Project topics in kindergarten: what should you pay attention to? Structure of project registration in dow

1. Title page.

• Full name of the educational institution
• Project name
• By dominant activity: (game, educational,creative, research, practice-oriented).

• By number of participants: ( group, collective, pair, individual)
• Nature of contacts: (among children of one group, among children of several groups, among children of preschool educationalinstitutions).

• By duration: - short-term (1 or several lessons - 1-2 weeks); - medium-term (1 or 2 weeks-month);

• Applicant: children (age group).
• Author of the project: position Full name
• 20... year

2. Project structure.

• Problem: Describes the problem affected by this project.
• Relevance Topics:

The formulation of the problem will go to the goal of the project . (Methodology by Svetenko T.V. “Mirror of innovative transformations in practice”)

(problem, goal setting – organizational stage)

We develop a project using the “three questions” methodology:

(a general discussion is held with the children and all the children’s answers are recorded, after all the children have spoken, the teacher asks the question “How can we find answers to the questions?” - organizational stage.

• Objective of the project: the expected result of the activity, expressed in positive changes in (teacher) children resulting from the implementation of the project.

• Project objectives:actions or steps to achieve intermediate results aimed at achieving a goal.

3. Project stages.

1. Organizational.

1. Teacher (educator) - reveals the problem.

2. Teacher - defines the goal, outlines tasks for achieving the goal.

3. Children - joining the project.

4. Parents - evoke a positive response from parents to the existing problem.

2. Activity planning.

1. Teacher - production of manuals for the project;

Conversations ( for example, about geometric figures);

Conversations ( for example, about flowers);

Making games; selection of available games;

Learning through didactic, active, finger games, poems, riddles,

Thinking through practical, experimental activities;

Productive activity.

Reading books, contacting parents, specialists, conducting experiments, thematic excursions, recreating an object or event, classes, etc.

2. Children - learning games, poems, participating in experimental and productive activities, searching with parents and teachers for new knowledge about what is being studied.

3. Parents - we are looking for information, working on creating a developmental environment for the group (according to the instructions of the teachers), making newspapers, leaflets, essays, etc. with the children. .

3. Final

• Expected Result
• product

4. Project web.

By educational area. (For example)

5. Project implementation plan. (main stage)

(The final stage)

6. Expected result:

Criteria for assessing diagnostic results……

(you write down the specific knowledge and skills of children that you want to gain as a result of working on the project and, in accordance with this, set the development levels: high, medium, low).

Short……

Average…..

High…..

7. Project product:

8. Diagnostics of children at the beginning of work on the project.

Diagnostics of children at the end of the project.

9. Presentation of the project.

Usually at the end of the project theme, some kind of bright event or a common cause that provides children with the opportunity to demonstrate the knowledge and skills acquired during the project, as well as express their emotional attitude to what happened before and what is happening at the moment - this is a presentation.

10. Reflection.

• Answers to the question “What have we learned?” (after finishing the project) let the teacher understand what the children have learned.
• Analyzing individual lessons allows you to improve future projects. The teacher must answer the following questions: “Which part of the project was the most successful? What should you change next time? What did the children learn? What didn't work? Why?"
• The results of each project are discussed with the group:

Did you learn anything new?

Did you learn anything that surprised you?

Which activity did you enjoy the most?

Reflection on the topic of the project is organized not only with children. but also with teachers. The teacher must answer the questions:

What events in the topic turned out to be the most successful and effective for achieving the goals?

What should you change or consider next time?

What worked, what didn’t and why?

(The answers to the questions asked are described).

11. Forecast of possible negative consequences and ways to correct them.

I wish you all success in your teaching career!

Bibliography:

1. Sypchenko E.A. Innovative pedagogical technologies. Method of projects in preschool educational institutions. - St. Petersburg: LLC PUBLISHING HOUSE "CHILDHOOD - PRESS", 2012

2. Pedagogical design. Collection of results of the Regional competition “Pedagogical Project”, Tomsk, 2011

Preface.
Unfortunately, in modern society, many parents leave the upbringing, education and development of their children to general education institutions. Often, parents have little interest in the success of their children. It is very difficult to interest them, and almost impossible to attract them to joint activities. But it is in joint activities that the child’s full development occurs. Preschool age is a period very susceptible to everything that happens around. Everything, absolutely everything that happens to a child under 5 years old leaves its mark for the rest of his life. It is during this period that children especially need the attention of their parents. What was lost during this time will never be made up.
Each child has his own Zone of Proximal Development - this is what the child already knows how to do together with an adult, but is not yet able to do on his own. It is these skills that the child is ready to master in the near future. In order to teach a child something, you need to do it with him. And do it several times. At first he will just watch, then he will make his minimal contribution, and then he will be able to do it himself. And in this the main role belongs to parents.
It is very difficult to convey to modern, educated and very, very busy parents the idea that a child must not only be fed, clothed, put to bed, but also communicate with him, teach him to reflect, think, empathize. And how great it is to do everything together - play, walk, talk on different topics, share secrets, come up with different stories, do crafts, read books and even watch cartoons. For a child aged 3–4 years, an adult is a whole world, so mysterious and unknown. He is interested in everything that mom and dad do, what they talk about, etc. And if the parents do what the baby needs and is useful, then the baby will perceive this as the norm. This is also useful for developing adequate self-esteem in children. After all, when a child receives praise from a significant adult, he feels truly important and valuable, and understands that his efforts were not in vain. And when his mother helps and guides him a little in the process of joint creativity, he understands that nothing is impossible, if only he has the desire.
Working with children in kindergarten, I came to the conclusion that one of the main stages of a teacher’s activity is to find mutual understanding with parents.
Working with parents is one of the conditions for the development of creative abilities in preschool children. Creative tasks for parents, organization of competitions, participation in project activities, joint events aimed at developing children’s creative abilities - all this helps to establish trusting relationships between the kindergarten and the family, and also opens up opportunities for parents to participate in the educational process. That is why I decided to create a long-term project “We are together.”
The project is ultimately aimed at solving one main problem - Involving parents in joint activities with children and participation in the educational process.

Relevance of the project creation
Often, modern parents do not know what to do with their child, much less what to do with a 3-4 year old child. Most parents do not want or are afraid to participate in joint activities in kindergarten. Many people do not understand why, for what purpose and for whom this is needed. But this is what they and their children need, because the older the child, the further in his interests he becomes from his parents who did not take part in his “garden” life. And how confident in himself and his abilities is a child, whose mother or father will always come to the rescue. How nice it is for a child to see and feel the support of a loved one.
Employees of educational institutions must clearly convey this information to parents and conduct a sufficient number of activities with the involvement of parents so that parents understand from experience the importance of joint activities with children.
That is why the development of the “We are together” project is becoming relevant.

Raising a modern child and his cognitive abilities is a priority, the most important task of preschool pedagogy, especially in modern conditions, since any country needs knowledgeable, confident in themselves and their abilities, constantly developing people who will be successful in business, diversified and, in a word, interesting personalities.

Goals, objectives, expected results and products

Strategic goal: Strengthening the relationship between parents and children through joint creativity in a preschool institution.
Tactical goals:
1. Creating a plan for conducting master classes with sample topics.
2. Creating conditions for parents to attend events at the preschool.
3. Formation of the correct attitude among parents towards the upbringing and education of their child.
4. Organizing events for parents to participate in together with their children.
Tasks:
1. Involve parents in the educational process.
2. Promote parents' desire to interact with their child.
3. Encourage parents to support children's interest and curiosity.
4. Involve parents in joint activities with children.
5. Increase parents’ readiness to develop the child’s creative potential.
6. Develop the literacy of parents as educators of the child’s cognitive activity.
7. Develop skills and abilities to organize joint activities with children.
8. Develop communication between an adult and a child, the ability to find common interests.
Expected results:
1. Increasing pedagogical literacy among parents.
2. Participation of parents in the educational process and in educational activities.
3. Strengthening the relationship between parents and children.
4. Establishing trusting relationships between the kindergarten and the family.
Product:
1. Presentation-report on the results of the events.
Ways to solve the project:
Draw up a plan for conducting creative master classes and events with the involvement of parents.
Take into account the requirements and opinions of parents regarding the time period for conducting master classes (day of the week, time of holding).
Take into account the age characteristics of children when preparing for events and drawing up notes.
The project implementation is expected to last 9 months: from September 1, 2016 to May 31, 2017.
No. Stages Goal Time frame
1. Preparatory and design stage
Draw up an event plan, think through the tasks to be solved for each event.
Select materials for creating notes. 01.09.2016 – 01.10.2016
2. Practical stage
Conducting master classes, achieving the objectives set at the first stage. 01.10.2016 – 15.05.2017
3. Project presentation
Report on the work performed. 05/15/2017 – 05/31/2017

Event plan.
No. month Direction Topic of the event Form of delivery
1. October “Artistic and aesthetic development” “Golden Autumn” (co-creation of parents and children) Competition-exhibition of creative works by children and parents
2.
November “Artistic and aesthetic development”
“Social and communicative development” “Plate for Grandma” (drawing in non-traditional ways on a paper plate) Master class for parents with children
3.
December “Artistic and aesthetic development” “Winter patterns” (co-creation of parents and children) Competition-exhibition of creative works by children and parents
4.
December “Artistic and aesthetic development”
“Social and communicative development” “New Year is coming soon” (making gift packaging in the form of candy from a toilet paper roll) Master class for parents with children
5.
January “Artistic and aesthetic development”
“Social and communicative development” “Drawing while playing” (drawing with grains and pva) Master class for parents with children
6.
January “Physical development” “Come on, mommies!” (sports competitions) Participation in the interdistrict stage
7.
February “Physical development” “Visiting Tuzik” Open lesson on physical education for parents
8.
February “Physical development” “February 23” Leisure activities with the participation of pupils’ fathers
9.
February “Artistic and aesthetic development”
“Social and communicative development” “Gift for Dad” (making a boat from cleaning materials: rags, sponges) Master class for parents with children
10.
February “Social and communicative development” “Sweet fantasies” (exchange of experience on how to create a tasty and healthy dish for a child) round table
11.
March “Physical development” “Come on, mommies!” (sports competitions) Competitions between families of gymnasium students
12.
March “Artistic and aesthetic development”
“Social and communicative development” “Spring mood” (making flowers from colored napkins, creating a collective composition) Master class for parents with children
13.
April “Cognitive development” “Journey on a magic train” Open lesson on FEMP for parents
14.
April “Artistic and aesthetic development”
“Social and communicative development” “Landscape” (drawing using non-traditional methods) Master class for parents with children
15.
May “Artistic and aesthetic development” “Victory Day!” (co-creation of parents and children) Competition-exhibition of creative works of children and parents

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, his cognitive and creative abilities. 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 in the project plan of classes, games and other types of children's activities.
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 a young 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”, “Underwater 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”.

In terms of duration, they can be short-term (one or several lessons), medium-long, long-term (for example, “Pushkin’s Work” - for the 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.

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 of additional education in 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. “Raising a 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 for environmental education of preschool children” (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 in methods 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. to form generalized methods of mental work and means of building one’s own cognitive activity;
4. develop the ability to predict future changes.

Formation of 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 for aesthetic appreciation (role-playing project “Visiting a Fairy Tale”, complex projects “Echo of Centuries”, “Book Week”, “World of Theatre”).

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

Project development algorithm

Article

Projects in kindergarten

Korobova Tatyana Vladimirovna,
teacher of State Budgetary Educational Institution "Pedagogical College No. 4 "
St. Petersburg

Introduction

One of the main tasks of the modern education system, according to the Federal State Educational Standard for Education, is to reveal the abilities of each child, to educate an individual with creative thinking, ready for life in a high-tech information society, with the ability to use information technology and learn throughout life. Only such an individual can become successful in life. In the context of the implementation of a project in a preschool educational institution, each child independently strives for active activity, and an adult expects a positive, unique creative result from him. Therefore, it is in project activities in preschool educational institutions that it is possible to educate a creative personality with creative thinking, and it is possible to fully develop the cognitive activity of preschool children.

The presented article briefly reveals the theoretical basis for the implementation of projects in a preschool educational institution and proposes an approximate structure for teachers to prepare a report on a project carried out in a preschool educational institution. The article will be of interest to teachers of preschool institutions and students of Pedagogical Colleges and Universities studying in the specialty "Preschool Pedagogy".

Project method

According to the definition of the American educator, the founder of the project method, William Hurd Kilpatrick, a project is any action performed with all the heart and with a specific purpose. A project is a set of actions specially organized by teachers and carried out by children and adult participants in the project. Children, teachers, and families take part in project activities in preschool educational institutions. Project activity, like no other, supports children's cognitive initiative in kindergarten and family settings, and it is project activity that allows this initiative to be formalized in the form of a culturally significant product.

The project method is a teaching system in which children acquire knowledge in the process of planning and performing increasingly complex practical tasks - projects. The project method always involves students solving some problem. This way of working is suitable for children aged four years and older.

Methods for developing projects in preschool educational institutions

1. System web according to the project

All types of children's activities and forms of joint activities during the project are listed. All of them are distributed according to educational areas, clause 2.6. GEF DO:

Social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

Also, the system web indicates forms of interaction with family and social partners during project activities, forms of joint activities within the project during sensitive moments.

2. Model of three questions WHAT DO I KNOW? WHAT DO I WANT TO KNOW? HOW TO FIND OUT?

WHAT DO I KNOW? - PROBLEM. Find out what children already know about the topic.

WHAT DO I WANT TO KNOW? - DESIGN. Plan for the project topic.

HOW TO FIND OUT? - SEARCH FOR INFORMATION. Sources of new knowledge, i.e. funds for the project.

3. The image “We are seven” (according to Zair-Bek)

We are concerned... (a fact, a contradiction, something that attracts attention is formulated).

We understand... (a conscious problem to solve and guiding values ​​are presented).

We expect... (a description of the expected goals - results is given).

We assume... (ideas, hypotheses are presented).

We intend... (context of actions planned in stages).

We are ready... (a description of the available resources of various types is given).

We are asking for support... (the justification for the necessary external support for the implementation of the project is presented).

Classification of thematic projects in preschool educational institutions

1.By dominant activity in the project:

Research - creative

Rolevo - gaming

Creative

Informational (practice-oriented)

2. By subject area:

Mono-projects (one educational area)

Integrative (two or more educational areas)

3. By the nature of coordination:

Direct

Hidden

4. By the nature of contacts:

With pupils of the same group

With students from several groups

With pupils from all preschool educational institutions

5. According to the duration of the project (depending on the level of interest of the children, determined by the teacher):

Short-term (1 – 3 weeks)

Medium duration (up to a month)

Long-term (from a month to several months)

Types of projects in preschool educational institutions (according to L.V. Kiseleva)

1. Research - creative. Children experiment and present the results in the form of newspapers, dramatization, children's design (layouts and models).

2. Rolevo - gaming. Elements of creative games are used, children take on the role of fairy tale characters and solve the problems in their own way.

3. Informational (practice-oriented). Children collect information and implement it, focusing on social interests (group design and design)

4. Creative. Registration of the result of the work in the form of a children's party, children's design, etc.

What is a "project"?

Every project has “five Ps”:

Problem;

Design (planning)

Search for information;

Product;

Presentation

But in fact, every teacher organizing a project in a preschool educational institution should have the sixth “P” of the project - this is his Portfolio, i.e. a folder in which all working materials are collected, including drafts, daily plans, notes and other teaching materials used during project activities.

At the end of the projectevery preschool teacher organizing project activities,must prepare a report on the project, which often causes difficulties. Using the proposed approximate structure for preparing a report on a project carried out at a preschool educational institution, you, dear colleagues, can easily do this.

An approximate structure for teachers to prepare a report on a project carried out in a preschool educational institution using the project’s system web

1. Title page- project name, project type, project time frame, project author.

2. Project topic and its origin.

3. Project objectives(educational, developmental and educational): for children, for teachers (not only for educators, but possibly also for music directors, physical education directors, speech therapists, etc.), for family members.

4. System web of the project.

5. Expected results of the project: for children, for teachers, for family members.

6. Brief summary of the project:

* Preparatory stage – actions of children, actions of teachers, actions of family members

* Activity stage – actions of children, actions of teachers, actions of family members

* The final stage - the actions of children, the actions of teachers, the actions of family members

7. Project Product Description: for children, for teachers, for family members

8. Project presentation– demonstration of the project products to others (it is appropriate to place photographs of the project product here).

DEAR COLLEAGUES, I WISH YOU CREATIVE SUCCESS IN YOUR PROJECT ACTIVITIES WITH PRESCHOOL CHILDREN!

List of used literature

1. Korobova T.V. PIGGY OF KNOWLEDGE

Projects in kindergarten became especially relevant after new educational standards were introduced into preschool education.

The founder of design technology is considered to be the teacher, psychologist, and politician John Dewey.

What is a project activity?

The essence of this pedagogical technique is that the teacher comes up with a project aimed at solving a specific research problem. Then it is introduced into work with children. Kids enjoy searching activities.

A project in kindergarten in the senior group involves joint creative or playful activities aimed at developing initiative, independence, determination, and responsibility in the younger generation.

Design stages in preschool educational institutions

There are five stages:

• formulation by the teacher of the problem, indication of the purpose of the work, selection of tasks;
• planning activities aimed at achieving the set goal;
• searching for scientific information, involving parents of students in the work;
• presentation of project results;
• collection of reports: diagrams, drawings, photographs in a portfolio.

The teacher himself performs the last stage, accumulating materials from his students.

Types of projects

What projects can be used in kindergarten? Let's look at the main options:

• creative projects that involve researching a problem and demonstrating the results obtained in the form of a theatrical performance;
• role-playing games, in which, to solve a given problem, children act as characters from a fairy tale;
• creative research projects aimed at solving a problem in the form of a newspaper or design;
• informational and practice-oriented options, which involve children collecting information necessary for group design.

When choosing forms of work, the teacher must take into account the individual age characteristics of preschoolers. Children are characterized by increased physical activity, so projects are associated with play activities.

Classification

All projects in kindergarten are divided by duration into:

• short-term (several lessons);
• long-term (during the academic year).

A teacher can work with one child (individual activity) or with a group of preschoolers (team work).

A project in kindergarten in the senior group is an excellent way to involve children in active creative activities. This kind of work contributes to the formation of cognitive interest in preschool children and helps the teacher to build for each pupil.

For example, projects in kindergarten make it possible to correct speech problems in children and develop communication skills.

Example of a project in a preschool educational institution

How to organize activities correctly? In order to answer this question, we present ready-made projects in kindergarten. For example, in some preschool institutions there are special speech therapy groups.

The project on the topic “Onions: tasty, healthy, interesting” is intended to develop the ability to find certain information, write reports, and design newspapers.

Among the main tasks that the teacher sets:

• expanding preschoolers’ understanding of onion varieties and where they grow;
• developing the child’s skills and abilities to prepare a retelling;
• increasing parents' interest in children's creative activities.

Such projects in kindergarten promote joint activities between children and adults. The result will be the creation of an information newspaper about onions.

The participants in this project will be preschoolers, their fathers and mothers, a teacher, and a music worker.

Ready-made projects in kindergarten involve the use of special equipment and visual materials. For example, the project in question will require seedlings and work equipment.

In the information corner, the teacher adds material on topics related to onions: proverbs, riddles, growing tips.

You can start such a kindergarten group project with a role-playing game in which children choose their responsibilities themselves. Someone will plant onions, another kid will water. They also select a child (group of children) who will engage in creative activities: applications, drawings.

Event plan

The teacher organizes an exhibition for children on the topic “Work in our garden.” Information material is selected for it: postcards, newspaper clippings, educational games, fiction.

A medical worker is preparing a lecture on the benefits of onions for a parent meeting. The teacher chooses message topics with the children on which they will draw up creative works.

After the completion of the project, the results of the activities are summed up, a newspaper is issued, and delicious onion dishes are presented.

The music worker organizes accompaniment for the award ceremony for the best chefs.

Conclusion

Small projects in kindergarten are an integration version of the educational program. This technique involves the use of various techniques that promote a deep understanding of the topic. Project work helps teachers increase the efficiency and effectiveness of an educational project.

As part of the implementation of projects in state preschool institutions according to the second generation Federal State Educational Standard, children receive independent work skills, the teacher acts as a tutor.

The process of solving the problem set by the teacher captivates the preschooler so much that he learns to plan work, control individual stages, and predict results. Among the main tasks that the project methodology successfully solves, we note the stimulation of the natural curiosity of preschoolers by increasing their self-esteem.

Children who took an active part in research activities in a preschool educational institution are much more successful and active than their peers during school life.