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Presentation on the topic: Projects in preschool educational institution

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RELEVANCE OF THE THEME At the present stage of development of preschool education, the issue of creating a system of work to introduce the method of projects into the educational process of preschool educational institutions becomes relevant. A project (literally "thrown forward") is a prototype, prototype of an object or type of activity, and design is the process of creating a project. The project method as a pedagogical technology is a set of research, search, problematic methods, techniques and actions of the teacher in a certain sequence to achieve the task - solving a problem that is personally significant for the teacher, designed in the form of a certain final product. In other words, the project method is the implementation of a plan from the moment it arises to its completion with the passage of certain stages of activity.

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Adults should not only pay attention to the formation of knowledge, skills and abilities of a preschooler and his adaptation to social life, but also to teach through a joint search for solutions, to provide the child with the opportunity to independently master the norms of culture. Design technology is a unique means of ensuring cooperation, co-creation of children and adults, a way to implement a student-centered approach to education. Designing is a complex activity, the participants of which automatically: without a specially proclaimed didactic task on the part of the organizers, master new concepts and ideas about various spheres of life.

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Plan of work of the educator for 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 scheme of the project of classes, games and other types of children's activities. 7. Homework for myself. execution. 8. Presentation of the project, open session.

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Classification of projects Currently, projects in preschool educational institutions are classified according to the following criteria: By subject They differ in subject (creative, informational, game or research) and ways to implement the results. According to the composition of participants They differ in the composition of groups of project participants - individual, group and frontal. By terms of implementation By duration, projects are both short-term (1-3 lessons), medium-term and long-term (example: familiarization with the work of a major writer can last the entire academic year).

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Types of projects in the preschool educational institution: Creative After the project is implemented, the result is formalized in the form of a children's holiday. Research Children conduct experiments, after which the results are presented in the form of newspapers, books, albums, and exhibitions. Game These are projects with elements of creative games, when the children enter the image of the characters of a fairy tale, solving the problems and tasks in their own way. Informational Children collect information and implement it, focusing on their own social interests (designing a group, separate corners, etc.).

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LIST OF USED SOURCES 1. Veraksa NE, Veraksa AN Project activity of preschool children. Handbook for teachers of preschool institutions. - M. : Mosaic - Synthesis, 2008. - 112 p. 2. Danyukova A. Do you like projects? //Hoop. - 2001. - No. 4. 3. Evdokimova E. S. The project as a motivation for knowledge // Preschool education. - 2003. - № 3. 4. Komratova NG The project method in the socio-cultural education of preschoolers / / Preschool education. - 2007. - № 1. 5. Komratova NG Project activity: culture and ecology // Preschool education. - 2007. - № 2. 6. Educational projects in kindergarten. Manual for educators / N. A. Vinogradova, E. P. Pankova. - M. : Iris-press, 2008. - 208 p. – (Preschool education and development). 7. Project method in the activities of a preschool institution: A guide for leaders and practitioners of preschool educational institutions / Ed. - comp. : L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuikova. - 3rd ed. pspr. and additional - M. : ARKTI, 2005. - 96 p. 8. Shtanko I. V. Project activity with children of senior preschool age. // Management of a preschool educational institution. 2004, no. 4.

The project method was developed at the beginning of the twentieth century by the American philosopher, psychologist and educator John Dewey (). According to D. Dewey, education should be built "on an active basis through the expedient activity of children in accordance with their personal interests and personal goals."

Research activity gives the child joy, exerting a positive moral influence, harmoniously develops the mental and physical abilities of a growing person. The organization of such activities is carried out by means of modern technology: the method of projects.

The starting point of the study is the children's interests of today. The role of the teacher when using the project method: taking into account the age characteristics of children, creating conditions for stimulating the interests of children, building their relationship with the child on complicity and co-creation, motivates children's activities, uses game methods and techniques. The role of a preschooler: is an active participant in the project, overcomes difficulties in solving problems (the leading didactic goal of the project methods). The project plan is developed jointly with children and parents, social partners are involved, and a project team is selected. After the project is defended, its implementation begins.

When using the project method, a number of requirements must be taken into account. Firstly, the result the project is oriented towards should be practically and informatively significant for its participants. Secondly, the problem posed should be investigated in a certain logical sequence: putting forward hypotheses about how to solve it; discussion and selection of research methods; collection, analysis and systematization of the obtained data; summarizing and their execution; conclusions and advancement of new problems. Third; the content of the project should be based on the independent activities of the children planned by them at the preparatory stage of the work. Using the project method, the educator becomes the organizer of the research activities of children, the generator of the development of their creative potential.

Stages of the project goal setting; search for a form of project implementation; development of the content of the entire educational process based on the subject of the project; organization of a developing, cognitive, subject environment; determination of directions of search and practical activity; organization of joint (with teachers, parents and children) creative, search and practical activities; work on parts of the project, correction; collective implementation of the project, its demonstration.

Approximate work plan of the educator for the preparation of the project Setting the goal of the project. Development of a plan for moving towards the goal (educator, methodologist discuss the plan 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 and assignments for self-fulfillment. Project presentation, open session.

Types of projects: Research and creative: children experiment, and then the results are drawn up in the form of newspapers, dramatization, children's design; role-playing (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); Information-practice-oriented: children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.); creative (designing the result in the form of a children's holiday, children's design, for example, "Theatre Week").

Creative: autumn (spring, winter) opening day; musical fairy tale (optional); table theater (inventing a fairy tale, making characters, scenery and showing a performance to kids and parents); "Fun Fair"; creation of a film library of drawn filmstrips; festival of arts "Spring drop". “Baking a cake” “In the world of plasticine”

The project "My family" Purpose: fostering a sense of affection and love for their parents, relatives. Tasks: 1. Introduce children into a problem situation, find out what children know about their parents and relatives. 2. To create conditions in the group conducive to better communication between children - parents - relatives. 3. To form in children a benevolent attitude towards relatives and friends who take care of them. 4. Project participants: kindergarten staff, children, parents.

Ways to implement the project. 1. Family club meeting over a cup of tea, looking at family photos. 2. Carrying out a survey of parents. 3.Decoration of the doll - Dunno. 4. Competition of children's drawings about my family. 5. Design of the newspaper "We have a rest with the whole family."

6. Listening to songs, poems, reading fiction about family members, together with Dunno. 7. Family competition "Coat of arms of my family" and its presentation. 8. Carrying out the game "Family" (in which children must display their parents, and Dunno guesses who the parents work - a profession). 9. On a walk, conduct outdoor games of our parents and grandparents (with their participation).

10. Sports holiday "Dad, mom, I am a sports family." 11. Didactic games “Name it right” (family relations to each other), “Guess who we are talking about”, ... 12. In conclusion, hold a big holiday “Secrets of our family” (performing art numbers, reading poetry, games, dancing, ... ) 13. Drawing up a genetic tree.

Expected results. 1. Children learned more about their family and close relatives. 2. Children and parents have become closer, have become more tolerant of each other. 3. Correctly called family relationships. 4. The interest of parents in continuing cooperation with the kindergarten.

Svetlana Tsygankova
Presentation on the topic "Project activities in preschool educational institutions"

Project activities in the preschool educational institution

Compiler: Tsygankova Svetlana Viktorovna

educator

GBDOU "Kindergarten No. 11"

St. Petersburg

1. Projects in a preschool educational institution

Stages of work on project. Classification projects.... 2-3

2. Main steps of the method project. Kinds projects in preschool educational institutions ... 3-4

3. Tasks for the development of children in project activities.... 4-5

4. Algorithm of carrying out projects….5-7

5. Literature on project activities.... 7-8

1. Projects in a preschool educational institution.

Stages of work on project. Classification projects.

From birth, a child is a discoverer, a researcher of the world that surrounds him. Everything for him first: sun and rain, fear and joy. Everyone knows 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 learning: questions that develop logical thinking, modeling of problem situations, experimentation, experimental research activity, solving crosswords, 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 educator introduces them to the role of pets in human life in the cognitive cycle classes, to the images of pets in the works of writers, poets, and the transfer of these images in folk applied arts in the artistic and aesthetic cycle classes. art and creativity of illustrators.

The variability of using the integrated method is quite diverse.

Full integration (environmental education with fiction, fine arts, musical education, physical development)

Partial integration (integration of fiction and art activities).

Integration based on a single project which is based on the problem.

The transition of a preschool institution to project method of activity is usually carried out according to the following stages:

First stage:

At the first stage, the teacher formulates the problem and goals project, after which the product is determined project. Introduces children to a game or plot situation and then formulates tasks.

The tasks of children at this stage of implementation projects are: entering the problem, getting used to the game situation, accepting tasks and goals, as well as completing tasks project. The last point is very important, since one of the important tasks of the teacher is the formation of an active life position in children; children should be able to independently find and identify interesting things in the world around.

Second phase:

At this stage, the teacher (in addition to the organization activities) helps children plan their own activity in solving assigned tasks.

Children are united in working groups and there is a distribution of roles.

Third stage:

The educator, if necessary, provides the children with practical assistance, as well as directs and controls the implementation project.

Children develop a variety of knowledge, skills and abilities.

Fourth stage:

The teacher cooks presentation on the activities of a particular project and conducts it.

Children actively help in preparation presentations, after which they present to the audience (parents and teachers) product of own activities.

Classification projects:

Currently projects in preschool educational institutions are classified according to the following featured:

By topic and methods of implementation results: creative, informational, playful or research

By composition of participants: individual, group and frontal.

By implementation time: short-term (1-3 lessons, medium duration (1-2 months) and long-term (whole academic year).

2. Main steps of the method projects. Kinds projects.

Several stages:

1. Target selection project.

The teacher helps children choose the most interesting and feasible task for them at their level of development.

2. Development project.

Planning activities to achieve the goal: whom to turn to for help, sources of information are determined, materials and equipment for work are selected, what items to learn to work with to achieve the goal.

3. Execution project

Practical part in progress project.

4. Summing up

Evaluation of the results and definition of tasks for new projects.

By type projects subdivided into the following:

1. Creative.

After incarnation project the result is carried out in the form of a children's holiday.

Research.

Children conduct experiments, after which the results are drawn up in the form of newspapers, books, albums, exhibitions.

This projects with elements of creative games, when the children enter the image of the characters of a fairy tale, solving the problems and tasks in their own way.

Informational.

Children collect information and implement it, focusing on their own social interests. (design of a group, separate corners, etc.).

main goal design method in preschool education is the development of a free creative personality.

3. Tasks for the development of children in project activities.

In pedagogy, the following tasks are identified that determine the development of children in project activities:

Ensuring the psychological well-being and health of children;

Development of cognitive abilities;

Development of creative imagination;

Development of creative thinking;

Development of communication skills.

Tasks of the research activities specific to each age.

At preschool age - This:

the entry of children into a problematic game situation (the leading role of the teacher);

activation of the desire to look for ways to solve a problem situation (together with the teacher);

the formation of the initial prerequisites for the search activities(practical experiences).

At the senior preschool age - This:

formation of the prerequisites for the search activities, 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 a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.

4. Algorithm of carrying out project activities in the preschool educational institution

Implementation stages project

Members

Preparatory stage

Thinking about an idea project, collection of information, material for the implementation of the idea.

Teachers of the preschool educational institution, specialists, parents, pupils of the preschool educational institution.

Organizational stage

Formative stage

Planning project, determining the timing of implementation and those responsible for individual stages project. Conducting round tables with parents and teachers, consultations on the topic project and implementation of tasks.

Development of provisions for reviews, competitions, abstracts of classes, scenario of the final event.

Teachers, specialists of preschool educational institutions.

Conducting classes with children by specialists and teachers of preschool educational institutions (complex, thematic, binary, visiting exhibitions in the expo center, museum, etc.

Holding competitions and reviews within the framework of project. Joint work of children, parents and teachers on the creation and design of exhibitions of joint works, photo exhibitions and photo collages on the topic project.

Teachers, specialists of preschool educational institutions, parents.

Teachers, specialists of the preschool educational institution, parents, pupils of the preschool educational institution.

Final stage

Holding a final event (holiday, entertainment). Awarding of winners of competitions and parents with letters of thanks. Analysis of results project activities. Generalization of experience.

Teachers and specialists of preschool educational institutions, parents.

Rules for holding round tables with parents.

1* Each meeting requires its own "scenario" and extremely clear guidelines, recommendations and advice in the implementation of the stages project.

2* Main working method "round table" is a dialogue, defining ways of interaction between parents, children and teachers within the project.

3* Parents are invited to the meeting "round table" and notified of the agenda no later than 5 days before the date of its holding.

4* Specialists of preschool educational institutions, educators of age groups are invited to the meeting.

5* Cognitive information for parents is given, revealing approaches to the implementation of this project.

6* Based on the results of the meeting, ways of interaction between parents, children and the teaching staff are determined, the content of the work and the timing of implementation are determined.

Project the method can pass through all kinds of nursery activities in preschool. It encourages teachers to improve their professional and creative level, which undoubtedly affects the quality of the educational process. It pushes for active interaction of all specialists of the preschool educational institution, parents of pupils and the organization of society. Forms in preschoolers the ability to plan and independence in solving the problem, contributes to the development of cognitive and creative activity.

1. Vinogradova N. A., Pankova E. P. Educational projects in kindergarten. Handbook for educators. M.: Iris-press, 2008. - 208 p.

2. Veraksa N. E., Veraksa A. N. Project activities of preschoolers. Handbook for teachers of preschool institutions. - M.: Mosaic-sintez, 2008. - 112 p.

3. Kiseleva L. S. et al. Project method in activity preschool institutions: - M.: ARKTI, 2003. - 96 p. 4.

4. Penkova L. S. Under sail Summer floats on the Earth (organization of playgrounds in the summer) methodological manual for employees of preschool institutions, students of pedagogical universities and colleges. - M.: LINKA-PRESS, 2006. - 288 p.

5. Timofeeva L. L. Project method in kindergarten. "Cartoon with your own hands". - St. Petersburg: LLC "Publishing house "Childhood Press", 2011. - 80 p.

6. Shtanko I.V. Project activity with older preschool children. // Management of a preschool educational institution.

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The project method was developed at the beginning of the 20th century by the American philosopher, psychologist and educator John Dewey (1859-1952). According to D. Dewey, education should be built "on an active basis through the expedient activity of children in accordance with their personal interests and personal goals."

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Research activity gives the child joy, exerting a positive moral influence, harmoniously develops the mental and physical abilities of a growing person. The organization of such activities is carried out by means of modern technology: the method of projects.

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

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Development tasks: ensuring the psychological well-being and health of children; development of cognitive abilities; development of creative imagination; development of creative thinking; development of communication skills.

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The starting point of the study is the children's interests of today. The role of the teacher when using the project method: taking into account the age characteristics of children, creating conditions for stimulating the interests of children, building their relationship with the child on complicity and co-creation, motivates children's activities, uses game methods and techniques. The role of a preschooler: is an active participant in the project, overcomes difficulties in solving problems (the leading didactic goal of the project methods). The project plan is developed jointly with children and parents, social partners are involved, and a project team is selected. After the project is defended, its implementation begins.

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Principles for the implementation of projects systematic seasonality personal account age characteristics interaction with the child in the conditions of preschool and family.

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When using the project method, a number of requirements must be taken into account. Firstly, the result the project is oriented towards should be practically and informatively significant for its participants. Secondly, the problem posed should be investigated in a certain logical sequence: putting forward hypotheses about how to solve it; discussion and selection of research methods; collection, analysis and systematization of the obtained data; summarizing and their execution; conclusions and advancement of new problems. Third; the content of the project should be based on the independent activities of the children planned by them at the preparatory stage of the work. Using the project method, the educator becomes the organizer of the research activities of children, the generator of the development of their creative potential.

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Stages of the project goal setting; search for a form of project implementation; development of the content of the entire educational process based on the subject of the project; organization of a developing, cognitive, subject environment; determination of directions of search and practical activity; organization of joint (with teachers, parents and children) creative, search and practical activities; work on parts of the project, correction; collective implementation of the project, its demonstration.

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Approximate work plan of the educator for the preparation of the project Setting the goal of the project. Development of a plan for moving towards the goal (educator, methodologist discuss the plan 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 and assignments for self-fulfillment. Project presentation, open session.

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Classification of projects used in the work of preschool institutions Currently, projects are classified: a) according to the composition of participants; b) by target setting; c) by topic; d) in terms of implementation.

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Types of projects: Research and creative: children experiment, and then the results are drawn up in the form of newspapers, dramatization, children's design; role-playing (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); Information-practice-oriented: children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.); creative (designing the result in the form of a children's holiday, children's design, for example, "Theatre Week").

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Themes and content of the projects Gaming: "A game-journey to the underwater kingdom"; role-playing game "Theater"; game "Building the city of the future"; "We are building a fabulous snow town." "Journey to the Land of Fairy Tales" "Meeting the guests"

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Creative: autumn (spring, winter) opening day; musical fairy tale (optional); table theater (inventing a fairy tale, making characters, scenery and showing a performance to kids and parents); "Fun Fair"; creation of a film library of drawn filmstrips; festival of arts "Spring drop". “Baking a cake” “In the world of plasticine”

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By duration, projects can be short-term (from 1 lesson to 1 day) and long-term (from 1 week to 3 months).

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The project "My family" Purpose: fostering a sense of affection and love for their parents, relatives. Tasks: 1. Introduce children into a problem situation, find out what children know about their parents and relatives. 2. To create conditions in the group conducive to better communication between children - parents - relatives. 3. To form in children a benevolent attitude towards relatives and friends who take care of them. 4. Project participants: kindergarten staff, children, parents.

Topic: Project activity

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