The importance of projects in kindergarten. Project activities in kindergarten

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 preschool educational institutions of our country, this area is not yet very well developed, but the situation is gradually changing every year.

Why is this even needed?

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 moments. 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 and participate in events creative plan, 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 only possible 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 the time of development, and implementation 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 help they need at the moment. 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 choose correctly and reasonably 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 in recent years have recorded 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 bore students. 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 gains invaluable scientific experience, which will certainly be useful to him in his future life. later life. In general, the uniqueness of the project method is 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 incentives research activities, then discussions of a problematic topic should be in 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 in any case very useful, since “shared intelligence” can help solve really complex problems.

Presentation

The teacher’s project activity ends preschool educational institution presentations on the topic covered. During this event, the creativity each preschooler, and 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 as much as possible with the task assigned to them.
• 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 a detailed plan for the event.
• 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.

In accordance with the requirements dictated to us modern life and which are laid down in the Law of the Russian Federation “On Education in the Russian Federation”, the national doctrine of education in the Russian Federation, the concept of modernization Russian education, Federal State Educational Standards, educational institutions (regardless of what programs the educational process is based on) are obliged to:

1. provide conditions for self-determination and self-realization of the individual;

2. provide an individual approach for each child;

3. realize the child’s right to free choice of activities, opinions and judgments;

4. remember that the child is an active participant in the pedagogical process;

5. involve children in activities without psychological coercion, rely on their interest, taking into account their social experience;

6. ensure the emotional, personal and social-moral development of the child, preserve and strengthen the health of children.

Download:

Preview:

Experience

"Project activities in kindergarten."

In accordance with the requirements that modern life dictates to us and which are laid down in the Law of the Russian Federation “On Education in the Russian Federation”, the national doctrine of education in the Russian Federation, the concept of modernization of Russian education, Federal State Educational Standards, educational institutions (regardless of what programs the educational process is based on) obliged:

1. provide conditions for self-determination and self-realization of the individual;
2. provide an individual approach for each child;
3. realize the child’s right to free choice of activities, opinions and judgments;
4. remember that the child is an active participant in the pedagogical process;
5. involve children in activities without psychological coercion, rely on their interest, taking into account their social experience;
6. ensure the emotional, personal and social-moral development of the child, preserve and strengthen the health of children.

In this regard, I sought to find new, most effective ways and means of solving the problems. Today, I believe that one of the most vibrant, educational, interesting, and significant methods for both adults and children is project activity. According to Professor W.H. Killpatrick, who developed the “Project-based learning system”, “project method”, “A project is any action performed with the whole heart and with a specific purpose.”

From modern education What is required is no longer a simple fragmented inclusion of research and project-based teaching methods in educational practice, but purposeful work on the development of research abilities, specially organized training of children in the skills of project-based and research search.

This is also important because the most valuable and lasting knowledge is obtained independently, in the course of one’s own creative research. On the contrary, knowledge acquired through learning is usually significantly inferior in depth and strength. It is equally important that it is more natural and therefore much easier for a child to comprehend new things by acting like a scientist (conducting his own research - observing, conducting experiments, making his own judgments and conclusions based on them) than to receive knowledge already obtained by someone else in “ finished form."

As a result of this technology, I see children becoming active participants in the educational process. This makes it possible to get to know yourself without feeling the “pressure” of adults. The experience of independent activity develops in children self-confidence, reduces anxiety when faced with problems, and creates the habit of independently looking for solutions. If a child does not gain positive experience in creative activity, then in adulthood he may form the belief that this direction of development is inaccessible to him. But it is through creative abilities that a person can most fully reveal himself as a person. Modern society places great demands on such personal qualities as creativity and the ability for self-development.

Collective experiences, as well as the joy of success, pride from the approval of adults, bring children closer to each other and help improve the microclimate in the group. Project activities allow you to turn any team into a cohesive team, where every child feels needed in solving an important task. I believe that project activities can be presented as a way of organizing the pedagogical process, based on the interaction of teachers, students and parents. Involving parents in project activities is of great value:

• they become active participants in the learning process of their children, fathers and mothers feel like “good parents” because they contribute to learning and acquire new skills.
• develops a deeper understanding of children's learning process preschool age.

Main goal project method in kindergarten is: development of free creative personality. The main tasks to achieve the goal are:

Development objectives:

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

Objectives of research activities (they are specific to each age).

At an older age it is:

• formation of prerequisites for search activity, intellectual initiative
• development of skills to determine possible methods of solving a problem with the help of an adult, and then independently
• developing the ability to apply these methods using various options
• developing the ability to conduct a constructive conversation in the process of joint research activities.

I believe that in design and research activities, children have the opportunity to directly satisfy their inherent curiosity and organize their ideas about the world. Therefore, I strive to teach not everything, but the main thing, not the sum of facts, but their holistic understanding, not so much to give maximum information, but to teach how to navigate in its flow, to carry out targeted work to strengthen the developmental function of learning, to organize the educational process according to the model of student-oriented interaction, according to which the child is not an object of learning, but a subject of education. In my work with children I use the project method and research activities.

The project method is always focused on children’s independent activities - individual, pair, group, which the children perform over a certain period of time. The project method always involves solving a problem, which involves, on the one hand, the use of various methods and teaching aids, and on the other, the integration of various knowledge and skills.

Taking into account the age-related psychological characteristics of children, I am developing a step-by-step plan for the implementation of the project, where I reflect the most striking forms of work in this area. Depending on the objectives of the project.

I try to work on projects in close cooperation with the families of the students. Having jointly discussed the plan-project and aimed at further work, the parents became active participants and assistants in the implementation of the assigned tasks. Together with the children, they took part in the production of posters, crafts, bird feeders, collages, and the production of newspapers, which were used to design various thematic exhibitions in the preschool institution. With their help we acquired educational literature for children.

To develop children’s cognitive activity and maintain interest in research activities, an “experimentation corner” was designed and equipped in the group.

Pupils of the kindergarten of the senior and preparatory groups took part in the formation of my teaching experience. In the process of development, children of this age category gradually deepen their knowledge and develop mental abilities, the attitude towards the surrounding world is formed, the formation of personality occurs.

At this age, memory develops and the foundations of mental activity are laid. Children can already make independent judgments and express their opinions.

During this period, the child’s individual motivational system begins to take shape. Motives become relatively stable. Among them, the dominant motives stand out - those prevailing in the emerging motivational hierarchy. This leads to the emergence of volitional efforts to achieve the goal.

One of the motives may be the search for answers to one’s questions, because preschoolers are entering the age of “whys.” Now the child begins to understand that the subject is not as simple as it seemed to him before, and begins to study the objects, trying to penetrate into their structure and essence. I decided to use this feature of children in the cognitive development of preschoolers.

I monitored the knowledge, skills and abilities of children on project topics, where I found out the level of knowledge of preschoolers.

It turned out that only 14% of the group of children had a high level of knowledge on the topic, and only 49% had an average level of knowledge. I decided that it was necessary, in the process of direct educational activities, conversations, observations, experiments, working with parents of preschool children, replenishing the group’s developmental environment, to increase the level of children’s knowledge. This is how the idea of ​​creating projects arose: “Growing an Aster”, “We Planted an Onion”, “Space”, and the health-saving project “Healthy Baby”.

By the end of the projects, the level of children’s mastery of the material increased: high 43%, the average increased by only 5.4%, as the number of children with a high level of mastery of the material increased, children with a low level of mastery of the material were not identified.

Building relationships with parents according to the principles of interconnection and complementarity made it possible to create maximum conditions for the personal growth and development of the child.

Children learned to negotiate, listen to the ideas of their comrades, come to unanimous opinion when solving problems. The level of children’s skills in composing collective stories, creating collective works, negotiating with partners, and uniting in groups has increased significantly during the period of design and research activities. Preschoolers easily come into contact with both adults and peers; join groups for joint activities; They worry about the product of the entire team’s activities.

During the project activities, I observed clear positive changes in the cognitive development of children. And since our projects were mainly of environmental content, I decided to expand the children’s cognitive interests by introducing them to research activities that would help them identify the relationships that exist in nature. It is the consciousness of the unity of nature, the close connection of everything with everything, that will allow the child in the present, and most importantly, in the future, to correctly structure his behavior in relation to nature, when interacting with each other and the environment, children experimentally receive knowledge that is invaluable in its importance.

I worked on this topic with children for 2 years.and, having accumulated enough material, I decided to summarize the experience of my work, which, I think, can help teachers in developing the cognitive interests of preschool children.

In the process of working on the topic of this experiment, I used several types of research to identify the level of development of preschoolers: observation, game tasks, testing, which made it possible to clarify insufficiently studied topics and outline a way to eliminate these gaps.

To work on eliminating gaps in the development of preschoolers, I used:

• A method of actively involving parents in joint activities
• Method for observing changes and transformations of an object
• Demonstration Method
• Method of explaining new material
• Teacher's story
• A child's story
• Reading literature
• child research method,
• project method
• method of modeling problem situations
• method of reasoning
• a method for solving problematic problems and situations.

Since these methods support children's cognitive initiative in kindergarten and family settings and are relevant for a number of reasons:

• firstly, they help the child gain early social positive experience in realizing his own plans.
• secondly, to act unconventionally in a variety of circumstances, based on originality of thinking.
• thirdly, by the time the child enters first grade, he will have learned to solve such complex tasks How:

• be able to see a problem and ask questions;
• be able to prove;
• draw conclusions and reason;
• make assumptions and make plans to test them.

Project activities have enormous development potential. Its main advantage is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment.

To solve the problems posed in the projects, I involved parents in the work, who were happy to look for solutions together with their children, helped in organizing the developmental environment in the group, and actively participated in the preparation and implementation of projects

At this age stage, children are actively interested in changes in the surrounding reality. Therefore, I used methods of observation, demonstration, and experimentation. During the work, the children looked at the objects with pleasure, identified the main features, noticed changes in the process of experimentation and talked about it.

For a more complete assimilation of the material, I made didactic games, outdoor games were invented with the help of which preschool children’s knowledge was consolidated and deepened.

Active work with parents led to the fact that they not only became a means of information and support for the child, but also actively became involved in project activities, and also enriched their teaching experience, experienced a sense of belonging and satisfaction from working together with children.

Together with children and parents, an environmental campaign “Vegetable garden on the window” was held, exhibitions of drawings and crafts “Take care of the primrose”, “These beautiful animals” were held, a photo album “And this is all about astronauts” was created, leaflets “My flowers” ​​were published.

During some projects, themed entertainment, creative living rooms, and a master class were held, which summed up our joint activities.

1. Main stages of work on projects:

1. Goal setting: I help the child choose the most relevant and feasible task for him for a certain period of time;
2. Project development - an activity plan to achieve the goal;
3. Project execution – practical part;
4. Summing up - identifying tasks for new projects.

Sequence of work on projects:

1. Sets goals based on the interests and needs of children;
2. Involves in problem solving (designation of a “children’s goal”);
3. Outlines a plan for moving towards the goal (maintains the interest of children and parents);
4. Discusses the plan with parents;
5. Seeks recommendations from preschool education specialists (creative search);
6. Together with children and parents, they draw a plan - a diagram of the project and hang it in a visible place;
7. Collects information and material (studies the plan diagram with the children);
8. Conducts classes, games, observations, experiments (activities of the main part of the project), etc.;
9. Gives homework children and parents;
10. Moves on to independent creative work (crafts, drawings, albums, promotions, KVN, etc.);
11. Organizes a presentation of the project (celebration, open lesson...);
12. Summarizes results, speaks at teachers' councils, round tables, and summarizes experience.

It is explained to the “young scientists” that their task is to prepare a short “message” on a given topic and present it beautifully for presentation to their friends. But in order to make such a message and present your work, you need to collect all available information on the topic, process it and format it. How can this be done?

Naturally, for children of this age, collecting information is a new and very difficult task. Therefore, it should be warned that there are many ways to obtain the necessary knowledge.

This is where an action plan is developed. Try to answer the question of what is already known and what is not. Now it will be easy to formulate: “What needs to be done?” This will be your action plan.

What do we know about this topic?

What should we do before we start collecting information?

Where do you think a scientist begins his work?

It is necessary to bring preschoolers to the idea that they need to think about what information is needed specifically on this topic. After the guys understand this, a card with the “think” symbol is placed on the table.

Next question:

Where can we learn something useful about our topic?

Answering it, children gradually build a line of cards:

1. "think"
2. "ask another person"
3. "get information from books"
4. "observe"
5. "watch on TV"
6. "conduct an experiment"
7. "discuss in group"
8. "summing up"
9. "registration of results"
10. “presentation of the results of completed projects in the form of a material product
11. "Project Presentation"

I consider the following to be an indicator of the effectiveness of introducing the design method into the educational work of preschool educational institutions:

• a high degree of development of children’s curiosity, their cognitive activity, communication, and independence;
• increasing children's readiness forperception of new material;
• active participation of parents in the life of the preschool educational institution.

One of priority areas My pedagogical activity is environmental education of children. The main goal, which is to educate from the first years of life a humane, socially active, creative personality, capable of understanding, loving the world around us, nature, treating it with care and protecting it. I carried out two environmental, educational and practical projects:

1. “Growing aster” (sub. gr.);
2. “We planted an onion” (senior group).

The work on the Firefly projects was very interesting and creative. Keeping up with the times in cognitive, speech and communication development. IN preparatory group introduced two more long-term projects into the practice of its work:

• information-oriented “Space”;
• creative, health-saving project “Healthy Baby”.

When organizing my project work, I relied on:

• theoretical and practical research of domestic teachers - L.S. Kiseleva, T.A. Danilina, M.P. Zuikova, T.S. Lagoda, O.S. Evdokimova, V.N. Zhuravleva, T.G. Kazakova;
• literature - L.V. Mikhailova - Svirskaya “Project Method in educational work kindergarten"

Vinogradova N.A., Pankova E.P. "Educational projects in kindergarten."

Veraksa N.E., Veraksa A.N. "Project activities of preschoolers."

Kiseleva L.S. “Project method in the activities of a preschool institution.”

Shtanko I.V. “Project activities with children of senior preschool age”, etc.

Analyzing the work done, I came to the conclusion that project activities of preschoolers are a unique means of ensuring cooperation between children and adults, a way of implementing a person-oriented approach to education. In project activities, the child’s subjective position is formed, his individuality is revealed, interests and needs are realized, this in turn contributes to personal development child. This corresponds to the social order at the present stage. Therefore, I will continue to use the design method in my work. I plan to continue publishing the Firefly magazine. I want to implement the “Red Book” project. I was very interested in the project “Where I was born.”

The effectiveness of teaching experience.

The main means of implementing design and research activities were projects, research, special classes, during which various forms were harmoniously combined - circular conversations, classes, specialized games, experiments, reading, storytelling, theatrical performances, competitions and exhibitions. Not only preschool teachers, but also parents were involved in the organization of the educational process.

The results of the work were positive changes in the behavior of both adults and children.

The peculiarity of design and research activities and adult-children projects is that children, parents, and teachers take part in the project. The joint collection of materials on the topic, classes, games, competitions, presentations revealed the creative abilities of children, involved parents in the educational process, which naturally affected the results.

By solving various cognitive and practical problems together with adults and peers, children acquired the ability to doubt and think critically. The positive emotions experienced at the same time, surprise, joy from success, pride from the approval of adults - gave the children the first grains of self-confidence and prompted a new search for knowledge.

Collective experiences brought children closer to each other and to adults, and contributed to improving the microclimate in the group. It can be noted that using design and research technology in the upbringing and training of preschool children, life activities in kindergarten organized according to it made it possible to get to know the pupils better, to penetrate into inner world child.

Accumulating creative experience, children, with the support of adults, can later become authors of research, creative, gaming, and practice-oriented projects.

After finishing work on the projects, the level of children’s mastery of the material increased: high 43%, average increased by only 5.4%, as the number of children with a high level of mastery of the material increased, children with a low level of mastery of the material were not identified. By doing research in the experimentation corner, children significantly expanded their knowledge:

About materials;

About natural phenomena;

About the world around us.

Novelty (innovativeness) of the presented pedagogical experience.

The novelty of this experience is the integrated use of previously known and modern methods and technologies for the development of children's cognitive interests, the structuring of practical and diagnostic material for preschoolers both in preschool educational institutions and in the family. Having become interested in the problem of organizing design and research activities of preschoolers, I developed a model for the development of search and research activities in preschool educational institutions and families, which is aimed at developing the abilities of preschoolers to independently and creatively master new ways of activity.

At the core innovation activity are the following principles:

The principle of openness is to be able to perceive the child’s personality, be open, accept and respect his wishes.

The principle of the activity approach - the child learns about the world, gains knowledge through all types of activities, everyone is an active participant in obtaining and transmitting knowledge and information, attracting friends and adults to this

The principle of freedom of choice is the child’s right to choose the content of an activity, determine tasks, ways to solve them, and a partner for joint activities.

The principle of conformity with nature is to focus on the child’s inner world, create conditions for self-development and self-expression of each participant in the cognitive process

All projects, classes, experiments, etc. were carried out in joint and independent activities of children. Work was organized in small groups, which helped to instill in children the skills of self-examination, mutual assistance, and develop cognitive communication.

The planned work is aimed at turning the child from a passive observer into an active participant in the educational process. This was facilitated by methods and techniques that varied depending on the goals and objectives of the project.

The main principle in working with pupils was to give the child the opportunity to learn about the world around them through their own experience in specific deeds and actions, because it is precisely this experience that is remembered for a long time.

But in order to implement all plans and ideas, the work of not only kindergarten employees, but also parents and families is required. It is in the family, in a familiar environment, that children receive initial ideas about the world around them. Working with the family was one of those mechanisms that helped achieve the intended goal.

Design and research activities are one of the interactive, innovative methods modern learning, which helps not only the all-round development of the child, but also strengthens positive motivation for knowledge, and gives a new impetus to the parent-child-kindergarten relationship.

The technological effectiveness of the presented pedagogical experience.

Project and research activities provide children with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas. If we talk about design and research activities as a pedagogical technology, then this technology involves the use of research, search, problem-based methods that are creative in nature. Within the framework of the project and experimentation, the teacher is assigned the role of developer, coordinator, expert, and consultant.

That is, design and research develops children’s cognitive skills, the ability to independently construct their knowledge, navigate the information space, and develop critical and creative thinking.

This is combined with a group approach to learning. Groups determine how they think about solving a given problem: personal motivation is activated, the process of creativity, the process of independent mental work begins. This independence depends on the development of skills and abilities in project activities.

A feature of design and research activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or determine a goal (plan). Therefore, in the educational process of a kindergarten, project-research activities often act as collaboration, in which children and teachers take part, and parents and other family members are also involved. The main goal of the project is research method in a preschool institution is the development of personality and intelligence.

When developing and implementing the design and research method, I use the method of organized and controlled children's experimentation and searching for information in individual and collective activity children, methods of ensuring the emotional interest of children, activation of independent thinking of children, joint activities of children and adults, play and problem situations.

Project-research activity presupposes not only the presence and awareness of a problem, but also the process of revealing it and solving it, that is, planning actions, having a plan to solve this problem, and a clear distribution of tasks for each participant. Projects are used when a research problem arises in the educational process, the solution of which requires integrated knowledge from various fields, as well as the use of research methods.

The level of participation of preschoolers in design and research activities depends on age characteristics children: in the older ones, they are full participants in the project.

In my experience, I described the work on planning and implementing projects for older children step by step.

The objectives of research activities are individual for each age. Thus, when working with children of primary preschool age, a teacher can use hints and leading questions. And children of older preschool age need to be given more independence. The teacher’s first step in working on a project is setting a goal. The second step is planning on the selected problem, which takes into account all types of children's activities: play, cognitive-practical, artistic-speech, work, communication, etc. At the stage of developing the content of direct educational activities, games, walks, observations and other types activities related to the topic of the project, teachers pay special attention to organizing the environment in groups. The environment should develop curiosity in a preschooler. When the conditions for working on the project are prepared, the joint work of the teacher and children begins.

Research classes are conducted according to the structure:

1. Setting up a research problem in the form of one or another version of a problem situation (you need to interest children, make them want to act to solve the problem).
2. Training of attention, memory, logic of thinking (can be organized before the lesson).
3. Clarification of life safety rules during experimentation.
4. Clarification of the research plan.
5. Selection of equipment, its independent placement in the research area (the activity and independence of all participants in the experimentation is important).
6. Distribution of children into groups.
7. Analysis and generalization of the experimental results obtained (identification of the known and the unknown; lead to judgments, inferences and conclusions, which are necessarily recorded in speech, sometimes graphically

Children are not given ready-made knowledge and are not offered ways of doing things. A problematic situation is created, which the child can solve if he draws on his experience, establishes other connections in it, while mastering new knowledge and skills.

Organization of work on projects (diagram)

Below I have presented a table that reveals the goals and objectives of each stage, the content of the activities of the teacher, preschooler and his parents.

Conclusions.

As practice has shown, design and research activities are very relevant and effective. The combination of various types of children's activities in the interaction of adults and children in one whole - project, consolidates the skills of pupils, helps them discover and learn surrounding reality much faster and deeper. Based on the children’s knowledge, observations, and impressions obtained during design and research activities; focusing on personal experience child, I try to create an atmosphere of co-creation. After all, only by getting each child interested in a specific creative work By supporting children's curiosity and initiative, any problem can be solved. The effectiveness of this approach also lies in the fact that it gives the preschooler the opportunity to explore and experiment on his own, maintain his curiosity and interest in the problem, and also apply the acquired knowledge in one activity or another.

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. 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? Becoming new system education focused on entering the global space requires significant changes in pedagogical theory and practice preschool institutions, improving pedagogical technologies.

The use of innovative pedagogical technologies opens up new opportunities for the education and training of preschool children, and design and research activities have become one of the most effective today. Design technology refers to modern humanitarian technologies that are innovative in the work of preschool institutions.

I believe that in design and research activities, a preschooler gets the opportunity to directly satisfy his inherent curiosity and streamline his ideas about the world. Therefore, I strive to teach not everything, but the main thing, not the sum of facts, but their holistic understanding, not so much to give maximum information, but to teach how to navigate in its flow, to carry out targeted work to strengthen the developmental function of learning, to organize the educational process according to the model of student-oriented interaction, according to which the child is not an object of learning, but a subject of education.

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 prescribed 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 the 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 sports festival"Small olympic games"with the involvement of parents, an exhibition of photographs, etc., 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 activities are focused on research as much as possible more opportunities inherent in the situation, and not 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 the formulation of a creative idea or the search possible ways problem solving. 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 an original idea (that is, not previously 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 the cognitive development of children, personal growth of preschoolers is observed, which is expressed in the desire to fulfill 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 etymological dictionary word " project" borrowed from Latin and means “thrown forward”, “protruding”, “conspicuous”.

“Project"- this is a method of pedagogically organized development by a child environment in a process of gradual 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 in various directions is required, 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, during which the child learns about the world around him and embodies 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 consists of such an organization of the educational process in which students acquire knowledge and skills, experience in creative activity, and an emotional and value-based attitude to reality in the process of planning and execution gradually increasingly 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 a secondary role”, perform actions at the direct suggestion of 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 positive attitude to 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 adults with requests and is more actively 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 a 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 the drawing up of 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.

Work on the project

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;
• turns to preschool specialists for recommendations;
• 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 various types of 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 independent creative work by children and parents (searching 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 teacher and child in project activities can change as children’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- 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(format the result in the form children's party, 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”, “The 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 lessons), medium-duration, long-term (for example, “ Sports games and entertainment as a means of increasing interest in physical education among preschool children" - on academic year).

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

Projects in kindergarten are an integration method that involves the use of various methodological techniques, allowing you to deeply master the proposed topic. Integration is a combination of basic teaching methods that organically complement each other and increase the efficiency of the process.

Features of preschool age

Preschool age is the most fertile period for learning. Children absorb knowledge about the world around them like a sponge. At this age, everything is interesting; the child actively explores the world and learns models of social behavior. Therefore, this feature must be used. Education must be socially significant. Special attention should be given moral, aesthetic, environmental direction. We must remember that the norms learned by children at this age remain with him for the rest of his life. The project method in kindergarten is designed to intensify work in this direction.

The importance of project activities

Projects in kindergarten involve independent activity of children under the guidance of adults (teachers and parents). Participation in the project allows you to demonstrate your abilities. In the course of work, the child learns to plan his actions, control the execution process, and also learns to predict the result of his activities.

Structure of project activities

Projects in kindergarten begin with identifying the topic and its relevance, setting goals, defining the subject and objectives of the project. The goal of the project is to expand children's knowledge on a certain topic, develop skills in children, cultivate appropriate feelings and develop empathy (sympathy) for the world around them. The feeling of empathy is a complex psychological reaction that is formed through personal experiences based on life experience. Participation in project activities helps the child enrich his personal experience. The subject is selected taking into account the goals, then pedagogical tasks are set, they must be specific and reflect the intensity of the pedagogical impact. Projects in kindergarten have clear deadlines. The circle of participants is determined (children, educators, parents, additional education teachers). The result is a specific product, which becomes a report on the work done. Most often this is a presentation. The biggest part is the practical implementation of goals and objectives. It is carried out by organizing classes, reading fiction, organizing quizzes, competitions, joint activities with parents.

Project "Family"

For example, the “Family” project in kindergarten has the goal of bringing family members together emotionally. The subject becomes family and family values. The objectives of the project may be: instilling respect for the older generation; involving parents in joint activities with children; attracting the attention of parents to the problems of moral education; nurturing in children a sense of empathy for younger family members and pets. The practical implementation of tasks is possible through the involvement of parents and children in the improvement of the group and site, joint creation family tree families, holding open classes, holding various events (for example, “Help Another,” collecting things and toys for those in need) and so on. At the end of the project, a presentation is made.