as timely adjustment and optimization of forms and methods of educational work, depending on the dynamics of children’s achievement of the planned results of mastering the basic general education program.
The main features of the monitoring system are:
· Assessing the child’s real achievements, manifested in his daily activity and activities in the natural environment (in games, in the process of free and organized educational activities, during routine moments);
· Determination of the dynamics of intermediate and final results;
· Taking into account the zone of proximal development of each child in assessment indicators;
· Continuity with both monitoring the achievements of young children and monitoring student results primary school formulated in the Federal State Educational Standard for Primary General Education
Monitoring is carried out by preschool teachers based on observations of children, conversations and the creation of simple diagnostic situations.
The monitoring assessment system is three-level: “quality manifests itself steadily” (2 points), “quality manifests itself unsteadily,” that is, in fact, it is in the zone of proximal development, in the formative stage, and manifests itself only in joint activities with an adult (1 point), “quality does not appear” (0 points).
The frequency of monitoring is twice a year (in autumn and spring) for the same diagnostic indicators, which will allow us to identify the dynamics of mastering program requirements throughout the year. (Monitoring tables )
The monitoring results are expressed as percentages and objectively show:
· Successful completion of the program by each child;
· Successful mastery of the content of the educational areas highlighted in the Program by the entire group of children;
If by the end of the year the child’s development indicators are less than 50%, then this serves as a reason for additional examination of the child by a psychologist or other specialist. An individual program of activities is being developed to enhance the child’s development process.
So, at the center of the MBDOU educational model is the CHILD, his development at each age stage. Monitoring the mastery of the educational program by pupils of preschool educational institutions acts as an indicator of effectiveness
Monitoring the level of mastery of educational areas by children average groups in accordance with program requirements
Educational field “Socio-communicative development” (security)
Middle group
| Child's last name | For the “Home Safety” section: | Under the section “Safety in nature” | For the section “Child and other people”: | For the section “Safety on the street and road”: | Final indicator for the child (average value) | |||||||
| Has a basic understanding of possible traumatic situations that are dangerous to health, and ways to prevent them | about the dangers of household appliances | poor quality products | about the dangers of taking medications. | 44Knows some rules of behavior in nature, tries not to trample plants; knows that there is no need to pick and taste unfamiliar plants, begins to realize that other living beings may depend on his actions, acquires the very first skills in caring for plants; (score on parameter 29) | Has primary ideas about poisonous plants, edible and inedible mushrooms. | Knows that contact with animals can sometimes be dangerous. | Has a basic understanding of typical dangerous situations of possible contacts with strangers and behaves adequately in such situations. | Has an understanding of the rules of behavior on the road in accordance with age criteria | Has a basic understanding of possible traumatic situations in the yard that are hazardous to health, and ways to prevent them. | Knows traffic rules according to age | ||
Educational field "Social and communicative development" ( role-playing game)
Average
| Child's last name | 45. Rating for parameter 12 Shows a desire to communicate with peers, tries to build interaction - so far with varying degrees of success. | 46. Rating for parameter 8 Shows goodwill towards peers and adults;. | Reacts adequately to joyful and sad events in the immediate community | 47. assessment on parameter 16 Tries to correlate his actions with generally accepted rules, makes comments to peers and adults when rules are violated. | 49. Score for parameter 13 Teams up with children for joint games, acts in accordance with the proposed rules | 50. Reflects in games plots from different areas of reality (everyday, fairy-tale, professional, etc.) | 51. Understands and uses in his speech words denoting an emotional state, ethical and aesthetic characteristics | Uses buildings made from building materials and substitute objects in the game | Has primary ideas about himself | Has primary ideas about family, society and state | |||||
| Uses theatricality | 23. Knows his first name (full and short), last name, gender, age | 24. Is aware of his individual skills (“I know how to fasten buttons”, “I learned to ride a scooter”, etc.); can list several examples of what he does not yet know how to do (“I can’t cook soup,” “I can’t drive a car like Dad”) | 25. Calls family members, their names, can talk about the activities of family members (professions, hobbies, etc., if this is understandable to the child), about family holidays | 26. Can name his country, the street where he lives, the capital of Russia | 27. Knows some public holidays | ||||||||||
Educational field “Social and communicative development” (Labor)
Middle group
| Child's last name | Self-service | Household work | Labor in nature | 52. Knows what household activities adults do (buying things and groceries in the store, preparing food, washing dishes, washing clothes, etc.) | 53. Has an idea about some professions, can name them and talk about them, respects the work of others | 54. Understands that the objects he uses are produced by the labor of many adults, that they need to be handled with care so that they last a long time, and if they are no longer needed, then they can be given to other people who cannot purchase them themselves | Final indicator for the child (average value) | ||||||
| Able to dress, undress, and fold clothes independently | Able to wash themselves and keep their hands clean | Independently perform the duties of cafeteria attendants (arrange bread bins, place deep plates, napkin holders, lay out cutlery) | Perform duty duties in preparing materials for classes. | Able to maintain order in a group room or in a kindergarten area | Able to independently: water plants | They enjoy participating in feeding wintering birds. | They are happy to take part in caring for plants in the vegetable garden and flower garden. | Able to put work equipment in order | |||||
Educational field “Cognitive development” (FEMP)
| Sensory development | Formation of elementary mathematical concepts | |||||||||||||||
| Child's last name;; | 55. Able to identify and express in speech signs of similarity and difference of objects according to various characteristics | 56. Able to continue a series of objects or figures with one changing feature | 57. Able to distinguish and name all the colors of the spectrum (red, orange, yellow, green, blue, indigo, violet); distinguishes and names black, gray, white colors; shades of colors (light green, dark green, dark red, dark blue) | 58. Can count within 10, count 10 objects from a larger quantity. | correlate the writing of numbers 1-10 with the number of objects | Knows numbers within 10 | knows how to find the place of an object in a row, answer the question: “Which place is on the right (left)?”, | arrange numbers from 1 to 10 in order | 59. Able to recognize and name a square, rectangle, oval, and find objects in the environment that are similar in shape | 60. Able to directly compare objects by length, width, height | arrange up to 5 objects in ascending order, express in speech the relationship between them | 61. Able to determine the direction of movement from oneself (up, down, forward, backward, right, left); shows right and left hand; | names the parts of the day, establishes their sequence | Use cardinal and ordinal numbers correctly | Distinguishes between straight, curved, broken, closed and open lines | Final indicator for the child (average value) |
middle group
| Formation of a holistic picture of the world, broadening one’s horizons, development of cognitive and research activities | |||||||||||||||||||||||
| Child's last name | 63. Has an understanding of different types of transport | 63. Has ideas about different types of clothing, dishes, furniture, names them, can describe how they differ | can name several differences between city and rural life and talk about them; | understands the difference between weekdays and holidays, knows several holidays, can name them ( New Year, birthday) | 64. Distinguishes between the world of living and inanimate nature, highlights what is made by human hands | 5. Asks searching questions: “Why?”, “Why?”, “How?”, “Where from?” | 6. Actively gets acquainted with the properties of new surrounding objects (ways of their use, capabilities, etc.); tends to experiment | Knows about professions (doctor, teacher, hairdresser, librarian, driver, cook) | Have an idea of the qualitative properties of inanimate nature (stone, sand, soil, water, etc.) | Have an idea of the quality and properties of natural materials (wood, clay, etc.) | Have an idea of domestic and wild animals and their young | Have an idea of animal life in natural conditions | Names insects in the kindergarten area | Knows and distinguishes 3 bushes, 4 – 5 trees | Knows 3-4 herbaceous plants of forests, meadows, fields | 3 indoor plants | Knows and names wintering birds | Knows seasonal changes in nature | Determines the weather condition (sunny, cloudy, windy, rainy, snowing) | 28. Able to establish the simplest cause-and-effect relationships (when it’s frosty outside, the water in a puddle freezes, and when it’s warm, the ice melts; in the fall, birds fly to warmer regions because they have nothing to eat; a plant needs light, water, earth and etc.) | Participates in games - experimenting with sand, snow, ice, water, soap foam, shadow, mirror, optical glasses, sounds. for adults. | 22. Uses simple ready-made schematic images to solve simple problems, builds according to the diagram | Final indicator for the child (average value) |
Educational field "Cognitive development"(design)
middle group
| FULL NAME. baby | Development of design activities | |||||||
| 65. Enjoys constructing various products and buildings from building parts, paper, cardboard, natural and household materials, and furniture. | Takes into account both the structural properties of materials (shape, stability, size, placement in space) and the purpose of the building itself; | Creates variants of the same object taking into account the design task | Knowledge of basic details building material, ability to distinguish and name construction parts (cube, plate, block) | The ability to construct buildings from large and small building materials in accordance with the size of toys, using parts of different colors | Constructed from paper: bend a rectangular sheet of paper in half, matching the sides and corners | Glue the parts to the main shape (windows on a house, a pipe on a door; wheels on a bus, a back on a chair) | Child development level | |
Educational field “Speech development” (speech development)
middle group
| Child's last name | 66. Has age-appropriate vocabulary; names objects, their qualities, properties, actions (nouns, adjectives, verbs); | Correctly uses words denoting spatial relationships | Agrees nouns and adjectives in gender, number and case, focuses on the endings of words | Forms verb forms | 67. Understands the meaning of riddles, knows how to guess riddles based on descriptions of objects, phenomena, their properties, actions with them | 68. Has a developed ear for speech, can select words with a certain sound, identifies the first sound in a word | 69. Has intonation expressiveness, speaks with different intonations (narrative, interrogative, exclamatory), diction is quite clear | 70. Able to retell the contents of short fairy tales and stories, both already familiar and those read for the first time | Answers simple questions based on text, can reconstruct the plot from pictures | 71. Makes up short stories based on a picture or from personal experience | Describes toys and objects using different types statements: description, narration and some components of reasoning | Knows the authors of children's works (Chukovsky, Marshak, Barto, etc.) | |
Educational field “Speech development” (Reading fiction) middle group
Educational field "Artistic and aesthetic development"(drawing) middle group
| Child's last name | 73. Depicts familiar objects and phenomena (everyday, natural) with interest. | Independently finds and embodies in drawings, collages, and crafts simple stories on themes from the surrounding life, fiction, and favorite cartoons | 74. B created images conveys through accessible graphic, pictorial and plastic means various features of the depicted objects (shape, proportions, color, texture, characteristic details | Proficient in various artistic techniques (painting, applying dots, spots, rotating a glue brush tightly attached to the paper) | 75. Expresses his ideas, experiences, feelings, thoughts using accessible visual and expressive means; shows aesthetic emotions and feelings when perceiving works of different types of art | Ability to mix paints to create shades | He draws from an idea, from life. | He knows how to draw based on Dymkovo Khokhloma painting, | |
Educational field "Artistic and aesthetic development"(modeling, applique)
middle group
| F. and. baby | MOLDING | APPLICATION | ||||||||||||||
| They know how to roll plasticine straight, and in a circular motion, flatten, connect in the form of a ring, pinch the edges of the mold | Combines natural, waste material with plast. | Knows how to use a stack | In sculpting he knows the following techniques: flattening, smoothing, pressing, pulling, smearing, circular molding | Fold and pinch the edges of the flattened shape | They know how to sculpt objects from several parts... to arrange the parts correctly, observing proportions | Know how to hold and use scissors correctly | ..cut across narrow, wide strips | ...square diagonally | ..make oblique cuts | Able to compose images of objects from individual parts | Patterns of plant and geometric shapes on a stripe, stripe, circle, quadrangle, stick them sequentially | Can cut a circle and an oval from a rectangle | has a way of breaking | Folds a sheet of paper in half, diagonally, | Child development level | |
Working with parents
Partnership with family is built on the basis of mutual respect and voluntariness.
Purpose of interaction with family- to make parents active participants in the educational process, providing them with assistance in realizing responsibility for the upbringing and education of children
" physical development":
Informing parents about factors affecting the child’s physical health (calm communication, nutrition, hardening, movement).
Stimulating the child’s motor activity with joint sports games, walks.
"Social and communicative development"
"Safety":
Introducing parents to situations that are dangerous to the child’s health (at home, in the country, on the road, in the forest, near a pond) and how to behave in them;
Involve parents in active recreation with their children.
" a game ":
To interest parents in the development of children's play activities, ensuring successful socialization and the assimilation of gender behavior;
Accompany and support the family in the implementation of educational influences.
"Work":
Explore traditions labor education in the families of pupils;
Conduct joint competitions and events with parents to improve and green the territory of the kindergarten, focusing on the needs and capabilities of children and scientifically based principles and standards.
"Cognitive development":
To orient parents to the child’s development of the need for cognition, communication with adults and peers;
"Speech development":
Develop parents’ communication skills with their children;
Show the importance of kind, warm communication with a child.
“Reading fiction”:
Proving to parents the value of reading at home
Show methods and techniques for introducing a child to fiction.
“Artistic and aesthetic development”:
To support the desire of parents to develop the artistic activity of children in kindergarten and at home; - to involve parents in active forms of joint activities with their children that contribute to the emergence of creative inspiration.
"Music":
to reveal the possibilities of music as a means of beneficial effects on the mental health of a child.
Long-term planning of work with parents.
September
October
| № | Active form of work | Visual information | Target | Individual work | Responsible |
| Do we understand each other | Consultation - folder | Help parents unlock their children's cognitive abilities | Tips to help develop abilities in this activity | Educators | |
| Consultation “What parents need to know about the patterns of child speech development” | Consultation | To provide in-depth knowledge about the patterns of development of children's speech. | Answers to parents' questions. Individual answers - recommendations. | Educators. | |
| Exhibition of crafts from natural material"Autumn still life" | Announcement, exhibition of crafts | Involve parents in the design of the exhibition and joint work; Uniting children's and adult teams | Help in choosing crafts and their design. | Parents, teachers, children | |
| Photo exhibition: “Autumn Mosaic” | photo exhibition | Introduce the best photographs and help parents with the design. | Help parents in decorating the exhibition, individual conversations, discussion of specific problems, cases | Teachers, parents, children |
Tatyana Vyacheslavovna Kuzmina
Programs brief description
PROGRAMS IN KINDERGARTEN
RAINBOW PROGRAM
In 1989, by order of the Ministry of Education of the RSFSR, the development of the Rainbow program began. The team of authors was headed by candidate of pedagogical sciences T. N. Doronova. Currently, the program consists of five sections and is intended for the education and training of children from two to seven years old. The goal of the program is to develop such personality qualities as good manners, independence, determination, the ability to set a task and achieve its solution. The formation of knowledge, skills and abilities is considered not as an end in itself, but as one of the means of education and psychological development child.
Educators are faced with general tasks:
To create the opportunity for the child to live these years joyfully and meaningfully;
Ensure the protection and strengthening of his health (both physical and mental);
Promote comprehensive and timely mental development;
To form an active and careful and respectful attitude towards the world around us;
Introduce to the main spheres of human culture (work, knowledge, art, morality, etc.).
The program is based on the idea that every year of a child’s life is decisive for the development of certain mental neoplasms. The effectiveness of the educational process depends on how specific pedagogical work is focused on the formation of these new formations: goal-setting, purposefulness of children's activities (in early preschool age); going beyond the limits of reality and interest in the sign system (in middle preschool age); arbitrariness of mental processes (in older preschool age).
The pedagogical work provided for in the program is based on theoretical positions on the leading role of activity in the mental development of a child and the formation of his personality. Creation special conditions opens up a wide field for children’s independent actions, stimulates the setting of new goals, and allows them to look for their own solutions.
Those changes in the activities of children that can be achieved at the age of 4-5 years are a natural consequence and continuation of fundamental changes in the activities of the child, which are formed between the ages of two and three years. This is when children develop the ability to set goals. This means that before the start of actions, the child already knows what he wants to get at the end of them - in other words, he has some idea, some image of the future result.
Further development of goal setting follows the emergence of chains of interconnected goals: build a garage for a car of the appropriate size, build a train out of chairs, a house out of sand, etc.
Another important line of development of activity is the child’s attitude towards the product of such purposeful actions. If at first the child is satisfied with any result, then later, in the fourth year of life, he has certain requirements for the quality of the expected result.
The next step in the development of goal setting is the ability, based on what has been achieved, to set new goals arising from the results obtained. The goal system can unfold over a long period of time, weeks. This means that more general plans are recorded by the child and find their implementation. The ability to independently develop a system of goals arising from each other is an important condition for independent and creative activity.
An essential point in pedagogical work is also the creation of motivation that encourages children to master what an adult would like to form in them. At the same time, such techniques are needed that would ensure the emergence of the necessary motivation in the majority of children. The authors of the program identify three types of motivation with which you can encourage children to willingly learn new things that adults will teach them: play motivation, communication motivation and personal interest motivation. The “Guide” gives their specific description in relation to different sections of the work.
Physical education (the most important subject is red);
Game (based on the program - orange);
Fine art and manual labor (based on familiarity with decorative folk art - yellow);
Construction (development of imagination - green);
Musical and plastic arts classes (formation of aesthetic experiences - blue);
Classes on speech development and familiarization with the outside world (blue);
Mathematics (purple color).
The authors urge those teachers who want to work under the Rainbow program to first of all understand what a child is like of this age, love him for his individuality. The developed scientific and methodological system of pedagogical creativity of the Rainbow program is quite labor-intensive and requires a high culture of work organization. Therefore in methodological recommendations for each age group, an approximate planning of pedagogical work for the year is provided, the content of work during the day is revealed: a list and duration of individual elements of the daily regimen, as well as their methodological content, purpose and means.
An educational and methodological complex has been developed for the program to help teachers implement this 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 it cannot be transferred to a preschool institution. school uniforms training and education. It is necessary to develop technologies that meet age characteristics 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, rough plans classes. 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 the development of mental and artistic abilities preschool children. Special studies have shown that the development in children of abilities characteristic of their age is manifested in
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.
PROGRAM "CHILDHOOD"
In 1995, a team of teachers from the Department of Preschool Pedagogy of the Russian State Pedagogical University named after. A. I. Herzen developed the “Childhood” program. The goal of the program is to ensure the holistic development of the child’s personality during preschool childhood: intellectual, physical, emotional and moral, volitional, social and personal.
The introduction of a child into the world around him is carried out through his interaction with various spheres of life and culture. The program features works of oral folk art, folk games, music and dance, arts and crafts of Russia.
Training in the classroom is aimed at systematizing, deepening and generalizing the child’s personal experience. The number of classes and their duration are not regulated. The teacher is given the right to independently determine the need for them, content, method of organization and place in the daily routine.
The program, focused on the social and personal development of the child, fostering a positive attitude towards the world around him, includes a new important section “Attitude towards oneself”.
The program consists of three parts in accordance with the three stages of preschool age - junior (third and fourth years of life), middle (fifth year of life) and senior preschool age (sixth and seventh years of life).
Characteristics of the age period, achievements and development prospects of the child;
Features of the field of activity (communication, perception);
General tasks of education;
Representations (orientations);
Practical skills;
Levels of skill development (low, medium, high);
Conclusion.
To help educators working under this program, a special series of methodological literature has been prepared - “Library of the Childhood Program”. The manual “Plan-program of educational work in kindergarten” (under the general editorship of Z. A. Mikhailova) formulates pedagogical tasks for the main types of activities: natural history, mathematics, artistic and creative, speech, social and moral education and physical development. A brief summary presents the tasks and content of the educational process in kindergarten. The authors assume a teacher’s creative attitude to planning his work.
The “Childhood” program was approved by the expert council of the Education Committee of St. Petersburg as original and recommended for preschool educational institutions in the North-Western region.
INTRODUCING CHILDREN TO THE ORIGINS OF RUSSIAN FOLK CULTURE
This program defines new guidelines in the moral and patriotic education of children, based on their familiarization with the origins of Russian folk culture. For their program “Introducing Children to the Origins of Russian Folk Culture,” the authors chose the following priorities:
1. Surrounding objects that awaken a child’s soul for the first time, cultivating in him a sense of beauty and curiosity, must be national. This will help children from a very early age understand that they are part of the great Russian people.
2. The need to widely use all types of folklore (fairy tales, songs, proverbs, sayings, round dances, etc.). In oral folk art, the peculiarities of the Russian character, its inherent moral values, ideas about goodness, beauty, truth, courage, and fidelity have been preserved like nowhere else. Nursery rhymes, jokes, and chants addressed to children sound like a gentle talk, expressing care, tenderness, and faith in a prosperous future. Proverbs and sayings aptly evaluate various life positions, ridicule shortcomings, and praise the positive qualities of people. A special place in works of oral folk art is occupied by a respectful attitude towards work and admiration for the skill of human hands. Thanks to this, folklore is a rich source of cognitive and moral development of children.
3. An important place in introducing children to folk culture should be played by folk holidays and traditions. They focus on the most subtle observations accumulated over centuries on the characteristic features of the seasons, weather changes, and the behavior of birds, insects, and plants. Moreover, these observations are directly related to labor and various aspects of human social life in all their integrity and diversity.
4. It is very important to familiarize children with folk decorative painting. She, captivating the soul with harmony and rhythm, is able to captivate children and awaken interest in national fine arts.
The educational goal of the program is to introduce children to all types of national art - from architecture to painting, from dance, fairy tales and music to theater.
An educational and methodological package has been developed for the program, including a thematic annual work plan.
The program “Introducing children to the origins of Russian folk culture” is recommended by the Ministry of General and Professional Education of the Russian Federation.
PROGRAM "ORIGINS"
A team of researchers from the Center "Preschool Childhood" named after. A.V. Zaporozhets developed the “Origins” program. In 1997, this program was recommended by the Moscow Committee on Education as the basis for preschool institutions in the general system "Capital education".
The name of the program - “Origins” - reflects the enduring significance of preschool childhood as a unique period in which the foundations of all future human development are laid.
The depicted symbol - “Source” - means that the child and the adult both draw from the inexhaustible well of universal human culture, developing and enriching each other. Only with such cooperation can we expect success in the development and self-development of the child.
The program is focused on achieving the standard of education. The preschool level of education standard is a system of requirements for the content of education and the level of development of children of each psychological age. It provides the basis for personality development and continuity during the transition to the next age period.
The program is based on the achievements of domestic and global psychological science and data from modern studies of child development. It is based on the concept of psychological age as a stage (stage) child development, characterized by its structure and dynamics. Psychological age does not coincide with chronological age, and one psychological age is not equal in duration to another.
In connection with this approach, the program identifies psychological ages: early childhood, consisting of two stages: - infancy (from birth to one year) and early age(from one year to three years); preschool childhood, also consisting of two stages - junior preschool age (from three to five years) and senior preschool age (from five to seven years).
At every psychological age there is a main task - the genetic task of development. The genetic task of age predetermines the type of leading activity in which mental processes are formed and restructured, personality develops, and new types of activity arise. In the program, each psychological age begins with a characteristic of leading activity.
The program sets tasks for the development of the child in the process of activity along four main lines: social, cognitive, aesthetic and physical.
The entire program includes two blocks: the basis and a variant of its implementation. The basic part of the program for each age consists of the following four components:
1) characteristics of age capabilities mental development the child and his personality (indicated by the “sun” sign);
2) development tasks (“flower”);
3) development indicators (“apple”);
4) basic personality characteristics (“baby face”).
The basis also includes the section “General conditions for the implementation of the program” (the “watering can” sign).
An option for implementing basicity is presented in the section “Content and conditions of pedagogical work.”
New sections have been introduced into the program, such as “Health”, “Speech and Communication”, “Literacy”.
The appendix contains electives:
1) “Teaching a second language”;
2) “Computer in preschool institutions”;
3) “The natural world in the city and the child.”