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The use of project activities in kindergarten. Project in preschool or project activity in kindergarten

In kindergarten.

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

Project activity- this is an independent and joint activity of adults and children in planning and organizing the pedagogical process within a certain topic, which has a socially significant result. This is a method of pedagogically organized development of the child's environment, it is a link in the system of education, in the chain of a program that develops the personality.

Project specifics is its complex integrated nature (for example: the relationship of environmental education with aesthetic, economic education; practical orientation, the inclusion of the child in creative activity, the organization of the interaction of the child 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 in the social environment, practically useful things).

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

Development tasks:

creative imagination

Research tasks are specific for each age.

In preschool age it is:

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

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

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

At the senior preschool age it is:

formation of preconditions for search activity, intellectual initiative;

development of the ability to determine possible methods for solving a problem with the help of an adult, and then independently;

formation of the ability to apply these methods, contributing to the solution of the problem, using various options;

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

In the practice of modern preschool institutions the following project types:

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

"Tree", "In the footsteps of Christmas toys"

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

S. p game "Sea Cruise", "Visiting Grandma."

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

"Let's decorate the group for the holiday", "Knizhkina Hospital"

Creative: (formatting the result in the form children's holiday. Children's design, eg "theatre week"

Ø Creative (6 - 7 years old)

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 the creative activity of children, the creation of conditions that allow them to independently determine the goals and content of the upcoming activity. Choose ways to work on the project and organize it, determine the prospects for development.

Project activities with preschoolers provide for compliance with a certain sequence of stages:

Choice of the topic of the project, its type, number of participants Statement of the problem. Goal setting. Thinking about steps to achieve the goal, forms, methods of work, distribution of roles. Independent work of project participants on their tasks. Intermediate discussion of the obtained data. Project protection. Collective discussion. Results of external evaluation, conclusions.

Either the teacher formulates the topic and the problem, 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, family responsibilities, adult work. Then the theme expands to the reproduction of public life.

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

The teacher helps children plan activities, organizes activities to solve a problem through experimentation, modeling. Organizes work on the project in stages: directs to the search for solutions, experimentation, subject - 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 the children collect and arrange materials. Among preschoolers, competitions for the protection of projects should not be held. A good form is project festivals, because the pursuit of quantity, 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 method of projects is relevant and very effective. It gives the child the opportunity to experiment, synthesize the 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 imagine what a kindergarten graduate should be like, what qualities he should have, this is spelled out in the FGT for the main educational program. Modern pedagogical research shows that the main problem of preschool education is the loss of vivacity, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling. How to improve the situation? 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 educating and educating preschoolers, and the project method has become one of the most effective today. Design technology refers to modern humanitarian technologies that are innovative in the work of preschool institutions.

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

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

Project activity is project activity only if direct action in a given situation is impossible. In other words, if the child wanted to play with the ball, took the ball for this, and carried out his plan, or if the instructor organized and conducted physical culture leisure, then this activity will not be a project activity - the child and the teacher performed all the actions within the traditional productive and educational activities. And if, before spending the “Olympic Games” leisure time, the teacher, together with the children, comes in the course of a discussion to a decision on the need for such a holiday, then plans the ways leading to the achievement of this goal. Children, together with their parents and teachers, 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 abilities. And the result of this activity is the sports festival "Small Olympic Games" with the involvement of parents, an exhibition of photographs, etc. - this is a long-term project.

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

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 the space of possibilities, where there are no clearly defined norms. In this case, both the teacher and the child find themselves in a situation of uncertainty. Project activities are focused on research as possible more opportunities inherent in the situation, and not on the passage of a predetermined (and known to the teacher) path.

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

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

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

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

So what is a PROJECT?

AT 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 the child in the process of phased and pre-planned practical activities to achieve the intended goals.

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

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

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

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

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

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

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

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

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

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

At this stage, children participate in the project “on the sidelines”, perform actions at the direct suggestion of an adult or by imitating him, which does not contradict 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:

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

Improvement of mental processes:

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

4. speech development.

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

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

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

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

Senior preschool age.

Learning objectives:

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

Formation of the prerequisites for educational activities:

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

Formation of design and research skills and abilities:

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

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

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

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

Project work

The first step is choosing a topic.

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

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

At this stage, the dialogue with children, organized by the teacher, contributes not only to the development of the child's self-reflection in the field of knowing their own interests, assessing existing and acquiring new thematic knowledge in a free, relaxed atmosphere, but also the development of speech and the speech apparatus 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 (supports the interest of children and parents);
discusses the plan with families at a parent-teacher meeting;
asks for recommendations from the specialists of the preschool educational institution;
together with children and parents draws up a plan - a scheme for the implementation of the project;
collects information, material;

The second stage is the implementation of the project.

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

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

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

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

The sequence of work of the teacher at this stage:

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

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

The third stage is the presentation of the project.

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

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

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

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

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

The fourth stage is reflection.

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

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

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

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

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

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

Since the leading activity of a preschooler is a game, then, starting from younger age, role-playing and creative projects are used: “Favorite toys”, “ABC of health”, etc.

Other types of projects are also significant, including:

complex;

intergroup;

group;

creative;

individual;

research.

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

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

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 Standards, educational institutions (regardless of what programs the educational process is built on) must:

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

In this regard, I sought to find new most effective ways and means of solving the tasks. Today, one of the most striking, developing, interesting, meaningful methods for both adults and children, I think, is project activity. By the definition of Professor W.Kh. Killpatrick, who developed the "Project-Based Learning System", "project method", "A project is any action done from the heart and with a specific purpose."

From modern education what is required is no longer a simple fragmentary inclusion of research and project teaching methods into educational practice, but purposeful work to develop research abilities, specially organized training of children in the skills and abilities of project and research search.

This is also important because the most valuable and durable knowledge is obtained independently, in the course of one's own creative research. On the contrary, knowledge acquired by learning is usually significantly inferior to them in depth and strength. No less important is the fact that it is more natural and therefore much easier for a child to comprehend something new, acting like a scientist (to conduct their own research - observing, setting up experiments, making their own judgments and conclusions based on them) than to receive knowledge already obtained by someone in " finished form."

As a result of this technology, I see children becoming active participants in the educational process. This makes it possible to know oneself without feeling the “pressure” of adults. The experience of independent activity develops self-confidence in children, reduces anxiety when faced with problems, and creates the habit of independently looking for solutions. If the child does not acquire a positive experience of creative activity, then in adulthood he may form the conviction 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 makes great demands on such personality traits as creativity, the ability to self-development.

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

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

Development tasks:

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

Tasks of research activity (they are specific for each age).

At an older age, this is:

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

I believe that in the design and research activities, children get the opportunity to directly satisfy their inherent curiosity, to streamline 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 as to teach how to navigate in its flow, to conduct purposeful work to strengthen the developing function of learning, to organize the educational process according to the model person-centered interaction, according to which the child is not the object of education, but the subject of education. In my work with children, I use the method of projects and research activities.

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

Given the age psychological features children, I develop a phased 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 pupils. Having jointly discussed the plan - the project and aimed at further work, the parents became active participants and assistants in the implementation of the tasks set. Together with the children, they took part in the production of posters, crafts, bird feeders, collages, newspapers, which were used to decorate various thematic exhibitions in the preschool institution. With their help, we acquired educational literature for children.

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

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

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

During this period, the individual motivational system of the child begins to take shape. Motives acquire relative stability. Among them, dominant motives stand out - prevailing in the emerging motivational hierarchy. This leads to the emergence of strong-willed efforts to achieve the goal.

One of the motives may be the search for answers to their questions, because preschoolers enter the age of "why-why". Now the child begins to understand that the object is not as simple as it seemed to him before, and begins to study 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 the topics of the projects, 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 the average was only 49%. I decided that it was necessary in the process of direct educational activities, conversations, observations, experiments, work with parents of preschoolers, replenishment of the developing environment of the group to increase the level of knowledge of children. This is how the idea of creating projects appeared: “Cultivation of an aster”, “We planted an onion”, “Cosmos”, a health-saving project “Healthy Baby”.

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

Building relationships with parents on the principles of interconnection, complementarity, allowed creating maximum conditions for personal growth and development of the child.

Children learned to negotiate, listen to the ideas of their comrades, come to a common opinion when solving problems. The level of children's skills to compose collective stories, create collective work, to negotiate with partners, to unite in groups has grown significantly over the period of design and research activities. Preschoolers easily come into contact with both adults and peers; unite in groups for joint activities; they are worried about the product of the activity of the whole team.

During the project activities, I observed distinct positive changes in the cognitive development of children. And since our projects were mainly of ecological content, I decided to expand the cognitive interests of children 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 empirically receive invaluable knowledge in its importance.

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 closing gaps in the development of preschoolers, I used:

The method of actively involving parents in joint activities
Method for observing the change and transformation of an object
Demo Method
Method of explaining new material
The teacher's story
Child's story
Reading Literature
child research method,
project method
problem situations modeling method
method of reasoning
method of solving problematic problems, situations.

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

Firstly, they help the child get an early social positive experience of implementing their own ideas.
secondly, to act outside the box in a variety of circumstances, based on the originality of thinking.
thirdly, by the time of entering the first grade, the child will learn to solve such complex problems as:

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

Project activity has a huge development potential. Its main advantage lies in the fact that it gives children real ideas about the various aspects of the object being studied, about its relationship with other objects and the environment.

To solve the tasks set in the projects, I involved parents who were happy to look for solutions together with the children, helped in organizing a developing environment in the group, 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 applied the methods of observation and demonstration, experimentation. In the process of work, the children examined 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 involved in project activities, and also enriched their pedagogical experience, experienced a sense of ownership and satisfaction from working with children.

Together with children and parents, the environmental action “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.

In the course of some projects, thematic entertainments, creative living rooms, a master class were held, which summed up our joint activities.

The main stages of work on projects:

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

Sequence of work on projects:

Sets a goal based on the interests and needs of children;
Involves in problem solving (designation of "children's goal");
Outlines a plan for moving towards the goal (supports the interest of children and parents);
Discusses the plan with parents;
Appeals for recommendations to the specialists of the preschool educational institution (creative search);
Together with children and parents, they draw a plan - a diagram of the project and hang it in a conspicuous place;
Collects information, material (studies a plan with children);
Conducts classes, games, observations, experiments (activities of the main part of the project), etc.;
Gives homework to children and parents;
Moves to independent creative work (crafts, drawings, albums, promotions, KVN, etc.);
Organizes a presentation of the project (holiday, open class…);
Summarizes, speaks at the teachers' council, "round table", conducts a generalization of experience.

It is explained to the “young scientists” that their task is that they must prepare a small “message” on this topic and arrange it beautifully for presentation in front of 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 arrange 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 a plan of action comes into play. Try to answer the question of what is already known and what is not. Now it will be easy to formulate: “What is to be done?”. This will be your plan of action.

What do we know about this topic?

What should we do before we start collecting information?

Where do you think a scientist starts 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 understood 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, the children gradually build a line of cards:

"think"
"Ask another person"
"get information from books"
"observe"
"watch on TV"
"to make an experiment",
"discuss in a group"
"summarizing",
"formulation of results"
“representation of the results of completed projects in the form of a tangible product
project presentation.

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

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

One of the priorities of my pedagogical activity is the ecological education of children. The main goal of which is to educate from the first years of life a humane, socially active, creative person who is able to understand, love the world around, nature, take care of it and protect it. I have implemented two environmental, educational and practical projects:

"Cultivation of an aster" (sub. gr.);
“We planted an onion” (older gr.).

The work on the Firefly projects was very interesting creative work. In step with the times, in cognitive, speech and communicative development. In the preparatory group, she introduced two more long-term projects into the practice of her work:

information-oriented "Cosmos";
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 "Method of projects 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 activity with children of senior preschool age", etc.

Analyzing the work done, I came to the conclusion that the project activity of preschoolers is unique means ensuring cooperation between children and adults, a way of implementing a personality-oriented approach to education. 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. 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 pedagogical experience.

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

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

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

Solving various cognitive and practical tasks 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, prompted a new search for knowledge.

Collective experiences brought the children closer to each other and to adults, contributed to the improvement of the microclimate in the group. It can be noted that using the project-research technology in the upbringing and education of preschoolers, organized according to it, life in kindergarten made it possible to get to know the pupils better, to penetrate inner world child.

Accumulating creative experience, children, with the support of adults, can later become authors of research, creative, game, practice-oriented projects.

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

About materials;

About natural phenomena;

About the world around.

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 cognitive interests in children, the structuring of practical and diagnostic material for preschoolers both in the preschool educational institution 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 the preschool educational institution and the family, which is aimed at developing the abilities of preschoolers to independently and creatively master new ways of activity.

Innovation is based on the following principles:

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

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

The principle of freedom of choice is the right of the child to choose the content of activities, to determine tasks, ways to solve them, a partner in joint activities.

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

All projects, classes, experiments, etc. were carried out in the 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 develops 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 learn about the world around them on their own. own experience in concrete deeds, deeds, because it is such an experience that is remembered for a long time.

But for the implementation of all plans and ideas, the work of not only kindergarten employees, but also parents and families is necessary. 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 those mechanisms that helped to achieve the intended goal.

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

Manufacturability of the presented pedagogical experience.

Design 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 methods, creative in nature. The educator within the framework of the project, experimentation is assigned the role of a developer, coordinator, expert, consultant.

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

This is combined with a group approach to learning. Groups determine how they think the solution to this problem: personal motivation is turned on, the process of creativity begins, the process of independent mental work. This independence depends on the formation of skills and abilities of 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, determine the goal (idea). Therefore, in the educational process of the kindergarten, project-research activity often acts as a collaboration in which children and educators take part, as well as parents and other family members. The main goal of the design - research method in a preschool institution is the development of personality, intelligence.

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

Project-research activity involves not only the presence and awareness of a problem, but also the process of its disclosure, solution, that is, action planning, the presence of an idea for solving this problem, a clear distribution of tasks for each participant. Projects are used when a research task 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 children: in the older ones, they are full participants in the project.

In my experience, I have outlined the work of planning and implementing projects for older children in stages.

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

Research classes are conducted according to the structure:

Statement of a research task in the form of one or another variant of a problem situation (you need to interest children, make them want to act in order to solve the problem).
Training of attention, memory, logic of thinking (can be organized before class).
Clarification of life safety rules in the course of experimentation.
Refinement of the research plan.
The choice of equipment, its independent placement in the study area (the activity and independence of all participants in the experiment is important).
Distribution of children into groups.
Analysis and generalization of the results of experimentation (identification of the known and unknown; lead to judgments, conclusions and conclusions, which are necessarily recorded in speech, sometimes graphic

Children are not given ready-made knowledge, they are not offered methods of activity. A problematic situation is created, which the child will be able to solve if he draws on his own 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, the preschooler and his parents.

Stages of work on project

Goals and objectives

The activities of the educator

Preschool activities

Parents activities

1. Dive into the project

Target - preparing a preschooler for project activities.

Tasks:

- definition of the problem, theme and goals of the project in the course of the joint activities of the teacher and children;

- creation of 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, create a project.

Organizes the search for preschoolers of the best way to achieve the goals of the project.

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 their needs.

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

Carry out:

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

Personal appropriation 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 - step-by-step development of the project with a list of specific actions and results, deadlines and responsible persons.

Tasks:

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

– establishment of procedures and criteria for evaluating the results and the process;

– distribution of tasks (duties) among group members.

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

Offers preschoolers:

Various options and ways of storing and organizing the collected information;

Distribute roles in groups;

Plan activities to solve the problems of the project;

think over possible forms presentation of project results;

Think over the criteria for evaluating the results and the process.

Forms the necessary

specific skills

and skills.

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

Carry out:

Search, collection, systematization and analysis of information;

Breakdown into groups;

Distribution of roles in the group;

Work planning;

Choice of the form and method of presentation of the expected results;

Deciding on the establishment of criteria for evaluating the results and the process.

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

Evaluate (self-assess) the results this stage work.

Advise in the process of searching for information.

They provide assistance in choosing ways to store and organize the collected information, in drawing up a plan for future activities.

3. Implementation of 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 frame of the stages of activity.

Perform planned activities independently, in a group.

Carry out intermediate discussions of the received data in groups.

They are watching.

Monitor compliance with safety regulations.

Monitor compliance with the time frame of the stages of activities.

Assist in the collection of information, design of materials and portfolio of project activities.

4. Presentation of results

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

Tasks:

– data analysis and synthesis;

- formulation of conclusions.

Observes, advises

guides the analysis process.

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

Make up a project

make a product.

They participate in the collective analysis of the project, evaluate their role, analyze the completed project, find out the reasons for success and failure.

Conduct an analysis of the achievement of the goal. They draw conclusions.

Observes and advises.

Helps to secure the project.

Motivates preschoolers, creates a sense of success.

5. Presentation of results

Target - demonstration of materials, presentation of results.

Tasks:

– preparation of presentation materials;

- preparing a "message";

- presentation of the project.

Organizes a presentation.

Thinks through and implements interaction with parents.

If necessary, advises preschoolers on preparing a presentation and designing a portfolio.

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

Acting as an expert:

Summarizes and summarizes the obtained results;

sums up;

Evaluates skills: communicate, listen, justify one's opinion, tolerance, etc.;

It focuses on the educational moment: the ability to work in a group for a common result, etc.

Choose (offer) the form of presentation.

Preparing a presentation.

Continue building your portfolio.

If necessary, consult with the teacher.

Carry out "protection" of the project.

Demonstrate:

Understanding the problem, goals and objectives;

Ability to plan and carry out work;

Found a way to solve the problem;

Reflection of activities and results.

Acting as an “expert”, i.e. ask questions and provide criticisms (when presenting others) based on the established criteria for evaluating the results and the process.

Advise in choosing the form of presentation.

Assist in the preparation of the presentation.

Act as an expert.

Findings.

As practice has shown, design and research activities are very relevant and effective. Combination various kinds children's activities in the interaction of adults and children in one whole - the project, consolidates the skills of pupils, helps them discover and learn about the surrounding reality much faster and deeper. Based on the knowledge of children, their observations, impressions obtained in the course of 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 enables the preschooler to explore and experiment on his own, maintain his curiosity and interest in the problem, and also apply the knowledge gained in a particular activity.

Today, the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already imagine what a kindergarten graduate should be like, what qualities he should possess. Modern pedagogical research shows that the main problem of preschool education is the loss of vivacity, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling. How to improve the situation? 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 educating and educating preschoolers, and one of the most effective today has become design and research activities. Design technology refers to modern humanitarian technologies that are innovative in the work of preschool institutions.

I believe that in the design and research activities, the preschooler gets the opportunity to directly satisfy his inherent curiosity, to 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 conduct purposeful work to strengthen the developing function of learning, to organize the educational process according to the model of personality-oriented interaction, according to which the child is not the object of education, but the subject of education.

Project activity of preschoolers. Manual for preschool teachers Veraksa Nikolai Evgenievich

Organization of project activities in kindergarten

Project activity is project activity only if direct action in a given situation is impossible. In other words, if the child wanted to draw a picture, took a pencil, a sheet of paper for this 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 activity.

In the course of project activities, a preschooler explores various options for solving a given problem, according to certain criteria, chooses the best way to solve it. 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 the stand. Since figurative thinking dominates in preschool age, the options for completing the task can be presented in the form of a picture. Having created several images, the child holds in his mind a number of options. 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 coaster, a child can use different materials. Therefore, when comparing drawings, the material of the future craft can be taken into account. In addition, when comparing drawings, people who will participate in a joint project can be taken into account. When organizing project activities, it is necessary to take into account the fact that at preschool age, the child’s intention, as a rule, is far ahead of his technical capabilities. In this regard, adults, first of all, parents should assist the preschooler in the implementation of the plan. Joint activities allow children and parents to better understand each other, to establish a trusting relationship.

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 the project activity.

Traditional pedagogical activity is carried out in the normative space - it is focused on the developed lesson plans, the strict logic of the transition from one part of the program to another, etc. Project activities, as noted above, are carried out in the space of possibilities, where there are no clearly defined norms. In this case, both the teacher and the child find themselves in a situation of uncertainty. Project activity is focused on exploring as many possibilities as possible in the situation, and not on going through a predetermined (and known to the teacher) path. Naturally, it is easier for an educator to follow a rigid program than to constantly look for new non-standard approaches to the educational process. Therefore, each teacher should evaluate his readiness for project activities.

Indistinguishability between the subject and object positions of the child.

Most preschool teachers are very sensitive to children and support them emotionally. However, this emotional support should not translate into a readiness to complete the creative task for the child, whether it be the formulation of a creative idea or the search for possible ways to solve a problem.

The teacher should organize a problem situation for children, but should not offer his own options for solving the problem. Otherwise, the child will be in an object position.

In project activities, subjectivity means the expression of initiative and the manifestation of independent activity, while the subjectivity of a child can manifest itself in different ways. So, a child can express an original idea (that is, not previously expressed by other children) or support and slightly modify the idea of another child. In this case, the educator should focus on the originality of the child's idea. Let's take an example. When discussing gifts for March 8, one boy suggested drawing a postcard for his mother. Another supported his idea, saying that he could still draw a postcard for his sister. From the point of view of an adult, the same idea was voiced: the creation of a postcard. In this case, the teacher can say: “Vasya has already said about postcards. Try to think of something else." Another way is more productive: you can support the initiative of the second child, emphasizing that no one has yet talked about the postcard to his sister. In this case, an adult, firstly, opens up a new space for creative activity (you can find out how postcards for mom and sister differ, you can also remember grandmothers, educators, 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). It follows from what has been said that the very fact of the utterance should be supported and positively noted, even if it repeats the utterance of another child. This is especially important for passive children who do not have a positive social experience of taking the initiative.

The need to form the subjective position of the teacher.

It is impossible to develop the 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 you can and should act in different situations. Let's go back to the March 8 gift discussion example. Any teacher knows to whom 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 task of the teacher is not to wait for an unusual solution. He must look at the situation already known to him 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 flowers, where to stick them, how to fold a postcard, that is, he will act from the position of a cultural norm. The teacher demonstrating the 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, understanding the holiday). And only then the educator will turn to cultural ways of designing the idea. And then carving 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 complex and 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 administration of the preschool institution.

First of all, the changes relate to the mode of the educational process. Project activity involves various forms activities of children, logically interconnected by different stages of the implementation of the plan, so it goes beyond the traditional grid of classes in kindergarten.

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

Since the project activity involves active analytical and reflective work of the educator (which will be discussed in more detail below), the administration should facilitate the allocation of time and space for special meetings of educators, 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:

Boost 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 parents in the project, communicate with each other and with the teacher);

To 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 a 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 step will be the organization of a creative group of teachers.

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

Learn additional literature;

Organize new forms of activity for children;

Participate in special meetings with colleagues;

Systematically analyze and record the results of their 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, one can rely on the already existing experience of working with them, as well as on a written or oral survey, which reveals the degree of consent of the educator to be included in new activities.

As a result, all teachers educational institution can be divided into three conditional groups. The first will include teachers who declare themselves 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 the leader who achieves successful results. Such educators are most likely to join the creative group when the first tangible results of its activities appear. But since they do not show active rejection new technology, you can invite them to occupy various auxiliary 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 the 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 the formation of a list of teachers, each of whom will be engaged in project activities with their own group of children. It's about on the creation of a professional association, within which the development of project technology and the formulation of a strategy for its implementation in the life of a preschool institution take place. A full-fledged creative team should implement two main functions: monitor project activities and contribute to the formation of a personal philosophy professional activity teachers.

Monitoring of project activity implies systematic monitoring of current and intermediate results, as well as their evaluation as problematic or successful. In other words, monitoring is an analysis individual elements process (for example, how many ideas could be initiated on initial stage project implementation, which of them was chosen as the main one) and development dynamics (change in the percentage of children's activity at the stage of concept formation). Monitoring has a detached, objective character 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 an understanding of one's own role in organizing joint activities with children, one's attitude to the situation, and the discovery of new professional opportunities. As already mentioned, the implementation of project activities involves the restructuring of the usual forms of interaction in the group, which means that it 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 idea (in a particular lesson)? What helped (prevented) the manifestation of initiative of children in the classroom? To what extent has the space of possibilities been mastered (in a particular situation)?

Reflection on these issues involves not only the discovery of problematic moments in the implementation of project activities by a particular teacher, but also an understanding of 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 at the next meeting, it turns out that the teacher managed to overcome the previously identified difficulties. In fact, at these meetings, not so much the nuances of technology are discussed, but the position of the teacher, his involvement in the process, and his ability to be creative. 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 educator.

For monitoring and conducting reflective discussions, material from diary entries, video filming of project classes and creative reports of teachers. However, the same material is analyzed from different positions.

From the book Project activities of preschoolers. Handbook for teachers of preschool institutions author Veraksa Nikolai Evgenievich

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3.1. On the project activities of fifth-graders Everyone knows that today's children show great interest in computers, master programs faster than adults, and feel comfortable in the virtual world. Given this feature of our time, talented adults

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How disobedience should be treated in kindergarten First of all, do not consider such behavior as a pathology. Of course, naughty children interfere with the work of the group. But this problem is working, that is, technical and pedagogical. With 25 children in a group, the teacher needs to take care of

Introduction to the topic

The developing pedagogy of non-violence 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. Teachers of preschool educational institutions are guided not only by preparation for school, but also by the preservation of a full-fledged childhood in accordance with the psychophysical characteristics of a developing personality. Respect for the child, acceptance of his goals, interests, creation of conditions for development are indispensable 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 to teach through a joint search for solutions, to provide the child with the opportunity to independently master the norms of culture.
Design technology is a unique means of ensuring cooperation, co-creation of children and adults, a way to implement a student-centered approach to education.
Designing is a complex activity, the participants of which automatically: without a specially proclaimed didactic task on the part of the organizers, master new concepts and ideas about various spheres of life.

The project method arose in the 1920s in the United States and is associated with the development of the humanistic direction in philosophy and education, which was initiated by the American philosopher, psychologist and teacher J. Dewey.
The method was developed in the works of V. Kilpatrick, E. Collings.
The broadest definition of this concept is as follows: “A project is any action performed from 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, game, adventure, practice-oriented.
2. By the nature of the content: include the child and his family, the child and nature, the child and the man-made world, the child, society and culture.
3. By the nature of the child's participation in the project: customer, expert, performer, participant from the inception of an idea to obtaining a result.
4. By the nature of contacts: carried out within one age group, in contact with another age group, inside the preschool educational institution, in contact with the family, cultural institutions, public organizations (open project)
5. By the number of participants: individual, pair, group and frontal.
6. By duration: short-term, medium-term and long-term.

Research projects

According to E. Polat, projects require a clear structure, defined goals, relevance of the subject of research for all participants, social significance, well-thought-out 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, resting on the coast, returning. Exchange of impressions, presentation of results, presentation.

Design technology in preschool educational institution

Thematic project plan

1. Theme and its origin __________________________
2. Related activities and concepts that can be studied during the implementation of the project ____________
3. Required materials ___________________________________________________________
4. Questions for children on the proposed project
What do we know? ________________________________________________________________________
What do we want to know? _________________________________________________________________
How can we find answers to our questions? _________________________________________________
5. Evaluation. What have you learned? (From the point of view of children and educator) _____________________
6. Proposals for expanding and improving the project ______________________________

DESIGN MECHANISM

Educator - organizer of children's productive activities, source of information, consultant, expert. He is the main leader of the project, and at the same time he is a partner and assistant to the child 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-developing space of the group. Documents, books, various objects, encyclopedias are placed in the group, accessible for their understanding. It is possible for children to go to libraries, museums or other institutions, if necessary for the implementation of the project.
The design technology is focused on the joint activities of participants in the educational process in various combinations: educator - 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 given recognition of the importance and necessity 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 application, an album, a composed 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, interest in knowledge.

Development of design skills in children

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

The implementation of design technology in the practice of the preschool educational institution begins with a focus on the actual problem of cultural self-development of a preschooler, acquaintance with design cycles. The design process consists of three stages: project development, their implementation, analysis of the results.

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

focus on creative development a child in the educational space of a preschool educational institution;
learn the algorithm project creation, starting from the requests of children;
be able to connect without ambition to the goals and objectives of children;
unite the efforts of all subjects of the pedagogical process, including parents.

You can design collectively: matinees, evenings of entertainment, days of creativity, holidays.
Creative teams of specialists are able to develop 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 developments, independence, completeness.
3. The level of creativity, the originality of the disclosure of the topic, the approaches proposed by the educator solutions.
4. Argumentation of the proposed solutions, approaches.
5. Proper design: compliance with standard requirements, quality of sketches, diagrams, drawings.

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

Algorithm for developing a project by a creative group of educators

Stages	Tasks	Creative team activities	The 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 assignment	Motivation for design, explanation of the purpose of the project
Planning	Problem analysis. Identification of sources of information. Setting goals and choosing criteria for evaluating results, distributing roles in a team.	Formation of tasks, accumulation of information. Selection and justification of the success criterion.	Assistance in analysis and synthesis (at the request of the group) observation.
Decision-making	Collection and clarification of information. Discussion of alternatives. Choosing the best option. Refinement of action plans.	Working with information. Synthesis and analysis of ideas.	Observation, consultation.
Performance	Project implementation	Project work and design	Observation, advice (at the request of the group)
Evaluation of results	Analysis of project implementation, results achieved (successes and failures)	Participation in the collective project review and self-assessment	observation. The direction of the analysis process (if necessary)
Project Protection	Preparing for the defense. Justification of the design process. Explanation of the obtained results, their assessment.	Project protection. Participation in the collective evaluation of the results of the project.	Participation in the collective analysis and evaluation of the results of the project.

Relevance of the project topic

The project is aimed at solving the issues of patriotic education of children in accordance with basic educational programs. The content is expanded by including the tasks of pedagogical education of parents, involving parents in the educational process, increasing the role of the family in modern society, specifying tasks in local history, using regional and partial programs for raising children on the traditions of folk culture.

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

Deadlines: December - April.

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

To form in the child an idea of himself, his family and social environment.
To give an idea of the role of the native village, region in economic development countries; to acquaint with various social objects, their interconnections and significance for the life of the village.
Create conditions for the participation of parents in the educational process.
To form a positive, respectful attitude to the native land, to work, to its inhabitants.
To acquaint children and involve parents in 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 folk crafts.

This method involves the implementation of a number principles:

The principle of conformity to nature provides for the organization of the pedagogical process in accordance with the laws of nature, its rhythms, cycles.
The principle of problematization is to create conditions for posing and solving problems, introducing into the world of human culture through its open problems by increasing the activity, initiative of the child in solving them.
The principle of nationality underlies the entire pedagogical process, folk culture, its potential is of great developmental importance.
The principle of relying on the leading activity is realized in the organic connection of the game with other specifically children's activities (pictorial, 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, the predominance of empathy in interpersonal relationships.
The principle of local history is realized through the maximum inclusion in the educational process of the culture of the Angara region.
The principle of culturology and integrativity is realized in the interconnection of various elements of human culture in different areas 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 the previously studied material at a new, higher level.
The principle of developing the child's personal qualities is aimed at forming a positive, respectful attitude towards the native land, its inhabitants, and work.

For the implementation of the project, a thematic plan "Introduction of older children to the culture of their native land" was developed, compiled on the basis of the programs: "Education and education in kindergarten" edited by Vasilyeva; “Introducing children to the origins of Russian folk culture” by O.L. Knyazeva, M.D. Makhaneva; of the regional program "Animals and flora of the Baikal region" L.A. Misharina.

Predicted result:

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

Thematic work plan

Sections of work	Main content, terms
Cognitive speech development
"Me and all my family"	Customs and traditions of the family, drawing up a genealogy 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, TsVR, PSC, Children's Art Institute Visiting the Church of St. Basil the Great, together with parents (December 2008 - January 2009)
"Beloved Irkutsk - the middle of the Earth"	Consideration of illustrations about Irkutsk, conversations about the coat of arms of Irkutsk. Visiting museums, galleries, theaters, a circus, a dolphinarium with children and parents and compiling stories about what was gone or presenting a video. Reading the 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 - a living needle" (December) "Help the Birds in Winter" (January) Examination of Maleev's photo album "Animal World of Siberia" Classes of the natural history cycle: " Rivers of Siberia”, “Baikal Quiz” (for parents) Reading to children the works of the Irkutsk author Sophia Buntovskaya "Environmentally friendly fairy tales from the shore of Lake Baikal" Leisure activities: "Earth Day", "Sinichkin calendar".
"Development of coherent speech of children 5–7 years old"	Acquaintance of children with the works of local authors, journalists, poets, using the newspapers "My Village", "Cheremkhovskiye Novosti", the magazine "Sibiryachok". Dramatization with children of Siberian fairy tales. Parents making attributes, scenery for fairy tales, participation in staging works and fairy tales. Family theatre. Acquaintance with fairy tales, legends about Baikal. Retellings of these works. Inventing, together with teachers and parents, 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 talking about impressions. Inviting parents to purchase and read the magazine "Sibiryachok" Visiting the library, meeting with local authors. Writing stories based on experience.
"Introducing children to the origins of Russian folk culture"	folk traditions, crafts, signs: “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"	Familiarization of children with the wooden architecture of Irkutsk. Acquaintance with the work of artists of the Angara region. Visiting parents with children of the Irkutsk Art Museum. Visiting DSHI exhibitions.
"Musical culture of Siberia"	learning folk songs, nursery rhymes, ditties of regional content. Introduction to folk instruments. Introduction to songs native land. Performance in front of children wok. groups DK "Zharki" - "Veteranochka", "Lyubavushka" A cycle of classes on musical education: "Musical culture of Siberia"
Physical Culture
"Games of the Peoples of Siberia"	Making attributes for outdoor games by parents. Placement of the games of the peoples of Siberia in a folder-slider. Learning games with children: “Needle, thread, knot”, “Kite”, “Ice, Wind and Frost”, “Deer and shepherds”, “Hawk and ducks”, “Streams and lakes” Sports holiday "Sports family"

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