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Municipal budgetary preschool educational institution kindergarten of the combined type No. 3 "Brook". "Organization of a mini-museum in the preschool educational institution". Prepared by the educator: Oksana Valerievna Nikishina Urban district of the city of Vyksa 2016.
Organization of a mini-museum in a preschool educational institution Principles for creating a mini-museum Features of the location of mini-museums
What does the word "museum" mean? Museum - from the Greek. "museion" - the temple of the muses; a research institution that stores, studies and popularizes monuments of history, material and spiritual culture.
Organization of a mini-museum Stage 1. Setting goals and objectives Stage 2 Choice of premises. Stage 3. Collection of exhibits and their registration in the catalog. Stage 4. Making a mini-museum Stage 5. Development of topics and content of excursions and classes to familiarize children with the exhibits. Stage 6 Development of a perspective-thematic work plan Stage 7. Choice of tour guides. Stage 8. Opening of a mini-museum with the invitation of children and their parents.
The principles of creating a mini-museum The principle of integration The principle of activity and interactivity The principle of natural conformity The principle of scientific character The principle of humanization and partnership The principle of cultural conformity The principle of dynamism and variability The principle of diversity The principle of regional component
Features of the location of mini-museums. Group room Possibility to build the museum material gradually Parents do not have a complete understanding of the work of the kindergarten. Pluses Minuses Changing room
Premises for extra classes Ideal for hosting some types of mini-museums The museum merges with the general background of this room Pros Cons
It must be remembered that mini-museums are not always adapted to conduct full-fledged classes. Long standing in one place and lack of space can negate the most fascinating story of the teacher.
Thank you for your attention.
On the topic: methodological developments, presentations and notes
Project for the organization of a mini-museum in the preschool educational institution "Live, spring"
Organization of a mini-museum in the preschool educational institution
Now the national memory is gradually returning to us, and we are starting to treat ancient holidays, traditions, folklore, arts and crafts, arts and crafts in a new way, ...
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Text content of presentation slides: The project "Mini-museums in preschool educational institutions" Prepared by: Educators of group No. 6 Aleshina Marina Anatolyevna Drozdova Irina Valerievna Moscow 2015 State budgetary educational institution gymnasium No. 2072 preschool department No. 3 When creating a mini-museum, the following principles should be taken into account: - visibility, - accessibility, - content , - combination objective world mini museum with educational program kindergarten or a partial program. - the sequence of introducing children to museum collections. - the mobility of the structure (exhibits or exposition should be used to the topic of the lesson). Forms of work with expositions: Working with children involves not only the quality and quantity of information received in the course of acquaintance with expositions, but also the manifestation of creative activity: - games - travel; - classes - excursions - research activities (experimenting, observing) - games - graphic exercises; - productive activities (application, drawing, making crafts from natural material), - classes with creative tasks(composing a fairy tale together with parents, writing a riddle, a verse) - creating a herbarium, a photo album. Stages of organization of work Stage 1: preparatory. Stage 2: practical. Stage 3: activity. Stages of organization of work. Stage 1 - preparatory. In order to identify the interest of parents in this activity and their readiness to interact in the work on creating a mini-museum, it is possible to conduct a survey of parents. In the process of questioning, it turns out whether the parents themselves visit museums and exhibitions, take their children with them or not, which can help in creating a museum. Questionnaires can be conducted during the parent meeting. Stage 2 - practical Select the theme of the mini-museum. Determine the location, taking into account the multifunctionality of space, psychological comfort and safety of preschoolers. It is advisable to choose a place for a mini-museum together with the children. Determine the subject of the expositions. Start collecting exhibits. Organizing work with parents to create a mini-museum, we relied on the following principles: partnership between parents and teachers, a common understanding of goals and objectives by teachers and parents museum pedagogy help, respect and trust. Stage 3 - activity. Development of class notes using the expositions of the mini-museum. A selection of poems, fairy tales, riddles on the themes of the mini-museum. Expositions and exhibits of the museum are used in classes not only of environmental content, but also by teachers additional education, educators of other groups to conduct thematic classes. IN kindergarten mini-museums work in each group. Each mini-museum is the result of communication and collaboration between the teacher, children and their families. In a real museum, you can’t touch the exhibits with your hands, but in our mini-museums it’s not only possible, but necessary. Rules of conduct in the museum: In our museum, many exhibits are allowed to be touched! Examined exhibits must be put back. Exhibits cannot be broken. You can and even need to ask questions. You can replenish the museum with new exhibits. You can smell these exhibits. Mini-museum "Wall Plates" Mini-museum "Dolls in folk costumes and ladies of the epoch" Mini-museum "Berest"Mini-museum "World of Clocks" Mini-museum "Bells-bells" Mini-museum "Dishes" Thank you for your attention
From the experience of the "Kindergarten" Bell "
Creation of a mini-museum in kindergarten
Anufrieva Irina Viktorovna, senior teacher of MDOU "Kindergarten" Bell "r.p. Dukhovnitskoye, Saratov regionMy publication will be of interest to all OU teachers who want to create their own mini-museum on the basis of the institution.
At present, society has become more interested in the traditions, history and culture of their country. Therefore, the main role of the museum based on educational institution is to introduce children as early as possible to the knowledge of the past, history and folk culture. And the organization of the museum is the maximum effective form to introduce children to history native land and the whole country due to its visibility and accessibility.
Of course, in a kindergarten it is impossible to create expositions that meet the requirements of museum work. Therefore, we decided to organize a mini-museum on the basis of our educational institution, the purpose of which is to form the culture of preschoolers by involving them in activities and communication through the museum and educational space.
We started our activities in organizing a mini-museum of preschool educational institutions in the spring of 2014, in the Year of Russian Culture.
How did it all start?...
It seems to me that every preschool educational institution dreams of a mini-museum! But in any kindergarten there is a problem of free premises. We also had this problem as long as there was one kindergarten building.
When we were presented with a new (restored) chic yet another kindergarten building, this problem disappeared ...
We decided: in the empty group we will make a mini-museum.
The question arose: where to get exhibits? The idea came to announce a competition among teachers and parents. So, the competition "Mini-museum of preschool educational institutions" has been announced! Each group (teachers, parents) submit exhibits for the mini-museum for the competition in the following areas:
"Russian hut" (utensils, furniture, clothes ...)
"Glow Patriotic War"(everything related to the war: from military letters, documents, to household items ...)
“Our Dukhovnitsky Land…” (the history of the native land in documents, albums: traditions, sights, people, modernity…).
Work began to boil... Exhibits from all over the region (from grandparents from the village) "flocked" to the kindergarten...
There were so many!!! One spinning wheel 18 pieces!
Next, the design work began. I would like to say thanks to my teachers, what clever people, activists they are, creative people. They literally did everything themselves: they sewed, sawed, drilled ...
At this stage, we chose the head of the mini-museum (educator Puzakova O.E.), who coordinated all the work.
Defined the topic museum expositions, their appearance.
"Russian hut"
"Glow of the Patriotic War"
“The land of Dukhovnitsky is ours…”
Kindergarten: yesterday, today, tomorrow...
"May there always be peace!" and others.
The head of the museum, Oksana Evgenievna, developed « Regulations on the mini-museum», which was adopted by the pedagogical council. When developing it, she was guided by a letter from the Ministry of Education of Russia dated 12.03.2003. No. 2851181/16 "On the activities of museums of educational institutions".
She made list of thematic excursions on the basis of the mini-museum, action plan using exposure.
We timed the opening of the museum to the meeting on the basis of our preschool educational institution of the district methodological association preschool teachers Dukhovnitsky district. The guests were delighted!
Our museum has existed for about two years. During this period, we organized about 30 various events in the museum: excursions, classes, entertainment, quizzes. The doors of the museum practically do not close.
Why do children with great desire go to the mini-museum? In an ordinary museum, the child is only a passive contemplator, but here he is a co-author, creator of the exposition. He knows that a lot was done by his hands, by the hands of his parents, dads, mothers, grandparents… Here he can rearrange the exhibits, pick them up, examine them, that is, touch history.
Our mini-museum is a living, developing organism that has become an integral part of the subject-developing environment of our kindergarten.
You can even say more - he became cultural center kindergarten, on the basis of which various events take place.
Presentation Mini Museum
Tasks of museum pedagogy: Expansion of the sphere of education through familiarization with museum pedagogy. Expansion of the sphere of education through familiarization with museum pedagogy. Development harmonization creative personality. Harmonization of the development of a creative personality. Formation of national ideology. Formation of national ideology. Preservation of traditions, return to primordial spiritual values; patriotic education of citizens of their Fatherland. Preservation of traditions, return to primordial spiritual values; patriotic education of citizens of their Fatherland. Creation of a new museum auditorium; expanding the area of influence of the museum. Creation of a new museum auditorium; expanding the area of influence of the museum. Tasks of museum pedagogy: Expansion of the sphere of education through familiarization with museum pedagogy. Expansion of the sphere of education through familiarization with museum pedagogy. Harmonization of the development of a creative personality. Harmonization of the development of a creative personality. Formation of national ideology. Formation of national ideology. Preservation of traditions, return to primordial spiritual values; patriotic education of citizens of their Fatherland. Preservation of traditions, return to primordial spiritual values; patriotic education of citizens of their Fatherland. Creation of a new museum auditorium; expanding the area of influence of the museum. Creation of a new museum auditorium; expanding the area of influence of the museum.
“Museum pedagogy is an area scientific knowledge emerging at the intersection of pedagogy, psychology, museology, art (as part of common culture) and local history. She explores museum forms communication, the nature of the use of museum tools in the transmission and perception of information from the point of view of pedagogy. The subject of museum pedagogy is the problems associated with the content, methods and forms of the pedagogical impact of the museum, with the peculiarities of this impact on various categories of the population, as well as with the definition of the museum in the system of educational institutions. Thus, museum pedagogy is formed at the intersection of museology, pedagogy, and psychology. “Museum pedagogy is a field of scientific knowledge that arises at the intersection of pedagogy, psychology, museology, art (as part of a general culture) and local history. She explores museum forms of communication, the nature of the use of museum tools in the transmission and perception of information from the point of view of pedagogy. The subject of museum pedagogy is the problems associated with the content, methods and forms of the pedagogical impact of the museum, with the peculiarities of this impact on various categories of the population, as well as with the definition of the museum in the system of educational institutions. Thus, museum pedagogy is formed at the intersection of museology, pedagogy, and psychology. E. B. Medvedeva, M. Yu. Yukhnevich give the following definition:
Museum is an institution that collects, studies, preserves and exhibits monuments. natural history, material and spiritual culture, as well as educational and popularization activities. Museum science is the science of the history of museums, their purpose and organization. Museums are an integral part cultural heritage. They cover almost all spheres of human life: art, science in general, history, geography, etc. In any major city There are museums of different kinds.
The task of a teacher involved in museum pedagogy is to create conditions for developing a position of creation among pupils; positions not of an outside observer, but of an interested researcher; positions of personal responsibility in relation to the past, present and future heritage; position not so much mechanical memorization of historical and other material, but its understanding and emotional and moral assessment.
Museum pedagogy has an integrated character. Museum Studies Museum Studies Psychology Psychology Pedagogy Pedagogy scientific discipline, is of an integrated nature, since the development of this direction is due to the interaction of museology, pedagogy and psychology. IN recent decades preschool institutions began to create their own mini-museums, the organization and use of mini-museums is considered as special shape work with children and parents. In recent decades, preschool institutions have begun to create their own mini-museums, the organization and use of mini-museums is considered as a special form of work with children and parents. In preschool museum pedagogy, two major areas can be distinguished: In preschool museum pedagogy, two major areas can be distinguished: 1) cooperation of a kindergarten with museums (local history, art, etc.); 2) creation and use of mini-museums in a preschool institution 2) creation and use of mini-museums in a preschool institution.
The principle of integration The principle of continuity and diversity The principle of activity and interactivity The principle of scientificity The principles of dynamism and variability The principle of partnership The principles of environmental friendliness and safety The principles of organizing a mini-museum in a preschool educational institution
Areas of work in the course of the implementation of museum pedagogy projects Creation of thematic collections and expositions Presentation of parent-child research projects joint artistic activity for children and parents, as a result of which museum exhibits are created Museum pedagogy Project implementation Specially organized and independent artistic activities Integrated thematic blocks of GCD using ICT Research activities according to the methodology Folklore holidays, joint excursions and other aesthetic events
Stages of creating a mini-museum Preparatory stage At the beginning of the work (children, educators), together with their parents, determined the theme and name of the mini-museum, developed its model, and chose a place for placement. Final, summarizing stage Presentation of the mini-museum Presentation of the mini-museum Practical stage (or project implementation stage) Participation in the creation of children and parents. Each mini-museum is the result of communication, joint work of the educator, children and their families. In the course of work, all material is systematized and supplemented. Eventually the main objective achieved: the relationship between parents and teachers has changed, more united, there has been a rapprochement. Partnerships between preschool institutions and parents have been established.
Forms of organization of work with children: I. Daily. K Collecting with children; creation of mini-museums. II. Weekly. Museum Content Formation Games artistic culture, entertainment games; travel games; games - aesthetic exercises: filling in museum dictionaries (drawings, collages, etc.). Doing homework (draw, sculpt, come up with your own name, riddle). III. Periodic. Conducting educational and sightseeing tours, competitions and quizzes in mini-museums (a prize for the most curious museum visitor).
Mini-museums in kindergarten are relevant and effective. They give the child the opportunity to experiment, synthesize the acquired knowledge, develop Creative skills and communication skills. Leading method in working with children preschool age known to be a game. It is in the game, simulating a variety of situations, that the child learns the world acquires the necessary skills, acquires own experience. Imagination and fantasy, at its most developed in childhood, help the child to feel the spirit of a different historical time, and therefore, to master, transform the accumulated historical and cultural values. aim pedagogical technology is the education of morality of preschool children by means of museum pedagogy. The purpose of pedagogical technology is to educate the morality of preschool children by means of museum pedagogy. To develop the technology of using museum pedagogy as innovative in the process of educating children's morality, the following principles are identified:
What is the difference between a modern children's museum and a classical museum? His the main task educational, educational: any objects can be collected in it, and not just originals, as is customary in traditional museums. Another one specific trait children's museums: this is a playful or interactive educational space in which a child can do something independently, according to his choice, taking into account his own interests and capabilities. Children's Museum focused on children of a certain age, family and preschool. Its main function is educational, educational. It is interactive and involves the active behavior of the child in relation to the exhibits. The main thing in such a museum is not the value of the exhibits themselves, but the availability of conditions for creativity and independent activity of the child. From this point of view, a mini-museum in a kindergarten, in our opinion, is a kind of children's museum.
A mini museum for pupils, this kind of educational zone: Speech development - vocabulary work, the development of coherent speech, intonational expressiveness of speech, activation passive vocabulary, acquaintance with folklore, with folk tale. Speech development - vocabulary work, development of coherent speech, intonational expressiveness of speech, activation of a passive dictionary, acquaintance with folklore, with a folk tale. Mathematics - counting, measurement, comparative analysis and synthesis, familiarity with the calendar and time cycle, etc. Mathematics - counting, measurement, comparative analysis and synthesis, familiarity with the calendar and time cycle, etc. Music - getting to know folk music, With classical music, musical rhythmic exercises. Music - acquaintance with folk music, with classical music, musical and rhythmic exercises. Art - acquaintance with the works of classical artists, acquaintance with the works of photo artists; with folk applied art. Art - acquaintance with the works of classical artists, acquaintance with the works of photo artists; with folk arts and crafts. Knowledge of the surrounding world - acquaintance with different professions, with the production technology of some products, with social life, with the environment. Knowledge of the world around - acquaintance with different professions, with the technology of production of certain products, with social life, with the world around. Health - give an idea of healthy way life, oh proper nutrition about vitamins. Health - to give an idea about a healthy lifestyle, about proper nutrition, about vitamins. Physical development - to expand ideas about physical development as an integral part general development. Physical development - to expand ideas about physical development as an integral part of overall development.
Museum pedagogy, as one of the activities of the museum, is becoming more and more common in the practice of spiritual and moral, civil and patriotic, historical and local history education of the individual in a single educational process.
In accordance with the annual work plan of the preschool educational institution, in order to enrich the subject-developing environment of the group, form preschoolers' ideas about the museum, create conditions for the development of design and research skills, from February 20 to February 22, 2017, a mini competition was organized and held. -museums in the preschool educational institution, in which everyone took part age groups DOW.
During the competition, the following indicators were evaluated:
- mini museum location(aesthetic appearance, creativity of design, safety, compliance with sanitary and hygienic conditions, age appropriateness of children,
- theme of the mini-museum(connection of the selected topic with educational areas, patriotic education or speech development,
- the history of the creation of the mini-museum(story about the purpose of creation, interesting facts and objects of the museum,
- availability of documentation (summaries of GCD, work plan, content of work with children - a selection of games, fiction and etc. ,
as well as the variety of exhibits, the ability of the teacher to conduct a tour of the museum.
The “mini-museums” presented during the review competition are diverse in content, themes, aesthetic design, equipment with materials and manuals, are of a developing nature, created taking into account age characteristics, located in places accessible to children, created by the hands of teachers, parents and children.
Each of the educators did a lot of work, decided on the theme of the mini-museum, chose a place for its placement, filled it with content, thought out equipment, sections, forms of work in the museum.
The theme of museums turned out to be diverse:
In the "Polyanka" group, Mylnikova Natalya Yurievna and Savkina Nadezhda Alexandrovna shared some secrets of making exhibits. Everyone really liked the mini-museum "This is how our ancestors lived."
In the group "Rainbow" - teacher Ivanova Olga Viktorovna met the guests with pancakes and treats. Shrovetide in the yard! The mini-museum "Folk Crafts" was presented to the attention of colleagues. Olga Viktorovna conducted a fascinating tour about the past and present of our country, our region.
In the group "Ryabinka" educators Chikova Galina Alexandrovna and Korney Yulia Nikolaevna presented the mini-museum "Wonders from wood" and "Russian hut". Everyone appreciated beautiful decoration And interesting stories about the exhibits.
In the "Rays" group, the teacher Karelina Larisa Yuryevna presented the mini-museum "The World of Stones".
In the "Why" group, teachers Kolbina Tatyana Nikolaevna and Salomatova Svetlana Borisovna presented to the attention of colleagues the mini-museum "Porridge - our joy" hospitably, according to Russian tradition, and everyone else tried porridge "Friendship" with heat, with heat in a real cast iron and wooden spoons !
In the "Daisy" group, the educators Tamara Petrovna Korobatova and Natalya Ivanovna Popova presented the "Utensils" mini-museum, as well as the didactic material used in the work, to the attention of their colleagues.
The group "Yagodka" was represented by the teacher Bondar Marina Aleksandrovna. The teacher presented the mini-museum "Berest".
In the group "Sunshine" was Grand opening mini-museum "World of Clocks". The tutor Novikova Elena Mikhailovna told her colleagues about how the decision on the theme of the museum was made together with the parents, how the exhibits were collected and how they got acquainted with them. Visual and didactic material was also demonstrated.
The mini-museum "Russian Matryoshka" was represented by the teacher Borodina Lyubov Viktorovna. 
In the "Bees" group, the novice educator Simonova Olga Olegovna presented the mini-museum "Sounding Toy", which Morshneva Polina Nikolaevna worked on.
The final excursion was to the "Rodnichok" group, which was presented by the tutors Deryabina Elena Viktorovna and Malenkih Roza Vasilievna. The mini-museum "Russian Folk Crafts" has existed in the group for a long time, but today it is presented in a new version. Also, the educators showed all the exhibits, collections, visual and didactic material accumulated in the group, morally patriotic education. The educators told their colleagues in detail how the work on patriotic education is being implemented, what forms of work are most interesting in the implementation of the program for the regional component, etc.
Summing up such fruitful work preschool educators, I would like to note the coherence of work, kindness, mutual assistance and support of all members of the team, the interest and participation of parents.
We hope that the work in mini-museums will continue, teachers will develop museums, replenish exhibits, complicate didactic and theoretical material according to the age of the children.
The results of the competition will be announced at the Pedagogical Council in March 2017.
