Documentation of the project.
Shatokhina Rita Vyacheslavovna, teacher of additional education, MBU DO "House of Children's Creativity in Kalininsk, Saratov Region"In modern pedagogy, the project method is considered as one of the personally oriented teaching technologies. The project method is a pedagogical technology focused not on the integration of factual knowledge, but on its application and acquisition of new ones, sometimes through self-education.
Approximate design of the project.
Introduction. There is a problem. Work on a project is always aimed at solving a specific problem. No problem - no activity. What is the innovation of this project? Brief content of the project, a list of questions that the project participants pose to themselves.1.1.Section. "The main part of the project."
Setting goals and objectives, relevance. Determining the time to work on a project (short-term, long-term), determining the type of project:
Projects are:
a) research;
b) creative;
c) gaming;
d) information projects;
d) practice-oriented.
1.2. Action planning. During the analysis and discussion of the project, a plan of joint action between the student and the teacher is developed. A bank of ideas and proposals is being created. Throughout the entire work, the teacher helps in setting goals, corrects the work, but in no case imposes his vision of solving the problem.
Project participants are divided into groups of 2 to 5 people, depending on the number of students in the group. Roles are assigned in each group: for example, idea generator, presenter, designer, critic, encyclopedist, secretary, etc. The tasks assigned to each group and the deadlines for their completion are clearly stated. The stages of work on the project can be reflected in an example table:
Tasks or task.
Deadlines.
Solutions.
Responsible for implementation. Or a group.
Control.
1.3. Estimation: what pedagogical, student, and material resources will be used to implement this project. It could just be a list.
1.4. Definition of customer of this project: for whom?
1.5. Search for information. Provide sources.
1.6. Planned result. What will students gain? What will the teacher gain?
2. Section.
2.1. Result of work– product. Description of the work result: script, report, presentation, etc.
Students, having chosen feasible technologies to create their work, clarify, analyze the collected information, and formulate conclusions. The teacher acts as a scientific consultant. The results of completed projects must be, as they say, “tangible”. If this is a theoretical problem, then a specific solution, if practical, a specific result, ready for use (in class, at school, in real life).
2.2. Presentation of results- presentation of the finished product. In other words, the implementation of the project requires, at the final stage, the presentation of the product and the defense of the project itself, which can be carried out in the form of a competition, exhibition, presentation, or speech.
During the defense, students demonstrate and comment on the depth of development of the problem posed, its relevance, explain the result obtained, while developing their oratorical abilities. Each project is assessed by all class participants. Students watch the work of others with interest and, with the help of the teacher, learn to evaluate them.
The result of the presentation can be reviews or comments from listeners, a link on the Internet, guests or parents, articles in the media, diplomas, certificates.
3. The final part of the project.
Conduct reflection. Diagnostics. Suggested questions: Have you acquired new knowledge or skills while working on the project? What was the most interesting thing about working on the project? What were the main challenges and how did you overcome them? What comments and suggestions can you make for the future? Students can be encouraged by expressing gratitude in words or by presenting a diploma for a project developer, scientific researcher, best designer, etc.
Municipal budgetary educational institution secondary school named after D.D. Yafarov in the village of Tatarsky Kanadey
PROJECT
"WINTERING BIRDS"
Senior group
Educator: Sanzhapova G.R.
2014 – 2015 academic year G.
Relevance of the project: In modern conditions, the problem of environmental education of preschool children becomes particularly acute and relevant. It is during the period of preschool childhood that the formation of the human personality and the formation of the beginnings of ecological culture take place. Therefore, it is very important to awaken children’s interest in living nature, cultivate a love for it, and teach them to take care of the world around them.
Project type: informational and creative.
Project participants: children of the senior group, parents of pupils, teachers of the group.
Project implementation period: short-term (1 week).
The theme of the project “Wintering Birds” was not chosen by chance. After all, it is birds that surround us all year round, bringing benefits and joy to people. During the cold season, there is significantly less available food, but the need for it increases. Sometimes natural food becomes practically unavailable, so many birds cannot survive the winter and die. And we, teachers, together with parents, must teach pupils to see this, expanding their understanding of wintering birds, their habits and way of life, and create conditions for the child to communicate with the natural world.
Target : formation of ecological knowledge about wintering birds and a responsible, careful attitude towards them.
Tasks:
Replenish the subject-development environment on the topic of the project.
Expand children's horizons about wintering birds.
To promote the development of creative and intellectual abilities of students.
Involve students and parents in helping birds in difficult winter conditions.
Stages project implementation:
Stage I – preparatory.
Discussion of goals and objectives with children and parents.
Creating the necessary conditions for the implementation of the project.
Long-term project planning.
Development and accumulation of methodological materials on the problem.
Stage II – basic (practical).
Introduction into the educational process of effective methods and techniques to expand preschoolers’ knowledge about wintering birds.
Stage III is the final stage.
Presentation of the project result in the form of a presentation.
Organization and participation of parents in the exhibition "Best bird feeder".
Carrying out a promotion "Bird's Dining Room"
Parents are told the topic of the week and given homework:
Make a feeder together with your child.
By adding food, develop the child’s vocabulary.
2. Memorize poems about wintering birds.
3. Guess riddles about wintering birds.
4. Look at wintering birds in illustrations in books and magazines, bring books to the preschool group.
5. While looking at books with the children, I set a goal that we would talk about wintering birds all week. With the help of the children, we drew up a plan for the implementation of the project. The children planned to learn about birds from films, encyclopedias, presentations, etc.
Contents of work during the project implementation.
I. Game activity:
Didactic games.
Role-playing games.
Theatricalization.
Outdoor games.
Breathing exercises.
An exercise to develop fine motor skills of the hands.
II. Cognitive activity:
Formation of a holistic picture
III. Conversations.
IV. Solving a problem situation.
V. Bird watching in winter.
VI. Work. VII. Communication.
VIII.Creative storytelling.
IX. Artistic creativity:
Drawing.
Modeling from plasticine.
Application. 
X. Music.
XI. Working with parents.
Expected Result.
Expanding children's horizons about wintering birds.
Improving the subject-development environment.
Development of curiosity, creativity, cognitive activity, and communication skills in children.
Active participation of pupils and parents in helping birds in difficult winter conditions.
“So birds and people live side by side, often not paying attention to each other, sometimes quarreling, sometimes rejoicing at each other, like members of one big family. Which one of them needs more - man for birds or birds for man? But will man survive if there are no birds left on Earth?
E.N. Golovanov
Project implementation stages:
Stage I – preparatory
Discussion of goals and objectives with children and parents. Creating the necessary conditions for the implementation of the project. Long-term project planning. Development and accumulation of methodological materials on the problem.
Stage II – basic (practical)
Introduction into the educational process of effective methods and techniques to expand the knowledge of preschoolers about wintering birds.
Homework for parents Recommendations for walking together. Make a feeder together with your child. By adding food, develop the child’s vocabulary. Learning poems about wintering birds. Guessing riddles about wintering birds. Look at wintering birds in illustrations in books and magazines, bring books to kindergarten.
Game activities Didactic games:
“One-many”, “Name it affectionately”, “Counting birds”, “The fourth odd one”, “Guess the bird by description”, “Whose tail?”, “Who eats what”, “Find out by voice”, “What do birds eat " N/and “Domino” (birds), “Cut pictures”, Lotto. Labyrinth Wintering birds. Role-playing games: “Bird yard”. Theatricalization: “Where the sparrow dined.”
Lotto. Labyrinth Wintering birds.
"Cut pictures"
Outdoor games
“Bullfinches”, “Sparrows and the cat”, “Wintering and migratory birds”, “Sparrows and the car”, “Owl”.
Cognitive activity:
Formation of a holistic picture of the world.
Subject:"Wintering Birds"
Goals: tell children about wintering birds, explain the reason for their migrations (migratory, wintering); teach to answer questions with complete answers, promote a caring attitude towards birds.
FEMP Topic:“How many birds flew to our feeder?”
Conversations:
“How do our feathered friends live in winter”, “Who takes care of birds”, “Do birds bring benefit or harm?”, “Birds’ menu”, “How do children and parents take care of birds in winter?”
Solution to a problem situation: “What can happen if you don’t feed the birds in winter.”
Bird watching in winter:
Tit watching, wintering bird watching, crow watching, pigeon watching.
Work:
making feeders, cleaning feeders, feeding birds.
Communication:
Reading stories: I. Turgenev “Sparrow”, M. Gorky “Sparrow” + watching a cartoon, N. Rubtsov “Sparrow” and “Crow”. Sukhomlinsky “What is the titmouse crying about”, watching the cartoon “High Hill”, watching presentations: “Wintering birds”, “Feeders”. Creative story “How I saved a bird.” Learning and reading poems about wintering birds; discussion of proverbs, sayings, guessing riddles; looking at illustrations depicting wintering birds.
Artistic creativity :
Drawing"Bullfinches."
Target: develop interest and a positive attitude towards the unconventional drawing technique - with palms.
Modeling from plasticine“Learning to sculpt birds”:
Target: learn to sculpt birds from a whole piece.
Application"Titmouse."
Target: learn to convey the structural features and coloring of the bullfinch using silhouette cutting. Music: Audio recording “Bird Voices”. Musical and didactic game “Birds and Chicks”, music. etc. E. Tilicheeva
Working with parents:
Consultations for parents:
“How and from what you can make a bird feeder.” Individual conversations: “Do you discuss the topic of the week with your child at home?
Stage III - final
Presentation of the project result in the form of a presentation. Organization of the exhibition “The best bird feeder”. Carrying out an event with parents “Bird Canteen”
Results of the project implementation.
Children's horizons about wintering birds have been expanded. The subject-development environment has improved: literature, photographs, illustrations, poems, stories about birds, riddles, presentations about wintering birds. Children have developed curiosity, creativity, cognitive activity, and communication skills. The pupils and their parents took an active part in helping the birds in difficult winter conditions.
Teacher of the first qualification category of the Municipal budgetary preschool educational institution “Kindergarten of a combined type No. 201”, Orenburg.
Project activitiesь is an integrated teaching method that is innovative for preschoolers. It is aimed at developing the child’s personality, his cognitive and creative abilities, when a series of classes is united by a main problem.
In addition, it is important that not only children, but also their parents are involved in the implementation of the project, which makes the learning process as effective as possible.
The project “What I Know About Myself” was developed for children of primary preschool age with the aim of creating the prerequisites for a conscious attitude towards their health.
Project: “WHAT DO I KNOW ABOUT MYSELF”
Project passport
Project type: cognitive-creative, group.
Implementation time: during the academic year.
Project participants: children of primary preschool age, teacher, parents of pupils, physical education teacher, music director,
Age of participants: children of primary preschool age (3-4 years)
Educational area: the project is being implemented within the framework of the “Childhood” program, section “Raising children healthy, strong, cheerful”
Relevance of the topic:
Early preschool age is the most important period in a child’s development. At this time, there is a transition to new relationships with adults, peers, and the objective world. At this time, children begin to actively develop a need for cognitive communication with adults, which is why it is so important to encourage cognitive activity and develop the desire to observe, compare, and examine. The first object of research is often the child himself and his environment - adults and peers. The most interesting and incomprehensible thing for a child is himself. A child very early begins to strive to understand the structure of his body, compares himself with others, finds similarities and differences. Who am I? What am I? What can I do? Why are eyes and ears needed? ... - this is only a small part of the questions that the child asks, and which he cannot answer on his own. And here the main task of an adult is to support children’s interest in their own body, its structure and functioning, teach them to help themselves, teach them to treat their body with care. Thus, we can conclude that the topic of self-knowledge is relevant for study with children of primary preschool age, and the use of design technology allows children to become active participants in the educational and educational processes, and also creates conditions for involving their parents in the educational process.
Project goals:
1. awaken children’s interest in studying their body and its capabilities; develop creativity and empathy;
2. to form the basics of a hygienic culture in children;
3. develop visual materials and aids that have a developmental impact on children of primary preschool age.
Project objectives:
Select and study literature on the topic of project activities.
Develop long-term thematic planning on the topic “What do I know about myself”
Select methods of pedagogical diagnostics. During the diagnostic process, identify the level of knowledge and ideas of children about the human body.
Develop cycles of game-activities for sections of the project, each of which would combine elements of different types of activities
Select and systematize games, game exercises, experiments and experiments, literary material according to the objectives of the sections of the project
Include a variety of materials and non-traditional techniques in practical activities with children.
Determine the forms of organization of training, according to the objectives and content of the project.
Enrich the gaming environment with didactic material.
Develop advisory material for parents and teachers of preschool educational institutions on the topics of the project sections
To acquaint children with the external structure of the human body, with the capabilities of its body
Teach children to distinguish individual characteristics of their appearance, face, height, age
Give basic ideas about the meaning of the senses
To introduce children to the process of cognition through involving them in various types of practical and play activities
Create conditions for children to independently reflect their acquired knowledge and skills
Involve parents in the educational process through consultations, entertainment, and organizing joint activities with children
Develop children's imagination and creativity
Hypothesis of the educational project.
As a result of targeted and systematic work with children of primary preschool age on the topic “What do I know about myself,” it is possible that children will form the simplest ideas about the human body and its capabilities, about activities aimed at maintaining health, and also increase the level of cognitive development.
Project implementation principles:
1. Availability:
▪ taking into account the age characteristics of children
▪ adaptability of the material
2. systematic and consistent:
▪ gradual presentation of material from simple to complex
▪ frequent repetition of acquired knowledge, rules and regulations
3. clarity and entertainment:
▪ the proposed material must be understandable, have an entertaining beginning, be playful or have elements of a game or surprise
4. dynamism:
▪ integration of the project into different types of activities
5. differentiation:
▪ creating a favorable environment for each child to master the material proposed for study
Features of the project method when working with younger preschoolers:
The main goal of the project method is the development of the child’s free creative personality, which is determined by the developmental goals and objectives of the children’s research activities.
Development objectives:
1. ensuring the psychological well-being and health of children;
2. development of cognitive abilities;
3. development of creative imagination;
4. development of creative thinking;
5. development of communication skills.
The tasks of research activities are specific for each age. In early preschool age this is:
1. children’s entry into a problematic play situation (the leading role of the teacher);
2. intensifying the desire to look for ways to resolve a problem situation (together with the teacher);
3. formation of initial prerequisites for search activity (practical experiments).
Stages of work on the project
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Direction of activity, its stages |
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Stage I - information and analytical support of the project Task: Collection and analysis of information |
1. Selection and study of literature on project activities. 2. Study of advanced pedagogical experience in developing children’s ideas about the human body and its capabilities 3. Consulting with the deputy head of the institution on issues of project activities. 4. Selection of methods for pedagogical diagnostics of pupils and parents (observation of children, individual conversations to determine the level of knowledge in sections of the program) 5. Analysis of the results of pedagogical diagnostics |
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Stage II - methodological support of the project Task: Optimization of the design of the educational process |
1. Draw up a long-term thematic plan on the project topic “What do I know about myself?” 2. Development of a series of games and activities as part of project activities. 3. According to the objectives and content, determine the forms of organization 4. Select and systematize games, game exercises, experiments and experiments, literary material according to the tasks, arrange them in the form of a card index. |
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Stage III - working with children 1. To form in children the simplest ideas about the human body and its capabilities 2. To form children’s ideas about activities aimed at maintaining health 3. Development in children of such qualities as independence, creative activity; reduction of tension, stiffness. |
1. Conducting pedagogical diagnostics through conversations, observations, games, in order to determine the level of knowledge in the sections of the program. 2. Creating a situation where children are involved 3. Implementation of a cycle of games and activities 4. Creating conditions for children’s creative activity, a favorable mood for independent work (providing assistance if necessary) 5. Creation of conditions for conducting experiments, experiments and observations 6. Creating conditions under which children can independently draw conclusions and conclusions, based on past experience and experience gained during experiments. |
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Stage IV - work with parents Objective: involving parents in project activities. |
1. Preparation of advisory material for parents. 2. Design of albums and collages with the involvement of parents. 3. Involving parents in joint activities with their children. |
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Stage V - work with the teaching staff Objective: involving teachers in project activities. |
1. Preparation of information and advisory material for teachers. 2. Involvement of preschool educational institutions specialists in participation in events within the project. 3. Offer teachers a series of didactic games, as well as reading material for children on the topics of the project sections |
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Stage VI - preparation for presentation and presentation of the project Task: demonstration of work experience |
1. Summarize the work experience and arrange it in the form of a folder, submit the material to the methodological office of the preschool educational institution. 2. Presentation of professional activities through the presentation of an educational project. |
Expected result of project activities:
1. for the teacher:
· mastering the design method
· increasing the level of pedagogical competence, professional growth
· improving the quality of work with children through the use of various types of activities
2. for children:
· formed the simplest ideas about the human body and its capabilities, about activities aimed at maintaining health
· increased level of cognitive development
· development of creative abilities
· development of the ability to work in a group, communication skills
3. for parents:
· partnerships between parents and teachers in the joint organization of group life
4. for preschool teachers:
· an opportunity to get acquainted with the experience of using the project method in working with children
Project activity product:
Children's drawings made with pencils using stencils
Panel “Miracle Tree” (team work)
Drawings “What a palm can turn into” (finishing details)
Composition “Flowers in the meadow” (team work)
Material for the d/i “Find a Pair” - applique “Patterns on Socks”
Albums “I’m growing up” (photos of a child from newborn to 4 years old)
Attributes for performing gymnastics for the eyes, and for the development of color perception - “Butterflies”
- “Toys - rattles”
A book of riddles invented by children, “Guess by description”
Collages
Models of classes, didactic games, information material for parents and teachers
Visual materials and aids
Download the pedagogical project “WHAT DO I KNOW ABOUT MYSELF”
This project on the intellectual development of older preschoolers through play contains methodological developments and practical material. The practical significance of the project lies in the creation of a developmental environment that includes an area for independent play activities. The project is addressed to teachers of preschool educational institutions and parents.
Project passport
Project name"Play and develop."
Educational areas: social-communicative, cognitive, speech development, artistic-aesthetic, physical.
Project type: group, creative.
Project implementation timeline: 01.10.2014 to 31.05.2015
Project focus: complex (different types of children's games).
Project type: creative.
Duration: long-term, intended for children of senior preschool age (5-6 years old)
Fundamental Principles implementation of the project principles of the federal state educational standard for preschool education:
- supporting childhood diversity; preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;
- personal developmental and humanistic nature of interaction between adults and children;
- respect for the child's personality;
- implementation of the program in forms specific to children of a given age group, primarily in the form of games, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.
Relevance of the project.
Life in the twenty-first century confronts us with many new problems, among which the most pressing is the problem of the intellectual development of preschoolers.
There are probably no parents on the globe who would not dream of their baby growing up as a healthy, intellectually and comprehensively developed child.
Every child is curious and insatiable in learning about the world around them. All adults are interested in ensuring that the baby’s curiosity is satisfied and he grows in constant mental and intellectual development.
Federal state educational standards for preschool education (FSES) provide for the creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the formation of a general culture of the personality of children, including the values of the intellectual development of a preschooler. All five educational areas of the Federal State Educational Standard are aimed at developing the intellectual abilities of preschoolers.
It is in preschool age that it is very important to stimulate the development of thought processes: the ability to compare, recognize, generalize, and draw conclusions for a painless, smooth transition of a preschooler from a preschool educational institution to school.
Working with children of senior preschool age, I noticed that a child’s intellect develops best during play, when he unconsciously and naturally absorbs new knowledge about the world around him. I take this fact into account in my work, but I try not to overdo it and not to extinguish the child’s cognitive interest. In order to effectively stimulate the child’s intellectual development in the game, I offer him options for continuing the game that the child started on his own initiative. I offer children new interesting activities, support their keen interest in all new objects and phenomena, but their preferences remain the main factor when choosing educational games and exercises.
By celebrating each child’s achievement, encouraging him with kind words and affection, we thereby increase his self-confidence and desire for new results, and these qualities are simply necessary for the child’s intellectual development and his success in the future.
The purpose and objectives of the project.
Objective of the project: creating a comfortable gaming environment for the development of an intellectually developed personality.
Project objectives:
- To form in children a desire for self-improvement.
- To instill in children a desire to acquire new knowledge and skills.
- Strengthen the skills acquired in the game.
- Replenish and enrich the subject-specific educational environment.
Project participants: children , teachers, junior teacher, parents.
Project target group: The project is intended for children of senior preschool age.
Main forms of project implementation can be traced in the educational process and are divided into:
- Educational activities carried out in the process of organizing various types of activities,
- Educational activities carried out during restricted periods.
Organized educational activities include:
- Games aimed at the comprehensive development of the child;
- Reading and discussion of fiction;
- Creation of pedagogical situations;
- Examination and discussion of subject and subject pictures, illustrations;
- Productive activity;
- Listening and discussing folk and children's music;
- Games and exercises based on the texts of poems, nursery rhymes, songs;
- Comprehensive game classes in all educational areas
Group, intergroup and garden-wide events:
- Thematic leisure activities;
- Holidays;
- Intelligent KVNs;
- Open days;
- Theatrical performances.
Expected results of the project.
For children:
- apply acquired knowledge and methods of activity to solve new problems;
- plan your actions aimed at achieving a specific goal;
- master the universal prerequisites for educational activities;
- solve age-appropriate intellectual problems.
For parents:
- uniting parents, children and teachers on issues of intellectual development.
For teachers:
- increasing knowledge on improving intellectual skills in children of senior preschool age;
- uniting parents, children and teachers on issues of intellectual development;
- equipping the subject-developing educational environment with didactic games, manuals, and methodological developments for the development of intellectual abilities in children of senior preschool age.
Project activity product:
- photographic material;
- development of methodological recommendations;
- project presentation.
List of main directions of the project
Equipment for the subject-developmental environment of the senior group of kindergarten:
Corner decoration:
- formation of elementary mathematical concepts,
- cognitive development,
- speech development,
- artistic and aesthetic development,
- physical development.
2. Production of teaching aids.
3. Make a selection of games for intellectual development.
Methodical piggy bank:
- draw up a long-term work plan for the intellectual development of older preschoolers.
- develop notes on activities, entertainment and leisure activities.
- select and prepare methodological material for the development of intellectual abilities in older preschoolers.
Working with parents:
Increasing the competence of parents in the development of intellectual abilities in children of senior preschool age through individual consultations, workshops, conversations, master classes, parent meetings, intellectual KVNs.
Brief description of the project by stages.
Stage 1 – preparatory.
October 2014
Diagnostics at the initial stage of the project helps to identify the degree of activity of parents in organizing games for the development of intellectual abilities in children through a questionnaire. In subsequent activities, diagnostics help to monitor the dynamics and effectiveness of project activities. Diagnostics are carried out by teachers.
Stage 2 is the main one.
November-March 2015
Includes the implementation of a detailed work plan for all types of activities with children; joint educational work with children and parents to solve assigned problems; a selection of works of art, nursery rhymes, riddles, various games on this topic, logical problems, exercises, direct educational activities in the five educational areas of the Federal State Educational Standard.
Stage 3 – final.
April – May 2015
Summing up the work on the project; survey
parents and children survey; project presentation.
Resource support
| No. | Name of the resource base | Quantity |
| 1. | Game room | 1 |
| 2. | Game material, including non-traditional | In sufficient quantity |
| 3. | Technical means:
|
1 |
| 4. | Visual material: picture material (illustration, poster), demonstration material (didactic toys), teaching aids, cards |
In sufficient quantity |
| 5. | Methodological material: general developmental preschool education program, calendar-thematic plans for educational areas, developmental program for older children “Intellectual development of children through mathematical games” |
In sufficient quantity |
Project Implementation Plan
| Preparatory stage (October 2014) |
||||
| № | Events | target | participants | deadlines |
| 1. | Selection of material on the project topic | Systematization of the received material | Educators | 1st week of October |
| 2. | Diagnostic examination | Planning activities for project implementation | Teachers, children | 1st week of October |
| 3. | Planning activities on the project topic | Drawing up a work schedule | Educators | 2-3 week of October |
| 4. | Interaction with parents aimed at project implementation | Introducing parents to the project | Educators, parents |
4th week of November |
Main stage
(November 2014 – March 2015)
| № | Contents of the activity | Tasks | Resources | Performers and co-performers | Implementation deadlines |
| 1 |
Social and communicative development: 1. The plot-role-playing game “Let’s go for a visit.” 2. “Birds in a Trap.” 3. “Toys Alive.” 4. "Dandelion". 5. We have order." 6. Excursion to school, library. |
Develop the child’s interaction and communication with adults and peers. Involve parents in creating conditions for role-playing games. |
Classes, excursions, didactic and educational games. Role-playing games |
Children and teachers parents |
November December January February |
| 2 |
Cognitive development 1. “Letter from Dunno.” 2. “High - low, far - close.” 3. “Chicken Ryaba.” 4. “Pick it up quickly.” 5. “Find the same one.” 6. "Bats." 7. “What are we doing.” 8. “Mysterious fingerprints.” 9. Logic problems, puzzles, crosswords. 10. Games with Dienesh blocks |
Develop interest, curiosity, cognitive motivation Form primary ideas about yourself, other people, objects of the surrounding world, their properties and relationships | Classes, didactic, educational board games, word games, logical problems. Role-playing games | Children and teachers, parents | According to the plan of the educational process. |
| 3 |
Speech development Finger games - we depict numbers and letters with our fingers; Exercises to develop mobility, strength and flexibility of the fingers; Riddles (reading, writing, concepts of time, plants, etc.) physical education minutes in class, etc. |
Develop coherent, grammatically correct dialogical and monologue speech. Learn to speak as a means of communication and culture | Use of poems, riddles, proverbs, sayings, etc. in classes, game training for speech development, theatrical games | Children and teachers, parents | According to the plan of the educational process. November December January February |
| 4 |
Artistic and aesthetic development Logic exercises: Continue the series, finding the error, drawing conclusions. Modeling “Russian nesting doll”, “I have a mustachioed friend, the cat Matroskin Striped” Application “New Year's fun”, “Kitchenware” Drawing “Dear Mommy, My Mom” "Good Doctor Aibolit" |
Implement independent creative activity when drawing various objects, hatching, etc., when modeling from plasticine, appliqué |
Notebooks with tasks, albums of exercises for the development of a child’s hand, fun homework, graphic dictations, albums on modeling and do-it-yourself applications | Children and teachers, parents |
According to the plan of the educational process. (in the first half of the day) November December January February |
| 5 |
Physical development: Escape games: "Tag", "Rockets" Jumping games: "Bag Running", "Jumping Rope" Ball games: “Tag with the ball”, “Relay race with the ball passing” Word games: “Repeat it again”, “Let the crow get wet” Riddles - folds; pure tongue twisters and tongue twisters; Folk games; "Paints", "Chain Break" |
Develop physical qualities in a child. Strengthen gross and fine motor skills during physical education sessions included in every lesson and in children’s free activities | Folk games, Dynamic breaks, psycho-gymnastics, physical education, outdoor games |
Children and teachers, parents | According to the plan of the educational process. (in the first half of the day) November December January February |
Working with parents
| № | Carrying out | The content of the work | Methodological support |
| 1 | October | Diagnostics: “Does a child need a game and why?” "Research on gaming activity" |
Magazine – “Directory of a senior preschool teacher 2007 No. 6-8 |
| 2 | november | Consultation for parents: “Intellectual development of a preschool child” | L.I. Sorokina Website for teachers of preschool institutions mail. ru |
| 3 | December | Meeting with parents at a round table. Speech by parents about their experience of organizing children's games at home | |
| 4 | January | Together with parents, work on organizing the “Center for Entertaining Mathematics” Games: “Find a Pair”, “Make a Picture”, “Logical Lotto”, etc. | E.V. Serbina “Mathematics for kids” |
| 5 | February | Consultation for parents “The importance of entertaining material for children’s development” | Z.A. Mikhailova “Game entertaining tasks for preschoolers |
| 6 | March | Joint competition with parents for savvy people “Hurry up, don’t make a mistake” |
The final stage
(April-May 2015)
| Events | Target | Participants | Deadlines |
| 1 . Diagnostic examination: | |||
| "Development of mental processes in a preschooler." | Identification and | Educators | May |
| Questionnaire “Parents’ attitude to the intellectual development of their child.” | determination of implementation effectiveness | Parents Children, | |
| Questioning of parents “Play and develop.” | project. | ||
| 2. Creating a folder for teachers: | |||
| "Card index of games for the formation of intellectual abilities in preschoolers" “Entertaining physical education minutes”; "Games that teach"; “Relaxation games”, “Developing hands”; |
Increasing the competence of teachers in terms of developing mental health in children | Teachers Educators | April |
| “Games in the air, with water”; Outdoor games. | |||
| 3. Intellectual marathon: "Znayki": |
Consolidation and generalization of the material covered. | Educators | 05/15/2015 |
| 4. Creation of a folder for parents: “Preschool childhood is the first period of a child’s mental development” (memos, recommendations, booklets, consultations). | Improving the pedagogical culture of parents according to the issue of intellectual development |
Educators Parents |
April |
Literature.
1. Belousova, L.E. Amazing stories [Text]: library of the “Childhood” program / L.E. Belousova. – M.; Enlightenment, 2003. - 214 p.
2. Buktakova, V.M. Games for kindergarten [Text]: a manual for teachers / V.M. Buktakova. – S.–P.; Sphere, 2009. – 168 p.
3. Kolesnikova E.V. I solve logical problems [Text]: Textbook / E.V. Kolesnikova. – M.; Sphere shopping center, 2015. – 48 p.
4. Matyushkin A.M. Thinking, learning, creativity [Text]: A.M. Matyushkin. - M.; Voronezh, 2003. – 85 p.
5. Mikhailova Z.A. Entertaining game tasks for preschoolers [Text]: a manual for educators /Z.A. Mikhailova. – M.; Enlightenment, 2007. – 287 p.
6. Psychology of giftedness in children and adolescents [Text]: a manual for teachers / ed. N.S. Leites. - M., Sfera shopping center, 2010 - 205 p.
7. Mikhailova Z.A. Logical and mathematical development of preschool children / Z.A. Mikhailova, K.A Nosova - St. Petersburg. LLC Publishing House Childhood - press, 2013. - 128 p.
8. Sorokina L.I. Intellectual development of children, 5 - 6 years old:
[Text]: manual for teachers / L.I. Sorokina.-Humanitarian Publishing Center VLADOS, 2014 – 145 p.
9. Yuzbekova E.A. The place of play in the intellectual development of a preschooler [Text]: Moscow, 2006. – 256 p.
The full version of the work is available.
Description of the presentation by individual slides:
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Municipal preschool educational institution Kindergarten No. 23 “Joy” PROJECT ACTIVITY IN A PRESIDENTIAL INDUSTRY PRACTICAL PART Prepared by: Bagdasaryan A.A.
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TYPES AND TYPES OF PROJECTS according to the composition of participants and their association: group subgroup intergroup partner individual family with the involvement of parents frontal by timing: long-term medium-term short-term by type of activity: creative research complex gaming information practice-oriented
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Contents of the project 1. Goal setting (formulation of the problem) 2. Participants 3. Purpose of the project 4. Determination of the format and type of the project 5. Objectives 6. Support of project activities (methodological, material and technical) 7. Estimated results of the project, result 8. Subject of research 9. Project hypothesis (if ……, then it is possible………) 10. Project methods 11. Drawing up a comprehensive thematic plan for project implementation (project implementation strategy)
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PROJECT METHODS OBSERVATION JOINT CREATIVE GAMES EXPERIMENTATION GAMES MONITORING PROCEDURES EDUCATIONAL PROJECTIVE GAMES COGNITIVE ACTIVITIES FAIRY TALE GAMES, DRAMATIZATIONS SAND AND FAIRY Tale THERAPY EXHIBITION ACTIVITIES METHODS MUSEUM PEDAGOGY PRESENTATIONS
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Stages of development and implementation of the project 1. Search stage Setting a goal for children, based on the interests of the children, formulating the problem Involving preschoolers in solving the problem (“children’s goal”) Planning stage Drawing up a plan for moving towards the goal Discussing the work plan with the parents of the students Seeking help from specialists Preschool educational institutions, parents (creative search) Preparation of a plan for the implementation of the project, familiarization Collecting information, materials for the implementation of the project using various means 3. Main stage (practical) Organization of various activities (games, holidays, observations, excursions, experiments, creative tasks and etc.) Homework for parents and children Independent creative work: crafts, drawings, albums, publishing newspapers, exhibition of posters, etc., selection of materials.
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4. Final stage (final) Organizing the presentation of the project through various forms (holidays, open events for parents, exhibitions, compiling books, albums, etc. Proposing new problems, ideas. Summing up (summarizing the experience of teachers through various forms)
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Formation of key competencies in the process of project implementation STAGES: Stage I: introductory, search - collection of information Information competence: the ability to obtain information, use different sources of information, ask questions on a topic of interest, get used to the game situation. Technological competence: the ability to navigate a new, non-standard situation, choose how we will solve a problem (read, draw, ask, observe...) Social-communicative competence: develop the ability to obtain the necessary information when communicating, listen to a peer, coordinate your proposals with him . Stage II: planning Technological competence: the ability to plan stages of activity (where to start, what is needed for this, how we will do it); ability to understand instructions and algorithm of activities. Plan where and from whom to obtain specific information, how to record the results of activities. Socio-communicative competence: develop the ability to obtain the necessary information when communicating, listen to a peer, coordinate your proposals with him, give in, choose, convince, come to a common decision. Information competence: the ability to search and select various materials for the planned practical activity, search for the necessary sources of information.
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Stage III: implementation-practical Social-communicative competence: the ability to defend one’s hypothesis, idea, the ability to communicate and conduct dialogue not only with peers, but also with adults; the ability to ask for help and accept help if needed; listen and not interrupt others, correlate one’s desires with the interests of others Information competence: the ability to assess the need for this or that information for one’s project activities, the ability to assess social habits related to the problem (city ecology, human activity, etc.) Technological competence: the ability make decisions, apply acquired knowledge, the ability to organize a workplace, bring the job started to completion, the ability to make changes, additions, and draw conclusions. Stage IV: final-presentation Social and communicative competence: the ability to negotiate, who is reporting what, how to place materials, the ability to distribute responsibilities, inviting guest children from other groups to defend the project. Technological competence: the ability to tell a story according to a plan, draw conclusions. Stage V: final – control Technological competence: the ability to put forward a new problem, set a new goal.
