Lesson summary for preschoolers “Learning rainbow colors”

The essence of the program

“Rainbow” is a proven system of comprehensive structuring of the educational process for children from 2 to 7 years old, recommended by the Ministry of Education of the Russian Federation, which involves the progressive development of young pupils under the guidance of one teacher throughout the entire period of their stay in kindergarten.

This is interesting. Following the authors of the program, kindergarten teachers who took part in a pilot project of working with “Rainbow” more than 20 years ago called it “a technology for creating an atmosphere of joyful living in preschool childhood.”

The Rainbow program makes it possible to develop a child’s abilities without overstraining him with a stream of unnecessary information.

The relevance and novelty of the program lies in the fact that in primary and secondary preschool age, the emphasis in the work is on maintaining children’s interest in the process of cognition, communication and creation through play, and in senior preschool age - creating motivation for learning (including through the introduction children of the preparatory group for participation in subject Olympiads).

To organize the life activities of the children's team and each of its members individually, the teacher uses different types of work, labor, and creative activities, if possible including them in a game - a derivative of the leading activity for preschoolers.

Authors

The comprehensive educational project "Rainbow" was first introduced into practice in 1989. The authors of the development are:

• Grizik Tatyana Ivanovna, Candidate of Pedagogical Sciences, leading researcher at the Laboratory of Preschool Education of the Federal Institute for Educational Development of the Ministry of Education and Science of the Russian Federation, Associate Professor of the Department of Preschool Pedagogy and Psychology of the Moscow Institute of Education and Science, editor-in-chief of the magazine “Preschool Education”;
• Dronova Tatyana Nikolaevna, professor of the department of preschool pedagogy and psychology of the Moscow City Psychological and Pedagogical University, head of the laboratory of preschool education at the Institute of General Education of the Ministry of Defense of the Russian Federation;
• Solovyova Elena Viktorovna, psychologist, candidate of pedagogical sciences, associate professor, general director and head of educational programs of the Psychological Center for Family Support “Contact”;
• Yakobson Sofya Gustavovna, candidate of psychological sciences, senior researcher at the Institute of General Education of the Ministry of Education of the Russian Federation.

At the moment, about a quarter of all preschool educational institutions work under the Rainbow program.

Work principles

The creation of the program was based on the principle of respect for the freedom of the child’s personality. In addition, in kindergarten:

• in each age group, the teacher, when considering the educational course, sets one (!) goal, the achievement of which the work in the classroom is devoted to, while they are also distinguished by their focus on solving one (!) educational task (for example, in the preparatory group the goal of literacy classes is to master letters, with each lesson devoted to introducing one letter);
• conditions are created for the manifestation of the individuality of each child;
• the subject-development environment and activities are organized so that the child is interested in “getting to the bottom” of new knowledge, that is, he grows up inquisitive;

  Inquisitiveness is also cultivated by organizing experiments in the classroom.

• psychological comfort is provided for children;
• methods and techniques in work vary depending on the age of the child;
• The teacher must have a so-called “free pedagogical space”, which involves creative thinking about the content of education.

Goals

The mission of the Rainbow program touches on important aspects of the personality development of the younger generation.

1. Helps maintain, strengthen and develop healthy lifestyle habits. So, kids not only complete tasks, but also remember to wash their hands after using glue, for example.
2. Responsible for timely physical and psychological health. For example, compliance of speech development with age standards.
3. Provides maximum opportunities for a meaningful preschool period for each child by expanding the range of topics (for example, when considering the topic of applied folk art, children get acquainted with Gzhel, and Dymkovo toys, and Khokhloma).
4. Comprehensively prepares for school (from motivation for subsequent schooling to specific knowledge in educational fields).

Video: building readiness for school, part 1 - recommendations from E.V. Solovyova

Video: building readiness for school, part 2 - recommendations from E.V. Solovyova

Tasks

To achieve the set goals, the content of the program solves the following tasks:

• provides children with the opportunity not only to joyfully, but also meaningfully live their time in kindergarten (cognitive types of activity take the form of play);
• promotes the development of communication skills and speech (by alternating individual and group forms of work, including parents in creative activities together with children and the teacher);
• helps to strengthen the physical health of the younger generation (issues of hygiene and well-being are raised not only during routine moments, but also in the structure of the organization of the lesson, for example, in the form of physical education or finger games, breathing exercises);

  Physical development under the Rainbow program is a priority

• introduces safety issues (children will learn the basics of traffic rules, safety precautions when working with electrical appliances, etc.);
• provides the basics of mathematical concepts;
• promotes the comprehensive and timely development of the psyche of children (in the process of working on a course in speech development, for example, in the process of considering fairy tales, children gain ideas about ways to respond to non-standard situations, discuss certain circumstances, thereby enriching their theoretical experience);
• forms a respectful attitude towards the surrounding world with an active position in the search for ways to help nature (for example, so that the birds left over the winter do not starve, children make feeders themselves, coming up with interesting solutions in terms of shape and material);
• introduces to work, art, knowledge, and also creates a general understanding of morality (what is good and evil, which person is more pleasant - generous or greedy, etc.);
• develops self-regulation skills (for example, to control one’s emotions when faced with difficulties in performing a particular task), reflection (for example, from the second junior group onwards, children learn to evaluate the quality of their work in classes and during leisure time).

This is interesting. The Rainbow program was created in such a way as to reflect the realities of Russian culture as fully as possible. To do this, the authors relied on general psychological theories of the activities of the philosopher, psychologist and teacher Alexei Nikolaevich Leontiev, as well as the cultural-historical approach of the outstanding Soviet psychologist Lev Semenovich Vygotsky.

Rainbow themed games

Summer is a time for bright and unusual games. Where to start getting acquainted with summer? Of course, from the rainbow. You can conduct this thematic lesson either with your child at home or with a group of children from 1.5 years old. So, let's begin?

A character comes to visit the children. I invited a wooden boy named Gurvenik, whom I brought with me from a trip to Prague, to our classes (Here you can get acquainted with him and our games). Since the name Gurvenik is too difficult for children, he was introduced as Klepa.

After Klepa meets the children, he tells them a fairy tale.

“What I love most is traveling and one day while traveling I met a little monkey, Arisha. She lived next to a high waterfall and often saw a beautiful rainbow above it...” (you can find the text of the tale here)

Klyopa: And today we will try not only to create a rainbow, but also to make friends with it.

Experience. Let's create a rainbow.

Klyopa: Guys, let's check the words of the rain and see how a rainbow is formed. The rain said that the rainbow lives in drops of water in the sun. Therefore, we will take water, a flashlight (this will be our Sun), we will also need a mirror and a white sheet of paper.

To make a rainbow with your own hands, you will need:

• Small vessel (saucepan)
• Water
• Solar light or electric
• White surface or sheet of paper
• Mirror

1. Fill a small bowl halfway with water.
2. Place a mirror in the water at an angle.
3. Direct the light from the flashlight into the water where the mirror goes under it (or, if you prefer to do the experiment with daylight, take the vessel outside and place it so that the rays hit the mirror under the water).
4. Hold a white piece of paper over the mirror, adjusting the angle so that a rainbow appears.

This method is perfect for games with children over 4 years old, and with kids we used a CD to catch a rainbow.

By directing a beam of light from a flashlight and changing the angle of the CD, you can get both a rainbow stripe and a circular rainbow.

Dance. The sun is shining through the window (there is music 3 and 4 songs in the list)

Music plays and children perform movements to it:

• Looking out the window
• Clap your hands
• Spinning
• Dancing
• They hide under an umbrella when they hear the words “It’s raining”

Rain in a jar experiment

The shaving cream “rain clouds” experiment for children will help children learn about how clouds and rain work.

- Remember what the rain told Arisha? That a rainbow appears in its droplets. What is rain? You know?

- These are droplets that fall from the sky.

-Where does he come from?

- From a cloud or cloud.

How is rain created? Every day the sun heats the water in the seas and rivers. Water evaporates under the rays of the sun, tiny droplets rise into the air and unite there. Droplets of water turn into a large cloud, clouds into clouds. There are a lot of droplets and the cloud can no longer accommodate them; it becomes heavy. That’s when it starts to rain on the ground and we run for umbrellas.

Let's try to make it rain. Only here it will be unusual, rainbow-colored. Each child receives:

• Glass or jar
• Water
• Pipette or syringe or syringe
• Shaving foam
• Food coloring

Start with the simplest thing - ask each child to fill a glass with water, without filling it to the brim (you can use a small watering can or other container with water).

Then carefully add a layer of shaving foam to the water. Be sure to make sure that it is not too tight, otherwise you will have to sit and wait for the magic for a long time. And this is boring. The shaving foam is your cloud and the water is the atmosphere.

Now just add a few drops of food coloring to the foam. Each child can do this with a pipette or, better yet, a syringe) The dye will gradually begin to sag through the foam and fall into the water, which is under the “cloud”. It looks like they really are rain streaks. It looks simply magical!

Intellectual part

We conduct the lesson at the table. We assign assignments depending on the age of the children.

With children 1+

Our magical rainbow decided to please us and prepared an unusual gift. She turned into colorful ice cream. But the wind blew and mixed the ice cream sticks and now you can’t eat it.

Let's help the rainbow and match the color of the ice cream sticks and the base of the same color

Each child receives a set of 7 cardboard ice cream bases and 7 color-coded sticks. The task is to connect the ice cream parts

With children 2+

Look, our rainbow decided to play with us. It grows from different geometric shapes. But a hurricane began and our rainbow broke into several parts. Let's help her, guys. Let's connect the parts of the rainbow so that there are identical geometric shapes at its ends ()

With children 3+

The explanation is similar to the previous game, only instead of geometric figures there are numbers and quantities.

Each child receives a set of cards from 3 to 5 (sets).

Intelligence and motor skills

1. We assemble a rainbow from construction set parts (if we choose the colors) or string beads onto chenille wire (it’s easier here, we buy the missing beads of the desired color). Each child receives a set of pieces or beads and assembles a rainbow
2. A manual with clothespins (we do it in advance), we give each child 7 clothespins and attach them to the corresponding sector in turn.

Rainbow in jars experiment

Guys, are you ready to play with our rainbow? Now I will give each of you a piece of paper towel. Together with your mothers, try to fold it like this (fold a wide striped sheet). I have 7 jars of water. Each of you will now help me color the water in one of the colors of the rainbow (the children are given dye and each child colors the water in their jar a certain color). Now let’s arrange the jars in the order of the colors in the rainbow (say the sequence).

Well done. Now we put each strip of towel into jars so that one end is lowered into one jar, and the arc into the adjacent one. Now we look and observe. The colors should run up along the towel and shimmer to create a rainbow.

Creative activity. Rainbow butterfly - talking about symmetry

Guys, if you carefully look around while walking. You can find rainbows everywhere. And now we will try to create a rainbow butterfly.

We give each child a sheet of A4 paper (it was previously folded in half and spread out again so that a mark remains in the center). The contours of the butterfly are outlined on one side with a pencil. We suggest children paint it liberally with gouache or acrylic (so that there is a thick layer). If possible, use all the colors of the rainbow.

You need to paint quickly so that the paint does not have time to dry.

You guys are great. But we only got half of the butterfly. Let's fold the sheet in half (we show how). Now press it well and iron it with your hand (so that an imprint remains) and open the sheet. We have a symmetrical butterfly. This means that it is exactly the same on both sides.

Well done!

PS This article is copyrighted and is entirely intended exclusively for private use; publication and use of it on other sites or forums is possible only with the written consent of the author. Use for commercial purposes is strictly prohibited.

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Program content

The practical implementation of “Rainbow” is based on seven types of activities, each of which, according to the authors’ idea, corresponds to a specific activity of children and covers all types of activities in kindergarten.

Physical culture - red

This is a priority area of ​​the program, forming habits of health, cleanliness, and order. In the process of developing these cultural and hygienic skills, children learn self-control, develop behavior algorithms in critical circumstances that pose a potential threat to life, and also learn to prevent the occurrence of dangerous situations.

Education of cultural and hygienic skills is an important aspect of the implementation of the Rainbow program

Game - orange color

The task of creating an emotionally warm atmosphere in the group is considered the main one in the process of gaming activity. In addition, such activity allows the emergence of sympathy and interest in the playing partner. In classes and at leisure, children are involved in three types of games:

• didactic, facilitating the assimilation, consolidation and practice of the studied material (used during classes);
• mobile, helping to relieve children from being overly organized (used both in class and outside of educational activities);
• plot-role-playing, developing communication skills, speech, expanding the boundaries of visual, figurative and conceptual thinking (they are an element of educational and leisure work).

  Role-playing games teach children to build partnerships with peers

Visual and practical activities - yellow color

This type of activity is taught on the basis of familiarity with folk art, in particular with decorative and applied examples of works by Khokhloma, Gzhel, and Dymkovo scenes. During the work, the children learn to draw with paints, pencils, and also master modeling skills.

Children's visual and practical activities are organized on the basis of familiarity with the best examples of folk art

Construction - green

With the help of this type of activity, children develop a creative approach to creative activity: children learn to build from building materials of various types and shapes (construction sets, pyramids, natural materials, etc., flexible and rigid parts of different sizes and shapes).

Construction helps children learn to achieve their goals

Musical and plastic arts classes - blue color

In the course of getting acquainted with these types of creative activities, children enrich their aesthetic experience, develop musical and sensory abilities, learn to move rhythmically, and also train spatial coordination.

During classes, children not only get acquainted with musical instruments, but also try to play them

Acquaintance with the outside world and development of speech, literacy - blue color

The main focus of this part of the program is teaching the native language, which occurs through familiarization with the best examples of fiction, folk art, and cinema (mostly we are talking about animation).

During literacy classes, children from the preparatory group become familiar with letters and sounds.

Math - purple

The main task of studying mathematics is not so much to learn the basics of the queen of sciences, but to master the skills of educational activities, in particular, learn to determine the main task, highlight search directions, and evaluate the results obtained.

Mathematics classes help children learn the concepts of more-less, long-short, high-low, etc., as well as gain basic arithmetic knowledge

This is interesting. Regardless of the type of activity, working with children takes place in an atmosphere of goodwill, support for the desire to express one’s own opinion, and the absence of fear of making a mistake.

Video: formation of mathematical concepts in junior and middle groups - recommendations from E.V. Solovyova

Educational and methodological complex "Rainbow"

To solve program problems, a series of manuals on the education and upbringing of children of each age group was published, covering all main areas of child development:

• cognitive development;
• formation of elementary mathematical concepts (FEMP);
• speech development;
• ISO;
• design;
• artistic activity.

Composition of the Rainbow series

Manuals for the program are published by the Prosveshchenie publishing house.

1. Educational books “Understanding the World” for preschoolers of all ages, dedicated to the purpose and functions of surrounding objects, familiarization with the connections between phenomena and things, signs and symbols.
2. Books "My Mathematics".
3. Didactic albums “I’ll do it myself.”
4. Albums-manuals on manual and artistic work.
5. A new teaching aid for the preparatory group “On the threshold of school” (authors: T.N. Doronova, T.I. Grizik).

Photo gallery: examples of different series of manuals for program implementation

This manual is used as didactic material in classes to familiarize yourself with the outside world.

The tasks for this section of the speech development course are based on dialogic verbal techniques

The manual contains tasks for all types of activities

ECD "Rainbow" for children of the preparatory group

Municipal autonomous preschool educational institution

“Child Development Center – Kindergarten No. 2”

Abstract of educational and research activities for children of the preparatory group on the topic “Rainbow”

.

Prepared by: Teacher of group No. 10

Abushaeva S.R.

Saransk, 2020

Goals:

• Introduce children to the atmospheric phenomenon of rainbows ,

reveal the reason for its appearance (reflection, refraction and decomposition of sunlight).

• Fix the colors of the spectrum and their sequence.

• Develop memory, attention, ability to work in a team.

• Create a desire to participate in experimental activities ,

cognitive activity.

Preliminary work:

• experimental activity on the topic “refraction and reflection of light”

,
“Colors of the spectrum, their sequence.”
• Vocabulary work: refraction, reflection, spectrum.

PROGRESS OF THE CLASS:

A cell phone rings in the group

- Guys, we received an audio message. Let's listen.

Hello guys! My name is Katya, I'm only 4 years old. I was told that in your kindergarten there are smart and sympathetic children, kind and resourceful teachers. Can I contact you with a request? Please tell us what " Rainbow " ,

where does it come from and why. Ask the teachers to make a video letter for me and send it to….

- Who saw the rainbow ?

When it was?
In dry, hot weather, during or after rain? Usually we see a rainbow when
the rain has not stopped yet, but the sun is shining in the sky.
To see a rainbow ,
you need to stand with your back to the sun.

- Shall we help Katya? Where do we start? First, let’s answer the question: “What is a rainbow ?” ( answers ) .

— Once upon a time, a person began to wonder why rainbows . People in those days could not explain this phenomenon, so they came up with myths and legends. Some superstitious people thought that this was a bridge to the other world, but scientists have found an answer to this phenomenon. So, a rainbow is a natural phenomenon that occurs when it rains and the sun shines.

The teacher invites the children to look at several pictures depicting a rainbow :

— The artist painted several rainbows .

Guess which picture shows
the rainbow that
he saw after the rain
(not a fairy-tale rainbow , but a natural phenomenon)
.

How is it different from your pictures? (sequence of colors)

.
How many colors does the rainbow ? The rainbow consists of seven colors, and they all follow strictly one after another, each “knows its place.” True, in nature there are no clear boundaries between colors; they smoothly transform into each other. There is a well-known expression that helps to remember the arrangement of colors in the rainbow :
Every Hunter Wants to Know Where the Pheasant Sits (the first letter of each word indicates a specific color: red, orange, yellow, green, blue, indigo, violet).

Advantages and disadvantages of the program

"Rainbow" is aimed at mass kindergartens and already has extensive experience in implementation, so it is not difficult to highlight the advantages and disadvantages. So, the positive aspects of the implementation of the program include 5 factors.

1. Timely and complete physical and mental development of the child. In the process of various types of activities, children receive the necessary amount of information, as well as the opportunity to direct physical energy towards health benefits. Thus, comprehensive and high-quality preparation for school is provided.
2. Maximum opportunities for implementing an individual approach thanks to the differentiated principle of mastering program tasks. In other words, the teacher has the opportunity to vary the content of each program component so that children with a sufficient level of general development receive a little more than the indicated amount of information, and children with an insufficient level of general development can slightly improve their knowledge, skills and abilities to the required limits.
3. Organization of a subject-development environment with the aim of creating a positive microclimate, supporting children's self-confidence, creating a situation of success in the classroom and outside of educational activities. At the same time, the material and technical resources of the preschool educational institution do not play a role: the teacher, with a creative approach to his work, creates a subject-development environment that would be useful and interesting for children, using available material for this. For example, to develop sensory abilities in the younger group, the teacher does not purchase ready-made simulators, but makes noise boxes, filling Kinder Surprise capsules with cereal, coins, sugar, etc., thereby distinguishing them by sound and weight.
4. A qualitatively new approach to assessing a child’s activity. Not from the position of “the child should or should not”, but from the position of “at this age the child is capable, can...”. The children’s activities are assessed not only from the point of view of practical results, but also in the process of communicating with them and observing them.

   The teacher evaluates not only the final result of the work, but also how the children think and concentrate in the process of completing tasks

Like any other program, Rainbow has its drawbacks. Moreover, initially it was this system that replaced the standard program, which had many years of experience in implementation.

1. "Rainbow" gives the installation, without a detailed description of the tools. That is, it is assumed that the teacher is not just a performer, but a creator: each child has abilities that need to be revealed through the correct selection of “keys” - techniques, techniques. This mechanism is difficult for a teacher, especially a young one, to understand and implement. Although, in fairness, it is worth noting that it will not be possible to thoroughly master any other program (for example, “Childhood”, “Development”, etc.) without a creative approach to work.
2. Some sections, as practice shows, are complicated. This is due to the fact that initially the additions were published simultaneously with the experimental implementation of “Rainbow” and, therefore, not all the wishes of the preschool educational institutions participating in the pilot project were taken into account. The requirements for the child’s capabilities in the “Mathematics” and “Literacy” sections turned out to be especially high. However, this is also due to the fact that initially “Rainbow” satisfied the social order of parents of children, who could not quite objectively correlate the age of a preschooler with the amount of material that they could perceive.

Techniques

Based on the types of activities involved in the implementation of the Rainbow program, four groups of techniques are used in working with all age categories of children.

Visual

The main type of thinking of preschoolers is visual-figurative. It forms the aesthetic ideas of children, and also contributes to a more durable assimilation of new knowledge. Therefore, it is so important that all types of visuals be present at every lesson.

1. Images. A technique that is especially relevant for younger groups. For example, with its help, children become familiar with the procedure for carrying out hygiene procedures after a walk (washing their hands, washing their face, washing their feet), the sequence of putting things in personal lockers, etc.
2. Observation. A way of organizing cognitive activity that allows children to become empirically acquainted with a particular phenomenon. For example, through observation during an introduction to the environment in the preparatory group, children gain an understanding of evolution. To do this, drop vegetable oil into a bowl of water, shake the container and watch how the droplets combine, forming one large blot - the same way organisms in nature are formed from living cells.
3. Demonstration. This technique includes showing video materials, presentations, and performances to get acquainted with objects or phenomena, and ways of performing various actions. For example, to teach children in the middle group to remove snow with toy shovels, the teacher demonstrates how to hold a shovel and how to shovel snow. In this case, special attention is paid to demonstrations with TSO (technical teaching aids): multimedia projectors, computers, etc.

   Demonstration techniques also include dressing up a teacher in the costume of a hero who has come to class.

Verbal techniques

The development of speech in children is impossible without active listening. In addition, the Rainbow program, starting from early preschool age, involves the active inclusion of children in dialogue . At the same time, when working with children of the first junior group, the teacher deliberately creates situations where the child has to look for and, most importantly, pronounce words. For example, if a child points his finger at some toy that he needs, the teacher pretends that he does not understand until the child says (of course, at a level accessible to himself) what he wants.

1. Conversation. This technique helps in the best possible way to get to know the students better and find out their interests. Teachers working at Rainbow create their own traditions in the group related to communication with children. For example, the morning “Circle of Communication”, when upon arrival at kindergarten the kids tell what new things they learned yesterday and what they would like to learn today. Typically, such social circles are complemented by a complex of 1-2 finger games and 1-2 breathing exercises.
2. Story. This technique is often used by teachers as motivation at the beginning of a lesson. For example, a math lesson on the topic “Greater than” and “less than” signs can begin with a story about Dunno, who was given the task by Button to water the flowerbed that has the most flowers. But the hero cannot understand which flowerbed has more plants and which has fewer. As they work, children count flowers and determine their ratio according to the “more-less” principle.
3. Poems, riddles. Using this technique, the teacher not only develops the students’ logic, but also trains their reactions and sets them up for further work. Based on the “Rainbow” principle of focusing on children’s abilities, the teacher in the younger group uses riddles with agreements, and in the older group (sometimes in the middle) - without them.
4. Fairy tales. A technique aimed at developing speech, expanding vocabulary and enriching emotional experience fits perfectly into the goals and objectives of the Rainbow program. With the help of fairy tales, the teacher motivates the children, explains certain concepts (for example, to explain why it is important to tell the truth, to be brave, children listen and discuss fairy tales about the three heroes).
5. Reading. One way to encourage initiative in kids is to give them the opportunity to feel important. Whether children read excerpts from works, instructions for watering plants in a living corner, or rules for caring for fish in an aquarium, the content is not as important as the fact that children who can read will be able to demonstrate their skills to their peers. And for those who have not yet mastered this skill, this will be an incentive to learn. And, of course, the teacher must allocate time to read aloud to the kids.

   Reading aloud enriches children's vocabulary

Gaming techniques

"Rainbow" relies on play as the leading activity for children. All types of games are used.

Table: examples of games using the Rainbow program

Practical techniques

This group includes the creation of:

• drawings;
• projects (together with parents or in small groups);
• applications (including those made from natural and waste materials);
• crafts (for design and visual arts classes).

Symbolism

It is worth mentioning separately about this type of practical activity, such as the creation of a group panel “Mountain of Gems”. This is a figurative representation of the colors of the rainbow, symbolizing the areas of knowledge on which the Rainbow program is based. Moreover, almost all preschool educational institutions working on the “Rainbow” traditionally begin each new school year by making such a panel or any other “rainbow” object (rainbow, for example). So, in the younger group, children bring colorful buttons and beads from home for 1–2 weeks and decorate a painted rainbow mountain. This project ends with a demonstration of the results obtained to parents and the kindergarten administration. Over the next school year, the work adorns one of the corners of the group’s subject-development environment.

Children work on the Mountain of Gems project for more than one day

Topic index

As already noted, the Rainbow program covers all types of activities that are conducted in kindergarten. The work plan is drawn up by the methodological council of the preschool educational institution, taking into account the goals and objectives of the program. In this case, the grouping of topics can be done in different ways:

• monthly, indicating the topic and number of classes;
• monthly, indicating the topic, goals and material for classes;
• by thematic blocks.

Table: example of monthly calendar-thematic planning for the Rainbow program indicating the topic of the lesson (fragment)

Author - Firsova V.N., teacher of the MADOU DSKV "Yugorka", Khanty-Mansiysk Autonomous Okrug.

Table: example of monthly calendar-thematic planning for the Rainbow program indicating the topic, goals and materials for the lesson (fragment)

The author is Vit I., teacher at the MKDOU in Sharya, Kostroma region.

Table: example of block-thematic planning for the Rainbow program (fragment)

The authors are the methodological team of MBDOU d/s No. 41, Taganrog, Rostov region.

Lesson time plan

Classes in preschool educational institutions according to sanitary standards have a set length:

• junior group (first, second) – 15–20 minutes;
• average - 20–25 minutes;
• senior and preparatory - 30–35 minutes.

The time for each stage of the lesson is calculated based on the requirements for lesson duration for different age groups

The structural elements of the lesson fit into a certain timing.

1. Introduction to the topic, that is, motivation, updating of background knowledge (using pictures, demonstrating a presentation, guessing riddles, etc.). Allow 2–3 minutes for this work.
2. Main block – 20–25 minutes. This stage includes familiarization with new material, its development and creative comprehension of the information received. Physical education and finger games (breathing exercises) also fit into this time frame. According to the features of the program, at the main stage of the lesson, children are introduced to independent activities (if necessary, then with minimal assistance from an adult).
3. The final stage is 2–4 minutes. The teacher evaluates the work of the group for each child. At the same time, it is important to say encouraging words to each student. In the middle and older groups, children themselves evaluate their work, determine what worked and what did not.

Table: example of a summary of a lesson in mathematics on the topic “Circle. Snowman" according to the "Rainbow" program in the second junior group

Author - Suvorova T., teacher at the Skazka Children's Educational Institution, Labytnangi, Yamalo-Nenets Autonomous Okrug.

Didactic exercise “Let's collect the rainbow”

(with a subgroup of children)

Target:

consolidate knowledge of the six primary colors of the spectrum, the ability to find the arc of the named color.

After sleep, the teacher draws the children’s attention to the fact that while they were sleeping, a rainbow-arc fell from the sky and crumbled. He asks for help collecting a rainbow, to find and bring an arc of the desired color, and name the color.

The teacher reads the poem “Colors of the Rainbow” by A. Wenger.

The colors are terribly tired today: They painted a rainbow in the sky. We worked for a long time on the rainbow of colors. The rainbow came out beautiful, like in a fairy tale. All colorful - what a beauty! Just admire the colors.

Didactic exercise “Let’s collect a seven-flowered flower”

(with a subgroup of children)

Goals: to consolidate knowledge of the six primary colors of the spectrum, the ability to find a petal of the desired color; bring; name and make a flower.

The teacher tells the children that she has a magic flower, but it can only create magic when it is put together

from petals. Invites children to place a magic flower with multi-colored petals on the floor from the middle.

Outdoor game “Fly, little dove” [12]

Goals: to consolidate the ability to navigate color tones by their name; develop attention, focus, endurance; cultivate a desire to cooperate with the teacher; to form emotional responsiveness to communication with peers.

Equipment:

all types of multi-colored gaming materials that are laid out in different places on the playing field.

An unusual dove (origami), painted in different colors, flies to the children. The teacher offers to play with him.

"Pigeons obey their mistress." As soon as the seats on the edge become vacant, the children sitting in a row move and occupy them.

“Pigeons can carry out instructions only after the words of the mistress: “Fly little dove!” Returning to their place, each “pigeon” shows all the participants in the game what it has brought and names the color of the selected item.

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MIDDLE GROUP (4-5 years old) WINTER HOLIDAYS

Day 1 We play
Main tasks:
- develop children’s gaming skills;

- teach how to conduct a game dialogue in accordance with the role, interact in the game in accordance with the plot, negotiate, follow the game rules;

— to carry out the social development of children in play;

- bring joy from playing together with peers and adults.

Game character: Parsley - bibabo doll.

MORNING Surprise moment

The teacher draws the children’s attention to the elegant screen and invites them to see what’s behind it. Together with the children, he finds a beautiful box behind the screen, and in it is Parsley.

He puts it on his hand and revives it. On behalf of Petrushka, he invites children to the game library, where they can play different games all day long.

Goals: to arouse interest in the upcoming activity; raise your emotional mood.

Parsley’s conversation with children “Let’s get to know each other” Goals: to develop children’s social skills, to consolidate knowledge of how to call a child by an affectionate name; develop children's dialogical speech.

Board games (“Dominoes”, “Loto”, “Mosaic”, etc.) Objectives: to provide children with the opportunity to choose a game at will; consolidate knowledge of the rules of the game.

Parsley brings in a large box containing a wide variety of games (the box is decorated with tinsel). He tells the children that Santa Claus left these games in the toy library so that the children could play enough. Offers you to select your favorite games and play them. The teacher is included in the games as an equal gaming partner or advisor. On behalf of Parsley, he asks the children to tell them how to play the game.

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Didactic game “Cut Pictures” [39 J Objectives: to teach to see a complete image in separate parts, to compose it using visual correlation; develop analytical-synthetic thinking; activate the dictionary.

Equipment: pictures cut into 4, 5, 6 parts horizontally, vertically, diagonally.

Parsley says that the evil sorceress bewitched the pictures in the toy room. They froze and broke into small pieces. Invites children to warm the pieces, assemble them and see what happens. Before collecting, children must guess what is drawn in the whole picture.

Morning exercises

(with elements of psycho-gymnastics) [5J Objectives:

raise emotional and muscle tone; develop figurative expressiveness; learn to distinguish your muscle sensations, change them in accordance with the plot image; develop imagination.

Petrushka invites children to go to the cartoon “The Koloboks Are Investigating.” “Turns” children into Koloboks.

You can take the poetic gymnastics “We, too, can do this” based on the poem by S. Mikhalkov from book 128].

DAY Didactic game “Correct Parsley” [10]

Goals: develop hearing, attention; develop skills of correct pronunciation of sounds; learn to communicate freely with peers.

Equipment: Parsley, a bag of toys whose names contain sounds that children often pronounce incorrectly (sleigh, plane, bus, bunny, basket, goat, chicken, egg, cup, spoon, bear, car, mouse, matryoshka, etc. ).

Children must teach Parsley to speak correctly. To do this, they must listen carefully to Parsley and tactfully correct his mistakes.

Parsley brings a bag of gifts to the children, but only those who diligently pronounce difficult sounds will receive them.

Parsley takes toys out of the bag, names them, deliberately confusing the sounds, and encourages the children to correct mistakes. The children correct him, but he again distorts his words. Children pronounce difficult sounds slowly and clearly, then take turns with Parsley to do the same. Several children come closer to him to teach him how to pronounce sounds correctly. The rest, closing their eyes and resting their heads on their palms, attentively

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listen carefully. When Parsley pronounces the sound correctly, the children raise one finger. Children receive gifts for their attention.

Didactic exercise “Mittens” [33 J Objectives: to consolidate the ability to navigate in space, knowledge of color, shape, the concepts of “same”, “identical”; develop speech. Parsley cannot go outside because he does not have mittens.

Equipment: one ready-made paper mitten, decorated with an applique of geometric shapes of different colors, the other - clean, colored shapes, glue, brush.

Rules: the factory made mittens, but did not have time to decorate them completely. We need to finish the job quickly. The most important thing is that the mittens are the same, otherwise it will be ugly.

Game-trip into the winter forest Objectives: to develop imagination, expressiveness of pantomime; consolidate ideas about animals living in the forest. "Parsley has never been in the winter forest." As a basis, you can take travel games from the book |4J and psycho-gymnastics classes from books [5, 6].

Games with snow Objectives: to consolidate knowledge of the properties of snow; teach how to build buildings on a given topic; use natural material for decoration; be creative.

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Program Analysis

The effectiveness of any system is determined by practical results. If we talk about the success rates of work under the “Rainbow” program, then this is the formed image of a “rainbow” kindergarten graduate, who can be described as a person:

• friendly, calm and friendly;
• able to find a common language with peers and adults;
• having its own sphere of interests (creative, cognitive);
• psychologically resistant to failures that are overcome constructively;
• proactive in various types of activity;
• considering the upcoming schooling as a qualitatively new stage of adulthood.

However, a good teacher can identify these indicators without any analysis techniques - the results of the work, as they say, are obvious. But in order to avoid miscalculations and gaps, at the end of each academic year, monitoring of the effectiveness of the Rainbow work is carried out.

One of the indicators of successful use of the Rainbow program is how well the kids are able to cooperate with each other in the process of completing a task together.

Program monitoring algorithm

This form of analysis includes three report forms.

1. Analysis of program execution. It includes the percentage of children who mastered the program for each educational area, that is, showed a high and average level, and those who did not master this material, that is, showed a low and below average level. In addition, children who require increased attention from the teacher and parents are indicated by name, with a definition of difficulties.
2. Monitoring of the program, including assessment (high, average, below average, low) of the activity of each child in all educational areas.
3. Help for monitoring. A description of the performance of the program for each educational area, indicating the percentage of high, average, below average and low indicators, as well as a dotted line indicating the prospects for correcting deficiencies or consolidating the results obtained.

Samples of analysis forms can be viewed here https://yadi.sk/i/RYn7zM8s3S3ptN https://yadi.sk/i/_9EJdDa73S3pte https://yadi.sk/i/rvmi1X6K3S3ptr

Video: a practical approach to monitoring under the Rainbow program and a few words about the approach to children with developmental disabilities

It’s not for nothing that the “Rainbow” program is so popular in preschool educational institutions: by providing teachers with carefully developed educational and methodological complexes for all types of educational activities, it is possible to achieve high results in the education of preschoolers. However, working with “Rainbow” requires the teacher to have a creative, person-oriented approach to interacting with children, organizing educational and extracurricular activities. This is the only way to implement the technology for creating a joyful preschool experience.

What is a rainbow?

So, how to explain to a child what a rainbow is? People have long tried to understand the nature of this incredible phenomenon. But before there was no such knowledge about the world as there is now. It was impossible to say exactly what it was. Therefore, many legends are associated with the rainbow. For example, in Ancient Greece it was believed that a rainbow was a bridge connecting heaven and earth, along which the messenger from the gods Iris traveled to people every day. In ancient India, a rainbow was the bow of the god of thunder and lightning, Indra. And in China they believed that the rainbow is a heavenly dragon that protects heaven and earth.

The ancient Slavs also considered the rainbow to be a bridge that connected heaven and earth, along which angels descended from heaven to our earth to collect water from a river or lake. They then poured the collected water into the clouds, from which life-giving rain came.

Many peoples still consider rainbows to be a bad omen. The rainbow was imagined as a bridge over which the soul of the deceased passes to another world, and when a rainbow appeared in the sky, it meant someone's imminent death.

But all these are nothing more than myths that have no basis in reality. Rainbows have also been associated with some other natural phenomena. For example, signs related to weather prediction have appeared: if the rainbow is high and steep, then there will be good clear weather, and if it is low and flat, then the weather will deteriorate.

The very first scientist to reveal the concept of a rainbow to the world was the ancient Greek thinker Aristotle. He was the first to realize and tell everyone that a rainbow is not an optical illusion or magic or some kind of material thing, but a complex optical phenomenon.

Where does a rainbow come from?

A rainbow occurs when the sun's rays penetrate water droplets in the air, causing them to refract and form an amazing spectrum of colors - a rainbow.

This natural phenomenon occurs when the sun breaks through the clouds, it is about to rain or it has just stopped. The rays of the sun penetrate the raindrops, which in turn work as a diffuser, like a filter, scientifically called a “prism”, breaking the white light of a sunbeam into different colors. Drops of water deflect light at different distances, which is why a multi-colored strip is obtained, which in science is called a “spectrum”. The rainbow has a spherical shape, which arises from the shape of the droplet.