The structure of the design of the project in dow. Project in preschool or project activity in kindergarten
Municipal Autonomous Preschool Educational Institution "Kindergarten No. 8" Kungur
Consultation for educators "STRUCTURE AND DESIGN OF THE PROJECT"
Prepared by: teacher of the 1st category Padukova N.V. 2016
The project method is an innovative educational technology aimed at developing children's independent activities in order to obtain a certain result.
The method of projects can be represented as a way of organizing the educational 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 main goal of the project method in preschool institutions is the development of a free creative personality of the child.
The project method is relevant and very effective. It gives the child the opportunity to experiment, synthesize the acquired knowledge, develop creativity and communication skills, which allows him to successfully adapt to the changed situation of modern education.
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.
Game: these are projects with elements of creative games, when the guys enter the image of the characters of a fairy tale, solving the problems and tasks in their own way.
Informational: children collect information and implement it, focusing on their own social interests (design of a group, separate corners, etc.).
Role playing: (children enter the image of the characters of the fairy tale and solve the problems posed in their own way);
PROJECT STRUCTURE
- Title page
- Project theme
- Project type
- Members
- Deadlines by duration
short-term (1-3weeks);
medium duration (up to 1 month);
long-term (up to 1 year);
6. Relevance. Formulation of the problem (explains why there was a need to implement the project, why this project is needed for children, educators, preschool institution)
7. Purpose of the project (should be clear, specific, realistic)
8. Tasks (concrete steps to achieve the goal what, how and where can change, how it will be measured, what audience the project is aimed at, etc.)
9. Stages of work
This section consists of 3 steps:
Stage I - preliminary: monitoring the knowledge of children, questioning parents, studying literature, preparing material, etc.
Stage II - the main one: There must be a Schedule of activities (activity within the project)
The organization of work on the project is described. It should be clear from the section who and how will carry out the actions, in what sequence. It should be written how the result is planned to be achieved. Date, event, responsible.
Stage III - final: summarizing the work on the project.
At this stage, final events are planned: GCD, entertainment, quizzes, competitions.
10. Expected results (what needs to be obtained to complete the tasks, quantitative and qualitative result)
11. Literature
12. Evaluation of results and reporting, analysis.
From this section it should be clear whether the project will achieve the goal, and how the result will be controlled.
13. Applications
The application can contain material that was passed within the framework of the project (summaries of joint activities with children, entertainment plans, conversations with children, event scenarios, questionnaires for parents,)
The project method is relevant and very effective. It gives the child the opportunity to experiment, synthesize the acquisition of knowledge, develop creativity and communication skills, which allows him to successfully adapt to the changed situation of modern education.
It is very easy to remember that a project is a 5 "P" :
- Problem;
- Search for information;
- Design or planning;
- Product;
- Presentation.
Municipal budgetary preschool educational institution "Kindergarten of supervision and improvement No. 108", Saratov
A project in a preschool educational institution - what is it? Types of projects used in kindergarten.
Prepared by the teacher
Iqualification category
Senina Yulia Viktorovna
2017
What is project work in kindergarten?
Even at the beginning of the twentieth century. Professor Collings, the organizer of a long experiment in one of the rural Missouri schools, 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", in the development of which children learn to convey their impressions and feelings in oral, written. Vocal (song), artistic (picture), musical (piano playing) forms;
"constructive", aimed at creating a specific useful product: knocking together a birdhouse, a cooked children's breakfast, arranging flower beds.
By the end of the twentieth century. New types of projects have been developed. E. Polat (1999) 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.
Focusing on these features, the author offers his own version of the typology of projects that are relevant for preschool education.
1. According to the dominant method: research, creative, informational, 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; child, society and its cultural values.
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 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 (medium-term) and long-term).
The project sounds kind of official and scientific, doesn't it? But in fact, this word hides the name of one of the methods for implementing the tasks of developing and educating preschoolers. Project activity consists in the joint work of the educator, parents and children on the study of some issue.
The goal and objective of the projects is to promote the development of independent thinking in children, the ability to make decisions, look for answers, plan, anticipate the result and learn to cooperate with other people. The teacher gives some task to the children, feasible for their age, and teaches how to solve it and how to present the result of the solution.
Preschoolers cannot develop a project on their own, in kindergarten we do everything together. Typically, this type of activity is purely educational in nature, we use the project as a tool for learning, gaining knowledge and enriching life experience. This method has only recently begun to be applied in preschool education, it is considered progressive and effective for today's children.
Development and education in the preschool format is carried out mainly through gaming activities, so the projects have a creative, playful focus. The most effective is the group research activity of children.
Project topics are varied.
Well, for example, the theme "Family Tree" or "My Family" is the running theme for children's projects. This project can be implemented in different ways - in the form of a collective panel with photographs of the family of each child in the group, or a painted large tree, or an exhibition of children's works on the theme of the family of children.
The point is not to give the children a finished project, but to give them a topic and help determine the way the project will be implemented: what materials to use, whom to ask for help, how to design the product of the project, how to present it. And this applies not only to children of the senior and preparatory groups. Toddlers also do projects that they can handle.
For those who want to make a project according to all the rules
The features of the pedagogical and educational system in Russia are such that each of our steps must be strictly in accordance with the Federal State Educational Standard. Therefore, even such a creative undertaking as writing a project requires compliance with the methodological recommendations of the Ministry.
In order not to look for information for a long time, I suggest looking at the UchMag online store, since there is absolutely any methodological literature there, including excellent manuals on our topic:
"Projects in the preschool educational institution: the practice of teaching children 3-7 years old";
«Innovative pedagogical technologies. Method of projects in preschool educational institution ";
"Projects in preschool education: theory and practice of child development";
“Projects in preschool. The practice of teaching children 3-7 years old. Program for installation via the Internet»;
“Development Program of the Preschool Educational Establishment. CD for computer: innovative educational project»;
For preschool teachers, taking into account modern requirements for a preschool teacher, in such manuals you can find everything that is necessary for competent planning and implementation of pedagogical activities: how to draw up a project, what to take into account, how to formalize the results, etc.
Types of projects in kindergarten
In the current practice of kindergartens, the following types of projects are used:
Research with a creative bias: the guys find out some information, for example, why the snow melts in the spring, and the results are drawn up in the form of drawings, wall newspapers, stage scenes, etc .;
Creative tasks are also cognitive in nature, but the results of the study are presented in the form of a theatrical performance, performance, children's holiday;
Socio-informational: the guys explore the subject of the project and draw up the result in the form of a newspaper, folder, poster, installation;
Role-playing or playing: the guys solve the task of the project through a fairy tale they know, getting used to the roles of characters, presenting the result of the study in the form of a role-playing plot.
According to the method of project implementation, group, individual, intergroup, complex
Given the age-related psychological characteristics of preschoolers, project coordination should be flexible, i.e. the educator unobtrusively directs the work of the children, organizing the individual stages of the project.
All projects are carried out within the preschool educational institution, as a rule, between groups of participants, but there are also personal, individual projects (in visual and verbal art). Since the leading activity of a preschooler is a game, 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: "The World of the Theater", "Hello, Pushkin!", "Echo of the Centuries", "Book Week", etc.;
intergroup: "Mathematical collages", "The world of animals and birds", "Seasons", etc.;
creative: "My friends", "In our Neskuchny garden",
"Favorite Tales", "The World of Nature", "Rowans of Russia", etc.;
group: "Tales of Love", "Know Yourself", "Yugan Gems", "Underwater World", "Merry Astronomy", etc.;
individual: "Me and my family", "Family tree", "Secrets of the grandmother's chest", "Fairytale bird", etc.;
research: "The World of Water", "Respiration and Health", "Nutrition and Health", etc.
It may seem that these projects are something too difficult for preschoolers. But preschoolers are just getting acquainted with this type of activity, preparing for independent research that they will conduct at school.
Research projects
According to E. Polat, they require a clear structure, defined goals, the relevance of the subject of research for all participants, social significance, thoughtful methods for processing the result. In recent years, research projects have been actively conquering the space of general education schools, institutions of additional education, and are increasingly of interest to preschool educational institutions.
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.
Creative projects
They do not have a detailed structure of the joint activities of the participants. It is only outlined, and then it develops, obeying the final result, the interests of the project participants. Educators and children agree on the form of presentation of the results (fairy tale, film, dramatization, holiday, interior design). However, the design of the results of the project requires a well-thought-out structure in the form of a film script, a concert program.
Creative projects are diverse, as are the types of artistic and productive activities mastered by children. In terms of content, they reflect the relationship: child - family; the child is nature; the child is a man-made world; child – society and its cultural values.
It is possible to classify creative projects according to the predominant motive (expression of a subjective attitude, bringing joy, providing assistance, joint creativity or activity); by the dominant type of creativity (playing, visual, constructive, artistic and speech, artistic and design, theatrical, musical); according to the form of presentation of the result (panel, construction, performance, decoration, cartoon, concert, holiday, presentation).
Game (adventure) projects
The structure of game projects is only being outlined, the participants assume certain roles, due to the nature and content. These can be literary characters or fictional characters imitating social or business relationships in imaginary situations.
The degree of creativity in such projects is high, but role-playing is still the dominant activity.
Practice-oriented projects
They 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 implement them in practice, project evaluation).
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 an idea of the subject-spatial environment of the group. However, you should not close yourself in your team. Contacts with another age group are necessary for the child for his social development, expanding the scope of communication. 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. A similar process occurs in the age-mixed group. Under such conditions, younger preschoolers get the opportunity to explore the world around them with the participation of older children, and older children gain experience in behavior socially approved by adults.
It is more difficult to organize contacts and projects within the preschool educational institution (for example, “Laughing Day”, “Fairy Tale Week”). They require a high level of development of managerial (creative, organizational) skills among teachers, since it is necessary to determine the actual problem, think over the conditions and form of children's or children's-adult projects.
The most difficult are open projects that are implemented in contact with the family, cultural institutions, and public organizations. But it is they that give a high result in the development of the child, expanding the space of his life.
Individual and collective projects
Individual project - 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). The value of individual design
is undeniable, since the child learns to take the initiative, experience mistakes and achievements, and demonstrates abilities.
However, children are collectivists at heart, they want to interact with peers and adults. An essential feature of the psychological characteristics of any person is the ability to participate in collective activities, to jointly find ways to solve problems. The formation of stable skills of collective cooperation among preschoolers is facilitated by the constant and purposeful involvement of children in the creation of common works. Children learn to unite in subgroups, discuss together ways to implement the plan, plan and coordinate their actions in stages, distribute duties and tasks among themselves, help each other, worry about the quality of not only their part of the work, but the whole.
The experience of collective creativity is acquired against the background of joint positive emotional experiences that contribute to the development of friendly relationships between children.
Children feel unhappy when they are out of the group. Therefore, for child development, paired, group, frontal projects are needed.
Pair project - 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 - carried out by a group of participants (from 3 to 10-12 people).
Frontal (collective) project - performed by the whole team.
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 (study of the properties of ice; study of the artist's activity in the studio).
Medium length projects - designed to solve the problem within a few days, weeks (preparation for a holiday, travel); writing and staging a story).
Long term projects (from one to several months) - solve a major problem, which requires effort and sufficient time to overcome (for example, researching one's pedigree).
Have you seen foreign films, where children prepare some projects, often make volcanoes, various devices, bring a pet to kindergarten and talk about it? Such activities are extremely useful for children, as they broaden their horizons, activate cognitive activity, and reveal their creative and scientific abilities.
The name - projects - sounds very serious to our ears. In fact, for children, this is just one type of work that requires research and presentation of the result. Both short-term and long-term projects are designed to increase the child's self-esteem, since initially an adult is set to recognize the value of any result of a child's research.
It's not about trying to get a perfect research result out of a child, say, on a favorite toy. The point is to instill in him an interest in research and analysis of the processes that are happening around us. Arousing curiosity and healthy curiosity in kids is the task of children's projects.
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 research activities (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 problem, using various options;
Development of the desire to use special terms, conducting a constructive conversation in the process of joint research activities.
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 of preschool education. The methodological foundations of project activities discussed above give an idea of the high degree of adaptability of innovative technologies to the specifics of preschool educational institutions.
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 find information about an object or phenomenon of interest in various ways 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.
Sample project design for preschool teachers
1. Introduction…
2. Relevance of the project…
3. Goals, objectives, expected results and products…
4. Annotation of the project ...
5. Stages of implementation of the draft program…
6. Action Plan…
7. Resources...
8. Conclusions...
9. Literature ....
Introduction
your TEXT
The project is ultimately focused on solving one main problem - ....
The project provides for the object of study, which are the conditions ...., the subject of activity is the process ...
2. Relevance of project creation
your TEXT
That is why the development of the project becomes relevant ...
The upbringing of a modern child and his cognitive abilities is a priority, the most important task of preschool pedagogy, especially in modern conditions, since any country needs personalities (to describe which ....
3. Goals, objectives, expected results and products
Strategic goal: creating favorable conditions for …
Tactical targets
1. Create...
2. Form ....
3. Organize...
Expected results
4. Abstract
your TEXT
This project is based on the following ideas:
In accordance with the Federal State Educational Standard, the project is based on the scientific principles of its construction:
CHOOSE THE REQUIRED PRINCIPLES FOR THE PROJECT
The principle of developmental education, the purpose of which is the development of the child. The developing nature of education is realized through the activity of each child in the zone of his proximal development;
Combination of the principle of scientific validity and practical applicability;
The unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, in the process of implementing which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;
The principle of integration of educational areas (physical culture, health, safety, socialization, work, cognition, communication, reading fiction, art, music) in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas;
Solving program educational tasks in the joint activities of an adult and children and independent activities of children not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;
Building the educational process on age-appropriate forms of work with children. The main form of work with children of preschool age and the leading activity for them is the game.
Principles of humanization, differentiation and individualization, continuity and systemic education.
Reflection of the principle of humanization in the draft program means:
Recognition of the uniqueness and originality of the personality of each child;
Recognition of unlimited opportunities for the development of the personal potential of each child;
Respect for the personality of the child on the part of all participants in the educational process.
Differentiation and individualization of upbringing and education ensures the development of the child in accordance with his inclinations, interests and capabilities. This principle is implemented through the creation of conditions for the upbringing and education of each child, taking into account the individual characteristics of his development.
The implementation of the principle of continuity of education requires the connection of all levels of preschool education, from early and younger preschool age to the older and preparatory groups for school. The priority from the point of view of continuity of education is to ensure by the end of preschool childhood such a level of development of each child that will allow him to be successful in primary school. Compliance with the principle of continuity requires not only and not so much the mastery of a certain amount of information and knowledge by children, but the formation in a preschooler of the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, etc.
Ways to solve the project:
CHOOSE WHAT YOU NEED
Think about the "image of the future", present a model of what they are going to create;
Take into account the requirements and opinions of all participants in the future being created;
Develop a system for implementing ideas based on real practice and
the capabilities of a particular preschool educational institution;
Assess the risks of project implementation.
5. Stages of implementation of the draft program
The project implementation is designed for __ weeks: from "_" ___ to "_" ___
No. Stages Purpose Timing
1. Preparatory and design stage
2. Practical stage
3. Summarizing - productive stage
6. Action plan
№ p / p Name of events Terms Responsible
Stage 1 - Preparatory and design stage
Stage 2 - Practical stage
Stage 3 - Summarizing - productive stage
7. Resource support of the program
Legal Resources
Law of the Russian Federation "On Education"
Decree of the Government of the Russian Federation "On approval of the Rules for the provision of paid educational services in the field of preschool and general education" dated July 5, 2001
CHARTER DOW
SanPiNs 2.4.1.2660-10
The concept of the content of lifelong education (preschool and primary education)
The Law of the Russian Federation "On Education" as amended by the Federal Law of December 1, 2007 No. 309-FZ
Order of the Ministry of Education and Science of the Russian Federation of November 23, 2009 No. 655 "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education."
Human Resources
To work in the project are involved ....
According to the educational qualification, the project team is as follows:
Total teachers Higher education Secondary specialized education Incomplete higher education Non-specialists
Thus, the educational qualification of preschool teachers is quite high, able to organize upbringing and education at a sufficient level.
By age limit:
Up to 30 years Up to 40 years Up to 50 years Over 50
By experience in teaching:
Up to 5 years Up to 10 children Up to 15 years Up to 25 years More
Thus, the professional level of the teacher (s) is quite high.
Informational resources
Educational and methodological resources:
Fund methodical office:
Library;
Game library;
Audio library;
Music library.
Project Evaluation Criteria
CHOOSE YOUR REQUIRED
1. Satisfaction of parents with the result of the work of the preschool educational institution (created conditions, the level of preparation of the child for school, the child's interest in the educational process).
2. Compliance with the conditions for teaching preschoolers to the norms of SanPiN.
3. Awareness of parents about the organization of the educational and educational process of a preschooler.
4. Replenishment and improvement of MTB based on a comparison of MTB at the beginning and end of the year.
5. Delayed result: the success of a pupil of a preschool educational institution in elementary school.
6. Risks and ways to overcome risks
Risks Ways to overcome risks
8 . Conclusions:
The project should become a powerful impetus to the development of the creative initiative of preschool pedagogical teams dealing with childhood problems. ….
your TEXT
In general, the project with children and parents, from my point of view, has a progressive character and will not only allow ...., but will also give impetus to development ....
9 . Literature
Article
Projects in kindergarten
Korobova Tatyana Vladimirovna,
teacher GBPOU "Pedagogical College №4
"
Petersburg
Introduction
One of the main tasks of the modern education system, according to the Federal State Educational Standard, is to reveal the abilities of each child, to educate a personality with creative thinking, ready for life in a high-tech information society, with the ability to use information technology and learn throughout life. Only such an individual can become successful in life. In the context of the implementation of the project in the preschool educational institution, each child independently strives for vigorous activity, and the adult expects from him a positive original creative result. Therefore, it is in the project activities in the preschool educational institution that it is possible to educate a creative personality with creative thinking, it is possible to fully develop the cognitive activity of preschoolers.
The presented article briefly reveals the theoretical foundations for the implementation of projects in the preschool educational institution and proposes an approximate structure for the preparation by teachers of a report on the project carried out in the preschool educational institution. The article will be of interest to teachers of preschool institutions and students of Pedagogical Colleges and universities studying in the specialty "Preschool Pedagogy".
Project method
According to the definition of the American educator, the founder of the project method, William Hurd Kilpatrick, a project is any action performed from the heart and with a specific purpose. A project is a set of actions specially organized by teachers and carried out by children and adult participants in the project. Children, teachers, families take part in project activities in the preschool educational institution. Project activity, like no other, supports children's cognitive initiative in the conditions of kindergarten and family, and it is project activity that allows this initiative to be formalized in the form of a culturally significant product.
The project method is a learning system in which children acquire knowledge in the process of planning and performing ever more complex practical tasks - projects. The project method always involves the solution of a problem by the pupils. This way of working is suitable for children from four years of age and older.
Ways to develop projects in a preschool educational institution
1. System web for the project
All types of children's activities and forms of joint activities during the project are listed. All of them are distributed by educational areas, p.2.6. GEF TO:
Social and communicative development;
cognitive development;
Speech development;
Artistic and aesthetic development;
Physical development.
Also, the system web indicates the forms of interaction with the family and social partners in the course of project activities, the forms of joint activity within the framework of the project during sensitive moments.
2. Model of three questions WHAT DO I KNOW? WHAT DO I WANT TO KNOW? HOW TO FIND OUT?
WHAT DO I KNOW? - PROBLEM. Find out what the children already know about the topic.
WHAT DO I WANT TO KNOW? - DESIGN. Project theme plan.
HOW TO FIND OUT? - SEARCH FOR INFORMATION. Sources of new knowledge, i.e. funds for the project.
3. The image of "We are seven" (by Zair-Bek)
We are concerned... (a fact, a contradiction, something that attracts attention is formulated).
We understand ... (a conscious problem is presented for solution and benchmarks-values).
We expect ... (a description of the intended goals - results is given).
We assume ... (ideas, hypotheses are presented).
We intend to... (context of actions planned in stages).
We are ready... (a description of the available resources of a different nature is given).
We are asking for support... (justification of the necessary external support for the implementation of the project is presented).
Classification of thematic projects in preschool educational institutions
1.According to the activity dominant in the project:
Research - creative
role-playing
Creative
Informational (practice-oriented)
2. By subject area:
Monoprojects (one educational area)
Integrative (two or more educational areas)
3. By the nature of coordination:
Direct
Hidden
4. By nature of contacts:
With pupils of the same group
With pupils of several groups
With pupils of the entire preschool educational institution
5. By the duration of the project (depends on the degree of interest of the children, the teacher determines):
Short term (1 – 3 weeks)
Medium duration (up to a month)
Long-term (from a month to several months)
Types of projects in the preschool educational institution (according to L.V. Kiseleva)
1. Research - creative. Children experiment and arrange the results in the form of newspapers, dramatization, children's design (layouts and models).
2. role-playing. Elements of creative games are used, children enter the image of fairy tale characters and solve the problems in their own way.
3. Informational (practice-oriented). Children collect information and implement it, focusing on social interests (the design and design of the group)
4. Creative. Registration of the result of the work in the form of a children's holiday, children's design, etc.
What is a "project"?
Each project is "five P":
Problem;
Design (planning)
Search for information;
Product;
Presentation
But in fact, every teacher organizing a project in a preschool educational institution should have the sixth "P" of the project - this is his Portfolio, i.e. a folder that contains all working materials, including drafts, daily plans, notes and other methodological materials used in the course of project activities.
At the end of the projecteach preschool teacher organizing project activities,must issue a report on the project, which often causes difficulties. Using the proposed approximate structure for preparing a report on a completed project in a preschool educational institution, you, dear colleagues, can easily do this.
An approximate structure for the preparation by teachers of a report on a completed project in a preschool educational institution using the system web of the project
1. Title page- project name, project type, project time frame, project author.
2. Project theme and its origin.
3. Project objectives(educational, developing and upbringing): for children, for teachers (not only for educators, but, possibly, for music leaders, sports leaders, speech therapists, etc.), for family members.
4. System web of the project.
5. Expected results of the project: for children, for teachers, for family members.
6. Summary of the project:
* The preparatory stage - the actions of children, the actions of teachers, the actions of family members
* Activity stage - the actions of children, the actions of teachers, the actions of family members
* The final stage - the actions of children, the actions of teachers, the actions of family members
7. Project product description: for children, for teachers, for family members
8. Project presentation- demonstration of the project products to others (here it is appropriate to place photos of the project product).
DEAR COLLEAGUES, I WISH YOU CREATIVE SUCCESS IN PROJECT ACTIVITIES WITH PRESCHOOL CHILDREN!
List of used literature
- Korobova T.V. PIGGER OF KNOWLEDGE
Description of the presentation on individual slides:
1 slide
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Municipal preschool educational institution Kindergarten No. 23 "Joy" PROJECT ACTIVITIES IN THE DOWN PRACTICAL PART Prepared by: Bagdasaryan A.A.
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TYPES AND TYPES OF PROJECTS according to the composition of participants and their association: group subgroup intergroup partnership individual family with the involvement of parents frontal in terms of implementation: long-term medium-term short-term by type of activity: creative research complex game information practice-oriented
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Content of the project 1. Goal-setting (problem formulation) 2. Participants 3. Project goal 4. Determination of the format and type of the project 5. Tasks 6. Provision of project activities (methodological, material and technical) 7. Estimated results of the project implementation, result 8. Subject of research 9. Hypothesis of the project (if ……, then it is possible ………) 10. Methods of the project 11. Drawing up a comprehensive thematic project implementation plan (project implementation strategy)
9 slide
Description of the slide:
PROJECT METHODS OBSERVATION JOINT CREATIVE GAMES EXPERIMENTING GAMES MONITORING PROCEDURES LEARNING PROJECTIVE GAMES COGNITIVE ACTIVITY GAMES-FAIRY-TALE, DRAMATIZATION SAND AND FAIRY-TALE THERAPY EXHIBITION ACTIVITY METHODS OF MUSEUM PED GOGIKI PRESENTATIONS
10 slide
Description of the slide:
Stages of development and implementation of the project 1. Search stage Setting a goal for children, based on the interests of children, formulating a problem Involving preschoolers in solving a problem ("children's goal") Planning stage Drawing up a plan for moving towards the goal Discussing a work plan with the parents of pupils Seeking help from specialists Preschool educational institution, parents (creative search) Preparation of a project implementation plan, familiarization Collection of information, materials for the implementation of the project using various means 3. Main stage (practical) Organization of various activities (games, holidays, observations, excursions, experiments, creative tasks and etc.) Homework for parents and children Independent creative work: crafts, drawings, albums, newspapers, poster exhibition, etc., selection of materials.
11 slide
Description of the slide:
4. Final stage (final) Organization of the presentation of the project through various forms (holidays, open events for parents, exhibitions, compilation of books, albums, etc. Promotion of new problems, ideas. Summing up (generalization of the experience of teachers through various forms)
12 slide
Description of the slide:
Formation of key competencies in the process of project implementation STAGES: Stage I: introductory, search - information collection Information competence: the ability to receive information, use different sources of information, ask questions on a topic of interest, get used to a game situation. Technological competence: the ability to navigate in a new, non-standard situation, choose how we will solve the problem - (read, draw, ask, observe ...) Social and communicative competence: develop the ability to obtain the necessary information when communicating, listen to a peer, coordinate their proposals with him . Stage II: planning Technological competence: the ability to plan the stages of activity (where do we start, what is needed for this, how will we do it); ability to understand the instructions and the algorithm of activity. Plan where and from whom to get specific information, how to record the results of activities. Socio-communicative competence: develop the ability to obtain the necessary information when communicating, listen to a peer, coordinate their proposals with him, give in, choose, convince, come to a common decision .. Information competence: the ability to search for and select various materials for the planned practical activity, search for the necessary sources of information.
13 slide
Description of the slide:
Stage III: implementation-practical Social and communicative competence: the ability to defend one's hypothesis, idea, the ability to communicate and conduct a dialogue not only with peers, but also with adults; the ability to ask for help and accept help when needed; listen and not interrupt others, correlate their desires with the interests of others Information competence: the ability to assess the need for this or that information for one’s project activities, the ability to assess social habits associated with the problem (urban ecology, human activities, etc.) Technological competence: the ability to make decisions, apply the acquired knowledge, the ability to organize the workplace, bring the work started to the end, the ability to make changes, additions, draw conclusions. Stage IV: final-presentation Social and communicative competence: the ability to negotiate, who reports what, how to place materials, the ability to distribute responsibilities, invite guests-children from other groups to defend the project. Technological competence: the ability to tell according to a plan, to draw conclusions. Stage V: final - control Technological competence: the ability to put forward a new problem, set a new goal.
