Educator of the first qualification category of the Municipal Budgetary Preschool Educational Institution "Combined Kindergarten No. 201", Orenburg.
Project activity b is an integrated teaching method that is innovative for preschoolers. It is aimed at developing the personality of the child, his cognitive and creative abilities, when a series of classes is united by the 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 in order to form the prerequisites for a conscious attitude to their health.
Project: "WHAT I KNOW ABOUT MYSELF"
Project passport
Project type: cognitive-creative, group.
Implementation time: during the academic year.
Project participants: children of primary preschool age, educator, parents of pupils, educator in physical education, music director,
Age of participants: children of primary preschool age (3-4 years)
Educational area: the project is being implemented as part of the Childhood program, the section “Raising Children Healthy, Strong, Cheerful”
Relevance of the topic:
Early childhood is a critical period in a child's development. At this time, there is a transition to new relationships with adults, peers, with the objective world. At this time, children begin to actively manifest the need for cognitive communication with adults, which is why it is so important to encourage cognitive activity, develop the desire for observation, comparison, and examination. The first object for research is often the child himself and his environment - adults and peers. The most interesting and incomprehensible thing for a child is himself. The child very early begins to strive for knowledge of the structure of his body, compares himself with others, finds similarities and differences. Who am I? What am I? What can I do? What are eyes and ears for? ... - 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 the children's interest in their own body, its structure and functioning, to teach them to help themselves, to teach them to take care of their bodies. Thus, we can conclude that the topic of self-knowledge is relevant for studying 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. arouse in children an interest in studying their body, its capabilities; develop creativity, empathy;
2. to form the foundations 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 forward-looking thematic planning on the topic “What I know about myself”
To choose methods of pedagogical diagnostics. In the process of diagnosis, identify the level of knowledge and ideas of children about the human body.
Develop cycles of games-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 tasks of the sections of the project
To include in practical activities with children a variety of materials, non-traditional techniques.
Determine the forms of organization of training, according to the objectives and content of the project.
Enrich the game environment with didactic material.
Develop advisory material for parents and teachers of the preschool educational institution on the topics of the sections of the project
To acquaint children with the external structure of the human body, with the capabilities of its body
To teach children to distinguish the individual characteristics of their appearance, face, height, age
To give elementary ideas about the meaning of the sense organs
Involve children in the process of learning through their involvement in various types of practical and play activities
Create conditions for independent reflection of the knowledge and skills acquired by children
Involve parents in the educational process through consultations, entertainment, organizing joint activities with children
Develop children's imagination and creativity
Hypothesis of the educational project.
As a result of purposeful and systematic work with children of primary preschool age on the topic “What 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
▪ adaptation of the material
2. systematic and consistent:
▪ gradual presentation of material from simple to complex
▪ frequent repetition of acquired knowledge, rules and norms
3. visibility and entertainment:
▪ the proposed material should be understandable, have an entertaining beginning, be playful or with elements of a game, surprise
4. dynamism:
▪ integration of the project into different types of activities
5. Differentiation:
▪ creation of a favorable environment for the assimilation of the material proposed for study by each child
Features of the project method when working with younger preschoolers:
The main goal of the project method is the development of the free creative personality of the child, which is determined by the tasks of development and the tasks of the research activities of children.
Development tasks:
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.
Research tasks are specific for each age. In early childhood, these are:
1. the entry of children into a problematic game situation (the leading role of the teacher);
2. activation of the desire to look for ways to resolve the problem situation (together with the teacher);
3. formation of the 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 project Task: Collection and analysis of information |
1. Selection and study of literature on project activities. 2. The study of advanced pedagogical experience in the development of children's ideas about the human body and its capabilities 3. Consulting with the deputy head of the institution on project activities. 4. Selection of methods of pedagogical diagnostics of pupils, parents (observation of children, individual conversations in order to ascertain 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 perspective thematic plan on the topic of the project “What do I know about myself?” 2. Development of a cycle of games-activities within the framework of project activities. 3. According to the tasks 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 file cabinet. |
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III stage - work 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 of involving children 3. Implementation of the cycle of games - classes 4. Creation of conditions for the creative activity of children, a favorable mood for independent work (if necessary, assistance) 5. Creation of conditions for conducting experiments, experiments and observations 6. Creation of such conditions under which children can independently draw conclusions and conclusions based on past experience and experience gained during experiments |
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IV stage - work with parents Task: involvement of parents in project activities. |
1. Preparation of advisory material for parents. 2. Making albums, collages with the involvement of parents. 3. Involving parents in joint activities with children. |
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Stage V - work with the teaching staff Task: involvement of teachers in project activities. |
1. Preparation of information and advisory material for teachers. 2. Involvement of PEI specialists to participate in activities within the framework of the project. 3. Offer teachers a cycle of didactic games, as well as reading material for children on the topics of the sections of the project |
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Stage VI - preparation for the 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 activity through the presentation of an educational project. |
Expected result of the project activity:
1. for the teacher:
development of the project method
Improving the level of pedagogical competence, professional growth
Improving the quality of work with children through the use of various 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 teamwork skills and communication skills
3. for parents:
partnerships between parents and teachers in the joint organization of group life
4. for preschool teachers:
Opportunity to get acquainted with the experience of using the project method in working with children
Project activity product:
Drawings of children made with pencils using stencils
Panel "Miracle Tree" (group work)
Drawings “What a palm can turn into” (finishing details)
Composition "Flowers in the meadow" (group work)
Material for d / and "Find a Pair" - application "Patterns on socks"
Albums "I'm growing up" (photos of a child from a newborn to 4 years old)
Attributes for gymnastics for the eyes, and for the development of color perception - "Butterflies"
- "Toys - rattles"
Book of riddles invented by children, "Guess by description"
collages
Class models, didactic games, information material for parents and teachers
Visual materials and aids
Download the pedagogical project "WHAT I KNOW ABOUT MYSELF"
I. Introduction…
2. Relevance of the project…
3. Goals, objectives, expected results and products…
4. Annotation of the project ...
5. Stages of implementation of the draft program…
6. Action Plan…
7. Resources...
8. Risks and ways to overcome risks ...
9. Conclusions...
10. Literature ....
Introduction
your TEXT
The project is ultimately focused on solving one main problem - ....
The project provides for the object of study, which are the conditions .... , the subject of activity is the process ...
2. Relevance of project creation
your TEXT
That is why the development of the project becomes relevant ...
The upbringing of a modern child and his cognitive abilities is a priority, the most important task of preschool pedagogy, especially in modern conditions, since any country needs personalities (describe which ... .
3. Goals, objectives, expected results and products
Strategic goal: creating favorable conditions for …
Tactical targets
1. Create...
2. Form ....
3. Organize...
Expected results
4. Abstract
your TEXT
This project is based on the following ideas:
In accordance with the FGT, the project is based on the scientific principles of its construction:
CHOOSE THE REQUIRED PRINCIPLES FOR THE PROJECT
The principle of developmental education, the purpose of which is the development of the child. The developing nature of education is realized through the activity of each child in the zone of his proximal development;
Combination of the principle of scientific validity and practical applicability;
The unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, in the process of implementing which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;
The principle of integration of educational areas (physical culture, health, safety, socialization, work, cognition, communication, reading fiction, art, music) in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas;
Solving program educational tasks in the joint activities of an adult and children and independent activities of children not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;
Building the educational process on age-appropriate forms of work with children. The main form of work with children of preschool age and the leading activity for them is the game.
Principles of humanization, differentiation and individualization, continuity and systemic education.
Reflection of the principle of humanization in the draft program means:
Recognition of the uniqueness and originality of the personality of each child;
Recognition of unlimited opportunities for the development of the personal potential of each child;
Respect for the personality of the child on the part of all participants in the educational process.
Differentiation and individualization of upbringing and education ensures the development of the child in accordance with his inclinations, interests and capabilities. This principle is implemented through the creation of conditions for the upbringing and education of each child, taking into account the individual characteristics of his development.
The implementation of the principle of continuity of education requires the connection of all levels of preschool education, from early and younger preschool age to the older and preparatory groups for school. The priority from the point of view of continuity of education is to ensure by the end of preschool childhood such a level of development of each child that will allow him to be successful in primary school. Compliance with the principle of continuity requires not only and not so much the mastery of a certain amount of information and knowledge by children, but the formation in a preschooler of the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, etc.
Ways to solve the project:
CHOOSE WHAT YOU NEED
Think about the "image of the future", present a model of what they are going to create;
Take into account the requirements and opinions of all participants in the future being created;
Develop a system for implementing ideas based on real
practices and capabilities of a particular preschool educational institution;
Assess the risks of project implementation.
5. Stages of implementation of the draft program
The project implementation is designed for __ weeks: from "_" ___ to "_" ___
No. Stages Purpose Timing
1. Preparatory and design stage
2. Practical stage
3. Summarizing - productive stage
6. Action plan
№ p / p Name of events Terms Responsible
Stage 1 - Preparatory and design stage
Stage 2 - Practical stage
Stage 3 - Summarizing - productive stage
7. Resource support of the program
Legal Resources
Law of the Russian Federation "On Education"
Decree of the Government of the Russian Federation "On approval of the Rules for the provision of paid educational services in the field of preschool and general education" dated July 5, 2001
CHARTER DOW
The concept of the content of lifelong education (preschool and primary education)
Law of the Russian Federation "On Education"
Human Resources
To work in the project are involved ....
According to the educational qualification, the project team is as follows:
Total teachers Higher education Secondary specialized education Incomplete higher education Non-specialists
Thus, the educational qualification of preschool teachers is quite high, able to organize upbringing and education at a sufficient level.
By age limit:
Up to 30 years Up to 40 years Up to 50 years Over 50
By experience in teaching:
Up to 5 years Up to 10 children Up to 15 years Up to 25 years More
Thus, the professional level of the teacher (s) is quite high.
Informational resources
Educational and methodological resources:
Fund methodical office:
Library;
Game library;
Audio library;
Music library.
Inventory:…
Financial resources
The project is being funded...
Project financing object
All financial and economic activities are aimed at the implementation of this project
Item No. Name of events Estimated cost
1 Acquisition:
Exemplary basic programs of preschool education;
Methodological support of programs;
Literature on the implementation of the Federal State Educational Standard in DO 1,000 rubles
2 Purchase:
Paper "Snow Maiden";
A printer;
Files. 4 000 rubles
3 Scientific consulting 500 rubles
4 Internet resources 900 rubles
5 Media subscription:
Newspaper "Preschool Education", Publishing House "First of September";
Journal "Preschool education";
Magazine "Hoop". 2 500 rubles
TOTAL 8 900 rubles
Project Evaluation Criteria
CHOOSE YOUR REQUIRED
1. Satisfaction of parents with the result of the work of the preschool educational institution (created conditions, the level of preparation of the child for school, the child's interest in the educational process).
2. Compliance with the conditions for teaching preschoolers to the norms of SanPiN.
3. Awareness of parents about the organization of the educational and educational process of a preschooler.
4. Replenishment and improvement of MTB based on a comparison of MTB at the beginning and end of the year.
5. Delayed result: the success of a pupil of a preschool educational institution in elementary school.
8. Risks and ways to overcome risks
Risks Ways to overcome risks
9. Conclusions:
The project should become a powerful impetus to the development of the creative initiative of preschool pedagogical teams dealing with childhood problems. ….
your TEXT
In general, the project with children and parents, from my point of view, has a progressive character and will not only allow ... ., but will also give impetus to development ....
Municipal budgetary preschool educational institution "Kindergarten of supervision and improvement No. 108", Saratov
A project in a preschool educational institution - what is it? Types of projects used in kindergarten.
Prepared by the teacher
Iqualification category
Senina Yulia Viktorovna
2017
What is project work in kindergarten?
Even at the beginning of the twentieth century. Professor Collings, the organizer of a long experiment in one of the rural Missouri schools, proposed the following classification of educational projects:
"game" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);
"excursion" aimed at studying problems related to the surrounding nature and social life;
"narrative", during the development of which children learn to convey their impressions and feelings in oral, written. Vocal (song), artistic (picture), musical (piano playing) forms;
"constructive", aimed at creating a specific useful product: knocking together a birdhouse, a cooked children's breakfast, arranging flower beds.
By the end of the twentieth century. New types of projects have been developed. E. Polat (1999) characterizes projects in accordance with their typological characteristics: the number of participants, the dominant method, the nature of contacts, the method of coordination, and duration.
Focusing on these features, the author offers his own version of the typology of projects that are relevant for preschool education.
1. According to the dominant method: research, creative, informational, game, adventure, practice-oriented.
2. By the nature of the content: include the child and his family, the child and nature, the child and the man-made world; child, society and its cultural values.
3. By the nature of the child's participation in the project: customer, expert, performer, participant from the inception of an idea to obtaining a result.
4. By the nature of contacts: carried out within one age group, in contact with another age group, within the preschool educational institution. In contact with family, cultural institutions, public organizations (open project).
5. By the number of participants: individual, pair, group and frontal.
6. By duration: short-term, medium-term (medium-term) and long-term).
The project sounds kind of official and scientific, doesn't it? But in fact, this word hides the name of one of the methods for implementing the tasks of developing and educating preschoolers. Project activity consists in the joint work of the educator, parents and children on the study of some issue.
The goal and objective of the projects is to promote the development of independent thinking in children, the ability to make decisions, look for answers, plan, anticipate the result and learn to cooperate with other people. The teacher gives some task to the children, feasible for their age, and teaches how to solve it and how to present the result of the solution.
Preschoolers cannot develop a project on their own, in kindergarten we do everything together. Typically, this type of activity is purely educational in nature, we use the project as a tool for learning, gaining knowledge and enriching life experience. This method has only recently begun to be applied in preschool education, it is considered progressive and effective for today's children.
Development and education in the preschool format is carried out mainly through gaming activities, so the projects have a creative, playful focus. The most effective is the group research activity of children.
Project topics are varied.
Well, for example, the theme "Family Tree" or "My Family" is the running theme for children's projects. This project can be implemented in different ways - in the form of a collective panel with photographs of the family of each child in the group, or a painted large tree, or an exhibition of children's works on the theme of the family of children.
The point is not to give the children a finished project, but to give them a topic and help determine the way the project will be implemented: what materials to use, whom to ask for help, how to design the product of the project, how to present it. And this applies not only to children of the senior and preparatory groups. Toddlers also do projects that they can handle.
For those who want to make a project according to all the rules
The features of the pedagogical and educational system in Russia are such that each of our steps must be strictly in accordance with the Federal State Educational Standard. Therefore, even such a creative undertaking as writing a project requires compliance with the methodological recommendations of the Ministry.
In order not to look for information for a long time, I suggest looking at the UchMag online store, since there is absolutely any methodological literature there, including excellent manuals on our topic:
"Projects in the preschool educational institution: the practice of teaching children 3-7 years old";
«Innovative pedagogical technologies. Method of projects in preschool educational institution ";
"Projects in preschool education: theory and practice of child development";
“Projects in preschool. The practice of teaching children 3-7 years old. Program for installation via the Internet»;
“Development Program of the Preschool Educational Establishment. CD for computer: innovative educational project»;
For preschool teachers, taking into account modern requirements for a preschool teacher, in such manuals you can find everything that is necessary for competent planning and implementation of pedagogical activities: how to draw up a project, what to take into account, how to formalize the results, etc.
Types of projects in kindergarten
In the current practice of kindergartens, the following types of projects are used:
Research with a creative bias: the guys find out some information, for example, why the snow melts in the spring, and the results are drawn up in the form of drawings, wall newspapers, stage scenes, etc .;
Creative tasks are also cognitive in nature, but the results of the study are presented in the form of a theatrical performance, performance, children's holiday;
Socio-informational: the guys explore the subject of the project and draw up the result in the form of a newspaper, folder, poster, installation;
Role-playing or playing: the guys solve the task of the project through a fairy tale they know, getting used to the roles of characters, presenting the result of the study in the form of a role-playing plot.
According to the method of project implementation, group, individual, intergroup, complex
Given the age-related psychological characteristics of preschoolers, project coordination should be flexible, i.e. the educator unobtrusively directs the work of the children, organizing the individual stages of the project.
All projects are carried out within the preschool educational institution, as a rule, between groups of participants, but there are also personal, individual projects (in visual and verbal art). Since the leading activity of a preschooler is a game, starting from a younger age, role-playing and creative projects are used: “Favorite toys”, “ABC of health”, etc.
Other types of projects are also significant, including:
complex: "The World of the Theater", "Hello, Pushkin!", "Echo of the Centuries", "Book Week", etc.;
intergroup: "Mathematical collages", "The world of animals and birds", "Seasons", etc.;
creative: "My friends", "In our Neskuchny garden",
"Favorite Tales", "The World of Nature", "Rowans of Russia", etc.;
group: "Tales of Love", "Know Yourself", "Yugan Gems", "Underwater World", "Merry Astronomy", etc.;
individual: "Me and my family", "Family tree", "Secrets of the grandmother's chest", "Fairytale bird", etc.;
research: "The World of Water", "Respiration and Health", "Nutrition and Health", etc.
It may seem that these projects are something too difficult for preschoolers. But preschoolers are just getting acquainted with this type of activity, preparing for independent research that they will conduct at school.
Research projects
According to E. Polat, they require a clear structure, defined goals, the relevance of the subject of research for all participants, social significance, thoughtful methods for processing the result. In recent years, research projects have been actively conquering the space of general education schools, institutions of additional education and are increasingly of interest to preschool educational institutions.
Information projects
Objectives: to collect information about some object, phenomenon, and then to acquaint the participants with it, analyze and summarize the observed facts.
The structure of the information project: obtaining and processing information, the result (report, an album with drawings and photographs), presentation.
Creative projects
They do not have a detailed structure of the joint activities of the participants. It is only outlined, and then it develops, obeying the final result, the interests of the project participants. Educators and children agree on the form of presentation of the results (fairy tale, film, dramatization, holiday, interior design). However, the design of the results of the project requires a well-thought-out structure in the form of a film script, a concert program.
Creative projects are diverse, as are the types of artistic and productive activities mastered by children. In terms of content, they reflect the relationship: child - family; the child is nature; the child is a man-made world; child – society and its cultural values.
It is possible to classify creative projects according to the predominant motive (expression of a subjective attitude, bringing joy, providing assistance, joint creativity or activity); by the dominant type of creativity (playing, visual, constructive, artistic and speech, artistic and design, theatrical, musical); according to the form of presentation of the result (panel, construction, performance, decoration, cartoon, concert, holiday, presentation).
Game (adventure) projects
The structure of game projects is only being outlined, the participants assume certain roles, due to the nature and content. These can be literary characters or fictional characters imitating social or business relationships in imaginary situations.
The degree of creativity in such projects is high, but role-playing is still the dominant activity.
Practice-oriented projects
They are distinguished by a clearly defined expected, socially oriented, result of the participants' activities. A practice-oriented project requires a well-thought-out structure and organization of work at individual stages (adjustment of efforts, discussion of results and ways to implement them in practice, project evaluation).
Open Projects
The most common design within the same age group. Teachers and children do not experience difficulties, because they know each other's creative abilities and social qualities well; have an idea of the subject-spatial environment of the group. However, you should not close yourself in your team. Contacts with another age group are necessary for the child for his social development, expanding the scope of communication. Participation in a joint project with another group enriches children with new experiences, allows them to experience new emotions, win sympathy from the people around them. A similar process occurs in the age-mixed group. Under such conditions, younger preschoolers get the opportunity to explore the world around them with the participation of older children, and older children gain experience in behavior socially approved by adults.
It is more difficult to organize contacts and projects within the preschool educational institution (for example, “Laughing Day”, “Fairy Tale Week”). They require a high level of development of managerial (creative, organizational) skills among teachers, since it is necessary to determine the actual problem, think over the conditions and form of children's or children's-adult projects.
The most difficult are open projects that are implemented in contact with the family, cultural institutions, and public organizations. But it is they that give a high result in the development of the child, expanding the space of his life.
Individual and collective projects
Individual project - carried out autonomously, designed to enrich the cultural experience of the child; with its help, the ability to overcome obstacles in solving a problem is monitored (composing and illustrating a fairy tale). The value of individual design
is undeniable, since the child learns to take the initiative, experience mistakes and achievements, and demonstrates abilities.
However, children are collectivists at heart, they want to interact with peers and adults. An essential feature of the psychological characteristics of any person is the ability to participate in collective activities, to jointly find ways to solve problems. The formation of stable skills of collective cooperation among preschoolers is facilitated by the constant and purposeful involvement of children in the creation of common works. Children learn to unite in subgroups, discuss together ways to implement the plan, plan and coordinate their actions in stages, distribute duties and tasks among themselves, help each other, worry about the quality of not only their part of the work, but the whole.
The experience of collective creativity is acquired against the background of joint positive emotional experiences that contribute to the development of friendly relationships between children.
Children feel unhappy when they are out of the group. Therefore, for child development, paired, group, frontal projects are needed.
Pair project - carried out by a pair (pairs) of participants. Children acquire the skills of cooperation, learn to act together in the same space, solve a common problem, choose adequate solutions.
group project - carried out by a group of participants (from 3 to 10-12 people).
Frontal (collective) project - performed by the whole team.
Short term projects - aimed at solving a small problem or part of a larger one. They can be implemented in one or more specially organized classes, as part of joint activities with adults or independent children's activities (study of the properties of ice; study of the artist's activity in the studio).
Medium length projects - designed to solve the problem within a few days, weeks (preparation for a holiday, travel); writing and staging a story).
Long term projects (from one to several months) - solve a major problem, which requires effort and sufficient time to overcome (for example, researching one's pedigree).
Have you seen foreign films, where children prepare some projects, often make volcanoes, various devices, bring a pet to kindergarten and talk about it? Such activities are extremely useful for children, as they broaden their horizons, activate cognitive activity, and reveal their creative and scientific abilities.
The name - projects - sounds very serious to our ears. In fact, for children, this is just one type of work that requires research and presentation of the result. Both short-term and long-term projects are designed to increase the child's self-esteem, since initially an adult is set to recognize the value of any result of a child's research.
It's not about trying to get a perfect research result out of a child, say, on a favorite toy. The point is to instill in him an interest in research and analysis of the processes that are happening around us. Arousing curiosity and healthy curiosity in kids is the task of children's projects.
Research tasks are specific for each age.
In early childhood, these are:
The entry of children into a problematic game situation (the leading role of the teacher);
Activation of the desire to look for ways to resolve the problem situation (together with the teacher);
Formation of the initial prerequisites for research activities (practical experiments).
At the senior preschool age it is:
Formation of prerequisites for search activity, intellectual initiative;
Development of the ability to determine possible methods for solving a problem with the help of an adult, and then independently;
Formation of the ability to apply these methods, contributing to the solution of the problem, using various options;
Development of the desire to use special terms, conducting a constructive conversation in the process of joint research activities.
Thus, the method of projects in working with preschoolers today is an optimal, innovative and promising method that should take its rightful place in the system of preschool education. The methodological foundations of project activities discussed above give an idea of the high degree of adaptability of innovative technologies to the specifics of preschool educational institutions.
The use of the project method in preschool education as one of the methods of integrated teaching of preschoolers can significantly increase the independent activity of children, develop creative thinking, the ability of children to independently find information about an object or phenomenon of interest in various ways and use this knowledge to create new objects of reality. It also makes the educational system of the preschool educational institution open to the active participation of parents.
The specificity of using the project method in preschool practice is that adults need to “lead” the child, help to detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project. Based on a student-centered approach to education and upbringing, ultimately, it should contribute to the development of individual creative activity of teachers in the development of strategies, tactics and technology of the educational process, promote the personal development of pupils, and ensure high-quality results of pedagogical activity.
The prospect of the project method in the preschool education system lies in the fact that it makes it possible to develop observation and analysis of phenomena, comparison, generalization and the ability to draw conclusions, creative thinking, the logic of knowledge, inquisitiveness of the mind, joint cognitive-search and research activities, communication and reflective skills and much more, which are the components of a successful personality.
This project on the intellectual development of older preschoolers through the game contains methodological developments, practical material. The practical significance of the project lies in the creation of a developing environment, which includes an area for independent play activities. The project is addressed to teachers of preschool educational institutions, parents.
Project passport
Project name"Play and Grow"
Educational areas: socio-communicative, cognitive, speech development, artistic and aesthetic, physical.
Project type: group, creative
Project implementation timeline: 10/01/2014 to 05/31/2015
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 project implementation principles of the federal state educational standard of preschool education:
- support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;
- personality-developing and humanistic nature of the interaction between adults and children;
- respect for the personality of the child;
- implementation of the program in forms specific for children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.
The relevance of the project.
Life in the twenty-first century poses many new problems for us, among which the most urgent is the problem of the intellectual development of a preschooler.
Probably, there are no such parents on the globe who would not dream of their baby growing up as a healthy, intellectually and comprehensively developed child.
Every child is inquisitive and insatiable in the knowledge of the world around him. In order for the curiosity of the baby to be satisfied, and he grew up, all adults are interested in constant mental and intellectual development.
The 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 common 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 a preschooler.
It is at preschool age that it is very important to stimulate the development of thought processes: the ability to compare, learn, generalize, draw conclusions for a painless, smooth transition of a preschooler from preschool to school.
Working with children of senior preschool age, I noticed that the child's intellect develops best during the game, when he is unconsciously absorbing new knowledge about the world around him. I take this fact into account in my work, but I try not to overdo it, not to extinguish the cognitive interest in the child. In order to effectively stimulate the intellectual development of the child in the game, I offer him options for continuing the game started by the child on his own initiative. I offer children new interesting activities, I support their lively interest in all new objects and phenomena, but their preferences remain the main factor in choosing educational games and exercises.
By celebrating each achievement of the child, 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 intellectual development of the child and his success in the future.
Purpose and objectives of the project.
Objective of the project: creation of a comfortable gaming environment for the development of an intellectually developed personality.
Project objectives:
- To develop in children the 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-developing educational environment.
Project participants: children , educators, junior educator, parents.
Target group of the project: The project is intended for children of preschool age.
Main forms of project implementation 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 sensitive moments.
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 plot pictures, illustrations;
- Productive activity;
- Listening and discussion of folk, children's music;
- Games and exercises for the texts of poems, nursery rhymes, songs;
- Comprehensive-game classes in all educational areas
Group, intergroup and general garden events:
- Thematic leisure;
- Holidays;
- Intellectual KVNs;
- Open days;
- Theatrical performances.
Expected results of the project.
For kids:
- apply acquired knowledge and methods of activity to solve new problems;
- plan their actions aimed at achieving a specific goal;
- master the universal prerequisites for learning activities;
- solve intellectual problems adequate to age.
For parents:
- rallying parents, children and teachers on issues of intellectual development.
For teachers:
- increasing knowledge on improving intellectual skills in children of senior preschool age;
- rallying parents, children and teachers on issues of intellectual development;
- equipping the subject - developing educational environment with didactic games, manuals, 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 the main directions of the project
Equipping the subject-developing environment of the senior group of the kindergarten:
Corner decoration:
- formation of elementary mathematical representations,
- 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 outlines of classes, entertainment and leisure activities.
- to select and arrange 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 KVN.
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 the follow-up, diagnostics help track the dynamics and effectiveness of project activities. Diagnosis is carried out by educators.
Stage 2 is the main one.
November-March 2015
Includes the implementation of a detailed work plan for all activities with children; joint educational work with children, parents to solve the tasks; a selection of works of art, nursery rhymes, riddles, various games on this topic, logical tasks, exercises, direct educational activities in five educational areas of the Federal State Educational Standard.
Stage 3 is the final one.
April–May 2015
Summing up the work on the project; questioning
parents and children survey; project presentation.
Resource support
| No. p / p | Resource base name | 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), didactic aids, cards |
In sufficient quantity |
| 5. | Methodical material: general developmental program of preschool education, 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) |
||||
| № | activity | purpose | participants | terms |
| 1. | Selection of material on the topic of the project | Systematization of the received material | educators | 1 week of October |
| 2. | Diagnostic examination | Planning activities for project implementation | Educators, 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 the implementation of the project | Introducing the project to parents | educators, parents |
4th week of November |
main stage
(November 2014 - March 2015)
| № | Activity content | Tasks | Resources | Performers and co-performers | Implementation timeline |
| 1 |
Social and communicative development: 1. Plot-role-playing game "We're going to visit." 2. "Birds in a trap." 3. "Revived toys." 4. "Dandelion". 5. We have order. 6. Excursion to school, library. |
To develop interaction and communication of the child with adults and peers. Involve parents in creating conditions for role-playing games. |
Classes, excursions, didactic and educational games. Story-role-playing game |
Children and educators parents |
November December January February |
| 2 |
cognitive development 1. "Letter from Dunno". 2. "High - low, far - close." 3. "Ryaba Hen". 4. "Quickly collect." 5. "Find the same one." 6. "Bats". 7. "What we do." 8. "Mysterious prints." 9. Logic tasks, puzzles, crosswords. 10. Games with Gyenesh blocks |
To develop interest, curiosity, cognitive motivation To form primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships | Classes, didactic, developing board, word games, logical tasks. Story-role-playing game | Children and teachers, parents | According to the plan of the educational process. |
| 3 |
Speech development Finger games - draw numbers, letters with fingers; Exercises for the development of 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 dialogic and monologue speech. Learn to speak as a means of communication and culture | Use in the classroom of poems, riddles, proverbs, sayings, etc. game training for the development of speech, 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 errors, conclusions. Modeling "Russian nesting doll", "I have a friend with a mustache, a cat Matroskin striped" Application "Christmas fun", "Kitchenware" Drawing "Mommy dear, my mother" "Good Doctor Aibolit" |
Implement independent creative activity when drawing various hatching objects, etc., when modeling from plasticine, appliqué |
Notebooks with assignments, exercise books for the development of the child's hand, fun homework, graphic dictations, modeling books and do-it-yourself applications | Children and educators, parents |
According to the plan of the educational process. (in the first half of the day) November December January February |
| 5 |
Physical development: Runaway games: "Fifteen", "Rockets" Jump games: "Running in bags", "Jumping rope" Ball games: "Fifteen with the ball", "Relay with the transfer of the ball" Word games: “Repeat - ka”, “Let the crow get wet” Riddles - folds; tongue twisters and tongue twisters; Folk games; "Paints", "Breaking the Chain" |
Develop physical qualities in a child. Strengthen the gross and fine motor skills of the hands in the physical exercises included in each lesson and in the free activities of children | folk games, Dynamic pauses, 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
| № | Holding | The content of the work | Methodological support |
| 1 | October | Diagnostics: “Does a child need a game and why?” "Research of game activity" |
Journal - "Handbook of the senior educator before 2007 #6-8 |
| 2 | november | Consultation for parents: "Intellectual development of a preschool child" | L.I. Sorokin Site for teachers of preschool institutions mail. en |
| 3 | December | Meeting with parents at the round table. Speech by parents about the experience of organizing games for children at home | |
| 4 | January | Together with parents, work on the organization of the "Center for Entertaining Mathematics" Games: "Find a Pair", "Make a Picture", "Logic Lotto", etc. | E.V. Serbina "Mathematics for kids" |
| 5 | February | Consultation for parents "The importance of entertaining material for the development of children" | Z.A.Mikhailova "Game entertaining tasks for preschoolers |
| 6 | March | Joint competition with parents of savvy "Hurry up, don't make a mistake" |
The final stage
(April-May 2015)
| activity | Target | Members | Timing |
| one . Diagnostic examination: | |||
| "The development of mental processes in a preschooler". | Identification and | educators | May |
| Questionnaire "The attitude of parents to the intellectual development of their child." | determination of the effectiveness of implementation | Parents Children, | |
| Questioning of parents "Play and develop". | project. | ||
| 2. Create a folder for teachers: | |||
| "Card file of games for the formation of intellectual abilities in a preschooler" "Entertaining physical education minutes"; "Games that teach"; "Relaxation games", "Developing handles"; |
Increasing the competence of teachers in terms of the development of mental health in children | Teachers Educators | April |
| "Games in the air, with water"; Outdoor games. | |||
| 3. Intellectual marathon: "Knowledges": |
Consolidation and generalization of the material covered. | educators | 15.05.2015 |
| 4. Creation of a folder for parents: "Preschool childhood - the first period of the child's mental development" (memos, recommendations, booklets, consultations). | Increasing the pedagogical culture of parents the issue of intellectual development |
educators Parents |
April |
Literature.
1. Belousova, L.E. Amazing stories [Text]: library of the program "Childhood" / L.E. Belousova. – M.; Enlightenment, 2003. - 214p.
2. Buktakova, V.M. Games for kindergarten [Text]: a guide for educators / V.M. Buktakov. - S. - P.; Sphere, 2009. - 168s.
3. Kolesnikova E.V. I solve logical problems [Text]: Textbook / E.V. Kolesnikov. – M.; TC Sphere, 2015. - 48s.
4. Matyushkin A.M. Thinking, learning, creativity [Text]: A.M. Matyushkin. - M.; Voronezh, 2003. - 85s.
5. Mikhailova Z.A. Game entertaining tasks for preschoolers [Text]: a guide for educators / Z.A. Mikhailov. – M.; Enlightenment, 2007. - 287p.
6. Psychology of giftedness in children and adolescents [Text]: a guide for teachers / ed. N.S. Leites. - M., TC Sphere, 2010 - 205s.
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. - 128s.
8. Sorokina L.I. Intellectual development of children, 5 - 6 years old:
[Text]: a guide for teachers / L.I. Sorokina.-VLADOS Humanitarian Publishing Center, 2014 - 145p.
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.
Preschool education is the most important step in the education system. It is it that lays the foundations and creates the basis for the further development and education of the child. Therefore, it is very important to properly organize training in preschool educational institutions. One way to shape the learning process is to implement projects in kindergarten.
Why projects are needed in kindergartens
A child from an early age begins to explore the world. The task of a preschool educational institution is to provide basic skills and knowledge that will be useful in the future. For example, in a preschool educational institution, children are taught about the alphabet, they are taught to read, and also to perform the simplest mathematical operations - addition and subtraction.
The implementation of projects in kindergartens is designed to help build an effective educational program and teach children various skills and abilities.
Types and types of projects according to GEF DO
There is a certain classification of projects in kindergartens. They differ in terms of implementation, composition of participants and topics. They use various methods and techniques aimed at the development of the child.
There are the following types of projects in the preschool educational institution according to GEF:
- Dominant principle.
- By the nature of the content and informativeness.
- By the role of the child in the project.
- According to the characteristics of the contacts.
- By the number of people involved in the project.
- By expiration date.
In the practice of preschool educational institutions, the following types of projects are used:
- Research and creative.
- Role-playing with game elements.
- Information-practice-oriented.
- Creative.
Since the leading activity of a preschooler is a game, then, starting from a younger age, role-playing and creative projects are used.
The following types of projects are of great importance:
- research;
- individual;
- group;
- intergroup;
- complex;
- creative.
The main goal of this method in a preschool educational institution is the development of a free creative personality of the child.
Documents required for project implementation
Before implementing the project, the educator must complete the following steps:
- Set the goal of the project.
- Develop a plan to achieve the goal.
- Involve specialists in the implementation of the relevant sections of the project.
- Draw up a project plan.
- Collect the necessary material.
- Include different types of activities in the lesson plan.
- Prepare homework assignments for self-study.
- Present the project in kindergarten with the help of an open lesson.
When implementing a project in a preschool educational institution, it goes through the following stages:
- Goal setting. The teacher helps the child to choose a feasible and relevant task for him, taking into account his age, abilities and interests.
- Project development - a plan of activities to achieve the goal.
- Implementation of the project - the practical part.
- Summing up - defining tasks for new projects.
Projects for different age groups in preschool
In kindergartens, there is a division into the following groups:
- nursery - from 1.5 to 2 years;
- the youngest - from 2 to 4 years. Can be further divided into 1st and 2nd groups;
- medium - from 4 to 5 years;
- senior - from 5 to 6 years;
- preparatory - from 6 to 7 years.
Each group has its own projects that take into account all the characteristics of the children in the groups. Depending on what topic or area of life the teacher wants to cover, the project can be short-term, long-term or medium-term. Here are some examples for each of the age groups.
For example, in the middle group in kindergarten, the following projects can be carried out: “Matches for children are not toys!”, “Healthy foods”, “Living water”, etc. So, the project “Matches for children are not toys!” designed to explain to preschoolers about the danger of fire, how to behave in case of fire and what measures can be taken to prevent fire.
With the help of the Living Water project, children's knowledge of water, its properties and states of aggregation can be clarified. Here, the rules of behavior on open water are considered, and an aesthetic attitude to nature is formed.
The "Healthy Foods" project should increase children's knowledge about products, their beneficial properties, ways or places to get them, and also tell you what dishes can be prepared from them.
In the older group there are children from 5 to 6 years old. At this age, there is an intensive development of the intellectual, moral-volitional and emotional spheres of life. The projects implemented in the preschool educational institution in the senior group take into account these features and are aimed at their development. For example, the project "Our Kind Tales" is aimed at developing interest in books and reading with the help of Russian folk tales.
In the preparatory group in the kindergarten, the baby's daily routine does not differ from the one that was previously, but the emphasis is on the moral and physical preparation of the child for school. At the same time, groups continue to conduct classes and implement projects aimed at developing various qualities and skills. One example of a project in preschool in the preparatory group is the Kindness Saves the World project. It is aimed at developing positive qualities of character and is designed to motivate children to do good deeds that they can do.
There are also children's projects in which preschoolers gain knowledge on their own or together with their parents. For example, in a preparatory group in a kindergarten, the project “Magic Transformations of Milk” can be implemented. With it, children should learn about the different types of dairy products and how to prepare them.
GEF sample projects
The following documents are required for the successful implementation of the project:
- explanatory note;
- project passport;
- cyclogram of its implementation;
- stages of work on it;
- results;
- feedback from participants.
One of the most important documents is the project passport in the preschool educational institution. Using the example of the Children's News in Kindergarten project, let's consider what is included in it. The document indicates the authors of the project, its theme, type and type, purpose, tasks, who will participate, that is, for what age children it is intended, the timing of its implementation and expected results. With its help, teachers plan to introduce children to the work of a journalist and presenter and give them the opportunity to make a report or news release.
The project "Children's News in Kindergarten" contains separate tasks for the child and the teacher. A sample project passport in the preschool educational institution according to the Federal State Educational Standard can be viewed.
Consider the project “Mini-Museum in Kindergarten. “Heritage of the Russian Land”, its purpose in the passport is formulated as follows: the creation of a mini-museum “Heritage of the Russian Land” to enrich the educational space of the kindergarten.
The project implementation includes the following stages: organizational, main and analytical. The first stage will last 3 months, the second - 11, and the third - 1 month. The documents describe in detail each of the stages, while children do not participate in the preparation for the implementation of the project. They will participate in the main and analytical stages. They will form the museum's exposition, make crafts on their own and together with their parents.
The main work falls on educators and other employees of the preschool educational institution in the implementation of the project. The organization of the educational program falls on the head of the preschool educational institution.
