Project activities in kindergarten stages of the project. Project on the topic: Project activities in kindergarten

Svetlana Khokhryakova

Modern pedagogical research show that the main problem preschool education - the loss of liveliness, 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 goal of modern preschool education is the formation of personality through one's own activity, the development of universal learning activities, cognitive activity, creativity of children and their personality through different kinds activities.

Today, the learning process is not a ready-made summary, but a search and co-creation, in which children learn to plan, draw conclusions, acquire new knowledge through their own activity.

Term "universal learning activities" means the ability to learn, i.e. the child's ability to self-development through active assimilation and acquisition of knowledge through practical activity.

One of the problems of today's education is the preparation of a future student - a researcher who sees problems, creatively approaches them, owns modern search methods, and knows how to acquire knowledge himself.

Preschool workers are aware of the need to develop each child as a valuable individual. Speaking about the forms and methods of teaching, we mention the activity of the child as the ultimate goal and a necessary condition for development. The activity of children is expressed in actions, in the ability to find ways to solve problems. For the formation of such activity, it is necessary to use productive methods.

Due to the change in priorities in preschool education, and a new task was to ensure the development of universal educational activities, it became necessary to revise the forms and means of organizing the educational process in kindergarten .

To solve this problem, it is necessary to provide conditions for the formation of these qualities already in preschool age. Children 5-7 years old under appropriate conditions and joint activities with adults in kindergarten able to master these skills.

The greatest development of cognitive activity and the expansion of the cognitive interests of pupils occurs in children's experimentation and project activities.

Technology design- one of these ways to develop the creative abilities of each child. It is based on the conceptual idea of ​​trust in the nature of the child, based on his search behavior.

It is a powerful, stimulating basis for the formation of cognitive motivation in preschoolers. One of the goals of the teaching staff to use project activities is the union of all participants in the educational process (children, parents, teachers).

Inclusion of preschoolers in project activities allows you to educate an independent and responsive personality, develops creativity and intellectual abilities, contributes to the formation of purposefulness, perseverance, teaches to overcome difficulties and problems that arise, to communicate with peers and adults.

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

Development tasks:

Ensuring the psychological well-being and health of children;

Development of cognitive abilities;

Development creative imagination;

Development creative thinking;

Development of communication skills.

What gives project activities for each participant?

Cooperation of children takes place in a socially significant situation, so each child has the opportunity to show their individual abilities and realize their individual cognitive interests.

Parents develop a positive active parental position and a trusting attitude towards educational institution developing parental competence. Parents participating in project activities preschool institutions:

Established close contact not only with their child, but also with the team of parents and children of the group;

We got the opportunity not only to learn about what the child is doing in kindergarten but also take an active part in the life of the group;

They were able to realize their creative abilities.

Teachers are given the opportunity to actively and creatively express themselves. Educators who use in their activity design method:

Show the ability for independent creative planning of the entire educational process;

Have the ability to be flexible in planning, taking into account the interests and needs of children;

Carry out search pedagogical activity;

Realize their creative skills (in the visual, literary, musical activities).

Project the method is unique and good in that it can be used in working with children in different sections of the program "Rainbow", include various methods and technologies. In my practice, I use the following types projects:

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

role-playing projects(with elements creative games when children enter the image of the characters of the 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(formatting the result in the form children's holiday , children's design, for example "Theater Week").

Technology design, which I strive to make the basis of the entire educational process in kindergarten, contributes to the introduction of new ideas in the development of the content and methods of education and upbringing, it gives the child the opportunity to experiment, synthesize the acquired knowledge. Develop creative abilities and communication skills, which allows him to successfully adapt to the changed situation of schooling.

Appendix

Approximate work plan of the educator for the preparation project

1. Based on the studied problems of children, set a goal project.

2. Develop a plan to achieve the goal (the teacher discusses the plan with the parents).

3. Involvement of specialists in the implementation of the relevant sections project.

4. Drawing up a plan-scheme project.

5. Collection, accumulation of material.

6. Inclusion in the plan scheme class project, games and other types children's activities.

7. Homework for self-fulfillment.

8. Presentation project, open class.

Main steps of the method projects

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

2. Development project - an action plan to achieve the goal:

Who to turn to for help (adult, teacher);

What sources can you find information from?

What items to use (accessories, equipment);

With what subjects to learn to work to achieve the goal.

3. Execution project- practical part.

4. Summing up - defining tasks for new projects.

Related publications:

1. Opening speech, "Greeting". Hello dear parents. I want to express the hope that we will spend tonight interesting.

Consultation for educators "Project activities in kindergarten" The concept of the project first arose in the Roman architectural school of the 16th century to denote sketches, plans. Gradually, this concept began to be used.

Project activities in kindergarten Project activity in kindergarten. “Any reform of education should be based on the personality of a person. If we follow this.

Project activities in kindergarten Design is a complex activity, the participants of which automatically master new concepts and ideas about various fields.

Project activities in kindergarten.

Introduction

One of the main tasks modern system education, according to the Federal State Educational Standard, is the disclosure of the abilities of each child, the upbringing of a personality with creative thinking, ready for life in a high-tech information society, with the ability to use Information Technology and learning throughout life. Only such an individual can become successful in life. In the context of the implementation of the project in the preschool educational institution, each child independently strives for vigorous activity, and the adult expects from him a positive peculiar creative result. Therefore, it is in the project activities in the preschool educational institution that it is possible to educate a creative personality with creative thinking, it is possible full development cognitive activity of preschool children.

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 from 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, families take part in project activities in the preschool educational institution. Project activity, like no other, supports children's cognitive initiative in the conditions of kindergarten and family, 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 learning system in which children acquire knowledge in the process of planning and executing increasingly complex tasks. practical tasks- projects. The project method always involves the solution of a problem by the pupils. This way of working is suitable for children from four years of age and older.

Ways to develop projects in a preschool educational institution

1. System web for the project

All types of children's activities and forms of joint activities during the project are listed. All of them are distributed by educational areas, p.2.6. GEF TO:

Social and communicative development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

The system web also indicates forms of interaction with the family and social partners in the course of project activities, forms of joint activity within the framework of 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 the children already know about the topic.

WHAT DO I WANT TO KNOW? - DESIGN. Project theme plan.

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

3. The image of "We are seven" (by Zair-Bek)

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

We understand ... (a conscious problem is presented for solution and benchmarks-values).

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

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

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

We are ready... (a description of the available resources of a different nature is given).

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

Classification of thematic projects in preschool educational institutions

1. According to the activity dominant in the project:

Research - creative

role-playing

Creative

Informational (practice-oriented)

2. By subject area:

Monoprojects (one educational area)

Integrative (two or more educational areas)

3. By the nature of coordination:

Direct

Hidden

4. By nature of contacts:

With pupils of the same group

With pupils of several groups

With pupils of the entire preschool educational institution

5. By the duration of the project (depends on the degree of interest of the children, the teacher determines):

Short term (1 – 3 weeks)

medium duration(up to a month)

Long-term (from a month to several months)

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

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

2. role-playing . Elements of creative games are used, children enter the image 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 (the design and design of the group)

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

What is a "project"?

Each project is "five P":

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 that contains all working materials, including drafts, daily plans, notes, and others teaching materials used in the course of project activities.

At the end of the project, each preschool teacher organizing project activities must draw up a report on the project, which often causes difficulties. Using the proposed approximate structure for preparing a report on a completed project in a preschool educational institution, you, dear colleagues, can easily do this.

An approximate structure for the preparation by teachers of a report on a completed project in a preschool educational institution using the system web of the project

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

2. Project theme and its origin.

3. Project objectives (educational, developing and upbringing): for children, for teachers (not only for educators, but, possibly, for music directors, physical education leaders, 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. Summary of the project:

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

* Activity stage - the actions of children, the actions of teachers, the 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 (here it is appropriate to place photos of the project product).

Dear colleagues, I wish you creative success in project activities with preschoolers!

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, within 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 knows 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, the involvement of parents in educational process, increasing the role of the family in modern society, specifying the tasks of local history, the use of 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 country; 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.
• Introduce children and involve parents in the historical and cultural heritage 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 natural conformity provides for the organization 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.
• Accounting principle age features and concentricity allows you to consider various problems at an accessible level, and then return to the previously studied material at a new, higher level.
• Development principle personal qualities child is aimed at the formation of a positive, respectful attitude to the native land, its inhabitants, 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" Natural history classes: "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. Coming up with teachers and parents of riddles about interesting places village (station, school, museum, temple, theater) Drafting 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"

The teaching staff faces an important task: to send inquisitive and active children to school, so educators write various programs according to the established standard. They also carry out project activities in kindergarten according to the Federal State Educational Standard.

What is FGOS?

Project activity in kindergarten according to the Federal State Educational Standard is the interaction of teachers, children and their parents. As a result joint work children develop cognitive abilities and creative thinking. Children learn to independently search for information and apply it in practice.

When we are talking about the project, the educator must remember that for the child he becomes an equal partner. To create a trusting relationship, the teacher must comply with certain conditions.

1. The teacher does tasks with the children - so he makes it clear that they are on the same level. The adult teacher simply shows the techniques and observes the activities of the children.
2. The child must take part in the classes voluntarily. The task of the educator is to interest children in their activities.
3. Free movement of children during classes.
4. Work on projects at your own pace.

How is it implemented

Project activities in the kindergarten are considered outside the traditional curriculum. Every project requires careful planning and attention to detail. Project activities in kindergarten according to GEF are based on the following theoretical principles:

• the focus is on the child;
• the individual pace of work of children is observed, thanks to which everyone can achieve success;
• basic knowledge is easier to digest because of its versatility.

Why is project activity in children. garden is always up to date? Because each baby has its own obvious and hidden features, and at each age there are sensitive periods. This direction allows you to take all this into account and create the necessary conditions for the maximum realization of children's opportunities.

Types of project activities in the garden

• Research. The main goal in this direction is to find answers to questions: "why", "how", etc. The preschooler does not just listen to what the teacher tells him, but also becomes a researcher himself and tries to find the answer to the question. The task of the educator is to create conditions for the child to independently search for answers.

Next, the preschooler is involved in project activities and, together with the teacher, conducts experiments, etc. Then the kid demonstrates the result of his research activities and tells how he understood the topic. The teacher also offers Mind games to consolidate the learned material.

Creative. The peculiarity of this type of project activity in kindergarten according to the Federal State Educational Standard is the duration in time and the collective nature. At the initial stage, a discussion and choice of topic takes place, then the teacher looks for ways to motivate each child to take part in the work.

The most difficult stage in the creative approach is the stage at which children are trying to come to a common solution, because it is still difficult for preschoolers to convey their point of view to each other. The teacher should not take sides, he should give the children the opportunity to come to an independent decision.

This will help children overcome egocentrism and reach a new level of communication. Next comes the implementation of the idea and its presentation. Not all children show the result, but elected representatives who will talk about the progress of work.

• Normative. Project activity in kindergarten according to the Federal State Educational Standard in this direction implies that children independently create a system of rules and norms in the group. These projects help to solve but are implemented exclusively by children.

Of course, this does not mean that the teacher does not control the process of creating rules. First, the educator conducts ethical conversations with the children, during which the necessary behavior is formed. Then there is a discussion adverse effects, and only then the rules of the group are formed.

Output

Summing up, we can say that the need for project activities is due to the fact that it allows you to expand the field for children's research. It develops not only intellectual, but also communication skills of not only children, but also adults, therefore, for greater efficiency, project activities are included in the educational program.

In kindergarten.

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

Project activity is an independent and cooperative activity 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 learning by a child environment, is a link in the system of education, in the chain of a personality-developing program.

Project specifics is its complex integrated nature (eg: the relationship environmental education with aesthetic, economic education; practical orientation, the inclusion of the child in creative activities, 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 The project method in preschool institutions is the development of the free creative personality of the child, which is determined by the development tasks and the tasks of the research activities of children.

Development tasks:

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

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 seek solutions 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 identify possible methods solving the 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: (designing the result in the form of a children's holiday. Children's design, for example, "theater 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 - development and support creative activity children, creating conditions that allow them to independently determine the goals and content of the upcoming activities. 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 project participants according to 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.