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

23.09.2019

Maya Agafonkina
Organization project activities V kindergarten

Organization of project activities in kindergarten

Introduction

Modern pedagogy has significantly changed the attitude of adults towards children. Adults should not only pay attention to the formation of knowledge, skills and abilities of a preschooler and his adaptation to social life, but also teach through a joint search for solutions, and provide the child with the opportunity to independently master the norms of culture. Technology is a unique means of ensuring cooperation, co-creation between children and adults, and a way to implement a person-centered approach to education. design.

Project in preschool educational institutions - method pedagogically organized child's mastery environment in the process of step-by-step and pre-planned practical activities to achieve the intended goals

Design is a complex activity, the participants of which automatically, without a specially proclaimed didactic task on the part of organizers, master new concepts and ideas about various areas of life. Currently project activities organically included in the new educational standards of the Federal State Educational Standard.

About the relevance of using the method projects evidenced by the fact that it is mentioned in the context of problem-based and developmental learning, collaborative pedagogy, student-centered and activity-based approaches.

Method projects as a means of introducing pedagogical innovations into activities Preschool educational institution The key issue in the modernization of education is to improve its quality, bringing it into line with world standards. In the documents defining the development of the education system in Russian Federation, there is a need to increase the attention of the state and society to such an important subsystem as preschool education. At the present stage, in connection with the introduction of the Federal State Educational Standard (FSES, Federal state requirements to the structure of the main general educational program preschool education, there was a need to update and improve the quality of preschool education, introduce software and methodological support for preschool education of a new generation, aimed at identifying and developing the creative and cognitive abilities of children, as well as leveling the starting capabilities of graduates of preschool educational institutions during the transition to a new age stage of systematic education at school. Has enormous potential for improving the quality of education organization and introduction into the pedagogical practice of educational institutions of innovative activities. Today in the field of education stands out large number innovation of various nature, focus and significance, innovations are being introduced into organization and content, methodology and technology of teaching. Innovation determines new methods, forms, means, technologies used in pedagogical practice, focused on the child’s personality and the development of his abilities. Innovative transformations are becoming systemic. New types, types and profiles of preschool institutions, new educational programs have been created to ensure variability in the educational process, focused on the individuality of the child and the needs of his family. The search for new forms of work has led to the widespread use of the method in the practice of preschool institutions. project activities. Method projects- a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students, with the obligatory presentation of these results. The basis of the method projects the idea of the orientation of cognitive activities preschoolers on the result that is achieved in the process of joint work of the teacher and children on a specific practical problem (topic). Solve a problem or work on it project V in this case means applying the necessary knowledge and skills from various sections of the educational program for preschoolers and getting tangible results. In relation to kindergarten project is a specially organized by the teacher and a set of actions independently performed by the pupils aimed at resolving a problem situation and culminating in the creation of a creative product. Feature project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem and determine the goal (plan, therefore projects in kindergarten are, as a rule, educational in nature. Due to their psychophysiological development, preschoolers are not yet able to independently create their own from start to finish. project, therefore training necessary skills and skills is the main task of educators. Project activities in the educational process of preschool educational institutions is in the nature of cooperation, in which both children and teachers of preschool educational institutions, as well as parents, who can be not only sources of information, real help and support for the child and teacher in the process of working on project, but also to become direct participants in the educational process. Thus, without the introduction of new ideas and technologies in the work of preschool educational institutions, it is impossible to reform the entire preschool education system. The development of educational systems occurs due to the fact that innovations are created, disseminated and mastered.

Classification projects, used in the work of preschool educational institutions

Currently projects can be classified according to signs: a) by composition of participants;

b) according to the target setting;

c) by topic;

d) according to implementation deadlines.

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

- research and creative: children experiment, and then the results are presented in the form of some kind of creative product (newspapers, dramatizations, card indexes of experiments, children's design, etc..).

Role-playing games - project with elements of creative games. The method of entering into the image of a character in a fairy tale or story is used. Empathy method. Children solve problems in their own way.

For example: game day; game week; scripts are used role-playing games, game training; algorithms story games; game scenarios - travel, etc.; - information-practical oriented: children collect information about some object, phenomenon from different sources, and then implement it.

The results projects may become: children's drawings – exhibition; album with photographs; collage; story; algorithm; mnemonic table; excursion, etc. Final product activities depends on the topic project; - creative: as a rule, they do not have a detailed structure of joint activities of participants.

Project . Activity project. The results are presented in the form children's party , exhibitions, design and sections of a newspaper, album, almanac, etc., for example "Theater Week". Mixed types projects mono-projects.

The following types are also significant projects, in that number:

Complex, for example "World of Theater", “Hello, Pushkin!”, "Echo of Centuries", "Book Week";

Intergroup e.g. "Mathematical collages", "World of Animals and Birds", "Seasons";

Group, for example "Tales of Love", "Know Thyself", « underwater world» , "Fun Astronomy";

Individual, for example "Me and my family", "Family Tree", "Secrets of Grandma's Chest", "Fairytale Bird". Mixed types projects in the subject area are interdisciplinary, and creative ones are mono-projects.

In duration they there are:

Short term (one or more lessons – 1-2 weeks);

Medium duration (2-3 months);

Long term ( “Creativity of A. S. Pushkin”- on academic year). Another sign of classification is the composition of participants (group, subgroup, personal, family, couples, etc.);

Taking into account age psychological characteristics preschoolers, coordination projects must be flexible, i.e. the teacher unobtrusively guides the children’s work, organizing individual stages of the project.

All projects are carried out within preschool educational institutions, as a rule, between groups of participants, but there are also personal, individual projects(in visual and verbal creativity).

Since the leading view activities preschooler is a game, then, starting from a young age, role-playing and creative projects, For example "Favorite toys", "The ABC of Health" etc.

Features of implementation design method in preschool educational institutions

Method projects can be thought of as a way organizations pedagogical process based on the interaction of teacher and student, method of interaction with the environment, step-by-step practical activity to achieve the set goal.

Transition of a preschool institution to project method of activity, as a rule, is carried out according to the following stages:

Lessons involving problem situations children's experimentation, etc.;

Complex block-thematic lessons;

- integration: partial or complete;

Method projects like shape organizations educational space; as a method for developing creative cognitive thinking.

Work in this direction is implemented, first of all, through training teachers, educational work with parents, creating a subject-spatial environment in accordance with the requirements of the method projects.

The introduction of this technology into practice imposes certain requirements on the teacher, as a creative person, and special training to improve pedagogical professionalism, because to teach the child the teacher can design, master of the method projects both technology and how self-organization activities professional space.

The teacher acts as organizer of children's productive activities, he is a source of information, a consultant, an expert.

He is the main leader project and subsequent research, gaming, artistic, practice-oriented activities, coordinator of individual and group efforts of children in solving the problem. Therefore, the introduction into practice design method starts with organizations working with teaching staff.

These can be the following methods and forms work: seminars, consultations, collective viewing of classes, business games, methodological exhibitions, master class; conversations, debates, workshops, trainings, round tables, work with teaching materials, days of mutual visits, presentations projects.

The main purpose of implementation design method in a preschool educational institution is the development of the free creative personality of the child, which is determined by the tasks of development and the tasks of research children's activities.

The goal allows you to determine the objectives of training, form the prerequisites for educational and research skills in accordance with the main lines of development.

Child method projects makes it possible:

Experiment, synthesize acquired knowledge;

Develop creativity and communication skills, which allows him to successfully adapt to a changed situation schooling. Method projects can be used in working with children, not only older ones, but also from early preschool age.

Research objectives activities are specific for each age, allow you to determine learning objectives, form the prerequisites for educational and research skills in accordance with the main lines of development. For implementation project the teacher determines the stages of its implementation, thinks through the content activities and selects practical material.

At the same time, when planning project activities, the teacher should remember the three stages in development project activities in preschool children, who represent one of the pedagogical technologies project activities, which includes a set of research, search, problem, and creative methods.

The first stage is imitative, the implementation of which is possible with children 3.5–5 years old.

At this stage, children participate in project"on the sidelines",

they perform actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of the child. At this age there is still a need to establish and maintain positive attitude to an adult and imitate him.

So, in early preschool age the tasks are:

Arouse interest in the offer activities;

Involve children in the learning process;

Form different ideas;

Involve children in reproducing images using various options;

Encourage joint search activities, experimentation.

Improving mental processes:

Formation of emotional interest;

Familiarity with objects and actions with them;

Development of thinking and imagination;

Speech development.

Formation design-research skills and skills:

Awareness of the set goal;

Mastery in various ways solving assigned problems;

The ability to anticipate results based on past experience;

Search for different means to achieve the goal.

Lines of personality development in early preschool age according to directions.

1) physical development:

Stimulation natural process development of motor abilities and qualities;

Formation of conscious ideas about the need to take care of one’s health (for example, role-playing project"The ABC of Health");

- social development : formation of methods of communication (for example, vernissage "My Family", individual family projects"Family Tree").

2) 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 input to solve practical problems (e.g., math collages, intergroup project"World of Animals and Birds",

Creative projects"My friends", "Natural World").

3) aesthetic development:

Development of an emotional-value attitude towards works of art and artistic images;

Mastering artistic activities(for example, complex projects"World of Theater", role-playing games projects"Favorite toys" etc.).

The second stage is developmental (for children 5-6 years old) who already have experience in a variety of joint activities, can coordinate actions and provide assistance to each other.

The child is less likely to turn to an adult with requests and is more active

organizes joint activities with peers. Children develop self-control and self-esteem and are able to

it is enough to objectively evaluate both one’s own actions and

actions of peers. At this age, children accept the problem,

clarify the goal, are able to choose the necessary means to achieve the result activities. They not only show a willingness to participate in projects suggested by adults, but also find problems on their own.

The third stage is creative, it is typical for children 6–7 years old.

It is very important for an adult at this stage to develop and support

creative activity of children, create conditions for children to independently determine the goal and content of the upcoming activities, choosing ways to work on project and the possibility of organizing it.

Thus, tasks for senior preschool age:

Develop search engine activity, intellectual initiative;

Develop special methods of orientation - experimentation and modeling;

To form generalized methods of mental work and means of building one’s own cognitive activities;

Develop the ability to predict future changes. Formation of educational prerequisites activities:

Arbitrariness in behavior and productive activities;

The need to create your own picture of the world;

Communication skills.

Formation design-research skills and skills:

Identify the problem;

Search for the right solution on your own;

Choose the most adequate one from the available methods and use it productively;

Analyze the results yourself.

Lines of personality development in senior preschool age according to directions:

1) 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 speech functions (e.g. project"My Family", group projects"Know Thyself").

2) physical development:

Developing a conscious attitude towards your health;

Formation of the need for a healthy lifestyle;

Improving the process of development of motor abilities and qualities (for example, role-playing projects"The ABC of Health", "Secrets of Ilya Muromets").

3) 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 (for example, a book club « Fairyland» ; group projects"Underwater World", "Fun Astronomy"; intergroup project"Seasons").

4) aesthetic development:

In-depth introduction to art, the diversity of artistic images;

Mastery various types artistic activities;

Development of abilities for aesthetic evaluation.

Thus, in project activities are being formed

development of the child’s subjective position, his individuality is revealed

duality, interests and needs are realized, which in turn contributes to personal development child.

This corresponds to the social order at the present stage. Specifics of interaction using the method projects "to direct" child, help detect a problem or even provoke

its occurrence, arouse interest in it and "pull in" children in a joint project, but do not overdo it with the help and

guardianship. Planning project activities starts with questions:

"What is it for? project?» ,

“For what purpose is it being carried out?”,

"What will become the product project activities?» ,

“In what form will the product be presented?” Work on project, which includes drawing up a reasonable 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.

Summarizing the experience of developing the method projects, we can distinguish the following stages of work on project:

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

2. Development project - an action plan to achieve a goal:

Who to turn to for help (adult, teacher);

What sources can you find information from?

What items to use (accessories, equipment);

What objects should you learn to work with to achieve your goal? 3. Execution project – practical part.

4. Summing up - identifying tasks for new projects.

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.

So the method projects in working with preschoolers today is an optimal, innovative and promising method that should take its rightful place in the preschool education system.

Using the method project in preschool education as one of the methods of integrated education of preschoolers, it can significantly increase the independent activity of children, develop creative thinking, children’s ability to independently, in different ways find information about an object or phenomenon of interest and use this knowledge to create new objects of reality. And also makes the educational system Preschool educational institution open for active parental participation.

Specifics of using the method projects in preschool practice is that adults need "to direct" "pull in" children in a joint project.

Based on a personality-oriented approach to training and education, it should ultimately contribute to the development of individual creative activities teachers in the development of strategy, tactics and technology of the educational process, to promote the personal development of students, to ensure high-quality results of pedagogical activities.

Prospects of the method projects in the preschool educational system is that it provides the opportunity to develop observation and analysis of phenomena, comparison, generalization and the ability to make

conclusions, creative thinking, logic of knowledge, inquisitive mind, joint cognitive search and research activities, communication and reflective skills and much more, which are components of a successful personality.

Conclusion

Thus, revealing the specifics of using the method projects in the system of training and education of preschool children in preschool educational institutions, the following conclusions were made.

1. Without the introduction of new ideas and technologies in the work of preschool educational institutions, it is impossible to reform the entire preschool education system.

2. Any project based on joint creativity activities of project participants. Activity is outlined and further developed, subject to the final result and interests of the participants project.

3. Specifics of using the method projects in preschool practice is that adults need "to direct" child, help detect a problem or even provoke its occurrence, arouse interest in it and "pull in" children in a joint project.

Thus, project activities in the educational process, it contributes to the unity of both the teaching staff and the harmonization of relations with students and their parents. Conclusion. Preschool age is the foundation of the overall development of the child and the starting period for the formation of the moral foundations of the individual. Therefore, well-planned and organized project activities has great value for the development of cognitive interests of preschool children. Technology design helps develop the creative abilities of preschoolers, makes them active participants in the educational and educational processes.

Organization of project activities of a teacher in a preschool educational institution.

During the introduction of the Federal State Educational Standard for Preschool Education, kindergarten teachers often began to use the design method in their work. This allows you to successfully plan both the educational process and its results.

Project activity has become a bright, developing, interesting method in the work of teachers. If you apply this method systematically, you can track the effectiveness.

The teacher’s ability to analyze the result of his work, the development of the child as an individual who knows how to think, plan, implement, and be able to apply the resulting product of his work in life, in practice - these are important qualities modern education.

Implementing various projects together with children in kindergarten, involving the parent community in joint activities allows us to raise a child as a creative, independent person who can achieve his goals and objectives. This method, like no other, involves the cooperation of children and adults, which has a positive effect on the child’s psyche and allows him to feel more confident and harmonious in society. Such children graduate from kindergarten and move on to a new level of education at school. More confident, successful, it is easier for them to make contact with adults and peers.

There are many projects that can be applied and used in kindergarten: these are thematic projects (informational, creative, gaming, research).
The following projects have been implemented in our kindergarten: “Fantasies with Legos” (game), “Properties and Possibilities of Water” (research), “The Art of Origami” (creative), “Trees and shrubs of our site” (informational). A different number of students took part in the implementation of all these projects. Some projects were prepared by several children, while others required the participation of the entire group of children, and there were also individual projects.

All projects are different in volume and capacity and require different time frames for implementation. For example, a project on the work of the Ural children's writer Pavel Petrovich Bazhov was long-term, lasting the entire academic year. Familiarization with the work of this writer is a very difficult process for preschoolers; the material is very voluminous and requires detailed examination (for example, many words in fairy tales are difficult for a child to understand).

The “Dinosaurs” project was of average duration, the children easily posed and solved the assigned problems, the search for material and its perception was easy. This suggests that this topic is more relatable and interesting modern child.

When decorating corners in a group, preparing a group for the holidays, children collect information and put it into practice, together with the teacher they come up with how best to decorate the group, for example, for the New Year, in order to take a prize. First, they collect information together with the teacher and parents, then discuss what suits them, what they can handle on their own, and where adult help is needed. To involve me in making attributes, I spent leisure evenings with my parents, where we worked together on preparation. This form of cooperation brings children, parents and kindergarten staff closer together.

The main thing when using project activities is the result. It can be designed and presented in different ways: this is a holiday, and the design of newspapers, albums, exhibitions, as well as playing a game, for example, playing out the characters of a fairy tale, getting into character. Such final events allow children to look for ways to solve problems, solve them in their own way, in an accessible form.

Project activities must be carried out sequentially:

preparatory activities:
The teacher, together with the children, formulates the problem, looks for solutions, collects information together with the children, and involves the parent community. Schemes are created, templates, card files, attributes and other necessary material are prepared.

It is decided where, in what place, the selected project will be implemented, and the time frame that will be spent on its implementation is specified.

the project itself, its development:
A work plan is determined. System-forming factors are selected. Deadlines are set. The teacher takes an active part in the development of the project, provides assistance if necessary, guides the children, but in no case does the work that the children themselves can do. In the process, children must develop and develop certain skills and acquire new ones. useful knowledge and skills.

project quality check:
There is a self-examination, a mental assessment of one’s activities, one’s work. Experts can be selected who will also evaluate the children’s work (kindergarten specialists are chosen as experts: speech therapists, physical culture, music director, senior teacher, parents). But in no case can an expert be the specialist who helped implement a certain project; he will not have an objective assessment. For example, when implementing the project “I love the Urals - my native land!”, musical director took a direct part, she helped in staging the play, learned songs about the Urals. She is a participant and cannot be an expert.

When checking a project, they assume how it can be used in practice, how work on the project influenced the participants this project.

If the experts made comments, then the participants (children, teachers, parents) must rethink it, edit it, and improve it.

At this stage, children learn to evaluate their work, accept criticism, correct comments, and improve their work. A sense of responsibility for the quality of your project develops.

After this action, the implementation of the project in practice begins.
Some projects do not require going through all of these stages to develop.

A full cycle of all actions is typical for large-scale ideas.
Projects that are lighter, smaller in scale, are created in a short time and do not require going through all the stages. They seem to be compressed, rolled up.

Together with the children, we were so carried away by the project activity that we wrote a short quatrain:
It’s not difficult for us to tackle the project,
He carries the covenant forward!
Helps to make friends and unite,
And gives us new ideas!

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 into folk arts and the work 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

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

by composition of participants;
by target setting;
by topic;
according to implementation deadlines.

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

research- creative projects: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;
role-playing projects(with elements of creative games, when children take on the characters of a fairy tale and solve the problems in their own way);
information-practice-oriented projects: children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.);
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, starting from a young age, role-playing and creative projects are used: “Favorite Toys”, “The 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).

The main goal of the design method in farming is the development free creative child's personality, which is determined by development goals and objectives research activities children.

Development objectives:

ensuring the psychological well-being and health of children;
development of cognitive abilities;
development of creative imagination;
development of creative thinking;
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;
development of the ability to determine possible methods solving the 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.

Stages project	Activities of a teacher	Children's activities
Stage 1	1. Formulates the problem (goal). When setting a goal, the product of the project is also determined. 2. Introduces the game (story) situation. 3. Formulates the problem (not rigidly).	1. Entering the problem. 2. Getting used to the game situation. 3. Acceptance of the task. 4. Addition of project tasks.
Stage 2	4. Helps in solving a problem. 5. Helps plan activities 6. Organizes activities.	5. Uniting children into working groups. 6. Role distribution.
Stage 3	7. Practical assistance (if necessary). 8. Directs and controls the implementation of the project.	7. Formation of specific knowledge and skills.
Stage 4	9. Preparing for the presentation. 10. Presentation.	8. The product of the activity is prepared for presentation. 9. Present (to spectators or experts) the product of the activity.

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 by inclusion additional education into 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:

“Prospects for the development of preschool educational institutions in conditions of self-government” (administrative group, methodological service, council of teachers, creative group);
“Raising a healthy child” (within the framework of medical, psycho-physiological and pedagogical services);
“Master class. Prospects for improving teaching skills" (all teachers participate in the project);
“Young talents” (methodological service, group of mentors, young specialists);
“Prospects for environmental education of preschool children” (educators, additional education teachers);
“Nutrition and health” (medical service, methodological service, educators, catering workers);
problematic projects between teachers of groups working on the same program;
design project to improve the development environment (administrative, methodological, psychological services, additional education teacher in visual arts, building maintenance worker);
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:

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

Improving mental processes:

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

awareness of the goal;
mastering various ways of solving assigned problems;
the ability to anticipate the outcome based on one’s past experience;
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 artistic activity (complex projects“The World of Theatre”, “Hello, Pushkin!”, role-playing projects “Favorite Toys”).

Senior preschool age.

Learning Objectives:

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

Formation of prerequisites for educational activities:

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

Formation of design and research skills:

identify the problem;
independently search for the right solution;
choose the most adequate one from the available methods and use it productively;
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”, “Fun 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”).

Subject of the block	Project name	Children's activity product
Heritage	"Echo of Centuries"	“Timeline” (working with encyclopedias, selection and systematization of illustrative material, fine art, manual labor, theatrical performance)
	"Defenders of the Fatherland"	Historical album “Defenders of the Fatherland” (drawings, paper plastic, children’s writing) Practical workshops (making posters, invitations, costumes) Theatrical performance “Heroes of the Russian Land”
	“Hello, Pushkin!”	Creation of the albums “Pushkin and Nanny”, “Pushkin’s Family”, “Friends, our union is wonderful!”, “In Pushkin’s places”. Didactic games “Pushkin’s Fairy Tales”, crossword puzzles and logical tasks based on fairy tales, practical workshop “Fashion of the Pushkin era”, “Small theatrical meetings”, “Meetings by the fireplace” (Pushkin’s fairy tales in painting, sculpture, music) Children's books “Hello, Pushkin!”, “Pushkin's Fairy Tales” Layout "At Lukomorye" Theatrical performance “Pushkin's Tales”, “Pushkin Ball”.
	Projects “Family Tree”, “My Family”, “Secrets of Grandma’s Chest”	"Family Tree" Album of drawings “My Family” Exhibition of family heirlooms.
"I am in the human world"	Projects in kindergarten: 1) “My friends” 2) “In our Neskuchny Garden” 3) "Children's Day" 4) “Tales of Love” 5) “Fun Etiquette”	Albums (ind.) (drawings + funny stories) Theatrical sketches, publication of newspapers and magazines Project “Kindergarten of the Future”. Release of a wall newspaper. Carnival. Development of a children's code. Literary living room. Making "Valentines". School "Marquise of Etiquette"
"The World Around Us"	"Four elements" "Seasons" "World of Animals and Birds" "Ural Gems"	Card index of experiments. Making collages Children's book "This is a dangerous element" Children's book, dance miniatures, collages. Handwritten journals, books, writing, art activities Collage, children's book "The Legend of the Stones"
"The World Around Us"	"Fun Astronomy" "Nature's Complaint Book" "In the land of numbers and figures" "Useful things" "From Coach to Rocket"	Quiz “Through hardships to the stars” Theatrical sketches “Unknown Planet”, “Journey to the Moon”. Composition of "Star Tales". Writing fairy tales on behalf of natural objects. "Forest Newspaper" Issue of the magazine “Ecological traffic light of the city” Collages. Geometric vernissage. Theater sketches. Mathematical show "Alice in the Land of Mathematics". Encyclopedia "From the history of things" “Adventures of Things” - writing fairy tales about ordinary things. Making a children's book using constructive activities. Children's brochures by type of equipment (transport). “Our Helpers” (a book about the history of household appliances).
"You and your health"	"Me and my body" “Windows on the world. Sense organs" "Your nutrition and health" “Pie’s Journey” (structure of the digestive system) "Life-giving forces" “About vitamins and health” “How We Breathe” (the adventure of Oxygen)	Diary "I'm growing" Project "Country of Aibolitiya" “Benefits and harms” (projects on the senses) Mini projects “What is food for?” Children's book "Adventures in the Land of Vitamins", compiling a card index of dishes. Writing fairy tales, poems, theatrical sketches. “How did fruits and vegetables argue about their benefits?” Tablet "Harm-benefit" “For clean air” (poster) Children's book of hardening

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

Program sections	Types of children's activities
Play activity	Role-playing game “Home”, “Family”; “Furniture salon”, “Home clothing salon”, etc. Dramatization games based on the works: “Turnip”, “Little Red Riding Hood”, “Geese-Swans”, etc. Printed board game “My Apartment”.
Social development	Thematic lessons on the Convention on the Rights of the Child. Rights and responsibilities in the family. Compilation " Family tree"(in the context of the past and future), maps of the microdistrict with the designation of houses where children live, albums "Traditions of our family", "My small homeland", "Kaleidoscope of Birthdays" (zodiac signs of the children of the group, publication by each family of the newspaper "The Happiest Day in the Family" (for the child's birthday). Meetings in the video salon “Your own director.”
Speech and verbal communication	Creative storytelling for children on the topics “A day off in my family”, “My loved ones”, “Our favorite pets”, “summer at the dacha”, “Our journey”, “The world of family hobbies”, “I will be a mother (father)”, "How I help at home" Word creation. Creation of albums “My Family” (drawings, photographs, children’s poems). Joint participation of children and parents in literary lounges.
Health and physical development	Drawing up a daily routine for each family, competition of family complexes morning exercises, hardening procedures. Joint hiking trips “Let’s go to the pool together.” Inter-family competitions “Mom, Dad, Me – a sports family.” Organization of a family mini-cafe. Presentation “My Family’s Favorite Dish”, compilation of the book “Family Recipes”. Cooking classes (taught by parents, teachers, chef).
COGNITIVE DEVELOPMENT
The world we live in	Classification (furniture, dishes, household appliances, food). Geographical representations. Drawing up a plan diagram “My House”, making a layout “My District”, working with maps “My City”.
Nature	Collages “Pets”. Compiling family albums “Indoor plants”, “What grows in our dacha”.
Beginnings of letters	Mathematics “Height and age of family members”, joint game of children and parents “Family Budget”. Compiling a dictionary of names of family members “What do names mean”
Construction	“My dream house”, “Country house”, “Homework”. Planar modeling - compiling mosaic plots on family themes.
AESTHETIC DEVELOPMENT
Hood. literature	Proverbs and sayings about family. Reading fairy tales “Wild Swans”, “Sister Alyonushka and Brother Ivanushka”, the Nenets fairy tale “Cuckoo”. Selective reading: A. Lindgren “Kid and Carlson”, Odoevsky “Town in a Snuff Box”, L. Tolstoy “Stories for Little Children”. Memorization: E Blaginina “Let’s sit in silence.”
Fine art and design	Drawing “My family”, “Family portraits”, “We are on vacation”, “My house”, “My room”, “Wallpaper for a new apartment”. Publishing family newspapers. Making ikebana, bouquets, panels, collages from natural materials (with the participation of parents) Exhibitions “Family Hobbies”.
Theater	Family mini-performances, drawing up scripts for children’s entertainment, theatrical sketches “Family Dialogues”. Families visiting theaters together.

Project development algorithm

Stages	Tasks	Activities of the project group	Activities of the scientific and methodological service
Elementary	Definition of the problem (topic). Selecting a group of participants.	Clarification of available information, discussion of the task	Design motivation, explanation of the project goal
Planning	Problem analysis. Identification of information sources. Setting objectives and choosing criteria for evaluating results. Distribution of roles in the team.	Formation of tasks, accumulation of information. Selection and justification of success criteria.	Assistance in analysis and synthesis (at the request of the group). Observation.
Making a decision	Collection and clarification of information. Discussion of alternatives. Choosing the optimal option. Clarification of activity plans.	Working with information. Synthesis and analysis of ideas.	Observation. Consultations.
Execution	Project execution	Work on the project, its design.	Observation, advice (at the request of the group)
Evaluation of results	Analysis of project implementation, achieved results (successes and failures)	Participation in collective project analysis and self-assessment	Observation. Direction of the analysis process (if necessary)
Project protection	Preparation for defense. Rationale for the design process. Explanation of the results obtained, their evaluation.	Project protection. Participation in collective assessment of project results.	Participation in collective analysis and evaluation of project results.

Currently, the state has set a fairly clear and important task for educational institutions: to prepare the most active and inquisitive young generation possible. Today, the main programs have long spelled out the basic requirements that a graduate of even a kindergarten must meet.

In order for a child to become truly inquisitive and strive to acquire new knowledge on his own, and not under duress, it is extremely important that project activities are actively used in the process of his upbringing. In the preschool educational institution of our country this direction it is not very well developed yet, but the situation is gradually changing every year.

Why is this even necessary?

The fact is that it is projects that are able to link the not-so-fun educational process with real events that happen from time to time in a child’s life, which attracts and can interest even the most restless child. In addition, it is project activities in preschool educational institutions that make it possible to turn any team into a cohesive team, whose members will be able to work together to solve even the most complex and non-trivial problems. In such conditions, every child can feel needed and interested in performing an important task.

What is a project? General information about the concept

You should know that the term “project” itself was borrowed from the classical Latin language, in which it originally meant “thrown forward”, “protruding”, “conspicuous”. And how can all this be linked to work in a preschool educational institution? In this case, a “project” is a way for a child to assimilate information about the world around him, when he independently searches for information and prepares to announce it to his peers. The main work in the area of cognitive activity is carried out by the teacher.

It is important to remember that project activities in preschool educational institutions must necessarily imply obtaining a socially significant result. Simply put, the work should be based on a certain problem, the solution of which requires a consistent search, clarification of the most critical points. The results of this activity are analyzed and combined into a single whole.

From a pedagogical point of view

From the point of view of a teacher, project activities in preschool educational institutions are good because they involve independent activity of children, as a result of which they learn to find and use the necessary information for their own purposes. In addition, this way the child gets the opportunity to transform “dry” and inexpressive data into practical experience, which may well help him throughout his life.

The essence of the technology of project activities in preschool educational institutions lies in such an organization of the educational process in which students willingly receive theoretical and practical data, participate in creative activities, and also solve increasingly complex problems of a wide variety of nature.

Any project must have not only educational, but also pragmatic value. The child must know what specific data he receives and where he can use it in practice. This is the main thesis of the technology of project activities in preschool educational institutions. Today, almost all modern educational institutions try to adhere to this point of view, which try to find a reasonable balance between obtaining practical and theoretical knowledge.

The basis of the method, its stages

The method is based on the idea that any educational activity should be aimed purely at the result, the achievement of which should be carried out by the joint work of the children's team and the teacher. At the same time, everything characters working on a common topic. At the moment, professional teachers distinguish three main stages in the development of project activities. They represent a special set of research, creative and problem-based methods. Let's look at each stage in more detail.

First stage. It implies “imitation and execution”, and the implementation of this method is possible only when working with children 3.5-5 years old. At this stage, the organization of project activities in preschool educational institutions involves the participation of children “in secondary roles,” when they do something either at the direct suggestion of an adult teacher, or simply imitate him. It is important that this approach does not contradict the very nature of the child. The fact is that at this age children have a desire to attract the attention of an adult and establish a good relationship with him.

Second stage. This is a time of development, and the implementation of this method begins at the age of 5-6 years. At this time, children are characterized by the fact that they are already capable of organized independent activity and can provide each other with the necessary support. at the moment help. The child makes requests to the teacher much less often and tries to more actively establish interactions with his own peers. Children already have self-control and self-esteem.

Thus, the organization of project activities in a preschool educational institution at this stage should take into account that the child can adequately evaluate and understand both his own actions and the actions of his peers.

It is worth remembering that they already see and evaluate the problem, are able to clarify the goal being achieved, and also choose those means that optimally contribute to achieving the result required by the teacher. The most important circumstance is that they are already capable of not only mechanical discussion of topics proposed by the teacher, but also of their own projects.

Third stage. This is already a time of real creativity, which is typical for children aged 6-7 years. Any method of project activity in a preschool educational institution must create such learning conditions that will not scare them away from solving complex problems. It is necessary to create conditions under which the child would be comfortable choosing topics for his projects, as well as methods and time for working on them.

Specifics of working with preschoolers

What should characterize any method of project activity in a preschool educational institution? You must clearly understand the fact that in most cases the child has to be “guided”, helped to detect the problem, and in some cases - directly contributed to its occurrence. It is important to try to “drag” the children into some kind of joint venture, but it is extremely important in this case not to overdo it with guardianship.

Where to start planning a project?

Planning any project activity must necessarily begin with discussion and reflection on the following questions: “Why is this work needed at all?”, “Why is it worth doing?”, “What will happen to the final result of the work after completion of the work?”, “In what form should the product be sold?

The requirements of the Federal State Educational Standard speak about the same. Project activities in preschool educational institutions are also important because they teach children to clearly distribute and plan their time. It is important to teach them to distribute the project over a certain time period so that enough time is left to solve each stage of the problem. At each stage, personality-oriented technologies should be used, since the abilities of each child may differ significantly from those of their peers.

Work on the project

As you might guess, at the first stage you have to correctly and reasonably choose a suitable topic. What should the use of project activities in a preschool educational institution imply from the point of view of a teacher? In this case, you need to understand that an in-depth choice of a topic should only be carried out together with the child (!). Experienced teachers say that the choice should be preceded by three “golden” questions: “What do I know? What do I want to learn in the near future? What is the best way to find out about this?

Of course, the topics of project activities in preschool educational institutions should be quite simple and interesting, capable of attracting the interest of every child.

If the teacher is able to organize a correct dialogue with children, then it will contribute not only to the development of their self-esteem, but also their ability to evaluate the data received from the point of view of its usefulness in everyday activities. It is important to remember that the implementation of project activities in a preschool educational institution also contributes to the normal formation of the child’s speech apparatus and language abilities. This is confirmed by speech therapists who recent years record a rapid increase in the number of specific problems in this area.

It is necessary to properly organize the process of collecting information: this work should be exciting, it cannot tire the trainees. The educator or teacher must create conditions in which children would be as comfortable and easy to work as possible.

Project implementation

It is important to remember that design and research activities in preschool educational institutions should actively use not only the creative method of cognition. Experiments are very important, during which the child receives invaluable scientific experience, which will certainly be useful to him in later life. In general, the uniqueness of the project method lies in the fact that it promotes the diversified development of the student’s personality: the child becomes an integral, comprehensively developed personality with well-developed self-esteem and the ability to be responsible for all his actions.

As for the incentives for research activity, discussions of a problematic topic should play this role. This not only helps the child discover new aspects and nuances of a topic that interests him, but also allows him to involve the entire team in the discussion. This is very useful in any case, since “shared intelligence” can help solve really complex problems.

Presentation

Project activities are ending preschool teacher organizing a presentation on the topic covered. During this event, the creative potential of each preschooler is perfectly revealed, and they also find practical application all the information that the children received while working on their project. The teacher’s task is to ensure that each child can talk about the work he has done, comprehend everything he has done, and also feel proud of his successes.

It is extremely important that children acquire the skills of speaking in front of an audience, and also master non-verbal communication techniques (specific facial expressions, gestures, etc.).

Reflection

As the child's activity increases, the position of the teacher or educator in relation to him may change. In general, these are banal provisions of student-centered teaching methods. They tell us that the teacher first plays the role of a teacher and organizer at first, and then a mentor and spotter who only directs children's aspirations in the right direction.

Average project work plan

It should be noted that most often creative project activities in preschool educational institutions are organized within the framework of specially designated classes. They have a strictly defined structure and include the following stages: creating positive motivation for students, introducing the problem and talking about its importance, as well as developing step-by-step plan to solve a problem, which is formed in the course of research activities. After this, the results are discussed and the data obtained are systematized. If possible, children can demonstrate the acquired skills in practice.

The following types of projects (by duration) can be implemented: long-term (from one to three years), for several months, for a month, a week (weeks), as well as for several days or even a day.

So, let's describe the indirect sequence of working on a task:

Depending on the needs and abilities of a particular child, the teacher sets the task (after consulting with his ward).
Next, the teacher involves students in the process of solving the problem.
Next, you need to captivate schoolchildren and even their parents with the task assigned to them as much as possible.
The parent committee and teacher council should be involved in the decision. Project activities in preschool educational institutions are a social task!
If there is such a need, you can seek help from some narrow specialists in this field.
In addition, the project activity of a teacher in a preschool educational institution also involves further joint work with parents: together with them it is necessary to draw up detailed plan events.
At this time, the child himself (using help) collects all the necessary information.
At the same time, he conducts observations, participates in themed games and attends necessary excursions.
The teacher should not forget that at this time children should receive homework.
It is very important to encourage in every possible way the independent actions of both the children themselves and their parents, who can search for material through independent “investigation” in a given area.
After this, the teacher organizes a presentation of the project, at which the children tell all the information that they managed to obtain and systematize.
The teacher makes a final speech and, if necessary, speaks at the pedagogical council.

Conclusions

Thus, during the implementation of the project, each child develops a certain position on a specific issue; children get the opportunity to reveal their creative streak and show everyone their individuality. All this has an extremely beneficial effect on the development of the child’s personality and contributes to the formation of normal self-esteem. Simply put, projects ideally prepare preschoolers for their further education at school and even university.