A program for parents and teachers, called “From childhood to adolescence. The problem of readiness for schooling (E.O

Authors: T.N. Doronova, L.G. Golubeva, T.I. Grizik and others. Edited by T. N. Doronova.
In the program name "From childhood to adolescence" the authors have invested a special meaning associated with its content, goals and objectives. It is well known that childhood is a unique period in a person’s life, during which health is formed and personality develops. A child takes away from childhood something that is retained for the rest of his life.

The goal of the program is to create favorable conditions in the family and educational institutions for the formation of health and development through prevention and education in the context of national identity, language and traditions; education aimed at developing the child’s personality and abilities.

The program is designed for children from 2 to 7 years old. This is the first program in which issues of child development and upbringing are considered in close cooperation between a preschool institution and the family. For each age stage, tasks that need to be solved in a family environment are determined. kindergarten, in two directions: “Health” and “Development”. Each direction has an introductory and main part. Introductory part is of a journalistic nature. Its goal is to attract parents and teachers. The main part presents tasks that need to be solved in the family and preschool educational institutions.

The authors of the program consider the cognitive sphere as a complex formation that provides a person with a normal and full (intellectual and emotional) existence in our world. They proceed from the fact that on each age stage A child’s knowledge of the world is carried out in his own specific ways. Emotional and sensory comprehension of the world is of paramount importance in the development of the cognitive sphere. In preschool childhood, the child is not ready to acquire knowledge in scientific systems. He is only preparing to begin their serious development at a certain stage of his development. But the attitude towards our world is intensively laid down precisely in preschool age. A child's attitude towards the world should be based on care, kindness, humanity and compassion. The child will carry this attitude throughout his entire life, and the knowledge subsequently acquired will be superimposed on this attitude.

At the age of 4-7 years, children form a primary elementary image of the world; children begin to understand that our world is huge, changeable, diverse, and beautiful. A child of this age is distinguished by elementary age-related erudition, manifested in the ability to maintain conversations that are simple in content and touch upon cognitive aspects (the natural world and the human world).

The interaction of kindergarten teachers and parents appears in the program as a necessary condition for the normal development of the cognitive sphere. To enhance the effectiveness and efficiency of influence on the child, teachers and parents must act according to a single program, perform common tasks, but in different ways and means, coordinate their actions and help each other.

Complex tasks of emotional well-being, health and full personal and intellectual development child are identified for decision in a family and kindergarten setting.

The program has a section “Cognitive Development” (author T.I. Grizik).

Goal: to develop the cognitive interests, needs and abilities of children, their independent search activity on the basis of an enriched consciousness and formed emotional and sensory experience.

broaden one's horizons through familiarization with the experience of knowledge of the world accumulated by mankind;
develop cognitive processes(perception, memory, attention, imagination, thinking) and mental operations (analysis, synthesis, comparison, generalization, classification, etc.) in accordance with the age norm;
create conditions conducive to identifying and maintaining electoral interests, the emergence of independent cognitive activity children;
to form a positive attitude towards the world based on emotional and sensory experience.

Structural and content characteristics

So, in the preschool educational institution it is assumed:

form ideas about nature, offer information about living nature in a fascinating way: individual representatives of the flora and fauna, features of their appearance, habits, conditions of placement in different territories;
introduce the nature of interaction between plants and animals;
bring into consciousness elementary representations O inanimate nature: various atmospheric phenomena, qualities and properties of inanimate objects;
introduce different planets.

The program offers:

introduce children to natural materials, their properties and qualities, the nature of their use by humans;
show the relationship between living and inanimate nature: the seasons, their rhythm and cyclicity, observe and record seasonal changes and their influence on the life of nature and man;
introduce the globe, using a globe, a physical map of the world, various natural and climatic zones, natural resources of the subsoil, countries and peoples, some anatomical features of a person in accordance with the age capabilities and needs of the child, form ideas about the self-worth of a person (beauty, mental strength , creation, heroism, etc.);
differentiate existing ideas about living nature and the social world: wild nature (wild animals and wild plants), cultivated nature (domestic animals and cultivated plants), human activity (cognitive, labor, artistic) and its results;
organize the accumulated and received information about the world of nature and man by comprehending various connections (target, cause-and-effect), dependencies, patterns, show what the violation of connections and patterns leads to;
introduce to elementary, age-appropriate experimentation (with water, sand, clay; with plasticine, fabric, magnet, etc.);
promote development and improvement different methods knowledge in accordance with the age capabilities and individual rates of development of the child;
learn to analyze various phenomena and events, compare them, generalize;
make basic inferences;
be able to foresee possible developments of events and, based on this, plan your own and others’ actions and actions;
to form emotional responsiveness to events and phenomena of the surrounding reality, joys and achievements, experiences and problems of other people;
create conditions that allow active expression own attitude to the world, consolidate and exercise your positive experience;
pay attention to the positive actions and manifestations of children in relation to people and nature;
to form a positive, careful, creative attitude towards the world through the development of the foundations of ecological culture;
develop environmental consciousness on the principles of the equivalence of all living things;
to form ideas about the relationship between nature and man (comprehension of the “man - natural environment” system accessible to children);
intensify independent activity children to preserve, improve and increase the wealth of the surrounding nature, taking into account their individual preferences and desires;
develop the foundations of environmental aesthetics through creating conditions for aesthetic perception nature with its direct perception (objects and phenomena at different times of the year), show the greatness of nature through different types arts: painting, literature, music.

The family offers:

talk about various representatives living nature (plants and animals), teach to observe them (using the example of domestic animals and plants), note their features, record changes ( appearance, animal behavior);
read fairy tales about nature and children's educational literature;
talk about inanimate nature (seasonal phenomena, parts of the day), connect stories with real life child;
expand ideas about nature in summer period, share memories from your childhood related to pets, interesting places(sea, forest, river, mountains, etc.), amazing encounters and finds (for example, we met a moose in the forest, found a kitten on the street, etc.);
introduce labor activity people (primarily with the activities of family members and loved ones); professional (who and where worked and works), household (household chores and their distribution among family members), hobbies and hobbies (growing flowers, vegetables, fruits; knitting; embroidery; sewing; sports; collecting, etc.);
consolidate the received ideas in feasible practical activities (household duties, work assignments);
draw the child’s attention to the significance of his work for loved ones;
talk about the Motherland, its riches, open spaces; the peoples inhabiting it and famous people;
develop the child’s cognitive abilities;
observe the surrounding nature and social world; note the changes occurring in them; act together depending on what is seen and noticed;
Demonstrate by your own example an attentive and caring attitude towards people (especially loved ones); interested, careful and creative attitude towards nature;
visit places where you can meet representatives of wildlife (zoo, botanical garden, circus, flower exhibitions, cats, etc.);
Discuss with your child why you and he like (don’t like) this or that natural phenomenon, time of year, part of the day.

Features of organizing the work of pre-school specialists

The program assumes the active involvement of parents in the upbringing and education of children. To preschool teachers could interact with parents, and the program “From Childhood to Adolescence” was created. Through interaction with teachers and participation in the life of the kindergarten, parents gain experience in pedagogical cooperation both with their child and with the teaching community as a whole.

Educational and methodological support

To help educators, a large package of benefits has been developed, which constitutes a set of programmatic and methodological materials for each group under the program “From Childhood to Adolescence.”

The program has teaching aids for each section for educators and parents, and notebooks have been published for children. The authors have developed approximate plans for sections of the program and a methodology for examining children.

Included methodological manuals The program fully includes annual planning of work with children, but the sequence of planning by the teacher of the material is determined depending on individual characteristics children, their health, intensity and pace of progress in development, regardless of the level of initial preparedness.

The program and a set of teaching aids have undergone extensive experimental testing in various regions of Russia and received a positive assessment from parents and teachers.

Zebzeeva V.A. Development of elementary natural science concepts and environmental culture of children: Review of preschool education programs. - M.: Sfera, 2009.

The program is designed for children from 2 to 7 years old. This is the first program in which issues of child development and upbringing are considered in close cooperation between a preschool institution and the family. For each age stage, tasks that need to be solved in a family and kindergarten are determined in two areas: “Health” and “Development”. Each direction has an introductory and main part. The introductory part is of a journalistic nature. Its goal is to attract parents and teachers. The main part presents tasks that need to be solved in the family and preschool educational institutions.

The authors of the program consider the cognitive sphere as a complex formation that provides a person with a normal and full (intellectual and emotional) existence in our world. They proceed from the fact that at each age stage, a child’s knowledge of the world is carried out in its own specific ways. Emotional and sensory comprehension of the world is of paramount importance in the development of the cognitive sphere. In preschool childhood, the child is not ready to acquire knowledge in scientific systems. He is only preparing to begin their serious development at a certain stage of his development. But the attitude towards our world is intensively laid down precisely in preschool age. A child's attitude towards the world should be based on care, kindness, humanity and compassion. The child will carry this attitude throughout his entire life, and the knowledge subsequently acquired will be superimposed on this attitude.

Complex tasks of emotional well-being, health and full personal and intellectual development of the child are identified for solution in a family and kindergarten.

The program has a section “Cognitive Development” (author T.I. Grizik).

Goal: to develop the cognitive interests, needs and abilities of children, their independent search activity on the basis of an enriched consciousness and formed emotional and sensory experience.

broaden one's horizons through familiarization with the experience of knowledge of the world accumulated by mankind;
develop cognitive processes (perception, memory, attention, imagination, thinking) and mental operations (analysis, synthesis, comparison, generalization, classification, etc.) in accordance with the age norm;
create conditions conducive to identifying and maintaining selective interests and the emergence of independent cognitive activity in children;
to form a positive attitude towards the world based on emotional and sensory experience.

Structural and content characteristics

So, in the preschool educational institution it is assumed:

form ideas about nature, offer information about living nature in a fascinating way: individual representatives of the flora and fauna, features of their appearance, habits, conditions of placement in different territories;
introduce the nature of interaction between plants and animals;
introduce into consciousness elementary ideas about inanimate nature: various atmospheric phenomena, qualities and properties of objects of inanimate nature;
introduce different planets.

The program offers:

introduce children to natural materials, their properties and qualities, the nature of their use by humans;
show the relationship between living and inanimate nature: the seasons, their rhythm and cyclicity, observe and record seasonal changes and their impact on the life of nature and humans;
introduce the globe, using a globe, a physical map of the world, various natural and climatic zones, natural resources of the subsoil, countries and peoples, some anatomical features of a person in accordance with the age capabilities and needs of the child, form ideas about the self-worth of a person (beauty, mental strength , creation, heroism, etc.);
differentiate existing ideas about living nature and the social world: wild nature (wild animals and wild plants), cultivated nature (domestic animals and cultivated plants), human activity (cognitive, labor, artistic) and its results;
organize the accumulated and received information about the world of nature and man by comprehending various connections (target, cause-and-effect), dependencies, patterns, show what the violation of connections and patterns leads to;
introduce to elementary, age-appropriate experimentation (with water, sand, clay; with plasticine, fabric, magnet, etc.);
promote the development and improvement of various methods of cognition in accordance with the age capabilities and individual rates of development of the child;
learn to analyze various phenomena and events, compare them, generalize;
make basic inferences;
be able to foresee possible developments of events and, based on this, plan your own and others’ actions and actions;
to form emotional responsiveness to events and phenomena of the surrounding reality, joys and achievements, experiences and problems of other people;
create conditions that allow you to actively express your own attitude to the world, consolidate and exercise your positive experience;
pay attention to the positive actions and manifestations of children in relation to people and nature;
to form a positive, careful, creative attitude towards the world through the development of the foundations of ecological culture;
develop environmental consciousness on the principles of the equivalence of all living things;
to form ideas about the relationship between nature and man (comprehension of the “man - natural environment” system accessible to children);
to intensify the independent activities of children to preserve, improve and increase the riches of the surrounding nature, taking into account their individual preferences and desires;
to develop the foundations of environmental aesthetics through creating conditions for the aesthetic perception of nature during its direct perception (objects and phenomena in different seasons), to show the greatness of nature through different types of arts: painting, literature, music.

The family offers:

talk about various representatives of wildlife (plants and animals), teach to observe them (using the example of domestic animals and plants), note their features, record changes (appearance, behavior of animals);
read fairy tales about nature and children's educational literature;
talk about inanimate nature (seasonal phenomena, parts of the day), connect stories with the child’s real life;
expand your understanding of nature in the summer, share memories from your childhood associated with pets, interesting places (sea, forest, river, mountains, etc.), amazing encounters and finds (for example, met a moose in the forest, found a kitten on the street and so on.);
introduce people to the work activities (primarily the activities of family members and loved ones); professional (who and where worked and works), household (household chores and their distribution among family members), hobbies and hobbies (growing flowers, vegetables, fruits; knitting; embroidery; sewing; sports; collecting, etc.);
consolidate the received ideas in feasible practical activities (household duties, work assignments);
draw the child’s attention to the significance of his work for loved ones;
talk about the Motherland, its riches, open spaces; the peoples inhabiting it and famous people;
develop the child’s cognitive abilities;
observe the surrounding nature and social world; note the changes occurring in them; act together depending on what is seen and noticed;
Demonstrate by your own example an attentive and caring attitude towards people (especially loved ones); interested, careful and creative attitude towards nature;
visit places where you can meet representatives of wildlife (zoo, botanical garden, circus, flower exhibitions, cats, etc.);
Discuss with your child why you and he like (don’t like) this or that natural phenomenon, time of year, part of the day.

Features of organizing the work of pre-school specialists

The program assumes the active involvement of parents in the upbringing and education of children. So that preschool teachers could interact with parents, the program “From Childhood to Adolescence” was created. Through interaction with teachers and participation in the life of the kindergarten, parents gain experience in pedagogical cooperation both with their child and with the teaching community as a whole.

Educational and methodological support

The set of teaching aids for the program fully provides annual planning of work with children, but the sequence of planning by the teacher of the material is determined depending on the individual characteristics of the children, their health, intensity and pace of progress in development, regardless of the level of initial preparedness.

The program and a set of teaching aids have undergone extensive experimental testing in various regions of Russia and received a positive assessment from parents and teachers.

Zebzeeva V.A. Development of elementary natural science concepts and environmental culture of children: Review of preschool education programs. - M.: Sfera, 2009.

Conceived and developed as comprehensive program for parents and teachers raising children aged 4 to 10 years, and is a synthesis of mono-pedagogical strategy and technology for adults interested in improving children's health, timely and full development, upbringing and training in the education system.
Work on the program can be carried out in several directions: in educational institutions with solving problems of preschool and primary education(“School - kindergarten” from 4 to 10 years old), as well as in working with children who irregularly attend preschool.

The authors have a special meaning in the name of the program associated with the processes occurring during personality development.
Preschool age is a unique period in a person’s life, when the foundations of social, emotional, volitional, cognitive development, there is an introduction to universal human values, the development of the child’s abilities and individuality. What a child takes away from childhood is something that lasts for the rest of his life.

The period of adolescence is no less important. During this period, a person grows up. A child needs the ability to exist in society, find his place in it, and be able to interact with children and adults.

It is advisable to combine the efforts of parents and teachers.
By carefully studying the child, child psychologists have established general patterns of his mental development. Thanks to this, it became possible to manage this process on a scientific basis. By interacting with teachers and participating in the life of a kindergarten, parents can gain experience in pedagogical cooperation both with their child and with the teaching community as a whole.

The authors of the program “From Childhood to Adolescence” attach great importance to familiarizing parents with the program according to which their children are raised and educated. It contains the necessary popular scientific information (medical, pedagogical, psychological), knowledge of which will help parents protect their child from incompetent or negative pedagogical intervention.

The authors of the program consider the interaction of educators, parents, and children. It contains recommendations for educators and parents on various aspects of development - intellectual, aesthetic, physical, environmental, etc.

By analyzing the program “From Childhood to Adolescence”, synthesizing its fragments with fragments of other programs, supplementing them with his own developments, a preschool psychologist can create partial programs for children: “I study with joy”, “I’m not afraid of school”, etc. For educators: “Conflict-free training”, “The joy of discovery”, etc. For parents: “I want to know everything”, “Emergency parental help”, etc.

TRIZ program

The author of the idea is G.S. Altshuller. Further development of the technology was carried out by his students, one of them was M. Shusterman.
Triz - theory of solving inventive problems. In 1945 G.S. Altshuller began developing the scientific technology of creativity, deciding to understand how talented thinking differs from ordinary thinking.

Technology G.S. Altshuller was successfully used for many years in working with children at young technician stations, where the second part of the program arose and began to develop - creative pedagogy, and then its new section - the theory of the development of a creative personality.
Currently, technical TRIZ techniques and methods are successfully used in kindergartens to develop inventive ingenuity in preschoolers, creative imagination, dialectical thinking.

The purpose of TRIZ is not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the processes taking place, to give educators a tool for specific practical education in children of the qualities of a creative personality. Every teacher needs to rely on the “commandments” of a creative personality:

Be the master of your destiny;

Be successful at what you love;

Make your constructive contribution to the common cause;

Build your relationships with people on trust;

Develop your Creative skills;

Cultivate courage in yourself;

Take care of your health;

Don't lose faith in yourself;

Try to think positively, etc.

Trizov’s concept is based on the position of L.S. Vygotsky that a preschooler accepts the curriculum to the extent that it becomes his own. The TRIZ program for preschoolers is a program of collective games and activities with detailed methodological recommendations for educators. TRIZ is not intended to replace the main program, but to maximize its effectiveness. The credo of the TRIZ members: every child is initially talented and even brilliant, but he must be taught how to navigate the modern world in order to achieve maximum effect at a minimum cost.

The main means of working with children is pedagogical search. Children should not be given ready-made knowledge or answers to questions; the child should be taught to find them.

The TRIZ program uses methods and techniques developed by M.V. Lomonosov, F. Kunz, C. Whiting and others.

The main stage of work in the TRIZ program is solving fairy tale problems and inventing new fairy tales using special methods.
You can use the technique of empathy. Children imagine themselves in the place of the observed: “What if you turned into a bush? What are you thinking about? Who are you friends with? Who are you afraid of? etc. The TRIZ program provides educators and children with creative methods and tools that a person can master regardless of his age. By owning a single tool, children and adults can more easily find mutual language, understand each other.
The most important goal of a teacher working in the TRIZ program is the formation of creative thinking in children, the education of a creative personality prepared to consistently solve non-standard problems in various areas of reality.

Studying, analyzing and applying this program, a preschool educational institution psychologist can create partial programs for children: “Every child is a genius”, “Little thinker”, “I solve all problems”, etc. For educators: “We think outside the box”, “There are no problems”, “The educator is a creator! » etc. For parents: “There is no limit to perfection”, “Understanding”, “Simply about complex things”, etc.

“Krokha” program

The team of authors of the Nizhny Novgorod Humanitarian Center under the leadership of the candidate of pedagogical sciences GG. Grigorieva.
The program focuses on the comprehensive development and education of children under 3 years of age in family and preschool settings. educational institution. The goal of the program is to help parents realize their self-worth and special significance early period a person’s life, to convince them to raise a child taking into account knowledge of the general patterns of development and the natural individuality of the child, to provide assistance in understanding their own child, in finding and choosing adequate ways, means, and methods of education.

The program consists of four chapters:

- “We are waiting for you, baby!” (prenatal pedagogy);

- “How will I grow and develop” (characterization of the characteristics of the child’s physical and mental development from birth to
3 years);

- “Gulenka” (development and education of children in the first year of life);

- “I myself” (development and education of children 2 and 3 years old).

The program contains information materials on all areas of personality development of a child under 3 years old, as well as guidelines for parents and teachers. The appendices provide tables of the level of development and achievement of children in each age period, as well as literary material and sample scenarios for family holidays.

Materials on Montessori pedagogy and Waldorf school pedagogy are of interest to preschool psychologists. Today there are centers where psychologists can attend seminars, master the techniques and methods offered by these programs, and assess the need to implement one or another part of the program in preschool educational institutions. Having become familiar with the programs: “School of the Future”, “Step by Step”, “Green Door” - the psychologist can discuss them with parents and educators, analyze the recommendations of foreign teachers and psychologists, and, if necessary, implement them in a preschool educational institution - adapt them to the conditions and population of a particular preschool educational institution .

New education and training programs are created every day. Studying the experience of specialists, analyzing the experience of colleagues, adopting best methods, technology, a preschool educational institution psychologist can create unique proprietary programs that contribute to the full development of children, the formation of a positive psychological climate, and the improvement of the pedagogical culture of educators.

Exercise 1

Rainbow program

Authors: Solovyova E.V., leading researcher at the Center for Preschool, General and additional education Federal Institute for Educational Development. Candidate of Pedagogical Sciences, Associate Professor. Developmental psychologist.

Doronova T.N., Candidate of Pedagogical Sciences, Head of the Department of Preschool Education, Federal Institute for Educational Development of the Ministry of Education and Science Russian Federation, professor of the department preschool pedagogy and psychology of the Moscow City Psychological and Pedagogical University; Grizik T.I., Candidate of Pedagogical Sciences, senior researcher, 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"; Yakobson S.G., Candidate of Psychological Sciences, senior researcher at the Institute for the Development of Preschool Education of the Russian Academy of Education; Gerbova V.V., candidate of pedagogical sciences, senior researcher at the research institute general education Russia. Area of research: methods of developing vocabulary, coherent speech, content and methodology of classes on speech development for preschool children; Gribovskaya A.A., teacher, methodologist, candidate of pedagogical sciences, teacher at the Moscow Institute Open Education; Musienko S.I., senior researcher at the laboratory of games and toys at the Federal Institute for Educational Development, deputy editor-in-chief of the magazine “Obruch”.

“Rainbow” is the first comprehensive innovative program that opened the way for new variable programs for preschoolers, which replaced the Standard program. It covers a full range of problems related to ensuring the health, education, upbringing and development of children aged 2-7 years.

The “Rainbow” program differs from similar programs on the market in a number of unique advantages: “Rainbow” - domestic a program reflecting the realities of Russian culture, created on the basis of domestic general psychological activity theories A.N. Leontiev and implementing cultural-historical approach L.S. Vygotsky. “Rainbow” - proven reliable a program that has extensive long-term experience of successful use not only in Russia, but also in neighboring countries. “Rainbow” - program socialization a child of preschool age, in which the ideas of forming a comfortable developmental community of peers are put into practice. “Rainbow” is a developmental program of a new generation that realizes the individual potential of each pupil and ensures systematic preparation of the child for the next stage of education. “Rainbow” is a program aimed at mass kindergarten.

The program is conceived and implemented as:

· comprehensive, i.e. covering all the main aspects of upbringing, education and development of children in preschool age;

· massive, i.e. intended for use in all regions of Russia, both in urban and rural kindergartens, both in full-day groups and in groups operating on a short-term basis;

· personality-oriented a system of upbringing, education and development of children that has assimilated the main achievements of Russian pedagogical and psychological science.

The Rainbow program is aimed at achieving three main goals: to preserve and strengthen the health of children and form in them the habit of healthy image life; promote the timely and complete mental development of each child; provide every child with the opportunity to live a joyful and meaningful period preschool childhood.

The program is modern integrative program, which implements an activity-based approach to child development and a cultural approach to the selection of educational content.

"Rainbow" corresponds to the principle of developmental education; combines the principles of scientific validity and practical applicability; meets the criterion of completeness, allowing you to solve assigned problems and achieve your goals at a reasonable minimum necessary material, preventing children from being overloaded; ensures the unity of educational, developmental and training goals and objectives of the education of preschool children and is built taking into account the principle of integration of educational areas.

It is important that in “Rainbow” the methodological approaches to organizing a child’s life activity reflect the principle of complex thematic construction of the educational process. This approach involves widespread use various forms of work with children both in joint activities of adults and children, and in independent activities of children and uses the leading activity of a preschooler - game as the basis for organizing the life of the children's community.

In the new version of the program, the proposed content of education and psychological pedagogical work corresponds to the areas “Physical Education”, “Health”, “Safety”, “Socialization”, “Work”, “Cognition”, “Communication”, “Reading” fiction», « Artistic creativity", "Music".

“Rainbow” is the only program for preschool educational institutions that has undergone full experimental testing in 10 regions of Russia over 6 years and an independent examination by the commission of the Ministry of Education of the Russian Federation, as a result of which the program was recommended for mass implementation.

The program is focused on universal humanistic values and was created with the goal of preserving the health of children, helping every child joyfully and meaningfully live the period of preschool childhood, ensuring full and timely mental development each child, taking into account his individual characteristics.

“Rainbow” is distinguished by its refusal to strictly regulate children’s activities, taking into account the logic of the development of the child’s psyche, and the possibility of variability in the implementation of the program, taking into account regional and national characteristics, high level preparing children for school.

Scientific director of the program is Elena Viktorovna Solovyova. The authors and developers are T.N. Doronova, T.I. Grizik, S.G. Yakobson, V.V. Gerbova, A.A. Gribovskaya, S.I. Musienko.

The team of authors has developed an educational and methodological set that allows you to competently work with children: Methodological guides for educators for each age group. A set of teaching aids on main types of activities with lesson notes. Educational books, educational visual aids and didactic albums for children of primary, middle and senior preschool age.

The program has been widely used for 15 years in different regions of Russia, as well as in neighboring countries.

In agreement with the scientific director of the program and methodological complex “Rainbow” E.V. Solovyova, the following manuals can be used as tools for monitoring children’s achievement of planned results when preschool educational institutions implement the “Rainbow” program: N.O. Berezina, I.A. Burlakova, E.E. Klopotova and others. “Success. Monitoring children's achievement of planned results. A manual for teachers with an application on electronic media.” I.A. Burlakova, E.E. Klopotova, E.K. Yaglovskaya. "Success. Monitoring children's achievement of planned results. Visual material."

Program “From childhood to adolescence”

Authors: Doronova T.N., candidate of pedagogical sciences, head of the department of preschool education of the Federal Institute for Educational Development of the Ministry of Education and Science of the Russian Federation, professor of the department of preschool pedagogy and psychology of the Moscow City Psychological and Pedagogical University; Grizik T.I., Candidate of Pedagogical Sciences, senior researcher, 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”; Musienko S.I., senior researcher at the laboratory of games and toys at the Federal Institute for Educational Development, deputy editor-in-chief of the magazine “Obruch”.

“From childhood to adolescence” is the first program in which issues of child development and upbringing are considered in close interaction between the family and the preschool institution. Participating in the lives of their children not only at home, but also in kindergarten will help parents see the world from the child’s perspective and show interest in the child’s actions. Besides, Team work parents and children will improve the quality of children’s education and allow the potential of each child to be used.

The program “From childhood to adolescence” is comprehensive and defines the tasks that must be solved in a family and preschool educational institution in two interrelated areas - “Health” and “Development”.

The first direction of the program - “Health” - ensures the protection and strengthening of physical and mental health children, their development and emotional well-being. Parents are given the opportunity, together with teachers and medical workers kindergarten to assess the health of each child and choose individual tactics for its formation.

The second direction of the program - “Development” - is aimed at developing the child’s personality (his initiative, independence, curiosity, ability for creative self-expression) and introducing children to universal human values.

The program was created by a large team of authors - psychologists, teaching methodologists, defectologist, philologist, musician, and doctors. The head of the program is Tatyana Nikolaevna Doronova. To implement the program, a set of educational, visual and methodological aids has been developed in various areas of activity of a preschool child, planning and organizing pedagogical work in a preschool institution, and the development and upbringing of a child in the family. Literature is offered for all participants in the educational process: children, parents, educators, music directors, specialists in visual arts, physical culture, foreign language, methodologists, heads of preschool educational institutions, medical workers.

The program has undergone extensive experimental testing in various regions of Russia and has received positive assessment from parents and teachers.

Author: T. N. Doronova and others. The goal of the program is to create favorable conditions in the family and educational institutions for education aimed at developing the child’s personality, his talents and abilities as ways to independently solve creative and other problems, developing curiosity as foundations of cognitive activity of the future schoolchild.

Tasks in 2 areas: “Health” - ensures the protection and strengthening of the physical and mental health of children, their development and emotional well-being. Parents are given the opportunity, together with kindergarten teachers and medical workers, to first study and evaluate the health of each child, and then choose individual tactics for its development. “Development” is aimed at developing the child’s personality (competence, initiative, independence, curiosity, ability for creative self-expression) and introducing children to universal human values.

Features of the program A distinctive feature of the program is integration (based on cognitive and speech activity), which allows you to harmonize the educational process and plan it flexibly (narrow and expand).

Key educational technology becomes organized, purposeful intellectually cognitive activity, including latent, real and mediated learning.

Latent learning is the formation of certain skills in a situation where their direct implementation is not necessary and they are unclaimed. It is ensured by the presence of sensory and informational experience, which creates a base of clear and unclear ones. The accumulation of spontaneous experience can be organized through enriched subject environment; specially thought out and motivated independent activities (everyday, work, constructive); creative productive activity; cognitive intellectual communication with adults.

Real training, which is allocated a relatively small proportion of overall time educational process, occurs as a specially organized cognitive activity of the entire group or a separate subgroup of children. Problem-search situations that are used in real teaching contribute to the development of ideas based on heuristic methods, when concepts and dependencies are discovered by the child independently, when he himself begins to understand the most important patterns.

Indirect learning involves the inclusion of a broadly organized pedagogy of cooperation, game-based problem-practical situations, joint completion of tasks, mutual control, mutual learning in a toy library created by children, the use various types holidays and leisure.