The method of projects can be represented as a way of organizing the pedagogical process based on the interaction of a teacher and a pupil, a way of interacting with the environment, a step-by-step practical activity to achieve the goal.

The transition of a preschool institution to the project method of activity, as a rule, is carried out in the following stages:

Classes with the inclusion of problematic situations of children's experimentation, etc.;

Complex block-thematic classes;

Integration: partial or complete;

Method of projects as a form of organization of educational space; as a method of developing creative cognitive thinking.

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

The introduction of this technology into practice imposes certain requirements on the teacher, as a creative person, and special training to improve pedagogical professionalism, tk. An educator who knows the method of projects as a technology and as an activity for the self-organization of a professional space can teach a child to design.

The educator acts as an organizer of children's productive activities, he is a source of information, a consultant, an expert. He is the main leader of the project and subsequent research, play, artistic, practice-oriented activities, coordinator of individual and group efforts of children in solving the problem. Therefore, the introduction into practice of work design method begins with the organization of work with the teaching staff. It can be the following methods and forms of 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 of projects. Exemplary projects in the work with personnel are presented in Appendix 2.

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

The goal allows you to determine the objectives of learning, to form the prerequisites for training and research skills in accordance with the main lines of development. The project method gives the child the opportunity to:

Experiment, synthesize the acquired knowledge;

Develop creativity and communication skills, which allows him to successfully adapt to the changed situation of schooling.

The project method can be used in working with children, not only older ones, but also starting from the youngest. preschool age. The tasks of research activities for each age are specific, they allow you to determine the tasks of learning, to 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 over the content of the activity and selects practical material. At the same time, when planning project activities, the teacher should remember the three stages in the development of project activities in preschool children, which represent one of the pedagogical technologies of project activities, which includes a combination of research, search, problematic, creative methods.

The first stage is imitative-performing, the implementation of which is possible with children aged 3.5-5 years. At this stage, children participate in the project “on the sidelines”, perform actions at the direct suggestion of an adult or by imitating him, which does not contradict 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.

So, in early preschool age, the tasks are:

Arouse interest in the proposed activity;

Involve children in the learning process;

Form various representations;

Involve children in the reproduction of images using various options;

Encourage joint search activities, experimentation.

Improvement of mental processes:

Formation of emotional interest;

Acquaintance with objects and actions with them;

Development of thinking and imagination;

Speech development.

Awareness of the goal;

Mastering various ways of solving tasks;

The ability to anticipate the result based on past experience;

Search for various means to achieve the goal.

Lines of personality development in early preschool age by directions.

1) physical development:

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

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

Social development: the formation of ways of communication (for example, the vernissage "My family", individual family projects " Family tree»).

2) cognitive development:

Enrichment and expansion of ideas about the world around;

Expansion and qualitative change in the ways of orientation in the surrounding world;

Conscious application of sensory sensations in decision practical tasks(for example, mathematical collages, intergroup project "The World of Animals and Birds", Creative projects"My Friends", "The World of Nature").

3) aesthetic development:

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

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

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

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

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 the creative activity of children, to create conditions for children to independently determine the purpose and content of the upcoming activity, to choose ways to work on a project and to organize it.

Thus, tasks for senior preschool age:

To develop search activity, intellectual initiative;

Develop special ways of orientation - experimentation and modeling;

To form generalized methods of mental work and means of building one's own cognitive activity;

Develop the ability to predict future changes.

Formation of the prerequisites for educational activities:

Arbitrariness in behavior and productive activity;

The need to create your own picture of the world;

Communication skills.

Formation of design and research skills and abilities:

identify the problem;

Independently search for the right solution;

Choose from the available methods the most adequate and productive use of it;

Analyze your results on your own.

Lines of personality development in senior preschool age in the following areas:

1) social development:

Development of self-knowledge and positive self-esteem;

Mastering the ways of extra-situational-personal communication;

High level of communicative competence;

Awareness of the functions of speech (for example, the My Family project, Know Yourself group projects).

2) physical development:

Development of a conscious attitude towards one's health;

Formation of the need for healthy way life;

Improving the process of developing 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, the club of lovers of the book "Magic Land"; group projects " Undersea world"," Merry astronomy "; intergroup project "Seasons").

4) aesthetic development:

In-depth familiarization with art, a variety of artistic images;

Mastering various types of artistic activity;

Development of abilities for aesthetic evaluation.

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

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

The planning of project activities begins with the questions: “What is the project for?”, “What is it for?”, “What will be the product of the project activity?”, “In what form will the product be presented?”

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

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

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

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

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

What sources can you find information from?

What items to use (accessories, equipment);

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

3. Implementation of the project - the practical part.

4. Summing up - defining tasks for new projects.

Let us briefly characterize the main stages of the project implementation.

The first step is choosing a theme.

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

1. What do I know?

2. What do I want to know?

3. How to find out?

On 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 their own interests, assessing existing and acquiring new thematic knowledge in a free relaxed atmosphere, but also the development of speech and the speech apparatus proper.

The sequence of work of the teacher at this stage is as follows:

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

Involves preschoolers in problem solving;

Outlines a plan for moving towards the goal (supports the interest of children and parents);

Discusses plan with families parent meeting;

Together with children and parents, he draws up a plan - a scheme for the implementation of the project;

Collects information, material.

The second stage is the implementation of the project.

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

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

Research activity at this stage is activated due to:

Problematic discussion that helps to discover new problems,

Using comparison and comparison operations,

Problematic presentation of information by the teacher,

Organization of experiences and experiments.

The sequence of work of the teacher at this stage:

Conducts classes, games, observations, trips (activities of the main part of the project),

Gives homework to parents and children;

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

The third stage is the presentation of the project.

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

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

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

Summarizes (speaks at the teachers' council, parent meeting, summarizes work experience).

The fourth stage is reflection.

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

The condition for mastering each stage is the collective mental activity of teachers, which allows:

Focus on creative development child in the educational space kindergarten;

Master the algorithm for creating a project, starting from the requests of children;

To be able to connect without ambition to the goals and objectives of children;

To unite the efforts of all subjects of the pedagogical process.

The stages of work on the project are briefly presented in the form of Table 1.

Table 1 - Stages of work on the project

	Teacher activity	Children activities
	1. Formulates the problem (goal). The product of the project is defined. 2. Introduces into a game (plot) situation. 3. Formulates a problem.	1. Entry into the problem. 2. Getting used to the game situation. 3. Acceptance of the task. 4. Addition of project tasks.
	4. Helps in solving the problem. 5. Helps to plan activities6. Organizes activities.	5. Combining children into working groups. 6. Distribution of roles.
	7. Practical help(if necessary).8. Directs and supervises the implementation of the project.	7. Formation of specific knowledge, skills.
	9. Preparing for the presentation. 10. Presentation.	8. The product of the activity is prepared for presentation. 9. Present (to viewers or experts) the product of the activity.

Thus, the method of projects in working with preschoolers today is an optimal, innovative and promising method that should take its rightful place in the system. preschool education. The methodological foundations of project activity discussed above give an idea of a high degree of adaptability innovative technologies to the specifics of DOW.

The use of the project method in preschool education as one of the methods of integrated teaching of preschoolers can significantly increase the independent activity of children, develop creative thinking, the ability of children to independently, different ways find information about an object or phenomenon of interest and use this knowledge to create new objects of reality.

It also makes the educational system of the preschool educational institution open to the active participation of parents. The specificity of using the project method in preschool practice is that adults need to “lead” the child, help to detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project. Based on a student-centered approach to education and upbringing, ultimately, it should contribute to the development of individual creative activity of teachers in the development of strategies, tactics and technology of the educational process, promote the personal development of pupils, and ensure high-quality results of pedagogical activity. The prospect of the project method in the preschool education system lies in the fact that it makes it possible to develop observation and analysis of phenomena, comparison, generalization and the ability to draw conclusions, creative thinking, the logic of knowledge, inquisitiveness of the mind, joint cognitive-search and research activities, communication and reflective skills and much more, which are the components of a successful personality.

Organization: GBOU school No. 617

Location: Moscow

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

Today, the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already imagine what a kindergarten graduate should be like, what qualities he should have, this is spelled out in the Federal State Educational Standard to the main educational program. Modern pedagogical research shows that the main problem of preschool education is the loss of vivacity, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling. How to improve the situation? Formation new system education, focused on entering the global space, requires significant changes in pedagogical theory and practice of preschool institutions, improvement of pedagogical technologies.

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

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

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

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

The discrepancy between the traditional form of organization of educational activities and the nature of project activities. Project activities, as noted above, are carried out in the space of possibilities, where there are no clearly defined norms. In this case, both the teacher and the child find themselves in a situation of uncertainty. Project activity is focused on exploring as many opportunities as possible in the situation, and not on going through a predetermined (and known to the teacher) path.

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

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

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

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

So what is a PROJECT?

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

“Project" is a method of pedagogically organized learning by a child environment through a phased and pre-planned practical activities to achieve the intended goals.

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

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

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

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

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

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

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

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

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

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

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

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

Improvement of mental processes:

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

4. speech development.

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

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

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

Senior preschool age.

Learning objectives:

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

Formation of the prerequisites for educational activities:

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

Formation of design and research skills and abilities:

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

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

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

Project work

The first step is choosing a theme.

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

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

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

involves preschoolers in problem solving;
outlines a plan for moving towards the goal (supports the interest of children and parents);
discusses the plan with families at a parent-teacher meeting;
asks for recommendations from the specialists of the preschool educational institution;
together with children and parents draws up a plan - a scheme for the project;
collects information, material;

The second stage is the implementation of the project.

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

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

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

The sequence of work of the teacher at this stage:

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

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

The third stage is the presentation of the project.

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

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

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

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

The fourth stage is reflection.

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

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

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

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

information-practice-oriented projects: children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.);
creative projects in kindergarten(formulation 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 a game, then, starting from younger age, role-playing and creative projects are used: "Favorite toys", "ABC of health", etc.

Other types of projects are also significant, including:

complex;

intergroup;

group;

creative;

individual;

research.

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

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

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Presentation on the topic:

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slide number 2

Description of the slide:

Contents: 1. Method of projects. 2. Design technology in kindergarten. 3. Types of projects in the preschool educational institution. 4. Research projects. 5. Information projects. 6. Creative projects. 7. The focus of creative projects implemented by preschoolers different ages. 8. Game (adventure) projects. 9. Practice-oriented projects. 10. Open projects. 11. Individual and collective projects. 12. Phased development of project activities. 13. Design mechanism. 14. Development of design skills in children. 15. Algorithm for developing a project by a creative group of educators.

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Description of the slide:

Project method The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge, the ability to navigate in the information space, and the development of critical thinking. The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time. The project method always involves solving some problem, which, on the one hand, involves the use of a variety of methods, teaching aids, and on the other hand, the integration of knowledge and skills from various areas science, engineering, technology, creative fields. The results of completed projects should be “tangible”, i.e., if it is a theoretical problem, then its specific solution, if practical, a specific result ready for implementation.

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Design is a complex activity, the participants of which automatically master new concepts and ideas about various fields life: industrial, personal, socio-political. Participation in the design puts children and adults in a position where a person himself develops new conditions for himself and others, i.e. By changing circumstances, he changes himself. Design requires individual original solutions and at the same time collective creativity. Due to the work in the mode of group creativity, the abilities for reflection, the choice of adequate solutions, the ability to build a whole out of parts are intensively developed. Thus, design is one of the means of social and intellectual creative self-development of all subjects of education (both children and adults).

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Description of the slide:

Design technology in kindergarten. In design technology, the child-adult ratio is based on complicity. Using this technology, the teacher leads the child gradually: observing the activities of adults, episodic participation in it, then partnership and finally cooperation. The content of project children's or children's and adult activities is determined by the educational and educational tasks to be solved. The work of a teacher with a group of children is the consideration of emerging problems, when the child’s ability to independently solve them is formed and develops. The child himself is a part of the most complex system of intersecting, neighboring, built on top of each other worlds.

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Some of them are clearly visible (nature, man-made world); others (mental life) are manifested in actions and deeds through which they become visual and sensually perceived. Conventionally, four groups of problems can be distinguished: “child and his family”, “child and nature”, “child and man-made world”, “child, society and his cultural values". In the developing space of the kindergarten, children create games, invent fairy tales, riddles, model costumes, compose musical works. Accumulating creative experience, with the support of adults, they can become authors of research, creative, adventure, play, pact-oriented projects. So, for example, in one of the Volgograd preschool educational institutions, children proposed projects: “Journey to the Land of Butterflies”, “In the Kingdom of Houseplants”, “Singing Forest”, “Heavenly Islands”.

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Collective experiences bring children closer to each other, contribute to the improvement of the microclimate in the group. In the design process, the child can act as a customer or as a performer and a direct participant from the inception of an idea to the receipt of a result, as well as an expert. In project activities, the child, according to experts, is faced with the need to show his "self", especially when it is necessary: to state his goals, voice his ideas about himself, defend his position in a discussion with partners; to speak openly and clearly about their difficulties, to find their causes, including in oneself; coordinate goals with others, do not deviate from your own settings and be able to find a compromise.

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Description of the slide:

The nature of the child's participation in design is constantly changing: in the early preschool age, the child mainly observes the activities of adults; on average - occasionally participates and masters the role of a partner; in the senior - goes to cooperation. Participation in activities is communication on an equal footing, where an adult does not have the privilege to indicate, control, evaluate. When deciding to use design technology in a preschool educational institution, educators should focus on the zone of current and immediate development of their pupils. Design is a pedagogical technology focused not on the integration of factual knowledge, but on their application and acquisition of new ones (sometimes through self-education). The active involvement of the pupil in the creation of certain projects gives him the opportunity to master new ways of working in the socio-cultural environment.

slide number 9

Description of the slide:

Types of projects in the preschool educational institution. W. Kilpatrick names four types: Creative (productive); Consumer; Problem solving (intellectual difficulties); Project-exercise. Professor Collings proposed the following classification of educational projects: "game" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment); "excursion" aimed at studying problems related to the surrounding nature and social life; "narrative", during the development of which children learn to convey their impressions and feelings in oral, written, vocal (song), artistic (picture), musical (playing the piano) forms; "constructive", aimed at creating a specific useful product: knocking together a birdhouse, preparing a school breakfast, arranging flower beds.

slide number 10

Description of the slide:

E. Polat characterizes projects in accordance with their typological characteristics: the number of participants, the dominant method, the nature of contacts, the method of coordination, and duration. Typology of projects relevant to preschool education: According to the dominant method: research, information, creative, game, adventure, practice-oriented. 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 its cultural values. By the nature of the child's participation in the project: customer, expert, performer, participant from the inception of an idea to obtaining a result. By the nature of contacts: carried out within one age group, in contact with another age group, within the preschool educational institution, in contact with the family, cultural institutions, public organizations(open project). By the number of participants: individual, pair, group and frontal. By duration: short-term, medium-term and long-term.

slide number 11

Description of the slide:

Research projects. According to E. Polat, they require a clear structure, designated goals, relevance of the subject of research for all participants, social significance, well-thought-out methods of the research result. The structure of the research project on the example of the project "Journey along the Volga". Goal setting. 1st day: conversation with children, questions, determination of the route, organization of preparation. 2nd day: meeting at the station, buying tickets, watching the river from the shore, talking before boarding the boat, traveling on the boat on the river, talking, resting on the shore, return. 3rd day: exchange of impressions, discussion of how to arrange and present the results of the trip. (The game "I'll tell you, and you guess)

slide number 12

Description of the slide:

information projects. Objectives: to collect information about some object, phenomenon, and then to acquaint the participants with it, analyze and summarize the observed facts. The structure of the information project: obtaining and processing information, the result (report, an album with drawings and photographs), presentation. Information project "Children of Stalingrad". Goal setting. Project content: Design of exhibitions dedicated to the victory at Stalingrad. Conversation of educators with children about the Battle of Stalingrad with illustrations. Conversation "There were children in the city, how they survived in military Stalingrad." Reading excerpts from books about the Battle of Stalingrad.

slide number 13

Description of the slide:

5. Viewing filmstrips: "Pavlov's House", "Hero City Stalingrad". 6. Conversations with grandparents about military childhood and the subsequent creation of the thematic exhibition "From the family archive". Children are war correspondents gathering information. 7. Excursion to the museum "Hall of Military Glory". 8. Thematic drawing in the art studio dedicated to the Battle of Stalingrad. Exhibition of children's works. 9. Making gifts for war veterans. 10. Holiday dedicated to the victory at Stalingrad. 11. Design of the album "We do not want war" with drawings and stories of children.

slide number 14

Description of the slide:

Classification of creative projects According to the predominant motive According to the dominant type of creativity According to the form of presentation of the result Expression of a subjective attitude, bringing joy, helping, joint creativity or activity. Game, visual, constructive, artistic and speech, artistic and design, theatrical, musical. Panel, design, performance, scenery, cartoon, concert, holiday, presentation. Creative projects.

slide number 15

Description of the slide:

The object is people close to the child. Goals for 4 years: To please with your work (drawing, appliqué, crafts), to make a gift for the holiday; talk about your experiences. Goals for 5 years: To please with your work, to fulfill a gift for the holiday; talk about your experiences. Consider the interests of loved ones. Goals 6-7 years: Make a gift for the holiday, surprise with an unexpected surprise. Make necessary things for the family. Take into account the interests and desires of loved ones. Bring joy to your work. The focus of creative projects implemented by preschoolers of different ages.

slide number 16

Description of the slide:

Object: favorite toys, heroes of fairy tales, stories, cartoons, fictional stories. Goals for 4 years: Help in a difficult situation, please with a surprise, a gift. Goals for 6 years: Participation in the organization and creation of a subject-play environment independently and together with adults. The manifestation of a moral and aesthetic attitude to literary heroes. Goals 5 years: Same as in junior group, as well as participation in the organization and creation of a subject-game environment (decorations, props). Goals for 7 years: The same, as well as helping children in organizing a subject-game environment.

slide number 17

Description of the slide:

Object - peers Goals 4 years: Make a gift, a surprise to a friend. Goals 6 years: Make a gift, surprise a friend for his birthday, just please something. Goals for 5 years: To please with a gift, a surprise, taking into account the needs and interests of peers. Goals 7 years: Same as previous age group.

slide number 18

Description of the slide:

The object is older children. Goals 6 years: Give a gift to an older friend for the holiday. Together with older children, participate in the design of various rooms in the preschool educational institution. Goals 5 years: Bring joy to an older friend with your gift. Goals 7 years: Same as previous age group.

slide number 19

Description of the slide:

Subject - younger children. Goals for 4 years: To please the kids with toys; crafts, gifts for the holiday, take part in the organization and design of the subject-play environment. Goals 6 years: Same as previous age groups. Participation in the preparation for the classes of younger preschoolers; concert programs for them. Goals 5 years: Same as previous age group. Help in the design of a group of kids for the holiday. Goals 7 years: Same as previous age group.

slide number 20

Description of the slide:

Game (adventure) projects. The structure of game projects is only being outlined, the participants assume certain roles, due to the nature and content. It can be literary characters or fictional characters imitating social or business relationship in imagined situations. The degree of creativity in such projects is high, but role-playing is still the dominant activity. The adult presents the pupils with a problem. Preschoolers design their actions, focusing on the given conditions, on the game position. The game position includes both the ideological aspect of the development of the child and the properties of his personality. Game (adventure) projects are built on the principle of developing intrigue. Throughout the solution of the problem, the activity of children does not weaken. Preschoolers predict, make guesses, assumptions until the goal is fully achieved.

slide number 21

Description of the slide:

Practice-oriented projects. Practice-oriented projects are distinguished by a clearly defined expected, socially oriented, result of the participants' activities. a practice-oriented project requires a well-thought-out structure and organization of work at individual stages (adjustment of efforts, discussion of results and ways to put them into practice, project evaluation).

slide number 22

Description of the slide:

open projects. The most common design within the same age group. Teachers and children do not experience difficulties, because they know each other's creative abilities and social qualities well; have ideas about the subject-spatial environment of the group. Participation in a joint project with another group enriches children with new experiences, allows them to experience new emotions, win sympathy from the people around them. It is more difficult to organize contacts and projects within the preschool educational institution (for example, “Laughing Day”, “Fairy Tale Week”). They demand high level development of managerial (creative, organizational) skills among teachers, since it is necessary to determine actual problem, think over the conditions and form of children's or children's-adult projects. The most difficult open projects implemented in contact with the family, cultural institutions, public organizations. But it is they that give a high result in the development of the child, expanding the space of his life.

slide number 23

Description of the slide:

Individual and collective projects. Individual project. It is carried out autonomously, designed to enrich the cultural experience of the child; with its help, the ability to overcome obstacles in solving a problem is monitored (composing and illustrating a fairy tale). Value individual design is undeniable, since the child learns to take the initiative, experience mistakes and achievements, and demonstrates abilities. Pair project. It is carried out by a pair (pairs) of participants. Children acquire the skills of cooperation, learn to act together in the same space, solve a common problem, choose adequate solutions. Group project. It is carried out by a group of participants (from 3 to 10-12 people). Frontal (collective) project. Performed by the whole team.

slide number 24

Description of the slide:

Short term projects. Aimed at solving a small problem or part of a larger one. They can be implemented in one or more specially organized classes, as part of joint activities with adults or independent children's activities (studying the properties of ice, studying the artist's activity in the workshop). Projects of medium duration. Designed to solve the problem within a few days, weeks (preparation for a holiday, travel; writing and staging a fairy tale). Long-term projects (from one to several months). Solving a major problem that requires effort and sufficient time(for example, researching your pedigree).

slide number 25

Description of the slide:

Planning activities by children (with the possible participation of an adult as a partner), determining the means of implementing the project. Planning activities by children with little help from adults, determining the means and methods for implementing the project. Involving children in the planning of activities and the implementation of the plan. 3rd step Children independently determine the goal of the project, the motive for the upcoming activity, predict the result. Joint definition of the project goal, upcoming activities, forecasting the result. Definition by adults of the goal of the project, its motivation. 2nd step Highlighting (by adults or children) the problem that meets the needs of children or both parties. Highlighting (by adults or children) a problem that meets the needs of children or both parties. An intriguing start that meets the needs of children, the designation of a problem for adults. 1st step III stage II stage I stage Algorithm of actions Stage-by-stage development of project activity.

slide number 26

Description of the slide:

Determination of the prospects for the development of design. Together with children, the definition of design prospects. 6th step Discussing the result of the progress of work, the actions of everyone, finding out the reasons for success and failure. Discussing the result, the progress of work, the actions of everyone, finding out the reasons for success and failure. Joint analysis of the project implementation, experience of the result. 5th step Implementation of the project by children, creative disputes, reaching an agreement, mutual learning, helping children to each other Implementation of the project by children, differentiated assistance from adults. Joint movement of adults and children to the result. 4th step

slide number 27

Description of the slide:

Design mechanism. The educator acts as an organizer of children's productive activities, he is a source of information, a consultant, an expert. At the same time, the adult acts as a partner of the child and an assistant in his self-development. Motivation is enhanced due to the creative nature of children's activities, independence, responsibility of the child to peers and adults. Design technology requires an appropriate organization of the subject-cognitive space of the group. In the preschool educational institution, it is also possible to equip a children's media library, including a subscription and a reading room for preschoolers, audio and video centers. The design technology is focused on the joint activities of participants in the educational process in various combinations: educator - children, child - child, children - parents.

slide number 28

Description of the slide:

One of the advantages of design technology is that each child is given recognition of the importance and necessity in the team. Adult control (external) gives way to performance evaluation. A private, concrete result of the work of preschoolers can be a drawing, a craft, an application, an album, a book, a composed fairy tale, a prepared concert, a performance, a harvest of vegetables. A preschooler learns to independently put forward the topics of projects; he develops logic, understanding that on complex issue there are no easy answers, and each phenomenon must be examined from different angles. He develops genuine activity and independence. The participation of parents in the creation and implementation of projects stimulates interest in knowing themselves and children, increases their cultural competence in the field of educating a preschooler.

slide number 29

Description of the slide:

The development of design skills in children. The main function of design is to outline a program, to select means for further targeted actions. The implementation of design technology in the practice of the preschool educational institution begins with a focus on the actual problem of cultural self-development of a preschooler, acquaintance with design cycles. The design process consists of three stages: development of projects, their implementation, analysis of the results. You can collectively design: matinees, entertainment evenings; days of creativity of various subjects and educational orientation; creative weeks (theatrical, literary, health); spending holidays. Criteria for the implementation and protection of the project: The relevance of the project, the reality of the proposed solutions, the practical focus on the development of the child. Volume and completeness of developments, independence, completeness.

Description of the slide:

Assistance in analysis and synthesis (at the request of the group). observation. Formation of tasks, accumulation of information. Selection and justification of the success criterion. Problem analysis. Identification of sources of information. Statement of tasks and selection of criteria for evaluating results. Distribution of roles in the team. Planning Motivation for design, explanation of the purpose of the project. Clarification of available information, discussion of the task. Definition (topic) of the problem. Selecting a group of participants. Initial Activities of the scientific and methodological service Activities of the project group Tasks Stages Algorithm for developing a project by a creative group of educators.

slide number 32

Description of the slide:

Participation in the collective analysis and evaluation of the results of the project. Project protection. Participation in the collective evaluation of the results of the project. Preparing for the defense. Justification of the design process. Explanation of the obtained results, their evaluation. Project protection Observation. The direction of the analysis process (if necessary). Participation in the collective analysis of the project and self-assessment. Project implementation analysis, results achieved(success and failure). Evaluation of results Observation, advice (at the request of the group). Work on the project, its design. Project implementation. Execution Observation. Consultations. Working with information. Synthesis and analysis of ideas. Collection and clarification of information. Discussion of alternatives. Choosing the best option. Refinement of action plans. Decision-making

Project activities in kindergarten

The developing pedagogy of non-violence has significantly changed the attitude of adults towards children. The level of development of the child becomes a measure of the quality of the work of the teacher and the entire educational system as a whole. Teachers of preschool educational institutions are guided not only by preparation for school, but also by the preservation of a full-fledged childhood in accordance with the psychophysical characteristics of a developing personality. Respect for the child, acceptance of his goals, interests, creation of conditions for development are indispensable conditions for a humanistic approach.
Adults should not only pay attention to the formation of knowledge, skills and abilities of a preschooler and his adaptation to social life but also to teach through a joint search for solutions, to provide the child with the opportunity to independently master the norms of culture.
Design technology is a unique means of ensuring cooperation, co-creation of children and adults, a way to implement a student-centered approach to education.
Designing is a complex activity, the participants of which automatically: without a specially proclaimed didactic task on the part of the organizers, master new concepts and ideas about various spheres of life.

The project method arose in the 1920s in the United States and is associated with the development of the humanistic direction in philosophy and education, which was initiated by the American philosopher, psychologist and teacher J. Dewey.
The method was developed in the works of V. Kilpatrick, E. Collings.
The broadest definition of this concept is as follows: “A project is any action performed from the heart and with a specific purpose”(as defined by Kilpatrick).
The ideas of the project method in Russia appeared simultaneously with the development of American teachers. Under the leadership of Shatsky, a group of teachers united, using the project method in practice.

Today, the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already imagine what a kindergarten graduate should be like, what qualities he should have (written in the main educational program). It is the project activity that will help to connect the process of education and upbringing with real events in the life of the child, as well as to interest him, to carry him into this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, cooperate, plan your work. Each child will be able to prove himself, feel needed, which means that self-confidence will appear.

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

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

Under project also understood as an independent and collective creative completed work that has a socially significant result. The project is based on a problem, to solve it, a research search is needed in various directions, the results of which are generalized and combined into a single whole.

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

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

Project types:

1. According to the dominant method: research, information, creative, game, adventure, practice-oriented.
2. By the nature of the content: include the child and his family, the child and nature, the child and the man-made world, the child, society and culture.
3. By the nature of the child's participation in the project: customer, expert, performer, participant from the inception of an idea to obtaining a result.
4. By the nature of contacts: carried out within one age group, in contact with another age group, within the preschool educational institution, in contact with the family, cultural institutions, public organizations (open project)
5. By the number of participants: individual, pair, group and frontal.
6. By duration: short-term, medium-term and long-term.

Types of projects in the preschool educational institution:

Creative

After the implementation of the project, the result is presented in the form of a children's holiday.

Research

Children conduct experiments, after which the results are drawn up in the form of newspapers, books, albums, exhibitions.

Gaming

These are projects with elements of creative games, when children enter the image of fairy tale characters, solving problems and tasks in their own way.

Informational

Children collect information and implement it, focusing on their own social interests (designing a group, separate corners, etc.).

Research projects

According to E. Polat, projects require a clear structure, defined goals, relevance of the subject of research for all participants, social significance, well-thought-out methods for processing the result. In recent years research projects actively conquer the space of schools, kindergartens. For example, a trip along the Volga. For 3 days, there is a conversation about travelers: who traveled on what, determining the route, the journey itself, resting on the shore, returning. Exchange of impressions, presentation of results, presentation.

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 combination of research, search, problem methods, and creative ones.

First stage- imitative-performing, the implementation of which is possible with children 3.5–5 years old. At this stage, children participate in the project "on the sidelines", perform actions at the direct suggestion of an adult or by imitating him, which does not contradict 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- developing, it is typical for children 5–6 years old who already have experience in various joint activities, can coordinate actions, help each other. The child is less likely to turn to an adult with requests, more actively organizes joint activities with peers. Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. At this age, children accept the problem, clarify the goal, are able to choose the necessary means to achieve the result of the activity. They not only show willingness to participate in projects proposed by adults, but also find problems on their own.

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

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

Project work

Design technology in preschool educational institution

Thematic project plan

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

The first stage is “choosing a topic”.

The task of the teacher is to carry out, together with the children, the choice of a topic for deeper study, to draw up a plan for cognitive activity. One of the ways to introduce the topic is associated with the use of models of "three questions": What do I know? What do I want to know? new thematic knowledge in a free uninhibited atmosphere, but also the development of speech and the speech apparatus itself.Collection of information and planning educational work within the framework of the project.The task of the educator is to create conditions for the implementation of the cognitive activity of children.

The second stage is the implementation of the project.

The task of the educator is to create conditions in the group for the implementation of children's ideas. Projects are implemented through various 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 multilateral development of both mental functions and the personality of the child. Research activity at this stage is stimulated by problematic discussion, which helps to discover new problems, the use of comparison and comparison operations, the problem presentation of the teacher, the organization of experiments and experiments.

The third stage is the presentation.

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

The fourth stage is reflection.

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

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

DESIGN MECHANISM

Educator - organizer of children's productive activities, source of information, consultant, expert. He is the main leader of the project, and at the same time he is a partner and assistant to the child in his self-development.
Motivation is enhanced due to the creative nature of children's activities, the child gets acquainted with different points of view, has the opportunity to express and justify his opinion.
Design technology requires an appropriate organization of the subject-developing space of the group. Documents, books, various objects, encyclopedias are placed in the group, accessible for their understanding. It is possible for children to go to libraries, museums or other institutions, if necessary for the implementation of the project.
The design technology is focused on the joint activities of participants in the educational process in various combinations: educator - child, child - child, children - parents. Joint-individual, joint-interacting, joint-research forms of activity are possible.
One of the advantages of design technology is that each child is given recognition of the importance and necessity in the team. He sees the results of the group's collective efforts. A private, specific result of work for children can be a drawing, an application, an album, a composed fairy tale, a prepared concert, a performance, a book, a harvest, etc. During the implementation of the project, children develop independence, activity, responsibility, a sense of trust in each other, interest in knowledge.

Development of design skills in children

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

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

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

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

You can design collectively: matinees, evenings of entertainment, days of creativity, holidays.
Creative teams of specialists are able to develop system and system-translated projects.

Project Criteria

1. The relevance of the project, the reality of the proposed solutions, the practical focus on the development of the child.
2. Volume and completeness of developments, independence, completeness.
3. The level of creativity, the originality of the disclosure of the topic, the approaches proposed by the educator solutions.
4. Argumentation of the proposed solutions, approaches.
5. Proper design: compliance with standard requirements, quality of sketches, diagrams, drawings.

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

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 (supports the interest of children and parents);
discusses the plan with families at a parent-teacher meeting;
asks for recommendations from the specialists of the preschool educational institution;
together with children and parents makes a plan? scheme of the project;
collects information, 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 (search for materials, information, making crafts, drawings, albums, etc.);
organizes the presentation of the project (holiday, occupation, leisure), composes a book, an album together with children;
sums up (speaks at the teachers' council, summarizes work experience).

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

Other types of projects are also significant, including:

complex:"World of theatre", "Hello, Pushkin!", "Echo of the Centuries", "Book Week";
intergroup:"Mathematical collages", "The world of animals and birds", "Seasons";
creative:“My friends”, “In our boring garden”, “We love fairy tales”, “The World of Nature”, “Rowans of Russia”;
group:"Tales of Love", "Know Yourself", "Underwater World", "Merry Astronomy";
customized:"Me and my family", "Family tree", "Secrets of the grandmother's chest", "Fairytale bird";
research:"World of Water", "Breath and Health", "Nutrition and Health".

By duration, they are short-term (one or more classes), medium-term, long-term (for example, "Pushkin's Creativity" - for the academic year).

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

Development tasks:

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

Research tasks are specific for each age.

In early childhood, these are:

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

At the senior preschool age it is:

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

Stages project	Teacher activity	Children activities
Stage 1	1. Formulates the problem (goal). When setting a goal, the product of the project is also determined. 2. Introduces into a game (plot) situation. 3. Formulates the problem (not rigidly).	1. Entry into 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 the problem. 5. Helps plan activities 6. Organizes activities.	5. Combining children into working groups. 6. Distribution of roles.
Stage 3	7. Practical help (if necessary). 8. Directs and controls the implementation of the project.	7. Formation of specific knowledge, skills.
Stage 4	9. Preparing for the presentation. 10. Presentation.	8. The product of the activity is prepared for presentation. 9. Present (to viewers or experts) the product of the activity.

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

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

Topic consultations:

"Variability of using the integrated method in the education of preschoolers";
"Project method as a method of developing education for preschoolers";
"Types of projects and their use in different age groups";

Workshops:

"Identification of cognitive interests in preschool children";
"Development of a promising thematic planning by inclusion additional education in the educational process”;
"Additional education in the educational process";
"Development group projects on the basis of design and research activities”;
"Summary of materials of experimental work on the development of a project-based teaching method";

Exemplary projects in the preschool educational institution in work with personnel:

"Prospects for the development of MDOU in the conditions of self-government" (administrative group, methodical service, council of teachers, creative group);
“Raising a healthy child” (within the framework of medical, psycho-physiological and pedagogical services);
"Master Class. Prospects for improving pedagogical skills” (all teachers participate in the project);
"Young Talents" (methodological service, a group of mentors, young professionals);
"Prospects for environmental education of preschoolers" (educators, teachers of additional education);
"Nutrition and Health" (medical service, methodological service, educators, catering workers);
problem projects between teachers of groups working on the same program;
a design project to improve the developing environment (administrative and economic, methodological, psychological services, a teacher of additional education in fine arts, a building maintenance worker);
social projects "Our anniversaries", "Significant dates" (all members of the team, pupils, society participate)

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

Junior preschool age

Learning objectives:

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

Improvement of mental processes:

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

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

Lines of personality development.

Physical development:

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

social development:

formation of ways of communication (opening day "Me and my family", individual family projects "Geneological tree");

cognitive development:

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

aesthetic development:

development of an emotional and value attitude to works of art and artistic images;
mastery of artistic activity (complex projects "World of Theater", "Hello, Pushkin!", role-playing projects "Favorite Toys").

Senior preschool age.

Learning objectives:

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

Formation of the prerequisites for educational activities:

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

Formation of design and research skills and abilities:

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

Lines of personality development. -->

At present, the state has set before educational institutions a fairly clear and important task: to prepare as active and inquisitive young generation as possible. The main programs today have long spelled out the basic requirements that a graduate of even a kindergarten must meet.

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

What is it for?

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

What is a project? General information about the concept

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

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

From a pedagogical point of view

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

The essence of the technology of project activities in a preschool educational institution lies in such an organization of the educational process, in which students willingly receive theoretical and practical data, participate in creative activities, and also solve ever-increasingly complex tasks of the most diverse nature.

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

The basis of the method, its stages

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

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

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

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

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

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

The specifics of working with preschoolers

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

Where to start planning a project?

The planning of any project activity must necessarily begin with a discussion and reflection on the following questions: “Why is this work needed at all?”, “What is it worth doing for?” what form should the product be sold in?

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

Project work

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

Of course, the topics of project activities in the preschool educational institution should be quite simple and interesting, able to interest every child.

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

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

Project implementation

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

As for the incentive motives for research activities, discussions of a problematic topic should act in such a role. This not only helps the child discover new aspects and nuances of the topic of interest to him, but also allows the whole team to be involved in the discussion. This is very useful in any case, as the "joint mind" can help in solving really difficult problems.

Presentation

The project activity of the preschool teacher ends with the organization of a presentation on the topic covered. During this event, the creative potential of each preschooler is perfectly revealed, and they also find practical use all the information that the children received during the work on their project. The task of the educator is to ensure that each child can talk about the work he has done, comprehend everything that has been done, and also feel pride in his successes.

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

Reflection

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

Average work plan for a project

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

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

So, let's describe the indirect sequence of work on some task:

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

conclusions

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