Experience in organizing project activities in a dou. "project activity in dow" methodological development on the topic

Advice for kindergarten teachers

Project activities in kindergarten.
Project method in the activities of the preschool educational institution.
Finished projects in kindergarten

From birth, a child is a discoverer, a researcher of the world that surrounds him. Everything is a first for him: sun and rain, fear and joy. Everyone is well aware that five-year-old children are called "why". The child cannot find the answer to all his questions on his own - teachers help him. In preschool institutions, educators widely use the method of problem-based learning: questions that develop logical thinking, modeling of problem situations, experimentation, experimental research activities, solving crossword puzzles, charades, puzzles, etc.

The integrated teaching method is innovative for preschoolers. It is aimed at developing the personality of the child, his cognitive and creative abilities. A series of studies is united by the main problem. For example, giving children a complete picture of pets, the teacher in the cognitive cycle classes introduces them to the role of pets in human life, in the artistic and aesthetic cycle classes - with the images of pets in the works of writers, poets, with the transfer of these images in folk-applied art and creativity of illustrators.

Variability of using the integrated method quite varied.

• Full integration (environmental education with art literature, fine arts, musical education, physical development)
• Partial integration (integration of art literature and art)
• Integration based on a single project, which is based on a problem.

The transition of a preschool institution to the project method of activity, as a rule, is carried out in the following stages:

• classes with the inclusion of problematic situations of children's experimentation, etc.;
• complex block-thematic classes;
• integration:
  − partial integration;
  − full integration;
• projects method:
  − the form of organization of the educational space;
  − method of development of creative cognitive thinking.

Sample Plan the work of the educator in the preparation of the project

1. Based on the studied problems of children, set the goal of the project.
2. Development of a plan to achieve the goal (the teacher discusses the plan with the parents).
3. Involvement of specialists in the implementation of the relevant sections of the project.
4. Drawing up a plan-scheme of the project.
5. Collection, accumulation of material.
6. Inclusion in the plan of the project scheme of classes, games and other types of children's activities.
7. Homework for myself. execution.
8. Project presentation, open session.

The main stages of the method of projects

1. Goal setting: the teacher helps the child to choose the most relevant and feasible task for him for a certain period of time.

2. Project development- action plan to achieve the goal:

• who to turn to for help (adult, teacher);
• What sources can you find information from?
• what items to use (accessories, equipment);
• with what subjects to learn to work to achieve the goal.

3. Project execution- practical part.

4. Summing up - definition of tasks for new projects.

Projects are currently categorized as:

1. by composition of participants;
2. by target setting;
3. by topic;
4. in terms of implementation.

In the practice of modern preschool institutions, the following types of projects are used:

1. research and creative projects: children experiment, and then the results are drawn up in the form of newspapers, dramatization, children's design;
2. role- game projects (with elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems posed in their own way);
3. information-practice-oriented projects: children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.);
4. creative projects in kindergarten (designing the result in the form of a children's holiday, children's design, for example, "Theater Week").

Since the leading activity of a preschooler is a game, then, 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:"World of theatre", "Hello, Pushkin!", "Echo of the Centuries", "Book Week";
• intergroup:"Mathematical collages", "The world of animals and birds", "Seasons";
• creative:“My friends”, “In our boring garden”, “We love fairy tales”, “The World of Nature”, “Rowans of Russia”;
• group:"Tales of Love", "Know Thyself", " Undersea world"," Merry astronomy ";
• customized:"Me and my family", "Family tree", "Secrets of the grandmother's chest", "Fairytale bird";
• research:"World of Water", "Breath and Health", "Nutrition and Health".

By duration, they are short-term (one or more classes), medium-term, long-term (for example, "Pushkin's Creativity" - for the academic year).

The main goal of the project method in d / y is the development free creative child personality, which is determined by the objectives of development and objectives research activities 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:

• 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 search activity (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 task, using various options;
• development of the desire to use special terminology, conducting a constructive conversation in the process of joint research activities.

Stages project	Teacher activity	Children activities
Stage 1	1. Formulates the problem (goal). When setting a goal, the product of the project is also determined. 2. Introduces into a game (plot) situation. 3. Formulates the problem (not rigidly).	1. Entry into the problem. 2. Getting used to the game situation. 3. Acceptance of the task. 4. Addition of project tasks.
Stage 2	4. Helps in solving the problem. 5. Helps plan activities 6. Organizes activities.	5. Combining children into working groups. 6. Distribution of roles.
Stage 3	7. Practical help (if necessary). 8. Directs and controls the implementation of the project.	7. Formation of specific knowledge, skills.
Stage 4	9. Preparing for the presentation. 10. Presentation.	8. The product of the activity is prepared for presentation. 9. Present (to viewers or experts) the product of the activity.

The project method is relevant and very effective. It gives the child the opportunity to experiment, to synthesize the acquired knowledge. Develop creativity and communication skills, which allows him to successfully adapt to the changed situation of schooling.

The introduction of the project method into practice began with the organization of work with teaching staff. Here you can use the following forms of work:

Topic consultations:

• "Variability of using the integrated method in the education of preschoolers";
• "Project method as a method of developing education for preschoolers";
• "Types of projects and their use in different age groups";

Workshops:

• “Identification of cognitive interests in children preschool age»;
• “Development of advanced thematic planning for the inclusion additional education in the educational process”;
• "Additional education in the educational process";
• "Development of group projects based on design and research activities";
• "Summary of materials of experimental work on the development of a project-based teaching method";

Sample projects in the preschool educational institution in work with personnel:

1. "Prospects for the development of MDOU in the conditions of self-government" (administrative group, methodological service, council of teachers, creative Group);
2. “Raising a healthy child” (within the framework of medical, psycho-physiological and pedagogical services);
3. "Master Class. Prospects for improving pedagogical skills” (all teachers participate in the project);
4. "Young Talents" (methodological service, a group of mentors, young professionals);
5. "Prospects for environmental education of preschoolers" (educators, teachers of additional education);
6. "Nutrition and Health" (medical service, methodological service, educators, catering workers);
7. problem projects between teachers of groups working on the same program;
8. a design project to improve the developing environment (administrative and economic, methodological, psychological services, a teacher of additional education in fine arts, a building maintenance worker);
9. social projects "Our anniversaries", "Significant dates" (all members of the team, pupils, society participate)

The project method is used in working with children, starting from the early preschool age. It made it possible to determine the tasks of teaching, to form the prerequisites for teaching and research skills in accordance with the main lines of development.

Junior preschool age

Learning objectives:

1. arouse interest in the proposed activity;
2. involve children in the learning process;
3. form different ideas;
4. involve children in the reproduction of images using various options;
5. encourage children to joint search activities, experimentation.

Improvement of mental processes:

1. formation of emotional interest;
2. familiarity with objects and actions with them;
3. development of thinking and imagination;
4. speech development.

1. understanding of the goal;
2. mastering various ways of solving the tasks;
3. the ability to anticipate the result, based on their past experience;
4. search for various means to achieve the goal.

Lines of personality development.

Physical development:

• stimulation of the natural process of development of motor abilities and qualities;
• the formation of conscious ideas about the need to take care of one's health (the role-playing project "The ABC of Health");

social development:

• formation of ways of communication (opening day "Me and my family", individual family projects "Geneological tree");

cognitive development:

• enrichment and expansion of ideas about the world around;
• expansion and qualitative change of ways of orientation in the surrounding world;
• conscious application of sensory sensations in decision practical tasks(mathematical collages, intergroup project "The World of Animals and Birds", "Creative Projects" My Friends", "The World of Nature", "We Love Fairy Tales");

aesthetic development:

• development of an emotional and value attitude to works of art and artistic images;
• mastery of artistic activity (complex projects "World of Theater", "Hello, Pushkin!", role-playing projects "Favorite Toys").

Senior preschool age.

Learning objectives:

1. develop search activity, intellectual initiative;
2. develop special ways of orientation - experimentation and modeling;
3. to form generalized methods of mental work and means of building one's own cognitive activity;
4. develop the ability to predict future changes.

Formation of the prerequisites for educational activities:

1. arbitrariness in behavior and productive activity;
2. the need to create their own picture of the world;
3. communication skills.

Formation of design and research skills and abilities:

1. identify the problem;
2. independently search for the right solution;
3. choose from the available methods the most adequate and productive use of it;
4. analyze the results on your own.

Lines of personality development.

Social development:

• development of self-knowledge and positive self-esteem;
• mastering ways of extra-situational-personal communication;
• high level of communicative competence;
• awareness of the functions of speech (individual project "Me and my family", "Family tree", project "Tales of love", group projects "Know thyself");

Physical development:

• development of a conscious attitude to one's health;
• formation of the need for a healthy lifestyle;
• improvement of the process of development of motor abilities and qualities (role-playing projects "The ABC of Health", "Secrets of Ilya Muromets").

Cognitive development:

• systematization of knowledge, stimulating the development of cognitive and creative abilities;
• development of abilities for practical and mental experimentation and symbolic modeling, speech planning, logical operations (club of lovers of the book "Magic Country", group projects "Ural Gems", "Underwater World", "Merry Astronomy", intergroup project "Seasons", complex projects “Hello, Pushkin!”, “Heroes of the Russian Land”);

Aesthetic development:

• in-depth familiarization with art, a variety of artistic images;
• mastery of various types of thin. activities;
• development of abilities for aesthetic evaluation (role-playing project "Visiting a Fairy Tale", complex projects "Echo of Centuries", "Book Week", "World of Theater").

Block theme	Project name	Product of children's activity
Heritage	"Echo of the Centuries"	"Temporary tape" (work with encyclopedias, selection and systematization of illustrative material, fine arts, manual labor, theatrical performance)
	"Defenders of the Fatherland"	Historical album "Defenders of the Fatherland" (drawings, paper plastic, children's writing) Practical workshops (making posters, invitations, costumes) Theatrical performance "Heroes of the Russian Land"
	"Hello, Pushkin!"	Creation of the albums "Pushkin and Nanny", "Pushkin's Family", "Friends, our union is beautiful!", "In Pushkin's places". Didactic games "Pushkin's Tales", crosswords and logical tasks based on fairy tales, practical workshop "Fashion of the Pushkin era", "Small theatrical meetings", "Meetings by the fireplace" (Pushkin's fairy tales in painting, sculpture, music) Children's books "Hello, Pushkin!", "Pushkin's Tales" Layout "At Lukomorye" Theatrical performance "Pushkin's Tales", "Pushkin's Ball".
	Projects "Family Tree", "My Family", "Secrets of the Grandmother's Chest"	"Family tree" Album of drawings "My family" Exhibition of family heirlooms.
"I'm in the human world"	Projects in kindergarten: 1) "My friends" 2) "In our Neskuchny Garden" 3) "Children's Day" 4) "Tales of Love" 5) "Merry etiquette"	Albums (ind.) (drawings + funny stories) Theatrical sketches, publication of newspapers and magazines Project "Kindergarten of the Future". Issue of a wall newspaper. Carnival. Development of a children's code. Literary lounge. Making Valentines. School "Marquise of Etiquette"
"The world around us"	"Four forces" "Seasons" "The World of Animals and Birds" "Ural Gems"	Card file of experiences. Making collages Children's book "This is a dangerous element" Children's book, dance miniatures, collages. Handwritten magazines, books, writing, creative work Collage, children's book "The Legend of the Stones"
	"Merry Astronomy" "The Complaint Book of Nature" "In the Land of Numbers and Figures" "Useful things" "From Carriage to Rocket"	Quiz "Through thorns to the stars" Theatrical sketches "Unexplored Planet", "Journey to the Moon". Composition of Star Tales. Writing fairy tales on behalf of natural objects. "Forest Newspaper". Issue of the journal "Ecological traffic light of the city" Collages. Geometric vernissage. Theatrical sketches. Mathematical show "Alice in the country of mathematics". Encyclopedia "From the history of things" "Adventures of things" - writing fairy tales about ordinary things. Making a children's book by means of constructive activity. Children's brochures by type of equipment (transport). "Our Helpers" (a book about the history of household appliances).
"You and Your Health"	"Me and my body" “Windows to the world. sense organs" "Your nutrition and health" "Journey of a pie" (the structure of the digestive system) "Life Forces" About vitamins and health "How We Breathe" (Oxygen's adventure)	Diary "I'm growing up" Project "Country of Aibolitia" "Benefits and harms" (projects on the senses) Mini projects "What is food for?" Children's book "Adventures in the country of vitamins", compiling a card file of dishes. Composition of fairy tales, poems, theatrical sketches. “How did fruits and vegetables argue about their benefits?” Tablet "Harm-benefit" "For Clean Air" (poster) Children's Book of Tempering

Approximate scheme for the implementation of the project "Family"(st. dosh. age)

Program Sections	Types of children's activities
Game activity	Role-playing game "House", "Family"; "Furniture Salon", "Salon of clothes for the home", etc. Dramatization games based on works: "Turnip", "Little Red Riding Hood", "Geese-swans", etc. Board game "My apartment".
social development	Thematic sessions on the Convention on the Rights of the Child. Rights and obligations in the family. Compilation of a "Family Tree" (in the context of the past and future), a map-scheme of the microdistrict with the designation of houses where children live, albums "Traditions of our family", "My small homeland", "Kaleidoscope of birthdays" (zodiac signs of the children of the group, issue each family of the newspaper "The happiest day in the family" (for the birthday of the child). Meetings in the video salon "Your own director".
Speech and verbal communication	Creative storytelling of children on the topics “A day off in my family”, “My loved ones”, “Our beloved pets”, “summer in the country”, “Our journey”, “The world of family hobbies”, “I will be mom (dad)”, How do I help at home? Word creation. Creation of albums "My family" (drawings, photographs, poems of children). Joint participation of children and parents in literary drawing rooms.
Health and physical development	Drawing up a daily regimen for each family, a competition for family complexes of morning exercises, tempering procedures. Joint hiking trips "Let's go to the pool together." Inter-family competition "Mom, dad, I am a sports family." Organization of a family mini-cafe. Presentation "Favorite dish of my family", compilation of the book "Family Recipes". Classes in the culinary class (conducted by parents, educators, chef).
COGNITIVE DEVELOPMENT
The world we live in	Classification (furniture, dishes, Appliances, Food). Geographic representations. Drawing up a plan-scheme "My House", making a layout "My District", working with maps "My City".
Nature	Collages "Pets". Compilation of family albums "Indoor plants", "What grows in our country house."
Beginnings of the charter	Mathematics "Growth and age of family members", a joint game of children and parents "Family budget". Compilation of a dictionary of the names of family members "What do the names mean"
Construction	"House of my dreams", "Country house", "Homework". Plane modeling - drawing up plots from a mosaic on a family theme.
AESTHETIC DEVELOPMENT
Hood. literature	Proverbs and sayings about the family. Reading fairy tales "Wild Swans", "Sister Alyonushka and brother Ivanushka", Nenets fairy tale "Cuckoo". Selective reading: A. Lindgren "The Kid and Carlson", Odoevsky "Town in a snuffbox", L. Tolstoy "Stories for young children". Memorization: E Blaginina "Let's sit in silence."
art and design	Drawing "My family", "Family portraits", "We are on vacation", "My house", "My room", "Wallpaper in a new apartment". Issue of family newspapers. Drawing up ikebana, bouquets, panels, collages from natural material (with the participation of parents) Exhibitions "Family hobby".
Theatre	Family mini-performances, writing scripts for children's entertainment, theatrical sketches "Family Dialogues". Joint visits to theaters by families.

Project development algorithm

Stages	Tasks	Project team activities	The activities of the scientific and methodological service
Elementary	Definition of the problem (topic). Selecting a group of participants.	Clarification of available information, discussion of the assignment	Motivation for design, explanation of the purpose of the project
Planning	Problem analysis. Identification of sources of information. Statement of tasks and selection of criteria for evaluating results. Distribution of roles in the team.	Formation of tasks, accumulation of information. Selection and justification of the success criterion.	Assistance in analysis and synthesis (at the request of the group). observation.
Decision-making	Collection and clarification of information. Discussion of alternatives. Choice the best option. Refinement of action plans.	Working with information. Synthesis and analysis of ideas.	observation. Consultations.
Performance	Project implementation	Work on the project, its design.	Observation, advice (at the request of the group)
Evaluation of results	Analysis of project implementation, results achieved (successes and failures)	Participation in the collective project analysis and self-assessment	observation. The direction of the analysis process (if necessary)
Project Protection	Preparing for the defense. Justification of the design process. Explanation of the obtained results, their assessment.	Project protection. Participation in the collective evaluation of the results of the project.	Participation in the collective analysis and evaluation of the results of the project.

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1 Features of the organization of project activities in the preschool educational institution The main goal of the project method in the preschool educational institution is the development of children's initiative, a free creative personality. The method of project activity can be used in work with older preschoolers (there is experience and earlier application). The older preschooler is characterized by more stable attention, observation, the ability to start analysis, synthesis, self-esteem, as well as the desire for joint activities. Using the project method in working with older preschoolers, it must be remembered that the project is a product of cooperation and co-creation of educators, children, parents, and sometimes the entire kindergarten staff. Therefore, the theme of the project, its form and detailed plan actions are developed collectively. At the stage of development by teachers of the content of classes, games, walks, observations, excursions and other activities related to the topic of the project, it is important to carefully consider and organize the subject environment in the preschool educational institution in such a way that it is a "background" to heuristic and search activities. Also, the organization of the search and creative activities of children must involve parents and relatives, since one child cannot cope with this activity. The stages of implementation of the method of projects can be reduced to four main ones: 1. Definition of the goal. 2. Development of a project plan of activities to achieve the goal (whom to turn to for help (adult, teacher), in what sources you can find information, etc.) 3. Implementation of the project practical part. 4. Summing up the definition of tasks for new projects.

2 Table 2. Activities of the project participants (according to T.A. Danilina) Stages Activities of the teacher Activities of children Stage 1 1. Formulates the problem (goal). When setting a goal, the product of the project is also determined. 2. Introduces into a game (plot) situation. 3. Formulates the problem (not rigidly). Stage 2 4. Helps in solving the problem. 5. Helps plan activities 6. Organizes activities. Stage 3 7. Practical assistance (if necessary). 8. Directs and controls the implementation of the project. Stage 4 9. Preparation for the presentation. 10. Presentation. 1. Entry into the problem. 2. Getting used to the game situation. 3. Acceptance of the task. 4. Addition of project tasks. 5. Combining children into working groups. 6. Distribution of roles. 7. Formation of specific knowledge, skills. 8. The product of the activity is prepared for presentation. 9. Present (to viewers or experts) the product of the activity. When organizing project activities in kindergarten, teachers may encounter the following problems: 1) The discrepancy between the traditional form of organization educational process and the nature of the project. Traditional pedagogical activity is carried out in the normative space; it is focused on the developed notes, the strict logic of the transition from one part of the program to another, etc. Project activities, as noted above, are carried out in the space of possibilities, where there are no clearly defined norms. 2) Non-distinguishing between the subject and object positions of the child.

3 The teacher should organize a problem situation for children, but should not offer his own options for solving the problem. Otherwise, the child will be in an object position. In project activities, subjectivity means the expression of initiative and the manifestation of independent activity. 3) The need to form the subjective position of the teacher. Project activity is a complex process that involves systemic transformations of the entire pedagogical process in a preschool educational institution. First of all, the changes relate to the mode of the educational process. For design (from the experience of the preschool educational institution), it is most convenient to allocate one day in two weeks. On this day, the children's lifestyle changes: creative work begins at 11 o'clock (after breakfast and a walk). At the same time, it is desirable that both educators participate in project activities, since at first it should be implemented in the course of classes with children in subgroups (5-9 people each). Thus, each subgroup of children is engaged in its own project. Since the project activity involves active analytical and reflective work of the educator, the administration should facilitate the allocation of time and space for special meetings of educators, as well as participate in these meetings. So, if the administration is ready to get involved in the implementation process design technology in the life of the kindergarten, the next step will be the organization of a creative group of teachers. The creation of a creative group should be initiated by the senior educator with the support of the head. A full-fledged creative group should implement two main functions: monitor project activities and contribute to the formation of a personal philosophy of professional activity of teachers. Monitoring of project activities implies a systematic

4 tracking current and intermediate results, as well as their evaluation as problematic or successful. The formation of a personal philosophy of the professional activity of teachers is largely associated with an understanding of one's own role in organizing joint activities with children, one's attitude to the situation, and the discovery of new professional opportunities. From the experience of kindergartens in the implementation of project-based learning, four groups of problems are conditionally distinguished: “the child and his family”, “the child and nature”, “the child and the man-made world”, “the child, society and its cultural values”. The child is still small and cannot independently formulate the problem, adults help him in this. The method of developing thematic projects proposed by foreign colleagues, associated with the use of the so-called “three questions” model, is interesting. Its essence is that the teacher asks the children three questions: What do we know? What do we want to know? What have you learned? First, a general discussion is held so that the children find out what they already know about a certain subject or phenomenon. The teacher writes down the answers on a large piece of paper so that the group can see them. Write down the answers of all children and write their names next to them. Then the teacher asks the second question: What do we want to know! The answers are again recorded, regardless of whether they may seem silly or illogical. When all the children have spoken, the teacher asks: How can we find answers to questions? Methods of collecting information: reading books, contacting parents, specialists, conducting experiments, thematic excursions, recreating an object or event. The educator draws up the received proposals in the curriculum. Answers to the question What have we learned? let the teacher understand what the children have learned. Analysis of individual lessons allows you to improve future

5 projects. The educator should answer the following questions: What part of the project was the most successful? What needs to be changed next time? What have the children learned? What failed? Why? The results of each project are discussed together with the whole group. Consider asking the children the following questions: Did you learn anything you didn't know before? Did you learn anything that surprised you? Which of the activities did you enjoy the most? What needs to change in the organization of the next project? In a special book, children can evaluate each stage of the project, illustrating the story with drawings, texts recorded under dictation. In the book about the project, the participation of parents in its implementation should also be noted. Summing up, the educator thinks about how to change the organization of classes to improve them; how to individualize classes for each child; how to include children with special needs in the project implementation; what classes can be organized in the future. To document ongoing projects, a thematic plan log is kept, for example. Thematic project outline 1. Theme and its origin 2. Related activities and concepts that can be studied during the project 3. Necessary materials 4. Questions to children about the proposed project: What do we know?

6 What do we want to know? How can we find answers to our questions? 5. Evaluation. What did the children learn? (From the point of view of children and the educator.) 6. Suggestions for expanding and improving the project. Let us recall the types of project activities in the preschool educational institution E.S. Evdokimova offers her own version of the classification of types of projects that are relevant for preschool education: 1. According to the dominant method: research, information, creative, 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, the child, society and culture. 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 the 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 and long-term. Paying attention to the classification of types of project activities according to the dominant method, it is important to note that the following types of projects are more often used in the practice of modern preschool institutions:

7 1. research-creative: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design; 2. role-playing: with elements of creative games, when children enter the image of the characters of a fairy tale and solve problems in their own way 3. information-practice-oriented: children collect information and implement it, focusing on social interests 4. creative 5. normative (described by N.E. and A.N. Veraksa). Interaction of parents and children in joint project activities When adults and children interact in design, it is necessary that this process correspond to some features: First, it must reflect the co-creative position of the subjects interacting in the design process. This feature is expressed in criticism of one's own and other people's experience; that the goal of each participant, adult and child, is the process of joint search, where each one who occupies a co-creative position acts as a guarantor of development for the other. The second sign is manifested in the fact that the interaction of the subjects of co-creation is associated not so much with the mutual exchange of experience (in children it is often generally small), but with the mutual transformation and completion of each other as integral personalities. Each participant becomes a catalyst for the development of the other. The third sign is that for the subjects of development in the design activity, each discovery, each case of discovering something new becomes only an occasion, an exit to another (other) knowledge, but not a rule, not the final truth.

8 From the theory and practice of preschool education, it is well known that respect for the personality of the child, acceptance of his goals, requests for interests, creation of conditions for self-determination, self-realization actively develops creativity. In design, it is very important to maintain the necessary balance between development stimulated by the actions of an adult, and self-development, due to the child's own activity. This balance is based on the optimal ratio of "child - adult" or on complicity in activities on a partnership basis. Following the principles of domestic scientists and practitioners, it should be noted that children's design can be successful if the following conditions are met: taking into account the interests of the child, activity without coercion "with all my heart"; subject (problem) from the close environment and adequate to age; providing independence and supporting children's initiative; step-by-step achievement of the goal jointly with an adult. The themes of home joint design can be albums of drawings, photographs and stories on the topic: “My beloved brother”, “How we rested in the country”, “At the flower exhibition”, “Pets”, “Journey to the sea”, etc., which can often be viewed, shown to relatives and friends. Composing “Tales of our house”, drawing up a map of your district or city with descriptions, drawings and photographs of sights; making a layout based on Russian fairy tales. Home exhibitions Skillful hands”, “Beautiful with your own hands”, “Postcards for the holiday”, “Children's fashion”, “Journey to the land of butterflies”, “In the fairy-tale kingdom”, “We make toys ourselves”, “Paper crafts”, “We and our health ". During family leisure hours, you can organize: “Establishment of a winter garden”, “Decoration of a children's room”, “Homemade pastries”, “Cooking show”, etc. Up to 5 years, a child develops at an imitative-performing level. The lack of the necessary life experience does not allow him to fully show independence in choosing a problem and ways to solve it.

9 Therefore, the active role belongs to an adult. Attentive attitude to the needs of children, the study of their interests make it easy to determine the problem "ordered" by children. As practice shows, children are happy to perform tasks offered by adults. Interest in the content of the project depends on the satisfaction of the diverse interests of the child; realization of his needs for vigorous activity, self-expression; passion for joint activities with adults. By the end of the fifth year of life, children accumulate a certain social experience that allows them to move to a new, developing level of design. At this age, independence continues to develop, the child is able to restrain his impulsive impulses, patiently listen to an adult and other participants in joint activities. Relations with adults are being rebuilt: preschoolers turn to them with requests less often, organize independent activities more actively, they develop self-control; they are able to adequately evaluate their own actions. They accept the problem, clarify the goal, are able to choose the necessary means to achieve the intended result. In the future, the activity of an adult in joint project activities decreases, and he becomes, for the most part, a partner. The first attempts of children to solve the problem on their own should be noticed and encouraged, informing the child about his successes. This helps the child to realize his behavior, to understand what he is doing right, where he makes mistakes. It can be seen that at the second stage, the activity of an adult decreases somewhat. He does not so much generate his own ideas as he connects to the implementation of the ideas of children. It is important for a parent to get involved in what is interesting for children, to help them expand design topics. Designing can be a material for adults and children to identify their own creative uniqueness as subjects of the development of education. Unlike other technologies of education and training

10 joint design is a creative form of activity for a child and an adult. In addition, in the design process, the formation of a system of "developing and developing relations in the group" takes place. The system of developing relations is in itself both a product and a condition for the creativity of all its participants. It is created by co-creation of children, parents and teachers, and the latter basically take on only the role of initiators. In conclusion, I would like to note that project activities have a number of characteristics that have a positive impact on the development of a preschool child. First of all, in the course of project activities, children's knowledge about the world around them expands. This is primarily due to the implementation of research and creative projects. In addition, the general abilities of children are developing - cognitive, communicative, visual, artistic, etc. In the course of project activities, preschoolers acquire the necessary social skills, they become more attentive to each other, they begin to be guided not so much by their own motives as by established norms. Designing in a preschool educational institution is an integration of educational areas. Literature 1. Atemaskina Yu.V. Project activity of a teacher: essence and technology // Kindergarten from A to Z S Bederkhanova V.P. Joint design activity as a means of development of children and adults / V.P. Bederkhanova // Development of personality C

11 3. Borovleva A.V. Project method as a means of improving the quality of education // Preschool management From Veraksa N.E., Veraksa A.N. Project activity of preschoolers. Handbook for teachers of preschool institutions. M.: Mosaic-Synthesis, p. 5. Vinogradova N.A. Educational projects in kindergarten. Manual for educators / N.A. Vinogradova, E.P. Pankova. M.Iris-press, p. (Preschool education and development). 6. Vygotsky L.S. Imagination and creativity in childhood: a psychological essay: a book for teachers. M., Gorlitskaya S.I. History of the project method // Computer tools in education with Guzeev V.V. The project method as a special case of integrated learning technology. // Director of the school Guzeev V.V. Educational Technology: From Admission to Philosophy. Issue. 4. M.: September, p. 10. Jones J.K. Design methods / per. from English. T.P. Burmistrova, I.V. Fridenberg; Ed. V.F. Vendy, V.M. Munipov. 2nd ed., add. M.: Mir, p. 11. Dewey, John. From the child - to the world, from the world - to the child [Text]: ped. Art. / D. Dewey. - M.: Karapuz, p. - (Pedagogy of childhood). 12. Preschool pedagogy: Tutorial for students of secondary pedagogical educational institutions / S.A. Kozlova, T.A. Kulikova. M.: Publishing Center "Academy", p. 13. Evdokimova E.S. Design technology in preschool educational institutions / E.S. Evdokimova M .: TC Sphere, p. (Library of the head of the preschool educational institution). 14. Kaverin V.A. Two captains: A novel in 2 books. K: Glad. school, s. 54, Kiseleva L.S., Danilina T.A., Lagoda T.S. Project method in the activities of a preschool institution - M .: ARKTI, p.

12 16. Morozova L.D. Learning to design together or what is "children's design"? Parent Academy: organization of family leisure and creation of parent-child projects: Toolkit for parents. In 2 hours. Part 2. / Ed. T.S. Ivanova, N.V. Miklyaeva. Moscow: MGPI, p. From Pakhomova N.Yu. Teaching project method in an educational institution. M.: ARKTI, Pakhomova N.Yu. Educational project: its capabilities. // Teacher from Polat E.S. New pedagogical and information Technology in the education system / Ed. E.S. Polat M., Project activities in preschool educational institutions. The project is a serious game. - M .: "Our new school" With Selevko G.K. Pedagogical technologies based on activation, intensification and effective management UVP / G.K. Selevko - M .: Research Institute of School Technologies p. 22. Dictionary reference book on pedagogy. / ed. comp. V.A. Mezherikov; under total ed. P.I. Pidkasistogo. M.: TS Sphere, p. 23. Flegontova N.P. "Project method" in the pedagogy of John Dewey, [gg.] [Text] / N.P. Flegontova // Child in children. garden N 4. - C (Classics of Pedagogy). 24. Shtanko I.V. Project activity with children of senior preschool age.// Management of the preschool educational institution

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Features of the organization of project activities with children of preschool age Senior educator of the MKOU "Progymnasium No. 1" Kazartseva Svetlana Anatolyevna, Liski, 2017

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One of the requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education in accordance with the Federal State Educational Standard is: building interaction with the families of pupils in order to ensure the full development of each child, involving the families of pupils directly into the educational process. The project method can be represented as a way of organizing the pedagogical process, based on the interaction of the teacher, pupils and their parents.

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Project activity is a pedagogical technology, the core of which is an independent research, cognitive, playful, creative, productive activity of children, during which the child learns himself and the world, embodies new knowledge into real products. The key place in the organization of project activities is occupied by the educational environment. The quality of the educational environment allows you to support the creative activity of children and adults. The effectiveness of education largely depends on its saturation, structuredness, and problematic nature.

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Projects help to develop in preschoolers: creativity; the ability to observe, listen; generalization and analysis skills; thinking; vision of the problem from different angles; imagination, attention, memory, speech; to activate independent cognitive activity of children; the ability to master the surrounding reality, to study it comprehensively

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Types of projects creative gaming adventure practice-oriented research

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The motives for participating in project activities are the direct connection of the project with life, interesting events and unusual properties of familiar objects; the ability to achieve objectively and subjectively significant results; undivided activity into educational areas; a wide range of activities; the importance of not only the result, but also the process and ways to achieve it; the ability to act at your own pace, to choose forms of interaction; be cognizant, creative, business activity, independence; apply previously acquired knowledge and skills, experience and competencies.

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The objectives of the implementation of research projects are the expansion of children's ideas about the world around them; maintenance and satisfaction of children's curiosity; the formation of interest and sympathy for objects of nature, natural phenomena; the formation of the ability to find the surprising in the familiar acquaintance with the simplest methods of organizing observation, experimentation, identifying cause-and-effect relationships; expansion of children's ideas about themselves, the formation of elementary skills of self-observation, interest in self-development, the desire and ability to take care of their health, the needs and abilities to establish contact with other people creative, playful and adventure formation among preschoolers: needs and abilities to spend leisure interestingly and usefully; culture and experience of organizing free time; expansion of the arsenal of various leisure activities that older preschoolers can organize on their own practice-oriented influence of labor activity on the moral development of the child, his personal development; the formation of practical skills in children.

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The tasks of teaching project activities for each age of preschoolers are different (L.S. Kiseleva, G.S. Lagoda and M.B. Zuykova) In the younger preschool age, they are defined as: - the entry of children into a problem and game situation (the leading role of an adult); - activation to look for ways to resolve the problem situation (together with an adult); - formation of the initial prerequisites for research activities (practical experience). At senior preschool age, these are: - the formation of the 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 use these methods, contributing to the solution of the tasks; - development of the desire to use special terminology, conducting a constructive conversation in the process of joint research activities.

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What positions should be reflected in the design of the project? 1. The name of the project Reflects its content, the game (problem, creative) task underlying it. 2. Type of project type of project (creative, playful, adventure, practice-oriented, research); duration of work on it (long-term, medium-term or short-term); the number and composition of participants (group or individual; parent-child); the age of the children, the expected result: a general description can be given (for example: “a project with a predetermined practical result”) and a specific result is indicated (making a street layout, creating a cartoon, books -babies for younger preschoolers, etc.). 3. The problem of the project The problem of the project is formulated on the basis of some situation modeled by the teacher or an objectively encountered difficulty. The standard formulation of the problem is related to the search for an answer to a question, an option for resolving a difficulty, ways to complete a task, etc.

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What positions should be reflected in the design of the project? 4. The purpose of the project It consists in solving a problem or in solving a practical (creative, game) task. The choice is made of the content and forms of work within the framework of the project, ways for children to acquire relevant experience, the logic of organizing the interaction of participants, ways of self-realization for each child and adult, tactics for providing assistance in “discovering” oneself in certain activities. 5. Purpose of children's work within the framework of the project The motivational basis for participation in the project most often becomes the need to solve a problem, a task. This is the purpose of children's activities. 6. Deadlines for implementation 7. Form of summing up Product presentation, final event, exhibition, etc. 8. Implementation of program tasks The tasks of individual educational areas are indicated.

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Stages of project activities in the preschool educational institution 1. The initial stage, at which the theme of the project, the goal is determined; its relevance is revealed: “What do we know?”, “What do we want to know?”; the duration of the project is determined. 2. Planning stage. At this stage, together with the children, we draw up an action plan to achieve the goal, using symbols, we enter it in a pre-prepared table “Where can we find information?”: - who will we turn to for help; - in what sources you can find information; - what we can get as a result of the search. 3. The stage of collecting information. The purpose of this stage is: the formation of ideas of children of senior preschool age about the world around them by the method of project activity. To achieve this goal, a number of activities are carried out, depending on the topic of the project: - placement of material on the information field; - creation of a subject-developing environment; - tours; - conversations; - observations; - developing games and exercises; - experiments, experimentation, etc.

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Stages of project activities in preschool educational institution 4. Stage of generalization of information. This stage involves the integration of the collected information into a single whole, the creation of the final product, on which we use the following generalization methods: - album design; - creation of books on the topic; - creation of layouts; - organization of an exhibition of works; - entertainment; - presentation of research projects with children and parents 5. Reflective stage: “What new have we learned?”, this The final stage a project on which we evaluate the results of our joint work, identify the completeness of the disclosure of the topic, and determine the topic of the next project. criteria for the success of project activities: an increase in the degree of independence of children at each stage of project activity (when realizing the problem, when formulating goals and drawing up a work plan, in the course of searching for information and practical implementation of the project, when organizing their own actions and the activities of the group, in assessing their efforts and successes).

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Mistakes in the organization of project activities A project is a set of measures aimed at solving a single task, resolving a specific problem. A pedagogical project can be called any project that has pedagogical goals.

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Project of teachers and children's project Project of teachers Children's project this is an activity where the subject is the teacher, and the children are organized by him for various events invented by him, organized by the teacher, but the subjects of the activity in this case are the children, being active participants, authors of ideas and performers.

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Mistakes in the organization of project activities with preschoolers Representation of the system of work on any issue in the form of children's project activities Various forms of work organized during the school year - classes, holidays and leisure, exhibitions children's creativity, joint activities with parents, etc., if it is children who are active participants, authors of ideas and their performers. Substitution of concepts Pupils are not active ideological organizers, but only participants in events organized for them by teachers. During joint discussion teachers offer their ideas, thinking about how to make the life of children in a certain period interesting and rich - this is a project of teachers. Creation of a "piggy bank" Selection of teaching aids by teachers: a selection of games, physical minutes, etc.; demonstration on slides, collected in a "piggy bank". Everything that will be discussed, analyzed in the course of searching for the most acceptable and effective option, this is a piggy bank of ideas, options for solving a problem, for example, a piggy bank: chips, badges, buttons, calendar cards, etc., but collected by children and used in the project activities.

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Mistakes in organizing project activities with preschoolers Reaction of the teacher to the proposals of pupils Support by the teacher for children, especially timid and indecisive children at the stage of putting forward ideas, in order to liberate preschoolers, teach them to be independent, more proactive. You can make it clear to the pupil that his idea is “not very successful”, a look, a sigh, a hand, careless statements or silence. And if active children, in response to this, will gush with more and more new ideas, then timid and indecisive preschoolers will become silent and take the position of passive participants, or lose interest in the upcoming project activities. Guiding the activities of children At the stage of implementing the ideas of the project, it is necessary to give more freedom to children so that they try to independently find solutions to the task assigned to them, learn to analyze and draw conclusions. The teacher is obliged to keep himself from direct instructions: “Now we will do this…”, “Now do this…”. In the process of activity, the child needs to answer the questions: how do I do it, why do I do it this way and not otherwise, why am I doing what I want to know what happened as a result.

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Mistakes in organizing project activities with preschoolers The product of the project turns out to be unclaimed The result of the joint activity pleases everyone, causes a feeling of satisfaction. In the course of project activities, enough multi-products of various children's activities are accumulated, but in real life they are not used (for example, collected collections, or built layouts: “No, let it stand for now. We have worked on it for so long, and you will quickly break it”) The project must have certain period implementation The project must have a certain implementation period (as well as each stage of the project), which will allow to solve the tasks and obtain the necessary results. Project activity provides great opportunities for the creativity of all its participants, something new, interesting is invented, but when the theme of the project fills all the time, then the children are fixated on the same thing, other areas of project activity are “lost”.

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Mistakes in the organization of project activities with preschoolers The result of the project The most effective way to present the results of the project is to design a photo newspaper, book, album, which are then given to children of another group. They consider them together with the educator, formulate questions of interest to them. As a rule, teachers often choose to present the result of the work done to other students. Project participants come to another group with a photo of some moment of the project activity and talk about what and how they did. This is not suitable for preschoolers. The best viewers can be parents, including those who, due to some circumstances, did not take part in the project. When organizing project activities, they forget to reflect it in calendar plans The project is implemented at all times, during all regime moments, through various forms of joint activities (when filling out the column “Involving families in the educational process”, teachers will be able to present this work in the most complete and interesting way)

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Forms of interaction with the parents of pupils 1. Information and analytical Questioning; Testing; Polls; The method of writing by parents a mini-essay "My child". 2. Visual and informational forms Website of the preschool educational institution and teachers; Issue of family wall newspapers; Open display of educational activities for parents; Photo exhibitions; Family presentations; Non-traditional open days. 3. Cognitive. Non-traditional parent meetings; Informational and practical classes "School of parents"; Weekend routes or excursions; Joint work on the thematic plan of the project Round table. 4. Leisure.

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How to work with parents of preschoolers during the project? The information stand for parents contains information reflecting current events in the group, recommendations, requests, ways to help the child in conducting research on a specific project. Parents provide parental support to children in collecting information, conduct the necessary experiments, experiments, observations on the topics of projects, the results of which are drawn up together with the children in a form convenient for them: presentations, books, albums, messages, models, etc. Many parents are interested in helping children present the collected information to the group.

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Approximate distribution of joint project activities of parents and children at the design stages Design stages Parent activities Children activities Preparatory Formulate problems, define topics, goals (why) and deadlines. Plan ahead affairs and determine means. They take part in the discussion of the problem, the plan of upcoming affairs, and the determination of means of implementation. Analytical Conduct a joint search for information in the literature, the Internet, seek help from specialists. They analyze, discuss, offer a choice of an analogue model. They draw up an algorithm of actions, distribute duties and assignments. Organize a joint search for information. They ask questions to adults and look for answers on their own. Defend their positions in the discussion, accept instructions, negotiate with other participants in the design.

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Approximate distribution of joint project activities of parents and children at the design stages Design stages Actions of parents Activities of children Main Involve children in achieving the planned plan according to a previously developed algorithm. They implement the main joint actions (excursion, examination, comparison, production, experimentation, acquisition, design, conversations, discussions, etc.). Prepare surprises and prizes in secret from others. Conduct joint and individual rehearsals. Participate in excursions, going to the library, reading literature, conversations, discussions. They prepare surprises, ask for help when it is impossible to do something on their own. Presentation Participate in the presentation (by the project participants and guests) of the product of the project activity within the stipulated time. Along with adults, they participate in the presentation (by project participants and guests) of the project activity product on an equal footing. Reflective Ask questions: What happened? Did you get what you wanted? Have we learned anything new? What surprised and delighted us? What did we like the most? What needs to be changed next time? Answer questions and ask them. Outline topics for future projects.

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Resources used: http://corowina.ucoz.com/ Sunny - http://www.dietaonline.ru/community/post.php?topic_id=30706&page=43 Background - http://www.gpark.kz/gdefon/ download/241668?PHPSESSID=Literature used Derkunskaya V.A. Project activities of preschoolers Zhuravleva V.N. Project activity of older preschoolers Zakharova M.A. Project activity in kindergarten: parents and children. Zebzeeva V.A. Development of elementary natural-science ideas and ecological culture of children Ilyina T.N. Active methods of teaching teachers in preschool educational institutions. Kiseleva L.S. Project method in the activities of a preschool institution: A guide for leaders and practitioners of preschool educational institutions. Morozova L.D. Pedagogical design in preschool educational institutions: from theory to practice Mayer, A.A. Projects during interaction and the Tebenev family, T.N. Project culture as part of the professionalism of preschool teachers.

Introduction

Chapter 1. Project method in the activities of the preschool educational institution

1 The project method as a means of developing and implementing pedagogical innovations in preschool educational institutions

2 Classification and types of projects

3 Goals and objectives of the design method

4 Implementation of the project method in the preschool educational institution

Chapter 2. Organization of project activities in the conditions of a preschool educational institution

1. general characteristics DOW

2 Educational project "Week of Ural Tales"

Conclusion

Bibliography

Appendix

Introduction

project method early childhood education

For the first time, John Dewey (1859-1952), an American democrat educator, author of more than a thousand books and articles on philosophy, psychology, ethics, and politics, spoke about the "Method of Projects".

This theme was continued by William Hurd Killpatrick (1871-1965), Professor of Pedagogy at the Teachers' College at Columbia University, who developed the "project-based learning system" ("project method"). Its essence was that children, based on their interests, together with the teacher perform own project, solving any practical, research problem. Being thus involved in real activity, they mastered new knowledge. “...Children love to search, to find themselves. This is their strength,” wrote A. Einstein; and “…creativity is a kind of search activity,” V.S. thirst for knowledge,” wrote K.N. Wentzel. Material taken for granted is usually easily and quickly forgotten, but if the child develops a thought on his own, having independently mastered new knowledge, then this thought will become his property.

The word "project" is borrowed from Latin and means "thrown forward", "protruding", "conspicuous". In modern times, this term is associated with the concept of "problem".

In the etymological dictionary, the project as a problem "can mean a genuine situation of creativity, where a person ceases to be just the owner of ideas, gives up his private in order to get a chance to stumble upon something else, to be filled with it, to manifest it in his work." It is this interpretation of the project that opens up wide opportunities for its use in the educational process.

Recently, the project method has been actively introduced into domestic pedagogy. A new round of interest in the project as a way of organizing the life of children is explained by its potential integrativity, compliance with the developmental education technology, and ensuring the activity of children in the educational process.

The knowledge acquired by children during the project becomes their property personal experience. They are obtained in response to questions posed by the children themselves in the process of "doing". Moreover, the need for this knowledge is dictated by the content of the activity. They are needed by children and therefore interesting to them.

In the scientific and pedagogical literature, much has been written about the essence and modern interpretation of the project method, the theoretical foundations for the design of individual educational systems and technologies are being actively developed (V.S. Bezrukov, V.P. Bespalko, V.I. Zagvyazinsky, V.V. Kraevsky, M.M. Potashnik, I.S. Yakimanskaya and others). The project is understood as a set of actions specially organized by the teacher and independently performed by the students, culminating in the creation of a creative product.

The relevance of using the project method is evidenced by the fact that in the scientific pedagogical literature it is mentioned in the context of the humanization of education, problem-based and developmental education, cooperation pedagogy, student-centered and activity approaches; integration of knowledge, social education, joint creative creation, etc.

Object: study of the problem of using the method of projects in the education and upbringing of preschoolers.

Subject: the use of the project method in the process of teaching and educating preschoolers.

The purpose of the work: to identify the specifics of using the project method in the system of education and upbringing of preschoolers in a preschool educational institution.

) to study the project method in the system of development and education of preschoolers;

) develop a project for the education of preschool children;

) draw conclusions based on the results of the project.

Chapter 1. Project method in the activities of the preschool educational institution

1.1 The project method as a means of developing and implementing pedagogical innovations in preschool educational institutions

From birth, a child is a discoverer, a researcher of the world that surrounds him. Everything is a first for him: sun and rain, fear and joy. Everyone is well aware that five-year-old children are called "why". The child cannot find the answer to all his questions on his own - teachers help him.

In accordance with the requirements that modern life dictates to us and which are laid down in the Law of the Russian Federation "On Education", the national doctrine of education in the Russian Federation and the concept of modernization of Russian education, an educational institution (regardless of what programs it builds the educational process on) is obliged to:

provide individualization for each child;

provide conditions for self-determination and self-realization of the individual;

realize the child's right to free choice of activities, opinions and reasoning;

remember that the child is an active participant in the pedagogical process;

involve children in classes without psychological coercion, based on their interest in the content and forms of activity, taking into account their social experience;

to ensure the emotional-personal and socio-moral development of the child, to preserve and strengthen the health of children.

All these requirements can be realized only under one condition - to radically change the organization of the pedagogical process in the preschool educational institution, by choosing the most effective means of training and education, which requires the widespread introduction of innovative and alternative forms and methods of educational activities into the pedagogical process.

In this regard, preschool teachers seek to find new, innovative, most effective ways, means of solving the tasks.

Today, one of the most striking, developing, interesting, significant methods for both adults and preschool children is project activity. This is due to the fact that design in all spheres of human activity is becoming a universal tool to ensure its consistency, goal-orientation and effectiveness.

The project method is a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students, with the obligatory presentation of these results.

Project-based learning can be represented as a way of organizing the pedagogical process, based on interaction with the environment, a step-by-step practical activity to achieve the goal.

The project method is based on the idea of ​​focusing the cognitive activity of preschoolers on the result that is achieved in the process of joint work of the teacher and children on a specific practical problem (topic). Solving a problem or working on a project in this case means applying the necessary knowledge and skills from various sections of the preschool educational program and getting a tangible result.

The design object can be the pedagogical system of a preschool educational institution, a teacher, a separate program as a unity of the system of educational goals and all factors of the pedagogical process that contribute to the achievement of goals. Meanwhile, for each teacher, the most important are issues related to the design of the educational process according to a specific methodology, an individual educational system, a separate specially organized lesson, and a pedagogical situation. In preschool education, the use of the project method is a preparatory stage for its further implementation at the next level of education.

Projects, regardless of their type, need constant attention, help and support from adults at every stage of implementation. A feature of project activity in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, determine the goal (intention). Therefore, in the educational process of preschool educational institutions, project activities are in the nature of cooperation, in which children and teachers of preschool educational institutions take part, as well as parents and other family members. Parents can not only be sources of information, real help and support for the child and the teacher in the process of working on the project, but also become direct participants in the educational process, enrich their pedagogical experience, experience a sense of ownership and satisfaction from their success and the success of the child.

Since the leading activity of preschoolers is the game, then, starting from a younger age, role-playing and creative projects are planned and implemented in the preschool educational institution, which emphasizes the specifics of project activities with preschoolers.

1.2 Classification and types of projects

Currently, projects are classified according to different criteria: according to the composition of participants; by target setting; by topic; in terms of implementation.

The most significant is dominant view activities.

In the practice of preschool institutions, the following types of projects are used:

research and creative - a research search is carried out, the results of which are drawn up in the form of some kind of creative product (newspapers, dramatizations, file cabinets of experiments, children's design, etc.).

role-playing - a project with elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems in their own way;

information-practice-oriented: children collect information about some object, phenomenon from different sources, and then implement it, focusing on social interests: group design, stained glass, etc.;

creative: as a rule, they do not have a detailed structure of joint activities of participants. The results are presented in the form of a children's party, an exhibition, design and sections of a newspaper, an album, an almanac, etc., for example, "Theater Week".

Since the leading activity of a preschooler is a game, then, starting from a younger age, role-playing and creative projects are used. In addition, such types of projects are used as:

complex, for example, "The World of the Theater", "Hello, Pushkin!", "Echo of the Centuries", "Book Week";

intergroup, for example "Mathematical collages", "The world of animals and birds", "Seasons";

creative, for example, “My friends”, “We have a boring garden”, “We love fairy tales”, “The World of Nature”, “Rowans of Russia”;

group, for example, “Tales of Love”, “Know Yourself”, “Underwater World”, “Merry Astronomy”;

individual, for example, "Me and my family", "Family tree", "Secrets of the grandmother's chest", "Fairytale bird";

research, for example, "World of Water", "Breath and Health", "Nutrition and Health".

Other features of the classification are:

composition of participants (group, subgroup, personal, family, pair, etc.);

duration: short-term - several lessons, 1-2 weeks; average duration - 1-3 months; long-term - up to 1 year (for example, "Pushkin's Creativity" - for the academic year).

1.3 Goals and objectives of the design method

The main goal of the project method in the preschool educational institution 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.

General developmental tasks specific to each age:

development of cognitive abilities;

development of creative imagination;

development of creative thinking;

development of communication skills.

Development tasks in early preschool age:

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 search activity (practical experiments).

Development tasks in senior preschool age:

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 task, using various options;

development of the desire to use special terminology, conducting a constructive conversation in the process of joint research activities.

1.4 Implementation of the project method in the preschool educational institution

The educator acts as an organizer of children's productive activities, he is a source of information, a consultant, an expert. He is the main leader of the project and subsequent research, play, artistic, practice-oriented activities, coordinator of individual and group efforts of children in solving the problem. The transition of a preschool institution to the project method of activity, as a rule, is carried out in the following stages:

classes with the inclusion of problematic situations of children's experimentation, etc.;

complex block-thematic classes;

integration: partial or complete;

the method of projects as a form of organization of the educational space; as a method of developing creative cognitive thinking.

Work in this direction is implemented through the training of teachers, educational work with parents, the creation of a subject-spatial environment in accordance with the requirements of the project method. The introduction of this technology into practice imposes certain requirements on the teacher, as a creative person, and special training to improve pedagogical professionalism, tk. an educator who owns the project method as a technology and as an activity for self-organization can teach a child to design professional space. Therefore, the introduction of the project method into practice begins with the organization of work with teaching staff. It can be following methods and forms of work: seminars, consultations, collective viewing of classes, business games, methodical exhibitions, master class; conversations, debates, workshops, round tables, work with methodological materials, days of mutual visits, project presentations. For example,

) Consultations on topics:

The variability of using the integrated method in the education of preschoolers;

Project method as a method of developmental education for preschoolers;

Types of projects and their use in different age groups;

Creation of a spatial environment in a group;

Participation of parents in project activities.

) Workshops:

Method of projects in preschool education;

Identification of cognitive interests in preschool children;

Development of long-term thematic planning for the inclusion of additional education in the educational process;

Additional education in the educational process;

Development of group projects based on design and research activities;

Generalization of materials of experimental work on the development of the project method of teaching.

) Training: Participation in project activities.

) Conference: Method of projects as a form of organizing a single educational space.

Exemplary projects in the work with personnel are presented in Appendix 1.

The introduction of the project method in the preschool educational system allows you to determine the objectives of training, to form the prerequisites for training and research skills in accordance with the main lines of development. The project method gives the child the opportunity to:

experiment, synthesize the acquired knowledge;

develop creative abilities and communication skills, which allows him to successfully adapt to the changed situation of schooling.

Junior preschool age.

) Learning objectives:

arouse interest in the proposed activity;

involve children in the learning process;

form different ideas;

involve children in the reproduction of images using various options;

to encourage joint search activities, experimentation.

Improvement of mental processes:

Formation of emotional interest;

familiarity with objects and actions with them;

development of thinking and imagination;

speech development.

understanding of the goal;

mastering various ways of solving the tasks;

the ability to anticipate the result based on past experience;

search for various means to achieve the goal.

) Lines of personality development.

physical development:

stimulation of the natural process of development of motor abilities and qualities;

the formation of conscious ideas about the need to take care of one's health (for example, the role-playing project "The ABC of Health");

social development: the formation of ways of communication (for example, the vernissage "My family", individual family projects "Family Tree").

cognitive development:

enrichment and expansion of ideas about the world around;

expansion and qualitative change of ways of orientation in the surrounding world;

conscious use of sensory sensations in solving practical problems (for example, mathematical collages, the intergroup project "The World of Animals and Birds", Creative projects "My Friends", "The World of Nature").

aesthetic development:

development of an emotional and value attitude to works of art and artistic images;

mastery of artistic activity (for example, complex projects "World of Theater", role-playing projects "Favorite Toys", etc.).

Senior preschool age.

Learning objectives:

develop special ways of orientation - experimentation and modeling;

to form generalized methods of mental work and means of building one's own cognitive activity;

develop the ability to predict future changes.

Formation of the prerequisites for educational activities:

arbitrariness in behavior and productive activity;

the need to create their own picture of the world;

communication skills.

Formation of design and research skills and abilities:

identify the problem;

independently search for the right solution;

choose from the available methods the most adequate and productive use of it;

analyze the results on your own.

) Lines of personality development.

social development:

development of self-knowledge and positive self-esteem;

mastering ways of extra-situational-personal communication;

high level of communicative competence;

awareness of the functions of speech (for example, the project "My Family", group projects "Know Yourself").

physical development:

development of a conscious attitude to one's health;

formation of the need for a healthy lifestyle;

improvement of the process of development of motor abilities and qualities (for example, role-playing projects "The ABC of Health", "Secrets of Ilya Muromets").

cognitive development:

systematization of knowledge, stimulating the development of cognitive and creative abilities;

development of abilities for practical and mental experimentation and symbolic modeling, speech planning, logical operations (for example, the club of lovers of the book "Magic Country", group projects "Ural Gems", "Underwater World", "Merry Astronomy", intergroup project "Seasons" , "Bogatyrs of the Russian land").

aesthetic development:

in-depth familiarization with art, a variety of artistic images;

mastery of various types of artistic activity;

development of abilities for aesthetic appreciation.

The work plan of the educator for the preparation of the project may be as follows:

.Based on the studied problems of children, set the goal of the project.

.Development of a plan to achieve the goal (the plan is discussed with parents).

.Involvement of specialists in the implementation of the relevant sections of the project.

.Drawing up a plan-scheme of the project.

.Collection, accumulation of material.

.Inclusion in the project plan of classes, games and other types of children's activities.

.Homework for self-fulfillment.

.Project presentation, open session.

Topics of projects in preschool education in Appendix 2.

The main steps of the project method include:

Goal-setting: the teacher helps the child to choose the most relevant and feasible task for him for a certain period of time.

Project development - action plan to achieve the goal:

who to turn to for help (adult, teacher);

What sources can you find information from?

what items to use (accessories, equipment);

with what subjects to learn to work to achieve the goal.

Implementation of the project - the practical part.

Summing up - defining tasks for new projects.

The condition for mastering each stage is the collective mental activity of teachers, which allows:

focus on creative development a child in the educational space of a kindergarten;

master the algorithm for creating a project, starting from the requests of children;

be able to connect without ambition to the goals and objectives of children;

unite the efforts of all subjects of the pedagogical process.

The implementation of projects in a preschool institution is managed by the project council, the purpose of which is to create conditions for innovative processes in the preschool educational institution. The tasks of the project council are: management of educational projects, approval or examination, as well as control over the introduction of innovations in the pedagogical practice of preschool educational institutions. The stages of work on the project can be presented in the form of table 1.

Table 1 - Stages of work on the project

StagesTeacher's activityChildren's activity1st stage1. Formulates a problem (goal). The product of the project is defined. 2. Introduces into the game (plot) situation.3. Formulates a task.1. Getting into a problem. 2. Getting used to the game situation. 3. Acceptance of the task. 4. Supplementing the tasks of the project.2 stage 4. Helps in problem solving. 5. Helps to plan activities 6. Organizes activities.5. Organizing children into working groups. 6. Distribution of roles. Stage 3 7. Practical assistance (if necessary). 8. Directs and controls the implementation of the project.7. Formation of specific knowledge, skills.4 stage 9. Preparation for the presentation. 10.Presentation.8. The product of the activity is prepared for presentation. 9. Present (to viewers or experts) the product of the activity.

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 activity discussed above give an idea of ​​a high degree of adaptability innovative technologies to the specifics of DOW.

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 teaching and education, ultimately, it should contribute to the development of individual creative activity of teachers in developing strategies, tactics and technology of the educational process, to promote personal development pupils, to ensure high-quality results of pedagogical activity.

The prospects of the project method in the DOE 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.

Chapter 2. Organization of project activities in the conditions of a preschool educational institution

2.1 General characteristics of the preschool educational institution

Name of the preschool institution: Municipal preschool educational institution "Kindergarten of a general developmental type with the priority implementation of the physical culture and health development of pupils No. 24 "Iskorki" (MDOU No. 24 "Iskorki"). Address: Krasnoyarsk Territory, Zelenogorsk, st. Dictatorships of the Proletariat, 19.

Kindergarten "Iskorki" No. 24 was established in 1979, located in the village. Oktyabrsky, in a place remote from the main streets and large enterprises. Nearby - garden and woodlands. The kindergarten is surrounded by two or three storey residential buildings. Nearby is located high school No. 163, children's library, "Cultural Center".

The preschool is located in a typical two-story building. Premises: sports hall, swimming pool, Olympic Museum, Olympionika Theatre, exhibition gallery, music room, speech therapy room, developing games room, children's library, parent's living room, as well as a medical unit: medical room, vaccination room, isolation room.

The kindergarten is open 5 days a week, Saturday and Sunday are days off. Opening hours from 6.30 to 18.30. Currently there are 5 groups:

Group Age Normative occupancy Number of children % staffing Early age (nursery) 2 - 31515100 Younger 3 - 42020100 Middle 4 - 52020100 Older 5 - 62020100 Preparatory 6 - 72020100 Total 9595100

The mission of the kindergarten: "Healthy child - healthy society."

Psychological and pedagogical support of pupils is carried out by: educators - 11; music director- one; speech therapist teacher - 1; physical education instructor - 1.

The level of education and the composition of the qualifications of teachers of preschool educational institution No. 24:

The teaching staff implements a comprehensive educational program of upbringing, training and development "Rainbow" by T.N. Doronova and others, which, as an integral system of education and development of children, is aimed at solving three main tasks:

preservation and strengthening of children's health;

creation of conditions for the timely and full mental development of each child;

providing the child with an opportunity to joyfully and meaningfully live the period of preschool childhood.

Seven primary colors of the rainbow - seven types of children's activities: physical education; a game; fine arts and manual labor; construction; musical and theatrical activities; cognitive activity and speech development; mathematics.

The organization of the life of children under the Rainbow program is carried out according to four educational areas: physical (protection of physical and mental health of children); cognitive-speech; social and personal; artistic and aesthetic.

The preschool educational institution implements modern approaches to the health and physical development of the child's body, therefore additional program- "Creation and functioning of a child's health-preserving environment in kindergarten and at home" (author V.I. Usakov). Main goal: the formation of values healthy lifestyle life, improving the motor activity of children, developing ideas about their body and their physical capabilities. Much attention in the program is paid to creating a favorable psychological climate in groups, the emotional well-being of children, creating conditions for the development and self-realization of each child. Partial programs used in the organization of the educational process: N.A. Ryzhova "Nature is our home" (the program of environmental education for preschoolers). "Harmony", "Kid" (programs for the musical development of children). "Start" (physical education program).

Additional services in the preschool educational institution are organized free of charge: recreational swimming; circle of non-traditional drawing "Magic brush", theater of physical education (development of flexibility, fitness for kids), theater "Olympic" (staging performances on sports topics). Along with the traditional methods and techniques of pedagogical theory and practice in the preschool educational institution during the summer recreational period (and not only), project activities are widely used.

2.2 Educational project "Week of Ural Tales"

The relevance of the project. Due to the circumstances prevailing in the country, our children, big and small, today rarely go to the theater and almost never go to the cinema, they read little. We have to state with sadness that computer games, television and DVDs with American cult animated series have become the main children's entertainment, taking the child's mind away from the images of their own Russian folk and literary fairy tales. But it is in them that the vitamin is laid, which is so necessary for the moral health of a preschooler. Introducing children to the origins of national culture through the celebration of the anniversaries of the literary calendar has become a good tradition of the kindergarten. Guided by the principle of accessibility of content, carefully selecting material, literary leisure activities, theme evenings, poetry festivals are regularly held in the garden; put on dramatizations. In January 2011, during the pre-school winter holidays, on the occasion of the birthday of the Russian storyteller P.P. Bazhov, the “Week of Ural Tales” was successfully held in our kindergarten. Days of the week with a certain type of activity (theatrical, playful, visual, artistic, musical and sports) were represented by the Beautiful Storyteller - a collective image of Bazhov's heroines (a cardboard silhouette exhibited in the kindergarten lobby). Each child during the week had the opportunity to immerse himself in the mysterious world of the Ural tales, to feel himself not a passive observer, but a direct participant in this event. Parents also became interested in this topic. They took an active part in the preparation and holding of various events. The week ended with the final holiday - "Bazhov Carnival" and a colorful exhibition "The World of P. Bazhov's Tales", where both individual exhibits and thematic compositions made by children, parents and employees of the kindergarten were presented.

Such events make it possible to effectively develop and maintain the interest of preschoolers in domestic children's literature, increase the level of knowledge of teachers, and attract joint work parents.

Type of project: creative research, intergroup, medium duration.

Purpose: Acquaintance with the genre of the tale, its features.

introduce children to the works of literary, folk and arts and crafts of the Urals.

to form cognitive activity, interest in the cultural heritage of the Russian people, pride in their country, not lacking in talents.

develop the skills of dialogic speech, enrich the vocabulary.

to form research skills, stimulate the search additional information on this topic.

develop artistic and creative abilities in different types visual activity, improve technical skills.

Participants: children of three age groups: the middle group - "Droplets", the senior group - "Ryabinki", the preparatory group - "Strawberry"; parents, group educators, senior educator, physical education instructor, music director.

The plan of the thematic week is presented in Table 2.

Table 2 - Plan of the thematic week

Days of the weekEventsResponsibleMonday "Fairytale"Theatrical acquaintance with tales: "We have Ural tales as our guest"EducatorsTuesday "Game"Competition programs with the participation of heroes of tales: "Games, jokes, songs will bring us together"Senior educator Physio instructor PsychologistWednesday "Workshop""Mountain masters» Production of layouts, drawings, applications, costumes according to a given tale. Design of the exhibition "The World of P. Bazhov's Tales"EducatorsThursday "Sports"Sports festival on the street "In Search of the Ural Treasures"Physical Instructor EducatorsFriday "Carnival"The final holiday "Bazhov Carnival"Music Director Project presentation:

Holiday "Bazhov Carnival".

Thematic exhibition "The world of P.Bazhov's tales".

Exhibition of children's drawings based on the work of the Ural storyteller.

Photo album "We play Ural tales".

The performance "Silver Hoof" with the participation of the children of the "Ryabinki" group as part of the "Theatrical Pearl" competition.

The summary of the holiday is presented in Appendices 3, 4.

Stages of work on the project in table 3.

Table 3 - Stages of work on the project

Stage Children's activities Teachers' activities Preparatory 1. Examination of illustrations in books. 2. Independent activity in staging the plots of tales 1. Storytelling through tabletop theatres. 2. Assistance in the organization of games-dramatizations Formulation of the problem Recognize and personally perceive the problem. They accept the tasks of the project Problem: playing a fairy tale without costumes and “fabulous things” is not interesting. Purpose: to create attributes of the Ural tales. Tasks: 1. Collect information about the Ural region, about the work of P. Bazhov. 2. To organize search activities for the collection of Ural gems and products from them. 3. Choose your favorite fairy tale hero. 4. Determine the visual materials for practical actions Systematization of information Dialogue conversations about the heroes of the Ural tales Conduct a conversation “Tell me about your hero” Practical activities 1. Unite in working groups. Select isomaterials. 2. They make attributes for the carnival, crafts for the exhibition 1. Organize group work. Provide practical assistance (as needed). 2. Direct and control the implementation of the project. 3. Provide various visual materials Presentation Present made attributes, details of costumes at the carnival, crafts - at the exhibition Take part in the defense of the project Statement of a new problem Discussing options for using paraphernalia Formulate new problem: further use of the products of the activity for staging the competitive performance "Silver Hoof"

Project implementation involves activities (Table 3).

Table 3 - Scheme of project implementation

Sections of the program Types of children's and adult activities Playing activities Dramatization games based on the tales "Silver Hoof", "Fire-Rap", "Stone Flower". Didactic games "Fold a stone flower", "Count the pebbles". Outdoor games "Collect gems", "Pass the flower" Cognitive activities Thematic conversations "What the stones told about", "Natural resources of the Urals", "About the work of gem miners". Story about the life and work of P. Bazhov. Viewing and discussion of the filmstrip "Malachite Box". Examination of the photo album "Stone Rainbow". Quizzes about the heroes of fairy talesSpeech developmentCreative storytelling of children about their favorite characters. Training in role-playing dialogue Fiction Telling and discussing the tales "Silver Hoof", "Fire-Rap", "Stone Flower", "Mountain Master" Visual and productive activities Considering illustrations in books. Creative works in the drawing technique "My favorite hero"; relief molding "Ural bouquet"; designing attributes and details of costumes; collage, layout on a given topic Social and personal development Joint search activities with parents (Ural gems and products from them for group viewing). Intergroup exchange of informationPhysical developmentOrganization of the sports festival "In Search of the Ural Treasures"

Results of work:

Selected and systematized literary and illustrative material on a given topic.

Compiled class notes, scenarios for leisure evenings.

So, organizing the work on the project, the educators taught the children to collect information, preschoolers figured out where to find it and how to arrange it. The project ended with a fun and interesting event.

Preschool age is the foundation of the overall development of the child and the starting period for the formation of the moral foundations of the individual. Therefore, well-planned and organized project activities in a preschool educational institution are of great importance for the development of the cognitive interests of preschoolers. Collective work in microgroups makes it possible to express themselves in various types of role-playing activities, and a common cause develops social and personal qualities.

We see the didactic meaning of project activity in a preschool educational institution in the fact that it helps to connect learning with life, forms research skills in preschoolers, develops their cognitive activity, independence, creativity, ability to plan, work in a team. Such qualities contribute to the successful education of children in school. In the process of joint activities on the project in planning, organizing, and then tracking results, parents were active participants. Parents, participating in the educational process, began to understand their own responsibility for the upbringing of children. The organization of teachers in the design mode made it possible to achieve effective results in terms of self-education of teachers: there was a motivation for activity, educators became more responsible in planning the educational process itself, organizing joint activities with children, and searching for optimal forms of cooperation with the parent community. The professional competence of teachers has increased.

Thus, project activities in the educational process contribute to the rallying of the teaching staff, the harmonization of relations with pupils and their parents.

Conclusion

At the end of the work, we draw the following conclusions. In this work, we studied the project method as promising technology, a high degree of adaptability of this technology to the specifics of preschool educational institutions. We got acquainted with the basics of organizing project activities in a preschool educational institution, types of projects.

The project method, as one of the methods of teaching preschoolers, is based on the interests of children and involves the independent activity of pupils. Only by acting independently, children learn in different ways to find information about an object or phenomenon of interest to them and use this knowledge to create new objects of activity. Such an understanding of the essence of the project method contributes to the formation of independence, deeply motivated, expedient cognitive activity in preschool children. Using the project method in the educational process of the preschool educational institution helps to learn how to work in a team, develops its own algorithm of actions to achieve the goal, teachers are free to choose methods and types of activities. We got acquainted with the experience of a preschool institution in organizing design. Educators taught children to collect information, preschoolers figured out where to find it and how to arrange it. The project ended with an event. After the completion of the project, the style of communication between an adult and a child changed qualitatively, parents became active participants in the educational process. Interaction with the family made it possible to achieve the greatest results in working with preschoolers.

In addition, the organization of activities for the development of project activities in the educational process in the preschool educational institution contributes to the rallying of the teaching staff, increasing professional and personal competence, changing the attitude of teachers to innovations in education, creating conditions for self-realization and achieving professional success, building confidence, developing creativity.

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Appendix 1

Sample projects in work with personnel

"Prospects for the development of MDOU in the conditions of self-government" (administrative group, methodological service, council of teachers, creative group);

“Raising a healthy child” (within the framework of medical, psycho-physiological and pedagogical services);

"Master Class. Prospects for improving pedagogical skills” (all teachers participate in the project);

"Young Talents" (methodological service, a group of mentors, young professionals);

"Prospects for environmental education of preschoolers" (educators, teachers of additional education);

"Nutrition and Health" (medical service, methodological service, educators, catering workers);

Problem projects between teachers of groups working on the same program;

Design project to improve the developing environment (administrative and economic, methodological, psychological services, a teacher of additional education in fine arts, a building maintenance worker);

Social projects "Our anniversaries", "Significant dates" (all members of the team, pupils, society participate).

Appendix 2

Topics of projects in preschool education

SubjectProject nameProduct of children's activityHeritage"Echo of the Centuries""Temporary tape" (work with encyclopedias, selection and systematization of illustrative material, art, manual labor, theatrical performance)"Defenders of the Fatherland"Historical album "Defenders of the Fatherland" (drawings, paper plastic, children's writing) , Practical workshops (making posters, invitations, costumes), Theatrical performance “Heroes of the Russian Land” “Hello, Pushkin!” Creation of albums “Pushkin and Nanny”, “Pushkin Family”, “Friends, our union is beautiful!”, “According to Pushkin places." Didactic games "Pushkin's Tales", crosswords and logical tasks based on fairy tales, practical workshop "Fashion of the Pushkin era", "Small theatrical meetings", "Meetings by the fireplace" (Pushkin's fairy tales in painting, sculpture, music) Children's books "Hello Pushkin! » "Pushkin's Tales" Model "At the Lukomorye" Theatrical performance "Pushkin's Tales" Projects "Family Tree", "My Family", "Secrets of Grandmother's Chest" "Family Tree" Album of drawings "My Family" Exhibition of family heirlooms. "I am in the world of people" Projects 1). "My Friends" 2) "In Neskuchny Garden" 3) "Children's Day" 4) "Tales of Love" 5) "Merry Etiquette" Albums (Ind.) Theatrical sketches, newspapers and magazines Project "Kindergarten of the Future" ". Issue of a wall newspaper. Carnival. Development of a children's code. Literary lounge. Making Valentines. School "Marquise of Etiquette" "The World Around Us" "Four Elements", "Seasons". "The World of Animals and Birds" "Ural Gems" Card index of experiments. Making collages Children's book "This is a dangerous element" Children's book, dance miniatures, collages. Handwritten magazines, books, writing, creative work Collage, children's book "The Legend of Stones" "Merry Astronomy" "The Complaint Book of Nature" "In the Land of Numbers and Figures" "Useful Things" "From Carriage to Rocket" Quiz "Through thorns to the stars" Theatrical sketches "Unexplored Planet", "Journey to the Moon". Composition of Star Tales. Writing fairy tales on behalf of natural objects. "Forest Newspaper". Issue of the journal "Ecological traffic light of the city", Collages. Geometric vernissage. Theatrical sketches. Mathematical show "Alice in the country of mathematics". Encyclopedia "From the history of things" "Adventures of things" - writing fairy tales about ordinary things. Making a children's book by means of constructive activity. Children's brochures by type of equipment (transport). “Our Helpers” (a book about the history of household appliances). “You and your health”, “Me and my body”, “Windows to the world. Sense organs "" Your nutrition and health "" Journey of a pie "(structure of the digestive system)" Life-giving forces", "About vitamins and health" "How we breathe" (oxygen mole adventure) Diary "I grow up". Project "Country of Aibolitiya" "Benefits and harms" (projects on the senses) Mini-projects "What is food for?" Children's book "Adventures in the country of vitamins", compiling a card file of dishes. Composition of fairy tales, poems, theatrical sketches. “How did fruits and vegetables argue about their benefits?” Tablet "Harm-benefit" "For clean air" (poster). Children's Book of Tempering

Appendix 3

Quiz on the tale "Silver Hoof"

What is my name? (Silver hoof).

What did I knock out of the ground with a hoof? (Precious stones).

What color were the stones? (Red, blue, green, turquoise).

What did grandfather Kokovanya do? (Hunting).

Who did he take with him to the forest? (Girl Darenka and cat Murenka).

How did Darenka want to catch me? (Rope).

And what word did the cat purr, do you know? (Correctly).

Quiz on the tale "Fire-jump"

Did you recognize me? What is my name? (Fireworm-Rap).

How tall was Fairy Firegirl? (First with the palm of your hand, then with Fedyunka).

And who is Fedyunka? (Boy of eight years).

What appeared at the place of my dance? (Gold).

Who wrote a story about me? (Pavel Petrovich Bazhov).

Quiz based on the tales "Stone Flower" and "Mining Master"

Do you guys recognize me? Tell me my fabulous name (Danila-master).

What is the name of the tale, composed about me? ("Stone Flower").

What was the name of the master who taught me the malachite craft? (Prokopich).

Which musical instrument I played when I was a boy? (On the horn).

What stone craft did I want to make, but I didn’t succeed? (Stone Flower).

Where did Daniel disappear to? (Caught in the possession of the Mistress Copper Mountain).

Who got him out of there? (Bride Katya).

Who wrote a tale about me, Danila - a mining master? (Pavel Petrovich Bazhov)

Appendix 4

Scenario of the holiday "Bazhovsky Carnival"

Sound "Russian tunes". Children from the groups "Droplets", "Ryabinki", "Strawberry" freely enter the hall. They are met by the Mistress of the Copper Mountain, seated on chairs indicating the groups (tablets!).

Mistress: We have gathered here today

For a holiday of fun and jokes.

I want your hopes to come true

So that you will not be bored for a minute!

After all, the solemn day has come - the "Bazhovsky Carnival" is open! (fanfare plays). Did you recognize me (slyly)? Or did you not read the stories? (answers)

And really, everyone knows about me. Yes, I already know you. Don't believe? For a whole week I quietly, imperceptibly watched you as you made handicrafts and unprecedented costumes; how they went in search of treasure; showed dexterity and ingenuity in games, contests and quizzes. Each group played their own story. Tell me which group is in which. Let's take it in order, let's start with "Droplets" (the children take turns calling their tale).

And tell me, who wrote all these tales? (answers)

That's right, Pavel Petrovich Bazhov is a wonderful Russian writer. This year, January 27, marks the 130th anniversary of his birth.

On this occasion, I arranged a big holiday, invited guests, but I just look (looks around the hall), not everyone has gathered. Guess, guys, who else is in a hurry for the holiday. (The hostess guesses the first riddle)

mystery. “Tiny little girl - Itself is like a doll ...

He dances so briskly, In his hand he waves a handkerchief! Who is it?

(Fireworm-Running)

The music is playing, Fireball runs into the hall

Firebug: Hello guys!

Oh, and you have fun

I want to start dancing!

I will sing ditties

And you - beat the shotguns! Get up near the chairs, let's dance!

Chastushki-firemen

I'm a girl fighting, fire, so what,

My mother is fire, well, and then who am I?

Loss - shotguns with children (after each verse)

On the window there are two flowers blue and scarlet.

I love to dance, even though I'm small!

In dancing joy, in dancing - strength, In dancing and fun.

Only in dancing do I find comfort in my heart!

Don't let me dine, don't let me drink tea.

Just give me permission to beat the shotguns quickly!

Hostess: Well, Firefly stirred us up! That's right, Poskakushka! Sit down, dear guest, have a rest, and the guys will guess the riddle about the next guest.

The hair is curly, but he believed, little one, in a fairy tale.

He learned the business from the master Prokopich,

And with the Mistress of Mednaya herself (points to herself)

People say, I knew. Who is it?

(Danila-master)

Music sounds, Danila the master enters the hall, greets the children.

Hostess: So Danilushka came to us! (turns to Danila, showing a flower) Tell me, Danila, is this your flower?

Danila: (loudly) Mine! My! (pulls hands to flower)

Mistress: (laughs) Catch up with him, rather, my friend! (gives flower to child)

Guys, pass the flower quickly to each other so that Danila does not catch up. Flower transfer game.

Hostess: Well done, Danilushka! You run fast! Got your flower! Sit down, rest, and we guess the next guest.

mystery. “That goat was special, He beat the ground with his right hoof.

In what place he stomps - an expensive stone will appear.

Darenka keeps looking and wondering! What was the name of this goat?

(Silver hoof)

Music "Sled with a bell" sounds. Goat runs into the hall. He is carrying a sleigh, on a sleigh - a chest.

Hostess: And here is our goat Silver Hoof! Well, now all the guests are here (referring to the goat). And what did you bring on the sleigh in the chest? Are the stones precious?

Goat: Hello. This chest contains items. Guess, guys, what stories they are from and to whom they belong.

Competition "Whose things are these?"

Orange handkerchief ("Fire-Rapid").

Cat (murenka "Silver hoof").

Pipe (Danila "Stone Flower").

Cap with precious stones (Kokovanya "Silver Hoof").

Owl ("Firebird-Rap").

Malachite box (Tanyushka "Malachite box").

Stone Flower (Mistress of the Copper Mountain "Stone Flower").

Goat: That's it, guys! Everyone guessed!

We definitely learned things from the tales!

Hostess: But the guys remember not only objects from fairy tales. Look, they themselves have become the heroes of these tales! Let's have a carnival procession!

Show me your costumes guys? (answers)

Kozlik: Let's start with my story!

"Drops"! Follow me and show me your clothes!

Children middle group they follow the goat to the music, stand up in subgroups, introduce themselves (example: “We are Darenki!”; “We are Murenki!”)

Kozlik: Did you like the characters and their costumes? Then read our story! (children sit down).

Firebug: Now "Ryabinki" come out, And show me the costumes! (St. gr. procession; presentation of costumes) - I see that our tale has interested you! Read it! (children sit down).

Danila: "Strawberry"! Your turn! Come forward! (procession of children of the preparatory group).

Sounds "Humoresque" P. Tchaikovsky.

Mistress: Music calls friends! Let's celebrate the anniversary!

Get up in the circle, start the dance!

Guests have costumes for the Bazhov anniversary:

Here is such a height, here is such a low,

Here is such a supper, here is such a width,

Carnival, carnival called all friends to itself!

Hostess: Well, our holiday has come to an end.

Have you been to the carnival?

And they learned a lot about Bazhov.

Pavel Petrovich wrote tales,

I told you everything about the Urals!

Guys! I heard that your exhibition was opened according to Bazhov's tales? Here to see! Will you show me? (answers).

To the music, the children follow the Hostess out of the hall, go in groups to view the exhibition “The World of P. Bazhov’s Tales”.

Today, the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already imagine what a kindergarten graduate should be like, what qualities he should have, this is spelled out in the FGT to the main educational program. Modern pedagogical research shows that the main problem of preschool education is the loss of vivacity, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling. How to improve the situation? Formation new system education, focused on entering the world space, requires significant changes in the pedagogical theory and practice of preschool institutions, the improvement of pedagogical technologies.

The use of innovative pedagogical technologies opens up new opportunities for educating and educating preschoolers, and the project method has become one of the most effective today. Design technology refers to modern humanitarian technologies that are innovative in the work of preschool institutions.

This method is relevant and very effective, because. gives the child the opportunity to experiment, synthesize the acquired knowledge, develop creative abilities and communication skills, thereby allowing him to successfully adapt to school.

The project method is interesting and useful not only for children, but for teachers themselves, because it makes it possible to concentrate the material on specific topic, to increase the level of one's own competence on the problem, to bring relationships with parents to a new level, to feel like a partner of children in solving research problems, to make the learning process not boring and overly instructive. The method of projects is naturally and harmoniously woven into the educational process of the kindergarten.

Project activity is project activity only if direct action in a given situation is impossible. In other words, if the child wanted to play with the ball, took the ball for this, and carried out his plan, or if the instructor organized and conducted physical education, then this activity will not be a project activity - the child and the teacher performed all the actions within the framework of traditional productive and educational activities. And if, before spending the “Olympic Games” leisure time, the teacher, together with the children, comes in the course of a discussion to a decision on the need for such a holiday, then plans the ways leading to the achievement of this goal. Children, together with their parents and teachers, for several weeks select, study and present information about Olympic sports, competition rules, records and winners, make attributes, learn the rules, watch and discuss presentations and video clips, develop sports skills and abilities. And the result of this activity is the sports festival "Small Olympic Games" with the involvement of parents, an exhibition of photographs, etc. - this is a long-term project.

When organizing project activities in kindergarten, teachers may encounter the following problems.

Discrepancy between the traditional form of organization of educational activities and the nature of project activities. Project activities, as noted above, are carried out in the space of possibilities, where there are no clearly defined norms. In this case, both the teacher and the child find themselves in a situation of uncertainty. Project activity is focused on exploring as many opportunities as possible in the situation, and not on going through a predetermined (and known to the teacher) path.

Indistinguishability between the subject and object positions of the child. Most preschool teachers are very sensitive to children and support them emotionally. However, this emotional support should not result in a readiness to perform a creative task for the child, whether it be the formulation of a creative idea or a search for possible ways problem solving. The teacher should organize a problem situation for children, but should not offer his own options for solving the problem. Otherwise, the child will end up in the position of the object.

In project activities, subjectivity means the expression of initiative and the manifestation of independent activity, while the child's subjectivity can manifest itself in different ways. So, a child can express an original idea (that is, not previously expressed by other children) or support and slightly modify the idea of ​​another child. In this case, the educator should focus on the originality of the child's idea.

Research shows that preschoolers can successfully complete project activities. At the same time, there are distinct positive changes in the cognitive development of children, there is a personal growth of preschoolers, which is expressed in the desire to perform original creative work. The interpersonal relations of preschoolers change significantly, children acquire the experience of productive interaction, the ability to hear others and express their attitude to various aspects of reality. There are changes in the relationship between children and parents.

It is the project activity that will help to connect the process of education and upbringing with real events in the life of the child, as well as to interest him, to carry him into this activity. It allows you to unite teachers, children, parents, teach how to work in a team, cooperate, plan your work. Each child will be able to prove himself, feel needed, which means that self-confidence will appear ..

So what is a PROJECT?

In the etymological dictionary, the word " project" borrowed from Latin and means “thrown forward”, “protruding”, “conspicuous”.

“Project" is a method of pedagogically organized learning by a child environment in the process of phased and pre-planned practical activities to achieve the intended goals.

Under project also understood as independent and collective creative completed work, which has a socially significant result.

The project is based on problem, to solve it, a research search is needed in various directions, the results of which are generalized and combined into a single whole.

Project method- this is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, during which the child learns the world around him and embodies new knowledge into real products.

Applied to kindergarten project- this is a set of actions specially organized by the educator and independently performed by the pupils, aimed at resolving the problem situation and culminating in the creation of a creative product.

The essence of " project method» in education consists in such an organization of the educational process, in which students acquire knowledge and skills, experience in creative activity, emotional and value attitude to reality in the process of planning and implementation graduallyincreasingly complex practical tasks - projects that have not only cognitive, but also pragmatic value.

“Everything that I learn, I know why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills .

The project method can be used in working with children from preschool age. It allows you to determine the objectives of training, to form the prerequisites for training and research skills in accordance with the main lines of development.

To implement the project, the teacher determines the stages of its implementation, thinks over the content of the activity and selects practical material. The implementation of any project involves working with children, methodical work with personnel and interaction with parents.

When planning project activities, the teacher should remember about three stages in the development of project activities in preschool children, which represent one of the pedagogical technologies of project activities, which includes a combination of research, search, problematic, creative methods.

First stage-imitative-performing, the implementation of which is possible with children 3.5-5 years old.

At this stage, children participate in the project “on the sidelines”, perform actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of a small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.

Junior preschool age

Learning objectives:

1. arouse interest in the proposed activity;
2. involve children in the learning process;
3. form different ideas;
4. involve children in the reproduction of images using various options;
5. encourage children to joint search activities, experimentation.

Improvement of mental processes:

1. formation of emotional interest;
2. familiarity with objects and actions with them;
3. development of thinking and imagination;

4. speech development.

1. understanding of the goal;
2. mastering various ways of solving the tasks;
3. the ability to anticipate the result, based on their past experience;
4. search for various means to achieve the goal.

The second stage is developing, it is typical for children 5-6 years old who already have experience in various joint activities, can coordinate actions, help each other. The child is less likely to turn to an adult with requests, more actively organizes joint activities with peers.

Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. At this age, children accept the problem, clarify the goal, are able to choose the necessary means to achieve the result of the activity. They not only show willingness to participate in projects proposed by adults, but also find problems on their own.

Third stage-creative, it is typical for children 6-7 years old. It is very important for an adult at this stage to develop and support the creative activity of children, to create conditions for children to independently determine the purpose and content of the upcoming activity, to choose ways to work on a project and to organize it.

Senior preschool age.

Learning objectives:

1. to develop search activity, intellectual initiative;
2. develop special ways of orientation - experimentation and modeling;
3. to form generalized methods of mental work and means of building one's own cognitive activity;
4. develop the ability to predict future changes.

Formation of the prerequisites for educational activities:

1. arbitrariness in behavior and productive activity;
2. the need to create their own picture of the world;
3. communication skills.

Formation of design and research skills and abilities:

1. identify the problem;
2. independently search for the right solution;
3. choose from the available methods the most adequate and productive use of it;
4. analyze the results on your own.

The specifics of interaction using the method of projects in preschool practice is that adults need to “guide” the child, help to detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project, but at the same time not overdo it with the help of and guardianship.

Project planning starts with questions : "For what Do you need a project?”, “What is it for?”, “What will be the product of the project activity?”, “In what form will the product be presented?”

The work on the project, which includes drawing up a reasonable action plan, which is formed and refined throughout the entire period, goes through several stages. At each stage, the interaction of the teacher with the children is student-oriented.

Project work

The first step is choosing a theme.

The task of the teacher is to carry out, together with the children, the choice of a topic for deeper study, to draw up a plan for cognitive activity. One way to introduce a topic involves using the “three questions” model:

1. What do I know?
2. What do I want to know?
3. How to find out?

At this stage, the dialogue with children, organized by the teacher, contributes not only to the development of the child's self-reflection in the field of knowing their own interests, assessing existing and acquiring new thematic knowledge in a free relaxed atmosphere, but also the development of speech and the speech apparatus proper.

 the teacher sets a goal based on the needs and interests of the child;

• involves preschoolers in problem solving;
• outlines a plan for moving towards the goal (supports the interest of children and parents);
• discusses the plan with families at a parent-teacher meeting;
• asks for recommendations from the specialists of the preschool educational institution;
• together with children and parents draws up a plan - a scheme for the implementation of the project;
• collects information, material;

The second stage is the implementation of the project.

Projects are implemented through different kinds activities (creative, experimental, productive). The task of the educator at this stage is to create conditions in the group for the implementation of children's ideas.

The uniqueness of the application of the project method in this case lies in the fact that the second stage contributes to the versatile development of both mental functions and personal qualities child.

Research activity at this stage is activated due to problematic discussion, which helps to discover new

problems, the use of operations of comparison and comparison, the problematic presentation of information by the teacher, the organization of experiments and experiments.

The sequence of work of the teacher at this stage:

• conducts classes, games, observations, trips (events of the main part of the project),
• gives homework to parents and children;

• encourages independent creative work children and parents (search for materials, information, making crafts, drawings, albums, etc.);

The third stage is the presentation of the project.

It is important that the presentation is based on a material product that has value for children. During the creation of the product, the creative potential of preschoolers is revealed, the information obtained during the implementation of the project is used.

The task of the educator is to create conditions for children to have the opportunity to talk about their work, to experience a sense of pride in their achievements, to comprehend the results of their activities. In the process of his performance in front of peers, the child acquires the skills of mastering his emotional sphere and non-verbal means communication (gestures, facial expressions, etc.).

The sequence of work of the teacher on the project at this stage:

organizes the presentation of the project (holiday, occupation, leisure), composes a book, an album together with children;

sums up (speaks at the teachers' council, parent meeting, generalizes work experience).

The fourth stage is reflection.

The interaction of a teacher and a child in project activities may change as children's activity increases. The teacher's position is built in stages as research skills develop and independent activity grows from teaching and organizing at the first stages to guiding and coordinating by the end of the project.

Thus, in the project activity, the child’s subjective position is formed, his individuality is revealed, interests and needs are realized, which in turn contributes to the child’s personal development. This corresponds to the social order at the present stage.

In the practice of modern preschool institutions, the following types of projects are used:

1. research and creative projects: children experiment, and then the results are drawn up in the form of newspapers, dramatization, children's design;

2. role-playing - game projects(with elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems posed in their own way);

1. information-practice-oriented projects: children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.);
2. creative projects in kindergarten(designing the result in the form of a children's holiday, children's design, for example, "Health Week").

Since the leading activity of a preschooler is a game, then, 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;

intergroup;

group;

creative;

individual;

research.

By duration they are short-term (one or more classes), medium-term, long-term (for example, "Sports games and entertainment as a means of increasing interest in physical culture among preschool children" - for the academic year).

The main goal of the project method in a preschool institution is the development free creative personality of the child, which is determined by the tasks of development and the tasks of research activities of children.