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Using project activities in kindergarten. Project in preschool or project activity in kindergarten

In kindergarten.

Intensive change in surrounding life, active penetration scientific and technical progress in all its spheres dictates to the teacher the need to choose more effective means of teaching and education based on modern methods and new integrated technologies. One of the promising methods to help solve this problem is project activity method.

Project activities- is an independent and joint activity of adults and children in planning and organizing the pedagogical process within the framework of a specific topic, which has a socially significant result. This is a method of pedagogically organized development of the environment by a child; it is a link in the education system, in the chain of a personality development program.

Project specifics is its complex integrated nature (for example: the relationship of environmental education with aesthetic, economic education; practical orientation, inclusion of the child in creative activities, organization of the child’s interaction with the social urban environment). The project is being implemented in game form, the inclusion of children in various types of creative and practically significant activities, in direct contact with various objects of the social environment (excursions, meetings with people of different professions, games on objects of the social environment, practically useful activities).

Main goal project method in preschool institutions is the development of free creative personality child, which is determined by the developmental tasks and tasks of children’s research activities.

Development objectives:

creative imagination

The tasks of research activities are specific for each age.

In early preschool age this is:

· children’s entry into a problematic play situation (the leading role of the teacher);

· activating the desire to look for ways to resolve a problem situation (together with the teacher);

· formation of initial prerequisites for research activities (practical experiments).

In older preschool age this is:

· formation of prerequisites for search activity and intellectual initiative;

· developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently;

· developing the ability to apply these methods to help solve the problem, using various options;

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

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

Research and creative : children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;

“Tree”, “In the Footsteps of Christmas Tree Decorations”

Role-playing games : ( with elements of creative games, when children take on the characters of a fairy tale and solve the problems in their own way);

S. r game “Sea Cruise”, “Visiting Grandma”.

Information-practice-oriented : children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.);

“Let’s decorate the group for the holiday”, “Knizhkina Hospital”

Creative: (format the result in the form children's party. Children's design, e.g. "theater week"

Ø Creative (6 – 7 years)

All aspects of the child’s personality are intensively formed: moral, intellectual, emotional-volitional, effective-practical. The role of an adult is the development and support of children’s creative activity, creating conditions that allow them to independently determine the goals and content of upcoming activities. Choose ways to work on the project and organize it, determine development prospects.

Project activities with preschoolers require compliance with a certain sequence of stages:

Selecting the topic of the project, its type, number of participants Statement of the problem. Setting a goal. Thinking through the steps to achieve the goal, forms, methods of work, distribution of roles. Independent work of project participants on their tasks. Interim discussion of the data obtained. Project protection. Group discussion. Results of external assessment, conclusions.

The topic and problem are formulated either by the teacher, based on the interests of the children, and the children accept it; or children with the help of leading questions from an adult. In kindergarten, project topics should be based on the reproduction of home life: housing, equipment, family relationships, responsibilities of family members, work of adults. The theme then expands to the reproduction of social life.

The main condition is that design should be aimed at applying existing knowledge and acquiring new ones. (eg, when the children build houses for their dolls, the teacher puts forward the idea of placing them nearby - a street appears. The street should have a name, the houses should have numbers. The teacher shows the children letters and numbers - new knowledge is acquired.

The teacher helps children plan activities, organizes activities to solve problems through experimentation and modeling. Organizes work on the project in stages: directs the search for solutions, experimentation, substantive - speech activity, productive, research. Provides practical assistance (as needed). Parents of preschool children can be involved in the implementation of the project. They will help children collect and arrange materials. Project defense competitions should not be held among preschoolers. A good form is project festivals, because the pursuit of quantity and prizes has a bad effect on the very idea of the project. In each project you need to see and note something good, to create a situation of success for each child.

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

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 have an idea of what a kindergarten graduate should be like, what qualities he should have, this is prescribed in the FGT for the main educational program. Modern pedagogical research shows that the main problem of preschool education is the loss of liveliness and attractiveness of the learning process. The number of preschoolers who do not want to go to school is increasing; Positive motivation for classes has decreased, and children’s academic performance is falling. How to improve the situation? The formation of a new education system, focused on entering the global space, requires significant changes in the pedagogical theory and practice of preschool institutions, and the improvement of pedagogical technologies.

The use of innovative pedagogical technologies opens up new opportunities for the education and training of 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 acquired knowledge, develop creativity 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 material on a specific topic, increase the level of one’s own competence on the problem, and bring to new level relationships with parents, to truly feel like a partner with children in solving research problems, to make the learning process not boring and overly edifying. The project method is naturally and harmoniously woven into the educational process of kindergarten.

Project activity is project only if direct action in a particular situation is impossible. In other words, if a child wanted to play with a ball, took the ball for this, and carried out his plan, or if the instructor organized and conducted physical education leisure, then this activity will not be a project activity - the child and the teacher performed all actions within the framework of traditional productive and educational activities. And if, before holding the “Olympic Games” leisure time, the teacher, together with the children, comes to a decision during a discussion about the need to hold such a holiday, then plans the paths leading to achieving this goal. Children, together with their parents and teachers, select, study and present information about Olympic sports sports, about the rules of competitions, about records and winners, make attributes, learn the rules, watch and discuss presentations and video clips, develop sports skills. 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.

The 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 a 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 activities are focused on research as much as possible more opportunities inherent in the situation, and not on following a predetermined (and known to the teacher) path.

Non-distinction between the child's subject and object positions. Most preschool teachers are very sensitive to children and support them emotionally. However, this emotional support should not result in a willingness to complete a creative task for the child, be it formulating a creative idea or searching for possible ways solving the problem. The teacher must 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 object's position.

Research shows that preschoolers can successfully complete project-based activities. At the same time, there are clear positive changes in the cognitive development of children, personal growth of preschoolers is observed, which is expressed in the desire to perform original creative works. The interpersonal relationships of preschoolers change significantly, children gain 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 project activities that will help connect the process of learning and upbringing with real events in the life of a child, as well as interest him and captivate him in this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, collaborate, and plan your work. Each child will be able to express themselves, feel needed, which means they will gain confidence in their abilities.

So, what is a “PROJECT”?

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

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

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

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

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

In relation to kindergarten project- this is a set of actions specially organized by the teacher and independently carried out by the pupils, aimed at resolving a problem situation and culminating in the creation of a creative product.

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

“Everything 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 starting from early preschool age. It allows you to determine learning objectives, form the prerequisites for educational and research skills in accordance with the main lines of development.

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

When planning project activities, the teacher should remember three stages in the development of project activities in preschool children, which represent one of the pedagogical technologies of project activities, which includes a set of research, search, problem-based, and 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 is not contrary to nature 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:

awaken interest in the proposed activity;
involve children in the learning process;
form different ideas;
involve children in reproducing images using various options;
encourage children to engage in joint search activities and experimentation.

Improving mental processes:

formation of emotional interest;
familiarity with objects and actions with them;
development of thinking and imagination;

4. speech development.

awareness of the goal;
mastering various ways of solving assigned problems;
the ability to anticipate the outcome based on one’s past experience;
searching for different means to achieve the goal.

The second stage is developmental, it is typical for children 5-6 years old who already have experience in a variety of joint activities, can coordinate actions and provide assistance to each other. The child is less likely to turn to adults with requests and is more actively organizing 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, and are able to choose the necessary means to achieve the result of the activity. They not only show a 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. At this stage, it is very important for an adult 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 the opportunity to organize it.

Senior preschool age.

Learning Objectives:

develop search activity and intellectual initiative;
develop special methods 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 prerequisites for educational activities:

arbitrariness in behavior and productive activity;
the need to create your own picture of the world;
communication skills.

Formation of design and research skills:

identify the problem;
independently search for the right solution;
choose the most adequate one from the available methods and use it productively;
independently analyze the results obtained.

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

Planning project activities begins with questions : "For what do you need a project?”, “Why is it being carried out?”, “What will be the product of the project activity?”, “In what form will the product be presented?”

Work on the project, including drawing up a well-founded action plan, which is formed and refined throughout the entire period, goes through several stages. At each stage, the teacher’s interaction with children is personality-oriented.

Project work

The first stage is Selecting a topic.

The teacher’s task is to choose a topic for deeper study together with the children and draw up a plan for cognitive activity. One way to introduce the topic involves using the “three questions” model:

What do I know?
What do I want to know?
How to find out?

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

 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 (maintains the interest of children and parents);
discusses the plan with families at parent-teacher conferences;
turns to preschool specialists for recommendations;
together with children and parents, draws up a plan - a scheme for carrying out the project;
collects information and material;

The second stage is Project Implementation.

Projects are implemented through various types of activities (creative, experimental, productive). The teacher’s task at this stage is to create conditions in the group for the implementation of children’s plans.

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

Research activity at this stage is intensified due to problem discussion, which helps to discover more and more new

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

The sequence of the teacher’s work 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 of children and parents (searching 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 tangible product that has value for children. During the creation of a product, the creative potential of preschoolers is revealed, and the information obtained during the implementation of the project is put to use.

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

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

organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with children;

sums up the results (speaks at the teachers' council, parents' meeting, summarizes work experience).

The fourth stage is reflection.

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

Thus, in project activities, 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.

The following types of projects are used in the practice of modern preschool institutions:

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

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

information-practice-oriented projects: children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.);
creative projects in kindergarten(registration of 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 play, then, starting from 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 can be short-term (one or several classes), medium-long, long-term (for example, “Sports games and entertainment as a means of increasing interest in physical education among preschool children” - for the school 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 developmental tasks and tasks of children’s research activities.

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 in the Russian Federation”, the national doctrine of education in the Russian Federation, the concept of modernization of Russian education, the Federal State Educational Standard, educational institutions (regardless of what programs the educational process is based on) obliged:

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

2. provide individual approach for each child;

3. realize the child’s right to free choice of activities, opinions and judgments;

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

5. involve children in activities without psychological coercion, rely on their interest, taking into account their social experience;

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

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"Project activities in kindergarten."

provide conditions for self-determination and self-realization of the individual;
provide an individual approach for each child;
realize the child’s right to free choice of activities, opinions and judgments;
remember that the child is an active participant in the pedagogical process;
involve children in activities without psychological coercion, rely on their interest, taking into account their social experience;
ensure the emotional, personal and social-moral development of the child, preserve and strengthen the health of children.

In this regard, I sought to find new most effective ways and means of solving assigned problems. Today, I believe that one of the most vibrant, educational, interesting, and significant methods for both adults and children is project activity. According to the definition of Professor W.H. Killpatrick, who developed the “Project-based learning system”, “project method”, “A project is any action performed with the whole heart and with a specific purpose.”

From modern education What is required is no longer a simple fragmented inclusion of research and project-based teaching methods in educational practice, but targeted work on the development of research abilities, specially organized training of children in the skills of project-based and research search.

This is also important because the most valuable and lasting knowledge is obtained independently, in the course of one’s own creative research. On the contrary, knowledge acquired through learning is usually significantly inferior in depth and strength. It is equally important that it is more natural and therefore much easier for a child to comprehend new things by acting like a scientist (conducting his own research - observing, conducting experiments, making his own judgments and conclusions based on them) than to receive knowledge already obtained by someone else in “ finished form."

As a result of this technology, I see children becoming active participants in the educational process. This makes it possible to get to know yourself without feeling the “pressure” of adults. The experience of independent activity develops in children self-confidence, reduces anxiety when faced with problems, and creates the habit of independently looking for solutions. If a child does not gain positive experience in creative activity, then mature age he may form the belief that this direction of development is inaccessible to him. But it is through creative abilities that a person can most fully reveal himself as a person. Modern society places great demands on such personality qualities as creativity and the ability for self-development.

Collective experiences, as well as the joy of success, pride from the approval of adults, bring children closer to each other and help improve the microclimate in the group. Project activities allow you to turn any team into a cohesive team, where every child feels needed in solving an important task. I believe that project activities can be presented as a way of organizing the pedagogical process, based on the interaction of teachers, students and parents. Involving parents in project activities is of great value:

they become active participants in the learning process of their children, fathers and mothers feel like “good parents” because they contribute to learning and acquire new skills.
a deeper understanding of the learning process for preschool children develops.

Main goal The project method in kindergarten is: the development of a free creative personality. The main tasks to achieve the goal are:

Development objectives:

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

Objectives of research activities (they are specific to each age).

At an older age it is:

formation of prerequisites for search activity, intellectual initiative
development of skills to determine possible methods of solving a problem with the help of an adult, and then independently
developing the ability to apply these methods using various options
developing the ability to conduct a constructive conversation in the process of joint research activities.

I believe that in design and research activities, children have the opportunity to directly satisfy their inherent curiosity and organize their ideas about the world. Therefore, I strive to teach not everything, but the main thing, not the sum of facts, but their holistic understanding, not so much to give maximum information, but to teach one to navigate its flow, to carry out purposeful work to strengthen the developmental function of education, to organize the educational process according to the model personality-oriented interaction, according to which the child is not an object of learning, but a subject of education. In my work with children I use the project method and research activities.

The project method is always focused on children’s independent activities - individual, pair, group, which the children perform over a certain period of time. The project method always involves solving a problem, which involves, on the one hand, the use of various methods and teaching aids, and on the other, the integration of various knowledge and skills.

Taking into account age psychological characteristics children, I am developing a step-by-step plan for the implementation of the project, where I reflect the most striking forms of work in this area. Depending on the objectives of the project.

I try to work on projects in close cooperation with the families of the students. Having jointly discussed the plan-project and aimed at further work, the parents became active participants and assistants in the implementation of the assigned tasks. Together with the children, they took part in the production of posters, crafts, bird feeders, collages, and the production of newspapers, which were used to design various thematic exhibitions in the preschool institution. With their help, we purchased educational literature for children.

For development cognitive activity children and maintaining interest in research activities in the group, an “experimentation corner” was designed and equipped.

Pupils of the kindergarten of the senior and preparatory groups took part in the formation of my teaching experience. In the process of development, children of this age category gradually deepen their knowledge, develop mental abilities, form an attitude towards the world around them, and develop a personality.

At this age, memory develops and the foundations of mental activity are laid. Children can already make independent judgments and express their opinions.

During this period, the child’s individual motivational system begins to take shape. Motives become relatively stable. Among them, the dominant motives stand out - those prevailing in the emerging motivational hierarchy. This leads to the emergence of volitional efforts to achieve the goal.

One of the motives may be the search for answers to one’s questions, because preschoolers are entering the age of “whys.” Now the child begins to understand that the subject is not as simple as it seemed to him before, and begins to study the objects, trying to penetrate into their structure and essence. I decided to use this feature of children in the cognitive development of preschoolers.

I monitored the knowledge, skills and abilities of children on project topics, where I found out the level of knowledge of preschoolers.

It turned out that only 14% of the group of children had a high level of knowledge on the topic, and only 49% had an average level of knowledge. I decided that it was necessary, in the process of direct educational activities, conversations, observations, experiments, working with parents of preschool children, replenishing the group’s developmental environment, to increase the level of children’s knowledge. This is how the idea of creating projects arose: “Growing an Aster”, “We Planted an Onion”, “Space”, and the health-saving project “Healthy Baby”.

By the end of the projects, the level of children’s mastery of the material increased: high 43%, the average increased by only 5.4%, as the number of children with a high level of mastery of the material and children with low level mastery of the material was not revealed.

Building relationships with parents according to the principles of interconnection and complementarity made it possible to create maximum conditions for the personal growth and development of the child.

Children learned to negotiate, listen to the ideas of their comrades, and come to a common opinion when solving problems. The level of children’s skills in composing collective stories, creating collective work, negotiate with partners, unite in groups has grown significantly over the period of design and research activities. Preschoolers easily come into contact with both adults and peers; join groups for joint activities; They worry about the product of the entire team’s activities.

During the project activities, I observed clear positive changes in the cognitive development of children. And since our projects were mainly of environmental content, I decided to expand the children’s cognitive interests by introducing them to research activities that would help them identify the relationships that exist in nature. It is the consciousness of the unity of nature, the close connection of everything with everything, that will allow the child in the present, and most importantly, in the future, to correctly build his behavior in relation to nature, when interacting with each other and environment, children gain invaluable knowledge through experience.

I worked on this topic with children for 2 years.and, having accumulated enough material, I decided to summarize the experience of my work, which, I think, can help teachers in developing the cognitive interests of preschool children.

In the process of working on the topic of this experiment, I used several types of research to identify the level of development of preschoolers: observation, game tasks, testing, which made it possible to clarify insufficiently studied topics and outline a way to eliminate these gaps.

To work on eliminating gaps in the development of preschoolers, I used:

A method of actively involving parents in joint activities
Method for observing changes and transformations of an object
Demonstration method
Method of explaining new material
Teacher's story
A child's story
Reading literature
child research method,
project method
method of modeling problem situations
method of reasoning
a method for solving problematic problems and situations.

Since these methods support children's cognitive initiative in kindergarten and family settings and are relevant for a number of reasons:

firstly, they help the child gain early social positive experience in realizing his own plans.
secondly, to act unconventionally in a variety of circumstances, based on originality of thinking.
thirdly, by the time a child enters first grade, he will learn to solve such complex problems as:

be able to see a problem and ask questions;
be able to prove;
draw conclusions and reason;
make assumptions and make plans to test them.

Project activities have enormous development potential. Its main advantage is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment.

To solve the problems posed in the projects, I involved parents in the work, who were happy to look for solutions together with their children, helped in organizing the developmental environment in the group, and actively participated in the preparation and implementation of projects

At this age stage, children are actively interested in changes in the surrounding reality. Therefore, I used methods of observation, demonstration, and experimentation. During the work, the children looked at the objects with pleasure, identified the main features, noticed changes in the process of experimentation and talked about it.

For a more complete assimilation of the material, I made didactic games, invented outdoor games with the help of which the knowledge of preschoolers was consolidated and deepened.

Active work with parents led to the fact that they not only became a means of information and support for the child, but also actively became involved in project activities, and also enriched their teaching experience, experienced a sense of belonging and satisfaction from working together with children.

Together with children and parents, an environmental campaign “Vegetable garden on the window” was held, exhibitions of drawings and crafts “Take care of the primrose”, “These beautiful animals” were held, a photo album “And this is all about astronauts” was created, leaflets “My flowers” were published.

During some projects, themed entertainment, creative living rooms, and a master class were held, which summed up our joint activities.

Main stages of work on projects:

Goal setting: I help the child choose the most relevant and feasible task for him for a certain period of time;
Project development - an activity plan to achieve the goal;
Project implementation – practical part;
Summing up - identifying tasks for new projects.

Sequence of work on projects:

Sets goals based on the interests and needs of children;
Involves in problem solving (designation of a “children’s goal”);
Outlines a plan for moving towards the goal (maintains the interest of children and parents);
Discusses the plan with parents;
Seeks recommendations from preschool education specialists (creative search);
Together with children and parents, they draw a plan - a scheme for carrying out the project and hang it in a visible place;
Collects information and material (studies the plan diagram with the children);
Conducts classes, games, observations, experiments (activities of the main part of the project), etc.;
Gives homework to children and parents;
Moves on to independent creative work (crafts, drawings, albums, promotions, KVN, etc.);
Organizes a presentation of the project (celebration, open lesson...);
Summarizes results, speaks at teachers' councils, round tables, and summarizes experience.

It is explained to the “young scientists” that their task is to prepare a short “message” on a given topic and present it beautifully to present to their friends. But in order to make such a message and present your work, you need to collect all available information on the topic, process it and format it. How can I do that?

Naturally, for children of this age, collecting information is a new and very difficult task. Therefore, it should be warned that there are many ways to obtain the necessary knowledge.

This is where an action plan is developed. Try to answer the question of what is already known and what is not. Now it will be easy to formulate: “What needs to be done?” This will be your action plan.

What do we know about this topic?

What should we do before we start collecting information?

Where do you think a scientist begins his work?

It is necessary to bring preschoolers to the idea that they need to think about what information is needed specifically on this topic. After the guys understand this, a card with the “think” symbol is placed on the table.

Next question:

Where can we learn something useful about our topic?

Answering it, children gradually build a line of cards:

"think"
"ask another person"
"get information from books"
"observe"
"watch on TV"
"to conduct an experiment",
"discuss in group"
"summarizing",
"registration of results"
“presentation of the results of completed projects in the form of a material product
"Project Presentation"

I consider the following to be an indicator of the effectiveness of introducing the design method into the educational work of preschool educational institutions:

a high degree of development of children’s curiosity, their cognitive activity, communication, and independence;
increasing children's readiness forperception of new material;
active participation of parents in the life of the preschool educational institution.

One of the priority areas of my teaching activity is environmental education of children. The main goal, which is to educate from the first years of life a humane, socially active, creative personality, capable of understanding, loving the world around us, nature, treating it with care and protecting it. I carried out two environmental, educational and practical projects:

“Growing aster” (sub. gr.);
“We planted an onion” (senior group).

The work on the Firefly projects was very interesting and creative. Keeping up with the times in cognitive, speech and communication development. In the preparatory group, I introduced two more long-term projects into the practice of my work:

information-oriented “Space”;
creative, health-saving project “Healthy Baby”.

When organizing my project work, I relied on:

theoretical and practical research of domestic teachers - L.S. Kiseleva, T.A. Danilina, M.P. Zuikova, T.S. Lagoda, O.S. Evdokimova, V.N. Zhuravleva, T.G. Kazakova;
literature - L.V. Mikhailova - Svirskaya “Project method in the educational work of kindergarten”

Vinogradova N.A., Pankova E.P. "Educational projects in kindergarten."

Veraksa N.E., Veraksa A.N. "Project activities of preschoolers."

Kiseleva L.S. “Project method in the activities of a preschool institution.”

Shtanko I.V. “Project activities with children of senior preschool age”, etc.

Analyzing the work done, I came to the conclusion that the project activities of preschoolers are unique means ensuring cooperation between children and adults, a way to implement a person-oriented approach to education. In project activities, the child’s subjective position is formed, his individuality is revealed, interests and needs are realized, this in turn contributes to the child’s personal development. This corresponds to the social order at the present stage. Therefore, I will continue to use the design method in my work. I plan to continue publishing the Firefly magazine. I want to implement the “Red Book” project. I was very interested in the project “Where I was born”.

The effectiveness of teaching experience.

The main means of implementing design and research activities were projects, research, and special classes, during which they harmoniously combined various forms– circular conversations, classes, specialized games, experiments, reading, storytelling, theatrical performances, competitions and exhibitions. Not only preschool teachers, but also parents were involved in the organization of the educational process.

The results of the work were positive changes in the behavior of both adults and children.

The peculiarity of design and research activities and adult-children projects is that children, parents, and teachers take part in the project. The joint collection of materials on the topic, classes, games, competitions, presentations revealed the creative abilities of children, involved parents in the educational process, which naturally affected the results.

By solving various cognitive and practical problems together with adults and peers, children acquired the ability to doubt and think critically. Experienced at the same time positive emotions, surprise, joy from success, pride from the approval of adults - laid the first grains of self-confidence in children and prompted them to a new search for knowledge.

Collective experiences brought children closer to each other and to adults, and contributed to improving the microclimate in the group. It can be noted that using design and research technology in the upbringing and training of preschool children, life activities in kindergarten organized according to it made it possible to get to know the pupils better, to penetrate into inner world child.

By accumulating creative experience, children, with the support of adults, can later become authors of research, creative, gaming, and practice-oriented projects.

After finishing work on the projects, the level of children’s mastery of the material increased: high 43%, average increased by only 5.4%, as the number of children with a high level of mastery of the material increased, children with a low level of mastery of the material were not identified. By doing research in the experimentation corner, children significantly expanded their knowledge:

About materials;

About natural phenomena;

About the world around us.

Novelty (innovativeness) of the presented pedagogical experience.

The novelty of this experience is the integrated use of previously known and modern methods and technologies for the development of children's cognitive interests, the structuring of practical and diagnostic material for preschoolers both in preschool educational institutions and in the family. Having become interested in the problem of organizing design and research activities of preschoolers, I developed a model for the development of search and research activities in preschool educational institutions and families, which is aimed at developing the abilities of preschoolers to independently and creatively master new ways of activity.

Innovation activity is based on the following principles:

The principle of openness is to be able to perceive the child’s personality, be open, accept and respect his wishes.

The principle of the activity approach - the child learns about the world, gains knowledge through all types of activities, everyone is an active participant in obtaining and transmitting knowledge and information, attracting friends and adults to this

The principle of freedom of choice is the child’s right to choose the content of an activity, determine tasks, ways to solve them, and a partner for joint activities.

The principle of conformity with nature is to focus on the child’s inner world, create conditions for self-development and self-expression of each participant in the cognitive process

All projects, classes, experiments, etc. were carried out in joint and independent activities of children. Work was organized in small groups, which helped to instill in children the skills of self-examination, mutual assistance, and develop cognitive communication.

The planned work is aimed at turning the child from a passive observer into an active participant in the educational process. This was facilitated by methods and techniques that varied depending on the goals and objectives of the project.

The main principle in working with pupils was to give the child the opportunity to explore the world around them in their own way. own experience in specific deeds and actions, because it is precisely this kind of experience that is remembered for a long time.

But to implement all plans and ideas, the work of not only kindergarten employees, but also parents and families is required. It is in the family, in a familiar environment, that children receive initial ideas about the world around them. Working with the family was one of the mechanisms that helped achieve the intended goal.

Design and research activities are one of the interactive, innovative methods modern learning, which helps not only the all-round development of the child, but also strengthens positive motivation for knowledge, gives a new impetus to the parent-child-kindergarten relationship.

The technological effectiveness of the presented pedagogical experience.

Project and research activities provide children with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas. If we talk about design and research activities as a pedagogical technology, then this technology involves the use of research, search, problem-based methods that are creative in nature. Within the framework of the project and experimentation, the teacher is assigned the role of developer, coordinator, expert, and consultant.

That is, project-research develops children’s cognitive skills, the ability to independently construct their knowledge, navigate the information space, and develop critical and creative thinking.

This is combined with a group approach to learning. Groups determine how they think about solving this problem: personal motivation is activated, the process of creativity, the process of independent mental work begins. This independence depends on the development of skills and abilities in project activities.

A feature of design and research activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or determine a goal (plan). Therefore, in the educational process of a kindergarten, project-research activities often act as collaboration, in which children and teachers take part, and parents and other family members are also involved. The main goal of the design and research method in a preschool institution is the development of personality and intelligence.

When developing and implementing the design and research method, I use the method of organized and controlled children's experimentation and searching for information in children's individual and collective activities, methods for ensuring children's emotional interest, activating children's independent thinking, joint activities of children and adults, play and problem situations.

Project-research activity presupposes not only the presence and awareness of a problem, but also the process of revealing it and solving it, that is, planning actions, having a plan to solve this problem, and a clear distribution of tasks for each participant. Projects are used when a research problem arises in the educational process, the solution of which requires integrated knowledge from various fields, as well as the use of research methods.

The level of participation of preschoolers in design and research activities depends on the age characteristics of the children: in older children, they are full participants in the project.

In my experience, I described the work on planning and implementing projects for older children step by step.

The objectives of research activities are individual for each age. Thus, when working with children of primary preschool age, a teacher can use a hint, suggestive questions. And children of older preschool age need to be given more independence. The teacher’s first step in working on a project is setting a goal. The second step is planning on the selected problem, which takes into account all types of children's activities: play, cognitive-practical, artistic-speech, work, communication, etc. At the stage of developing the content of direct educational activities, games, walks, observations and other types activities related to the project topic, educators Special attention pay attention to organizing the environment in groups. The environment should develop curiosity in a preschooler. When the conditions for working on the project are prepared, the collaboration teacher and children.

Research classes are conducted according to the structure:

Setting up a research problem in the form of one or another version of a problem situation (you need to interest children, make them want to act to solve the problem).
Training of attention, memory, logic of thinking (can be organized before the lesson).
Clarification of life safety rules during experimentation.
Clarification of the research plan.
Selection of equipment, its independent placement in the research area (the activity and independence of all participants in the experimentation is important).
Distribution of children into groups.
Analysis and generalization of the experimental results obtained (identifying the known and the unknown; leading to judgments, inferences and conclusions that are necessarily recorded in speech, sometimes graphically

Children are not given ready-made knowledge and are not offered ways of doing things. A problematic situation is created, which the child can solve if he draws on his experience, establishes other connections in it, while mastering new knowledge and skills.

Organization of work on projects (diagram)

Below I have presented a table that reveals the goals and objectives of each stage, the content of the activities of the teacher, preschooler and his parents.

Stages of work on project

Goals and objectives

Activities of the teacher

Preschooler activities

Parents' activities

1. Immersion in the project

Target - preparing a preschooler for project activities.

Tasks:

– determination of the problem, theme and goals of the project during the joint activities of the teacher and children;

– creating a group (groups) of children to work on the project.

Selects possible topics and offers them to preschoolers.

Encourages children's interest in the topic of the project.

Helps to formulate:

Project problem;

Plot situation;

Goal and tasks.

Motivates preschoolers to discuss and create a project.

Organizes preschoolers’ search for the optimal way to achieve the project’s goals.

Helps in analysis

and synthesis, observes,

controls.

Forms the necessary

specific skills

and skills.

Get used to the situation.

Discuss the topic of the project, the subject of research with the teacher.

Get additional information.

Determine your needs.

Make a decision as a group (or independently) about the topic (subtopics) of the project and justify their choice.

Carry out:

Analysis of resources and search for the optimal way to achieve the project goal;

Personal attribution of the problem.

Formulate (individually or as a result of group discussion) the goal of the project.

Help in choosing a thematic field, topic; in the formulation of the problem, goals and objectives of the project.

Motivate children.

2. Activity planning

Target - operational development of the project indicating a list of specific actions and results, deadlines and those responsible.

Tasks:

– determination of sources of information, methods of collecting and analyzing information, type of product and possible forms of presentation of project results, timing of presentation;

– establishing procedures and criteria for evaluating results and process;

– distribution of tasks (responsibilities) between group members.

Guides the process of searching for information of preschoolers (if necessary, helps to identify and recommend a range of sources of information).

Offers preschoolers:

Various options and methods for storing and organizing collected information;

Distribute roles in groups;

Plan activities to solve project problems;

Think over possible forms presentation of project results;

Think through criteria for evaluating results and process.

Forms the necessary

specific skills

and skills.

Organizes the process of control (self-control) of the developed activity plan and resources.

Carry out:

Search, collection, systematization and analysis of information;

Breakdown into groups;

Distribution of roles in the group;

Work planning;

Choosing the form and method of presenting the expected results;

Deciding to establish criteria for evaluating results and process.

They think over the product of group and/or individual activity at this stage.

Conduct an assessment (self-assessment) of the results this stage work.

Consult in the process of searching for information.

Provide assistance in choosing ways to store and systematize collected information, and in drawing up a plan for future activities.

3. Carrying out activities to solve the problem

Target - project development.

Tasks:

– independent work of preschoolers on the tasks of the project.

– intermediate discussions of the obtained data in groups.

Observes, advises, indirectly manages activities, answers children's questions.

Monitors compliance with safety regulations.

Monitors compliance with the time frames of activity stages.

Perform planned actions independently, in a group.

Carry out intermediate discussions of the obtained data in groups.

They are watching.

Monitor compliance with safety regulations.

Monitor compliance with the time frames of activity stages.

Provide assistance in collecting information, preparing materials and a portfolio of project activities.

4. Presentation of results

Target - structuring the information received and integrating the acquired knowledge, skills and abilities.

Tasks:

– analysis and synthesis of data;

– formulation of conclusions.

Observes, advises,

guides the analysis process.

Motivates children, creates a feeling of success; emphasizes the social and personal importance of what has been achieved.

Draw up the project

make the product.

Participate in a collective analysis of the project, evaluate their role, analyze the completed project, find out the reasons for successes and failures.

Analyze the achievements of the set goal. They draw conclusions.

Observes, advises.

Helps in securing the project.

Motivates preschoolers and creates a sense of success.

5. Presentation of results

Target - demonstration of materials, presentation of results.

Tasks:

– preparation of presentation materials;

– preparation of a “message”;

– presentation of the project.

Organizes a presentation.

Thinks through and implements interactions with parents.

If necessary, advises preschoolers on the preparation of presentations and portfolio design.

Rehearses with children the upcoming presentation of the results of project activities.

Acts as an expert:

Summarizes and summarizes the results obtained;

Summarizes;

Evaluates skills: communication, listening, justifying one’s opinion, tolerance, etc.;

Focuses on the educational aspect: the ability to work in a group for a common result, etc.

Choose (suggest) a presentation form.

They are preparing a presentation.

They continue to develop their portfolio.

If necessary, consult with the teacher.

They “protect” the project.

Demonstrate:

Understanding the problem, purpose and objectives;

Ability to plan and implement work;

Found way to solve the problem;

Reflection on activities and results.

Act as an “expert”, i.e. Ask questions and provide criticism (when presenting to others) based on established criteria for evaluating results and process.

Provide advice on choosing the presentation form.

Provide assistance in preparing the presentation.

Act as an expert.

Conclusions.

As practice has shown, design and research activities are very relevant and effective. Combination various types children's activities in the interaction of adults and children in one whole project, consolidates the skills of pupils, helps them discover and understand the surrounding reality much faster and more deeply. Based on the children’s knowledge, observations, and impressions obtained during design and research activities; focusing on personal experience child, I try to create an atmosphere of co-creation. After all, only by getting each child interested in a specific creative activity, supporting children’s curiosity and initiative, can any problem be solved. The effectiveness of this approach also lies in the fact that it gives the preschooler the opportunity to explore and experiment on his own, maintain his curiosity and interest in the problem, and also apply the acquired knowledge in one activity or another.

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 have an idea of what a kindergarten graduate should be like, what qualities he should have. Modern pedagogical research shows that the main problem of preschool education is the loss of liveliness and attractiveness of the learning process. The number of preschoolers who do not want to go to school is increasing; Positive motivation for classes has decreased, and children’s academic performance is falling. How to improve the situation? The formation of a new education system, focused on entering the global space, requires significant changes in the pedagogical theory and practice of preschool institutions, and the improvement of pedagogical technologies.

The use of innovative pedagogical technologies opens up new opportunities for the education and training of preschool children, and design and research activities have become one of the most effective today. Design technology refers to modern humanitarian technologies that are innovative in the work of preschool institutions.

I believe that in design and research activities, a preschooler gets the opportunity to directly satisfy his inherent curiosity and streamline his ideas about the world. Therefore, I strive to teach not everything, but the main thing, not the sum of facts, but their holistic understanding, not so much to give maximum information, but to teach how to navigate in its flow, to carry out targeted work to strengthen the developmental function of learning, to organize the educational process according to the model of student-oriented interaction, according to which the child is not an object of learning, but a subject of education.

Project activities for preschoolers. A manual for teachers of preschool institutions Veraksa Nikolay Evgenievich

Organization of project activities in kindergarten

Project activity is project only if direct action in a particular situation is impossible. In other words, if a child wanted to draw a picture, took a pencil, a sheet of paper and carried out his plan, then this activity will not be considered a project activity - the child performed all the actions within the framework of traditional productive activities.

During project activities, the preschooler explores various options for solving a given problem and, based on certain criteria, chooses the optimal solution. For example, a child wants to make a stand for pencils or brushes. The implementation of this task in the case of project activities is not carried out immediately. First, the preschooler tries to imagine several options for making a stand. Since imaginative thinking dominates in preschool age, options for completing a given task can be presented in the form of a drawing. Having created several images, the child holds a number of options in his mind. If there are several options, it becomes possible to analyze them by comparing them with each other, identifying their advantages and disadvantages. In fact, each such option allows the preschooler to better understand what he is going to do and understand the sequence of actions. When making a stand, a child can use various materials. Therefore, when comparing drawings, the material of the future craft can be taken into account. In addition, when comparing drawings, the people who will be involved in the joint project can be taken into account. When organizing project activities, it is necessary to take into account the fact that in preschool age the child’s plan, as a rule, is far ahead of his technical capabilities. In this regard, adults, first of all parents, should provide assistance to the preschooler in implementing the plan. Joint activities allow children and parents to better understand each other and establish trusting relationships.

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

The discrepancy between the traditional form of organization of the educational process and the nature of project activities.

Traditional pedagogical activity is carried out in a normative space - it is focused on developed lesson notes, the strict logic of transition from one part of the program to another, etc. Project activity, as noted above, is carried out in a 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 activities are focused on exploring as many possibilities as possible in a situation, rather than on following a predetermined (and known to the teacher) path. Naturally, it is easier for a teacher to follow a rigid program than to constantly look for new non-standard approaches to the educational process. Therefore, each teacher must assess his readiness for project activities.

Non-distinction between the child's subject and object positions.

Most preschool teachers are very sensitive to children and support them emotionally. However, this emotional support should not result in a willingness to complete a creative task for the child, be it formulating a creative idea or searching for possible ways to solve a problem.

The teacher must 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 object position.

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 another child’s idea. In this case, the teacher should focus on the uniqueness of the child’s idea. Let's give an example. When discussing gifts for March 8, one boy suggested drawing a card for his mother. Another supported his idea, saying that he could also draw a card for his sister. From an adult's point of view, the same idea was voiced: creating a postcard. In this case, the teacher can say: “Vasya already said about postcards. Try to come up with something else." Another way is more productive: you can support the initiative of the second child, emphasizing that no one has yet told your sister about the postcard. In this case, the adult, firstly, opens up a new space for creative activity (you can find out how postcards for mother and sister differ, you can also remember grandmothers, teachers, etc.), and secondly, supports the child’s initiative ( he gets a positive experience of speaking and next time, most likely, he will also express some idea). From what has been said, it follows that you need to support and positively celebrate the very fact of the statement, even if it repeats the statement of another child. This is especially important for passive children who do not have positive social experience of taking initiative.

The need to form a teacher’s subjective position.

It is impossible to develop a child’s subjectivity while remaining in a rigid, fixed position. The teacher, by virtue of his professional experience and education has fairly stable ideas about how one can and should act in various situations. Let's return to the example of discussing gifts for March 8th. Any teacher knows who and what gifts can be given on this day, and how to make them. It is clear that children will not immediately be able to come up with original gift. But the teacher’s task is not to wait for an unusual solution. He must look at the situation he already knows and how to solve the problem from the point of view of the space of possibilities.

A “knowledgeable” teacher will act “according to instructions”: he will explain how to cut out flowers, where to glue them, how to fold a postcard, that is, he will act from the position of the cultural norm. The teacher, demonstrating a subjective position, will first find out how the child sees this situation (for a preschooler, creating a postcard or gluing a flower is not at all an obvious action, but a kind of discovery, comprehension of the holiday). And only then will the teacher turn to cultural ways of formalizing the plan. And then cutting out a flower will become a means of realizing the child’s plan, and not just another link in the implementation of the educational program.

Project activity is a complexly organized process that involves not partial changes in the methodology of conducting individual classes, but systemic transformations of the entire educational and educational process. Obviously, such changes cannot be initiated only by the educator. They require the active participation of the preschool administration.

First of all, the changes concern the mode of the educational process. Project activities involve various shapes activities of children, logically interconnected by different stages of the implementation of the plan, so it goes beyond the traditional grid of activities in kindergarten.

For design classes, it is most convenient to allocate one day every two weeks. On this day, the children's routine changes: creative work begins at 11 o'clock (after breakfast and a walk). At the same time, it is desirable that both teachers participate in the project activity, since at first it should be implemented during classes with children in subgroups (5-9 people each). Thus, each subgroup of children is engaged in their own project.

Since project activities involve active analytical and reflective work of the educator (which will be discussed in more detail below), the administration should facilitate the allocation of time and space for special meetings of teachers, as well as participate in these meetings.

Implementation design technology in the educational process requires great organizational efforts from the administration, but at the same time allows:

Promote professional level teachers and the degree of their involvement in activities, to make the teaching staff more united;

Develop a system of productive interaction between participants in the educational process (children involve their parents in the project, communicate with each other and with the teacher);

Develop in children such qualities as socialization and activity;

Create products that can be presented to society (the level of their originality and social significance increases, which contributes to a more successful positioning of the preschool institution).

So, if the administration is ready to get involved in the process of introducing project technology into the life of a kindergarten, then the next stage will be the organization of a creative group of teachers.

The creation of a creative group should be initiated by a senior teacher with the support of the head. To do this, it is necessary to identify the degree of readiness of teachers to participate in project activities, paying attention to whether the educator wants:

Master additional literature;

Organize new forms of activity for children;

Participate in special meetings with colleagues;

Systematically analyze and record the results of your activities (keep a diary, etc.).

It is necessary to assess the teacher’s ability to work in a situation of uncertainty, to abandon the usual patterns of activity. When selecting teachers for a creative group, you can rely on existing experience working with them, as well as on a written or oral survey, which reveals the degree of consent of the teacher to be included in new types of activities.

As a result of all teachers educational institution can be divided into three conditional groups. The first group will include teachers who declare themselves to be active supporters of project activities, ready to search for new, non-standard solutions. The second group will include passive supporters of project activities, that is, those teachers who are ready to follow a leader who achieves successful results. Such teachers are most likely to join the creative group when the first tangible results of its activities appear. But since they do not actively reject new technology, you can ask them to occupy various support positions. The third group will include teachers who are not ready to implement project activities. It is important to emphasize that belonging to this group does not mean a negative professional characteristic of a teacher. Perhaps he realizes himself in other productive forms of educational activity.

The formed creative group should be positioned in a special way both among educators (as a group that develops the educational space of the kindergarten) and in the eyes of parents (as a group that develops children’s initiative and their socialization).

When we talk about creating a creative group, we do not mean forming a list of teachers, each of whom will engage in project activities with their own group of children. It's about on the creation of a professional association, within the framework of which the development of design technology and the formulation of a strategy for its implementation in the life of a preschool institution takes place. A full-fledged creative team must implement two main functions: monitor project activities and contribute to the formation of a personal philosophy professional activity teachers.

Monitoring project activities involves systematically tracking current and intermediate results, as well as assessing them as problematic or successful. In other words, monitoring is analysis individual elements process (for example, how many ideas were initiated during initial stage implementation of the project, which of them was chosen as the main one) and development dynamics (change in the percentage of children’s activity at the stage of forming the plan). Monitoring has a detached, objective nature and provides a set of facts for further analysis and comprehension.

The formation of a personal philosophy of professional activity of teachers is largely associated with understanding one’s own role in organizing joint activities with children, one’s attitude to the situation, and the discovery of new professional opportunities. As already mentioned, the implementation of project activities involves restructuring the usual forms of interaction in the group, and therefore requires the teacher to rethink his own activities and even some values. Specially organized meetings will help teachers solve a number of problems related to the organization of project activities: who became the real author of the project concept (in a specific lesson)? What helped (or hindered) children’s initiative in the classroom? To what extent has the space of possibilities been explored (in a specific situation)?

Reflection on these questions involves not only identifying problematic issues in the implementation of project activities by a specific teacher, but also understanding why such a situation arose, how you can change your own position or attitude towards the situation, etc. It is imperative to note the presence of positive dynamics if the next meeting, it turns out that the teacher was able to overcome previously identified difficulties. In fact, at these meetings it is not so much the nuances of technology that are discussed, but rather the position of the teacher, his involvement in the process, and ability for creative activity. Therefore, a certain tact and respect for the personality of the teacher participating in such reflective discussions is necessary. Practice shows that despite the complexity and emotional intensity of such meetings, it is they that influence the professional development of the teacher.

To carry out monitoring and reflective discussions, material from diary entries, video recordings of project classes and creative reports from teachers. However, the same material is analyzed from different positions.

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Introduction to the topic

The developing pedagogy of nonviolence has significantly changed the attitude of adults towards children. The level of development of the child becomes a measure of the quality of the work of the teacher and the entire educational system as a whole. Preschool teachers focus not only on preparing for school, but also on preserving a full-fledged childhood in accordance with the psychophysical characteristics of the developing personality. Respect for the child, acceptance of his goals, interests, creation of conditions for development are essential conditions for a humanistic approach.
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 teach through a joint search for solutions, provide the child with the opportunity to independently master the norms of culture.
A unique means of ensuring cooperation, co-creation between children and adults, and a way to implement a person-centered approach to education is design technology.
Design 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.

The project method arose in the 1920s in the USA and is associated with the development of the humanistic trend in philosophy and education, which was started by the American philosopher, psychologist and teacher J. Dewey.
The method was developed in the works of V. Kilpatrick and E. Collings.
The broadest definition of this concept is as follows: “A project is any action performed with all the heart and with a specific purpose”(as defined by Kilpatrick).
The ideas of the project method in Russia appeared simultaneously with the development of American teachers. Under the leadership of Shatsky, a group of teachers united, using the project method in practice.

1. According to the dominant method: research, information, creative, gaming, 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. According to the nature of the child’s participation in the project: customer, expert, performer, participant from the inception of the idea to the receipt of the result.
4. By the nature of contacts: carried out within one age group, in contact with another age group, inside a preschool educational institution, in contact with family, cultural institutions, public organizations (open project)
5. By the number of participants: individual, pair, group and frontal.
6. By duration: short-term, medium-term and long-term.

Research projects

According to E. Polat, projects require a clear structure, defined goals, relevance of the subject of research for all participants, social significance, and thoughtful methods for processing the result. In recent years, research projects have been actively conquering the space of schools and kindergartens. For example, a trip along the Volga. For 3 days there is a conversation about travelers: who traveled on what, determining the route, the journey itself, rest on the shore, return. Exchange of impressions, presentation of results, presentation.

Design technology in preschool educational institutions

Thematic project plan

1. Theme and its origin__________________________
2. Related activities and concepts that can be studied during the project____________
3. Necessary materials _________________________________________________________________
4. Questions for children about the proposed project
What do we know? _____________________________________________________________________
What do we want to know? _________________________________________________________________
How can we find answers to our questions? _________________________________________________
5. Evaluation. What new did you learn? (From the point of view of children and the teacher) ___________________________
6. Proposals for expanding and improving the project ______________________________

DESIGN MECHANISM

A teacher is an organizer of children's productive activities, a source of information, a consultant, an expert. He is the main leader of the project, and at the same time he is the child’s partner and assistant in his self-development.
Motivation is enhanced due to the creative nature of children's activities; the child gets acquainted with different points of view, has the opportunity to express and justify his opinion.
Design technology requires an appropriate organization of the subject-development space of the group. The group contains documents, books, various objects, encyclopedias that are accessible to their understanding. It is possible for children to go to libraries, museums or other institutions if necessary for the implementation of the project.
Design technology is focused on the joint activities of participants in the educational process in various combinations: teacher - child, child - child, children - parents. Joint-individual, joint-interacting, joint-research forms of activity are possible.
One of the advantages of design technology is that each child is recognized as important and necessary in the team. He sees the results of the group's collective efforts. A private, specific result of work for children can be a drawing, an appliqué, an album, a written fairy tale, a prepared concert, a performance, a book, a harvest, etc. During the implementation of the project, children develop independence, activity, responsibility, a sense of trust in each other, and interest in cognition.

Development of design skills in children

Design abilities are manifested in the interaction of the main management systems of any social organization (person, team, activity).

The implementation of design technology in the practice of preschool educational institutions begins with an orientation towards the current problem of cultural self-development of a preschooler and familiarity with design cycles. The design process consists of three stages: project development, implementation, and analysis of results.

A teacher who knows the project method, as a technology and as an activity for self-organization of a professional space, can teach a child to design.
Design abilities are manifested in the interaction of the main management systems of any social organization.
The main function of design is to outline a program and select means for further targeted actions.
The implementation of design technology in the practice of preschool educational institutions begins with an orientation towards the current problem of cultural self-development of a preschooler and familiarity with design cycles.
The design process consists of three stages: development of projects, their implementation, analysis of results.
The condition for mastering each stage is the collective mental activity of educators, which allows:

focus on creative development child in the educational space of a preschool educational institution;
master the algorithm creating a project, based on the needs of children;
be able to connect to the goals and objectives of children without ambition;
unite the efforts of all subjects of the educational process, including parents.

You can design collectively: matinees, evenings of entertainment, days of creativity, vacations.
Creative teams of specialists are capable of developing system and system-translated projects.

Project criteria

1. The relevance of the project, the reality of the proposed solutions, the practical focus on the development of the child.
2. Volume and completeness of development, independence, completeness.
3. Level of creativity, originality in the presentation of the topic, approaches, solutions proposed by the teacher.
4. Reasonedness of the proposed solutions and approaches.
5. Proper design: compliance with standard requirements, quality of sketches, diagrams, drawings.

After protecting the project, they move on to its implementation, i.e. to the second stage of work. The third, final, is held in the form of a seminar.

Algorithm for project development by a creative group of educators

Stages	Tasks	Activities of the creative group	Activities of the scientific and methodological service
Elementary	Definition of the topic, problem. Selecting a group of participants	Clarification of available information, discussion of the task	Design motivation, explanation of the project goal
Planning	Problem analysis. Identification of information sources. Setting tasks and choosing criteria for evaluating results, distributing roles in the team.	Formation of tasks, accumulation of information. Selection and justification of success criteria.	Assistance in analysis and synthesis (at the request of the group) Observation.
Decision-making	Collection and clarification of information. Discussion of alternatives. Choosing the optimal option. Clarification of activity plans.	Working with information. Synthesis and analysis of ideas.	Observation, consultation.
Performance	Project implementation	Work on the project, its design	Observation, advice (at the request of the group)
Evaluation of results	Analysis of project implementation, achieved results (successes and failures)	Participation in collective project analysis and self-assessment	Observation. Direction of the analysis process (if necessary)
Project protection	Preparation for defense. Rationale for the design process. Explanation of the results obtained, their evaluation.	Project protection. Participation in collective assessment of project results.	Participation in collective analysis and evaluation of project results.

Relevance of the project topic

The project is aimed at solving issues of patriotic education of children in accordance with basic educational programs. The content has been expanded to include the tasks of pedagogical education of parents, the involvement of parents in the educational process, increasing the role of the family in modern society, the specification of tasks in local history, the use of regional and partial programs for raising children based on the traditions of folk culture.

Project goals: creating conditions that reveal the creative and intellectual potential of preschool children, focused on dialogical interaction between children, parents and teachers and promoting self-understanding and self-development of all participants in the pedagogical process based on introducing children to the traditional culture of their native land.

Dates: December – April.

Achieving this goal is possible if you solve the following tasks:

To form a child’s idea of himself, his family and social environment.
Give an idea of the role of the native village, region in economic development countries; introduce various social objects, their interrelations and significance for the life of the village.
Create conditions for parental participation in the educational process.
To form a positive, respectful attitude towards the native land, towards work, and its inhabitants.
Introduce children and attract parents to the historical and cultural heritage of their native land.
To develop the creative abilities of children and parents in productive and musical activities using local material, to introduce them to folk crafts.

This method involves the implementation of a series principles:

The principle of conformity with nature provides for the organization of the pedagogical process in accordance with the laws of nature, its rhythms, and cycles.
The principle of problematization is to create conditions for posing and solving problems, introducing human culture into the world through its open problems by increasing the activity and initiative of the child in solving them.
The principle of nationality underlies the entire pedagogical process; folk culture and its potential are of great developmental importance.
The principle of relying on leading activity is realized in the organic connection of play with other specifically children’s activities (visual, constructive, musical, theatrical, etc.) that interact and enrich each other.
The principle of cooperation and co-creation presupposes the unity of an adult and a child as equal partners, provides the opportunity for self-development of each, dialogical interaction, and the predominance of empathy in interpersonal relationships.
The principle of local history is implemented through the maximum inclusion of the culture of the Angara region in the educational process.
The principle of cultural sensitivity and integrativeness is realized in the interrelation of various elements of human culture in different spheres of art.
The principle of taking into account age characteristics and concentricity allows us to consider various problems at an accessible level, and then return to previously studied material at a new, higher level.
The principle of developing a child’s personal qualities is aimed at developing a positive, respectful attitude towards the native land, its inhabitants, and work.

To implement the project, a thematic plan “Introducing older children to the culture of their native land” was developed, based on the programs: “Education and training in kindergarten”, edited by Vasilyeva; “Introducing children to the origins of Russian folk culture” by O.L. Knyazeva, M.D. Makhaneva; regional program “Fauna and Plants of the Baikal Region” L.A. Misharina.

Predicted result:

Expanding the knowledge of children and parents about their native land, its customs, culture, forming on this basis a spiritual, environmental, moral and personal attitude to reality.
Expanding connections between preschool educational institutions and society.
Improving work on interaction with parents, enhancing the position of parents as participants in the pedagogical process of the kindergarten.

Thematic work plan

Sections of work	Main content, timing
Cognitive and speech development
"Me and my whole family"	Customs and traditions of the family, drawing up a pedigree and coat of arms of the family (December 2008)
“Our village Mikhailovka”	Sightseeing tours around the village, targeted walks to monuments, institutions: museum, schools, hospital, shops, central temporary residence center, public service center, children's art school. Visit to the Church of St. Basil the Great, together with parents (December 2008 - January 2009)
“Beloved Irkutsk – the middle of the Earth”	Examination of illustrations about Irkutsk, conversations about the coat of arms of Irkutsk. Children and their parents visiting museums, galleries, theaters, circuses, dolphinariums and writing stories about what they were away with or presenting a video. Reading works of Irkutsk writers and poets (January, February 2009).
"Nature of the Angara region"	Cyclic observations of nature, weather (December – April) Carrying out the campaign “Green Christmas tree - living needle” (December) “Help the birds in winter” (January) Examination of Maleev’s photo album “Animal World of Siberia” Natural history classes: “ Rivers of Siberia", "Quiz about Baikal" (for parents) Reading to children the works of Irkutsk author Sofia Buntovskaya “Ecologically friendly fairy tales from the shores of Lake Baikal” Leisure activities: “Earth Day”, “Titmouse Calendar”.
“Development of coherent speech in children 5–7 years old”	Introducing children to the works of local authors, journalists, poets, using the newspapers “My Village”, “Cheremkhovo News”, and the magazine “Sibiryachok”. Dramatization of Siberian fairy tales with children. Parents make attributes and decorations for fairy tales, participate in the production of works and fairy tales. Family theater. Acquaintance with fairy tales and legends about Lake Baikal. Retellings of these works. Together with teachers and parents, coming up with riddles about interesting places in the village (station, school, museum, temple, theater) Writing a descriptive story about the temple Reading episodes from the children's Bible and talking about impressions. Involving parents in purchasing and reading the magazine “Sibiryachok” Visiting the library, meeting with local authors. Compiling stories based on impressions.
“Introducing children to the origins of Russian folk culture”	Folk traditions, crafts, omens: “Kolyada”, “Siberian gatherings”, “Feast of Russian felt boots” Holidays of the national agricultural cycle
Artistic and aesthetic development “Culture and art of the Angara region”
"Fine art of the Angara region"	Introducing children to the wooden architecture of Irkutsk. Acquaintance with the works of artists of the Angara region. Visit by parents and children to the Irkutsk Art Museum. Visiting exhibitions of the Children's Art School.
"Musical culture of Siberia"	Unlearning folk songs, nursery rhymes, ditties of regional content. Familiarization with folk instruments. Introduction to songs about native land. Performance in front of children wok. groups of the House of Culture "Zharki" - "Veteranochka", "Lyubavushka" Series of lessons on music education: “Musical culture of Siberia”
Physical Culture
"Games of the Peoples of Siberia"	Production by parents of attributes for outdoor games. Placing games of the peoples of Siberia in a mobile folder. Learning games with children: “Needle, Thread, Knot”, “Kite”, “Ice, Wind and Frost”, “Deer and Shepherds”, “Hawk and Ducks”, “Streams and Lakes” Sports festival "Sports Family"

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