Project activities in dow educational and methodological material on the topic. « Project activity in a preschool institution Creating conditions for project activity in a preschool

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

The use of innovative pedagogical technologies opens up new opportunities for the education and training of preschoolers, and the project method has become one of the most effective today. Design technology refers to modern humanitarian technologies that are innovative in the work of preschool institutions.

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

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

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

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

The discrepancy between the traditional form of organization of educational activities and the nature of project activities. Project activities, as noted above, are carried out in a space of possibilities where there are no clearly defined norms. In this case, both the teacher and the child find themselves in a situation of uncertainty. Project activities are focused on exploring as many possibilities as possible in a situation, rather than on following a predetermined (and known to the teacher) path.

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

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

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

It is project activities that will help connect the process of learning and upbringing with real events in the life of a child, as well as interest him and captivate him in this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, collaborate, and plan your work. Each child will be able to express themselves, feel needed, which means they will gain confidence in their abilities.

So, what is a “PROJECT”?

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

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

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

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

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

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

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

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

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

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

When planning project activities, the teacher should remember three stages in the development of project activities in preschool children, which represent one of the pedagogical technologies of project activities, which includes a set of research, search, problem-based, and creative methods.

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

At this stage, children participate in the project “in a secondary role”, perform actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of a small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.

Junior preschool age

Learning Objectives:

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

Improving mental processes:

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

4. speech development.

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

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

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

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

Senior preschool age.

Learning Objectives:

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

Formation of prerequisites for educational activities:

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

Formation of design and research skills:

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

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

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

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

Project work

The first stage is Selecting a topic.

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

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

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

 the teacher sets a goal based on the needs and interests of the child;

involves preschoolers in problem solving;
outlines a plan for moving towards the goal (maintains the interest of children and parents);
discusses the plan with families at parent-teacher conferences;
turns to preschool specialists for recommendations;
together with children and parents, draws up a plan - a scheme for carrying out the project;
collects information and material;

The second stage is Project Implementation.

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

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

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

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

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

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

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

The third stage is the presentation of the project.

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

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

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

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

The fourth stage is reflection.

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

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

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

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

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

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

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

Other types of projects are also significant, including:

complex;

intergroup;

group;

creative;

individual;

research.

By duration they can be short-term (one or several classes), medium-long, long-term (for example, “Sports games and entertainment as a means of increasing interest in physical education among preschool children” - for the school year).

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

Today the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already have an idea of what a kindergarten graduate should be like, what qualities he should have (specified in the FGT for the main educational program). It is project activities that will help connect the process of learning and upbringing with real events in the life of a child, as well as interest him and captivate him in this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, collaborate, and plan your work. Each child will be able to express themselves, feel needed, which means they will gain confidence in their abilities.

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

It was found that the concept "project" is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals.

Under project It also means independent and collective creative completed work that has a socially significant result. The project is based on a problem; solving it requires research in various directions, the results of which are generalized and combined into one whole.

The project method is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, during which the child learns about the world around him and embodies new knowledge into real products. The essence of the “project method” in education is such an organization of the educational process in which students acquire knowledge and skills, experience in creative activity, an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks? projects that have not only educational, but also pragmatic value. “Everything I learn, I know, why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills .

The basis project method The idea is that the cognitive activity of preschoolers is focused on the result that is achieved in the process of joint work of the teacher and children on a specific practical problem (topic).

Highlighted three stages in the development of project activities in preschool children, which represent one of the pedagogical technologies of project activities, which includes a set of research, search, problem-based, and creative methods.

The first stage is imitative and performing, the implementation of which is possible with children 3.5–5 years old. At this stage, children participate in the project “in a secondary role”, perform actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of a small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.

The second stage is developmental, it is typical for children 5–6 years old, who already have experience in a variety of joint activities, can coordinate actions, and help each other. The child is less likely to turn to adults with requests and is more actively organizing joint activities with peers. Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. At this age, children accept the problem, clarify the goal, and are able to choose the necessary means to achieve the result of the activity. They not only show a willingness to participate in projects proposed by adults, but also find problems on their own.

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

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

Project work

The first stage is “choosing a topic”
.

The teacher’s task is to choose a topic for deeper study together with the children and draw up a plan for cognitive activity. One way to introduce the topic is through the use of “three questions” models: What do I know? What do I want to know?, How to find out?. A dialogue with children, organized by a teacher, contributes not only to the development of the child’s self-reflection in the field of knowledge of his own interests, assessment of existing and acquisition of new thematic knowledge in a free, relaxed atmosphere, but also to the development of speech and the speech apparatus itself. Collection of information and planning of educational work within the framework of the project. The teacher’s task is to create conditions for the implementation of children’s cognitive activities.

The second stage is project implementation.

The teacher’s task is to create conditions in the group for the implementation of children’s plans. Projects are implemented through various types of activities (creative, experimental, productive). The uniqueness of the application of the project method in this case lies in the fact that the third stage contributes to the multifaceted development of both mental functions and the child’s personality. Research activity at this stage is stimulated by problematic discussion, which helps to discover new problems, the use of comparison and contrast operations, the problem presentation of the teacher, and the organization of experiments.

The third stage is presentation.

It is important that the presentation is based on a tangible product that has value for children. During the creation of a product, the creative potential of preschoolers is revealed, and the information obtained during the implementation of the project is put to use. The teacher’s task is to create conditions for children to have the opportunity to talk about their work, experience a sense of pride in their achievements, and comprehend the results of their activities. In the process of speaking to peers, the child acquires skills in mastering his emotional sphere and non-verbal means of communication (gestures, facial expressions, etc.).

The fourth stage is reflection.

Also, the technology of project activities can be used within the framework of specially organized training for children (within classes). Such classes have a certain structure and include: creating motivation for project activities; introduction to the problem; step-by-step solution to the problem in the process of research activities; the discussion of the results; systematization of information; obtaining a product of activity; presentation of the results of project activities.

Projects can be: long-term (1,2,3 years), several months, 1 month, several weeks, 1 week and even 1 day.

The sequence of the teacher’s work on the project:

the teacher sets a goal based on the needs and interests of the child;
involves preschoolers in problem solving;
outlines a plan for moving towards the goal (maintains the interest of children and parents);
discusses the plan with families at parent-teacher conferences;
turns to preschool specialists for recommendations;
makes a plan together with children and parents? project implementation plan;
collects information and material;
conducts classes, games, observations, trips (events of the main part of the project),
gives homework to parents and children;
encourages independent creative work of children and parents (searching for materials, information, making crafts, drawings, albums, etc.);
organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with children;
sums up the results (speaks at the teachers' meeting, summarizes work experience).

Literature:

Morozova L.D. Pedagogical design in preschool educational institutions; from theory to practice. Supplement to the journal “Preschool Education Management” Sfera.2010
Khabarova T.V. Pedagogical technologies in preschool education. Saint Petersburg. Childhood-Press. 2011
Shtanko I.V. Project activities with children of senior preschool age. Magazine “Management of a preschool educational institution” No. 4. 2004

Maya Agafonkina
Organization of project activities in kindergarten

Organization of project activities in kindergarten

Introduction

Modern pedagogy has significantly changed the attitude of adults towards children. Adults should not only pay attention to the formation of knowledge, skills and abilities of a preschooler and his adaptation to social life, but also teach through a joint search for solutions, provide the child with the opportunity to independently master the norms of culture. Technology is a unique means of ensuring cooperation, co-creation between children and adults, and a way to implement a person-centered approach to education. design.

Project in preschool educational institutions - method pedagogically organized the child’s mastery of the environment in the process of step-by-step and pre-planned practical activities to achieve the intended goals

Design is a complex activity, the participants of which automatically, without a specially proclaimed didactic task on the part of organizers, master new concepts and ideas about various areas of life. Currently project activities organically included in the new educational standards of the Federal State Educational Standard.

About the relevance of using the method projects evidenced by the fact that it is mentioned in the context of problem-based and developmental learning, collaborative pedagogy, student-centered and activity-based approaches.

Method projects as a means of introducing pedagogical innovations into activities Preschool educational institution The key issue in the modernization of education is to improve its quality, bringing it into line with world standards. The documents defining the development of the education system in the Russian Federation note the need to increase the attention of the state and society to such an important subsystem as preschool education. At the present stage, in connection with the introduction of the Federal State Educational Standard (FSES, Federal State Requirements for the structure of the basic general education program of preschool education, there is a need to update and improve the quality of preschool education, introduce software and methodological support for preschool education of a new generation, aimed at identifying and developing creative and cognitive abilities of children, as well as equalizing the starting capabilities of graduates of preschool educational institutions during the transition to a new age stage of systematic education at school. organization and introduction into the pedagogical practice of educational institutions of innovative activities. Today, in the field of education, a large number of innovations of various nature, focus and significance are highlighted, innovations are being introduced in organization and content, methodology and technology of teaching. Innovation determines new methods, forms, means, technologies used in pedagogical practice, focused on the child’s personality and the development of his abilities. Innovative transformations are becoming systemic. New types, types and profiles of preschool institutions, new educational programs have been created to ensure variability in the educational process, focused on the individuality of the child and the needs of his family. The search for new forms of work has led to the widespread use of the method in the practice of preschool institutions. project activities. Method projects- a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students, with the obligatory presentation of these results. The basis of the method projects the idea of the orientation of cognitive activities preschoolers on the result that is achieved in the process of joint work of the teacher and children on a specific practical problem (topic). Solve a problem or work on it project in this case it means applying the necessary knowledge and skills from various sections of the educational program for preschoolers and getting tangible results. Applied to kindergarten project is a specially organized by the teacher and a set of actions independently performed by the pupils aimed at resolving a problem situation and culminating in the creation of a creative product. Feature project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem and determine a goal (plan, therefore projects in kindergarten are, as a rule, educational in nature. Preschoolers, due to their psychophysiological development, are not yet able to independently create their own from beginning to end. project Therefore, teaching the necessary skills and abilities is the main task of educators. Project activities in the educational process of preschool educational institutions is in the nature of cooperation, in which both children and teachers of preschool educational institutions, as well as parents, who can be not only sources of information, real help and support for the child and teacher in the process of working on project, but also to become direct participants in the educational process. Thus, without the introduction of new ideas and technologies in the work of preschool educational institutions, it is impossible to reform the entire preschool education system. The development of educational systems occurs due to the fact that innovations are created, disseminated and mastered.

Classification projects, used in the work of preschool educational institutions

Currently projects can be classified according to signs: a) by composition of participants;

b) according to the target setting;

c) by topic;

d) according to implementation deadlines.

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

- research and creative: children experiment, and then the results are presented in the form of some kind of creative product (newspapers, dramatizations, card indexes of experiments, children's design, etc..).

Role-playing games - project with elements of creative games. The method of entering into the image of a character in a fairy tale or story is used. Empathy method. Children solve problems in their own way.

For example: game day; game week; Scenarios with role-playing games and game training are used; story game algorithms; game scenarios - travel, etc.; - information-practical oriented: children collect information about some object, phenomenon from different sources, and then implement it.

The results projects may become: children's drawings – exhibition; album with photographs; collage; story; algorithm; mnemonic table; excursion, etc. Final product activities depends on the topic project; - creative: as a rule, they do not have a detailed structure of joint activities of participants.

Project . Activity project. The results are presented in the form children's party, exhibitions, design and sections of a newspaper, album, almanac, etc., for example "Theater Week". Mixed types projects mono-projects.

The following types are also significant projects, in number:

Complex, for example "World of Theater", “Hello, Pushkin!”, "Echo of Centuries", "Book Week";

Intergroup e.g. "Mathematical collages", "World of Animals and Birds", "Seasons";

Group, for example "Tales of Love", "Know Thyself", "Undersea world", "Fun Astronomy";

Individual, for example "I and my family", "Family tree", "Secrets of Grandma's Chest", "Fairytale Bird". Mixed types projects in the subject area are interdisciplinary, and creative ones are mono-projects.

In duration they there are:

Short term (one or more lessons – 1-2 weeks);

Medium duration (2-3 months);

Long term ( “Creativity of A. S. Pushkin”- for the academic year). Another sign of classification is the composition of participants (group, subgroup, personal, family, couples, etc.);

Taking into account the age-related psychological characteristics of preschoolers, coordination projects must be flexible, i.e. the teacher unobtrusively guides the children’s work, organizing individual stages of the project.

All projects are carried out within preschool educational institutions, as a rule, between groups of participants, but there are also personal, individual projects(in visual and verbal creativity).

Since the leading view activities preschooler is a game, then, starting from a young age, role-playing and creative projects, For example "Favorite toys", "The ABC of Health" and etc.

Features of implementation design method in preschool educational institutions

Method projects can be thought of as a way organizations pedagogical process based on the interaction of teacher and student, method of interaction with the environment, step-by-step practical activity to achieve the set goal.

Transition of a preschool institution to project method of activity, as a rule, is carried out according to the following stages:

Lessons involving problem situations children's experimentation, etc.;

Complex block-thematic lessons;

- integration: partial or complete;

Method projects like shape organizations educational space; as a method for developing creative cognitive thinking.

Work in this direction is implemented, first of all, through training teachers, educational work with parents, creating a subject-spatial environment in accordance with the requirements of the method projects.

The introduction of this technology into practice imposes certain requirements on the teacher, as a creative person, and special training to improve pedagogical professionalism, because to teach the child the teacher can design, master of the method projects both technology and how self-organization activities professional space.

The teacher acts as organizer of children's productive activities, he is a source of information, a consultant, an expert.

He is the main leader project and subsequent research, gaming, artistic, practice-oriented activities, coordinator of individual and group efforts of children in solving the problem. Therefore, the introduction into practice design method starts with organizations working with teaching staff.

These can be the following methods and forms work: seminars, consultations, collective viewing of classes, business games, methodological exhibitions, master class; conversations, debates, workshops, trainings, round tables, work with teaching materials, days of mutual visits, presentations projects.

The main purpose of implementation design method in a preschool educational institution 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.

The goal allows you to determine the objectives of training, form the prerequisites for educational and research skills in accordance with the main lines of development.

Child method projects makes it possible:

Experiment, synthesize acquired knowledge;

Develop creativity and communication skills, which allows him to successfully adapt to the changed situation of school learning. Method projects can be used in working with children, not only older ones, but also from early preschool age.

Research objectives activities are specific for each age, allow you to determine learning objectives, form the prerequisites for educational and research skills in accordance with the main lines of development. For implementation project the teacher determines the stages of its implementation, thinks through the content activities and selects practical material.

At the same time, when planning project activities, the teacher should remember the three stages in development project activities in preschool children, which represent one of the pedagogical technologies project activities, which includes a set of research, search, problem, and creative methods.

The first stage is imitative, the implementation of which is possible with children 3.5–5 years old.

At this stage, children participate in project"on the sidelines",

they perform actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of the child. At this age, there is still a need to establish and maintain a positive attitude towards an adult and imitate him.

So, in early preschool age the tasks are:

Arouse interest in the offer activities;

Involve children in the learning process;

Form different ideas;

Involve children in reproducing images using various options;

Encourage joint search activities, experimentation.

Improving mental processes:

Formation of emotional interest;

Familiarity with objects and actions with them;

Development of thinking and imagination;

Speech development.

Formation design-research skills and skills:

Awareness of the set goal;

Mastering various ways of solving assigned problems;

The ability to anticipate results based on past experience;

Search for different means to achieve the goal.

Lines of personality development in early preschool age according to directions.

1) physical development:

Stimulating the natural process of development of motor abilities and qualities;

Formation of conscious ideas about the need to take care of one’s health (for example, role-playing project"The ABC of Health");

- social development: formation of communication methods (for example, vernissage "My family", individual family projects"Family tree").

2) 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 input to solve practical problems (e.g., math collages, intergroup project"World of Animals and Birds",

Creative projects"My friends", "Natural World").

3) aesthetic development:

Development of an emotional-value attitude towards works of art and artistic images;

Mastering artistic activities(for example, complex projects"World of Theater", role-playing games projects"Favorite toys" and etc.).

The second stage is developmental (for children 5-6 years old) who already have experience in a variety of joint activities, can coordinate actions and provide assistance to each other.

The child is less likely to turn to an adult with requests and is more active

organizes joint activities with peers. Children develop self-control and self-esteem and are able to

it is enough to objectively evaluate both one’s own actions and

actions of peers. At this age, children accept the problem,

clarify the goal, are able to choose the necessary means to achieve the result activities. They not only show a willingness to participate in projects suggested by adults, but also find problems on their own.

The third stage is creative, it is typical for children 6–7 years old.

It is very important for an adult at this stage to develop and support

creative activity of children, create conditions for children to independently determine the goal and content of the upcoming activities, choosing ways to work on project and the possibility of organizing it.

Thus, the tasks for senior preschool age:

Develop search engine activity, intellectual initiative;

Develop special methods of orientation - experimentation and modeling;

To form generalized methods of mental work and means of building one’s own cognitive activities;

Develop the ability to predict future changes. Formation of educational prerequisites activities:

Arbitrariness in behavior and productive activities;

The need to create your own picture of the world;

Communication skills.

Formation design-research skills and skills:

Identify the problem;

Search for the right solution on your own;

Choose the most adequate one from the available methods and use it productively;

Analyze the results yourself.

Lines of personality development in senior preschool age according to directions:

1) 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 speech functions (e.g. project"My family", group projects"Know Thyself").

2) physical development:

Developing a conscious attitude towards your health;

Formation of the need for a healthy lifestyle;

Improving the process of development of motor abilities and qualities (for example, role-playing projects"The ABC of Health", "Secrets of Ilya Muromets").

3) 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 (for example, a book club "Wonderland"; group projects"Undersea world", "Fun Astronomy"; intergroup project"Seasons").

4) aesthetic development:

In-depth introduction to art, the diversity of artistic images;

Mastering various types of artistic activities;

Development of abilities for aesthetic appreciation.

Thus, in project activities are being formed

development of the child’s subjective position, his individuality is revealed

duality, interests and needs are realized, which in turn contributes to the personal development of the child.

This corresponds to the social order at the present stage. Specifics of interaction using the method projects "to direct" child, help detect a problem or even provoke

its occurrence, arouse interest in it and "pull in" children in a joint project, but do not overdo it with the help and

guardianship. Planning project activities begin with questions:

"What is it needed for project?» ,

“For what purpose is it being carried out?”,

"What will become the product project activities?» ,

“In what form will the product be presented?” Work on project, which includes drawing up a well-founded action plan, which is formed and refined throughout the entire period, goes through several stages.

At each stage, the teacher’s interaction with children is personality-oriented.

Summarizing the experience of developing the method projects, we can distinguish the following stages of work on project:

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

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

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

What sources can you find information from?

What items to use (accessories, equipment);

What objects should you learn to work with to achieve your goal? 3. Execution project– practical part.

4. Summing up - identifying tasks for new projects.

So the method projects in working with preschoolers today is an optimal, innovative and promising method that should take its rightful place in the preschool education system.

Using the method project in preschool education as one of the methods of integrated education of preschoolers, it can significantly increase the independent activity of children, develop creative thinking, the ability of children to independently find information about an object or phenomenon of interest in different ways and use this knowledge to create new objects of reality. It also makes the educational system of preschool educational institutions open to the active participation of parents.

Specifics of using the method projects in preschool practice is that adults need "to direct" "pull in" children in a joint project.

Based on a personality-oriented approach to training and education, it should ultimately contribute to the development of individual creative activities teachers in the development of strategy, tactics and technology of the educational process, to promote the personal development of students, to ensure high-quality results of pedagogical activities.

Prospects of the method projects in the preschool educational system is that it provides the opportunity to develop observation and analysis of phenomena, comparison, generalization and the ability to make

conclusions, creative thinking, logic of knowledge, inquisitive mind, joint cognitive search and research activities, communication and reflective skills and much more, which are components of a successful personality.

Conclusion

Thus, revealing the specifics of using the method projects in the system of training and education of preschool children in preschool educational institutions, the following conclusions were made.

1. Without the introduction of new ideas and technologies in the work of preschool educational institutions, it is impossible to reform the entire preschool education system.

2. Any project based on joint creativity activities of project participants. Activity is outlined and further developed, subject to the final result and interests of the participants project.

3. Specifics of using the method projects in preschool practice is that adults need "to direct" child, help detect a problem or even provoke its occurrence, arouse interest in it and "pull in" children in a joint project.

Thus, project activities in the educational process, it contributes to the unity of both the teaching staff and the harmonization of relations with students and their parents. Conclusion. Preschool age is the foundation of the overall development of the child and the starting period for the formation of the moral foundations of the individual. Therefore, well-planned and organized project activities in preschool educational institutions is of great importance for the development of cognitive interests of preschool children. Technology design helps develop the creative abilities of preschool children, makes them active participants in the educational and educational processes.

This work is devoted to an urgent problem - updating and improving the quality of preschool education within the framework of the introduction of the Federal State Educational Standard for Preschool Education, considering a way to improve the quality of education through the introduction of innovative activities - design - into the pedagogical practice of a preschool educational organization.

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Project activities for preschool children.

The technology of project activities is of greatest interest to teachers of preschool educational organizations when organizing interaction with children, parents, and colleagues.

Introduction.

“It is more natural and therefore much easier for a child to comprehend new things by conducting his own research - by observing. Conducting experiments, making your own judgments and conclusions based on them, than receiving knowledge already obtained by someone in a “ready-made form.” (A.I. Savenkov).

In the new socio-economic conditions, the development of our society and the study of the purpose of children’s education in preschool educational organizations is becoming one of the most relevant areas. Changing the purpose of education entails changes in the content of education, that is, the form of the educational process. In the process of using project activities, the child’s interests are identified, a partnership style of interaction between adults and children is developed, and children’s initiative is actively supported. Organizing project activities allows you to build on individual children's interests and formulate them into a completed, real adult project. This comprehensive approach is more productive and timely.

Today, the preschool education system is undergoing serious changes that have not occurred since its inception.

Firstly, in connection with the introduction of 273-FZ “Law on Education in the Russian Federation” from September 1, 2013, preschool education becomes the first level of general education. Unlike general education, it remains optional, but the attitude towards preschool education as a key level of child development is changing significantly. Preschool childhood is the main and most important stage when the foundations of personal development are laid: physical, intellectual, emotional, communicative. This is the period when a child begins to realize himself and his place in this world, when he learns to communicate, interact with other children and with adults.

Today, the requirements for children entering the first grade have increased, therefore, the new model of a kindergarten graduate involves a change in the nature and content of pedagogical interaction with the child: if previously the task of educating a standard member of the team with a certain set of knowledge, skills and abilities came to the fore.Now, there is a need to form a competent, socially adapted personality, capable of navigating the information space, defending one’s point of view, and interacting productively and constructively with peers and adults. That is, the emphasis is on the development of qualities and social adaptation.

At the present stage, in connection with the introduction of the Federal State Educationalstandard of preschool education (FSES DO), there was a need to update and improve the quality of preschool education, introduce software and methodological support for preschool education of a new generation, aimed at identifying and developing the creative and cognitive abilities of children, as well as leveling the starting capabilities of graduates of preschool educational institutions during the transition to a new age stage of systematic education at school.

It is necessary to develop motivational readiness for learning, and not just teach the child to read, write, etc. After preschool life, the desire to learn should appear.

Let's take a closer look at some points of the Federal State Educational Standard for Educational Education that can be implemented through project activities;

Part 1 General provisions

The Standard is based on the following principles: (here are some of them)

1.4 Basic principles of preschool education:

3. assistance and cooperation between children and adults, recognition of the child as a full participant (subject) of educational relations;

4. supporting children’s initiative in various activities;

5. cooperation between the Organization and the family;

7. formation of cognitive interests and cognitive actions of the child in various types of activities;

Part 2 Requirements for the structure of the educational program of preschool education and its volume

2.1. The program is aimed at:

creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;

Part 3. Requirements for the conditions for the implementation of the main educational program of preschool education

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

2. promotes the professional development of teaching staff;

3. creates conditions for developing variable preschool education;

5. creates conditions for the participation of parents (legal representatives) in educational activities

Section 3.2.5. Interaction with parents on issues of the child’s education, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the family’s educational initiatives.

The organization and implementation of innovative activities into the pedagogical practice of educational institutions has enormous potential for improving the quality of education.

Innovation is the result of creative activity aimed at developing, creating and distributing new types of products, technologies, introducing new organizational solutions that satisfy the needs of people and society, causing at the same time social and other changes.

One of the innovative technologies that allows you to bring this to life is design.

Design, as a creative activity for preschool children, allows you to quite accurately (in accordance with the requirements of state standards) formulate the goals and objectives of the upcoming activity, analyze and systematize the totality of available and necessary funds that provide optimal ways to achieve the desired result.

The project method is a creative path for teachers as well. It is based on the development of cognitive skills of preschool children, the ability to independently construct their knowledge, navigate the information space, and develop critical and creative thinking. During this period, integration occurs between general methods of solving educational and creative problems, general methods of thinking, speech, artistic and other types of activity. Through the unification of various educational areas, a holistic vision of the picture of the surrounding world is formed.

The collective work of children in subgroups gives them the opportunity to express themselves in various types of role-playing activities. Common cause develops communication and moral qualities.

The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge when solving practical problems or problems that require the integration of knowledge from various educational fields.

The main thesis of the modern understanding of the technology of project activity, which attracts many educational systems, is that children understand why they need the knowledge they receive, where and how they will use it in their lives.

From the above it follows that the chosen topic is “projected” onto all educational areas offered by the Federal State Educational Standard for Educational Education, and onto all structural units of educational activity, through various types of children's activities. Thus, the educational process is holistic and not broken into parts. This allows the child to “live” the topic in different types of activities, absorb a larger amount of information, and comprehend the connections between objects and phenomena.

The project activity method is the most effective way to simultaneously ensure:

– development of the child’s cognitive interests, thinking;

– formation of universal competencies (independent formulation of a problem, analysis of a problem situation, selection of the most optimal solution);

– development of personal qualities, the ability to work in a team, the ability to get things done, and to show initiative.

Project activity as a specific creative activity is a universal means of child development. Project activity contains a gaming essence; the need to create your own subject environment. Organizing project activities allows you to develop cognitive independence in children who are sometimes afraid to express their opinions. When organizing project activities in a preschool educational institution, the project method is one of the most effective and promising. The project gives the child the opportunity to find himself - to identify, test, clarify his interests, and try his own strength. With his project, the child declares his interests and problems.

In a preschool educational institution, a child’s development occurs through interaction with an adult, whose vital role in this period was emphasized by famous scientists (L. S. Vygotsky, D. B. Elkonin, A. V. Zaporozhets, M. I. Lisina, etc. ). At no other age does an adult play such a role in a child’s development. Therefore, the goal of an adult’s activity in a preschool educational institution is to construct such an interaction with a child that will contribute to the formation of his activity in understanding the surrounding reality and the disclosure of his unique individuality. A condition for achieving this goal is the use of pedagogical technology of project activities.

The essence of pedagogical technology is the project method.

The project method is not fundamentally new in world pedagogical practice. It originated at the beginning of the 20th century in America. It was also called the problem method and was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W.H. Kilpatrick. Scientists have given a definition of the project method as a process of planning expedient (aimed) activities in connection with the resolution of any educational and school task in a real life situation.

The project-based teaching method is a flexible model of organizing the educational process, focused on the creative self-realization of the child’s personality, the development of his intellectual capabilities, strong-willed qualities and creative abilities in the process of implementing creative projects. Creative projects are a means of integration, differentiation and humanization of education, a significant means of child development.

The project method is an area of didactics, private techniques, if it is used within a certain field of knowledge. Method is a didactic category. This is a set of techniques, operations of mastering a certain area of practical or theoretical knowledge, one or another activity.

This is the path of cognition, a way of organizing the process of cognition. Therefore, if we talk about the project method, we mean precisely the way to achieve a didactic goal through a detailed development of the problem (its technologization), which should result in a very real, tangible practical result, formalized in one way or another.

The project method is based on the idea that forms the essence of the concept of “project”, its pragmatic focus on the result that can be obtained by solving a particular practically or theoretically significant problem. This result can be seen, comprehended, and applied in real practical activities. To achieve such a result, it is necessary to teach children to think independently, find and solve problems, using for this purpose knowledge from different fields, the ability to predict results and possible consequences of different solution options, and the ability to establish cause-and-effect relationships.

The project method is always focused on children’s independent activities - individual, pair, group, which are carried out over a certain period of time.

The project method always involves solving some problem. The solution to the problem involves, on the one hand, the use of a combination of various methods and teaching aids, and on the other hand, it presupposes the need to integrate knowledge, the ability to apply knowledge from various fields of science, engineering, technology, and creative fields. The results of completed projects must be, as they say, “tangible”, that is, if it is a theoretical problem, then a specific solution to it; if it is a practical problem, then a specific result, ready for use (in the joint activities of children in kindergarten, in real life).

If we talk about the project method as a pedagogical technology, then this technology involves a set of research, search, problem methods, creative in their very essence.

The project method is an educational technology that allows you to create a natural environment for the formation of integrative qualities (personal, intellectual, physical) in preschoolers. The uniqueness of using technology in kindergarten is that it allows children to develop not only personal, intellectual, and physical qualities, but also the ability to solve problems in children’s independent and joint activities.

Regarding the use of project method technology in the course of forming the integrative qualities of preschool children, it can be noted that it is based on the idea of directing the cognitive activity of preschool children towards a planned result (a set of actions specially organized by the teacher and independently performed by the children), which is obtained by solving one or another topical problem. a problem that is practically or personally significant for a group or an individual child.

The goal of the project method is to direct the cognitive activity of students towards a specific and planned result, which is obtained by solving a particular theoretically or practically significant problem.

This goal can be achieved with a combination of educational tasks:

1. Develop complex skills and abilities: research, reflective, self-evaluation.

2. Develop children's cognitive interest through creating a problem situation.

3. To form an active, independent and proactive position of children.

Conceptual provisions of the technology project method developed by J. Dewey. reveal the logic of the project method. The essence of the scientist’s ideas is as follows:

In ontogenesis, a child repeats the path of humanity in knowledge.

The assimilation of knowledge is a spontaneous, uncontrolled process.

A child learns material not just by listening or perceiving with his senses, but as a result of satisfying his need for knowledge, being an active subject of his learning.

The conditions for successful learning are: problematization of educational material - “Knowledge is the children of surprise and curiosity”; child activity - “Knowledge must be absorbed with appetite”; connection between learning and the child’s life, play, and work.

Scientific concepts of mastering experience:

The associative-reflex concept of learning (I.P. Pavlov, Yu.A. Samarin, I.M. Sechenov, S.L. Rubinstein), which is based on the basic ideas of conditioned reflex activity of the brain.

The highest results in training are achieved when the following conditions are met:

Formation of an active attitude towards cognitive activity;

Presentation of educational material in a certain sequence, step by step;

Demonstration and consolidation of material in various methods of mental and practical activity;

Application of knowledge in practice.

Developmental technology (L.S. Vygotsky, D.B. Elkonin, V.V. Davydov), which assumes that the organization (content and methods) of external influences can significantly change the pace and boundaries of a child’s development.

Assimilation of experience occurs in the following sequence:

Preliminary acquaintance with the action, orientation, motivation for activity;

Material (materialized) action;

Stage of external speech, voicing actions, formulating conclusions;

Stage of inner speech, understanding the problem;

Stage of automated action (skill).

Principles of pedagogical technology, project method, developed by I.A. Kolesnikova:

The principle of predictability is determined by the very nature of design, focused on the future state of the object;

The step-by-step principle: the nature of the project method involves a gradual transition from the project concept to the formation of an image of the goal and course of action. From there to the action program and its implementation. Moreover, each subsequent action is based on the results of the previous one;

The principle of standardization requires the obligatory completion of all stages of creating a project within the framework of regulated procedures, primarily related to various forms of organizing the mental activity of students;

The feedback principle reminds us of the need, after each project procedure, to receive information about its effectiveness and adjust actions accordingly;

The principle of productivity emphasizes the pragmatism of the project method, the obligatory orientation of project activities to obtain a significant and real result that has practical significance;

The principle of cultural analogy indicates the adequacy of design results to certain cultural patterns. To be included in the process, you need to learn to understand and feel your place in it, to formulate your own view of the problem;

The principle of self-development concerns both the subject of design at the level of branching activity of participants, and the generation of new projects as a result of the implementation of set goals.

Features of pedagogical technology project method:

Provides the opportunity to acquire the ability to pose and understand a problem and solve it, as it is focused on practical methods of acquiring knowledge;

Provides the opportunity for self-development and self-realization in personality-oriented interaction between a child and an adult, influences the formation of social and communicative competence of pupils, since, based on the specific age of the project participants, preschool projects are mainly of a joint nature (but, of course, the guiding role of an adult is important) ;

Allows for independent search and selection of information, which affects the formation of information and technological competencies of project participants.

Projects differ in the dominant activities of the participants and can be: practice-oriented, research, informational, creative, role-playing. Based on the complexity and nature of contacts, projects can be divided into mono- and interdisciplinary. By duration - mini-projects, short-term and long-term projects.

The main stages of pedagogical technology method projects:

1. Value-oriented stage: motivating children for project activities, revealing the significance and relevance of the topic, formulating the problem, introducing children to a problem situation. The child’s activity is aimed at consciousness and comprehension of the relevance of the topic, the motive of the activity, formulation of the problem, and entering into a problem situation.

2. Constructive stage: planning the unification of working groups, searching for literature, assistance in planning stages of practical activity, stimulating the search activity of children. Preschoolers are involved in project activities in groups or individually, collecting materials on the topic.

3. Practical stage: children’s activities are coordinated, consultations are provided on emerging issues, and activities are stimulated. Children gradually implement the content of the activity to solve the problem.

4. Final stage: the teacher assists in the design of the project, leads the children to formulate conclusions on the project problem. The results, the product of the activity are formalized, and conclusions are formulated.

5. The presentation stage includes the preparation of experts and the organization of the presentation. The project is presented and its main positions are defended.

6. The evaluative-reflective stage involves stimulating children for introspection and self-esteem. There is an assessment of the pedagogical effectiveness of the project, a joint expert assessment with the children of the effectiveness of the work performed, and a self-assessment by the children of their contribution to the project and their own activities.

Motivational characteristics of pedagogical technology project method:

The technology of the project method is based on the creation of a special type of motivation - problem motivation, and therefore requires adequate construction of the didactic content of the material, which should be presented as a chain of problem situations.

The project method technology in a preschool educational institution can be represented as a way of organizing the pedagogical process, based on the interaction of teacher and student, a way of interacting with the environment, step-by-step practical activities to achieve a set goal and didactic task, obtaining a real, creative product that can be used in further activities, and presentation of the results obtained.

Selection of the most relevant essential problems that are interesting for students, encouragement to independently pose the problem, choose the topic of the project.

Personality-oriented interaction between an adult and a child, capable of causing active cognitive activity in pupils.

When implementing the project method technology, the educational process widely includes methods based on creating problem situations, stimulating the active cognitive activity of students, which involves searching for and solving complex issues that require updating knowledge, analytical activity, and the ability to see patterns and essential characteristics in individual facts. phenomena.

The set of methods can be represented by the following classification:

Problem-based and search methods: problematic questions, thematic conversations, research (research project), step-by-step implementation of actions.
Creative methods: presentation.
Information methods: drawing up a model of information sources, collecting information for compiling booklets and organizational materials.

Personal development is facilitated by the use not of individual methods, but of an integral system of project activity, which ensures that preschoolers enter the processes of search, creativity, independent thinking, and the choice of means and methods of project activity.

Algorithm for working on the project

Stages:

1. Identification of the problem that meets the needs of children and adults.

2. Determining the goals of the project, forecasting and specifying the future result.

3. The collision of knowledge and “ignorance”, awareness of the cognitive task.

4. Activation of ways to obtain information.

5. Obtaining the necessary information.

6. Summarizing the information received.

7. Planning activities, determining means of project implementation.

8. Project implementation.

9. Discussion of the result, progress of work.

10. Presentation of results.

11. Joint determination of the project development prospects.

Algorithm of actions for adults and children at each stage of project activity

Algorithm of actions Imitative-performing stage of project activity Developmental stage of project activity Creative stage of development of project activity

Step 1 Identify a problem that meets the needs of the children Identify (by adults or children) a problem that meets the needs of the children or both

Step 2 Setting the project goal, its motivation Joint determination of the project goal, predicting the result Children independently determine the project goal, predicting the result

Step 3 Involving children to participate in planning activities and implementing the plan.

Planning activities by children with minor assistance from an adult; determination of means of project implementation.

Planning activities by children (with the possible participation of an adult as a partner, determining the means of implementing the project

Step 4 Joint activity of an adult and children to achieve a result. Children’s implementation of the project; differentiated assistance from an adult Children's implementation of the project; resolving creative disputes, reaching an agreement; mutual learning, helping each other

Step 5 Joint analysis of the project implementation, experiencing the result Discussion of the result: progress of work, everyone’s actions, finding out the reasons for successes and failures

Step 6 - Joint determination of the project development prospects Determination of the project development prospects

Project activities allow children to teach problematization; goal setting and planning of meaningful activities; elements of self-analysis; presenting the results of their activities and progress of work; presentations in various forms using a specially prepared design product (models, model posters, theatrical presentations, stage performances); practical application of knowledge in various (including non-standard) situations. Let us define the following algorithm for the project activities of the teacher and children

Also, the technology of project activities can be used within the framework of specially organized training for children (as part of direct educational activities). Such classes have a certain structure and include: creating motivation for project activities; introduction to the problem; step-by-step solution to the problem in the process of research activities; discussion of results, systematization of information; obtaining a product of activity; presentation of the results of project activities

Algorithm for project activities of teachers and children

/L. Morozova/

Stages of project activity

Activities of a teacher

Children's activities

Formulation of the problem

Formulates a problem for himself, leads children to the need to think about a problematic situation. They learn to see the problem and formulate important questions.

Determining the purpose of the activity

Sets a goal based on the interests and needs of children Indicate the purpose of the activity (become active researchers of the world around them)

Specific intention

Thinks through, imagines what will happen and what result it will lead to. Participate in discussions: how to organize this or that business, listen to any opinions, even non-standard and unexpected ones.

Planning

Determines the main stages of working with children depending on didactic, social, subject-material and individual-personal conditions; Lists favorite activities, offers games, participates in determining the sequence of operations

5. Project implementation and constant reflection

Organizes and motivates various activities through their integration. Conducts reflection and timely correction of individual steps. Participate in a variety of activities, act as partners and assistants to the teacher.

Analysis of results and presentation

Identifies positive and negative aspects in joint activities with children Conduct a feasible analysis at the suggestion of an adult. Participate in a game presentation of the results achieved

Thus, in project activities, the child’s subjective position is formed, his individuality is revealed, interests and needs are realized, which in turn contributes to the personal development of children.

2. Forms of organization of project activities.

Project activities promote the development of creativity and research skills, allow you to develop cognitive abilities, the personality of a preschooler, as well as interaction with peers. In kindergarten, the use of the project activity method makes it possible to involve parents as much as possible in the productive activities of children and better get to know the inner world of their child; adults and children become closer to each other.

Features of organizing project activities include:

– a person-oriented approach to each child;
– close relationship and cooperation with the child’s family;
– improving pedagogical skills.

Based on a person-centered approach to training and education, the project method develops cognitive interest in various areas of knowledge and develops cooperation skills. As an educational technology, it is focused on:

– children’s awareness of their interests and the formation of skills to realize them;
– children’s acquisition of experience in their own research activities, including the ability to plan them;
– development of such qualities as the ability to negotiate.

Forms of organization of project activities

Educational activities with preschool teachers	With kids	Joint activities with parents
Seminars, trainings	Cognitive centers in groups	Experiment, observation
Project competitions	Children's collections	Replenishment of collections
Information and educational service	Travel routes	Themed evenings-leisure
Joint projects	Library of educational literature	Joint projects
Master classes	Materials for projects and children's creativity	Defense of projects at the conference

Pedagogical activities are based on the following principles of organizing project activities:

– accounting for play and productive activities;
– freedom of choice of activity;
– the integrity of the child’s perception of the world around him;
– cultural conformity;
– taking into account the developing subject-spatial environment of children;
– taking into account the natural pace of development of the child;
– subjectivity.

Work system model

on organizing project activities in preschool educational institutions.

Organization of project activities in preschool educational institutions allows:

– increase the professional level of teachers and the degree of their involvement in activities;
– develop a system of productive interaction between participants in the process;
– develop in children such qualities as activity and independence;
– create products that can be presented to society (the level of their originality and social significance increases, which contributes to a more successful positioning of the preschool institution).

Meanwhile, close partnerships are established between the adult and the child:

– interest in learning increases;

– self-esteem increases;

– learn to plan;

– communication is on equal terms;

– become active;

– learn to take care of their own and other people’s work.

Working on a project is of great importance for the development of a child’s cognitive abilities. The didactic meaning of project activity is that it helps to connect learning with life and develops research skills. Such qualities contribute to children's successful learning at school. The project method is relevant and very effective. It gives the child the opportunity to experiment and synthesize acquired knowledge, which allows him to successfully adapt to the changed situation of schooling.

An approximate work plan for a teacher to prepare a project:

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

3. Project execution– practical part.

4. Summing up –

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 preschool institutions:

research and creative projects:children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;
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);
information-practice-oriented projects:children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.);
creative projects in kindergarten(formatization of the result in the form of a children's party, children's design, for example, “Theater Week”).

The main goal of the project method in a preschool organization is the developmentfree creativechild's personality,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 of cognitive abilities;
development of creative imagination;
development of creative thinking;
development of communication skills.

3. Features of the technology of project activities with preschool children.

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.

At 3-5 years old it 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).

At 5-7 years old it 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.

Action algorithms for adults and children are constructed taking into account age characteristics and are taken into account when choosing and constructing a model for a future project.

E. Evdokimova’s research made it possible to identify three stages in the development of project activity in preschool children, which represent one of the pedagogical technologies of project activity, which includes a set of research, search, problem-based, and creative methods.

First stage

Second phase

Third stage

Project work

The first stage is “choosing a topic.”

The teacher’s task is to choose a topic for deeper study together with the children and draw up a plan for cognitive activity. One way to introduce the topic is to use the “three questions” models: “What do I know? What do I want to know? How to find out?".

A dialogue with children, organized by a teacher, contributes not only to the development of the child’s self-reflection in the field of knowledge of his own interests, assessment of existing and acquisition of new thematic knowledge in a free, relaxed atmosphere, but also to the development of speech and the speech apparatus itself. Collection of information and planning of educational work within the framework of the project. The teacher’s task is to create conditions for the implementation of children’s cognitive activities.

The third stage is presentation.

The fourth stage is reflection.

together with children and parents, draws up a plan - a scheme for carrying out the project;

Senior preschool age.

Learning Objectives:

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

Formation of prerequisites for educational activities:

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

Formation of design and research skills:

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

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”).

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"
"The world around us"	"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. Drawing up a “Family Tree” (in the context of the past and future), a schematic map 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, issue 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, a competition of family complexes of 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 “My Family’s Favorite Dish”, compilation of the book “Family Recipes”. Cooking classes (taught by parents, teachers, chef).
COGNITIVE DEVELOPMENT
The world we live in	Classification (furniture, dishes, household 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 “Indoor plants”, “What grows in our dacha”.
Beginnings of letters	Mathematics “Height and age of family members”, joint game of 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 materials (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. Choosing the 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.

Today the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already have an idea of what a kindergarten graduate should be like, what qualities he should have (specified in the FGT for the main educational program). It is project activities that will help connect the process of learning and upbringing with real events in the life of a child, as well as interest him and captivate him in this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, collaborate, and plan your work. Each child will be able to express themselves, feel needed, which means they will gain confidence in their abilities.

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

It was found that the concept"project" is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals.

Under the project It also means independent and collective creative completed work that has a socially significant result. The project is based on a problem; solving it requires research in various directions, the results of which are generalized and combined into one whole.

Project method is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, in the process of which the child learns about the world around him and embodies new knowledge into real products. The essence of the “project method” in education is such an organization of the educational process in which students acquire knowledge and skills, experience in creative activity, an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks? projects that have not only educational, but also pragmatic value. “Everything I learn, I know, why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills .

The basis of the project method The idea is that the cognitive activity of preschoolers is focused on the result that is achieved in the process of joint work of the teacher and children on a specific practical problem (topic).

There are three stages in the development of project activities in preschool children, which represent one of the pedagogical technologies of project activities, which includes a set of research, search, problem-based, and creative methods.

First stage – imitative-performing, the implementation of which is possible with children 3.5–5 years old. At this stage, children participate in the project “in a secondary role”, perform actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of a small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.

Second phase – developmental, it is typical for children 5–6 years old who already have experience in a variety of joint activities, can coordinate actions, and help each other. The child is less likely to turn to adults with requests and is more actively organizing joint activities with peers. Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. At this age, children accept the problem, clarify the goal, and are able to choose the necessary means to achieve the result of the activity. They not only show a willingness to participate in projects proposed by adults, but also find problems on their own.

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

Project work

The first stage is “choosing a topic.”

The second stage is project implementation.

The third stage is presentation.

The fourth stage is reflection.

Projects can be: long-term (1,2,3 years), several months, 1 month, several weeks, 1 week and even 1 day.

The sequence of the teacher’s work on the project:

the teacher sets a goal based on the needs and interests of the child;
involves preschoolers in problem solving;
outlines a plan for moving towards the goal (maintains the interest of children and parents);
discusses the plan with families at parent-teacher conferences;
turns to preschool specialists for recommendations;
makes a plan together with children and parents? project implementation plan;
collects information and material;
conducts classes, games, observations, trips (events of the main part of the project),
gives homework to parents and children;
encourages independent creative work of children and parents (searching for materials, information, making crafts, drawings, albums, etc.);
organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with children;
sums up the results (speaks at the teachers' meeting, summarizes work experience).

Technologies of project activities

In modern life, a child receives a lot of varied information from everywhere! The task of teachers is to help the child learn to find and extract the necessary information, to assimilate it in the form of new knowledge. The use of innovative pedagogical technologies opens up new opportunities for the education and training of preschool children, and one of the most effective today has becometechnology of project activities.

The technology of project activity is purposeful activity according to a specific plan to solve search, research, and practical problems in any area of educational content.

The technology of project activity is not fundamentally new in world pedagogy.The purpose of this technology- development of the child’s free creative personality. WITH The core of the technology of project activity is the independent activity of children - research, cognitive, productive, in the process of which the child learns about the world around him and embodies new knowledge into real products. In this case, a project is any activity carried out from the heart, with a high degree of independence, by a group of children united at the moment by a common interest. The use of this technology not only prepares the child for life in the future, but also helps organize life in the present.

Positive aspects of project technology:

Changing the position of the teacher. From a carrier of ready-made knowledge, he turns into an organizer of cognitive, research activities of his students; the psychological climate in the group changes;

The knowledge acquired during the implementation of the project becomes the property of the child’s personal experience, i.e. children need knowledge and are therefore interested;

Acquiring the ability to reason: children learn to set a goal, select means to achieve it, evaluate the consequences;

development of communication skills: the ability to negotiate, accept someone else’s point of view, the ability to respond to ideas put forward by others, the ability to cooperate, provide assistance - otherwise the goal that children strive for will not be achieved. Thus, the connection between social life in a group and moral education and intellectual development ensures the integrity of the development of the child’s personality.

Algorithms of actions for adults and children are built taking into account age characteristics and taken into account when choosing and constructing a model for a future project.

E. Evdokimova’s research made it possible to identify three stages in the development of project activity in preschool children: the author designates the first stage as imitative-performing, the implementation of which is possible with children 3.5 - 5 years old.

The second stage is typical for children 5–6 years old, who already have experience in a variety of joint activities, can coordinate actions, and help each other. The child is less likely to turn to adults with requests and is more actively organizing joint activities with peers. Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. Children not only show a willingness to participate in projects proposed by adults, but also independently find problems that are the starting point of creative, research, and experimental projects.

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

1. Role-playing - game. Elements of creative games are used when children take on the characters of a fairy tale and solve problems in their own way (from the second younger group)

2. Creative. Registration of the result of the work in the form of a children's party, children's design, etc. (from the second junior group)

3. Information - practice - oriented. Children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass, etc.) (from the middle group)

4. Research - creative. Children experiment and then present the results in the form of newspapers, dramatization, children's design (senior preschool age)

Types of projects in preschool educational institutions:

1. Individual

2. Group

3. Intergroup

4. Comprehensive

Duration of projects in preschool educational institutions

1. Short-term project (one or more classes, 1 week-month)

2. Medium duration project (2-4 months)

3. Long-term project (academic year)

The technology of project activities provides for a certain sequence in the organization of children’s education, consisting of stages:

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 should you learn to work with to achieve your goal?

3. Project implementation- practical part.

4. Public presentation of the product of project activities.

5. Summing up -defining tasks for new projects.

Project Information Card

Project topic:

Objective of the project:

Project objectives:

Project participants:

Project type:

by method:

by number of participants:

by duration:

Types of children's activities:

Project support:

Material and technical:

Educational and methodological:

Expected result:

Project activity product:

Project presentation:

Project stages:

Stage 1. Preparatory

Stage 2. Project implementation

Stage 3. results

Literature:

Kisileva L.S. and others, Project method in the activities of a preschool institution: – M: ARKTI, 2003
Istanko I.V. Project activities with children of senior preschool age//Management of a preschool educational institution, 2004;
Casanova G.M. Preschool education of children in preschool educational institutions, 2004.

Podkorytova E.V. Project activities of a teacher in a preschool educational institution in accordance with the Federal State Educational Standard.
Morozova L.D. Pedagogical design in preschool educational institutions; from theory to practice. Supplement to the journal “Preschool Education Management” Sfera.2010
Khabarova T.V. Pedagogical technologies in preschool education. Saint Petersburg. Childhood-Press. 2011
Shtanko I.V. Project activities with children of senior preschool age. Magazine “Management of a preschool educational institution” No. 4. 2004

Transcript

1 Features of organizing project activities in preschool educational institutions The main goal of the project method in preschool educational institutions is the development of children's initiative and free creative personality. The project activity method can be used in working with older preschoolers (there is experience of earlier application). An older preschooler is characterized by more stable attention, observation, the ability to begin analysis, synthesis, self-esteem, as well as a desire for joint activities. When using the project method in working with older preschoolers, it is necessary to remember that the project is a product of cooperation and co-creation of teachers, children, parents, and sometimes the entire kindergarten staff. Therefore, the topic of the project, its form and a detailed action plan are developed collectively. At the stage of development by teachers of the content of classes, games, walks, observations, excursions and other activities related to the topic of the project, it is important to carefully think through and organize the subject environment in the preschool educational institution in such a way that it serves as a “backdrop” to heuristic and search activities. Also, in organizing children’s search and creative activities, it is necessary to involve parents and relatives, since one child cannot cope with this activity. The stages of implementing the project method can be reduced to four main ones: 1. Defining the goal. 2. Development of a project plan of activities to achieve the goal (who to turn to for help (an adult, teacher), in what sources information can be found, etc.) 3. Implementation of the project - the practical part. 4. Summing up and defining tasks for new projects.

2 Table 2. Activities of project participants (according to T.A. Danilina) Stages Teacher’s activities Children’s activities Stage 1 1. Formulates a 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). Stage 2 4. Helps in solving the problem. 5. Helps plan activities 6. Organizes activities. Stage 3 7. Practical assistance (if necessary). 8. Directs and controls the implementation of the project. Stage 4 9. Preparation for the presentation. 10. Presentation. 1. Entering the problem. 2. Getting used to the game situation. 3. Acceptance of the task. 4. Addition of project tasks. 5. Uniting children into working groups. 6. Role distribution. 7. Formation of specific knowledge and skills. 8. The product of the activity is prepared for presentation. 9. Present (to spectators or experts) the product of the activity. When organizing project activities in kindergarten, teachers may encounter the following problems: 1) Inconsistency between the traditional form of organizing the educational process and the nature of project activities. Traditional pedagogical activity is carried out in a normative space; it is focused on developed notes, the strict logic of transition from one part of the program to another, etc. Project activity, as noted above, is carried out in a space of possibilities where there are no clearly defined norms. 2) Non-distinction between the child’s subject and object positions.

3 The teacher must organize a problem situation for children, but should not offer his own options for solving the problem. Otherwise the child will end up in the object position. In project activities, subjectivity means the expression of initiative and the manifestation of independent activity. 3) The need to form the teacher’s subjective position. Project activity is a complexly organized process that involves systemic transformations of the entire pedagogical process in a preschool educational institution. First of all, the changes concern the mode of the educational process. For design (from the experience of a preschool educational institution), it is most convenient to allocate one day every two weeks. On this day, the children's routine changes: creative work begins at 11 o'clock (after breakfast and a walk). At the same time, it is desirable that both teachers participate in the project activity, since at first it should be implemented during classes with children in subgroups (5-9 people each). Thus, each subgroup of children is engaged in their own project. Since project activities involve active analytical and reflective work of the educator, the administration should facilitate the allocation of time and space for special meetings of teachers, as well as participate in these meetings. So, if the administration is ready to get involved in the process of introducing project technology into the life of a kindergarten, then the next stage will be the organization of a creative group of teachers. The creation of a creative group should be initiated by a senior teacher with the support of the head. A full-fledged creative group must implement two main functions: monitor project activities and contribute to the formation of a personal philosophy of teachers’ professional activities. Monitoring project activities implies systematic

4 tracking current and intermediate results, as well as assessing them as problematic or successful. The formation of a personal philosophy of professional activity of teachers is largely associated with an understanding of one’s own role in organizing joint activities with children, one’s attitude to the situation, and the discovery of new professional opportunities. From the experience of kindergartens in implementing project-based learning, four groups of problems are conventionally distinguished: “the child and his family”, “the child and nature”, “the child and the man-made world”, “the child, society and its cultural values”. The child is still small and cannot formulate the problem on his own; adults help him with this. An interesting method proposed by foreign colleagues for developing thematic projects is associated with the use of the so-called “three questions” model. Its essence is that the teacher asks the children three questions: What do we know? What do we want to know? What did you learn? First, a general discussion is held so that the children find out what they already know about a certain subject or phenomenon. The teacher writes down the answers on a large piece of Whatman paper so that the group can see them. You need to write down the answers of all the children and indicate their names next to them. Then the teacher asks the second question: What do we want to know! The answers are again written down, regardless of the fact that they may seem stupid or illogical. When all the children have spoken, the teacher asks: How can we find answers to the questions? Methods of collecting information: reading books, contacting parents, specialists, conducting experiments, thematic excursions, recreating an object or event. The teacher formalizes the received proposals into the curriculum. Answers to the question What have we learned? let the teacher know what the children have learned. Analysis of individual lessons allows you to improve future

5 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 whole group. You can ask children the following questions: Did you learn anything that you didn’t know before? Did you learn anything that surprised you? Which activity did you enjoy the most? What needs to change in the organization of the next project? In a special book, children can evaluate each stage of the project, illustrating the narrative with drawings and texts recorded under dictation. The book about the project should also note the participation of parents in its implementation. Summing up, the teacher thinks through how the organization of classes can be changed to improve them; how to individualize classes for each child; how to include children with special needs in the implementation of the project; what activities can be organized in the future. To document ongoing projects, a journal of thematic plans is maintained, e.g. Thematic project plan 1. The topic and its origin 2. Related activities and concepts that can be studied during the project 3. Necessary materials 4. Questions for children about the proposed project: What do we know?

6 What do we want to know? How can we find answers to our questions? 5. Evaluation. What new did the children learn? (From the point of view of the children and the teacher.) 6. Suggestions for expanding and improving the project. Let us recall the types of project activities in the preschool educational institution E.S. Evdokimova offers her own version of the classification of types of projects relevant for preschool education: 1. According to the dominant method: research, informational, creative, gaming, adventure, practice-oriented. 2. By the nature of the content: include the child and his family, the child and nature, the child and the man-made world, the child, society and culture. 3. According to the nature of the child’s participation in the project: customer, expert, performer, participant from the inception of the idea to the receipt of the result. 4. By the nature of contacts: carried out within one age group, in contact with another age group, within a preschool educational institution, in contact with family, cultural institutions, public organizations (open project) 5. By the number of participants: individual, pair, group and frontal. 6. By duration: short-term, medium-term and long-term. Paying attention to the classification of types of project activities according to the dominant method, it is important to note that in the practice of modern preschool institutions the following types of projects are more often used:

7 1. research-creative: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design; 2. role-playing games: with elements of creative games, when children take on the role of fairy tale characters and solve problems in their own way 3. information-practice-oriented: children collect information and implement it, focusing on social interests 4. creative 5. normative (described by N.E. and A.N. Veraksa). Interaction between parents and children in joint design activities When interacting between adults and children in design, it is necessary that this process meets certain criteria: First, it must reflect the co-creative position of the subjects interacting in the design process. This sign is expressed in criticality regarding one’s own and other people’s experience; is that the goal of each participant, adult and child, is a process of joint search, where each occupying a co-creative position acts as a guarantor of development for the other. The second sign is manifested in the fact that the interaction of subjects of co-creation is associated not so much with the mutual exchange of experience (for children this is often generally small), but with the mutual transformation and completion of each other as integral individuals. Each participant becomes a catalyst for the development of the other. The third sign is that for subjects of development in design activity, every find, every case of discovering something new becomes only a reason, an exit to another (other) knowledge, but not a rule, not the final truth.

8 From the theory and practice of preschool education, it is well known that respect for the child’s personality, acceptance of his goals, interests, creation of conditions for self-determination and self-realization actively develops creativity. In design, it is very important to maintain the necessary balance between development stimulated by the actions of an adult, and self-development due to the child’s own activity. This balance is based on the optimal “child-adult” ratio or on participation in activities on a partnership basis. Following the principles of domestic scientists and educational practitioners, it should be noted that children's design can be successful if the following conditions are met: taking into account the interests of the child, activity without coercion “from the bottom of the heart”; the topic (problem) is from the immediate environment and is age appropriate; providing independence and supporting children's initiative; step-by-step goal achievement together with an adult. Themes for home joint design can be albums of drawings, photographs and stories on the topic: “My beloved brother”, “How we relaxed at the dacha”, “At a flower exhibition”, “Pets”, “Travel to the sea”, etc., which You can often look at it and show it to relatives and friends. Essay “Tales of our home”, drawing up a map of your area or city with descriptions, drawings and photographs of attractions; making a model based on Russian fairy tales. Home exhibitions “Skillful hands”, “Beautiful - with our own hands”, “Holiday cards”, “Children’s fashion”, “Journey to the land of butterflies”, “In the fairy kingdom”, “We make toys ourselves”, “Paper crafts”, "We and our health." During family leisure hours, you can organize: “Arranging a winter garden”, “Decorating a children’s room”, “Homemade baking”, “Cooking show”, etc. Until the age of 5, a child develops at an imitative-performing level. The lack of necessary life experience does not allow him to fully exercise independence in choosing a problem and ways to solve it.

9 Therefore, the active role belongs to the adult. Attentive attention to the needs of children and the study of their interests make it possible to easily determine the problem “ordered” by children. As practice shows, children are happy to complete tasks offered by adults. Interest in the content of the project depends on satisfying the child’s diverse interests; fulfillment of his needs for active activity and self-expression; passion for joint activities with adults. By the end of the fifth year of life, children accumulate certain social experience that allows them to move to a new, developmental level of design. At this age, independence continues to develop, the child is able to restrain his impulsive impulses, patiently listen to the adult and other participants in joint activities. Relationships with adults are being restructured: preschoolers are less likely to turn to them with requests, they are more actively organizing independent activities, and they are developing self-control; They are able to adequately evaluate their own actions. They accept the problem, clarify the goal, and are able to choose the necessary means to achieve the intended result. Subsequently, the adult’s activity in joint project activities decreases, and he becomes, for the most part, a partner. The first attempts of children to solve a problem on their own must be noticed and encouraged, informing the child about his success. This helps the child become aware of his behavior, understand what he is doing right and where he makes mistakes. It can be seen that at the second stage the activity of the adult decreases somewhat. He doesn’t so much generate his own ideas as he gets involved in the implementation of children’s ideas. It is important for a parent to become interested in what children are interested in and help them expand design topics. Design can be a material for adults and children to identify their own creative uniqueness as subjects of educational development. Unlike other technologies of education and training

10 joint design is a creative form of activity between a child and an adult. In addition, during the design process, the formation of a system of “developing and developing relationships in the group” occurs. The system of developing relationships is itself both a product and a condition for the creativity of all its participants. It is created through the co-creation of children, parents and teachers, with the latter taking on mainly only the role of initiators. In conclusion, I would like to note that project activities have a number of characteristics that have a positive impact on the development of a preschool child. First of all, during project activities, children’s knowledge about the world around them expands. This is primarily due to the implementation of research and creative projects. In addition, children’s general cognitive, communicative, visual, artistic, etc. abilities develop. In the course of project activities, preschoolers acquire the necessary social skills; they become more attentive to each other, and begin to be guided not so much by their own motives as by established norms. Design in preschool educational institutions represents the integration of educational areas. Literature 1. Atemaskina Yu.V. Project activity of a teacher: essence and technology// Kindergarten from A to Z S Bederkhanova V.P. Joint design activity as a means of development of children and adults / V.P. Bederkhanova // Personal development S

11 3. Borovleva A.V. Project method as a means of improving the quality of education // Management of preschool educational institutions S Veraksa N.E., Veraksa A.N. Project activities for preschoolers. A manual for teachers of preschool institutions. M.: Mosaika-Sintez, p. 5. Vinogradova N.A. Educational projects in kindergarten. A manual for educators/N.A.Vinogradova, E.P.Pankova. M.Iris-press, p. (Preschool education and development). 6. Vygotsky L.S. Imagination and creativity in childhood: a psychological essay: a book for teachers. M., Gorlitskaya S.I. History of the project method // Computer tools in education with Guzeev V.V. The project method as a special case of integrated learning technology. // School director Guzeev V.V. Educational technology: from reception to philosophy. Vol. 4. M.: September, p. 10. Jones J.K. Design methods / trans. from English T.P. Burmistrova, I.V. Friedenberg; Ed. V.F. Venda, V.M. Munipov. 2nd ed., add. M.: Mir, p. 11. Dewey, John. From the child - to the world, from the world - to the child [Text]: ped. Art. / D. Dewey. - M.: Karapuz, p. - (Pedagogy of childhood). 12. Preschool pedagogy: A textbook for students of secondary pedagogical educational institutions / S.A. Kozlova, T.A. Kulikova. M.: Publishing center "Academy", p. 13. Evdokimova E.S. Design technology in preschool educational institutions / E.S. Evdokimova M.: TC Sfera, p. (Library of the head of the preschool educational institution). 14. Kaverin V.A. Two captains: a novel in 2 books. K.: Glad. school, village 54, Kiseleva L.S., Danilina T.A., Lagoda T.S. Project method in the activities of a preschool institution - M.: ARKTI, p.

12 16. Morozova L.D. Learning to design together or what is “children's design”? Parent Academy: organizing family leisure and creating parent-child projects: A manual for parents. In 2 parts. Part 2. / Ed. T.S. Ivanova, N.V. Miklyaeva. M.: MGPI, p. From Pakhomov N.Yu. Method of educational project in an educational institution. M.: ARKTI, Pakhomova N.Yu. Educational project: its possibilities. //Teacher with Polat E.S. New pedagogical and information technologies in the education system / Ed. E.S. Polat M., Project activities in preschool educational institutions. The project is a serious game. - M.: “Our new school” With Selevko G.K. Pedagogical technologies based on activation, intensification and effective management of educational programs / G.K. Selevko - M.: Research Institute of School Technologies p. 22. Dictionary reference book on pedagogy. /auth. comp. V.A. Mezherikov; under general ed. P.I.Pidkasisty. M.: TS Sfera, p. 23. Flegontova N.P. “Project method” in the pedagogy of John Dewey, [years] [Text] / N.P. Flegontova // Child in children. Garden No. 4. - C (Classics of Pedagogy). 24. Shtanko I.V. Project activities with children of senior preschool age.// Management of preschool educational institution S

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