Tue, 03/17/2015 - 17:27 | CDT KRUGOZOR
Department of Education
administration of the Sergiev Posad municipal district
Moscow region
Municipal budgetary educational institution
Additional education for children Center for children's creativity "Krugozor"
Educational project
Activity development CDT "KRUGOZOR"
on the social development of pupils
"Child and Society"
Designed by:
Director of CDT "Krugozor" Voronova Marina Borisovna
Deputy Director for HR Sukhova Svetlana Yurievna
1. Explanatory note.
1.1 Philosophical and methodological justification of the project.
A large, diverse, colorful world surrounds our children from early childhood. How to find out everything about it, how to navigate it, what should a little man do with his desires and questions?
As a rule, starting from infancy, you need to be like everyone else: compulsory attendance at kindergarten, which is not always your favorite, mandatory schooling in standard subjects, which are not always desired. How not to lose your “I” in all this, how to make sure that the general mass notices you, and does not miss the talents that are inherent. How to find and determine what is most interesting for a child in the world? How can you learn to feel comfortable in any life situation, strengthen your “I” and self-esteem? Who will help the child in his social development in society? How many parents think about these questions, and cannot always find answers to them.
And here it comes to the aid of both children and parents additional education.
Information sheet.
Additional education for children , in the recent past, out-of-school education is a unique phenomenon of the education system. Throughout history, the attitude towards out-of-school education and its participation in the education and upbringing of a person has constantly changed from complete non-recognition to being given the main role. Progressive thinkers, first in philosophy and then in pedagogy, considered out-of-school education as a stage at which a person considers himself in the process of constant creativity, determines his vocation, individuality, and place in life. The system of additional education occupies a special place among educational institutions, as it represents a harmonious unity of knowledge, creativity and communication between children and children and children with adults. This is an effective system for the social development of a child, with a rich variety of social connections and a favorable atmosphere for everyone’s self-knowledge and self-education.
A necessary condition for the work of the Krugozor Children's Creativity Center is freedom of choice child type of activity, teacher, training program, the ability to change them. From this point of view, the system of additional education has more favorable opportunities compared to school.
Having before him a sufficient variety of educational associations, the child can choose, he may be interested in new roles, relationships in which he is able to achieve success and which may influence his future choice.
Additional education is not regulated by any standards; its content is determined social order children, parents, other social institutions (the same school).
CDT "Krugozor" provides the child with a wide variety of activities in a variety of areas: artistic, aesthetic, sports, patriotic and many others, which are based on additional educational programs of various levels and directions. The advantage of these programs is that they create an opportunity for differentiated and varied education, the development of individual educational routes that allow the child to independently choose the path to mastering the type of activity that is most interesting to him at the moment.
Performance socio-pedagogical functions is one of the main tasks facing the institution.
Social and pedagogical activities are social protection, assistance and support for children, their health improvement, rehabilitation, recreation, compensation, adaptation, assistance in vocational guidance and many other functions that allow the child to feel like a full-fledged member of society.
Having identified in the program of activities and development of the institution child socialization As one of the main tasks, the teaching staff of the Center was faced with the need to develop an educational project on this topic.
1.2. Project goals and objectives
Objective of the project:
Creation of the necessary conditions to improve the quality and efficiency of the institution in providing social protection, assistance and support to pupils of the Krugozor CDT.
Project objectives:
- Determining the quality of work carried out in the CDT in the field of socialization of pupils;
- Introduction of new social and pedagogical programs into the practice of the CDT;
- Ensuring variability of educational programs;
- Creating conditions for the possibility of success in the chosen field of activity;
- Providing modern, relevant and meaningful leisure;
- Introduction of methods for diagnosing the results of social and pedagogical activities in the CDT.
The project implementation is aimed at:
Creating optimal conditions for the existence and development of a child, through ensuring that each student realizes his or her inner potential, self-development, and self-activation; organizing cooperation with the child’s environment; organization for the protection of children's rights.
1.3. Information about the activities of the CDT
The municipal institution of additional education for children, the Center for Children's Creativity "Krugozor", was founded in 1988 and operates on the basis of the Law of the Russian Federation "On Education", license of the Ministry of Education of the Moscow Region A No. 184788, registration No. 56517 dated June 17, 2005, Model Regulations on educational institution of additional education for children, Sanitary and epidemiological requirements for institutions of additional education for children, Charter of the institution, approved additional educational programs.
The activities of the Krugozor CDT are carried out in the following areas:
- Cultural
- Social and pedagogical
- Artistic and aesthetic
- Tourism and local history
- Military-patriotic
- Physical education and sports
The center implements the following additional educational programs:
- Typical
- Adapted
- Modified
- Complex
- Copyright
The individual-personal basis of the institution’s activities makes it possible to satisfy the needs of specific children, using the potential of their free time.
The activities of the Center are focused on implementing the comprehensive potential of the educational process in the institution:
- Training
- Education
- Development
The work of the Krugozor CDT is aimed at creating conditions for the personal, creative development of children, their adaptation in modern society, professional self-determination and is carried out through the following activities:
Cognitive;
Value-based value;
Communicative;
Leisure.
Analyzing the work being done in this direction, the conclusion follows that there are certain difficulties in the work, which include:
- In the complexity and diversity of social connections, as well as in the joint activities of the teacher and children, and children with children.
- Age and social heterogeneity of the children's group.
Despite the fact that work on the social development of pupils is given a priority place in the activities of the CDT, it is chaotic in nature, is carried out separately, is not properly recorded, analytical work is not carried out, which entails uneven distribution of efforts and does not have efficiency in activities and good results in almost all types of directions:
Information on the effectiveness of activities and the number of additional educational programs aimed at social development:
Based on the above, we can draw certain conclusions that in order to improve the quality of work, it is necessary to develop and introduce new targeted social programs focused on:
- Development of civic, patriotic qualities.
- Pre-vocational and initial vocational training.
- Recreation, compensation and communication of children, as well as their health.
- Involving children from social risk groups to visit the Children's Center.
- Social adaptation of pupils.
2. Practical implementation block
2.1.Characteristics of project participants
This educational project is intended for a wide range of participants, which includes:
Administration of the CDT (organizers and project managers);
Teachers of the CDT (participants, organizers and those responsible for the conduct and implementation of educational and cross-cutting programs);
Children, teenagers and youth of the Center (participants);
Parents of pupils ( participants and assistants in organizing work on the project);
Educational institutions of the city and region ( cooperation in terms of holding joint socio-cultural events, exchange of experience);
Preschool institutions of the city and region (cooperation in terms of holding joint socio-cultural events);
Institutions of culture and physical culture ( cooperation in terms of holding joint socio-cultural events, exchange of experience);
Local lore and historical museums ( cooperation in terms of holding joint socio-cultural events);
2.2. Organization of project work
The organization and content of project activities is determined by the teaching staff in accordance with:
- regulatory documents of the institution;
- social order;
- educational programs;
- interests and capabilities of students;
- pedagogical personnel potential;
- material and technical conditions.
The organization of any activity, including social and pedagogical, can be represented in the form of a certain algorithm, i.e. a sequence of actions, stages, steps that must be completed in order for the work to be successful. Educational project on the social development of students "Child and Society" also has its own algorithm:
- diagnosis of the condition;
- determining ways to achieve goals and objectives;
- modeling of pedagogical and administrative activities, determining the content of work;
- programming, development and implementation of both pedagogical additional educational programs and cyclical, end-to-end programs of the institution;
- planning work in order to specify the time for their implementation and streamline actions;
· organizational activities aimed at implementing the plan;
- Diagnostics of results – tracking of progress towards the set goals.
This educational project has the status of a long-term one, designed for a long number of years, since the socialization of children is a constant and ongoing process.
The cross-cutting programs included in the project have specific implementation periods and are also designed for at least five years.
Additional educational programs of teachers aimed at helping a child in social development have a implementation period from 1 year to 5 years.
Cultural and leisure programs last from one to two years and are constantly changing and improving.
Children are encouraged to visit two or more studios, as well as move from one association to another, in order to find an interesting, exciting activity for them, where they can realize themselves most fully, thereby helping them in self-determination and finding themselves.
2.3.Forms and methods of work on the project.
The forms of current work on the socialization of pupils are presented at different levels:
Organization of activities of the educational association
(studios, groups, sections).
Organization of a separate form of work (mass, leisure, cyclical, and so on).
Work on the project includes educational and educational activities based on the implementation of educational programs in various areas.
Each program, to one degree or another, contains social and pedagogical tasks, which can be divided into five main areas:
1. Development of creative potential and personal self-affirmation.
2. Organization of health improvement for pupils.
3. Organization of pre-vocational training.
4. Organization of social adaptation.
5. Organization of recreation, compensation and communication for children.
In addition to the implementation of additional educational programs, it is necessary to conduct cultural and leisure activities through:
- Organization of unified mass affairs of the Center.
- Conducting end-to-end leisure and gaming programs.
All organizational work in the above areas can take place in the following forms of activity:
forms of working with children
- massive - is considered as a single children's team of the entire institution;
- collective- work in groups and associations;
- individual- implementation of an individual and person-oriented approach.
forms of work with parents:
Involving parents in the organization of the educational and educational process;
Development of a culture of family education.
2.4.Organization of work on social and pedagogical programs
The organization of work according to programs can take place as at the studio level, i.e. training in additional educational programs of various directions, which include elements of social and pedagogical activities, and in educational programs at the Center level.
Particular attention is planned to be paid to the cross-cutting programs of the Krugozor CDT, which can be classified as follows:
Social adaptation program
"I am a talented child"
Focused on mastering the experience of creative or any other activity in the field of practical actions on the path to mastery, supporting gifted children.
Goal: creating conditions that ensure the identification and development of gifted children.
The program is designed for children aged 7-18 years.
Implementation period from 2007.
Life Safety Program
"Be healthy!"
Aimed at protecting the child’s health, both physical and psychological.
Target- contribute to the formation of a strong position - leading a healthy and safe lifestyle.
The program is designed for children aged 3-15 years.
Implementation period from 2008.
Program for adaptation and development of preschool children
"Our kids"
The program includes comprehensive educational programs aimed at preschool children.
Target- formation of communication skills, adaptation to the ability to work in a team, health promotion, preparation for school.
The program is designed for children aged 3-7 years.
Implementation period from 2008
Social and pedagogical support program
"Together"
Focused on children with disabilities and social risk groups.
Target- aimed at creating conditions for successful socialization.
The program is designed for children 10-18 years old.
Implementation period from 2009.
Vocational Guidance Program for Teens
"One Hundred Roads"
Aimed at helping the student identify the most interesting type of activity for him.
Target– social support and preparation of the student for choosing a profession.
The program is designed for children aged 12-16 years.
Implementation period from 2010.
2.5. Organization of work on social and leisure programs and events.
As part of the educational project, throughout the academic year, the Center is recommended to hold events of varying scale and content.
In addition to the current educational activities and educational process, the CDT already has a number of traditional events in which the entire adult and children’s team participates to one degree or another.
These events are included in the social activities of the center; they can also be modified according to the requirements of time, relevance, new opportunities and technologies, social order, in connection with adjustments and additions.
Holiday dedicated to the Day of Knowledge
"Talent Fair"
At this festival, all studios, sections and associations of the CDT can be represented, where the achievements, knowledge and skills of students are demonstrated, explanatory and advisory work is carried out with parents, as well as activities to attract children to the CDT.
The goal is to promote meaningful leisure for children and parents in their free time.
Educational and entertaining game
"Game Marathon"
Every year the game takes place under different themes and has several rounds. Studios and associations of CDT take part in the game.
The goal is to introduce children to culture, ethics, history, and traditions through competitive activities.
"New Year's fireworks"
A number of holidays, competitions, competitions, tournaments dedicated to the New Year celebration. Children from boarding schools for children with disabilities are invited to the main New Year's performance (during the year, studios and associations go to visit children with concerts, exhibitions, etc.)
The goal of the events is to unite the children's community of the CDT into a single children's team through inclusion, empathy and friendliness.
Regional festival of fine arts
“There is sun in every drawing!”
The festival is held throughout almost the entire academic year, the participants are educational institutions of the city and region.
The goal is to identify and support talented children in the field of fine arts.
"In a healthy body healthy mind"
A series of events consisting of sports games, Health Day, and quizzes on life safety.
The goal is to distract from the negative influence of the street, improve the health and ennoblement of the pupils’ social circle, and form a healthy lifestyle.
"Creative Rainbow"
Activities for the preparation and participation of studios in choreography, vocals, decorative and applied arts, art creativity as part of the regional event dedicated to the Day of Science and Creativity. Preparation and holding of regional events.
The goal is to identify and support students’ talents and abilities, develop
striving to become better.
"Sports Outlook"
Conducting a mini-football tournament for the CDT prize among primary school students in the city and district.
Holding a family chess tournament “Mom, Dad, I am a sports family!” among pupils and parents of the CDT.
The goal is to promote a healthy and active lifestyle.
Final celebration
“I am a talented child!”
The final event, which includes a demonstration of all the best and most interesting things that happened during the school year. The main event of the holiday is the awarding of students, where diplomas are received mainly not for high achievements, but for personal qualities, first successes, hard work and activity in the life of the Krugozor CDT.
The goal is to develop personal motivation for creativity and knowledge, to stimulate children, both pupils of the Center for Children's Education and not, to engage in meaningful pastime.
3. Diagnostic results
social and pedagogical activities of the CDT
3.1. Organization of monitoring of social and pedagogical results of activities
Diagnostics of the results is carried out using a monitoring and evaluation system, that is, by comparing the results obtained with the expected ones through the following stages:
- Analytical activities of the project implementation.
- Determination of evaluation criteria and effectiveness of results.
- Application of diagnostic methods and questioning of children and parents.
- Collection and analysis of data on the implementation of end-to-end educational and leisure programs, which in turn have specific goals, objectives, methodology and expected results.
- Assessments - diagnostics of learning outcomes (knowledge, abilities, skills).
- Assessing the level of education (the level of sociality, morality of the child through diagnostics, testing, participation in game programs, etc.).
- The effectiveness of the implementation of social and pedagogical functions (level of health improvement, social protection, adaptation, correction, communication skills, etc.)
The subject of the assessment is:
- compliance of the results with the goals of the social development of children and the requirements of additional educational programs;
- compliance of student achievements with normative results; safety of the contingent of children;
- satisfaction of parents and children with the results of the activities of both the Krugozor CDT as a whole, and individual associations and teachers.
Criteria for assessing the effectiveness of the result.
Value orientations have a three-level structure:
- Cognitive– the level of the child’s mastery of social knowledge, skills, abilities, development of abilities, intelligence.
- Emotional– the level of the child’s motivation for knowledge and social creativity, social-volitional aspirations. The degree of interest of the child in activities, resistance to the influences of an antisocial environment.
- Behavioral (activity)– the level of social and moral activity and behavior, as well as mastering the system of social roles. The degree of effectiveness, productivity, optimality of costs. Involvement in different types of activities, collectivism. Degree of prospects for a future profession.
3.1. Expected results
The specifics of the work on the educational project for the social development of pupils is multidisciplinary and has various directions, in connection with this, the expected result of the work on the project is complex result, which should be organically combined in the implementation of educational and socio-pedagogical functions, namely:
- providing the child with knowledge of a healthy lifestyle. Acceptance of universal human values in relation to health, the presence of a humane orientation towards the health of others, resistance to the influence of bad habits, etc.
- the implementation of social adaptation of children in the process of sociocultural and leisure activities can give results such as the formation of norms of social behavior and activity, the emergence of motivation for knowledge and creativity, mastery of universal human values in relation to social interaction, etc.
- The ability to determine for the child the path of further learning, development and activity in the future.
- Realization of the child’s creative, intellectual and physical needs during out-of-school time.
The implementation of the project will allow:
- Activate the work of the teaching staff on the social adaptation of students.
- Strengthen creative ties between the teaching and children's staff of the CDT and institutions of the city, district, and region.
- Systematize work to involve children from the “risk group” in various activities.
- Create the necessary database of children in need of social and pedagogical support.
- Improve education, work and interaction with parents.
- Make adjustments and amendments both to the project itself and to the programs that are included in it.
4. Project implementation conditions
For the successful implementation of the project, the following conditions are necessary:
Staffing:
- social teacher and teacher-psychologist;
- teachers - organizers in areas of activity;
- qualified additional education teachers;
- heads of structural departments;
- methodologist in social and pedagogical direction.
Information and methodological support:
- study of experimental scientific literature;
- development of methods and programs in the field;
- organization of pedagogical workshops, seminars and master classes;
- development of diagnostic materials and conducting sociological research;
- review of periodical literature.
Logistics:
The presence of an environment sufficient for self-disclosure, exchange of experience and testing of new forms of activity, as well as:
- required number of training areas;
- assembly hall, sports hall, conference hall;
- organizational technique.
Financial support:
It is expected to be carried out with the support of the Education Department of the administration of the Sergiev Posad municipal district, as well as at the expense of parental funds and sponsorship.
Control over the use of funds is carried out by the head of the institution.
5. Information resources
Literature:
· Bayborodova L.V. Interaction between teachers and students in the school community: Textbook. I: YAGPU, 1991.
· Bocharova V.G. Pedagogy of social work. M.: Argus, 2002.
· Additional education for children. Sat. regulatory documents 1991-1993. Part 1. M.: 1995.
· Zolotareva A.V. Additional education for children. Ya.: Academy of Development, 2004.
· Russian Pedagogical Encyclopedia: In 2 vols. M.: Great Russian Encyclopedia, 1993.
· Social development of students: From the course Pedagogy of Personality/Ed. M.I. Rozhkova. Yaroslavl: YaGPU, 1996.
· The system of work of an educational institution with gifted children, Volgograd: Teacher, 2007.
· Standard regulations on educational institutions for additional education of children/Approved by Decrees of the Government of the Russian Federation No. 233 of March 7, 1995 and No. 212 of February 22, 1997. /Bulletin of Education. 1997. No. 6. P. 16.
Regulatory documentation of CDT "Krugozor":
· CDT archive.
· Diagnostic and analytical materials.
· Regulatory documents of CDT "Krugozor":
· Charter of the municipal educational institution of additional education CDT "Krugozor".
· Development program 2014-2019. CDT "Krugozor".
· Program of activities 2014-2019. CDT "Krugozor".
· Educational program of the institution.
· Pedagogical programs of additional education in areas.
· Regulations on the institution's Board of Trustees.
To successfully implement this project it is necessary:
· Introduction of a social teacher, psychologist, and methodologist to the staff of the institution.
· Increasing training space.
· Expansion of the material and technical base (purchase of office equipment, sports props, costume facilities, educational furniture).
· Improving the work of the information and methodological office.
Marina Pokalyaeva
Educational project on health conservation “Talk about proper nutrition”
Educational project on health care for preparatory children
group "Talk about proper nutrition"
“We do not live to eat,
but we eat in order to live"
Socrates
Relevance:
As a result of poor nutrition, human health deteriorates: consumption of fast foods and other products that are tasty, but do not benefit health, especially a growing body. This contributes to an increase in the number of children who are overweight, often ill, have reduced vision and are physically underdeveloped.
Research hypothesis.
We assume that the implementation of the project through children’s independent practical activities will have a positive impact on the development of children’s cognitive interest in the principles of healthy eating.
Project duration: from January to May 2018.
Type of project: educational, health-saving, creative.
Project participants: teachers, children, parents.
Children's age: 6-7 years.
Goal: Understand why a person eats and what he needs to eat to become strong and healthy.
Tasks:
Study literary sources on this topic;
Find out which foods are harmful to our health;
Learn about healthy foods and healthy eating rules;
Conduct a survey among children and parents on this issue;
Draw conclusions based on the knowledge gained.
Project implementation plan.
Forms of work on the project:
Classes;
Conversations with children;
Holding games;
Practical activities of children under the guidance of a teacher;
Reading fiction;
Creative work with children;
Excursions
Methods of working on the project:
Story;
Observation;
Logical reasoning;
Independent practical activities of children;
Demonstration experimentation;
Questioning of preschoolers and parents;
Productive activity;
Creative activity;
Watching presentations, cartoons
Analysis of the research results.
Expected results:
1. Healthy eating skills developed in children
2. Established hygienic culture during meals.
3. The presence of a need for healthy eating, a change in attitude towards one’s health.
4. Creation of a GCD cycle on the topic: “Healthy eating - good health”
For parents.
1. Creation of a series of consultations for parents on healthy eating.
2. Active participation in the activities of the group.
For teachers.
1. Increasing the professional level of teachers in matters of familiarizing children with the topic.
2. Replenishment of teaching materials;
Stage 1 - preparatory.
Collection and systematization of information on the topic “Healthy nutrition - healthy body.”
Conducting a survey among children “My favorite foods”, Conducting a survey among parents “Nutrition for your child.”
Studying methodological literature on the topic of the project.
Preparation of methodological material: stories, poems, riddles, crosswords, cartoons.
Selection of illustrations, role-playing games, didactic games on this topic.
Selection of fiction on this topic.
Stage 2 – project implementation.
Cognitive development:
Conversations, conversations - reflections with children: Goal: to form knowledge about health and nutrition, to give an initial idea of vitamins and their importance for the child’s body. Expand children's knowledge about the world around them.
“Proper nutrition is the key to health.”
“What is healthy eating?”
“Are all foods good for our body?”
“What are the healthiest foods?”
“What does our food consist of?”
“The most delicious and healthy juice”
“Everyone needs vitamins”
"Healthy foods, healthy teeth"
Targeted excursion to the catering unit, grocery store
Goal: Continue to introduce children to professions. Tell us about the work of a cook, a food seller. Cultivate interest in the work of adults, teach them to pay attention to the labor actions of the cook, seller, and the result of his work. Continue to introduce children to objects in their environment and expand their vocabulary.
Looking at the illustrations:
“Food”, table “Food and Vitamins”
Goal: To develop knowledge about food products and vitamins. Teach children to be attentive when viewing illustrations, tell about the product that is shown in the picture.
Social and communicative development
Games:
Didactic games:
Goal: To develop children’s environmental knowledge on the topic: “Vegetables and fruits.” Create conditions for children to spend their educational time.
D/i "Magic Dish".
Sl/i “Healthy Products”.
D/i “Guess the taste.”
D/i "Magic bag".
D/i “What grows in the vegetable garden”
D/i "Pyramid of Health"
D/i “Harmful - useful”
Plot-role-playing games: “Guests have come to us”, “Cafe”
Goal: To develop skills of proper behavior at the table while eating. Develop children's activity, maintain a cheerful and joyful mood during the game.
Conversation “Rules of hand washing”, routine moments
Speech development
Telling a fairy tale: “How the little bunny Kuzya cured his mother”
Reading the poem by S. Shishka “Capricious Bunny”
Artistic and aesthetic development.
Drawing “Vegetables and fruits that are good for health”, “Autumn vitamins”.
Application “Vitamins in a jar”.
Modeling “Vitamin contribution”
Collage: “Healthy Products.”
Photo exhibition: “How we eat.”
Physical development:
Outdoor games
"Fishermen and Fish"
"Bunny and Cabbage"
"Fishing Net"
“Grandfather sowed peas”
"Zucchini"
"Apples"
Working with parents
Drawing competition “Vegetables and fruits are healthy products” (the competition materials should be presented in the form of a folding book.
Together with students and parents, create a folder: “On proper nutrition and the benefits of vitamins,”
Consultation for parents “Vitamins A, B, C”
Create a booklet for parents: “Pills grow in a garden bed, pills grow on a branch,”
Prepare consultations: “How to explain to a child about the benefits of healthy food.”
Memo for parents “Rules of hand washing”, “Prevention of intestinal infections”
Z final stage:
Registration of the project “Talk about proper nutrition” and familiarization of parents with its results.
Thematic exhibition of children's drawings.
Creation of the album “Eat Right”.
Conclusions: children
*If you want to grow up strong, healthy, smart and beautiful, you need to eat healthy foods.
*It is useful to eat different foods: vegetables and fruits, dairy products, meat and fish, bread and cereals, vegetable and butter, salads from fresh vegetables are healthy.
*You should wash your hands with soap before eating. Don't forget to wash berries, fruits and vegetables before eating them.
*The break between meals should not be more than three hours, which means it is better to eat little by little five times a day.
*It is good to eat porridge for breakfast.
*For dinner, eat only light food;
*It is better to avoid snacking between meals;
*Consume fast food products as little as possible;
Parents
Poor nutrition is one of the primary causes of many diseases. Fatty foods lead to excessive weight gain; substitutes, flavors, and dyes play the role of poison, destroying our body from the inside.
The correct ratio of carbohydrates, fats and proteins is the basis of a healthy diet. With a lack of vitamins, growth slows down and the body's performance decreases. Therefore, you need to consume as much vitamins contained in foods as possible. Many vitamins are found in meat, fish, dairy products, vegetables, and fruits. Vitamins are very important for health.
Food is a source of energy for humans, and its excess or deficiency is a problem. You need to learn from a young age to maintain the “golden” mean, avoiding overeating or undereating, otherwise you can develop serious illnesses. We must live in harmony with ourselves and with the products around us!
Annex 1
Svetlana Shishkina
"Capricious bunny"
Tired of the bunny
Chew a cabbage leaf!
Well, first of all, it’s small;
Secondly, it's not tasty.
First I ate sour cream
(On the sly from a strict mother,
I filled a plate of borscht,
Ate some nuts with the squirrel,
A little sausage, a little cheese,
Sandwich and cake. Dot.
He sits with the doctor:
His stomach hurts.
We need to eat right
To stay healthy.
Literary word used when working with children:
I never lose heart
And a smile on your face
Because I accept
Vitamins A, B, C.
It is very important early in the morning
Eat oatmeal at breakfast.
Black bread is good for us
And not just in the morning.
Remember the simple truth
Only the one who sees better
Who chews raw carrots,
Or drinks carrot juice.
For colds and sore throats
Oranges help.
And it's good to eat lemon
Although it is very sour
Appendix 2
Memo for children: No!
Try everything
Eat and drink on the street
There is unwashed
Eating with dirty hands
Petting animals while eating
There are a lot of sweets
Memo for parents
What foods should a preschool child receive daily?
Butter: 30–40 g
Vegetable oil: 15–20 g
Bread (wheat and rye): 200–300 g
Cereals and pasta: 40–60 g
Potatoes: 200–300 g
Vegetables: 300–400 g
Fresh fruits: 200–300 g
Juice: 150–200 ml
Sugar: 50–70 g
Confectionery: 20–30 g
Milk, dairy products: 300–400 g
Poultry (fillet): 100–130 g
Fish (fillet): 50–70 g
Appendix 3
A questioning children on the topic “My favorite foods”
1. What dishes do you like most? Name 5 - 7 favorite dishes___
2. Name 5 - 7 favorite products. ___
3. What do you prefer for breakfast? ___
4. What are the best foods to take for a snack at school? ___
5. What’s the best thing to drink if you want to quench your thirst?___
6. What are your favorite drinks?___
Application
Questioning parents on the topic “Nutrition for your child”
1. What dishes does he like best? Name 5 - 7 favorite dishes___
2. Name 5 - 7 of your child’s favorite foods ___
3. What does your child like to eat for breakfast? ___
4. What foods do you give your child for snacks? ___
5. What do you offer your child to quench his thirst?___
6. What drinks does your child prefer?___
Appendix 4
Conversation “Why do we need vitamins?”
Guys, yesterday they told me that our children in kindergarten began to get sick more often, they do not have enough vitamins. Children really need vitamins to strengthen their bodies. Their children love them very much. The vitamins are very useful.
Have you guys tried vitamins?
What are vitamins for?
Of course, vitamins are found not only in tablets, but also in many foods.
What foods contain vitamins?
You need to eat more vegetables and fruits. They contain a lot of vitamins A, B, C, D. What foods contain them and what they are needed for. Vitamin A - carrots, fish, sweet peppers, eggs, parsley. Important for vision. Vitamin B - meat, milk, nuts, bread, chicken, peas (for the heart). Vitamin C - citrus fruits,
cabbage, onions, radishes, currants (for colds). Vitamin D - sun, fish
fat (for bones).
You remember, now tell me, where else can we find vitamins?
Appendix 5
Word game “Healthy Products”
Educator:
I will read quatrains about products. If they talk about useful things, then you all say together: “That’s right, that’s right, that’s absolutely right!”
And if you talk about something that is harmful to health, you remain silent.
1. Eat more oranges, drink delicious carrot juice, and then you will definitely be very slim and tall.
2. If you want to be slim, you need to love sweets. Eat candy, chew toffee, be slim, become like a cypress.
3. To eat properly, you will remember the advice: Eat fruits, porridge with butter, fish, honey and grapes.
4. There are no healthier products - delicious vegetables and fruits. Both Seryozha and Irina benefit from vitamins.
5. Our Lyuba ate buns and became terribly fat. He wants to come visit us, but he can’t crawl through the door.
6. If you want to be healthy, eat right, eat plenty of vitamins, and don’t deal with diseases.
Appendix 6
Outdoor games
"Tasty dinner".
The teacher is a cook, the children are vegetables and fruits. Children choose a medallion with a vegetable or fruit on it.
The cook puts on a chef's cap and apron.
Rules of the game:
1. Children jump to the music. With the end of the music, all the products run to their pots - hoops: a red hoop - borscht is cooked in it, a blue hoop - compote is prepared in it.
2. While running, you must keep a distance from each other, do not bump into each other, and do not create dangerous situations;
3. The cook praises those products that quickly and correctly find their pan.
Children stand around the cook, hold hands and walk in a circle, saying the words:
You, our cook, don’t be lazy!
Get to lunch quickly.
Clean us quickly
To make lunch tastier.
Will you prepare now:
Delicious borscht, compote of us.
After finishing the words, they move to the music in jumps in different directions. When the music ends, they run to the pots - hoops.
They check that you have correctly placed all the products in the borscht and compote. They quickly choose a mate and exchange medallions.
Children exchange medallions with each other, the game is repeated from the beginning.
"Bunny and Cabbage"
Shadow-shadow-shadow,
There is a fence in the garden.
Behind the fence there is cabbage,
Sweet to the point of crunch.
Bunnies want cabbage
A hungry stomach is empty.
Bunnies - jump into the garden,
And there is a watchman at the gate.
Run away, bunnies,
You have to help yourself.
One two Three,
Catch the bunnies.
(In the center of the group there is a child - the “watchman”. He puts his hands to his eyes, like binoculars. Children - “bunnies” jump around the group. The “bunnies” jump towards the “watchman”, jump around him, tease him. On the word “catch” The “watchman” rushes to catch the “hares.” The children run behind the line at the end of the group.)
"Fishing Net"
A leader is chosen, and the rest of the players scatter around the court. The driver runs after the players and tries to touch someone. The player who gets caught takes the driver’s hand, and together they begin to “catch” the others. Then a third joins, etc. A net is formed that catches the remaining players. The game continues until all players are caught or the last ones are inside the network, when the network consists of a sufficient number of players and cannot be broken.
"Fishermen and Fish"
Two participants are fish. The rest stand in pairs facing each other in two lines and take each other’s hands - this is a network. The fish wants to get out of the net. She must crawl on her stomach under clasped hands, which at the same time diligently touch her back, lightly tap her, tickle her. Crawling out of the net, the fish waits for its friend, crawling behind it, they join hands and become the net. The process of changing roles is repeated two or three times.
“Grandfather sowed peas”
Grandfather was sowing peas.
(They stand facing in a circle. They perform rhythmic jumps on their toes, hands on their belts.)
The peas were not bad at all.
(Alternately stomp their feet in place.)
Round, sonorous,
Yellow, smooth,
Very smooth, very sweet.
(The child – “grandfather”, standing inside the circle, makes the same movements.
They squat.)
Suddenly a bag of peas fell.
(By jumping, the children scatter throughout the group.)
Poor grandfather groaned.
There were peas, and you were wearing -
Rolled around the hut!
At the word "izba" the child - "grandfather" begins to stain the children. Each newly stained child joins the chain of “peas” that line up behind the “grandfather”. “Grandfather” must collect all the “peas”.
At the end, the children form a circle. They stand facing in a circle. They perform rhythmic jumps on their toes, hands on their belts.
“Zucchini” (sedentary game)
The zucchini lies in the garden bed and tries to grow.
(Children lie on their backs, legs bent at the knees on the floor.)
The sun gently warms them,
(Straighten their legs and place them on the floor.)
And they give you rain to drink.
(Raise their hands up, spread them to the sides, place them on the floor with their palms up.)
They got tired of lying around and decided to all run away from the zucchini patch. (Raise their arms up in front of them and make waving movements with their hands and fingers.)
But very clever guys caught them by the heels.
(Fingers clenched into fists. Circular movements of arms bent at the elbows, imitating the “Bicycle” exercise.)
They picked up the zucchini
(Slowly sit down, lean forward and touch the soles of your feet.)
And then they gave it to my mother.
(They get to their feet and wrap their arms around themselves.)
"Apple" (sedentary game)
The teacher, standing in the center of the circle formed by the children, holds an apple in his hands. A red apple hangs on a branch
(Holding hands, children walk in a circle, saying words.)
He looks at girls and boys from a branch.
(They stop.)
Who will get it, who will rip it off,
(They go to the center of the circle and clap back over their heads.)
He will put the sweet apple in his mouth.
(Walk in a circle in the opposite direction. Stop)
One, two, three, well, try to pick it!
(They clap their hands, jump on two legs, trying to pick an apple with their hands; “pick the apple” - “sniff the apple” - slow, smooth inhalation through the nose, the shoulders do not rise; say as you exhale: “Oh, how it smells!”)
Round dance of vegetables
(Children stand in a circle at arm's length from each other. The teacher and children recite a poem).
Let's go to the garden and start a round dance.
(Children walk in a circle, holding hands)
Let's take radishes for the round dance.
Let's sit down with her low and low.
(Squat, hold hands)
Let's take a carrot for the round dance.
And we will dance cleverly with carrots.
(Perform dance moves)
Let's reach up with a bow,
(Reach up, standing on tiptoes)
Let's run for the zucchini
(Run in a circle after each other)
And let's jump along the path like green peas.
(They jump in circles one after another)
Appendix 7
Physical education minutes
"Hedgehog and Drum"
A hedgehog walks with a drum, boom-boom-boom!
The hedgehog plays all day long, boom-boom-boom!
(They march in a circle, pretending to play a drum.)
With a drum behind your shoulders, boom-boom-boom!
A hedgehog wandered into the garden by accident, boom-boom-boom!
(They walk in a circle, hiding their hands behind their backs.)
He loved apples very much, boom-boom-boom!
(First with one hand, then with the other, they bring an imaginary apple to their mouth.)
He forgot the drum in the garden, Boom-boom-boom.
(They stop and spread their hands.)
At night the apples were picked, boom-boom-boom.
(Hands on the belt, jumping in place.)
And the blows rang out, boom-boom-boom.
The hares got really scared, boom-boom-boom!
We didn’t close our eyes until dawn, Boom-boom-boom!
(Make “ears” from their palms, slowly squat, sit, tremble, cover their eyes with their hands.)
N. V. Nishcheva
"Orange"
We shared an orange.
There are many of us, but he is alone.
(Walk in a circle holding hands.)
This slice is for the hedgehog.
This slice is for the swift.
This slice is for ducklings.
This slice is for kittens.
This slice is for the beaver.
(They stop facing the circle.
Bend one finger, starting with the thumb, for each animal name.)
And for the wolf - the peel.
(Depict the mouth of a wolf with both hands.)
He is angry with us - trouble!
(They squat and cover their head with their hands.)
Run away in all directions!
(They run away.)
N. V. Nishcheva
Used Books
Nishcheva, N.V. Modern system of correctional work in a speech therapy group for children with general speech underdevelopment (from 3 to 7 years). – St. Petersburg, 2013. – 624
Novikovskaya, O. A. Lomashni speech therapist. Pure twisters, tongue twisters, finger games, poems for speech development / O. Novikovskaya. – M.: 2015. – 96 p.
Savelyeva, E. A. Finger and gesture games in verse for preschoolers. – St. Petersburg, 2013. – 64
Educational project
on initial technical modeling
“Development of constructive activity and technical creativity of preschoolers through LEGO - construction of Lego Park»
Explanatory note
Modernization of preschool education assumes that the goal and result of the educational activities of preschool institutions will not be the sum of knowledge, abilities and skills, but the abilities and qualities acquired by the child, such as those set by the target guidelines of the Federal State Educational Standard for Preschool Education. Achieving such results is possible through updating the content of preschool education and technologies used in educational activities. LEGO construction and robotics represent a new, relevant pedagogical technology that is at the intersection of promising fields of knowledge: mechanics, electronics, automation, construction, programming and technical design. This technology is activity-oriented. Activity is the first condition for the development of cognitive processes. In order for a child to actively develop, it is necessary to involve him in activities. The educational task is to create conditions that would provoke children's action. Such conditions are easy to implement in the LEGO educational environment.
LEGO construction is a type of modeling creative and productive activity. The range of use of LEGO from the point of view of a constructive and playful tool for children is quite wide.
Indeed, LEGO construction sets have proven themselves as educational products all over the world. LEGO is used as a universal visual aid and educational toys. The universal construction set stimulates mental activity and develops hand motor skills. Which is especially important for children with special educational needs.
LEGO construction classes will begin to form in preschoolers a holistic understanding of the world of technology, the structure of structures, mechanisms and machines, their place in the world around them, as well as creative abilities. The implementation of this Project allows you to stimulate interest and curiosity, develop the ability to solve problem situations - the ability to investigate a problem, analyze available resources, put forward ideas, plan solutions and implement them, and expand your active vocabulary.
The variety of LEGO construction kits allows children of different ages and educational abilities to engage with them.
Construction is closely related to the sensory and intellectual development of the child. It is of particular importance for improving visual acuity, accuracy of color perception, tactile qualities, development of small muscles of the hands, perception of the shape and size of an object, space. Children try to establish what an object is like and how it differs from others; master the ability to measure the width, length, height of objects; begin to solve constructive problems “by eye”; develop imaginative thinking; learn to imagine objects in different spatial positions, mentally change their relative position. In the course of classes, work is being done on the development of the intellect of imagination, fine motor skills, creative inclinations, the development of dialogic and monologue speech, and the expansion of vocabulary. Particular attention is paid to the development of logical and spatial thinking. Preschoolers learn to work with the given instructions, develop the ability to cooperate with a partner and work in a team.
This Project has a scientific and technical focus and is designed for children aged 3-7 years.
For preschool children, playful forms of learning are necessary.
Play is a necessary companion for childhood. With LEGO, children learn through play. Children are tireless designers, their creative abilities are original. Students construct gradually, “step by step,” which allows them to move, develop at their own pace, and encourage them to solve new, more complex problems. The LEGO constructor helps a child bring his ideas to life, build and fantasize. The child works enthusiastically and sees the end result. And any success stimulates the desire to learn.
In addition, LEGO construction helps develop communication skills and creativity through active interaction between children during group project activities.
For LEGO construction classes, there is no strict division of teaching time and a fixed order of topics: the teacher solves this problem himself, in accordance with the conditions of the educational institution and the educational capabilities of the students.
Construction can be carried out by students in the form of project activities; it can be individual, paired and group.
Three main types of design can be distinguished:
- according to the model
- according to the conditions
- by design
Design according to sample- when there is a ready-made model of what needs to be built (for example, an image or diagram).
When designing according to conditions- there is no sample, only the conditions that the building must meet are specified (for example, a house for a dog should be small, and for a horse - large).
Design by design involvesthat the child himself, without any external restrictions, will create an image of the future structure and embody it in the material that is at his disposal. This type of construction develops creativity better than others.
Goals and objectives
Target:
To promote the development of technical creativity in preschool children, to provide them with the opportunity for creative self-realization through mastering LEGO construction.
Tasks:
Educational:
- promote the formation of knowledge about counting, shape, proportion, symmetry, the concept of part and whole;
- create conditions for mastering the basics of design;
- contribute to the formation of knowledge and ability to navigate the technique of reading elementary diagrams.
Educational:
- create conditions fordevelopment of attention, memory, imaginative and spatial thinking;
- promote the development of the child’s creative activity;
- contribute to broadening your horizons and developing ideas about the world around you.
Educational:
- promote the development of the ability to draw up an action plan and apply it to solve practical problems, analyze and evaluate the work done;
- promote the development of organizational and volitional qualities of the individual (patience, will, self-control);
- create conditions for the development of interpersonal communication skills and collective creativity.
Conditions for the implementation of the assigned tasks
The work is designed for preschool children, starting from the 2nd junior group.
LEGO construction is carried out in different types of activities: routine moments, direct educational activities, independent activities.
In addition to activities with children, the system of activities includes work with parents.
Expected results
As a result of the Project implementation, children should
Know:
- main parts of the LEGO construction set (purpose, features);
- the simplest fundamentals of mechanics (stability of structures, joint strength, types of connection of mechanism parts);
- types of structures: flat, volumetric, fixed and movable connection of parts;
- technological sequence of manufacturing simple structures.
Be able to:
- carry out the selection of parts necessary for design (by type and color);
- design, focusing on the step-by-step scheme for manufacturing the structure;
- design according to a model;
- with the help of a teacher, analyze, plan upcoming practical work, and monitor the quality of the results of one’s own practical activities; independently determine the number of parts in the design of models; realize a creative idea.
Meta-subject resultsThe project is the formation of the following universal learning activities (ULA):
Cognitive UUD:
- identify, distinguish and name objects (constructor parts),
- build your activities according to the conditions (construct according to the conditions set by an adult, according to a model, according to a drawing, according to a given scheme and build the scheme yourself),
- navigate your knowledge system: distinguish the new from the already known,
- process the information received: draw conclusions as a result of the joint work of the entire study group, compare and group objects and their images.
Regulatory UUD:
- be able to work according to the instructions given,
- determine and formulate the purpose of the activity in the lesson with the help of the teacher.
Communication UUD:
- be able to work in pairs and in a team; be able to talk about the construction,
- be able to work on a project in a team and effectively distribute responsibilities.
Project implementation mechanism
Stage I - organizational, its goal is to create conditions for the implementation of the project, evoke positive emotions, and motivate children's activities.
Work at this stage was carried out in the following areas:
Firstly, an appropriate subject-development environment has been created, taking into account age, gender, and individual characteristics.
Secondly, independent children's play activities were organized, in which preschoolers gained experience in creating various structures from LEGO construction sets. It is necessary to ensure the safety of the building for some time (instilling a value attitude towards the results of labor).
Thirdly, parents were informed about LEGO construction work and were invited to participate in joint activities with children.
Stage II - practical, the goal is the implementation of a work plan in accordance with the age of the children, preschoolers mastering ways of acquiring new knowledge in collaboration with the teacher and independent children's activities.
Activity algorithm
1. Planning activities, determining the result.
2. Determination of the design features of the model.
3. Independent production of the model (design).
4.Self-control and mutual verification, comparison of your own model with a sample, determination of the value of the product (for whom it was made).
5. Analysis of the finished product, evaluation of children’s work.
6. Playing off children's buildings (products).
To develop the cognitive and creative activity of preschoolers, the following design methods were used: according to a model; cards with models; own plan; the teacher's assignment to all children; child tasks for all children and the teacher; children's tasks for each other; teacher's tasks for parents and child.
The principle of a thematic approach to planning work in preschool educational institutions allows you to integrate constructive activities into the content of other educational areas (in the blocks “Joint activities with a teacher”, “Independent activities of children”).
The teacher’s activities at this stage are aimed at stimulating the mental activity of children, providing individual assistance, and coordinating activities between all participants.
Stage III - generalizing, the goal is systematization, structuring of information and integration of acquired knowledge; building a general logical diagram of conclusions for summing up. The teacher’s activity at this stage is to provide reflection and interpretation of monitoring results, determine the effectiveness of work, identify prospects and develop a further strategy for cooperation in this area.
The forms of summing up the results of the Project implementation are the participation of children in project activities and in exhibitions of creative works.
Project support
Methodological support
The following methodological materials are used to implement the Project:
- approximate long-term planning;
- methodological literature for teachers;
- information network resources on methods of conducting classes and selection of product manufacturing schemes;
- illustrations by topic;
- poems, riddles on class topics.
Logistics support
Constructor sets are used to conduct classes series LEGO-DUPLO, magnetic construction sets CLICK, SUPERMAG PLUS.
To more effectively organize the student’s workplace, mobile platforms with a limited perimeter and sorting containers for parts are used.
Methods and techniques used in classes
To maintain interest in primary technical modeling classes, various forms and methods of conducting classes are used.
Conversations, from which children learn information about modeling objects;
- work according to the sample, - students complete the task in the sequence proposed by the teacher (according to the scheme), using certain skills;
- independent designto consolidate theoretical knowledge and make your own unforgettable discoveries;
- collective work, where children can work in groups, pairs, all together.
When organizing work, it is necessary to try to combine play, work and learning, which will help ensure the unity of solving cognitive, practical and gaming problems. Game techniques, riddles, counting rhymes, tongue twisters, and thematic questions also help with creative work.
Using LEGO for constructive and play purposes
Children use the created LEGO buildings in role-playing games. To develop full-fledged constructive creativity, it is necessary that the child have a preliminary plan and be able to implement it, and be able to model. Children draw the ideas implemented in buildings from the world around them. Therefore, the brighter, more holistic, and more emotional their impressions of the world around them are, the more interesting and varied their buildings will become. And vice versa, LEGO helps to see the world in all its colors, which contributes to the development of the child.
One of the manifestations of creativity is the ability to combine familiar elements in a new way. Working with LEGO elements stimulates and develops the potential creative abilities of each child, teaches him to create and destroy, which is also very important. To destroy not aggressively, not thoughtlessly, but to ensure the creation of something new.
Independent constructive play activity of preschool children is immature and requires not only guidance from the teacher, but also a certain correctional and developmental influence on children.
The buildings created from LEGO can be used in theatrical games, which are very popular with preschool children: they create conditions for the development of speech, creativity and have a beneficial effect on the emotional sphere.
LEGO elements can be used in educational games and exercises. (The game “Wonderful Bag”, in which children develop tactile perception and speech. The game “Remember and Repeat” is aimed at correcting memory and thinking.)
Using LEGO in the diagnostic process
Another important area of application for LEGO is its use in diagnostics. A method such as observing spontaneous and collective spontaneous play and individual games provides a lot of important information to the teacher about the problems that arise during the game.
Free constructive play activity of children with LEGO allows not only to quickly establish contact between the teacher, children and parents, but also to more fully reveal some of the child’s characteristics, from the point of view of the formation of the emotional-volitional and motor spheres, to identify the child’s speech abilities, and to establish the level of his communication skills .
In the process of constructive play activities, the teacher, relying on the involuntary attention of children, activates their cognitive activity, improves the sensory-tactile and motor spheres, forms and corrects behavior, develops the communicative function and interest in learning.
It should be noted that any constructive play activity with LEGO preschool children requires qualified guidance from the teacher.
Monitoring educational results
1 . Level of development of skills and abilities.
- Skill in selecting the necessary parts (by shape and color)
High (++): Can independently, quickly and without errors select the necessary parts.
Sufficient (+): Can independently, but slowly, without errors, select the necessary part.
Average (-): Can independently select the required part, but very slowly, there are inaccuracies.
Short (--): Cannot select the required part without the help of a teacher
Zero (0): Complete absence of skill
- Ability to design from a sample
High (++): Can independently, quickly and without errors design according to a model.
Sufficient (+): Can independently correct errors at an average pace and design according to a model.
Average (-): Can design according to a model at a slow pace, correcting mistakes under the guidance of a teacher.
Short (--): Does not see mistakes when designing according to a model; can design according to a model only under the supervision of a teacher.
Zero (0): Complete absence of skill
- Ability to design according to a step-by-step scheme
High (++): Can independently, quickly and without errors, design according to a step-by-step scheme.
Sufficient (+): Can independently correct errors at an average pace and construct according to a step-by-step scheme.
Average (-): Can construct according to a step-by-step scheme at a slow pace, correcting mistakes under the guidance of a teacher.
Short (--): Cannot understand the sequence of actions when designing according to a step-by-step scheme; can design according to the scheme only under the supervision of a teacher.
Zero (0): Complete lack of skill.
Thematic planning
Junior group
Month | Subject | Goals |
September | High Low Tasks:
| Introduce techniques for joining parts. Develop fine motor skills of the hands. Cultivate a desire to work. Form perception of color. Consolidate knowledge about colors (red, green). Develop imagination, memory and imaginative thinking. Learn to independently select the necessary parts according to color and shape. Learn to name the size of the turret (high - low); same name (high yellow turret – low red turret) |
October | Narrow – wide Tasks:
| Continue to introduce techniques for connecting parts. Teach children to independently select the necessary parts by size and color. Form perception of color. Help children examine objects by highlighting their colors. Learn to name an object by its shape (cube). Develop imagination, memory, imaginative thinking. Teach children to name the properties of an object (red carpet). Develop fine motor skills of the hands. Cultivate a desire to work. Develop the ability to use existing experience. Develop the ability to act on ideas |
November | Short long train Tasks:
| Practice identifying similarities and differences between objects that have the same name (long green train - short red train). Fix red and green colors. Develop imagination, memory, imaginative thinking. Teach children to independently select the necessary parts according to color and shape. Reinforce the concepts of “long - short”. Reinforce the four primary colors with the children. |
December | Transport Tasks:
| Develop fine motor skills of the hands. Exercise children in naming colors. Develop imagination, memory, imaginative thinking. Cultivate a desire to build and play out a composition. Distinguish between the size and shape of objects. |
January | Fence Tasks:
| Learn to identify geometric shapes in familiar objects. Consolidate knowledge about size, height, color, properties (high - low). Teach children to independently select parts by size (size). Learn to distinguish objects by shape and name them (cube, brick). Teach children to name the properties of objects. |
February | Furniture for dolls Tasks:
| Learn to identify familiar images in the environment and reproduce them in designs. Teach children to build furniture from four bricks, place it vertically, and use floors made from two bricks. Fix primary colors. Develop imaginative thinking, imagination, memory. Develop fine motor skills of the hands. Cultivate a desire to work. |
March | House Tasks:
| Learn to build a house with a window from four cubes and two bricks. Fix primary colors. Develop fine motor skills of the hands. Cultivate a desire to work. Develop imaginative thinking, imagination, memory. Encourage the creation of new versions of already familiar buildings |
April | Our house. Narrow and wide. Tasks:
| Learn to create a model of the sun and stars using LEGO. Develop an initial interest in obtaining results. Develop children's ability to select parts by shape and color. Develop the ability to act in a team. |
May | Stairs. Tasks:
| Cultivate a desire to build and play out a composition. Distinguish between the size and shape of objects. Reinforce the concepts of “narrow-wide”. Form sensory standards. To develop a sense of form when creating elementary structures. Develop visual-effective thinking and visual-figurative thinking. |
Middle group
Month | Subject | Goals |
September | My city Tasks:
| Reinforce the skills acquired in the junior group. Develop creative imagination, consolidate the names of parts, ways of connecting parts. |
October | Our life Tasks:
| To consolidate the ability to work with various designers, taking into account their properties and expressive capabilities during the design process. Learn to think about the contents of a future building in advance. Develop attention, memory, fine motor skills. |
November | Healthy woman Tasks:
| See the image and correlate it with the details of the designer. Teach how to use various techniques for creating a structure, connect and combine parts in the process of constructive activity |
December | New Year Tasks:
| Learn to create a variety of designs by experimenting with various materials, as well as transform the proposed blanks. Develop creative initiative and independence |
January | At home Tasks:
| Reinforce building techniques from top to bottom. To consolidate the ability to identify, name and classify various volumetric geometric bodies (bar, ball, cube, cylinder, cone, pyramid, polyhedron) and architectural forms (domes, roofs, arches, columns, doors, stairs, windows, balconies, bay windows) included as part of building kits or construction sets. |
February | Safety on the roads of our city Tasks:
| Strengthen constructive skills: arrange parts in different directions on different planes, connect them, correlate buildings with diagrams. Develop eye, design skills, fine motor skills of the hand. |
March | Pets Tasks:
| Continue to develop visual-effective and visual-figurative thinking, imagination, attention, memory. |
April | Space Tasks:
| Teach children to identify LEGO parts and connect them according to the pattern into a constructive model of an airplane. Develop research skills in using construction parts. Cultivate interest in the design of 3D structures and participation in the joint project “Cosmos”. |
May | Natural world Tasks:
| Strengthen constructive skills: arrange parts in different directions on different planes, connect them, correlate buildings with diagrams, select adequate connection techniques. |
Senior group
Month | Subject | Goals |
September | My planet Tasks:
| Strengthen the ability to identify, name, classify different volumetric geometric bodies (bar, ball, cube, cylinder, cone, pyramid, prism, tetrahedron, octahedron, polyhedron) and architectural forms (domes, roofs, arches, columns, doors, stairs, windows, balconies , bay windows) included in the designers |
October | Animal world Tasks:
| Continue to develop a sense of form and plasticity when creating structures. To consolidate the idea of the animal world, continue to teach analysis. |
November | Transport - assistant Exercise:
| Strengthen the ability to select adequate ways to connect parts of a structural image, giving them strength and stability. |
December | New Year's kaleidoscope Tasks:
| Teach how to independently transform parts in order to study their properties in the process of creating constructive images. Strengthen interest in design and constructive creativity. |
January | Visiting a fairy tale Tasks:
| Develop an aesthetic attitude towards works of architecture, design, products of one’s constructive activities and the crafts of others |
February | ABC of safety Tasks:
| Instill teamwork skills. Develop the ability to consciously replace some parts with others. To develop the skill of creating a design according to verbal instructions, descriptions, conditions, diagrams. |
March | Spring is sweeping the planet Tasks:
| Learn to use different types of compositions to create three-dimensional structures. Learn to create plot-based constructive images. |
April | Space Tasks:
| Learn to create a 3D model of a rocket in accordance with the algorithm for alternating LEGO 9689 and 9222 parts using a photographic diagram. Develop the ability to analyze a photographic diagram and design in accordance with it. Develop the ability to concentrate on creating a 3D model. |
May | Labour Day Tasks:
| To introduce planar design, improve the ability to use various techniques in the process of creating a constructive image. To develop the skill of creating a design according to verbal instructions, descriptions, conditions, diagrams. |
Preparatory group
Month | Subject | Goals |
September | Harvest Tasks:
| Improve your ability to work with various construction materials, taking into account their properties and expressive capabilities during the design process. Strengthen the ability to select adequate ways to connect parts of a structural image, giving them strength and stability. Continue to learn how to work together. |
October | Animal world Tasks:
| Develop the ability to consciously replace some parts with others. Strengthen interest in design and constructive creativity. Improve your ability to plan your activities. |
November | Who and how is preparing for winter Tasks:
| Continue to develop visual-effective and visual-figurative thinking, imagination, attention, memory. |
December | City of masters Tasks:
| Strengthen the ability to use compositional patterns: scale, proportion, volumetric plasticity, texture, dynamics/statics in the design process. |
January | Winter fun Tasks:
| Continue to develop a sense of form and plasticity when creating structures. Strengthen the ability to use compositional patterns: scale, proportion, volumetric plasticity, texture, dynamics/statics in the design process. |
February | Little explorers Tasks:
| Strengthen the ability to use compositional patterns: scale, proportion. |
March | We want to be healthy Tasks:
| Develop the ability to see the sequence of operations necessary to make a craft or design. Strengthen the skills of building according to diagrams. Continue learning to work in a team |
April | Space Tasks:
| Learn to use the basic shapes of LEGO construction sets 9580 and 9222 to create 3D spaceport structures based on multimedia support. Develop constructive creativity in order to form a spatial system of cognition of the surrounding world. To foster creative initiative in children in creating variable 3D models. |
May | Victory Day Tasks:
| Develop the ability to see the sequence of operations necessary to make a craft or design. Develop creative initiative and independence. |
During the academic year, minor changes in the long-term plan are possible.
Thus, LEGO construction is a type of modeling intellectual creative and productive activity that, through exciting creative play, ensures the harmonious development of the personality of a preschool child. The implementation of this Project in the educational process of a preschool educational institution ensures a rich experience for the child during preschool childhood, eventfulness, cooperation between an adult and a child, ensures coherence in team work, develops an algorithm of actions to achieve the goal, and increases the professional and personal growth of teachers and parents.
Bibliography
- Bezborodova T.V. First steps in geometry. - M.: Education, 2009.
- Varyakhova T. Approximate notes on design using the LEGO constructor // Preschool education. - 2009. - No. 2. - P. 48-50.
- Wenger, L.A. Education and training (preschool age): textbook. allowance / P. A. Wenger. - M.: Academy, 2009. -230 p.
- Volkova S.I. Construction. – M.: Education, 1989.
- Davidchuk A.N. Development of constructive creativity in preschoolers. - M.: Gardariki, 2008. – 118 p.
- Emelyanova, I.E., Maksaeva Yu.A. Development of giftedness in preschool children using the means of light construction and computer/game complexes. – Chelyabinsk: REKPOL LLC, 2011. – 131 p.
- Zlakazov A.S., Gorshkov G.A., Shevaldin S.G. Lego building lessons at school. –M.: Binom, 2011. – 120 p.
- Komarova L. G. Building from LEGO (modeling of logical relationships and real-world objects using the LEGO constructor). - M.: LINKA-PRESS, 2001.
- We construct: we play and learn Lego Dacta // Materials for developmental education for preschoolers. Department of LEGO pedagogy, INT. - M., 2007. – 37 p.
- Kuzmina T. Our LEGO LAND // Preschool education. - 2006. - No. 1. - P. 52-54.
- Kutsakova L.V. Classes on designing from building materials in the middle group of kindergarten. – M.: Phoenix, 2009. – 79 p.
- Kutsakova L.V. Design and artistic work in kindergarten: program and lesson notes. – M.: Sfera, 2009. – 63 p.
- Kutsakova L.V. Construction and manual labor in kindergarten. - M.: Eksmo, 2010. – 114 p.
- LEGO Laboratory (Control Lab): Reference Guide. - M.: INT, 1998. –150 p.
- Lishtvan Z.V. Construction. - M.: Vlados, 2011. – 217 p.
- Luria A. R. Development of constructive activity of a preschooler // Questions of psychology, 1995. – P. 27-32.
- Luss T.V. Formation of skills in constructive play activities in children using LEGO. – M.: Humanitarian Publishing Center VLADOS, 2003. – 104 p.
- Paramonova L. A. Design as a means of developing the creative abilities of children of senior preschool age: educational and methodological manual. - M.: Academy, 2008. - 80 p.
- Paramonova L. A. Theory and methodology of creative design in kindergarten. – M.: Academy, 2009. – 97 p.
- Petrova I. LEGO construction: development of intellectual and creative abilities of children 3-7 years old // Preschool education. - 2007. - No. 10. - P. 112-115.
Knowledge of the typology of projects used in networks or in the normal educational process can provide significant assistance to teachers when developing these projects, their structure, and when coordinating the activities of students in groups
First of all, let's define the typological characteristics.
The method or type of activity that dominates the project: research, creative, adventure, role-playing, practice-oriented, information, etc.
The nature of project coordination: direct (rigid, flexible), hidden (implicit, imitating a project participant).
Nature of contacts: internal (local), regional, international, etc.
Number of participants: personal, pair, group.
Duration: short-term, long-term, episodic.
Features of projects in accordance with the first sign
Research projects
Such projects require a well-thought-out project structure, defined goals, the relevance of the project for all participants, social significance, thoughtful methods, including experimental and experimental work, methods for processing the results.
Creative projects
Such projects, as a rule, do not have a detailed structure; it is only outlined and further developed, subject to the logic and interests of the project participants. At best, you can agree on the desired, planned results (a joint newspaper, an essay, a video film, a sports game, an expedition, etc.). The results of the project can be presented in the form of a collection, script, holiday program, video, etc.
Adventure, game projects
In such projects, the structure is also only outlined and remains open until the end of the project. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional heroes, imitating social or business relationships, complicated by situations invented by the participants. The results of the work can be outlined at the beginning of the project, or they can appear only towards its end. There is a high degree of creativity.
Information projects
This type of project is initially aimed at collecting information about a certain object, familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience. Such projects, like research projects, require a well-thought-out structure and the possibility of systematic correction as work on the project progresses.
The structure of such a project can be indicated as follows:
* the goal of the project is the result (article, abstract, report, video materials, etc.);
* subject of information search - phased search with the designation of intermediate results - analytical work on the collected facts - conclusions - adjustment of the initial direction (if required) - further search for information in refined directions - analysis of new facts - generalization - conclusions, etc. until data is received , satisfying all project participants - conclusion, presentation of results (discussion, editing, presentation, external evaluation).
Practice-oriented projects
These projects are distinguished by clearly defined results from the activities of the project participants from the very beginning. Moreover, this result is necessarily clearly focused on social interests, the interests of the participants in the work themselves (newspaper, document, video, sound recording, performance, action program, draft law, reference material, etc.).
Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants, defining the functions of each of them, clear outputs and the participation of everyone in the design of the final product. Here, good organization of coordination work is especially important in terms of step-by-step discussions, adjustments to joint and individual efforts, in organizing the presentation of the results obtained and possible ways to implement them in practice, and organizing a systematic external evaluation of the project.
Types of projects according to the second criterion
Literary and creative
These are the most common types of collaborative projects. Children of different age groups, different countries of the world, different social strata, different cultural development, and finally, different religious orientations unite in the desire to create. Sometimes, as was the case in one of the projects coordinated by Cambridge University professor B. Robinson, hidden coordination is carried out by a professional children's writer, whose task is to teach children to express their thoughts competently, logically and creatively during the story being played out.
Natural science
Most often they are research, having a clearly defined research task (for example, the state of forests in a given area and measures to protect them).
Environmental projects also, as a rule, require the use of research, scientific methods, and integrated knowledge from different fields. More often they are practice-oriented at the same time (acid rain; flora and fauna of our forests; historical and architectural monuments in industrial cities; stray pets in the city, etc.).
Language (linguistic)
They are extremely popular because they relate to the problem of learning foreign languages, which is especially important in international projects and therefore arouses keen interest among project participants. In accordance with these characteristics, we can propose the following typology of projects in foreign languages:
* educational projects aimed at mastering language material, developing certain speech skills and abilities.
* linguistic, aimed at studying linguistic features, linguistic realities (idioms, neologisms, sayings, etc.), folklore.
* philological, aimed at studying the etymology of words, literary research, research into historical and folklore problems, etc.
Cultural projects
They are connected with the history and traditions of different countries. Without cultural knowledge, it can be very difficult to work in joint international projects, since it is necessary to have a good understanding of the peculiarities of the national and cultural traditions of the partners, their folklore. Cultural (country studies) projects involve the development of linguistic and speech skills at a more or less advanced level of language proficiency through the organization of intercultural communication in order to familiarize themselves with the culture, history, ethnography, geography, economics, politics, government structure of partner countries, art, literature, architecture, traditions and way of life of peoples, etc. It is advisable to carry out projects of this type with native speakers, which follows from the goals described above. A foreign language (FL) acts as a means of communication; the natural language environment contributes to the formation of the need to use a foreign language as the only possible means of communication.
In terms of content, cultural studies projects are:
* historical and geographical, dedicated to the history of the country, city, area, geography of the country, city, area;
* ethnographic, aimed at studying the traditions and life of peoples, folk art, the ethnic composition of the people living in a given territory, the national characteristics of the culture of different peoples, etc.;
* political, the purpose of which is to familiarize yourself with the state structure of countries, with political parties and public organizations, with the media and their influence on public policy, with the legislation of the country, etc.;
* dedicated to the problems of art, literature, architecture, culture of the country of the language being studied.
* economic, dedicated to the problems of the financial and monetary system, taxation, etc.
Role-playing games are also very popular and are often combined with some other direction of the project, for example, adventure, or literary-creative, or cultural. Role-playing and game projects, as well as cultural ones, involve the development of linguistic and speech skills and language skills through the organization of intercultural communication at the last two levels of mastering language material (level of application by analogy, level of creative application).
* imaginary journeys that can pursue a wide variety of goals: teaching speech structures, clichés, specific terms, dialogue statements, descriptions, reasoning, skills and abilities from other areas of knowledge;
* business simulations that simulate professional, communicative situations that bring the game situation as close as possible to the real one;
* dramatized, aimed at studying literary works in game situations, where students act as characters or authors of these works;
* imitation-social, where students play various social roles (political leaders, journalists, teachers, etc.).
Sports projects bring together children who are interested in any sport. Often during such projects they discuss upcoming competitions of their favorite teams (or their own); training methods; share impressions of some new sports games; discuss the results of major international competitions, etc.).
Geographic projects can be research, adventure, etc.
History projects allow participants to explore a wide variety of historical issues; predict the development of political and social events, analyze historical events and facts.
Musical projects bring together partners interested in music. These can be analytical projects, creative ones, when the guys can even jointly compose a piece of music and arrange it.
According to the third criterion - the nature of coordination - projects can be:
* with open, explicit coordination. In such projects, the coordinator acts in the project in his own function, unobtrusively guiding the work of the participants, organizing, if necessary, individual stages of the project, the activities of its individual participants (for example, if you need to arrange a meeting in some official institution, conduct a survey, interview with specialists, collect representative data, etc.);
* with hidden coordination. In such projects, the coordinator does not find himself in the activities of groups of participants in his function. He acts as a full participant in the project (one of...). An example of such projects are well-known projects organized and carried out in the UK (Cambridge, B. Robinson), in which in one case a professional children's writer acted as a participant in the project, trying to “teach” his “colleagues” to express their thoughts on various topics competently and literary reasons. At the end of this project, an interesting collection of children's stories similar to Arabic fairy tales was published. In another case, a British businessman acted as such a hidden coordinator of an economic project for high school students, who also, under the guise of one of the business partners, tried to suggest the most effective solutions for specific financial, trade, and other transactions; in the third case, to study some historical facts, the project was a professional archaeologist was introduced, who, acting as an unqualified specialist, directed “expeditions”.
As for such features as the nature of contacts, the duration of the project and the number of project participants, they have no independent value and completely depend on the types of projects.
When working on projects, a research method is required, and therefore it seems important to us to briefly discuss its characteristics.
The research method, or the method of research projects, is based on the development of the ability to master the world around us on the basis of scientific methodology, which is one of the most important tasks of general education.
The educational research project is structured on the basis of a general scientific methodological approach: defining goals and formulating a hypothesis about possible ways to solve the problem posed and the results of the upcoming research, clarifying the identified problems and determining the procedure for collecting and processing the necessary data, collecting information, processing it and analyzing the results obtained, preparing the appropriate report and discussion of possible applications of the results obtained.
Based on the above general didactic typology of telecommunications projects, it becomes possible to develop projects on specific academic subjects or, more precisely, subject-oriented projects, since, as already mentioned, it is quite difficult to develop purely “mathematical” or “biological” projects; all of them are to one degree or another integrated, interdisciplinary. Therefore, we can talk about the specifics of the typology in connection with the target orientation of the projects.
As an example, we can cite a typology focused on the study of foreign languages, which is most adequate to the learning objectives, which were the typological features: practical mastery of the language; linguistic and philological development of schoolchildren; familiarization with cultural and regional knowledge; situational, communicative nature of communication.
All types of projects, if these are international projects, are conducted in a foreign language and therefore represent, in addition to the possibility of implementing didactic or methodological tasks, additional interest, since they create conditions for a real language environment, on the basis of which the need for communication in a foreign language, the need for learning a foreign language is formed language. In this regard, of particular interest are linguistic (linguistic), cultural (country studies) and role-playing projects, the typology of which is given above.
Almost all types of projects involve the use of research methods to solve the underlying problem. The research method is based on developing students' ability to master the world around them on the basis of scientific methodology, which is one of the most important tasks of general education. An educational project (especially a research project) is structured on the basis of a general scientific methodological approach: identifying a problem or a series of problems, defining goals and formulating a hypothesis about possible ways to solve the problem, clarifying the identified problems during the discussion of methods for solving it, determining the procedure for collecting and processing the necessary data, collecting information, processing it and analyzing the results obtained, preparing an appropriate report and discussing the possible application of the findings.
The implementation of the project method and the research method in practice leads to a change in the teacher’s position. From a carrier of ready-made knowledge, he turns into an organizer of the cognitive activity of his students. The psychological climate in the classroom is also changing, as the teacher has to reorient his teaching and educational work and the work of students towards various types of independent activities of students, to the priority of activities of a research, search, and creative nature.
Telecommunication projects
Telecommunications regional and international projects occupy a special place in the educational activities of the school.
Having appeared in the early eighties, telecommunication networks were initially used in the field of science and education only as a convenient and operational type of communication, since all network work then consisted of the exchange of letters between students. However, as international practice and numerous experiments have shown, in contrast to simple correspondence, specially organized, purposeful collaborative work of students online can give higher pedagogical results. The most effective was the organization of joint projects based on cooperation between students from different schools, cities and countries. The main form of organizing students' learning activities online has become an educational telecommunications project.
By an educational telecommunications project we mean a joint educational-cognitive, research, creative or gaming activity of partner students, organized on the basis of computer telecommunications, having a common problem, goal, agreed upon methods, methods of activity, aimed at achieving a joint result of the activity.
Solving a problem inherent in any project always requires the involvement of integrated knowledge. But in a telecommunications project, especially an international one, as a rule, a deeper integration of knowledge is required, which involves not only knowledge of the actual subject of the problem under study, but also knowledge of the characteristics of the partner’s national culture, the characteristics of his worldview. It is always a dialogue of cultures.
It is advisable to include international projects that are conducted in English, if the program allows, in the structure of the teaching content for a given class and relate it to a particular topic of oral speech and reading. Thus, the chosen topic for a telecommunications project will fit organically into the educational system, including all program language material. If an international project is provided for in other subjects of the school curriculum, which must also be completed in English, but which does not correspond to the program material in English, then such a project is carried out during extracurricular activities, as a rule, not by the whole group, but by individual students.
The problems and content of telecommunications projects should be such that their implementation quite naturally requires the use of the properties of computer telecommunications. In other words, not all projects, no matter how interesting and practically significant they may seem, can correspond to the nature of telecommunications projects. How to determine which projects can be most effectively completed using telecommunications?
Telecommunications projects are justified pedagogically in cases where, during their implementation:
* provides for multiple, systematic, one-time or long-term observations of one or another natural, physical, social, etc. phenomena that require data collection in different regions to solve the problem;
* provides for a comparative study, research of certain phenomena, facts, events that have occurred or are occurring in various places to identify a certain trend or make a decision, develop proposals, etc.;
* provides for a comparative study of the effectiveness of using the same or different (alternative) methods of solving one problem, one task in order to identify the most effective solution acceptable for any situation, i.e. to obtain data on the effectiveness of the proposed method of solving the problem;
* joint creative development of some idea is proposed: purely practical (for example, breeding a new variety of plant in different climatic zones, observing weather phenomena, etc.), or creative (creating a magazine, newspaper, play, book, piece of music, proposals for improvement of the educational course, sports, cultural joint events, national holidays, etc., etc.);
* It is planned to conduct exciting adventure joint computer games and competitions.
Parameters of external evaluation of the project:
* the significance and relevance of the problems put forward, their adequacy to the topic being studied; correctness of the research methods used and processing of the results obtained; the activity of each project participant in accordance with his individual capabilities; the collective nature of decisions made (in a group project);
* the nature of communication and mutual assistance, complementarity of project participants;
* necessary and sufficient depth of penetration into the problem;
* attracting knowledge from other areas;
* evidence of decisions made, the ability to argue for one’s conclusions;
* aesthetics of presentation of the results of the project;
* ability to answer opponents' questions, brevity and reasoning of the answers of each group member.
Pedagogical technologies are being actively improved, and developmental teaching methods are becoming extremely popular. The term “educational project” is increasingly used in descriptions of teaching methods. These are teachers and students, which is aimed at solving a specific problem that plays an important role for all participants in the process.
Such a project can be a gaming or creative activity, as well as a series of educational and cognitive tasks. According to teachers, it is with their help that it is easiest to introduce development methods into the learning process, which provide for obtaining new information based on what was previously learned by students.
What is a project and what is it for?
If you ask any teacher, he will answer that an educational project is a large number of activities that together solve a whole package of problems. First of all, we are talking about students acquiring completely new knowledge, skills and abilities. Projects can be related not only to education; everything will depend on what goal the creators have set for themselves. For example, if the goal is to cultivate kindness and compassion in children, then the activities may include trips to shelters, orphanages, nursing homes and communication with residents of these organizations.
In some cases, such a project is understood as a series of activities aimed at forming a model, system, or even an entire object. As a rule, this interpretation is used in classes that require students to have a large number of practical skills and abilities - in lessons of chemistry, physics, computer science, technology, etc. In some cases, when forming this set of activities, parents of students are also involved in the work, who, are usually privy to everything. Each project must have its own purpose, otherwise it will not make sense.
How to define a goal?
The goal of the educational project will directly depend on what the teacher wants to teach his students. It is desirable that the set of activities developed by the teacher benefits not only the students, but also himself. In modern pedagogy, there has been a tendency to introduce quests into educational activities, and an increasing number of teachers are trying themselves in this niche.
If we consider quests as an opportunity to modify the usual way of doing things, then all participants in the project gain new experience and emotions. The children are satisfied that the lesson is interesting, and the teacher, using a new technique, tries to record their own worldviews, as well as the feelings and emotions of their students. Based on the data obtained, the teacher conducts an analysis and makes a decision whether it is worth carrying out a similar set of activities in the future or not.
Design
Once you have decided what the purpose of your school project will be, it’s time to start preparing it. First of all, we are talking about the formation of stages through which students must go in order to reach the goal set for them. The teacher, as a rule, does not voice these stages, especially if it concerns developmental teaching methods, where students independently come to the desired conclusion based on their own scientific experience.
When the stages are formed, you need to prepare all the necessary conditions for the tasks to be completed. We are talking about preparing resources and tools; in addition, the teacher, even before the start of the implementation of the planned set of activities, must determine for himself and for all participants in the process the criteria that will determine the effectiveness of the work done.
Structure: where to start?
The project must have a logically structured structure, which must take into account all the advantages and risks of its implementation. You should always start with an analysis of current affairs; you need to determine the problem that you will solve with the help of your set of measures. As a rule, during a preliminary study of the situation, several contradictions are identified that require prompt resolution.
The next stage is the formation of ideas that must be implemented within the framework of an invented set of activities. Next, you need to decide what the general meaning of your project is and its goals; for this you need to answer the question - why should it be implemented? It is important that the answer to this question be very clear and understandable for both the teacher and all participants.
Structure: important points
The next stage in drawing up a project plan is creating a list of tasks that need to be completed within its framework, as well as a register of the resources needed for this. Next, you need to decide what results you expect from the implementation of a set of planned activities, as well as how exactly you will evaluate the fact of completion or failure. Once the planned results are formed into a single picture, it is necessary to think about the consequences that may occur both in case of successful completion of the project and its failure.
These consequences can be both educational and socio-cultural. For example, if a teacher visited a glass factory with his class, and his workers did not mince words during the excursion, there is a chance that the children will take them into their vocabulary. Thus, from an educational point of view, the project has been completed, but the socio-cultural consequences may negatively affect the behavior of students. The next stage is clear planning for the implementation of your set of activities, right down to the time of its start and completion.
How to prepare for the presentation of your development?
Educational projects for teachers are created not only to conduct experiments with students, but also to exchange experiences. Preparing for a presentation is in many ways similar to creating a diploma or course work and consists of an introduction, theoretical and practical parts, as well as a conclusion. A written outline of the project must be accompanied by a list of references and necessary appendices.
In the introduction, you need to identify the contradictions found during the initial analysis, formulate a problem based on them, put forward a hypothesis and indicate ways to solve it. In this way, you can formulate which you will adhere to in the future.
Presenting the development: theory and practice
The practical part can be formatted as a description of the activities that the teacher will carry out together with his students. You can independently determine the conditions in which you will carry out the work; this can also include the structuring of the project and a description of the methods that will be used in the work. Here you need to determine the goals of the work, the planned result and the ways in which you will achieve them.
What to write in the conclusion?
The project plan assumes that the conclusion will indicate materials that relate to its implementation. Here you should also indicate the results of the analysis that was performed after the completion of the project, as well as evaluate its effectiveness according to previously selected criteria. As criteria, you can use the desire for creativity in students, the development of motivation and needs, project manageability, etc.
If the design is carried out correctly, the teacher can reveal his socio-professional and subject-matter competence in his work. As a result, the teacher should have a detailed description of all the activities that were carried out during the implementation of the project.
How do you evaluate the presentation of such a project?
An educational project is an excellent opportunity to participate in various pedagogical competitions. To prepare as best as possible, you need to know about the evaluation criteria for these jobs. The most important of them is relevance, which implies the need to study the issue at hand for the development of modern education. To get the maximum score in this section, you need to clearly formulate the problem, justify your ideas, and justify the relevance and social significance of your project.
Another criterion is innovation. To comply with it, you must indicate the novelty of the technologies you used. It is advisable that all the ideas that you demonstrate in the project are original and accessible for further dissemination. The work should also indicate the risks and consequences that the teacher sees when implementing his own project.
Another criterion is realism. Here you need to describe the impact that the results of your completed project can have on the educational process. It is enough to describe the predicted result, indicate data on the provision of resources and clarify whether developmental teaching methods are used in your work. You will also need to provide information about whether the students themselves will be able to find a solution to the problem if you periodically throw leading questions at them.
How to choose a topic?
Topics for educational projects should be selected based on a number of principles. This is especially important for those students who are taking part in such an event for the first time. Try to choose individual topics for your students, allocate a certain time for each student and discuss with him his interests, aspirations and desires. It is important that the proposed idea for the project is meaningful and modern for the child; he should be able to be proud of his own work done.
If you have a wide range of opportunities, it might be a good idea to let your students work with experts in the field being studied. At the same time, it is necessary to help children formulate their requests and needs in such a way as not to take up unnecessary time from their senior colleagues. Also consider the presence or absence of resources that may prevent the student from completing work on time.
Speaking about topics, you can invite children to make new discoveries with the help of modern technical means. For example, children can track the behavior of various biological organisms under a microscope and record the process on video. Another option is an interdisciplinary approach, namely, research at the intersection of two or more disciplines. For example, you can study the letters of Russian rulers using the Old Church Slavonic and Old Russian alphabet.
Who to work with?
Work on an educational project can be carried out in a variety of ways. A teacher can work only with his own students, he can also interact with their parents, and he can involve third-party subject teachers who are interested in this topic in his projects. The work options are numerous and varied, the main thing is to choose the right one.
Another important factor is that if you have decided to work together with fellow teachers within any educational project, you need to immediately divide the roles between the participants. Each of them must be responsible for their part of the activities, and the form of control must be established quite strictly. If you are doing a joint project with your parents, the situation becomes more complicated, since they are working on your work only in their free time, and this may be seriously lacking. It is easiest to do a project with children; it is only important to convey to them in a timely manner the importance of the event and establish control points.
Project as a form of lesson
In a sense, an educational project is a way to gain new knowledge in an unusual way. Project activities automatically imply the presence of non-traditional forms of lessons, which include round tables, presentations, defenses of independently completed scientific works, role-playing games, brainstorming, etc. In this case, everything depends on the teacher and on his ability to correctly choose the most convenient form of teaching lesson, based on the age of the children and the complexity of the material.
In modern pedagogy, there are several types of classes, the most popular of which are combined. At such lessons, homework is checked along with previously studied material, a new topic is discussed, and then it is consolidated. For an educational project, the type of class that only involves learning new material is most suitable. You can also add components that focus on using new skills and knowledge that would normally be covered in separate lessons.
Pitfalls (project implementation)
If you decide to start implementing educational projects, you should remember the large number of difficulties that may arise along the way. First of all, this is a lack of control, and in some cases - its excess. You cannot force students to participate in a project, otherwise they will not be able to understand its idea, and in the end, all parties will lose. You should also pay special attention to your colleagues with whom you created the project; if they lose interest in it, then quite a large amount of work will fall on you at the most inopportune moment.
The main aspect that must be taken into account when working with children is their desires, interests and needs. If a teacher does not know what his students dream of, it means that he does not have sufficient contact with them, which should help in carrying out not only project, but also standard teaching activities. To obtain the necessary information, you can use business games, questionnaires, testing, as well as modeling situations that children may encounter outside the school classroom.
Conclusion
Modern educational projects are used not only in schools, but also in colleges, technical schools and universities. The teacher must be prepared for the fact that he will have to spend a fairly large amount of time on the implementation of his brainchild. The most difficult thing a teacher can face when working on a set of their own activities is failure. If this does happen, it is important to analyze the situation in a timely manner and identify the reasons for the failure. And, of course, you should remember that a negative result helps you develop and become more professional.
It should be understood that an educational project is not only a way to realize teaching ambitions; some teachers completely forget about this, especially in those cases when it is really successful. It may happen that a set of activities that one teacher successfully uses does not work for another, and this is a normal phenomenon, since the audience of the project may be radically different and have its own characteristics.
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