Examination in 2 options

Rainbow program.. 3

Program Childhood.. 4

Program Development. 7

Program 2100. nine

Rainbow program

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

The program "Rainbow" on the content of children's learning mathematics differs from the traditional large volume of knowledge, especially in the older preschool age, where some of the material included in the program of primary and even the average school learning program is proposed for studying with children.

A characteristic feature of the Rainbow Program is its methodological support (guidelines for educators), which distinguishes it from the "Program of Education and Training in children's garden", the imperative character of which is traced on each of its page. In the program" Rainbow "not only the tasks of working with children, but also the main ways of their implementation are determined.

Merit of the authors of the Rainbow program, we consider; a) the establishment of the atmosphere of psychological comfort and the emotional well-being of the child; b) providing him with the right to choose from the form of independent activities: c) the organization of training in the DOU in the context of the formation of the identity of the child; d) focusing the attention of the teacher to the formation of trust relationships with children in the process joint activity with them.

Program Childhood

In the program "Childhood", the central place in the development of elementary mathematical ideas in children of senior and preparatory groups occupies the initial mathematical developmentwhich includes the ability to observe and compare, compare, analyze, perform the simplest arithmetic action.

Familiarization of children with the outside world begins with the study of properties and signs of objects. The development of such properties and relationships of objects, like color, shape, size, spatial location - allows the preschooler to freely navigate in different activities. In this regard, the following are solved tasks Mathematical development of children:

· Develop the emotional responsiveness of children through games with mathematical content.

· Form a system of mathematical knowledge, skills and skills in accordance with psychological features Children of each age group.

· Forming techniques logical thinking (comparisons, generalizations, classification).

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

· Develop small motor and visually - motor coordination.

At the preschool age, the child's leading activity is the game. In this regard, given the age-related features of children, all types of classes are held in the form of a game or with the content of a gaming situation using a character (toy). Gaming methods and techniques help successfully implement first taskSince the game has a positive effect on the formation emotional sphere preschooler. For example, the following game plots are interesting for younger preschoolers: "A trip to the forest to a protein", "Magic chest", "Visiting an old man-lady", "Three Bear", "Teremok". For children of senior preschool age, plots are becoming more complex: " Space trip"," At the Toy Factory "," The Kingdom of Mathematics ". Other characters come to the guys: Buratino, Dunno, Ole Luka, The Snow Queen and etc.

Creating gaming situation, it is necessary to attract the attention of children, to hold it; Improve interest in the lesson to the material studied. For solutions second and third tasksdidactic games, the use of which as educational material allows you to teach children to compare items, compare them, allocate general, to produce the simplest classification, as well as solve other educational tasks in gaming form. Especially children like classes using Dienesh blocks, chopsticks of a cueiser, educational games: "Leug out the pattern", "Unicub", "Cubes for all", "Tangram", "Dobi", "Magic Circle", various puzzles, labyrinths. When choosing didactic material, games, benefits for occupations are necessary to take into account the features of the ambiguing development of children, which helps to carry out the necessary correction for positive promotion in the development of each child. Classes are held according to subgroups, in the amount of 10 - 12 people.

Each lesson I build according to the following principle: each previous and subsequent has common elements - material, methods of action, results. It is brought together in time or simultaneously exercises for the assimilation of interrelated and convergent methods (overlays - applications, the relationship is greater - less, above - below, wider - already). Formed submissions and developed actions are used in a variety of activities, for example: to offer children to take a certain amount of nuts and treat protein, or determine the number of circles on the card, find the same number of items in the group room.

One of the main techniques for the formation of elementary mathematical ideas is questions to children. In the younger and middle preschool age - is it reproductive - mnemic (how much? What is the name of this figure? What is the difference between the square from the triangle?). At older, the reproductive and informative questions are set (what should be done so that the circles become five?). Problem-search questions (what do you think?) Apply to children of any age. It takes into account the volume of the material that the child owns, thereby implementing an individual approach to each preschooler. All these issues activate perception, memory, thinking, the speech of children, ensure the understanding and assimilation of the material.

Special attention is paid to development in children of independence, resourcefulness, intelligence. These contribute to the developing games and tasks for the formation of skills to compare, summarize, analyze, make logical conclusions. In games and tasks, the development of the problem of its filing is attracted to the development of the logical thinking of children.

In accordance with the program, it is necessary to form in children the ability to navigate in space, elementary to represent the spatial accommodation of items in relation to themselves, for example: "Defined where the house is located - at the very end of the track coming from the child, ahead or behind, right or left." etc.

With children who weakly assimilate material, it is carried out individually work in the afternoon.

For the development of elementary mathematical ideas in the group there is a large selection of didactic and educational games: "part and integer", "fractions", "magic squares", "Lotto - sketch", "geometric mosaic", "model interval models", etc.

Program Development

Most adults interested in the development of their child are trying to help him make the first steps in mathematics.

Not being experts in the field pre-school educationThey seek immediately teach a child to count and solve problems.

But do you need to start?

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

That is why, according to the authors of the program, it is necessary to start not from the account, but from an understanding of mathematical relations: more, less, equally. This is the so-called daughter learning period, when a junior preschooler who is not familiar with numbers, comprehensies already quantitative relationships, comparing items in size (length, width, height), comparing two groups of items first directly, and then indirectly, using visual models, Allowing to give the child not only specific, but also summarized knowledge.

The use of visual models of various types (a model of two groups of chips located on the principle of mutually unequivocal conformity, children's scores of two bones lines, a model in the form of intersecting circles or ovals, a "logical tree" model, etc.) will help the child subsequently get a full-fledged performance On the number, about neighboring numbers, about the transition from one number to another, about a numerical number, about the composition of numbers from 3 to 10, it will make it easier to understand and solving arithmetic tasks.

This path of the mathematical development of the child, on the one hand, will give the opportunity to make the presentation of children generalized (use them to solve a wide range of tasks), on the other, to teach the signs of signs essential for each cognitive task, to perform the necessary mental actions, i.e. Develop their mental abilities.

Program 2100.

This program is aimed at developing logical and mathematical ideas and skill skills. The acquaintance of children with new materials is carried out on the basis of an active approach, comprehended by independent analysis, comparisons, identifying essential features. Development of variable I. figurative thinking, creative abilities of children. At the same time, a special role is given to non-standard didactic means.

For the guys of preschool age, the game has exceptional meaning: a game for them - study, the game for them is a work, a game for them is a serious form of education. The game for preschoolers is a way to know the surrounding world. The game will be a means of upbringing if it is included in a holistic pedagogical process. The playing game, organizing the life of children in the game, the educator affects all parties to the development of the child's personality: to feelings, consciousness, to the will and on behavior in general.

However, if for the pupil purpose - in the game itself, then for an adult organizing the game, there is another goal - the development of children, the assimilation of certain knowledge, the formation of skills, the development of certain personality qualities. In this, by the way, 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 - the game is a means of targeted personality formation. It is most manifested in the so-called didactic gamesoh.

The nature of the permission of this contradiction is determined by the educational value of the game: if the achievement of the didactic goal will be carried out in the game as an activity concluding the goal in itself, the educational value will be the most significant. If the didactic task is solved in play actions, the purpose of which and for their participants is this didactic problem, 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 question, clarifying and forming mathematical knowledge of students. Didactic games and gaming exercises stimulate communication, because in the process of these games, the relationship between children, child and parent, child and teacher are beginning to wear more relaxed and emotional character.

1. it accounting sticks - With their help introduces a child with forms. Children build and convert simple and sophisticated figures By conditions. Puzzles are offered to children in a certain sequence: make two equal triangles of 5 sticks. Create two equal squares of 7 sticks. Create 2 squares and 2 triangles of 9 sticks. Next, the nature of the tasks on the formation of figures is complicated. For example: in a figure consisting of 9 squares, remove 4 sticks to remain 5 squares.

2. Coding, schematization and modeling of the simplest mathematical simplest mathematical objects, properties. These are the games "Logic Tables", "What is too much", "Find Figure", "Symbols", "Tables". These games are taught to use the tables, signify the properties of objects using characters.

3. Ugays are used mathematical content. They provide invaluable assistance in the development of independent thinking, skilling the correctness of the judgment, ownership of mental operations (analysis, synthesis, comparison, generalization.)

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

But not just guess. Each riddle is also a logical task, solving the child must make complex mental operations.

4. It is proposed to play puzzle games. The essence of the game is to recreate the plane of the silhouettes of objects in the image or intent. "Tangram" - children lay out the silhouettes of animals, humans, household items. "Columbovo Egg" - birds silhouettes, independently come up with the figures of warriors, ballerinas. Pythagoras - animal silhouettes. These games are widely represented in the book "Game entertaining tasks For preschoolers »Z.A. Mikhailov," Mathematics to school "- library of the program" Childhood ".

5. Gay tasks jokes. Building, content, the question in these tasks is unusual. It only indirectly resemble a mathematical task. Essence of the task, i.e. The main one, thanks to which you can guess about the decision, find the answer, disguised as external conditions. For example: 1) You are yes, yes, yes, and you and you, how much are we all? (two). 2) How to form a triangle on the table with one wand? (Put it on the corner of the table) .3) How many ends of the stick? Two sticks? Two and a half? (six)

6 . Watching games in mathematics activate the attention of children, fix the surveyed skills and skills. For example, in the game, "hide and seek" is called a chain of numbers, missing several of them. The task of children, name the missed numbers. In this game, the child easily absorbs a numerical series, develops attention.

Educational region "Socially - communicative development»

Contentaims to assimilate the norms and values \u200b\u200badopted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the establishment of independence, focus and self-regulation of their own actions; development of social and emotional intelligence, emotional responsiveness, empathy, the formation of preparedness for joint activities with peers, the formation of a valid attitude and feelings of belonging to their family and to the community of children and adults in the organization; formation of positive plants for various types of labor and creativity; Formation of the foundations of safe behavior in everyday life, society, nature.

The formation of social relations occurs in the process of gaming, labor and communicative activities, in the joint and independent activities of the teacher with children, in cooperation with parents.

Methodical equipment:

The program "Rainbow" T. N. Doronova

Partial Program "Basics of Safety of Preschool Children" N. Avdeeva, O. Knyazeva, R. Berkina

Education area "Speech Development"

Includes speech possession as a means of communication and culture; enrichment of the active dictionary; the development of a connected, grammatically correct dialogic and monologic speech; development of speech creativity; development of sound and intonation culture of speech, phonderatic hearing; Acquaintance with book culture, children's literature, understanding of the texts of various genres of children's literature; Formation of sound analytical synthetic activity as a literacy training background. Is implemented in direct educational activities, during the regime moments, in independent activities of children

The development of children in the speech area is carried out through the implementation of educational activities of children in speech development, reading fiction, literacy in the course of direct educational activities, as well as in the joint and independent activities of the teacher with children.

Methodical equipment:

- Herbova V.V. "I study talk"

Grisik T.I "speak correctly."

Herbova V.V. "The acquisition of children to fiction."

Educational region "Cognitive development"

Involves the development of the interests of children, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; Development of imagination and creative activity; Formation of primary ideas about themselves, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, pace, quantities, numbers, parts and the whole, space and time, movement and rest , reasons and consequences, etc.), about the small homeland and fatherland, ideas about the sociocultural values \u200b\u200bof our people, about domestic traditions and holidays, about the planet Land of some kind of people's house, about the peculiarities of its nature, the diversity of countries and the peoples of the world. , I.it is aimed at achieving the development goals in children of cognitive interests, the intellectual development of children.

The development of children in the cognitive area is carried out through the implementation of educational activities of children in design, ramp, sensory, familiarization with the surrounding, patriotic education, during direct educational activities, as well as in the joint and independent activities of the teacher with children.

Methodical equipment:

§ The program "Rainbow" T.Noronova

§ Methodical manuals for the program "Rainbow" T.Noronova:

- Solovyova E.V. "Mathematics and logic for preschoolers", "My Mathematics"

Griezit.I. "Sign Mir"

Grisik TI "Items around us"

Goncharenko S.S. "I will do myself"

Doronova T.N. "Sedlahu himself"

Educational region "Artistic - aesthetic development»

Involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the world of nature; The formation of aesthetic attitude towards the world around; formation of elementary ideas about art types; perception of music, fiction, folklore; stimulation of empathy of artistic works characteristics; Implementation of independent creative activities of children (visual, structurally model, musical, etc.).

The artistic and aesthetic development of preschoolers is carried out through the implementation of the educational

activities of children in children, modeling, drawing, manual work, appliqués, during direct educational activities, and tank joint and independent activities of the teacher with children.

Methodical equipment

· The program "Raduga" T. Derevoy

· Methodical manuals for the program "Rainbow" T.Noronova:

Galyant I.G. Music development of children 2-7 years.

T. Derefova "Preschoolers on 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 age and individual features children, determined by the goals and objectives of the program and is implemented in various activities (communication, game, informative research activities - Like through the mechanisms of child development):

· for children of preschool age (3 years old - 8 years old) - a number of activities such as game, including plot playing game, game with rules and other types of games, communicative (communication and interaction with adults and peers), educational and research (research of objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household labor (indoors and on the street), designing from different material, including designers, modules, paper, natural and other material, visual (drawing;, model, Appliqué), musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, games on children's musical instruments) and motor (mastering the main movements) of the child's activity.

In the part formed by the participants of the educational Relations, presented selected and / or independently developed by the participants of the educational relations of the program aimed at developing children in one or more educational areas, activities and / or cultural practices (hereinafter referred to as partial educational programs), techniques, forms of organization of educational work.

This part of the curriculum takes into account the educational needs, interests and motives of children, members of their families and teachers and is focused on:

The choice of those partial educational programs and forms of organizing work with children who most comply with the needs and interests of children, as well as the possibilities of the pedagogical team.

Organization of educational activities

Educational activities Designed with the maximum - permissible volume of weekly educational load and corresponds to five educational areas

§ Physical development

· "Health"

· Physical development indoors and on the street

o. Socially communicative development

o. Speech development:

· Development of speech

· Fiction

o. "Cognitive development

· Designing

· Knowledge of the world

five . Artistic and aesthetic e. development:

· Painting

· Application

The educational process in MBDOU is implemented not only in educational activities, but also in the joint activities of the adult and the child, which makes it possible to reduce the learning load and allows the differentiated approach to children, individual work.

The harmonious combination of individual, subgroup and frontal forms of the organization of directly educational and joint activities ensures their innovation and integrity.

6. Targeted Program Development Landmarks:

Presentation of pre-school educationare social and regulatory age characteristics Possible achievements of the child at the stage of completion of the level of pre-school education. The specifics of the preschool childhood (flexibility, plasticity of the child's development, high scatter of its development, its immediacy and involuntary), as well as systemic features of pre-school education (the option of the level of pre-school education in the Russian Federation, the lack of the possibility of imputing a child of any responsibility for the result) makes illegal Requirements from the child of preschool age specific educational achievements and determine the need to determine the results of the development of the educational program in the form of targets.

Targets are not directly evaluating, including in the form of pedagogical diagnostics (monitoring), and are not grounds for their formal comparison with real achievements of children.

In accordance with the Federal State Educational Standard of Preschool Education (GEF), with the implementation of the Program, we assess the individual development of children. This assessment is made by a pedagogical worker in the framework of pedagogical diagnostics (assessing the individual development of preschool children related to the evaluation of 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 the support of the child, building its educational trajectory or professional correction of the features of its development);

2) optimization of working with a group of children.

The development of criteria and indicators of the assessment of individual development of preschool children, the substantive lines of pre-school education, submitted by the following children's development areas, are laid: physical, educational, speech, socio-communicative and artistic and aesthetic development.

The main purpose of the monitoring system It is an assessment of the success of solving educational tasks, as well as timely adjustment and optimization of forms and methods of educational work, depending on the dynamics of the achievements of the planned results of the development of the main educational program.

The main features of the monitoring system are:

· Evaluation of real achievements of a child who are manifested in its daily activity and activities in a natural environment (in games, in the process of free and organized educational activities, during regime moments);

· Determination of the dynamics of intermediate and outcome results;

· Accounting in the estimated indicators of the zone of the nearest development of each child;

· Continuity both with monitoring the achievements of young children and monitoring of primary school students formulated in the Federal State Educational Standard of Primary General Education

Monitoring is carried out by DOW teachers based on children's observations, conversations and creating simple diagnostic situations.

Three-level monitoring assessment system: "The quality is expanding steadily" (2 points), "the quality is unstable", that is, in fact, it is in the nearest development zone, in the formation stage, and manifests itself only in collaborative activities (1 point), "The quality does not appear" (0 points).

Monitoring frequency twice a year, (in autumn and spring) according to the same diagnostic indicators, which will allow to identify the dynamics of mastering the program requirements during the year. (Monitoring tables )

The monitoring results are expressed as a percentage and objectively show:

· The success of the program's development by each child;

· Success to master the content of the entire group of children allocated in the program of educational regions;

If by the end of the child's development rates are less than 50%, then it serves as a reason for an additional examination of the child with a psychologist or other specialist. An individual program of activities that contribute to the intensification of the child's development process is being developed.

So, in the center of the educational model MBDOU there is a child, its development on each of the age stages. Monitoring of the educational program with dow pupils protrude as an efficiency indicator

Monitoring the level of learning educational areas middlegroups in accordance with the software requirements

Educational Region "Socio-Communicative Development" (Safety)

Medium group

Last name baby

By section "Home Security":

By section "Safety in nature

By section "Child and other people":

By section "Security on the street and road":

Final figure for the child (average value)

Has elementary ideas about possible injury situations, hazardous health, ways to prevent them

On the danger of household appliances

Non-quality products

On the danger of drug reception.

44Dasters some rules of behavior in nature, trying not to trample plants; knows that unfamiliar plants do not need to taste and taste, it begins to realize that other living beings may depend on his actions, acquires the very first skills to care for plants; (estimate by parameter 29)

It has primary ideas about poisonous plants, edible and inedible mushrooms.

It has the idea that animal contacts can sometimes be dangerous.

He has elementary ideas about typical dangerous situations of possible contacts with unfamiliar people, adequately behaves in such situations.

Has ideas about the rules of behavior on the road in accordance with age criteria

It has elementary ideas about possible traumatic situations in the courtyard of dangerous health, ways to prevent them.

Knows traffic rules in accordance with age

Educational Region "Socio-Communicative Development" (plot-role-playing game)

Average

Last name baby

45. The address in parameter 12 shows the desire to communicate with peers, trying to build interaction - while with varying degrees of success.

46. \u200b\u200bThe indication in parameter 8 shows goodness in relation to peers and adults;

Adequately reacts to joyful and sad events in the nearest society

47. Procedure for parameter 16 tries to correlate its actions with generally accepted rules, makes the remarks of peer and adult in violating the rules.

49.The set of parameter 13 is combined with children for joint games, operates in accordance with the proposed rules

50. Reflects in games plots from different areas of reality (household, fabulous, professional, etc.)

51. Understands and uses words in his speech, denoting emotional state, ethical and aesthetic characteristics

Uses in the game buildings from building materials, game Items substituents

Has primary ideas about yourself

Has primary ideas about family, society and the state

Uses theatricalization

23. Knows his name (full and short), surname, gender, age

24. Aware of its separate skills ("I know how to fasten the buttons," "I learned to ride on my scooter", etc.); can list a few examples of what else can not do ("I do not know how to cook soup", "I can't drive a car like dad")

25. Calls family members, their names may tell about the activities of family members (professions, hobbies, etc., if this is an understanding of the child), about family holidays

26. May call his country, the street on which the capital of Russia lives

27. Know some public holidays

Educational Region "Socio-Communicative Development" (work)

Medium group

Last name baby

Self-service

Economical - household work

Labor in nature

52. He knows which household activities on houses are engaged in adults (buy things and products in the store, they cook food, wash the dishes, erase clothes, etc.)

53. He has ideas about some professions, can call them and tell about them, respects the work of others

54. Understands that the items with which he enjoys are made by the work of many adults that you need to handle them carefully so that they serve for a long time, and if they are no longer needed, you can transfer them to other people who themselves cannot acquire them

Final figure for the child (average value)

Know how to dress on their own, undress, independently fold clothes

Know how to wash yourself on their own, follow the cleanliness of their hands

Independently perform duty on duty on the dining room (led cribs, put deep plates, clips, lay out cutlery)

Perform duty duty on the preparation of materials for classes

Create order in the group room, on the kindergarten

Self: watering plants

I am pleased to participate in the feeding of winter birds

I am pleased to take advocate for the care of plants in the garden and in the flower bed

Able to put in order used labor equipment

Educational Region "Cognitive Development" (FMP)

medium group

Sensory development

Formation of elementary mathematical representations

Surname baby ,;,

55. Able to allocate and express in speech signs of similarities and differences in items on various features

56. Able to continue a row of items or shapes with one changing feature.

57. Able to distinguish and call all the colors of the spectrum (red, orange, yellow, green, blue, blue, purple); distinguishes and calls black, gray, white colors; Shades of colors (light green, dark green, dark red, dark blue)

58. Caught to count within 10, count 10 items from more,.

correlate the recording of numbers 1-10 with the number of objects

Knows numbers within 10

Able to find the place of the subject in a row, to answer the question: "On which the place on the right (left)?",

Position numbers from 1 to 10 in order

59. Able to recognize and call a square, a rectangle, an oval, to find objects in the environment, similar in shape

60. Able to directly compare items in length, width, height

To lay up to 5 objects in the increasing order, to express the relationship between them

61. Conduct the direction of movement from itself (up, down, forward, backward, to the right); Shows Right I. left hands;

calls parts of the day, sets their sequence

Properly enjoy quantitative and ordinal numerical

Distinguishes straight, curved, broken, closed, open lines

Final figure for the child (average value)

(the world)

medium group

Formation of a holistic painting of the world, the expansion of the horizon,development of educational research activities

Last name baby

63. It has ideas about different types of transport

63. It has ideas in different types of clothing, dishes, furniture, calls them, can describe what they differ

can call several differences between the life of the city and the village, tell about them;

understands the difference between everyday life and holidays, knows several holidays, may be called them (New Year, Birthday)

64. It distinguishes the world of living and inanimate nature, highlights what is done by the hands of a person

5. Specifies search questions: "Why?", "Why?", "How?", "Where?"

6. Actively meets the properties of new surrounding items (ways to use them, possibilities, etc.); She strives to experiment

He knows about professions (doctor, teacher, hairdresser, librarian, shofer, cook)

Have an idea of \u200b\u200bthe quality properties of inanimate nature (stone, sand, soil, water, etc.)

Have an idea of \u200b\u200bthe quality and properties of natural materials (wood, clay, etc.)

Have an idea of \u200b\u200bdomestic and wild animals and their young

Have ideas about animal life in natural conditions

Calls insects on the site of kindergarten

Knows and distinguishes 3 shrubs, 4 - 5 trees

Knows 3-4 herbaceous forest plants, meadow, fields

3 bedroom plants

Knows and calls winter birds

Knows seasonal changes in nature

Determines the weather condition (sunny, overcast, windy, rainy, snow fell)

28. Able to install the simplest causal relationships (when the street is frost, the water in the pool freezes, and when heat, ice melts; in the fall of birds fly into warm edges because they have nothing to eat, the plant for life needs light, water, earth and etc.)

Participates in experimentation games with sand, snow, ice, water, soap foam, shadow, mirror, optical glasses, sounds. Support.

22. Uses simple ready-made schematic images to solve simple tasks, builds according to the scheme

Final figure for the child (average value)

Educational region "Cognitive development"(Designing)

medium group

FULL NAME. child	Development of design activities
65. With pleasure, various products and construction of construction details, paper, cardboard, natural and household material, furniture items are constructed.	Takes into account both the design properties of materials (shape, stability, magnitude, placement in space) and the appointment of the construction itself;	Creates options for the same object, taking into account the constructive task	Knowledge of the main parts of the building material, the ability to distinguish and call construction items (cube, plate, bar)	The ability to build buildings from a large and small building material according to the size of the toys using the details of different color	Designed from paper: bend rectangular sheet of paper in half, combining side and corners	Print to the main form of the part (to the house house, the door -trub; to the bus wheels, to the chair the back)	Level of child's development

Educational Region "Speech Development" (Speech Development)

medium group

Surname of the child

66. It has an appropriate vocabulary; calls objects, their quality, properties, actions (nouns, adjectives, verbs);

Properly uses words denoting spatial relations

Coordinates nouns and adjectives in childbirth and case, oriented to the end of words

Forms forms of verbs

67. Understands the meaning of riddles, knows how to guess riddles built on the description of objects, phenomena, their properties, actions with them

68. It has developed speech hearing, it may find words with a certain sound, highlights the first sound in the word

69. Owns an intonation expressiveness, speaks with different intonations (narrative, questioning, exclamation), the dickey is quite clear

70. Keeping the content of small fairy tales and stories, both already acquainted and read

Answers simple questions on the text, can restore the plot by pictures

71. Makes small stories in the picture or from personal experience.

Describes toys and objects using different types of statements: Description, narration and some compounds of reasoning

Knows the authors of children's works (Chukovsky, Marshak, Barto, etc.)

Educational area "Speech Development" (reading fiction) Average group

Educational Region "Art-Esthetical Development"(Painting) medium group

Last name baby	73. With interest depicts familiar objects and phenomena (household, natural),	Independently finds and embodies in the picture, collage, craft simple plots on the themes of the surrounding life, fiction, favorite cartoons	74. In the created images, it transfers various signs of images (shape, proportions, color, texture, characteristic parts available to graphic, scenic and plastic tools.	Owns with different art technicians (adjusting, applying points, spots, rotation tightly applied to the adhesive brush paper)	75. Expresses its ideas, experiences, feelings, thoughts available to the ingenious and expressive means; Shows aesthetic emotions and feelings in the perception of works of different types of art	Ability to mix paint to get shades	Draws according to the view, from nature.	Knows how to draw on the reasons of the Dymkovsky Khokhloma painting,

Educational Region "Art-Esthetical Development"(Implock, Applique)

medium group

F. and. child

Lepak

Applique

Could ride plasticine straight, and circular motions, flatten, combine in the form to the Olts, reverse the edges of the form

Combines natural, roll Material With a layer.

Knows how to use stack

In the modeling owns admixes: flattening, smoothing, indulgerage, pulling, adhesion, circular float

Bending, bump edges of a flattened shape

Conditional objects from several parts are able to ... properly position the parts, observing the proportion

Know how to keep scissors correctly and act

Cut across narrow, wide stripes

... Square diagonally

..dream oblique cuts

Conditioning images of objects from individual parts

Patterns from vegetable and geometric shapes on the strip, strip, circle, quadrangle sequentially sticking

Clean the circle and oval from the quadrangle

Owns a way of cliff

Bends a sheet of paper in half, diagonally,

The level of child's development

Work with parents

Partnership with family is based on mutual respect and voluntaryness.

The purpose of interaction with family - Make parents with active participants in the educational process, having assistance in realizing responsibility for education and teaching children

" physical development":

Informing parents about factors affecting the physical health of the child (calm communication, food, hardening, movement).

Stimulation motor activity Child with joint sports games, walks.

"Socio-communicative development"

"Safety":

Acquaintance of parents with a dangerous child's health situations (at home, in the country, on the road, in the forest, in the reservoir) and ways of behavior in them;

Attract parents to active recreation with children.

" the game ":

Integrate parents in the development of children's game activities, providing successful socialization, the absorption of gender behavior;

Make accompany and maintain a family in the implementation of educational influences.

"Work":

Explore the traditions of labor education in families of pupils;

Conduct joint contests with parents, landscaping and landscaping the territory of kindergarten, focusing on the needs and capabilities of children and scientifically based principles and regulations.

"Cognitive development":

Orient parents on the development of a child needs to know, communicate with adults and peers;

"Speech Development":

Develop the skills of communication with the child;

Show the value of kind, warm communication with the child.

"Reading fiction":

Prove to parents value home reading

Show methods and techniques to familiarize the child with fiction.

"Artistic and aesthetic development":

Support parent's desire to develop artistic activities Children in kindergarten and at home; - attract parents to active forms of joint activities with children contribute to the emergence of creative inspiration.

"Music":

reveal the possibilities of music as means of a favorable effect on the mental health of the child.

Perspective planning Work with parents.

September

October

№	Active form of work	Visual information	purpose	Individual work	Responsible
	Do we understand each other	Consultation - Folder	Help parents reveal cognitive abilities in children	Tips how to help develop abilities in this activity	Educators
	Consultation "What you need to know parents about the laws of the development of children's speech"	Consultation	Give inlentible knowledge about the laws of the development of children's speech.	Answers to questions of parents. Individual answers - recommendations.	Educators.
	Exhibition of crafts from natural material "Autumn Still Life"	Announcement, exhibition of crafts	Attract parents for the design of the exhibition, joint work; Cohesion of children's and adult team	Help when choosing crafts, their design.	Parents, teachers, children
	Photo exhibition: "Autumn Mosaic"	Photo exhibition	To acquaint with the best photographs, help parents in design.	Help parents in the design of the exhibition, individual conversations, discussing specific problems, case	Educators, parents, children

The program "Rainbow"

"Raduga" is a comprehensive program of education, education and development of preschoolers, which employs children's gardens of Russia. The program provides comprehensive development of the child, its most important components are the game and physical development, the formation of a habit of a healthy lifestyle, ensuring mental comfort for each child.

The program is recommended by the Ministry of Education and Science of the Russian Federation. For all major types of activities, preschoolers provide for kits for children of various age groups and recommendations for educators.

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

The purpose of the program - form such qualities of personality, as a pupil, independence, purposefulness, the ability to put the task and achieve its solution. The formation of knowledge, skills 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 are put forward common tasks:

• W Create a child the opportunity to joyfully and meaning these years;
• W to ensure the protection and strengthening of its health (both physical and mental);
• W Promotion of comprehensive and timely mental development;
• W shape active and carefully respectful attitude towards the world environment;
• W to attach to the main spheres of human culture (work, knowledge, art, morality, etc.).

The program is based on the idea that every year of the child's life is decisive for the formation of certain mental neoplasms. The effectiveness of the educational process depends on how concrete pedagogical work is focused on the formation of these neoplasms: goal-making, focusing of childhood activities (in the younger preschool); Outputs beyond reality and interest in the iconic system (in the middle preschool age); Arbitration of mental processes (in senior preschool).

The pedagogical work provided for in the program is based on theoretical positions on the leading role of the child's mental development and the formation of his personality. Creating special conditions opens a wide field for independent actions of children, stimulates the production of new goals, allows you to search for your solutions.

Those changes in the activities of children who can be achieved at the age of 4-5 years are a natural consequence and continuation of the prociable changes in the activities of the child, which are formed at the age of two and three years. It was then that children appear the ability to go. This means that before starting actions, the child already knows what he wants to get at their end - in other words, he has some kind of presentation, some kind of future result.

The further development of goal-setting is under the appearance of chains related to each other: Build a garage for the machine of the appropriate size, to build a train from the chairs, a house from sand and so on.

Another important line of activity development is the attitude of the child to the product of such targeted actions. If at first a child is satisfied with any result, then later, on 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 based on the new goals arising from the resulting result. The system of goals can be unfolded for a long time, weeks. This means that more general plans are fixed by the child and find their implementation. The ability to independently deploy the system of arising from each other is an important condition for independent and creative activities.

A significant moment in pedagogical work is also the creation of motivation, encouraging children to master the fact that an adult would like to form in them. At the same time, such techniques that would ensure the emergence of the desired motivation in most children are necessary. The authors of the Program allocate three types of motivation, with the help of which you can encourage children willingly absorb this new thing that they will transmit adults: game motivation, motivation of communicating and motivating personal interest. In the "manual", their specific description is given in relation to different sections of work.

The authors of the program called it "Rainbow" By analogy with a seven-color rainbow, since it includes the seven most important activities of children and classes, in the process of which the child's education and development takes place:

• - physical culture (the most important subject - red color);
• - game (based on the program - orange color);
• - Fine activities and manual labor (based on acquaintance with decorative folk art - yellow);
• - Designing (development of imagination - green color);
• - classes with 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).

Tech teachers who want to work under the Rainbow program, the authors call on first of all to understand what is a child of this age, to love him for individuality. The developed scientific and methodological system of pedagogical creativity of the Rainbow program is quite laborious, requires a high culture of the organization of labor. Therefore, in guidelines for each age group, approximate planning of pedagogical work per year is given, the content of work during the day is revealed: the list and duration of individual elements of the day mode, as well as their methodical content, purpose and means.

The program has developed an educational and methodological complex that helps educators to implement this program.

comprehensive Rainbow Program Preschoolers

1. Some Didactic Games of the Rainbow Program

One of the main tasks of the program is to form an active and careful attitude towards the environment.

Purpose: Formation of the environmental culture of children

When using didactic games, the following tasks are solved:

• 1. Formation of environmental representations about animal world
• 2. Formation of environmental representations about plants
• 3. Formation of environmental ideas about objects and phenomena of inanimate nature
• 4. Formation of an environmentally friendly relationship to objects of nature