An exemplary educational program for preschool education rainbow. 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 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.

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 (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).

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 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 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);

Mathematics ( 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 program "Rainbow"

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:

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

A 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.

A 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 ...) the 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 the natural material accordingly, 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. Every new game children need to be taught. The training is phased.

In the younger groups, at the first stage, the teacher plays the game 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 the middle group, the way of learning the game is different. The teacher tells the content of the game, first 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

A game"Take Care of Plants"

Target. To consolidate children's ideas about the various ways to care for plants.

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 the environmental education of preschoolers. M., 2003

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

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

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Program "Rainbow"

"Rainbow" is the only Russian comprehensive state program for preschool educational institutions that has passed a full experimental test in 10 regions of Russia for 6 years and an independent examination of the commission of the Ministry of Education of the Russian Federation. 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.

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 for protecting one's health, for cleanliness, accuracy, order, cultural and hygienic skills and elements of self-control during movements, skills for correct behavior in situations that threaten life and health, and their prevention are developed;

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 occurs through familiarization with 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 mathematics, but master the skills of educational activities: they 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 managed to create a pedagogical system that allows the educator to feel like a 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,

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 representations and the development of the beginnings of children's logical thinking, initial acquaintance with letters, development of speech 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 constructed in such a way that the program task can be implemented on various 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 of speech development are not presented in them 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-fledged development of the child, the formation of universal qualities in him, including creative abilities, to a level corresponding to the age capabilities and requirements of modern society.

The program is focused on achieving the standard of education. It is based on the concept of psychological age as a stage, stage of 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 of 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.

A high level of speech development at the end of kindergarten is the continuous reading of short texts, mastering all the means of sound analysis of words, and 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) the development of mental abilities 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 laboratory of speech development of the Institute of Preschool Education under the direction 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;

* respect for the results of 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 the participation of the family in the life of kindergarten groups and preschool institutions as a whole;

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

Control work in 2 versions

RAINBOW PROGRAM.. 3

CHILDHOOD PROGRAM.. 4

DEVELOPMENT PROGRAM. 7

PROGRAM 2100 . 9

RAINBOW PROGRAM

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

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

A characteristic feature of the "Rainbow" program is its methodological support (Guide for Educators), which distinguishes it favorably from the "Kindergarten Education and Training Program", the imperative nature of which can be traced on every page. The program "Rainbow" not only defines the tasks of working with children, but also the main ways of their implementation.

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

CHILDHOOD PROGRAM

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

Acquaintance of children with the outside world begins with the study of the properties and characteristics of objects. The mastery of such properties and relations of objects as color, shape, size, spatial arrangement - makes it possible for a preschooler to freely navigate in different types of activities. In this regard, the following tasks mathematical development of children:

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

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

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

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

· Develop fine motor skills and hand-eye coordination.

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

Creating a game situation, it is necessary to attract the attention of children, to keep it; stimulate interest in the lesson, in the material being studied. For solutions second and third tasks Didactic games have a special role, the use of which as educational material allows you to teach children to compare objects, compare them, highlight the common, make the simplest classification, and also solve other educational tasks in a playful way. Children especially like classes using Gyenesh blocks, Kuizener sticks, educational games: "Fold the pattern", "Unicube", "Cubes for everyone", "Tangram", "Fractions", "Magic Circle", various puzzles, labyrinths. When choosing didactic material, games, teaching aids, it is necessary to take into account the peculiarities of the different levels of development of children, which helps to carry out the necessary correction for a positive progress in the development of each child. Classes are held in subgroups, in the amount of 10 - 12 people.

I build each lesson according to the following principle: each previous and subsequent have common elements - material, methods of action, results. Approach in time or exercises are given at the same time for the assimilation of interrelated and mutually inverse modes of action (overlays - applications, relations more - less, higher - lower, wider - narrower). Formed ideas and mastered actions are used in a variety of activities, for example: invite children to take a certain number of nuts and treat squirrels, or determine the number of circles on a card, find the same number of objects in a group room.

One of the main methods of forming elementary mathematical representations is questions to children. In the younger and middle preschool age - this is reproductive - mnemonic (How much? What is the name of this figure? What is the difference between a square and a triangle?). At an older age, reproductive and cognitive questions are asked (What needs to be done to make the circles five each?). Problem-search questions (What do you think?) Are used for children of any age. This takes into account the amount of material that the child owns, thereby realizing an individual approach to each preschooler. All these questions activate the perception, memory, thinking, speech of children, provide comprehension and assimilation of the material.

Particular attention is paid to the development of independence, resourcefulness, and ingenuity in children. This is facilitated by developing games and tasks for the formation of skills to compare, generalize, analyze, and make logical conclusions. In games and tasks for the development of logical thinking, children are attracted by the unusual setting of the problem, the way it is presented.

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

With children who poorly learn the material, individual work is carried out in the afternoon.

For the development of elementary mathematical concepts in the group there is a large selection of didactic and educational games: "Part and whole", "Fractions", "Magic squares", "Lotto - Count", "Geometric mosaic", "Models of time intervals", etc.

DEVELOPMENT PROGRAM

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

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

But is it necessary to start with this?

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

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

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

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

PROGRAM 2100

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

For children of preschool age, the game is of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of knowing the world around them. The game will be a means of education if it is included in a holistic pedagogical process. Leading the game, organizing the life of children in the game, the educator influences all aspects of the development of the child's personality: feelings, consciousness, will and behavior in general.

However, if for the pupil the goal is in the game itself, then for the adult organizing the game there is another goal - the development of children, the assimilation of certain knowledge by them, the formation of skills, the development of certain personality traits. This, by the way, is one of the main contradictions of the game as a means of education: on the one hand, the absence of a goal in the game, and on the other hand, the game is a means of purposeful personality formation. This is most evident in the so-called didactic games.

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

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

2. Coding, schematization and modeling of the simplest mathematical simplest mathematical objects, properties. These are the games "Logic tables", "What is superfluous", "Find a figure", "Symbols", "Tables". These games teach how to use tables, to designate the properties of objects using symbols.

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

Guessing tasks of mathematical content - children rejoice if they answered correctly. After all, guessing riddles is a thought process.

But just guessing is not enough. Each riddle is also a logical task, solving which the child must perform complex mental operations.

4. Children are encouraged to play puzzle games. The essence of the game is to recreate the silhouettes of objects on the plane according to the image or design. "Tangram" - children lay out the silhouettes of animals, humans, household items. "Columbian egg" - silhouettes of birds, independently come up with figures of warriors, ballerinas. "Pythagoras" - silhouettes of animals. These games are widely presented in the book "Game entertaining tasks for preschoolers" by Z.A. Mikhailova, "Mathematics before school" - the library of the "Childhood" program.

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

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

RAINBOW PROGRAM

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.).

-- 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);
-- mathematics ( purple).

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