Project activities in kindergarten in the context of the implementation of the Federal State Educational Standard for preschool education.
Kemerovo 2016
Project activities in kindergarten in the context of the implementation of the Federal State Educational Standard for preschool education [Text] / N. A. Lukonenko, N. A. Kultaeva, T. V. Kolmakova, O. Yu. Nazarova, L. A. Luchsheva, A. Yu. Luchsheva . - Kemerovo, 2016. - 56 With.
Lukonenko Natalya Anatolyevna, teacher of the Moscow Regional Preschool Educational Institution No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
Kultaeva Natalia Aleksandrovna, teacher of the Moscow Regional Preschool Educational Institution No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
Tatyana Viktorovna Kolmakova, teacher at MADOU No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
Nazarova Olesya Yuryevna, teacher of the Moscow Preschool Educational Institution No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
Ludmila Aleksandrovna Luchsheva, teacher at MADOU No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
Anna Yuryevna Luchsheva, teacher of the Moscow Preschool Educational Institution No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
The projects can be used by kindergarten teachers.
| Introduction | |
| Research and gaming project in the junior group “Vodichka and I are best friends.” | |
| "Fauna of Africa." Short-term project for older children. | |
| "Water Sorceress" Short-term educational project in a preparatory group. | |
| "The Secret of the Volcano" Short-term educational project in a preparatory group. | |
| “It’s a miracle - a seed turned into a tree.” Long-term educational - practical project in the senior group. | |
| “It warms a mother’s heart better than the sun.” Short-term creative project in the senior group. |
Introduction
“What I hear, I forget.
What I see - I remember.
What I do - I understand"
Confucius.
A modern preschool organization, in the context of the introduction of the Federal State Educational Standard for Educational Education and a huge flow of information, requires methods of organizing educational activities that would form an active, independent and proactive position in preschoolers.
A modern preschooler needs to be able to acquire knowledge on his own; he must have developed research and reflective skills. The teacher needs to develop skills that are directly related to the experience of their application in practical activities.
The task is difficult, but solvable. All of the above can ensure the use of the project method in kindergarten practice.
It is the project method that makes it possible to shift the emphasis from the process of children passively accumulating a sum of knowledge to their mastery of various methods of activity in conditions of the availability of information resources. This is facilitated by a personality-oriented approach to upbringing and education. Based on a person-centered approach to upbringing and education, the project method develops cognitive interest in various areas of knowledge and develops cooperation skills.
In European languages, the word “project” is borrowed from Latin and means “thrown forward,” “protruding,” “conspicuous.” Translated from Greek, a project is a path of research.
A number of authors, such as L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuikova, consider project activities as a variant of an integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction of the teacher and pupil, step-by-step practical activities to achieve the set goal.
In modern times, this term is associated with the concept of “problem”. The project method is understood as 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.
Using the project method in preschool education can significantly increase children’s independent activity, develop creative thinking, children’s ability to independently find information about an object or phenomenon of interest in different ways and use this knowledge to create new objects of reality. It also makes the educational system of preschool educational institutions open to the active participation of parents.
The basis of this method is the independent activity of children - research, cognitive, productive, during which the child learns about the world around him and brings new knowledge to life.
The implementation of any project involves the following main stages:
Choosing the goal of the project - the teacher helps children choose the most interesting and feasible task for them at their level of development.
Project development - drawing up an action plan to achieve a goal: who to turn to for help, sources of information are determined, materials and equipment for work are selected, what objects will learn to work with to achieve the goal.
Project execution - the practical part of the project is carried out.
Summing up - a debriefing is carried out, results are assessed and tasks are identified for new projects.
Projects come in different types:
Creative - after the project is brought to life, the result is formalized in the form of a children's party.
Research - children conduct experiments, after which the results are presented in the form of newspapers, books, albums, and exhibitions.
Game projects are projects with elements of creative games, when children take on the role of fairy tale characters, solving problems and tasks in their own way.
Informational - children collect information and implement it, focusing on their own social interests (design of a group, individual corners).
The introduction of the project method in our kindergarten began several years ago.
To achieve results in this direction, we are trying to perfectly master new technology, which allows us to change the style of working with children, increase children's independence, activity, curiosity, involve parents in the educational process, and create a subject-spatial environment in accordance with the requirements of the project method.
The practice of the first projects has proven the effectiveness of this method in the development and upbringing of children.
In our opinion, the project method is relevant and very effective. It gives the child the opportunity to experiment and synthesize acquired knowledge. Develops creative abilities and communication skills, which allows him to successfully adapt to the changed situation of preschool education.
We present to your attention a number of projects carried out by our creative group of like-minded people.
MADOU No. 241 combined kindergarten
"Childhood Academy"
Research and gaming project in the junior group “Vodichka and I are best friends”
Developed and implemented:
teacher Lukonenko N.A.
Kemerovo 2013
Research and gaming project in the junior group« Vodichka and I are best friends»
Project Manager: Lukonenko Natalya Anatolyevna, teacher of the junior group “Smeshariki” MADOU No. 241 d/s apt.
The work on the project is carried out within the framework of the sections of the approximate basic educational program of preschool education of our preschool educational institution.
Age of project participants: children from 3 to 4 years old.
Project participants: teacher and pupils of the group, PDO for visual activities, laundry worker, parents of pupils.
Project type: mid-term, group, research and creative, interdisciplinary.
Project problem: children's awareness of the properties and importance of water in the lives of people, animals and plants.
Objective of the project: familiarizing children with the properties and importance of water in the life of living beings.
Project objectives:
Development in children of elementary natural science concepts about water and its properties.
Formation of one’s own cognitive experience in the process of studying this topic, children’s mastery of the methods and techniques necessary for design and research activities such as: observation of inanimate objects, conversations, examination of illustrations, experiments, experiments.
Development of creative and communication abilities in preschool children.
Fostering respect for the water resources of our planet.
Relevance of the project there is no doubt, since children's experimentation has enormous developmental potential (during the experiment, the child's memory is enriched, his thought processes are activated, since there is a constant need to perform operations of analysis and synthesis, comparison, classification and generalization, and an ecological culture is formed).
Expected result:
Enriching children's horizons on this topic, developing environmental and moral education.
Children's understanding of the properties of water is expanded experimentally.
Intensifying work with parents and additional education specialists.
Literary series: small folklore, fairy tales by K. I. Chukovsky “Moidodyr”, “Fedorino’s Mountain”, fairy tales by S. Prokofiev “About a Gray Cloud”, “The Magic Basket”, poem by A. Barto “The Grimy Girl”, Slovak folk tale “At the Sun in guests";
Musical series: audio recordings “Sounds of water in nature”, video recording - cartoon “Kapitoshka”;
Demo series: didactic doll “Droplet”, albums, postcards, illustrations on the topics “Water in Nature”, “Human Use of Water”, photo exhibition equipment, toys, attributes for classes.
Practical results of the project: exhibition of drawings on the topic: “Cloud and Rain”, “Rain drip-drip-drip”, photo exhibition on the topic: “Vodichka and I are best friends”, presentation of the work done.
| Project stage | Activities of a teacher | Children's activities | Parents' activities |
| Stage I. Formulation of the problem. | Setting goals and objectives: Goal: to familiarize children with the properties and importance of water in the life of living beings. Objectives: to teach children to draw conclusions based on experiments, to participate in feasible practical activities, to consolidate knowledge about the meaning of water and its properties, about the role in the lives of people and animals, to cultivate a caring attitude towards the planet’s water resources. | Children are getting into trouble. | Reading literature to children on this topic, watching videos, conversations on this topic. |
| Stage II. Preparatory | 1. Work on preparing the photo exhibition “Vodichka and I are best friends.” 2. Making a “Droplet” doll. 3. Collection of waste and natural materials. 4. Collection of illustrations depicting rain, snow, water and other water bodies. 5. Selection of material for practical games and activities, selection of audio and video material for classes. 6. Making attributes for games and activities. | Get used to the game situation. | Assistance to teachers in selecting material for classes, assistance in preparing for a photo exhibition. |
| Stage III. Project work. | 1. Integrated lesson “Visiting a droplet” (the role of water in the lives of people and animals). 2. Game with water “Funny Bubbles” (we get bubbles by blowing air through a straw into a glass of water). 3. Integrated lesson together with a specialist in the art activity “Multi-colored droplets” (experience in coloring water with gouache and finger painting). 4. Integrated lesson “I didn’t drink tea - what power” (introduction to hot water and the process of brewing tea). 5. Integrated lesson “Miracle - steam” (experience “Transition of water into a gaseous state (steam) and from steam into water”). 6. Observations of water in nature “Reflection in a puddle”, “Blue ice”, “A little white snow fell”. 7. Integrated lesson together with an arts specialist “Rain, rain, let it rain” (drawing rain). 8. Lesson - the game “Bathing the Katya doll” (an experience of turning water from hot to warm). 9. Integrated lesson “Droplet - piece of ice - droplet” (experience of turning water into ice and ice into water). 10. Experience “The snowball melts - a stream will run” (show children not only the process of snow melting, but also the production of dirty water as a result of this, focusing on the fact that for this reason it is strictly forbidden to put snow in the mouth). 11. Playing with water “Funny Bubbles” (preparing a solution to produce soap bubbles). 12. Integrated lesson together with an art specialist. Drawing with non-traditional materials: “Clouds and rain” (foam rubber, finger painting), “Rain drip-drip-drip” (finger painting). Classes are conducted to the music “Sounds of Nature” and the song “Rain”. 13 Reading the work “Moidodyr” by K. I. Chukovsky. 14. Reading the work “Fedorino’s Mountain” by K.I. Chukovsky. 15. Excursion to the laundry (show children another role of water in people’s lives). | A series of practical activities both in kindergarten with a teacher and at home with parents. | Repeat the experiments at home, make beads for the Snow Maiden with the children (multi-colored pieces of ice on a string). |
| Stage IV. Summarizing. | Creation of a photo exhibition “Vodichka and I are best friends”, presentation of the work on the project. | Ability to apply acquired knowledge in everyday life. | View a presentation of project work during a parent-teacher meeting. |
Belaya K. First steps.
Vasilyeva M.A., Gerbova T.V., Komarova T.S. Methodological recommendations for the education and training program in kindergarten.
Zherdeva E.N. Young children in kindergarten.
Zelenina T.N. Introducing young children to nature.
Photo report of the work done:
"Kapelka" came to visit
Preparing for experiments with water
Without water everything dies
What will happen on the planet if we behave like this?
We ask the faint of heart to leave!
Monitoring the process of water boiling, its transition to a gaseous state and back
Integrated lesson with an art specialist
African fauna
Short-term project for older children
teacher
Kultaeva N.A.
Kemerovo 2016
Relevance of the project:
Many children do not know the names of other countries and representatives of flora and fauna. In order to broaden the horizons of children, we adults must tell children not only about life in our country, but also the life of residents of other countries, as well as representatives of flora and fauna, and other climatic zones. The fauna of hot countries is very diverse and attractive to children.
Objective of the project:
To give children a basic understanding of the peculiarities of the geographical location and climate of Africa; to form ideas about the relationships, interactions and interdependence of living organisms with their environment.
Project objectives:
To form basic ideas about the features of nature and the climatic zones of the African continent (desert, savannah, tropical forest)
To give children a basic idea of the African desert, to introduce them to the flora and fauna of the savannah, and to form an idea of the tropical forest.
Expand your horizons, enrich your children’s vocabulary, and develop connected speech.
Cultivate a desire to share knowledge with each other.
Develop children’s cognitive abilities and actively involve them in creative and exploratory activities.
Education of moral behavior.
Organize joint cognitive and productive activities with parents.
Project type: research and creative.
Integration of educational areas:“Cognitive development”, “Social and communicative development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”.
Project implementation mechanism.
| Project stages | Timing of project stages | Tasks of the project stages |
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| (preparatory) | 1. Introduce children to the geographical location of Africa, its climate and animals. 2. Contribute to the organization of joint activities between parents and children. |
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| (basic) | 1.Improve skills, imagination and fantasy. 2. Introduce children to the works of writers about animals in Africa. |
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| (final) | 1. Cultivate accuracy, the ability to complete the work started. 2.Summarize your experience on this topic. |
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Expected Result:
Involving children in the interesting and fascinating natural world of Africa. Knowledge of the names of animals and plants, the location of the continent of Africa on the map. Creating a favorable atmosphere for independent study of the flora and fauna of Africa together with parents.
Project implementation plan.
| Participants | Implementation period |
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| Stage 1. Preparatory. |
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| 1. An educational conversation about Africa and the animals living in it. | Get children interested in this topic. | Teachers, children. | ||||
| 2. Consultation for parents “Animals of hot countries.” | Expand parents' horizons on this topic in order to consolidate children's learning skills. | Educators, parents. |
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| Stage 2. Basic. |
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| 3. Lesson on speech development “Animals of Africa” | Strengthen the ability to form new words (names of animals, their babies, etc.). Cultivate a love for animals. | Teachers, children. | ||||
| 4. Mathematics “Animals of hot countries” | Consolidation of quantitative and ordinal accounts; consolidation of knowledge about geometric shapes. Find out the names of African animals. | Teacher, children. | ||||
| 5. Reading fiction K. Chukovsky “Aibolit”, R. Kipling “Baby Elephant” | Expand children's knowledge about the world around them, in particular about Africa. Develop curiosity and horizons. | Teacher, children. | ||||
| 6. Drawing “Animals of Africa” | Clarify children's knowledge about animals in Africa. Cultivate accuracy in working with paints and pencils. | Teacher, children. | ||||
| 7. Children's story about a drawn animal. | Continue to teach children logic, coherence, and sequence of statements, develop children’s creative abilities, encouraging them to come up with various options for events not depicted in the picture. | Teachers, parents, children. | ||||
| Stage 3. Final. |
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| 8. Making a model “Fauna of Africa” | Cultivate accuracy and the ability to finish what you start. To interest children more creatively and widely use knowledge about the life around them. Summarize your experience on this topic. | Teachers, children. | ||||
Bibliography
O. Alexandrova. “My First Encyclopedia” Publishing house Iris Press. 2008
M. Borisenko. "Animals of hot countries." Publishing house Paritet Series. 2008
G. Banaru. “Where it’s always hot.” Publishing house "Karapuz". 2010
E. Valk. "Preschoolers about animals." Publishing house "Teacher". 2010
Galperstein. "My first encyclopedia." Publishing house Rossman - Publishing house. 2008
V. Kalashnikov. Encyclopedia “Wonders of Nature” Publishing house, Moscow, “White City. 2008
E. Prati. Translation by I. Tsibidov. "Animal. Encyclopedia for children." Machaon Publishing. 2010
L. Shaitanov. “First lessons 5+, animals of hot countries.” Publishing house "Dragonfly Series". 2010
Drawing animals of Africa. 
Making a layout.
MADOU "Kindergarten of a combined type No. 241"
Sorceress water
in the preparatory group
teacher
Kolmakova T.V.
Kemerovo 2016
“Water stands apart in the history of our planet. There is no natural body that could compare with it in its influence on the course of the main, most ambitious geological processes. There is no earthly substance - a mineral, a rock, a living body - that does not contain it. All earthly matter is permeated and embraced by it.” Vernadsky
Project topic: "Water Sorceress"
Project type: research, creative, group
Duration: short-term (03/14/2016 - 03/28/2016).
Object of study: water.
Subject of study: properties of water.
Age children for whom the project is designed: 6-7 years old
Project participants: children, teacher Kolmakova T.V.
Research methods and techniques: observation, conversation, experiment, analysis and synthesis of results.
Equipment: transparent vessels of different shapes, transparent glasses (2 for each child), spoons, a basin of water, aprons (for each child and teacher), napkins, food coloring, ice, hot water, a basin of water, a projector.
Target:
Enriching preparatory group children’s understanding of the meaning of water and its properties and states. Fostering a caring attitude towards water as the source of life for humans and all life on Earth.
Tasks:
Continue to introduce children to the most important component of nature - water.
Develop the ability to observe, analyze, compare, identify characteristic, essential features of living and inanimate nature, natural phenomena, determine the basic properties and conditions of water. Develop cognitive abilities, creative imagination, communication skills.
Create conditions for developing skills in conducting laboratory experiments and research activities.
To form a conscious, careful attitude towards water as an important natural resource.
Expected result
Increased interest in GCDs containing demonstration experiments, elements of independent experimentation, and long-term observation-experiments
Development of coherent speech, the ability to construct complex sentences, and draw conclusions.
Fostering an ecological culture.
Careful attitude towards water resources.
Relevance of the project
Water is the first and favorite object for study by all children. Children come into contact with water from the first days of life. And as soon as they begin to understand something, they start playing with water.
It is very important to teach people, and especially children, our future generation, to be careful about water. Water plays a huge role in our lives; it is our constant companion.
It is important that the child can evaluate human behavior in nature and express his opinion on this problem. And we must create conditions for the child to communicate with nature and for feasible activities.
The project was developed due to the particular relevance of the problem of educating preschoolers’ environmental culture. A huge role in organizing this problem is assigned to the environmental education of children. Today, environmental awareness and respect for nature have become the key to human survival on our planet. In addition, environmental education for children has enormous potential for their comprehensive development.
Fostering an ecological culture is a long way to developing the right ways to interact with nature. Children need to be taught the skills of environmentally conscious attitudes in everyday life and taught to use water carefully and economically. Pay attention to the fact that even such a familiar object as water is fraught with a lot of unknowns. All this emphasizes the relevance of this project.
Project stages:
Organizational and preparatory:
select and study methodological literature on the topic of the project;
replenish the development environment;
selection of fiction on the topic;
selection of encyclopedias, maps;
development of a project implementation plan;
compiling card files of riddles, poems, sayings;
compiling a file of experiments with water;
preparation of equipment for experiments with water.
Practice-indicative (see project implementation plan):
Experimental activities;
Observations on walks;
Reading fiction;
Artistic creativity;
Didactic games;
Games experiments;
Observations on walks.
Final-reflective
Final lesson on the topic “Wonders of Water” (see Appendix No. 1)
Creation of a card index “Experiments and experiments with water”;
Summing up the work done.
Project implementation plan:
| Monday | |||||
| Morning conversation, statement of the problem “Is life possible without water?” GCD "Water in human life" Experimental activity "Where is water contained?" Reading fiction: G. H. Andersen "The Little Mermaid" | GCD "Life under water" Experimental activity: “Properties of water” (fluidity, transparency, water-solvent) Making the model "Inhabitants of the Sea" Didactic game "Yes-no" | GCD "Journey of a Drop" (Water cycle in nature) Experimental activity: "Cloud formation" Artistic creativity: drawing "Rain, rain, drop" Reading fiction: fairy tale of the peoples of Siberia "Water of Life" | GCD "Different water" (three states of water, structure, properties) - problem: "Why don't Icebergs sink?" Experimental activity: "Properties of ice" Story-director's game "Arctic Journey" Didactic game "Good-bad" | Experimental activity "Water evaporation. Where does fog come from" Artistic creativity: application "Clouds - white-maned horses" Didactic game: "Who can collect it faster?" Fiction: poems by A.S. Pushkin "About the Sea" |
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| NOD "River of our city. Use of water. Kama hydroelectric station"" Reading fiction: memorizing the poem "Have you heard of water?" Artistic creativity: drawing "Jellyfish and fish" Experimental activity "Observation of surface tension", "Buoyancy force". (Appendix 2) | NOD "Sea Wonders", "Why is the water salty?" Artistic creativity: modeling "Inhabitants of the Sea" Story-director's game "Brave Sailors" Experimental activity: "Water has power" (research on water pressure" (Appendix 2) | GCD "Reservoirs of our planet" Artistic creativity: drawing "A Tale about the inhabitants of the sea or river" (book production) Experimental activity: “Let’s transfer water” (use of a pipette, straw, syringe) (Appendix 2) Reading fiction: A.S. Pushkin "The Tale of the Fisherman and the Fish" | GCD "Why do we swim and ships don't sink?" (formulation of the problem) Experimental activities: "Investigation of objects for buoyancy", "Observation of surface film" Didactic game "Name as many as possible" Artistic creativity: drawing "Goldfish" | GCD: quiz "In the world of water" Artistic creativity: modeling (team work) "Sea adventures" Experimental activity: “Formation of soap bubbles”, “Weakening of surface tension” Final lesson “Wonders of water” (Appendix 1) |
Result
During the implementation of the project, children's knowledge and ideas about water, its properties, and significance for all living things expanded. Most children were active in cognitive, experimental, and productive activities. Seven children gave presentations prepared together with their parents on various topics related to water. The developing subject-spatial environment has been replenished with children's encyclopedic literature, children's presentations, printed board games, and figurines of sea inhabitants for a desktop layout.
Bibliography:
Program “From birth to school” edited by Mu: MOSAIC-SYNTHESIS, 2011. - 336 pp.
Tugusheva G. P., Chistyakova A. E. “Experimental activities of children of middle and senior preschool age”: Methodological manual. - St. Petersburg. : CHILDHOOD - PRESS, 2011.
A. I. Ivanova “Methodology for organizing environmental observations and experiments in kindergarten”: A manual for workers of preschool institutions. - M.: TC Sfera, 2003.
N. N. Avdeeva, G. B. Stepanova “Life around us” Yaroslavl. - 2003
Vinogradova N. F. “Stories - riddles about nature: a book for children 5-6 years old / N. F. Vinogradova. - 2nd ed. edited - M.: Ventana - Graf, 2012.
Shorygina T. A. “Conversations about water in nature” Methodological recommendations. - M., Sfera shopping center, 2013.
Nikolaeva S.N. Young ecologist: Program for educating children’s ecological culture. - M.: New School, 1999.
MADOU No. 241 “Combined kindergarten”.
THE SECRET OF THE VOLCANO
Short-term educational project
in the preparatory group
teacher
Nazarova O. Yu.
Kemerovo 2016
Project implementation base: pupils of the preparatory group, parents of pupils of MADOU kindergarten No. 241.
Project implementation timeline: 2 weeks.
Objective of the project: Implementation in the educational process of cognitive and experimental activities of children of senior preschool age, through familiarization with the natural phenomenon - a volcano.
Project objectives:
Give an idea of volcanoes, their structure, reasons for their occurrence.
To develop the cognitive activity of children in the process of independently performing experiments according to the scheme.
Help students understand why volcanoes are formidable natural phenomena.
Develop the ability to compare, analyze, draw conclusions, and broaden the horizons of students.
Strengthen children's ability to work with a map and globe.
Encourage children to “read” encyclopedias, get acquainted with new phenomena and factors.
Give an idea of active, dormant and extinct volcanoes.
Activate and formulate concepts: magma chamber, vent, crater, lava, eruption
Search for effective methods and techniques that contribute to the formation of ideas about the integrity of the surrounding world
Teach children to listen to each other, accept and develop the ideas of peers and adults, and interact creatively.
Formation of an active position among parents in the upbringing and education of children.
Hypothesis:- ability to create an artificial volcano.
Project participants: teacher Nazarova O.Yu., children, parents.
Object of study- volcanoes.
Materials and equipment:
Projector, laptop, plastic cups (for each child), deep plastic plates (for each child), soda, washing up liquid (any), red paint, vinegar, model of a volcano, small spoons (for each child), pipettes (for each child ), green and red cards, a diagram of the sequence of work, aprons, sleeves.
Relevance of the project:
Educational activities in a preschool institution are aimed at developing the child’s personality as a whole (the ability to compare and generalize their own observations, see and understand the beauty of the world around them), as well as improving children’s speech and thinking.
Knowledge about volcanoes helps a child understand that on earth and in our country there are such natural objects as volcanoes, which affect the earth's climate, living organisms, and changes in the earth's topography.
Knowledge is not an end in itself in education, but it is a necessary condition for developing such an attitude towards the world around us, which is emotionally effective in nature and is expressed in the form of cognitive interest.
The educational process will become effective only when the parent takes an active part in this work. The family has a decisive influence on the development of the child's basic personality traits.
Project Implementation Plan
| Stages of project implementation | Activities | |||
| teacher | children | parents |
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| Preparatory | Informational | Collection and analysis of information about the needs and abilities of children; Selection of methods, methods and techniques for studying personal changes in children; Informing parents about the implementation of this project; A selection of methodological, reference, encyclopedic and fiction literature; Design of an information and reading corner in the group; | Monitoring children's knowledge on the following issues; What is a volcano? What types of volcanoes do you know? What is the difference between active, dormant and extinct volcanoes? What is lava? What is magma? Do you know what a vent is? What harm do volcanoes cause? Are there any benefits from volcanoes? What is an eruption? Do you know what a crater is? Which countries and cities have volcanoes? Reading encyclopedias on the topic “Volcanoes”; Discussion of goals on this topic; Active listening; Examination of illustrations; Guessing riddles, puzzles, reading poems | Message at parent meeting about the upcoming project (topic, goal, project objectives); Information for parents in the information corner: Questionnaire “The world around your child”; |
| Practical | Social | Joint planning of activities (where to start). Preparing an educational video. Organization of activities, assistance in solving assigned tasks. Development of notes for educational events Compiling a card index of poems and riddles about volcanoes | Watching educational videos “Stones from fire”, “What is a volcano”, “Name of volcanoes”; Location of volcanoes on earth - working with a globe; Visit to the library. Topic: “The mystery of a natural phenomenon. In the world of a volcano" | Looking at the volcano with the child, placed in newspapers, magazines, photographs. Look at photographs of different volcanoes and read interesting facts about them |
| Cognitive - research | Organization of children's research activities Conduct a series of educational events | The legend about the ancient God “Vulcan” How are volcanoes formed? The destructive power of volcanoes. Prediction of eruptions Lava transformation. | Joint activities at home. Together with your child, draw a picture “Volcanic eruption” Learn a poem"Volcano" Volcanoes began to "volcano" - Participation in a photo competition"Family of Volcano Explorers" |
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| Prepare material for research "Stones of volcanic origin" Practical assistance to children, creation of conditions and motivation Directing and monitoring the implementation of the project Conducting an educational conversation “How do volcanoes form?” At the upper boundary of the mantle, where the pressure is less than at greater depths, the mantle material melts in places, forming a chamber of magma. If a crack forms in the earth's crust and reaches the source of magma, the pressure decreases. Magma, saturated with gases, seems to boil, turning into a fiery liquid mass, rushes upward, widening the crack, and pours out onto the surface. Its temperature is more than +1000C. The erupted magma is called lava. Prepare material for conductingtrying: purchasing small bottles of mineral water. | Participation in the study "Stones of volcanic origin": Children's participation in the experience. Take a bottle of sparkling mineral water. Shake it and open the cap. Water with gases will rise sharply and pour out of the bottle. |
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| Experimental - search | Selection and production of materials for productive activities Observing students in project activities. Collecting information through the media on preparation for a seminar-workshop for parents. Conducting safety briefings during experimental activities Preparing for an open lesson for the teaching staff Preparing material for the newsletter | Joint activities of children with the teacher Conducting the “Volcanic Eruption” experiment; | Joint activities at home. Together with your child, color the diagram of the volcano and label its parts. Cognitive task Try to find with your child on a map where volcanoes are located in our country and in the world, and what color they are indicated by. Joint experimental activities Strengthen your child’s knowledge of “why does a volcano erupt?” Through experience: Issue of newsletters,“What experiments to conduct at home with children?” |
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| Creative | Preparation of materials for children's creative activities Development of a summary of “Volcanic eruption” Demonstration of a master class for kindergarten teachers Design of an exhibition of children's creative works Preparation of material for the design of the creative wall newspaper “All about volcanoes” | Gouache drawing “Secrets of the volcano” Sculpting a volcano Participation in creative work "Miracle dough" Making a volcano from salt dough, coloring the volcano. | Creative task at the request of the child Together with your child, sculpt a model of a volcano from plasticine or salt dough (you can cut it in section), or write a poem (fairy tale) about a volcano. Participation in a seminar-workshop“The child’s creative talent in experimental and research activities” |
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| Final | Control and evaluation | Repeated collection and analysis of students' knowledge. Processing of obtained monitoring results. Studying parents' opinions about the benefits of the group project. Analysis of an innovative project in kindergarten and its effectiveness. Preparing a presentation for the teaching council Making future plans | Participation in the conversation “What worked and what didn’t” Repeated monitoring of children's knowledge on the following issues. | Written survey: *How did the “Secrets of the Volcano” project influence your child? * “What new and interesting things did you learn during the implementation of the project?” * How do you evaluate the results of the project, using a 5-point system? * What topic would you suggest for further design in the group? |
Project result
Based on the work done to create conditions and conduct experimental research activities in the group on the topic: “The Mystery of the Volcano,” the following conclusions can be drawn that, in comparison with the beginning of the study of this topic and the results obtained after the experiments, the level of theoretical knowledge in children has increased and practical skills (by 67%).
The set goals and objectives of the project were realized, each child independently performed the experiment and clearly saw the result of their activities.
The relevance of this project can be determined based on the results of this type of research and experimental activity. Carrying out such non-traditional events evokes in children a lot of positive emotions, more vivid, memorable impressions, creates a desire to evoke a lot of new, interesting things, and visually represent this or that phenomenon. Expands children's horizons, develops a variety of children's knowledge and skills, both theoretical and practical.
Thus, the conclusions made during the implementation of the project indicate its scientific nature and practical significance. About the prospects for the further development of children, their cognitive activity.
The results of the project will be of interest to preschool teachers and parents who care about the cognitive and research activities of preschool children. This work can be demonstrated at methodological associations for educators and additional education teachers.
Bibliography:
3. Gushchenko I.I. Volcanic eruptions around the world. -M.: Nauka, 1979. (302 pages)
4. Publishing house "Makhaon", 2013. Series "Children's encyclopedia "Makhaon"" (128 pages)
5. Lebedinsky V.I. Volcanoes are a formidable natural phenomenon. - M.: Academy of Sciences of the Ukrainian SSR, 1963. (108 pages)
6. Lebedinsky V.I. Volcanoes and man. - M.: Nedra, 1967. (204 pages)
7. Kovinko L. Secrets of nature - it’s so interesting! - M. Linka-Press, 2004. (72 pages)
8. Organization of experimental activities of preschool children./ Under the general. Ed. Prokhorova L.N. -M.: ARKTI. (64 pages)
MADOU No. 241 “Combined kindergarten”.
“Miracle - a seed turned into a tree”
Long-term educational and practical project in the senior group
teacher
Luchsheva L.A.
Kemerovo 2016
Where there was an empty place, where there was nothing,
Let everyone plant a tree and not forget it.
V. Berestov.
Abstract of the project.
The project is aimed at developing an ecological culture in children and adults, and is intended for implementation with children of senior preschool age in a kindergarten.
Introduction.
For many centuries, humanity has lived next to amazing living creatures - trees. The condition of these plants and their appearance reflect the ecological situation in which they live. We are so accustomed to their proximity that we rarely think about how important they are for the lives of people and all life on Earth. Everyone knows that trees are the lungs of the Earth, a source of oxygen in the air, and therefore a source of human health. It is important not only to know and be able to use these wonderful properties of trees, but it is also necessary to learn how to preserve what nature gives us.
Relevance.
Trees surround us all the time, but most modern children and adults do not pay attention to them. Preschoolers show much greater interest in animals and bright, beautifully flowering plants. Trees are sometimes not of such interest, because they consider them to be inanimate creatures, and therefore of little interest. But environmental education begins with getting to know the objects of the immediate environment that the child encounters every day. Trees are an excellent object for phenological observations. It is so interesting to watch how a small sprout will first hatch from a small seed, and then grow and gradually grow into a large beautiful tree that will live for hundreds of years!
Analysis of the situation
You can often see the barbaric attitude of people towards trees, when both adults and children just break branches, carve their names on the trunk, damage the bark while collecting birch sap, and cut down trees. Often, children's careless and sometimes cruel attitude towards nature is explained by their lack of necessary knowledge. A child in preschool age is able to consciously understand and accept basic information about the benefits of trees for insects, birds, animals, humans and the rules of behavior in nature. Studying nature only from photographs and pictures will not give a child much, but touching nature, living communication with nature is the key to nurturing a sustainable interest in nature in children and caring for it.
Formulation of the problem.
Children show little interest in trees, do not know how they grow, and have no idea where their seeds are hidden. We researched what trees grow around the kindergarten, near our house, in the city and found out that very few oak trees grow, and whether they can grow in our region. Then a problematic situation arose: “Can you and I grow oak trees?” Children had the opportunity to plant their own tree from seed and care for it.
Project goals:
1. To develop a caring attitude towards the natural world around us and a desire to take part in experimental activities.
2. Introduce tree species.
3.Grow oak seedlings at home.
4. Show the development of the seed at various stages of growth.
5. Show the importance of light, water and heat for development and growth.
6. Develop observation skills, the ability to experiment, and draw conclusions.
Software tasks:
1. To form an idea about different types of trees, the variety of varieties and their purpose.
2. Arouse in children a cognitive interest in growing new trees.
3. Create a desire to observe changes in plant growth depending on conditions.
4. Learn to create an experimental situation, make the necessary sketches.
5. Arouse interest in experimentation and research activities.
7. Plant and observe the development of the oak tree.
8. If the experiment is successful, compose “Tips on Growing Oak Trees” for other guys who want to grow an oak tree.
Expected Result:
After the experiment, draw a conclusion about what factors contribute to the growth and development of plants (Light, water, heat).
The project has practical significance: landscaping the territory of the kindergarten.
Project type: educational-practical
Project duration: long term
Project participants: Teacher, older children and parents.
Focus of work: Research.
Forms of work:
Examination, comparison, experience, observation, care, watering, loosening, planting in the ground, experiment, classification of material.
In the fall, we taught the children the theme of the week about trees, where we learned about the types of trees and their seeds. During the lesson we looked at oak seeds, i.e. acorns. The children asked the question: “How do sprouts appear from an acorn with a hard shell, and then a big tree grows?” So we decided to plant acorns. The largest acorns were selected. All selected acorns were washed under running water and some of the acorns were placed in the water, the other part in a wet napkin. The children checked every day to see if the sprouts had sprouted. Of course, we didn’t get any sprouts, as the children were very impatient to plant them.
We planted acorns on November 25 in order to plant them on the territory of the kindergarten in the spring and at the same time find out whether they will germinate in the winter at home.
The topic interested everyone. This is relevant, since our kindergarten works on environmental education. The subject of the study was oak. Start of the study: November.
Main content.
Information on this topic was collected from various sources: encyclopedias, reference books, and the Internet.
Oak and its structure.
How an oak tree grows. Oak is a perennial wild woody plant.
Oak grows slowly. At first (up to 80 years) - stronger in height, later - in thickness. Oak trees grow well where there is plenty of light. Foresters say:
“Oak grows well in a fur coat, but with an open head.” The "open head" is the top of the oak tree. The tree loves its top to be illuminated by the sun. The oak tree needs to be surrounded by shrubs and low trees. This is his “fur coat”. They create a side shadow for the oak tree and thereby accelerate its growth in height. Some species tolerate drought well, are quite winter-hardy and have little soil requirements.
An oak forest is called an oak forest. It’s very easy to breathe here, because oak trees give off a lot of oxygen. An oak tree lives for 300-400 years, and sometimes even lives up to 2000 years. Some trees reach 40 meters in height with a girth of 6-7 meters. The oak has strong, large roots that go deep into the ground and branch widely to the sides. Therefore, it stays firmly in the ground and no storm can knock it down. The branches of the old oak are thick, they spread far to the sides. The crown is dense. There is a lot of shade under the oak tree. The leaves are simple, serrated. They are easy to recognize. The oak leaf blade is large, oblong, with deep grooves. The leaves are attached to the branches by short petioles. The oak blossoms at the end of May, at the same time as the leaves bloom. The flowers are small and inconspicuous, forming earrings. The fruit of the oak tree is an acorn. Each acorn is placed in a special cup - a plus, a “cap”. Each acorn contains one seed. Acorns ripen in the fall. The tree grows well from a stump. It begins to bear fruit at the age of 15-60; it is more active in open areas than in plantations. Fruits abundantly every 4-8 years. It reproduces mainly by acorns. For sowing, use acorns collected in the same year, as they quickly lose their viability.
Oak propagation.
By autumn, fruits - acorns - ripen on the oak tree. The plus (“cap” on the acorn), which previously protected the base of the growing acorn, no longer holds the ripe fruit on the tree, and the acorn falls to the ground. Its cotyledons are rich in nutrients and it germinates quickly. A root appears from the top of the acorn, which then turns down into the depths. Frosts, cold winds, and bright rays of the sun are dangerous for oak tree seedlings. Young oak trees need the protection of other trees. Having grown stronger, the oak tree pushes aside its sheltering neighbors with its powerful crown. Now he is not afraid of either the sun or hurricanes. A powerful oak root goes deep into the ground.
A forest bird, the jay, often feeds on acorns. That's what they call it - the acorn jay. This is a motley bird the size of a jackdaw. The jay picks the acorn with its beak and flies further into the forest. Somewhere a jay will sit on a tree, press an acorn to a branch with its paw and begin to peck at it. An acorn can easily slip out and fall to the ground. And now a young oak tree grows in a new place.
Wood mice keep up with the birds. A family of mice drags up to 30 kg of acorns into their holes for the winter. It is unlikely that all this goodness will be eaten. Some of the acorns will definitely germinate, and then young shoots of oak trees will reach for the sky and the sun.
Loves to eat acorns and squirrels. She hides the acorns for the winter, often forgets about them, and they too can germinate in a new place.
Jay, Mouse, and Squirrel help people grow new oak trees.
It turns out that it is best to plant young oak trees on stumps! To do this, the stump is drilled to the ground, fertilizer is added into the resulting hole and the trees are planted in soil briquettes. This is very profitable, since there is no need to uproot stumps in forest clearings. And after a few years, when the young oak tree gets stronger, the stump will rot.
Use of oak trees.
Oak has a very strong and durable wood with a beautiful pattern. It is dense, strong, elastic, preserves well in the air, in the ground and under water, moderately cracks and warps, pricks easily, and is resistant to rot and household fungus.
In shipbuilding. In ancient times, huge oak trunks were split into two parts using wedges, and then a boat was hollowed out of each. Such an all-wooden vessel could accommodate 50 - 60 people. Only oak was suitable for making such boats.
In furniture production, construction.
Possessing great strength and having a beautiful pattern, oak wood is still highly valued. It is used to make furniture, parquet, barrels for pickling vegetables, and log houses for wells that do not rot for a long time.
On the leaves of some oak trees, with the help of insects, ink nuts are formed that contain tannic acid. This acid is used for tanning leather and preparing paints.
A coffee drink is prepared from acorns.
Oak trees are very beautiful, so they are often planted for landscaping cities.
Oak leaves and branches are used as livestock feed.
In medicine. Oak contains tannin, which accelerates blood clotting, improves stomach function and heals wounds, and is used for gargling and mouthwash, for burns and frostbite.
A decoction of acorn shells is used to treat hematoma, skin diseases, eczema, varicose veins, etc.
Acorns have a bactericidal, enveloping, antitumor effect. But few people know that oak leaves have much greater uses.
This is truly nature's treasure trove.
Oak leaves have an anti-inflammatory effect. Even in ancient times, they were applied to wounds, and they healed quickly.
In the old days, warriors made weapons from oak: clubs, spears.
Oak brooms for baths are made from its branches.
Bog oak was especially valued. People submerged entire oak trunks under water for many years. The oak that was (stained) under water acquired an amazingly beautiful color of wood, from which carved decorations, furniture for palaces, even thrones for kings were made.
Oaks and the Red Book.
Some types of oaks are listed in the Red Book, such as the dentate oak is listed in the Red Book of Russia with the status of a rare species.
Sessile oak is included in the Red Book of Russia and the states of Belarus and Lithuania.
Oak on the coats of arms of cities. Oak is famous not only in Russia. Some cities and states have depicted oak trees on their coats of arms. It symbolizes strength, power, confidence, protection, durability, courage. Here are some of them. Coat of arms of Estonia, Coat of arms of Tsivilsk (Chuvashia), Coat of arms of France, Coat of arms of Italy.
In Kemerovo we have oak trees in different areas: On Stroiteley Boulevard, on Volkov Square, near the Philharmonic, on Institutskaya Street, Lenin Ave. 108A, in the Park of Miracles. Many people plant oak trees in their garden plots.
Poets and writers wrote about oak trees in their works.
A) A.S. Pushkin, the great Russian poet, loved oak.
Remember the lines: Lukomorye has a green oak tree,
Golden chain on oak volume.
Both day and night the cat is a scientist
Everything goes around and around in a chain.
B) In I. A. Krylov’s fable “The Pig under the Oak Tree,” the oak tree is also the main character. Pig under the ancient oak
I ate my fill of acorns to satiety;
Having eaten, I slept under it;
Then, having cleared her eyes, she stood up
And she began to undermine the roots of the Oak tree with her snout.
She, stupid, did not understand that without roots the tree would die and she would lose her delicious acorns. Again, oak was chosen here for a reason. Here the oak is a symbol of the universe, the basis of the foundations.
Conclusion of the theoretical part:
1. Oak is one of the most hardy and unpretentious trees.
2. Oak is a tree associated with the history and literature of our country. It is a symbol of strength, courage and endurance.
3. The information obtained gives hope for a possible successful result of the planned experiment.
We put forward a hypothesis - we made an assumption: is it possible to grow an oak seedling from an acorn at home?
How will the acorns behave in the winter after planting: will they sleep until spring, as in nature, or will they sprout?
1. We addressed these questions to the children and their parents and conducted a survey. Their opinion was divided: some said that the oaks would die in the warmth, while others said that maybe they would sprout, but they would stop growing.
2. Our research: To conduct the experiment, we selected the strongest and healthiest acorns, which I collected from relatives at their summer cottage in the fall (early October) of 2015.
3. Seed preparation: 18 acorns were selected from the total number of acorns. We washed the seeds in running water, then soaked one part of them in warm water, and put the other part of the acorns in a wet napkin. The prepared seeds were soaked for 4 days, changing the water daily and moistening the napkin. During this period, some acorns swelled, and the shells of several burst.
4. On November 25, 2015, we planted acorns in prepared, moistened soil. But there were 20 children in the group that day, and there were 18 acorns. We decided to take 2 more dry acorns so as not to offend anyone. And conduct an experiment: “Which acorns will germinate faster?” Once again they spilled the soil and covered it with cellophane film.
5. For two months we moistened the soil twice a week as it dried out.
The children were observed weekly, but there were no shoots. My children and I began to despair that nothing would come of it.
7. After another week, these oak trees grew up, produced their first leaves, and sprouts of other acorns appeared. In mid-February, their number increased to 8 pieces. At the beginning of March, four more acorns sprouted, making a total of 12 acorn sprouts, but we hope that the rest will also sprout.
8. In the second ten days of March, the oak trees grew a little, the leaves increased in size. For some reason, one oak tree has white leaves, but it grows like all the others.
9. In the third decade of March, the last sprouts of oak trees appeared. There are 20 of them in total.
All the planted acorns sprouted, which means the children had a “light hand”, or the seeds were very good. But one oak tree still has pale yellow leaves. We don’t know why. Maybe because his brothers blocked the light for him. Let's try to move it to a lighter place.
8. In the spring, when warm days come, we will plant oak trees on the territory of our kindergarten and begin to watch their growth.
8 The hypothesis that it is possible to grow oak trees at home has been confirmed.
The goal of our project work has been achieved.
We have collected a large amount of material about oak.
Together with my parents, we collected a folder, in it we placed proverbs and sayings about oak, riddles and poems, myths and legends, illustrations of paintings by famous Russian artists. As well as medical and culinary recipes related to oak and advice from our group on how best to grow oaks.
Bibliography:
Encyclopedia “I want to know everything” (about everything in the world) Publishing House Reader's Digest Germany 2001;
Encyclopedia “Great Atlas of Nature of Russia”, JSC “Egmont Russia Ltd”, 2003.
Petrov V.V. “Flora world of our Motherland”, Moscow, 1991;
Yaroshenko A.Yu. “How to grow a forest”, Greenpeace, 2004.
Encyclopedia "Planet Earth", publishing house "Rosman" 1999.
Information from the Internet: http://sadisibiri.ru/dubi-v-kuzbasse.html http://eknigi.org/hobbi_i_razvlechenija/10006-kak-vyrastit-les.html
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MADOU No. 241 “Combined kindergarten”
“It warms a mother’s heart better than the sun”
Short-term creative project in the senior group
teacher
Luchsheva A.Yu.
Kemerovo 2016.
Relevance:
Cultivate a friendly attitude towards mother, respect for the older generation, respect for family values.
How many stars are there in the clear sky!
How many ears of corn are there in the fields!
How many songs does the bird have!
How many leaves are on the branches!
Only the sun is the only thing in the world!
There is only one mother in the world!
And indeed, everyone in the world has one mother. And she is the one who does everything to make us happy. We go to her with our problems. She will always understand, console and reassure you. No matter how much we talk about mom, it won’t be enough. It is important that children understand what their mother means in the fate of each of them, what role she plays in the family. In addition, in a conversation with children, I was able to find out that almost all children know and can tell what their mothers do at home, about their joint activities with them, but children do not know where and who their mothers work, not all children can tell about my mother's hobbies.
Target: To develop a conscious understanding of the importance of mothers in the lives of children.
Tasks:
1. Deepen children’s knowledge about the role of mother in their lives;
2.to promote team unity between parents and children, to involve parents in working on the project;
3.Promote the development of speech through expressive reading of poems, proverbs, composing stories about mother;
4.Develop creative abilities, the desire to give gifts to mom;
5. Cultivate a kind, caring attitude towards mother.
Educational area: Familiarization with the environment, moral and patriotic education
Interdisciplinary connections:
Educational field "Socialization". Mastering initial ideas of a social nature and including children in the system of social relations. Development of gaming activities, formation of gender and family affiliation.
Educational field "Labor". Formation of a positive attitude towards work. Development of labor activity, formation of primary ideas about the work of adults (mothers).
Educational area "Cognition". Development of cognitive interests, intellectual development. Formation of a holistic picture of the world, expansion of horizons.
Educational field "Communication". Mastering constructive ways and means of interaction with people around you. Development of free communication with adults. Development of all components of oral speech.
Educational area “Reading fiction”. Formation of interest and need for reading (perception) of books. Development of literary speech, introduction to verbal art, formation of primary value ideas.
Educational field "Artistic creativity". Formation of interest in the aesthetic side of the surrounding reality, the need for self-expression. Development of productive activity, children's creativity, introduction to the fine arts.
Methods and techniques:
Visual:
Consideration of illustrative material
Showing illustrations
Actions with objects
Verbal
Word games and exercises
Reading fiction
Learning poems by heart
Making and solving riddles
Conversations with children
Practical
Didactic games and exercises
Visual games - activities
Gaming
Questions for children
Actions for children's choice
Reminder
Correction
Mom, like the sun! Mom, like the sky!
Mother is water, without which you cannot live!
So be always healthy,
So be always happy
So always be loved,
My mommy!
Project type: Short-term creative, group, game.
Project participants: children, parents, educators, additional education teacher.
Problem: Soon there will be a holiday - Mother's Day. What's the best way to congratulate your mother?
II. Project development.
1. Bring this problem to the attention of project participants.
2. Select methodological and fiction literature (poems, proverbs), illustrated material on this topic.
3. Select materials, toys, attributes for play activities.
4. Select materials for productive activities.
5. Draw up a long-term action plan.
III. Project implementation
| Kind of activity | Subject - game environment |
|
| Conversation with children “Let's talk about mom” | Help children understand how much time and effort housework takes from mothers, tell them that mothers need help. | Illustrations on the topic. |
| Didactic game "Professions" | Expand children's ideas about women's professions, remind them of the importance and significance of work, teach them to correlate the actions of people of different professions | Cards with a picture of a person of a particular profession and cards with the attributes that are necessary. |
| Role-playing game “Family (Mom and children)” | Improve the relationship between mother and child. | Attributes for role-playing games. |
| Announcement of a drawing competition (fathers and children) “Mom’s portrait”, “Warmth of a mother’s hand” (mothers and children) | Development of creative abilities. | Drawings are made on A4 sheet. |
| Reading fiction. A. Barto “Separation”, “Mom Sings” N. Sakonskaya “Talking about Mom” V. Berestov “Feast of Mothers” E. Blaginina “Mother’s Day” E. Uspensky “If I were a girl” B. Emelyanov “Mom’s hands” K. Kubilinkas “Mother” E. Moshkovskaya “I offended my mother... Artyukhov "Difficult Evening" Demykina G. “Mom” Mikhalkov S. “What do you have?” Rajab U. “Mommy” Tsyferov G. “How to become big” | Recall previously covered works with the children and introduce them to new ones. Through works of art, cultivate love and respect for mother. | Illustrated books with works by the listed authors. |
| Making holiday cards for mothers (applique, design) | Create simple plot compositions. Develop creative imagination. | Colored cardboard, paper, scissors, glue. |
| Reading poems about mother (by children). | Poems about mom. |
|
| Children's stories about their mothers. | To develop the ability to write short stories of a creative nature on a topic proposed by the teacher, to cultivate a sense of pride in their mothers. | Photo of mother (optional). |
| Reading and memorizing proverbs about mother. | Introduce children to proverbs about mothers and explain their meaning. | Illustrations for proverbs. |
| Decor Photo vernissage “In the arms of mother” | Develop children's creative abilities; cultivate a kind, caring attitude towards mother. | Album, photographs of children with mothers, colored pencils, felt-tip pens. |
| Conversations and consultations with parents | To cultivate a culture of respectful and attentive attitude towards mother, grandmother, sister, and women in general. | |
| Presentation for children “Mother’s Day of Russia” | Strengthen close, trusting relationships between child and mother | Computer, screen |
| Questioning parents | To identify the willingness of parents to cooperate with teachers on the issue of nurturing love for mother. Is this work necessary? Why? | |
| Interviewing children | Reveal your attitude towards your mother. | |
IV. Summing up the project.
Presentation of the project (working with parents).
Photo vernissage “In the arms of mother.”
Exhibition of handicrafts “Mom’s Golden Hands”.
Tea drinking with mothers.
Presenting mothers with gifts made by children and diplomas from the teacher.
Articles in the parent’s corner “Mother’s Day: history and traditions”, “Proverbs and sayings about mother”.
Conversations with parents on these topics. Carrying out joint activities between the child and the mother in manual labor (making toys, pictures, decorating, etc.).
Project activities in kindergarten according to the Federal State Educational Standard for Education
It should be noted that project activities in preschool educational institutions currently occupy an important place in the activities of teachers. A lot of attention and discussion is devoted to the project activities of preschoolers. When the primary education standard was introduced in 2007, it was the project-based teaching method that was taken as a basis by primary school teachers. For preschool age in preschool educational institutions, the project method can also be considered as one of the most effective forms of organizing joint activities of children and adults. Cognitive and research activities are defined in the Federal State Educational Standard (clause 2.7) as a cross-cutting mechanism for child development.
Project activities in kindergarten according to Federal State Educational Standards
The project method is not a new phenomenon. Look back at history and you'll see that project-based learning was created back in the 1880s. Its essence boiled down to the fact that children, together with the teacher, carry out a joint project of project activities in a preschool educational institution, thus being included in real reality, and not isolated. It was then that 4 types of projects were identified: creative, consumer - this is the production of some items for one’s needs, problematic (solving a problem) and exercise project. This technology was already developed in the 20s of our century by a group of authors as a project method, which was already widely used in Russia in the 30s. Before talking about the project method in preschool educational institutions, it is important to remember that it is always based on the theoretical positions of project activities in preschool educational institutions. The child must be at the core. This means he must be interested. The topics of projects in preschool educational institutions can come not only from an adult, but, first of all, from a child - what he is interested in learning. In addition, for the development of children, the Federal State Educational Standard for preschool education (approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155) involves supporting children’s initiative and independence in various types of children’s activities in preschool educational institutions according to the Federal State Educational Standard, including project work.
Project activities in kindergarten according to the Federal State Educational Standard: partnership activities between an adult and preschoolers
When we talk about project activities in preschool educational institutions according to the Federal State Educational Standard, we must remember that in project activities with preschoolers, the position of the teacher changes, and he becomes a partner for the children. Partnership activities between an adult and children should be based on a very meaningful moment: reading fiction, playing, productive activities, cognitive research activities - but the teacher does everything together with the children. You should always pay attention to 4 main positions in which the teacher becomes a partner for the child. 1) The teacher’s involvement in activities on an equal basis with the children. The teacher sits at the table with the children and draws, cuts, and glues together with them. This is not the position of a teacher who showed techniques and stepped aside. 2) The second condition is the child’s voluntary participation in the activity without psychological and disciplinary coercion. There is a teacher’s position: “So-o-o-o, everyone, everyone came up to me! Now you and I are going to build a bridge out of cubes” - such a position should not exist. The teacher must come up with such a turn of phrase in her speech that the preschoolers would want to join the project activity: “Oh, look how big a stream is flowing in our area! Little Mishutka cannot cross. Let's build a bridge together! Who wants to help me? And then, as many children as come, they will build. If the teacher suggests something else, then others will join. 3) The third position is free communication, movement of the child during activities. “Go/take/bring/where is it?/let’s think together...” - this doesn’t have to be at the tables, like at school: kindergarten should gradually move away from the class-lesson system. In recent years, we have sat children at tables; they will sit at desks for another 11 years at school, so project activities for preschoolers should be organized on the floor, if they are interested, and at the table, and bringing children together in another space. By the way, now, during the waking period of children, it is allowed to use bedrooms for organizing play and educational activities, so the space is expanding (finally, SanPiN allowed the use of bedrooms during times when they are not sleeping!) If the beds also move - there are such sets - then there is more space more increases. 4) The fourth position of partnerships (partnership activities of a preschooler) is an open time end to a lesson or game, when everyone works at their own pace. “Individual pace of work on a project” – provides each child with his own level and stages of mastering a particular educational area.
What can be called project activities in kindergarten according to the Federal State Educational Standard?
According to L.V. Svirskaya, “...by project we mean a period of group time, during which both children and adults perform exciting search-cognitive creative work, and not just the participation of children under the guidance of a teacher in a series of activities related to one topic and games"3. She caught the mistake that many teachers make. I would like to remind you that any project must take place in a problematic situation. A problematic situation can be formulated by both an adult, a teacher, and the child himself. He comes and asks: “Why is there rain/wind coming from the sky? Where does it come from? - then this problematic situation unfolds, and the teacher organizes direct activities. Not everything can be called a project; not all topics of project activity in a preschool educational institution are suitable. Not every joint activity of a teacher and children related to a specific topic can be translated into the framework of project activities. For the project, we choose only the situation that cannot be solved by direct action, for example, “I’ll go and read a book about this to them.” The authors of the guide “Project activities for preschoolers” N.E. Veraksa, A.N. Veraksa, outlined the wording: “Project activity involves different forms of children’s activity depending on the plan,” “during project activity in a preschool educational institution, a preschooler explores various options for solving a given problem, and according to certain criteria, chooses the optimal solution path.” The teacher must understand that this is a really difficult process to organize, and not every teacher is ready to organize it. The important point is that participants in project activities in preschool educational institutions should want to know this or be motivated. Here even simple interest is not enough. Teachers often observe how quickly a child’s interest disappears: he asked something and interest disappeared. You need to be able to stir up this interest so that children actively participate and become the authors of ideas - topics for projects in preschool educational institutions. The teacher is included in the study only if all this is thought out step by step.
Topics of project activities in kindergarten according to Federal State Educational Standards A creative group of senior teachers of family kindergartens summarized the accumulated material and published the book “Organization of project activities in kindergarten”, where you can find excellent projects and ready-made scenarios. For example, the following themes of projects in preschool educational institutions: “Me and my mood”, “Growing up healthy in the Land of Health”, “Family Theater”, “A guest on the doorstep - joy in the house”, “Spoon - the queen of the table”, “Beautiful Christmas tree” etc. Any project in project activities in a preschool educational institution for preschoolers must be created and planned by the teacher in advance. For example, the project “Growing Healthy in the Land of Health” is a research creative project and is long-term in terms of timing. The goal of the project is to provide children with the necessary information to formulate their own strategies and technologies to improve their health and maintain it. During this project, very interesting thematic days were held: “Healthy eating”, “Hygienic rules that you must follow”, “My healthy family” (parents were invited along with their children and a whole literary holiday was created). We recommend that teachers of educational organizations actively introduce project activities of preschoolers into educational activities with children. SanPin 2.4.1.3049–13 “Sanitary and epidemiological requirements for the structure, content and organization of the operating mode of preschool educational organizations,” approved. by Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 Lidiya Svirskaya, Candidate of Pedagogical Sciences, Associate Professor of the Department of Theory and Methods of Preschool Education, Novgorod Institute for Educational Development Mikhailova-Svirskaya L.V. The project method in the educational work of kindergarten: a manual for preschool teachers / L.V. Mikhailova-Svirskaya. – M.: Education, 2015. (We work according to the Federal State Educational Standard for preschool education). Veraksa N.E., Veraksa A.N. Project activities for preschoolers. A manual for teachers of preschool institutions. – M.: MOSAIC-SYNTHESIS, 2015.
Basics of implementing project activities for preschoolers
Project activity involves personal forms of activity of children at different stages of the implementation of the plan, so it should be considered outside the traditional network of activities in kindergarten. The project involves carefully thinking through every detail from start to finish in accordance with certain conceptual frameworks. Project activities are based on several theoretical positions: the focus is on the child, not on the topic or conditions; individual pace of work allows each child to reach their own level of success; the assimilation of basic knowledge occurs through their universal use in different situations. The relevance of using project activities is due to the fact that every child has obvious or hidden capabilities, and at every age there are sensitive periods. Children strive to gain new knowledge, to understand the essence of objects and phenomena of the world around them. So, a child can break a just purchased toy to see how it works. And this must be taken into account when organizing project activities. The basis of any project is to provide the child with the opportunity to be a researcher, transformer, and experimenter. At the same time, conditions must be created in which he receives satisfaction from his activities. There are three main types of project activities: creative, research, normative.
Research project activities of preschoolers
The purpose of research project activity is to obtain answers to the questions: “Why does this phenomenon exist?”, “How can it be explained?” During project activities, the child not only assimilates what the teacher tells him, but turns into a researcher, while the teacher creates conditions in which the child himself receives an answer to his question. Research project activities of preschoolers are often individual in nature and involve the involvement of the child’s immediate environment (family, friends) in his area of interest. Such a study can be carried out with a small subgroup and involves certain stages. During the first stage, a situation is created in which the child has the question: “What do I want to know?” The second stage involves the active involvement of the child in project activities, conducting experiments, etc. The third stage is the defense of the project, during which the child demonstrates the results of his work and shows how he understood the topic. At the final fourth stage, the teacher offers various tasks, intellectual games to systematize and consolidate the material, and organizes an exhibition.
T Creative project activity for preschoolers
The peculiarity of a creative project is that, as a rule, it is long-term and collective in nature. Each child can come up with their own idea, and all children do part of the overall work with a collective result. Creative project activities of preschoolers can also be divided into several stages. The first stage is preparation, discussion, choice of topic. At the second stage, the choice of motives for children’s participation occurs, because not all children in the group can participate in the project. The third stage involves children expressing ideas regarding the implementation of the project, discussing the progress of work, and making sketches. This stage is the most difficult for preschool children, since you need to be able to communicate correctly, justify and prove your position. Here the teacher cannot take sides, but must allow the children to independently come to a common position. This will help overcome egocentrism and reach a new level of communicative and intellectual development. The fourth stage is the implementation of the plan through joint efforts. At the fifth stage, a presentation takes place; not all children participate in it, but a part that represents the result of collective work.
Normative project activities of preschoolers
Normative projects assume that children themselves create a system of rules and norms of behavior in a group or kindergarten. They determine how to behave in the washroom, locker room, etc. Such projects are aimed at solving educational problems, but are implemented by children. When a child enters kindergarten, there are already a number of rules, among which three groups can be distinguished: prohibitive; positively normative; supporting the child’s initiative to create a new norm. What are the stages of normative project activity of preschoolers? At the first stage, the teacher defines situations, or even initiates behavior options, and shows what consequences may arise. That is, conversations are held on ethical topics. Here it is appropriate to recall the conversations and classes of Durova N.V. At the second stage, the teacher asks to model undesirable consequences. The third stage is a discussion of the rules, as a result of which a book or album with rules appears. An example would be the projects “How to behave while playing,” “How to use scissors,” etc. Such projects can be implemented in all age groups. When implementing project activities for preschoolers, the teacher should not speed up the transition to the practical part. Some projects may take several days or weeks. In this case, you can involve not only a group of children, but also involve parents. For example, the project “Pedigree of my family”, “Family reading”, “Family theater”, “Hospitality: a guest on the doorstep - joy in the house”, etc. To summarize, it can be noted that the relevance of project activities is due to the fact that it allows one to expand the social and cognitive space of children, develop their creative activity, general intellectual abilities, and form cognitive motivation. Therefore, project activities must be included in the educational program as often as it is appropriate and convenient.
Olga Knutova
Today, traditional education is being replaced by productive learning, the main goal of which is the development of creative, communicative and organizational abilities, the formation in preschoolers of interest and need for active creative work. activities. The most active innovative pedagogical technology that opens up new opportunities for the education and training of preschoolers is the method today. projects.
Method projects relevant and very effective, it gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, thereby allowing him to successfully adapt to the changed situation of school education.
Word « project» comes from the Latin word "projects" which means "thrown forward", protruding, protruding forward, and translated from Greek this word means "path of exploration".
Method projects was not long reflected in the pedagogical ideas of progressive teachers of Russia at the beginning of the last century - P. P. Blonsky, A. S. Makarenko, S. T. Shatsky, Vvvv. N. Shulgina, N. K. Krupskaya, M. V. Krupenina, E. G. Kagarova. Then in the second half of the 30s, along with the advanced ideas of M. Montessori, it was banned. Currently the method projects actively used in practice kindergartens.
The project is"energetic, with all my heart activity» , this was the opinion of the American educator William Kilpatrick, who is considered the founder project method in teaching. The teacher presented the learning process as a series experiments. Knowledge gained in the process of one experience, developed and enriched the subsequent experience.
A number of scientists (T. A. Danilina, M. B. Zuikova, L. S. Kiseleva, T. S. Lagoda, etc.) are considering project activities, as an option for an integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction between teacher and student, as a step-by-step practical activity to achieve the set goal.
Under project is understood as independent and collective creative completed Job, which has a socially significant result. At the core the project has a problem, to solve it, a research search in various directions is required, the results of which are generalized and combined into a single whole.
Project activities- this is a didactic means of activating the cognitive and creative development of the child and at the same time forming the child’s personal qualities. Knowledge acquired by children during implementation project, become the property of their personal experience. By experimenting, the child seeks the answer to the question and thereby develops creativity and communication skills. About the relevance of using the method projects evidenced by the arguments that in scientific pedagogical literature it is mentioned in the context of the humanization of education, problem-based and developmental learning, cooperation pedagogy, personality-oriented and activity-based approaches.
Typologies projects in preschool educational institutions:
By number of participants:
Individual;
Group.
By duration:
Short term (1-4 weeks);
Medium term (1-3 months);
Long-term (semester, academic year).
Mono-projects(oda educational field);
Integrative (two or more educational fields).
By dominant species project activities;
Informational;
Research;
Creative;
Practical guidelines, etc.
Kinds projects in preschool educational institutions(according to T.V. Furyaeva):
Research and educational (older age):
Joint experimentation and subsequent presentation of the results in the form of newspapers, independent handwritten publications, design structures, etc.
Gaming (younger age):
Using elements of creative games with entering into the image of characters and solving problems.
Information-practice-oriented (average age):
Collection of information and its implementation (formatization and design of the group, development of game modules, drawing up plans and diagrams, card files, etc.)
Creative (younger age):
Registration of the result activities in the form of holidays, theatrical performances, presentations of products of joint work.
Leisure:
Sports and entertainment events.
Complex:
Mixed types according to subject and content content.
Stages work on the project:
1. Goal setting: The teacher helps the child choose the most relevant and feasible task for him for a certain period of time. As a result of a joint discussion, a hypothesis is revealed, which the adult proposes to confirm during the search process. activities.
2. Project development: Planning activities to achieve the goal(who to turn to for help; what sources you can find information in; what objects to use; what objects to learn with work towards a goal).
3. Execution project: Practical part. Children explore, experiment, search, create. The teacher provides the necessary practical assistance, guides and controls the implementation project.
4. Summing up: Defining tasks for new projects.
5. Presentation: Demonstration of achievements, products children's activities.
Project activities always unfolds in a problematic situation that cannot be solved by direct action, so I try to find unconventional methods of influencing the child, his emotional and moral sphere.
Working on projects, I set goals to develop in every child nka:
Creativity, imagination, ingenuity;
Ability to think critically and make independent choices;
Ability to pose problems and find solutions;
Concern for the problems of loved ones, your city, society, country, environment.
Using the method projects in progress with preschoolers has its own specifics: I 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, at the same time I try not to overdo it with the care and help of parents.
As a result of using the method projects the children in my group became more relaxed and independent, purposeful and self-confident, sociable, more attentive and caring towards their peers and adults; capable of mutual understanding and cooperation.
Larger role in implementation projects parental involvement plays a role. Thanks to their participation in projects Children develop a sense of pride, self-esteem increases, and those children whose parents often play the role of assistants experience significant progress in development.
Involving parents in working on the project, I create additional opportunities in the group to reveal the individual abilities of their children, to reveal the creative potential of all participants project, expanding the possibilities of implementation project. Adult participation in children's projects promotes the social and personal development of each child.
And I want to talk in more detail about those projects which were carried out in our group.
The most interesting of the latest projects I think short term project"The ABC of Kindness".
View project: informative.
Type project: group, short-term (2 weeks).
Implementation period project: (05.12 – 16.12)
Participants project: children of the preparatory group, teachers, parents.
Relevance:
Relevance project due to the need for friendly relationships and the development of moral qualities in preschool children. Analysis kindergarten work shows that raising children today lags behind the real needs of the practice of raising preschool children and modern requirements of society. Based on the results of diagnostics and a survey of parents, low self-awareness of adults towards a conscious attitude and manifestation of tolerance was revealed.
Target project: Fostering positive character traits in children, promoting team cohesion, motivating children to do good deeds, good deeds for the benefit of other people.
Tasks project:
Find out the meaning of the word "kindness"(with the help of adults, view the meaning of the word in
reference books);
Figure out how to be kind (with the help of adults, observe how people show kindness);
Develop an idea of good and evil;
Cultivate the desire to do good deeds and beautiful deeds.
In progress project, identify the basic rules of kindness;
Get acquainted with fiction, proverbs and sayings about kindness;
Form self-esteem of your actions, learn to evaluate the actions of other people kindly;
Cultivate respect for other people, cultivate moral quality: kindness, respect, mercy;
Clarify knowledge about etiquette, reinforce the rules of polite communication;
To cultivate a caring attitude towards nature, a desire to help our smaller brothers.
Expected Results:
Children, parents, teachers constantly use forms of verbal politeness;
Decline children's conflict, establishing friendly relationships between children;
Creating a favorable psychological atmosphere in the group;
Children have developed a caring attitude towards their family members; provide all possible assistance;
Treat older people with respect;
Treat living and inanimate nature with care;
They can write a story about a good deed.
Preliminary Job:
Hold a parent meeting at topic:
"Family". Invite parents and their children to come up with and make a coat of arms for their family. Explain the symbolism.
Invite each family to take part in a garden-wide competition for the best bird feeder;
Have a conversation with parents about "My family's act of kindness". Give the task to remember, discuss with the children and together write a short story on a given topic.
Rules of kindness:
Help mom carry a heavy bag;
Protect girls and young children;
Don't be afraid to offer your help to those who need it;
do not be rude;
Try to help your neighbor in everything;
Help the weak, the sick;
Learn goodness from others;
Give up your seat on the bus to older people;
Be kind and merciful people;
Treat people the way you would like to be treated.
Cognitive development:
Conversations:
- “What does it mean to be kind?”, "Conversation about good deeds and deeds", "Let's never quarrel!", “How can we take care of our elders?”, “How to help birds in winter?”.
Watching cartoons:
- "Welcome", “Like a donkey looking for happiness”, "Cat house".
Didactic games:
- "Good bad", "Evaluate the action".
Didactic exercises:
- "If someone is sick", "Give me a smile".
Social-communicative development:
Etude “Say a kind word, a compliment to a friend”.
Situational conversation "We love to share", "We are protectors of children";
Dramatization of a fairy tale "Two Greedy Bears", puppet show "Zayushkina's hut";
- S. r. games: "Family", "Guests have come to us";
Phone games (any topic): polite address;
IOS "Give a gift";
D. and. "Magic Hat";
Book repair "Book Hospital";
Canteen duty (mutual aid);
Assisting the janitor in removing snow from the garden area;
Assistance in caring for indoor plants in a group.
Speech development:
- Speech games: "Bridge of Friendship", "Kind and polite words", "Good greetings", "Sincere conversation";
Children's stories about a good deed performed by a child or members of his family;
Reading fiction literature:
M. Plyatskovsky "Friendship Lesson", "A true friend"; E. Shim "Brother and Little Sister", "Know how to wait"; Y. Akim "Greedy"; A. Pushkin "The Tale of the Fisherman and the Fish"; E. Serov "The Good Giant"; N. Oseeva "Badly", "Good words"; T. Ponomareva "Tricky Apple"; N. Yusupov "Sorry"; E. Blaginina "Present".
- Poems for memorization:
E. Alyabyeva "It's nice to be kind", A. Yashin "Feed the birds in winter".
Learning and discussing proverbs and sayings about goodness.
Physical development:
Outdoor games:
- "Merry Smeshariki", "Traps". "Fun Starts";
Finger games:
- "Friendly guys". "On a visit".
Artistic and aesthetic development:
Listening to songs about friendship, friend: "Smile", "The sun has a friend";
- "New Year's card for grandparents in a nursing home";
- "Draw a smile";
Making eco feeders.
Making a poster "Our good deeds".
This interested in the project, both children and parents, who gladly helped in our work.
Sometimes, to make children more interested in project, I attracted not only parents, but also people from outside who could best reveal this or that topic. So in project"Road Safety Rules" The traffic inspector spoke at the parent meeting. And the traffic rules games were conducted by a major of our missile division. Parents and children were very interested.
And this is the invited ensemble to project"Folk Holidays". The children were truly involved in the aura of folk holidays, danced in circles, listened to folk songs, played games of bygone years, and were able to examine such musical instruments as the harp and domra.
Very often in my work I'm using exploratory view project activities. Research project, as a rule, is individual in nature. Implementation project includes 4 stages.
The first stage involves creating a situation in which the child independently comes to the formulation of a research problem. The stage ends with the formulation of the question (Why is it cold in the refrigerator? Is it possible to tame a mouse? What is a zoo for? Etc.)
At the second stage, the child begins to implement project, that is, answers the question posed. For younger children, the main way to get an answer is to ask family members and other adults. Older children can search for information with their parents in encyclopedias, the Internet, television programs, etc.
Research results project are recorded in a special album, which helps the child record the stages of his work and research results.
The child cannot do without the help of his parents, since he will not be able to independently design the album and make recordings. But parents must perform a supporting function, following the child’s plan and ensuring that he fully implements each stage project.
Third stage - presentation project. It is of great importance for social development baby: by telling adults and peers about completing an important task, the preschooler receives experience implementation of educational initiatives.
Fourth stage. After the presentation work with projects does not end. You can organize an exhibition projects; come up with various tasks and intellectual games to consolidate and systematize the knowledge gained during working on projects.
An example of a research project I want to present the project his pupil Sargan Sasha on the topic “Why can’t you eat a lot of candy?”
results works show, What project activities creates the necessary conditions for every child to grow up talented, smart, kind, and be able to live and work in a new society.
Participation in project activities makes it possible to develop internal activity in preschoolers, the ability to identify problems, set goals, acquire knowledge, and come to results.
Analysis and evaluation of the results obtained, their comparison with the plan make it possible to see ways for further development project activities.
REQUIREMENTS
TO THE STRUCTURE AND DESIGN OF THE PROJECT
Prepared
Gorlevskaya E.L.,
Senior teacher
Title page
Types of projects:
Types of projects in preschool educational institutions:
Creative : after the project is brought to life, the result is formalized in the form of a children's party.
Research:children conduct experiments, after which the results are presented in the form of newspapers, books, albums, and exhibitions.
Gaming: These are projects with elements of creative games, when children take on the role of characters from a fairy tale, solving problems and tasks in their own way.
Informational: children collect information and implement it, focusing on their own social interests (design of a group, individual corners, etc.).
PROJECT STRUCTURE
Introduction (explanatory note)
- Formulation of the problem(explains why there was a need to complete the project, why children, teachers, and preschool institutions need this project)
- Objective of the project (must be clear, specific, realistic)
- Tasks (specific steps to achieve the goal (what, how and where can change, how it will be measured, what audience the project is aimed at, etc.)
- Methods and forms of workaimed at achieving the project’s objectives
- Expected results(what needs to be obtained to complete the assigned tasks, quantitative and qualitative results)
I. Event schedule(activities within the project)
The organization of work on the project is described. The section should make it clear who will carry out the actions and how, and in what sequence. It must be stated how the result is planned to be achieved and why this particular path was chosen
This section consists of 3 STEPS:
Stage I – preliminary: monitoring children’s knowledge, questioning parents, studying literature, preparing material, etc.
Stage II – main: (approximate form of registration)
Stage III – final: summing up the work on the project.
At this stage, final events are planned: GCD, entertainment, quizzes, competitions
II. Evaluation and reporting
This section should make it clear whether the project will achieve its objectives and how the results will be monitored.
III. Applications
The appendix may contain material that was completed within the framework of the project (summaries of joint activities with children, plans for entertainment, conversations with children, scenarios for events, questionnaires for parents,)
The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge when solving practical problems or problems that require the integration of knowledge from various subject areas.
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Project activities of a teacher in a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education
Today, the preschool education system is undergoing serious changes that have not occurred since its inception.
Firstly, in connection with the introduction of the new “Law on Education in the Russian Federation” on September 1, 2013, preschool education becomes the first level of general education. Unlike general education, it remains optional, but the attitude towards preschool education as a key level of child development is changing significantly. Preschool childhood is the main and most important stage when the foundations of personal development are laid: physical, intellectual, emotional, communicative. This is the period when a child begins to realize himself and his place in this world, when he learns to communicate, interact with other children and with adults.
Today, the requirements for children entering the first grade have increased, therefore, the new model of a kindergarten graduate involves a change in the nature and content of pedagogical interaction with the child: if previously the task of educating a standard member of the team with a certain set of knowledge, skills and abilities came to the fore. Now, there is a need to form a competent, socially adapted personality, capable of navigating the information space, defending one’s point of view, and interacting productively and constructively with peers and adults. That is, the emphasis is on the development of qualities and social adaptation.
In the Federal State Educational Standard of Preschool Education dated October 17, 2013 No. 1155 , which came into effect on January 1, 2014, it is spelled out that it is necessary to develop motivational readiness for learning, and not just teach the child to read, write, etc. After preschool life, the desire to learn should appear.
Let's take a closer look at some points of the document that can be implemented through project activities;
Part 1 General provisions
The Standard is based on the following principles: (here are some of them)
- Basic principles of preschool education:
3. assistance and cooperation between children and adults, recognition of the child as a full participant (subject) of educational relations;
- supporting children's initiative in various activities;
- cooperation between the Organization and the family;
- formation of cognitive interests and cognitive actions of the child in various types of activities;
Part 2 Requirements for the structure of the educational program of preschool education and its volume
- The program is aimed at:
creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;
Part 3. Requirements for the conditions for the implementation of the main educational program of preschool education
These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:
- promotes the professional development of teaching staff;
- creates conditions for developing variable preschool education;
5. creates conditions for the participation of parents (legal representatives) in educational activities
Section 3.2.5. Interaction with parents on issues of the child’s education, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the family’s educational initiatives.
The project method as a pedagogical technology is a set of research, search, problem methods, creative in essence, that is, it is based on the development of children’s cognitive skills, the ability to independently construct their knowledge, navigate the information space, and develop critical and creative thinking.
Working on a project is of great importance for the development of a child’s cognitive interests. During this period, integration occurs between general methods of solving educational and creative problems, general methods of thinking, speech, artistic and other types of activity. Through the unification of various areas of knowledge, a holistic vision of the picture of the surrounding world is formed.
The collective work of children in subgroups gives them the opportunity to express themselves in various types of role-playing activities. Common cause develops communication and moral qualities.
The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge when solving practical problems or problems that require the integration of knowledge from various subject areas.
It follows from this that the chosen topic is “projected” onto all educational areas offered both in the FGT and the Federal State Educational Standard, and on all structural units of the educational process, through various types of children's activities. Thus, the educational process is holistic and not broken into parts. This will allow the child to “live” the topic in different types of activities, without experiencing the difficulty of moving from subject to subject, to assimilate a larger amount of information, and to comprehend the connections between objects and phenomena.
Project - This is a set of actions specially organized by adults and performed by children, culminating in the creation of creative works.
Project method - a learning system in which children acquire knowledge through the process of planning and executing increasingly complex practical tasks - projects. The project method always involves students solving some Problems .
The project method describes a set of actions of the child and ways (techniques) of organizing these actions by the teacher, that is, it ispedagogical technology
The main thesis of the modern understanding of the project method, which attracts many educational systems, is that children understand why they need the knowledge they receive, where and how they will use it in their lives.
It is very easy to remember and understand that a project is the 5 Ps:
Problem;
Design or planning;
Search for information;
Product;
Presentation.
It’s easy to remember – five fingers. The sixth “P” is a portfolio, which contains collected materials (photos, drawings, albums, layouts, etc.).
There are also basic requirements for using the project method in kindergarten:
At the heart of any project is a problem that requires research to solve;
mandatory components of the project: children's independence (with the support of the teacher), co-creation of children and adults;
development of children's communication abilities, cognitive and creative skills.
The main goal of the project method in a preschool educational institution is the development of the free creative personality of the child, which is determined by the developmental tasks and tasks of the children’s research activities.
General developmental tasks specific to each age:
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.
Developmental tasks in early preschool age:
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).
Developmental tasks in older preschool age:
formation of prerequisites for search activity and intellectual initiative;
developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently;
developing the ability to apply these methods to help solve the problem, using various options;
developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.
Adviсe
project teacher
- Deeply study the topic of the project, prepare a subject-spatial development environment.
- Create play motivation based on children’s interests and their emotional response.
- Introduce children into a problem situation that is accessible to them and based on their personal experience.
- To interest each child in the topic of the project, to support his curiosity and sustainable interest in the problem.
- When drawing up a joint plan for working with children on a project, support children's initiative.
- Tactfully consider all the options proposed by children for solving the problem: the child should have the right to make mistakes and not be afraid to speak out.
- Observe the principle of consistency and regularity in working on the project.
- While working on the project, create an atmosphere of co-creation with the child, using an individual approach.
- Develop children's creative imagination and imagination.
- Take a creative approach to project implementation; orient children to use accumulated observations, knowledge, and impressions.
- Unobtrusively involve parents in joint work on a project, creating a joyful atmosphere of joint creativity with the child.
- The final stage of the project should be carefully prepared and presented by all participants.
In younger groups, the choice of project is made by the teacher, based on the interests of the children or diagnostic data.
In groups of senior preschool age, the choice of project topic can be made by both the teacher and the children, in accordance with their desires and level of development. Children are participants in planning; their questions, ideas, suggestions and life experiences are important criteria for selecting project content.
Basic principles of preschool education
Requirements for the conditions for the implementation of the main educational program of preschool education
A project is a set of actions specially organized by an adult and carried out by children, culminating in the creation of creative works. The project method is a teaching system in which children acquire knowledge in the process of planning and performing increasingly complex practical tasks - projects. The project method always involves students solving some problem. Basic Concepts
TYPES OF PROJECTS IN PRECEPTION OU (according to L.V. Kiseleva) TYPE OF PROJECT CONTENT AGE OF CHILDREN RESEARCH AND CREATIVE CHILDREN EXPERIMENT AND THEN FORMULATE THE RESULTS IN THE FORM OF PRODUCTIVE ACTIVITY. SENIOR GROUP ROLE-PLAYING USE OF CREATIVE GAME ELEMENTS. JUNIOR GROUP INFORMATION-PRACTICE-ORIENTED COLLECTION OF INFORMATION, ITS IMPLEMENTATION THROUGH SOCIAL INTERESTS (GROUP DESIGN). MIDDLE GROUP CREATIVE RESULT OF WORK - CHILDREN'S PARTY, DESIGN, ETC. JUNIOR GROUP
Basic requirements for using the project method in kindergarten
Stages of development and implementation of the project (sequence of work for educators) 1. We set a goal based on the interests and needs of children 2. We involve preschoolers in solving the problem (designating a “children’s” goal) 3. We outline a plan for moving towards the goal (we support the interest of children and parents ) 4. Discuss the plan with families 5. We turn to kindergarten specialists for recommendations (creative search) 6. Together with children and parents, we draw a plan for the project and hang it in a visible place
The sequence of work of teachers 7. We collect information, material (we study the plan with children) 8. We conduct classes, games, observations, trips - all the activities of the main part of the project 9. We give homework to parents and children 10. We move on to independent creative work (search material, information, crafts, drawings, albums, suggestions) from parents and children 11. We organize a presentation of the project (holiday, open lesson, event, KVN), compose an album, etc. 12. Let’s summarize: we speak at the pedagogical council, round table, and summarize experience
THE PROJECT is the “five Ps” 1 - P problem; 2 - Design (planning); 3 - Search for information; 4 - P product; 5 - P presentation. The sixth “P” of a project is its portfolio, a folder in which working materials are collected, including plans, reports, drawings, diagrams, maps, tables.
The ability to use the project method is an indicator of a teacher’s high qualifications and his progressive methods of teaching and developing children.
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