Projects in kindergarten: what is it? Organization of project activities in kindergarten

IN kindergarten.

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

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

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

Development objectives:

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

Tasks research activities specific for each age.

In early preschool age this is:

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

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

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

In older preschool age this is:

· formation of prerequisites for search activity and intellectual initiative;

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

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

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

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

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

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

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

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

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

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

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

Ø Creative (6 – 7 years)

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

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

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

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

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

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

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

Consultation for kindergarten teachers

Project activities in kindergarten.
Project method in the activities of preschool educational institutions.
Ready-made projects in kindergarten

From birth, a child is a discoverer, an explorer of the world that surrounds him. Everything is new for him: sun and rain, fear and joy. Everyone knows that five-year-old children are called “why kids.” A child cannot find the answer to all his questions on his own; teachers help him. In preschool institutions, educators widely use the method of problem-based learning: questions that develop logical thinking, modeling problem situations, experimentation, experimental research activities, solving crosswords, charades, puzzles, etc.

The integrated teaching method is innovative for preschoolers. It is aimed at developing the child’s personality, cognitive and creativity. A series of lessons is united by a main problem. For example, giving children a complete understanding of domestic animals, the teacher in the cognitive cycle classes introduces them to the role of domestic animals in human life, in the artistic and aesthetic cycle classes - with images of domestic animals in the works of writers and poets, with the transfer of these images in folk arts and crafts. art and creativity of illustrators.

Variability in the use of the integrated method quite diverse.

• Full integration (environmental education with fiction, fine arts, music education, physical development)
• Partial integration (integration of fiction and artistic activities)
• Integration based on a single project, which is based on a problem.

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

• classes that include problem situations of children's experimentation, etc.;
• complex block-thematic classes;
• integration:
  − partial integration;
  − full integration;
• project method:
  − form of organization of educational space;
  − method of developing creative cognitive thinking.

An approximate work plan for a teacher to prepare a project

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

Main stages of the project method

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

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

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

3. Project execution– practical part.

4. Summing up – defining tasks for new projects.

Currently projects are classified:

1. by composition of participants;
2. by target setting;
3. by topic;
4. according to implementation deadlines.

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

1. research and creative projects: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;
2. role-playing projects(with elements of creative games, when children take on the characters of a fairy tale and solve the problems in their own way);
3. information-practice-oriented projects: children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.);
4. creative projects in kindergarten(formatization of the result in the form of a children's party, children's design, for example, “Theater Week”).

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

Other types of projects are also significant, including:

• complex:“World of Theater”, “Hello, Pushkin!”, “Echo of Centuries”, “Book Week”;
• intergroup:“Mathematical collages”, “The world of animals and birds”, “Seasons”;
• creative:“My friends”, “In our boring garden”, “We love fairy tales”, “The world of nature”, “Rowan berries of Russia”;
• group:"Tales of Love", "Know Yourself", " Undersea world", "Fun Astronomy";
• individual:“Me and My Family”, “Family Tree”, “Secrets of Grandma’s Chest”, “Fairytale Bird”;
• research:“The World of Water”, “Breath and Health”, “Nutrition and Health”.

They can be short-term in duration (one or several lessons), average duration, long-term (for example, “Pushkin’s Creativity” - on academic year).

The main goal of the design method in farming is the development free creative child's personality, which is determined by the developmental tasks and tasks of children’s research activities.

Development objectives:

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

The tasks of research activities are specific for each age.

In early preschool age this is:

• children’s entry into a problematic play situation (the leading role of the teacher);
• activating the desire to look for ways to resolve a problem situation (together with the teacher);
• formation of initial prerequisites for search activity (practical experiments).

In older preschool age this is:

• formation of prerequisites for search activity and intellectual initiative;
• developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently;
• developing the ability to apply these methods to help solve the problem, using various options;
• developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.

Stages project	Activities of a teacher	Children's activities
Stage 1	1. Formulates the problem (goal). When setting a goal, the product of the project is also determined. 2. Introduces the game (story) situation. 3. Formulates the problem (not rigidly).	1. Entering the problem. 2. Getting used to the game situation. 3. Acceptance of the task. 4. Addition of project tasks.
Stage 2	4. Helps in solving a problem. 5. Helps plan activities 6. Organizes activities.	5. Uniting children into working groups. 6. Role distribution.
Stage 3	7. Practical assistance (if necessary). 8. Directs and controls the implementation of the project.	7. Formation of specific knowledge and skills.
Stage 4	9. Preparing for the presentation. 10. Presentation.	8. The product of the activity is prepared for presentation. 9. Present (to spectators or experts) the product of the activity.

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

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

Consultations on topics:

• “Variability of the use of the integrated method in the education of preschool children”;
• “Project method as a method of developmental education for preschoolers”;
• “Types of projects and their use in different age groups”;

Workshops:

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

Exemplary projects in preschool educational institutions in working with personnel:

1. “Prospects for the development of preschool educational institutions in conditions of self-government” (administrative group, methodological service, council of teachers, creative group);
2. "Upbringing healthy child"(within the framework of medical, psycho-physiological and pedagogical services);
3. "Master Class. Prospects for improving teaching skills" (all teachers participate in the project);
4. “Young talents” (methodological service, group of mentors, young specialists);
5. "Prospects environmental education preschoolers" (educators, additional education teachers);
6. “Nutrition and health” (medical service, methodological service, educators, catering workers);
7. problematic projects between teachers of groups working on the same program;
8. design project to improve the development environment (administrative, methodological, psychological services, additional education teacher in visual arts, building maintenance worker);
9. social projects “Our anniversaries”, “ Significant dates"(all members of the team, students, society participate)

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

Junior preschool age

Learning Objectives:

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

Improving mental processes:

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

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

Lines of personality development.

Physical development:

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

social development:

• formation of methods of communication (vernissage “Me and My Family”, individual family projects “Geneological Tree”);

cognitive development:

• enrichment and expansion of ideas about the world around us;
• expansion and qualitative change ways of orientation in the surrounding world;
• conscious use of sensory sensations in solving practical problems (mathematical collages, intergroup project “The World of Animals and Birds”, “Creative projects “My Friends”, “The World of Nature”, “We Love Fairy Tales”);

aesthetic development:

• development of an emotional and value-based attitude towards works of art and artistic images;
• mastery of artistic activity ( complex projects“The World of Theatre”, “Hello, Pushkin!”, role-playing projects “Favorite Toys”).

Senior preschool age.

Learning Objectives:

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

Formation of prerequisites for educational activities:

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

Formation of design and research skills:

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

Lines of personality development.

Social development:

• development of self-knowledge and positive self-esteem;
• mastering methods of non-situational and personal communication;
• high level of communicative competence;
• awareness of the functions of speech (individual project “Me and My Family”, “Family Tree”, project “Tales of Love”, group projects “Know Yourself”);

Physical development:

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

Cognitive development:

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

Aesthetic development:

• in-depth introduction to art, the variety of artistic images;
• mastering various types of art. activities;
• development of abilities to aesthetic assessment(role-playing project “Visiting a Fairy Tale”, complex projects “Echo of Centuries”, “Book Week”, “World of Theatre”).

Subject of the block	Project name	Children's activity product
Heritage	"Echo of Centuries"	“Timeline” (work with encyclopedias, selection and systematization of illustrative material, fine art, manual labor, theatrical performance)
	"Defenders of the Fatherland"	Historical album “Defenders of the Fatherland” (drawings, paper plastic, children’s writing) Practical workshops (making posters, invitations, costumes) Theatrical performance “Heroes of the Russian Land”
	“Hello, Pushkin!”	Creation of the albums “Pushkin and Nanny”, “Pushkin’s Family”, “Friends, our union is wonderful!”, “In Pushkin’s places”. Didactic games “Pushkin’s Fairy Tales”, crossword puzzles and logical tasks based on fairy tales, practical workshop “Fashion of the Pushkin era”, “Small theatrical meetings”, “Meetings by the fireplace” (Pushkin’s fairy tales in painting, sculpture, music) Children's books “Hello, Pushkin!”, “Pushkin's Fairy Tales” Layout "At Lukomorye" Theatrical performance “Pushkin's Tales”, “Pushkin Ball”.
	Projects “Family Tree”, “My Family”, “Secrets of Grandma’s Chest”	"Family tree" Album of drawings “My Family” Exhibition of family heirlooms.
"I am in the human world"	Projects in kindergarten: 1) “My friends” 2) “In our Neskuchny Garden” 3) "Children's Day" 4) “Tales of Love” 5) “Fun Etiquette”	Albums (ind.) (drawings + funny stories) Theatrical sketches, publication of newspapers and magazines Project “Kindergarten of the Future”. Release of a wall newspaper. Carnival. Development of a children's code. Literary living room. Making "Valentines". School "Marquise of Etiquette"
"The world around us"	"Four forces" "Seasons" "World of Animals and Birds" "Ural Gems"	Card index of experiments. Making collages Children's book "This is a dangerous element" Children's book, dance miniatures, collages. Handwritten journals, books, writing, art activities Collage, children's book "The Legend of the Stones"
	"Fun Astronomy" "Nature's Complaint Book" "In the land of numbers and figures" "Useful things" "From Coach to Rocket"	Quiz “Through hardships to the stars” Theatrical sketches “Unknown Planet”, “Journey to the Moon”. Composition of "Star Tales". Writing fairy tales on behalf of natural objects. "Forest Newspaper" Issue of the magazine “Ecological traffic light of the city” Collages. Geometric vernissage. Theater sketches. Mathematical show "Alice in the Land of Mathematics". Encyclopedia "From the history of things" “Adventures of Things” - writing fairy tales about ordinary things. Making a children's book using constructive activities. Children's brochures by type of equipment (transport). “Our Helpers” (a book about the history of household appliances).
"You and your health"	"Me and my body" “Windows on the world. Sense organs" "Your nutrition and health" “Pie’s Journey” (structure of the digestive system) "Life-giving forces" “About vitamins and health” “How We Breathe” (the adventure of Oxygen)	Diary "I'm growing" Project "Country of Aibolitiya" “Benefits and harms” (projects on the senses) Mini projects “What is food for?” Children's book "Adventures in the Land of Vitamins", compiling a card index of dishes. Writing fairy tales, poems, theatrical sketches. “How did fruits and vegetables argue about their benefits?” Tablet "Harm-benefit" “For clean air” (poster) Children's book of hardening

Approximate scheme for the implementation of the “Family” project(older age)

Program sections	Types of children's activities
Play activity	Role-playing game “Home”, “Family”; “Furniture salon”, “Home clothing salon”, etc. Dramatization games based on the works: “Turnip”, “Little Red Riding Hood”, “Geese-Swans”, etc. Printed board game “My Apartment”.
Social development	Thematic lessons on the Convention on the Rights of the Child. Rights and responsibilities in the family. Compilation " Family tree"(in the context of the past and future), maps of the microdistrict with the designation of houses where children live, albums "Traditions of our family", "My small homeland", "Kaleidoscope of Birthdays" (zodiac signs of the children of the group, publication by each family of the newspaper "The Happiest Day in the Family" (for the child's birthday). Meetings in the video salon “Your own director.”
Speech and verbal communication	Creative storytelling for children on the topics “A day off in my family”, “My loved ones”, “Our favorite pets”, “summer at the dacha”, “Our journey”, “The world of family hobbies”, “I will be a mother (father)”, "How I help at home" Word creation. Creation of albums “My Family” (drawings, photographs, children’s poems). Joint participation of children and parents in literary lounges.
Health and physical development	Drawing up a daily routine for each family, competition of family complexes morning exercises, hardening procedures. Joint hiking trips“Let’s go to the pool together.” Inter-family competitions “Mom, Dad, Me – a sports family.” Organization of a family mini-cafe. Presentation " Favorite dish my family”, compiling the book “Family Recipes”. Cooking classes (taught by parents, teachers, chef).
COGNITIVE DEVELOPMENT
The world we live in	Classification (furniture, dishes, Appliances, Food). Geographical representations. Drawing up a plan diagram “My House”, making a layout “My District”, working with maps “My City”.
Nature	Collages “Pets”. Compiling family albums " Houseplants", "What grows in our dacha."
Beginnings of letters	Mathematics “Growth and age of family members”, cooperative game children and parents "Family Budget". Compiling a dictionary of names of family members “What do names mean”
Construction	“My dream house”, “Country house”, “Homework”. Planar modeling - compiling mosaic plots on family themes.
AESTHETIC DEVELOPMENT
Hood. literature	Proverbs and sayings about family. Reading fairy tales “Wild Swans”, “Sister Alyonushka and Brother Ivanushka”, the Nenets fairy tale “Cuckoo”. Selective reading: A. Lindgren “Kid and Carlson”, Odoevsky “Town in a Snuff Box”, L. Tolstoy “Stories for Little Children”. Memorization: E Blaginina “Let’s sit in silence.”
Fine art and design	Drawing “My family”, “Family portraits”, “We are on vacation”, “My house”, “My room”, “Wallpaper for a new apartment”. Publishing family newspapers. Making ikebana, bouquets, panels, collages from natural material(with the participation of parents) Exhibitions “Family Hobbies”.
Theater	Family mini-performances, drawing up scripts for children’s entertainment, theatrical sketches “Family Dialogues”. Families visiting theaters together.

Project development algorithm

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

Currently, the state has set a fairly clear and important task for educational institutions: to prepare the most active and inquisitive young generation possible. Today, the main programs have long spelled out the basic requirements that a graduate of even a kindergarten must meet.

In order for a child to become truly inquisitive and strive to acquire new knowledge on his own, and not under duress, it is extremely important that project activities are actively used in the process of his upbringing. In the preschool educational institution of our country this direction it is not very well developed yet, but the situation is gradually changing every year.

Why is this even necessary?

The fact is that it is projects that are able to link the not-so-fun educational process with real events that happen from time to time in a child’s life, which attracts and can interest even the most restless child. In addition, it is project activities in preschool educational institutions that make it possible to turn any team into a cohesive team, whose members will be able to work together to solve even the most complex and non-trivial problems. In such conditions, every child can feel needed and interested in performing an important task.

What is a project? General information about the concept

You should know that the term “project” itself was borrowed from the classical Latin language, in which it originally meant “thrown forward”, “protruding”, “conspicuous”. And how can all this be linked to work in a preschool educational institution? In this case, a “project” is a way for a child to assimilate information about the world around him, when he independently searches for information and prepares to announce it to his peers. The main work in the area of ​​cognitive activity is performed by the teacher.

It is important to remember that project activities in preschool educational institutions must necessarily imply obtaining a socially significant result. Simply put, the work should be based on a certain problem, the solution of which requires a consistent search, clarification of the most critical points. The results of this activity are analyzed and combined into a single whole.

From a pedagogical point of view

From the point of view of a teacher, project activities in preschool educational institutions are good because they involve independent activity children, as a result of which they learn to find and use the necessary information for their own purposes. In addition, this way the child gets the opportunity to transform “dry” and inexpressive data into practical experience, which may well help him throughout his life.

The essence of the technology of project activities in preschool educational institutions lies in such an organization of the educational process in which students willingly receive theoretical and practical data, participate in creative activities, and also solve increasingly complex problems of a wide variety of nature.

Any project must have not only educational, but also pragmatic value. The child must know what specific data he receives and where he can use it in practice. This is the main thesis of the technology of project activities in preschool educational institutions. Today, almost all modern educational institutions try to adhere to this point of view, which try to find a reasonable balance between obtaining practical and theoretical knowledge.

The basis of the method, its stages

The method is based on the idea that any educational activities should be aimed purely at the result, the achievement of which should be carried out by the joint work of the children's team and the teacher. At the same time, all actors work on a single topic. At present professional teachers There are three main stages in the development of project activities. They represent a special set of research, creative and problem-based methods. Let's look at each stage in more detail.

First stage . It implies “imitation and execution”, and the implementation of this method is only possible when working with children 3.5-5 years old. At this stage, the organization of project activities in preschool educational institutions involves the participation of children “in secondary roles,” when they do something either at the direct suggestion of an adult teacher, or simply imitate him. It is important that this approach does not contradict the very nature of the child. The fact is that at this age children have a desire to attract the attention of an adult and establish a good relationship with him.

Second phase. This is a time of development, and the implementation of this method begins at the age of 5-6 years. At this time, children are characterized by the fact that they are already capable of organized independent activity and can provide each other with the help they need at the moment. The child makes requests to the teacher much less often and tries to more actively establish interactions with his own peers. Children already have self-control and self-esteem.

Thus, the organization of project activities in a preschool educational institution at this stage should take into account that the child can adequately evaluate and understand both his own actions and the actions of his peers.

It is worth remembering that they already see and evaluate the problem, are able to clarify the goal being achieved, and also choose those means that optimally contribute to achieving the result required by the teacher. The most important circumstance is that they are already capable of not only mechanical discussion of topics proposed by the teacher, but also of their own projects.

Third stage. This is already a time of real creativity, which is typical for children aged 6-7 years. Any method of project activity in a preschool educational institution must create such learning conditions that will not scare them away from solving complex problems. It is necessary to create conditions under which the child would be comfortable choosing topics for his projects, as well as methods and time for working on them.

Specifics of working with preschoolers

What should characterize any method of project activity in a preschool educational institution? You must clearly understand the fact that in most cases the child has to be “guided”, helped to detect the problem, and in some cases - directly contributed to its occurrence. It is important to try to “drag” the children into some kind of joint venture, but it is extremely important in this case not to overdo it with guardianship.

Where to start planning a project?

Planning of any project activity in mandatory should begin with discussion and reflection the following questions: “Why is this work needed at all?”, “Why is it worth doing?”, “What will happen to the final result of the work after completion of the work?”, “In what form should the product be sold”...

The requirements of the Federal State Educational Standard speak about the same. Project activities in preschool educational institutions are also important because they teach children to clearly distribute and plan their time. It is important to teach them to distribute the project over a certain time period so that enough time is left to solve each stage of the problem. At each stage, personality-oriented technologies should be used, since the abilities of each child may differ significantly from those of their peers.

Project work

As you might guess, at the first stage you have to correctly and reasonably choose a suitable topic. What should the use of project activities in a preschool educational institution imply from the point of view of a teacher? In this case, you need to understand that an in-depth choice of a topic should only be carried out together with the child (!). Experienced teachers say that the choice should be preceded by three “golden” questions: “What do I know? What do I want to learn in the near future? What is the best way to find out about this?

Of course, the topics of project activities in preschool educational institutions should be quite simple and interesting, capable of attracting the interest of every child.

If the teacher is able to organize a correct dialogue with children, then he will contribute not only to the development of their self-esteem, but also their ability to evaluate the data received in terms of their usefulness in the future. daily activities. It is important to remember that the implementation of project activities in preschool educational institutions also contributes to the normal formation speech apparatus and the child's language abilities. This is confirmed by speech therapists who last years record a rapid increase in the number of specific problems in this area.

It is necessary to properly organize the process of collecting information: this work should be exciting, it cannot tire the trainees. The educator or teacher must create conditions in which children would be as comfortable and easy to work as possible.

Project implementation

It is important to remember that design and research activities in preschool educational institutions should actively use not only the creative method of cognition. Experiments are very important, during which the child gains invaluable scientific experience, which will certainly be useful to him in later life. In general, the uniqueness of the project method lies in the fact that it promotes the diversified development of the student’s personality: the child becomes an integral, comprehensively developed personality with well-developed self-esteem and the ability to be responsible for all his actions.

As for the incentives for research activity, discussions of a problematic topic should play this role. This not only helps the child discover new aspects and nuances of a topic that interests him, but also allows him to involve the entire team in the discussion. This is in any case very useful, since “shared intelligence” can help solve really complex problems.

Presentation

Project activities are ending preschool teacher organizing a presentation on the topic covered. During this event, the creative potential of each preschooler is perfectly revealed, and they also find practical use all the information that the children received while working on their project. The teacher’s task is to ensure that each child can talk about the work he has done, comprehend everything he has done, and also feel proud of his successes.

It is extremely important that children acquire the skills of speaking in front of an audience, and also master non-verbal communication techniques (specific facial expressions, gestures, etc.).

Reflection

As the child’s activity increases, the position of the teacher or educator in relation to him may change. In general, these are banal provisions of student-centered teaching methods. They tell us that the teacher first plays the role of a teacher and organizer at first, and then a mentor and spotter who only directs children's aspirations in the right direction.

Average project work plan

It should be noted that most often creative project activities in preschool educational institutions are organized within the framework of specially designated classes. They have a strictly defined structure and include the following stages: creating positive motivation for students, introducing the problem and talking about its importance, as well as developing a step-by-step plan for solving the problem, which is formed during research activities. After this, the results are discussed and the data obtained are systematized. If possible, children can demonstrate the acquired skills in practice.

The following types of projects (by duration) can be implemented: long-term (from one to three years), for several months, for a month, a week (weeks), as well as for several days or even a day.

So, let's describe the indirect sequence of working on a task:

• Depending on the needs and abilities of a particular child, the teacher sets the task (after consulting with his ward).
• Next, the teacher involves students in the process of solving the problem.
• Next, you need to captivate schoolchildren and even their parents as much as possible with the task assigned to them.
• The parent committee and teacher council should be involved in the decision. Project activities in preschool educational institutions are a social task!
• If there is such a need, you can seek help from some narrow specialists in this field.
• In addition, the project activity of a teacher in a preschool educational institution also involves further working together with parents: together with them you need to draw up detailed plan Events.
• At this time, the child himself (using help) collects all the necessary information.
• At the same time, he conducts observations, participates in themed games and attends necessary excursions.
• The teacher should not forget that at this time children should receive homework.
• It is very important to encourage in every possible way the independent actions of both the children themselves and their parents, who can search for material through independent “investigation” in a given area.
• After this, the teacher organizes a presentation of the project, at which the children tell all the information that they managed to obtain and systematize.
• The teacher makes a final speech and, if necessary, speaks at the pedagogical council.

conclusions

Thus, during the implementation of the project, each child develops a certain position on a specific issue; children get the opportunity to reveal their creative streak and show everyone their individuality. All this has an extremely beneficial effect on the development of the child’s personality and contributes to the formation of normal self-esteem. Simply put, projects ideally prepare preschoolers for their further education at school and even university.