Work plan for project activities in the dhow. Educational portal

Hurray, spring has come! I greet you, dear friends, and congratulate you on the beginning of a new stage in our lives - warm, sunny and full of hope. As usual, his owner Tatyana Sukhikh is on duty at the blog. With the arrival of spring, inspiration appeared to create something! Let it be something useful, for example, a project at a preschool educational institution on some non-standard topic. Yes, yes, we also write projects with children, can you imagine?

The project sounds somehow official and scientific, doesn’t it? But in fact, this word hides the name of one of the methods for implementing tasks for the development and training of preschoolers. Project activity consists of the joint work of the teacher, parents and children to study a certain issue.

The purpose and purpose of the projects is to promote the development of independent thinking in children, the ability to make decisions, look for answers, plan, foresee the result and learn to cooperate with other people. The teacher gives some task to the children, feasible for their age, and teaches how to solve it and how to present the result of the solution.

Preschoolers are not able to develop a project on their own, kindergarten we do everything together. Usually this type of activity is purely educational in nature; we use the project as a tool for learning, gaining knowledge and enriching life experience. This method has only recently begun to be used in preschool education; it is considered progressive and effective for modern children.

Active parents can easily do this simple task at home; I will describe in detail the types, themes, and structure. Development and learning in preschool format is carried out mainly through play activities, so projects have a creative, playful orientation. The most effective is group research activities of children.

The topics of the projects are very diverse.

Well, for example, the popular theme for children's projects is “Family Tree” or “My Family”. This project can be implemented in different ways - in the form of a collective panel with photographs of the family of each child in the group, or a painted large tree, or an exhibition of children's works on the theme of the children's family.

The point is to prevent children finished project, but give a topic and help determine the path to implement the project: what materials to use, who to ask for help, how to design the project product, how to present it. Moreover, this applies not only to older and older children. preparatory groups. Kids also do projects that they can handle.

For those who want to create a project according to all the rules

The peculiarities of the pedagogical and educational system in Russia are such that every step we take must be strictly in accordance with the Federal State Educational Standard. Therefore, even such a creative task as writing a project requires compliance methodological recommendations Ministries.

In order not to search for information for a long time, I suggest “registering” in my favorite online store “UchMag”, since there is absolutely any methodological literature, including excellent manuals on our topic:

• “Projects in preschool educational institutions: practice of teaching children 3-7 years old”;
• “Innovative pedagogical technologies. Project method in preschool educational institutions";
• “Projects in preschool educational institutions: theory and practice of child development”;
• “Projects in preschool educational institutions. Practice of teaching children 3-7 years old. Program for installation via the Internet";
• “Preschool educational institution development program. CD for computer: innovative educational project";
• “Environmental projects in preschool educational institutions. Research activities on walks";
• Offline webinar "Organization technology project activities in accordance with Federal State Educational Standards DO".

For preschool teachers, that is, a preschool educational institution, taking into account modern requirements for a preschool teacher, such manuals are simply a treasure. It contains everything that is necessary for competent planning and implementation of teaching activities: how to draw up a project, what to take into account, how to formalize the results, etc.

Types of projects in kindergarten

In the current practice of modern kindergartens, we use the following types of projects:

• Research with a creative bent: the guys find out some information, for example, why snow melts in the spring, and the results are presented in the form of drawings, wall newspapers, staged skits, etc.;
• Creative tasks are also educational in nature, but the results of the research are presented in the form of a theatrical action, performance, children's party;
• Social and informational: the guys research the subject of the project and draw up the result in the form of a newspaper, folder, poster, installation;
• Role-playing or gaming: children solve a project task using a fairy tale familiar to them, getting used to the roles of the characters, presenting the result of the research in the form of a role-playing plot.

According to the method of project implementation, they are divided into group, individual, intergroup, and complex.

In terms of implementation time, projects can be short-term (one lesson), medium-duration (1-2 lessons) and long-term (the entire academic year or half-year).

It may seem, especially to parents, that these projects are too difficult for preschoolers. But, I repeat, preschoolers are just getting acquainted with this type of activity, preparing for independent research that they will conduct at school.

Have you probably seen foreign films where children prepare some projects, often making volcanoes, various devices, bringing a pet to school and talking about it? Such types of activities are extremely useful for children, as they broaden their horizons, activate cognitive activity, and reveal creative and scientific abilities.

The name - projects - sounds very serious and pompous to our post-Soviet ears. In fact, for children this is just one type of work that requires research and presentation of the result. Both short-term and long-term projects are designed to increase the child’s self-esteem, since initially the adult is determined to recognize the value of any result of the child’s research.

The point is not to get an ideal research result from a child, say, on the topic of a favorite toy. The point is to instill in him an interest in research and analysis of the processes that occur around us. Arousing curiosity and healthy curiosity in children is the task of children's projects.

What exactly is the work on the project?

The stages of work on a children's project in kindergarten come down to preparation on the part of the teacher and implementation through the joint efforts of adults and children:

• Determining the goals and objectives of the project is the work of the educator, who must choose the topic of the project in such a way as to solve a problem with its help. For example, give kids deeper knowledge about natural phenomenon(rain, wind) or fix the names of days of the week, seasons, colors, etc.

Having determined the goal, the teacher voices it in front of the children. Together we choose the final product of the project - a poster, an album, a holiday, a performance. The type of product depends on the type of project and goals, of course. At this stage, children are faced with the following tasks: to understand and enter into a problem, to enter into a game situation (since the main type of learning in kindergarten is play).

The main thing that the teacher must achieve is to awaken activity in children and direct them to find ways to solve the problem. For example, we want to learn more flower names. At the first stage of working on the project, children, with the help of the teacher, must get involved in the implementation of the project and present the final product, it can be a panel, a bouquet of paper flowers, an applique, or a drawing.

• Work on the implementation of the project: you need to work together to draw up a work plan, that is, motivate the children to independently determine how to implement their plan. Who should I turn to for help (my parents, of course), what materials to use, where to look for answers to questions?

The children are divided into groups and distribute tasks among themselves, with the help of the teacher, of course.

The tasks to be accomplished at this stage are to create a favorable environment for creative exploration, involve children in joint activities, and encourage independent thinking. During the planning process, children practice logical thinking, develop ingenuity.

• Actually, work on the practical implementation of the project’s objectives: depending on the goal, according to the plan, we carry out project tasks step by step and design the final product, for example, an exhibition. We make a presentation in front of parents or conditional experts.
• Let's summarize: what worked, did not work. This is for the teacher. He notes the effectiveness of the project for himself and outlines topics for further projects.

What does the project look like on paper?

It is clear that the teacher must know how to write a project, since everything that we do in the group must be documented, so to speak.

As I have said more than once, to make your life easier, it is logical to make a blank, a template and simply enter the necessary information.

What must be written in the content of the project:

• Title, topic, tasks, type of project. It’s not difficult here: the name is in tune with the topic, and the tasks go beyond the topic. But there may be universal goals for all projects: social, cognitive, physical, aesthetic development of children according to age. You already know the types of projects;
• Statement of the problem: also depends on the topic of the project. If this concerns the topic of the Motherland, then the problem can be formulated as follows: find out from the children what the Motherland is, what it means for each person. It can be noted that there is insufficient awareness of children on this issue and low interest of parents in the formation of patriotism in children;
• Activities within the project: if it’s a short-term project, then we write down what we plan to do in one lesson. Long-term ones involve many different activities: classes, conversations, consultations with parents, excursions, reading literature, applied activities;
• Resources for project implementation: we list them methodological literature, materials of the method room;
• Form of the final product: exhibition, presentation, celebration, open lesson. Perhaps you will find innovative forms a product that no one has ever done before;
• Analytical note: write an analysis of the problem, briefly, saying why the implementation of this project is important for each participant, for children, parents, and teachers. For example, that now there is a decrease in patriotism, a loss of interest in the history of the homeland, the history of one’s family, etc. And the project will make children and adults aware of their involvement in their homeland;
• Stages of project implementation: I already wrote about this above, it’s not worth repeating, I think;
• The result of the project is based on goals and objectives.

What's left behind the scenes?

More than one Talmud could be written on this topic, about projects. But another time. I will only add that I would like parents to understand: today there is a serious problem with our children. This is low communication skills, lack of curiosity, lack of independence, passivity. Our main task is to teach children to communicate, interact with other people, independently look for a way out of any situation, and be able to act appropriately to the situation.

In kindergarten, we are trying with all our might to prepare children for the difficult period of school life. You yourself understand how difficult it is for children in modern school, given the increased number of children with psychological problems, as well as the enormous burden of the educational system, which is far from ideal.

So, projects are one of the most effective forms of preparing children for education in primary school. In this way, we form a sufficient level of development of mental processes, this also applies to voluntary behavior, emotional and motivational readiness for school, the presence high level communication skills.

It is psychological preparation for school that is the most valuable acquisition, so to speak, that a child receives in kindergarten.

So, stop me, too much information is not good for the reader. It's time to say goodbye for today. As always, I ask you to share links and subscribe to news!

Sincerely, Tatyana Sukhikh! Till tomorrow!

Natalia Evgenievna Zhukova
Implementation of project activities in preschool educational institutions

In order for preschool educational institution worked successfully, it, in addition to other components necessary for effective work, must also use modern techniques and integration technologies. Today, the method projects widespread, popular, relevant, effective and, of course, innovative. This is explained by its potential integrativeness, compliance with the technology of developmental education, ensuring the activity of children in the educational process, which is what the modernization of education, in particular preschool, is aimed at. Modern tendencies and rapid changes in society lead to the realization that today's preschoolers should know and be able to do a lot more than their peers 15-20 years ago, so the constant concern of teachers is the choice of the most effective means of teaching and education, and especially in anticipation of the introduction of the Federal State Educational Standard in kindergarten .

One of the areas of innovation activities our preschool educational institution is pedagogical design, which is considered as a system of planned and implemented actions, as well as characteristics of the conditions and means of achieving the goals and objectives. As practice has shown, implementation and implementation of the project method expands the educational space, gives it new forms, makes it possible to develop the child’s creative, cognitive thinking, establishes positions of independence, activity, initiative in finding answers to questions, systematizes information, and allows the use of acquired knowledge, skills and abilities in games and practical activities. activities. Moreover, technology design allow you to change the way you work with children: increase children's independence, curiosity, develop creative thinking in children, the ability to find a way out of a difficult situation, become more confident in their abilities, help the child successfully adapt to a changing situation social development, involve parents and other family members in the educational process of a preschool institution.

Implementing project activities, we have studied many recommendations, matrices and methods for developing pedagogical project, which were advisory in nature. Variability of approaches project activities allowed us to conclude that design- this is the creativity of the teacher with the obligatory implementation of the algorithm of step-by-step work. Algorithm for your attention project activities, which we developed at our institution.

Stages of work on project:

Search: topic definition project

Analytical: goal setting project, defining tasks, preparing for implementation

Practical: main stage project implementation(work with preschoolers, work with parents, equipping a subject-development environment)

Control: final stage (result, product activities)

Subject project can become like a certain section of the educational program, programs additional education, so events in the life of a kindergarten, city, country, topic can arise on the initiative of the child, which is very valuable and always finds support from teachers. Projects are different in typology, they differ in the number of participants, in content, in duration, in the dominant type. By the number of participants - individual, group, frontal, pair. By duration – short-term, medium-term, long-term. The dominant type is creative, research-cognitive, gaming, information-practice-oriented complex.

Teachers when planning and project implementation I had to remind you that the main thing in the method projects- this is the orientation of cognitive activities preschoolers on the RESULT that is achieved in the process collaboration teacher and children over a specific practical problem. Product project activities must be culturally significant, and for a preschool child visible, tangible, accessible and relevant.

Products project there may be photos and video materials, descriptions of experiments, layouts, exhibitions, albums, holidays, games, a book made in collaboration activities with an adult, project folder and more. The child must certainly see and feel the fruits of his labor. For project activities important is rule: Every project must be brought to successful completion, leaving the child with a sense of pride in the result obtained.

In our preschool educational institution there were projects implemented:

“The health of the child is in our hands” for older children preschool age and parents. The project was a group project, information-practice-oriented, medium-term, integrative.

Result project: presentations mini-projects, wall newspaper made together with children, week open screenings on healthy lifestyle, a package of methodological recommendations for disease prevention.

"My family" for children of senior preschool age, parents. The project was a group project, comprehensive, medium-term, integrative. Result project: creation of books about family, presentation of books, exhibition of children's drawings "My family".

"Herringbone" for children of primary preschool age, parents. Group project, creative short-term, integrative. Product project: exhibition of children's drawings, exhibition of crafts “Such different Christmas trees”, creating a costume for the New Year's party, costume competition "Herringbone".

"Feed the birds in winter" for children of middle preschool age, parents. Group project, practice-oriented, short-term, mono project. Product project: entertainment "Winged Theater" feeders for wintering birds, feeder competition.

"Visiting a fairy tale" Frontal project, creative, long-term, integrative. Result project: open classes, book corner competition, puppet theater decoration, theatrical performance competition, holiday "The Magic World of Theater", exhibition of drawings, competition for parents "Do-it-yourself books", review-competition of readers

Project activities must certainly be recorded in the form of a plan of educational work with a note « project» . For this we made a special project map, which indicates the types activities, through which individual stages of the project are being implemented. Design the map is recorded in terms of educational work in the form of a matrix project

THAT. Project activities like no other, it supports children’s cognitive initiative and helps the child gain early social positive experience implementation own plans, requires a search for non-standard actions in a variety of circumstances, helps to formalize the plan in the form of a culturally significant product, and, of course, develops the cognitive and creative activity of the preschooler.

Using pedagogical design, We let's implement student-centered, competency-based and developmental approaches to learning. The main goal of this multifaceted pedagogical work is the transition to the implementation of new Federal State Educational Standards, and with it new competencies and technologies. We understand that project activities– this is the type of pedagogical work that will be in demand in connection with implementation federal state educational standards in the practice of preschool educational institutions.

Project activities in preschool educational institutions are a unique way to ensure co-creativity and cooperation between adults and children. It allows you to implement a person-oriented approach to upbringing and education.

Project activities in preschool educational institutions contribute to the development of the creative abilities of preschoolers, turning them into active participants in all events taking place in kindergarten.

Significance

Project activities in preschool educational institutions according to the Federal State Educational Standard are a mandatory tool for the work of educators.

At the moment, this method is considered as an activity. It is a promising pedagogical technology.

Project activities in preschool educational institutions have a certain structure, characteristics, and perform several functions. Note that this method does not replace the educational and educational program used for preschool children, but complements it.

Functions

Project activity in a preschool educational institution is an activity to think through and organize the pedagogical process within the framework of a specific topic that has a result. This pedagogical technology promotes preschoolers’ mastery of environment.

Technologies for project activities in preschool educational institutions are intended for the development of a creative, free personality adapted to social conditions.

Concept of method

Currently, it is considered the most striking, developing, significant method. This is explained by the fact that design and research activities in preschool educational institutions are a universal toolkit that allows us to guarantee consistency, focus, and effectiveness.

The project method is a sum of cognitive and educational techniques that allow solving a specific problem during independent actions of preschoolers.

Children's project activities in preschool educational institutions involve the presentation of the results obtained, that is, it contributes to the development of public defense skills in the younger generation.

Such training can be considered as a way of organizing the pedagogical process, based on interaction with the environment, gradual practical work to achieve the intended goal.

Technology basis

The organization of project activities in preschool educational institutions is associated with the idea of ​​focusing the cognitive work of preschoolers on the result achieved through cooperation with the teacher and parents. Working on a specific problem involves using necessary skills and knowledge in certain educational areas, which is an excellent incentive for self-development and self-improvement.

The pedagogical process in preschool educational institutions is organized taking into account the age characteristics of children and their cognitive activity.

The educational program and factors of the educational process that contribute to achieving the goals are considered as the object of design.

The goal of project activities in preschool educational institutions is to build individual educational and educational trajectories for each preschooler.

At this age, it is difficult for a child to independently identify contradictions, formulate a problem, and set a goal. That is why children's creativity accompanied by the support of the teacher and parents. Moms and dads help children not only with searching for information, but they themselves can become involved in the educational process.

Such cooperation helps to establish an atmosphere of trust between adults and children, and the involvement of mothers and fathers in the success of their child.

Since play is the leading activity in preschool age, preschool educational institutions plan and implement a variety of gaming and creative projects.

Goal and tasks

Junior and senior preschool age involves solving two types of design problems:

• social and pedagogical;
• psychological.

The second design option is associated with educational processes within a specific age range: mastering methods of activity, developing skills, as well as socialization and maturation of preschoolers.

To solve such problems, the project method is used, which is the basis for the successful training, education, and development of preschool children.

The main purpose of the project methodology in preschool educational institutions is the development of the creative, liberated personality of the child, capable of successful adaptation in society.

General development tasks for preschoolers

Depending on age, there are:

• ensuring the psychological health and well-being of children;
• formation of cognitive abilities;
• development of creative imagination;
• improving communication skills.

The main tasks that a teacher sets when working with children of primary preschool age:

• Introducing children into a game problem situation, where the leading role belongs to the teacher.
• Experiments for children are a way to develop the prerequisites for search activity.
• Formation of search skills that contribute to resolution problematic situation(together with the teacher).

The tasks that a teacher sets in his work for children of senior preschool age:

• Creating conditions for intellectual growth.
• Development of skills for independent resolution of the proposed problem situation.
• Developing the desire to have a constructive conversation during joint project activities.

Classification and types

The teacher uses different means of project activities in the preschool educational institution. Currently, they are classified according to certain criteria:

• target setting;
• subject;
• duration;
• number of participants.

Let's consider the main types of project activities in preschool educational institutions used within the framework of the second generation Federal State Educational Standard.

One of them is research creative work associated with the creation of a finished product. For example, these could be experiments for children, a newspaper, an application.

Not only children, but also their parents can be involved in such a project.

Game and role-playing work involves children's creativity and allows preschoolers to be involved in solving a specific problem. For example, through the efforts of parents, teachers, and children, a holiday is being prepared with fairy-tale characters who find themselves in difficult situations. Only the kids themselves can help the characters cope with their problems.

Information, practice-oriented projects are aimed at preschoolers collecting information about a specific natural phenomenon or object from various sources. After the literature has been processed, based on it, the preschooler, under the guidance of the teacher, begins to implement the idea, focusing on social interests:

• caring for plants in a living area;
• group design for the New Year;
• preparation of materials by March 8.

in a preschool educational institution according to E. S. Evdokimova

• Based on their dominant characteristics, projects are divided into creative, research, adventure, informational, practice-oriented, and gaming.
• By the nature of the content, it is assumed that the preschooler and his family, nature and the child, culture and society will be included in the work.
• Depending on the degree of participation of the preschooler: expert, customer, areas of activity.
• According to the nature of the contacts established: within one group, together with family, art and cultural institutions, public associations.
• By number of participants: pairs, individual, frontal, group.
• By implementation period: medium duration, short-term, long-term.

Features of creative activity

Topics of project activities in preschool educational institutions can be different, they depend on target audience. Currently, research is being carried out not only in educational institutions middle and senior management, but also in kindergartens.

The most common in preschool educational institutions are considered information projects. They are aimed at collecting information about one object, familiarizing group members with it, analyzing the results obtained, and summarizing the observed facts. The structure of this work includes:

• receiving and processing information;
• provision of the finished product (result);
• project presentation.

Creative projects are aimed at the joint creativity of children and adults; they can be performed in a playful way. Preschoolers are of great interest in work related to artistic creativity, design. For example, you can come up with a musical project for the New Year holidays.

Adventure (game) projects involve the active involvement of children in work. Each member of the creative team receives a specific role, a real opportunity to demonstrate their individual abilities. This type of activity contributes to the formation of independence in preschool children, helps the teacher develop teamwork skills, and develop the communication abilities of each preschool child.

Senior preschool age is that fertile period when you can stimulate the child’s desire for active cognitive activity.

For example, for a matinee, the teacher, parents, and children can jointly prepare a fairy tale in a puppet theater. Young actors will be able to improve their speech skills while working on this project. Show the finished performance to the guys from senior group Preschool educational institutions will be able to give children the opportunity to feel like real actors.

The degree of creativity in such activities is quite high, so preschoolers develop the skills necessary to adapt to elementary school.

Practice-oriented projects, those chosen to work with preschoolers assume an expected, specific result aimed at social interests. Such activities require serious preparation on the part of the teacher.

On individual teacher corrects the activities of preschoolers, discusses the results obtained, helps the kids put the finished product into practice.

You can use open projects within one group. In the process of working on them, no additional problems arise, since children and parents know each other very well. Preschoolers have a real opportunity to demonstrate their Creative skills, gain teamwork skills, acquire additional knowledge and skills. At the same time, psychologists recommend that teachers be careful when choosing open-ended projects for work. If groups are excessively isolated within one educational institution, preschoolers will not have the opportunity to gain experience in cooperation with children of other age groups, this will negatively affect the process of their adaptation at school.

Contacts with representatives different ages preschoolers need to expand the scope of communication, social experience.

Individual activities

If in schools, lyceums, gymnasiums individual activity considered the most common type research work, then in preschool educational institutions it is used much less frequently.

An individual project requires the child’s full involvement in the process. Achieving a similar effect is quite problematic due to the age characteristics of preschool children. They are active, it is difficult for them to concentrate on the same type of activity for a long time. That is why individual research projects are a rarity in kindergartens.

Among those options that can also be classified as independent creative work, preschool educational institutions offer children essays, applications, drawings for fairy tales and stories. Of course, mothers and fathers can help them with their work, turning individual tasks into a way of spending joint leisure time, an exciting activity for the whole family.

Working in a team helps preschoolers develop cooperation skills and allows the teacher to introduce children to creative activities. Children learn to distribute responsibilities within a small group, together look for ways to solve the task assigned to them, and be responsible to other children for the stage that was assigned to them.

In addition to the experience of collective creativity, preschoolers receive a lot of impressions and positive emotions, which is an excellent option for forming friendly relationships between peers.

Group projects are designed for 3-12 participants solving a common problem. After completing the work, little researchers present the finished product, while gaining public advocacy skills.

Methods for implementing projects in preschool educational institutions

This process is a complex and responsible task assigned to the second-generation Federal State Educational Standards teacher. When planning such activities, the teacher takes into account the age characteristics of preschoolers and considers the duration of each stage of the project.

We offer several specific examples similar work.

The ABC of Health project is designed for 2 years, its participants are children from junior group Preschool educational institutions, as well as their parents. The first stage involves serious work with mothers and fathers of children, carried out in the form of lectures, conversations, and trainings. The purpose of this activity is to familiarize parents with the age characteristics of preschoolers and explain to them the importance of preventing colds.

A medical worker and a preschool psychologist are involved in the project. Through the joint efforts of parents, a teacher, a physical education teacher, a music worker, a psychologist, and a physician, an algorithm for the prevention of colds in children is thought out, and methods that are optimally suitable for children are selected.

The second stage of the project, dedicated to increasing immunity in children of primary preschool age, is associated with the practical implementation of the chosen hardening technique.

For example, after a nap, kids, moving in a circle, do comic exercises while cleaning themselves with a damp mitten. Gradually, the duration of the exercises increases, and the temperature of the water for rubbing decreases.

To monitor the results of project implementation medical worker Statistics of colds among children involved in the project are monitored.

At the third (final) stage, the results of the work done are summed up, the change in the number of children with colds is analyzed, and conclusions are drawn about the advisability of introducing hardening.

Project “We are responsible for those we have tamed”

Each kindergarten group has its own living corner. If earlier you could see domestic animals there, now, in addition to fresh flowers, many preschool educational institutions have aquariums with fish. The project is aimed at instilling in the younger generation the skills of caring for living nature. Each child receives a specific task:

• watering flowers;
• wiping dust from flower leaves;
• replanting plants (under the guidance of a teacher);
• feeding the fish.

This project is long-term; it helps children develop a sense of responsibility for living beings.

Gradually, the teacher redistributes responsibilities between the children so that each of them develops different practical skills and abilities.

Project "Young Actors"

Preschoolers aged 5-6 years old take part in various activities with pleasure. creative events. That is why one of the projects intended for working with older preschoolers can be considered creating your own theater. Together with the teacher and parents, preschoolers create heroes for their productions. Next, the repertoire is selected, and roles are distributed among the novice actors. The next stage of this project will involve rehearsals. They contribute to the development of speech skills, the formation of communication skills, and allow children to show their creative abilities. The children first show the finished performance in their group, then they can perform it in front of their parents and other preschoolers.

Conclusion

It is difficult to imagine a modern preschool educational institution that would not use different options for project activities. Collective types aimed at involving the maximum number of preschoolers in creative work are considered optimal and most effective for preschool educational institutions.

Kids are happy to get involved in preparing for the holidays, prepare concerts for their parents, and create real “masterpieces” of modern art out of paper and cardboard.

Consultation for kindergarten teachers

Project activities in kindergarten.
Project method in the activities of preschool educational institutions.
Ready-made projects in kindergarten

From birth, a child is a discoverer, an explorer of the world that surrounds him. Everything is new for him: sun and rain, fear and joy. Everyone knows that five-year-old children are called “why kids.” A child cannot find the answer to all his questions on his own; teachers help him. In preschool institutions, educators widely use the method of problem-based learning: questions that develop logical thinking, modeling problem situations, experimentation, experimental research activities, solving crosswords, charades, puzzles, etc.

The integrated teaching method is innovative for preschoolers. It is aimed at developing the child’s personality, his cognitive and creative abilities. A series of lessons is united by a main problem. For example, giving children a complete understanding of domestic animals, the teacher in the cognitive cycle classes introduces them to the role of domestic animals in human life, in the artistic and aesthetic cycle classes - with images of domestic animals in the works of writers and poets, with the transfer of these images in folk arts and crafts. art and creativity of illustrators.

Variability in the use of the integrated method quite diverse.

• Full integration (environmental education with fiction, fine arts, music education, physical development)
• Partial integration (integration of fiction and artistic activities)
• Integration based on a single project, which is based on a problem.

The transition of a preschool institution to a project-based method of activity is usually carried out in the following stages:

• classes that include problem situations of children's experimentation, etc.;
• complex block-thematic classes;
• integration:
  − partial integration;
  − full integration;
• project method:
  − form of organization of educational space;
  − method of developing creative cognitive thinking.

An approximate work plan for a teacher to prepare a project

1. Based on the children’s problems studied, set the goal of the project.
2. Developing a plan to achieve the goal (the teacher discusses the plan with the parents).
3. Involvement of specialists in the implementation of relevant sections of the project.
4. Drawing up a project plan.
5. Collection, accumulation of material.
6. Inclusion of classes, games and other types of children's activities in the project plan.
7. Homework for yourself. execution.
8. Presentation of the project, open lesson.

Main stages of the project method

1. Goal setting: The teacher helps the child choose the most relevant and feasible task for him for a certain period of time.

2. Project development– action plan to achieve the goal:

• who to turn to for help (an adult, a teacher);
• what sources can you find information from?
• what items to use (accessories, equipment);
• what objects to learn to work with to achieve the goal.

3. Project execution– practical part.

4. Summing up – defining tasks for new projects.

Currently projects are classified:

1. by composition of participants;
2. by target setting;
3. by topic;
4. according to implementation deadlines.

The following types of projects are used in the practice of modern preschool institutions:

1. research and creative projects: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;
2. role-playing game projects (with elements creative games when children take on the character of a fairy tale and solve problems in their own way);
3. information-practice-oriented projects: children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.);
4. creative projects in kindergarten(formatization of the result in the form of a children's party, children's design, for example, “Theater Week”).

Since the leading activity of a preschooler is play, then, starting from younger age, role-playing and creative projects are used: “Favorite Toys”, “ABC of Health”, etc.

Other types of projects are also significant, including:

• complex:“World of Theater”, “Hello, Pushkin!”, “Echo of Centuries”, “Book Week”;
• intergroup:“Mathematical collages”, “The world of animals and birds”, “Seasons”;
• creative:“My friends”, “In our boring garden”, “We love fairy tales”, “The world of nature”, “Rowan berries of Russia”;
• group:“Tales of Love”, “Know Yourself”, “Underwater World”, “Fun Astronomy”;
• individual:“Me and My Family”, “Family Tree”, “Secrets of Grandma’s Chest”, “Fairytale Bird”;
• research:“The World of Water”, “Breath and Health”, “Nutrition and Health”.

In terms of duration, they can be short-term (one or several lessons), medium-long, long-term (for example, “Pushkin’s Work” - for the academic year).

Main goal design method in d/u is development free creative child's personality, which is determined by development goals and objectives research activities children.

Development objectives:

1. ensuring the psychological well-being and health of children;
2. development of cognitive abilities;
3. development of creative imagination;
4. development of creative thinking;
5. development of communication skills.

The tasks of research activities are specific for each age.

In early preschool age this is:

• children’s entry into a problematic play situation (the leading role of the teacher);
• activating the desire to look for ways to resolve a problem situation (together with the teacher);
• formation of initial prerequisites for search activity (practical experiments).

In older preschool age this is:

• formation of prerequisites for search activity and intellectual initiative;
• developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently;
• developing the ability to apply these methods to help solve the problem, using various options;
• developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.

The project method is relevant and very effective. It gives the child the opportunity to experiment and synthesize acquired knowledge. Develop creativity and communication skills, which allows him to successfully adapt to the changed situation of school learning.

The introduction of the project method into practice began with the organization of work with teaching staff. Here you can use the following forms of work:

Consultations on topics:

• “Variability of the use of the integrated method in the education of preschool children”;
• “Project method as a method of developmental education for preschoolers”;
• “Types of projects and their use in different age groups”;

Workshops:

• “Identification of cognitive interests in preschool children”;
• "Development of a promising thematic planning on the inclusion of additional education in the educational process";
• “Additional education in the educational process”;
• “Development of group projects based on design and research activities”;
• “Summarizing the materials of experimental work on the development of a project-based teaching method”;

Exemplary projects in preschool educational institutions in working with personnel:

1. “Prospects for the development of preschool educational institutions in conditions of self-government” (administrative group, methodological service, council of teachers, creative group);
2. “Raising a healthy child” (within the framework of medical, psycho-physiological and pedagogical services);
3. "Master Class. Prospects for improvement pedagogical excellence"(all teachers participate in the project);
4. “Young talents” (methodological service, group of mentors, young specialists);
5. “Prospects for environmental education of preschool children” (educators, additional education teachers);
6. “Nutrition and health” (medical service, methodological service, educators, catering workers);
7. problematic projects between teachers of groups working on the same program;
8. design project to improve the development environment (administrative, methodological, psychological services, additional education teacher in visual arts, building maintenance worker);
9. social projects “Our anniversaries”, “Significant dates” (all members of the team, students, society participate)

The project method is used in working with children starting from early preschool age. It made it possible to determine the objectives of training, to form the prerequisites for educational and research skills in accordance with the main lines of development.

Junior preschool age

Learning Objectives:

1. awaken interest in the proposed activity;
2. involve children in the learning process;
3. form different ideas;
4. involve children in reproducing images using various options;
5. encourage children to engage in joint search activities and experimentation.

Improving mental processes:

1. formation of emotional interest;
2. familiarity with objects and actions with them;
3. development of thinking and imagination;
4. speech development.

1. awareness of the goal;
2. mastery different ways solving assigned problems;
3. the ability to anticipate the outcome based on one’s past experience;
4. searching for different means to achieve the goal.

Lines of personality development.

Physical development:

• stimulation of the natural process of development of motor abilities and qualities;
• formation of conscious ideas about the need to take care of one’s health (role-playing project “The ABC of Health”);

social development:

• formation of methods of communication (vernissage “Me and My Family”, individual family projects “Geneological Tree”);

cognitive development:

• enrichment and expansion of ideas about the world around us;
• expansion and qualitative change in methods of orientation in the surrounding world;
• conscious use of sensory sensations in solving practical problems (mathematical collages, intergroup project “The World of Animals and Birds”, “Creative projects “My Friends”, “The World of Nature”, “We Love Fairy Tales”);

aesthetic development:

• development of an emotional-value attitude towards works of art and artistic images;
• mastery of artistic activity (complex projects “The World of Theatre”, “Hello, Pushkin!”, role-playing projects “Favorite Toys”).

Senior preschool age.

Learning Objectives:

1. develop search activity and intellectual initiative;
2. develop special methods of orientation - experimentation and modeling;
3. to form generalized methods of mental work and means of building one’s own cognitive activity;
4. develop the ability to predict future changes.

Formation of prerequisites for educational activities:

1. arbitrariness in behavior and productive activity;
2. the need to create your own picture of the world;
3. communication skills.

Formation of design and research skills:

1. identify the problem;
2. independently search for the right solution;
3. choose the most adequate one from the available methods and use it productively;
4. independently analyze the results obtained.

Lines of personality development.

Social development:

• development of self-knowledge and positive self-esteem;
• mastering methods of non-situational and personal communication;
• high level of communicative competence;
• awareness of the functions of speech (individual project “Me and My Family”, “Family Tree”, project “Tales of Love”, group projects “Know Yourself”);

Physical development:

• development of a conscious attitude towards one’s health;
• formation of the need for a healthy lifestyle;
• improvement of the process of development of motor abilities and qualities (role-playing projects “The ABC of Health”, “Secrets of Ilya Muromets”).

Cognitive development:

• systematization of knowledge, stimulating the development of cognitive and creative abilities;
• development of abilities for practical and mental experimentation and symbolic modeling, speech planning, logical operations(club of book lovers “Magic Country”, group projects “Ural Gems”, “Underwater World”, “Merry Astronomy”, intergroup project “Seasons”, complex projects “Hello, Pushkin!”, “Heroes of the Russian Land”);

Aesthetic development:

• in-depth introduction to art, the variety of artistic images;
• mastering various types of art. activities;
• development of abilities for aesthetic appreciation (role-playing project “Visiting a Fairy Tale”, complex projects “Echo of Centuries”, “Book Week”, “World of Theatre”).

Approximate scheme for the implementation of the “Family” project(older age)

Project development algorithm

Today the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already have an idea of ​​what a kindergarten graduate should be like, what qualities he should have, this is spelled out in the FGT for the main educational program. Modern pedagogical research shows that the main problem of preschool education is the loss of liveliness and attractiveness of the learning process. The number of preschoolers who do not want to go to school is increasing; Positive motivation for classes has decreased, and children’s academic performance is falling. How to improve the situation? The formation of a new education system, focused on entering the global space, requires significant changes in the pedagogical theory and practice of preschool institutions, and the improvement of pedagogical technologies.

The use of innovative pedagogical technologies opens up new opportunities for the education and training of preschoolers, and the project method has become one of the most effective today. Design technology refers to modern humanitarian technologies that are innovative in the work of preschool institutions.

This method is relevant and very effective, because... gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, thereby allowing him to successfully adapt to school.

The project method is interesting and useful not only for children, but for teachers themselves, because it makes it possible to concentrate material on a specific topic, increase the level of one’s own competence on the problem, and bring to new level relationships with parents, to truly feel like a partner with children in solving research problems, to make the learning process not boring and overly edifying. The project method is naturally and harmoniously woven into the educational process of kindergarten.

Project activity is project only if direct action in a particular situation turns out to be impossible. In other words, if a child wanted to play with a ball, took the ball for this, and carried out his plan, or if the instructor organized and conducted physical education leisure, then this activity will not be a project activity - the child and the teacher performed all actions within the framework of traditional productive and educational activities. And if, before holding the “Olympic Games” leisure time, the teacher, together with the children, comes to a decision during a discussion about the need to hold such a holiday, then plans the paths leading to achieving this goal. Children, together with their parents and teachers, select, study and present information about Olympic sports, competition rules, records and winners for several weeks, make attributes, learn the rules, watch and discuss presentations and video clips, develop sports skills. And the result of this activity is the sports festival “Small Olympic Games” with the involvement of parents, an exhibition of photographs, etc. - this is a long-term project.

When organizing project activities in kindergarten, teachers may encounter the following problems.

The discrepancy between the traditional form of organization of educational activities and the nature of project activities. Project activities, as noted above, are carried out in a space of possibilities where there are no clearly defined norms. In this case, both the teacher and the child find themselves in a situation of uncertainty. Project activity is focused on exploring as many possibilities as possible in a situation, rather than on following a predetermined (and known to the teacher) path.

Non-distinction between the child's subject and object positions. Most preschool teachers are very sensitive to children and support them emotionally. However, this emotional support should not translate into a willingness to perform creative task for the child, be it formulating a creative idea or searching for possible ways to solve a problem. The teacher must organize a problem situation for children, but should not offer his own options for solving the problem. Otherwise the child will end up in the object's position.

In project activities, subjectivity means the expression of initiative and the manifestation of independent activity, while the child’s subjectivity can manifest itself in different ways. So, a child can express original idea(that is, previously not expressed by other children) or support and slightly modify another child’s idea. In this case, the teacher should focus on the uniqueness of the child’s idea.

Research shows that preschoolers can successfully complete project-based activities. At the same time, there are clear positive changes in cognitive development children, observed personal growth preschoolers, which is expressed in the desire to perform original creative works. The interpersonal relationships of preschoolers change significantly, children gain experience of productive interaction, the ability to hear others and express their attitude to various aspects of reality. There are changes in the relationship between children and parents.

It is project activities that will help connect the process of learning and upbringing with real events in the life of a child, as well as interest him and captivate him in this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, collaborate, and plan your work. Each child will be able to express themselves, feel needed, which means they will gain confidence in their abilities.

So, what is a “PROJECT”?

In the etymological dictionary the word “ project" borrowed from Latin and means “thrown forward”, “protruding”, “conspicuous”.

“Project"- this is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals.

Under project also understands independent and collective creative completed work, which has a socially significant result.

The project is based on problem, to solve it, a research search is required in various directions, the results of which are generalized and combined into one whole.

Project method- this is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, in the process of which the child learns the world and translates new knowledge into real products.

In relation to kindergarten project- this is a set of actions specially organized by the teacher and independently carried out by the pupils, aimed at resolving a problem situation and culminating in the creation of a creative product.

The essence of " project method» in education is a member of such an organization educational process, in which students acquire knowledge and skills, experience of creative activity, emotional and value-based attitude to reality in the process of planning and execution graduallyincreasingly complex practical tasks - projects that have not only cognitive, but also pragmatic value.

“Everything I learn, I know, why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills .

The project method can be used in working with children starting from early preschool age. It allows you to determine learning objectives, form the prerequisites for educational and research skills in accordance with the main lines of development.

To implement the project, the teacher determines the stages of its implementation, thinks through the content of the activity and selects practical material. The implementation of any project involves working with children, methodological work with personnel and interaction with parents.

When planning project activities, the teacher should remember three stages in the development of project activities in preschool children, which represent one of the pedagogical technologies of project activities, which includes a set of research, search, problem-based, and creative methods.

First stage-imitative-performing, the implementation of which is possible with children 3.5-5 years old.

At this stage, children participate in the project “in secondary roles”, perform actions direct offer an adult or by imitating him, which does not contradict the nature of a small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.

Junior preschool age

Learning Objectives:

1. awaken interest in the proposed activity;
2. involve children in the learning process;
3. form different ideas;
4. involve children in reproducing images using various options;
5. encourage children to engage in joint search activities and experimentation.

Improving mental processes:

1. formation of emotional interest;
2. familiarity with objects and actions with them;
3. development of thinking and imagination;

4. speech development.

1. awareness of the goal;
2. mastering various ways of solving assigned problems;
3. the ability to anticipate the outcome based on one’s past experience;
4. searching for different means to achieve the goal.

The second stage is developmental, it is typical for children 5-6 years old, who already have experience in a variety of joint activities, can coordinate actions, and help each other. The child is less likely to turn to an adult with requests and is more active in organizing joint activities with peers.

Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. At this age, children accept the problem, clarify the goal, and are able to choose the necessary means to achieve the result of the activity. They not only show a willingness to participate in projects proposed by adults, but also find problems on their own.

Third stage-creative, it is typical for children 6-7 years old. At this stage, it is very important for an adult to develop and support the creative activity of children, to create conditions for children to independently determine the purpose and content of the upcoming activity, to choose ways to work on the project and the opportunity to organize it.

Senior preschool age.

Learning Objectives:

1. develop search activity and intellectual initiative;
2. develop special methods of orientation - experimentation and modeling;
3. to form generalized methods of mental work and means of building one’s own cognitive activity;
4. develop the ability to predict future changes.

Formation of prerequisites for educational activities:

1. arbitrariness in behavior and productive activity;
2. the need to create your own picture of the world;
3. communication skills.

Formation of design and research skills:

1. identify the problem;
2. independently search for the right solution;
3. choose the most adequate one from the available methods and use it productively;
4. independently analyze the results obtained.

The specificity of interaction using the project method in preschool practice is that adults need to “guide” the child, help discover a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project, but not overdo it with help. and guardianship.

Planning project activities begins with questions : "For what do you need a project?”, “Why is it being carried out?”, “What will be the product of the project activity?”, “In what form will the product be presented?”

Work on the project, including drawing up a well-founded action plan, which is formed and refined throughout the entire period, goes through several stages. At each stage, the teacher’s interaction with children is personality-oriented.

Project work

The first stage is Selecting a topic.

The teacher’s task is to choose a topic for deeper study together with the children and draw up a plan for cognitive activity. One way to introduce the topic involves using the “three questions” model:

1. What do I know?
2. What do I want to know?
3. How to find out?

At this stage, dialogue with children, organized by the teacher, contributes not only to the development of the child’s self-reflection in the field of knowing his own interests, assessing existing ones and acquiring new thematic knowledge in a free, relaxed atmosphere, but also to the development of speech and the speech apparatus itself.

 the teacher sets a goal based on the needs and interests of the child;

• involves preschoolers in problem solving;
• outlines a plan for moving towards the goal (maintains the interest of children and parents);
• discusses the plan with families parent meeting;
• seeks recommendations from preschool education specialists;
• together with children and parents, draws up a plan - a scheme for carrying out the project;
• collects information and material;

The second stage is Project Implementation.

Projects are implemented through different kinds activities (creative, experimental, productive). The teacher’s task at this stage is to create conditions in the group for the implementation of children’s plans.

The uniqueness of the application of the project method in this case lies in the fact that the second stage contributes to the diversified development of both mental functions and personal qualities child.

Research activity at this stage is intensified due to problem discussion, which helps to discover more and more new

problems, the use of comparison and contrast operations, the problematic presentation of information by the teacher, the organization of experiments and experiments.

The sequence of the teacher’s work at this stage:

• conducts classes, games, observations, trips (events of the main part of the project),
• gives homework to parents and children;

• encourages self-reliance creative works children and parents (search for materials, information, making crafts, drawings, albums, etc.);

The third stage is the presentation of the project.

It is important that the presentation is based on a tangible product that has value for children. During the creation of a product, the creative potential of preschoolers is revealed, and the information obtained during the implementation of the project is put to use.

The teacher’s task is to create conditions for children to have the opportunity to talk about their work, experience a sense of pride in their achievements, and comprehend the results of their activities. In the process of speaking in front of peers, the child acquires skills in mastering his emotional sphere and non-verbal means of communication (gestures, facial expressions, etc.).

The sequence of the teacher’s work on the project at this stage:

organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with children;

sums up the results (speaks at the teachers' council, parents' meeting, summarizes work experience).

The fourth stage is reflection.

The interaction between the teacher and the child in project activities can change as the child’s activity increases. The position of the teacher is built step by step as research skills develop and independent activity increases from teaching and organizing in the first stages to guiding and coordinating by the end of the project.

Thus, in project activities, the child’s subjective position is formed, his individuality is revealed, interests and needs are realized, which in turn contributes to the child’s personal development. This corresponds to the social order at the present stage.

The following types of projects are used in the practice of modern preschool institutions:

1. research and creative projects: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;

2. role-playing - game projects(with elements of creative games, when children take on the characters of a fairy tale and solve the problems in their own way);

1. information-practice-oriented projects: children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.);
2. creative projects in kindergarten(registration of the result in the form of a children's holiday, children's design, for example, “Health Week”).

Since the leading activity of a preschooler is play, starting from a young age, role-playing and creative projects are used: “Favorite Toys”, “ABC of Health”, etc.

Other types of projects are also significant, including:

complex;

intergroup;

group;

creative;

individual;

research.

By duration they can be short-term (one or several classes), medium-long, long-term (for example, “Sports games and entertainment as a means of increasing interest in physical education among preschool children” - for the school year).

The main goal of the design method in preschool institution is development free creative personality of the child, which is determined by the developmental tasks and tasks of children’s research activities.