Design in kindergarten according to federal state standards. Project activities as a means of implementing federal state education standards in dows. Oaks and the Red Book

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

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Project activities teacher at a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education

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

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

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

In the Federal State Educational Standard of Preschool Education dated October 17, 2013 No. 1155 , which came into effect on January 1, 2014, it is spelled out that it is necessary to develop motivational readiness for learning, and not just teach the child to read, write, etc. After preschool life, the desire to learn should appear.

Let's take a closer look at some points of the document that can be implemented through project activities;

Part 1 General provisions

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

1. Basic principles of preschool education:

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

1. supporting children's initiative in various activities;
2. cooperation between the Organization and the family;

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

Part 2 Structure requirements educational program preschool education and its volume

1. The program is aimed at:

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

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

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

1. promotes professional development teaching staff;
2. creates conditions for developing variable preschool education;

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

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

The project method as a pedagogical technology is a set of research, search, problem methods, creative in essence, that is, it is based on the development of children’s cognitive skills, the ability to independently construct their knowledge, navigate the information space, and develop critical and creative thinking.

Working on a project is of great importance for the development of a child’s cognitive interests. During this period, integration occurs between general methods of solving educational and creative problems, general methods of thinking, speech, artistic and other types of activity. Through the unification of various areas of knowledge, a holistic vision of the picture of the surrounding world is formed.

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

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

It follows from this that the chosen topic is “projected” onto everything educational areas, offered both in FGT and Federal State Educational Standards, and for all structural units of the educational process, through various types of children's activities. Thus, the educational process is holistic and not broken into parts. This will allow the child to “live” the topic in different types activity, without experiencing the difficulty of moving from subject to subject, to assimilate a larger amount of information, to comprehend the connections between objects and phenomena.

Project - is a set of actions specially organized by adults and performed by children, culminating in the creation creative works.

Project method - a system of learning in which children acquire knowledge through increasingly complex planning and execution practical tasks- projects. The project method always involves students solving some Problems .

The project method describes a set of actions of the child and ways (techniques) of organizing these actions by the teacher, that is, it ispedagogical technology

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

It is very easy to remember and understand that a project is the 5 Ps:

Problem;

Design or planning;

Search for information;

Product;

Presentation.

It’s easy to remember – five fingers. The sixth “P” is a portfolio, which contains collected materials (photos, drawings, albums, layouts, etc.).

There are also basic requirements for using the project method in kindergarten:

At the heart of any project is a problem that requires research to solve;

mandatory components of the project: children's independence (with the support of the teacher), co-creation of children and adults;

development communication skills children's cognitive and creative skills.

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

General developmental tasks specific to each age:

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.

Developmental tasks in junior preschool age :

children’s entry into a problematic play situation (the leading role of the teacher);

activating the desire to look for ways to resolve a problem situation (together with the teacher);

formation of initial prerequisites for search activity (practical experiments).

Developmental tasks in older preschool age:

formation of prerequisites for search activity and intellectual initiative;

developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently;

developing the ability to apply these methods to help solve the problem, using various options;

developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.

Adviсe
project teacher

• Deeply study the topic of the project, prepare a subject-spatial development environment.
• Create play motivation based on children’s interests and their emotional response.
• Introduce children into a problem situation that is accessible to them and based on their personal experience.
• To interest each child in the topic of the project, to support his curiosity and sustainable interest in the problem.
• When drawing up a joint plan for working with children on a project, support children's initiative.
• Tactfully consider all the options proposed by children for solving the problem: the child should have the right to make mistakes and not be afraid to speak out.
• Observe the principle of consistency and regularity in working on the project.
• While working on the project, create an atmosphere of co-creation with the child, using an individual approach.
• Develop children's creative imagination and imagination.
• Take a creative approach to project implementation; orient children to use accumulated observations, knowledge, and impressions.
• Unobtrusively involve parents in joint work on a project, creating a joyful atmosphere of joint creativity with the child.
• The final stage of the project should be carefully prepared and presented by all participants.

IN junior groups The choice of project is made by the teacher, based on the interests of the children or diagnostic data.
In groups of senior preschool age, the choice of project topic can be made by both the teacher and the children, in accordance with their desires and level of development. Children are participants in planning; their questions, ideas, suggestions and life experiences are important criteria for selecting project content.

Basic principles of preschool education

Requirements for the conditions for the implementation of the main educational program of preschool education

A project is a set of actions specially organized by an adult and carried out by children, culminating in the creation of creative works. The project method is a teaching system in which children acquire knowledge in the process of planning and performing increasingly complex practical tasks - projects. The project method always involves students solving some problem. Basic Concepts

TYPES OF PROJECTS IN PRECEPTION OU (according to L.V. Kiseleva) TYPE OF PROJECT CONTENT AGE OF CHILDREN RESEARCH AND CREATIVE CHILDREN EXPERIMENT AND THEN FORMULATE THE RESULTS IN THE FORM OF PRODUCTIVE ACTIVITY. SENIOR GROUP ROLE-PLAYING USE OF CREATIVE GAME ELEMENTS. JUNIOR GROUP INFORMATION-PRACTICE-ORIENTED COLLECTION OF INFORMATION, ITS IMPLEMENTATION THROUGH SOCIAL INTERESTS (GROUP DESIGN). MIDDLE GROUP CREATIVE RESULT OF WORK - CHILDREN'S PARTY, DESIGN, ETC. JUNIOR GROUP

Basic requirements for using the project method in kindergarten

Stages of development and implementation of the project (sequence of work for educators) 1. We set a goal based on the interests and needs of children 2. We involve preschoolers in solving the problem (designating a “children’s” goal) 3. We outline a plan for moving towards the goal (we support the interest of children and parents ) 4. Discuss the plan with families 5. We turn to kindergarten specialists for recommendations (creative search) 6. Together with children and parents, we draw a plan for the project and hang it in a visible place

The sequence of work of teachers 7. We collect information, material (we study the plan with children) 8. We conduct classes, games, observations, trips - all the activities of the main part of the project 9. We give homework to parents and children 10. We move on to independent creative work (search materials, information, crafts, drawings, albums, suggestions) from parents and children 11. We organize a presentation of the project (celebration, open lesson, action, KVN), compiling an album, etc. 12. Let’s summarize: we speak at the pedagogical council, round table, and summarize experience

THE PROJECT is the “five Ps” 1 - P problem; 2 - Design (planning); 3 - Search for information; 4 - P product; 5 - P presentation. The sixth “P” of a project is its portfolio, a folder in which working materials are collected, including plans, reports, drawings, diagrams, maps, tables.

The ability to use the project method is an indicator highly qualified teacher, his progressive methods of teaching and developing children.

Dear Colleagues! We bring to your attention a project template for filling with any content. The project has long been part of the kindergarten’s work system. There is probably not a single teacher who has not used at least once in his pedagogical activity this wonderful method.

A template (or sample design) will help you quickly collect and organize information on your chosen project topic. Of course, the proposed sections can be supplemented at your discretion.

Project name

Project Description

Program content:

• expand children's knowledge about...
• develop a feeling in children...
• forming a belief about...
• bring up …
• expand knowledge about...
• teach...

Relevance of the project

Reveal the relevance of the need to consider this issue. It is advisable to end with a statement of contradiction.

Thus, the contradiction that arose, on the one hand, the importance and need to familiarize children with ..., the formation of children ..., and on the other hand, the lack of targeted, systematic work led to the choice of the project topic.

Project object : …

Subject of the project : …

Objective of the project : to expand children’s knowledge about ..., to form children’s feelings ..., to form ..., to educate ....

Project objectives :

• to familiarize educators with modern methodological literature on...;
• conduct a series of classes and events on the topic;
• organize an exhibition of children's drawings;
• introduce children to literary, artistic and musical works on the topic;
• develop information sheets for parents with recommendations for introducing children to...;
• prepare through the joint efforts of children and parents...;
• systematize literary and illustrated material on the topic...:
• hold the final event….

Execution term : indicate how many weeks (months).

Project participants : children, teachers, music director, parents.

Necessary materials : … .

Intended product of the project : event …; exhibition of children's creative works; presentation ... (compiled jointly by children and their parents); developed recommendations for teachers on introducing children to...; systematized literary and illustrated material on the topic...; developed recommendations for parents.

Bibliography: …

Project content

Project implementation stages

Work plan

Project information support

detailed information, which can be useful when preparing a project, when working with parents, teachers and children.

Key Concepts

Reveal the basic concepts of the project.

Methodological support for the project

• Materials for conducting interviews
• Educational event "..."
• Indicative plan classes "… "
• Recommendations for educators and parents
• Questionnaire for parents "..."

Poetry

Books for children

Visual works for viewing and discussion with children

Sazonova A.

Consultation for kindergarten teachers

Project activities in kindergarten.
Project method in the activities of preschool educational institutions.
Ready-made projects in kindergarten

From birth, a child is a discoverer, an explorer of the world that surrounds him. Everything is new for him: sun and rain, fear and joy. Everyone knows that five-year-old children are called “why kids.” A child cannot find the answer to all his questions on his own; teachers help him. In preschool institutions, educators widely use the method of problem-based learning: questions that develop logical thinking, modeling problem situations, experimentation, experimental research activities, solving crosswords, charades, puzzles, etc.

The integrated teaching method is innovative for preschoolers. It is aimed at developing the child’s personality, his cognitive and creative abilities. A series of lessons is united by a main problem. For example, giving children a complete understanding of domestic animals, the teacher in the cognitive cycle classes introduces them to the role of domestic animals in human life, in the artistic and aesthetic cycle classes - with images of domestic animals in the works of writers and poets, with the transfer of these images in folk arts and crafts. art and creativity of illustrators.

Variability in the use of the integrated method quite diverse.

• Full integration ( environmental education with thin literature, fine arts, music. education, physical development)
• Partial integration (integration of fiction and artistic activities)
• Integration based on a single project, which is based on a problem.

Transition preschool The project method of activity is usually carried out in the following stages:

• classes that include problem situations of children's experimentation, etc.;
• complex block-thematic classes;
• integration:
  − partial integration;
  − full integration;
• project method:
  − form of organization of educational space;
  − method of developing creative cognitive thinking.

An approximate work plan for a teacher to prepare a project

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

Main stages of the project method

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

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

• who to turn to for help (an adult, a teacher);
• what sources can you find information from?
• what items to use (accessories, equipment);
• what objects to learn to work with to achieve the goal.

3. Project execution– practical part.

4. Summing up – defining tasks for new projects.

Currently projects are classified:

1. by composition of participants;
2. by target setting;
3. by topic;
4. according to implementation deadlines.

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

1. research and creative projects: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;
2. role-playing projects(with elements of creative games, when children take on the characters of a fairy tale and solve the problems in their own way);
3. information-practice-oriented projects: children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.);
4. creative projects in kindergarten(format the result in the form children's party, children's design, for example "Theater Week").

Since the leading activity of a preschooler is play, 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:“World of Theater”, “Hello, Pushkin!”, “Echo of Centuries”, “Book Week”;
• intergroup:“Mathematical collages”, “The world of animals and birds”, “Seasons”;
• creative:“My friends”, “In our boring garden”, “We love fairy tales”, “The world of nature”, “Rowan berries of Russia”;
• group:"Tales of Love", "Know Yourself", " Undersea world", "Fun Astronomy";
• individual:“Me and My Family”, “Family Tree”, “Secrets of Grandma’s Chest”, “Fairytale Bird”;
• research:“The World of Water”, “Breath and Health”, “Nutrition and Health”.

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

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

Development objectives:

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

The tasks of research activities are specific for each age.

In early preschool age this is:

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

In older preschool age this is:

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

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

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

Consultations on topics:

• “Variability of the use of the integrated method in the education of preschool children”;
• « Project method as a method of developmental education for preschoolers";
• “Types of projects and their use in different age groups”;

Workshops:

• “Identification of cognitive interests in preschool children”;
• “Development of long-term thematic planning for the inclusion additional education into the educational process";
• “Additional education in educational educational process»;
• “Development of group projects based on design and research activities”;
• “Summarizing the materials of experimental work on the development of a project-based teaching method”;

Exemplary projects in preschool educational institutions in working with personnel:

1. “Prospects for the development of preschool educational institutions in conditions of self-government” (administrative group, methodological service, council of teachers, creative group);
2. “Raising a healthy child” (within the framework of medical, psycho-physiological and pedagogical services);
3. "Master Class. Prospects for improving teaching skills" (all teachers participate in the project);
4. “Young talents” (methodological service, group of mentors, young specialists);
5. “Prospects for environmental education of preschool children” (educators, additional education teachers);
6. “Nutrition and health” (medical service, methodological service, educators, catering workers);
7. problematic projects between teachers of groups working on the same program;
8. design project to improve the development environment (administrative, methodological, psychological services, additional education teacher in visual arts, building maintenance worker);
9. social projects “Our anniversaries”, “Significant dates” (all members of the team, students, society participate)

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

Junior preschool age

Learning Objectives:

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

Improving mental processes:

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

1. awareness of the goal;
2. mastery different ways solving assigned problems;
3. the ability to anticipate the outcome based on one’s past experience;
4. searching for different means to achieve the goal.

Lines of personality development.

Physical development:

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

social development:

• formation of methods of communication (vernissage “Me and My Family”, individual family projects “Geneological Tree”);

cognitive development:

• enrichment and expansion of ideas about the world around us;
• expansion and qualitative change in methods of orientation in the surrounding world;
• conscious use of sensory sensations in solving practical problems (mathematical collages, intergroup project “The World of Animals and Birds”, “ Creative projects“My Friends”, “Natural World”, “We Love Fairy Tales”);

aesthetic development:

• development of an emotional and value-based attitude towards works of art and artistic images;
• mastery of artistic activity (complex projects “The World of Theatre”, “Hello, Pushkin!”, role-playing projects “Favorite Toys”).

Senior preschool age.

Learning Objectives:

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

Formation of prerequisites for educational activities:

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

Formation of design and research skills:

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

Lines of personality development.

Social development:

• development of self-knowledge and positive self-esteem;
• mastering methods of non-situational and personal communication;
• high level of communicative competence;
• awareness of speech functions ( individual project“Me and my family”, “Family tree”, project “Tales of Love”, group projects “Know yourself”);

Physical development:

• development of a conscious attitude towards one’s health;
• formation of the need for a healthy lifestyle;
• improvement of the process of development of motor abilities and qualities (role-playing projects “The ABC of Health”, “Secrets of Ilya Muromets”).

Cognitive development:

• systematization of knowledge, stimulating the development of cognitive and creative abilities;
• development of abilities for practical and mental experimentation and symbolic modeling, speech planning, logical operations (club of book lovers “Magic Country”, group projects “Ural Gems”, “Underwater World”, “Fun Astronomy”, intergroup project “Seasons”, complex projects “Hello, Pushkin!”, “Heroes of the Russian Land”);

Aesthetic development:

• in-depth introduction to art, the variety of artistic images;
• mastery various types thin activities;
• development of abilities for aesthetic appreciation (role-playing project “Visiting a Fairy Tale”, complex projects “Echo of Centuries”, “Book Week”, “World of Theatre”).

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

Project development algorithm

Tatiana Lunegova

Modern preschool organization in the context of the introduction of the Federal State Educational Standard Before and a huge flow of information requires such methods of organization educational activities, which would form an active, independent and proactive position in preschoolers.

Modern preschooler it is necessary to be able to obtain knowledge yourself; he must have developed research and reflective skills. The teacher needs to develop skills that are directly related to the experience of their application in practical activities, i.e. competence.

The task is difficult, but solvable. All of the above can be used in practice kindergarten project method.

It is the method projects allows you to shift the emphasis from the process of passive accumulation of knowledge by children to mastering it in various ways activities in conditions accessibility information resources. This is facilitated by a personality-oriented approach to education and education. Based on a person-centered approach to education and education, method projects develops cognitive interest in various fields of knowledge, develops cooperation skills.

In European languages ​​the word « project» borrowed from Latin and means "thrown forward", "protruding", "conspicuous". Translated from Greek project- this is the path of research.

A number of authors (L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuikova) are considering project activities as an option for an integrated teaching method preschoolers, as a way of organizing the pedagogical process, based on the interaction between teacher and student, step-by-step practical activity to achieve the set goal.

In modern times, this term is associated with the concept "problem". Under method projects is understood as a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with the obligatory presentation of these results.

Using the method project in preschool education allows you to significantly increase children’s independent activity, develop creative thinking, children’s ability to independently, different ways find information about an object or phenomenon of interest and use this knowledge to create new objects of reality. And he does the same educational the preschool educational system is open to the active participation of parents.

The basis of this method is independent activity children – research, cognitive, productive, during which the child learns about the world around him and brings new knowledge to life.

Execution of any project provides basic stages:

Target selection project- the teacher helps children choose the most interesting and feasible task for them at their level of development.

Development project- planning activities to achieve the goal: to whom ask for help, sources of information are determined, materials and equipment for work are selected, what objects he will learn to work with to achieve the goal.

Performance project- practical part is carried out project.

Summing up - carried out "Debriefing", evaluating results and defining tasks for new projects.

Projects come in different types:

Creative - after incarnation project the result is put into practice in the form children's party.

Research - children conduct experiments, after which the results are presented in the form of newspapers, books, albums, and exhibitions.

Gaming is projects with elements of creative games, when the guys enter into 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 (design of the group, individual corners).

Implementation project method in our kindergarten started several years ago.

To achieve results in this direction, our teachers have mastered new technology(method projects, which made it possible to change the style of working with children, increase children's independence, activity, curiosity, involve parents in educational process, create a subject-spatial environment in accordance with the requirements of the method projects.

Practice of the first projects has proven the effectiveness of this method in the development and upbringing of children. Older children and preparatory group received winner's diplomas at the municipal competition research work ("This Mysterious Mold", “How are you doing, polar bear?”).

Children middle group were projects together with parents ( "Trees native land» , "The street where I live", “Birds wintering in our region”).

All this activity contributed to the development of independence in children, they learned to work in groups; knowledge, skills and abilities acquired preschoolers while working on projects, are absorbed for a long time, i.e. the quality increases education.

Method projects relevant and very effective. It gives the child the opportunity to experiment and synthesize acquired knowledge. Develop creativity and communication skills, which allows him to successfully adapt to the changed situation of school learning.

Literature:

1. Educational projects in kindergarten. A manual for educators / N. A. Vinogradova, E. P. Pankova. – M: Iris Press, 2008.

2. Project method in the activities of a preschool institution: A manual for managers and practical workers of preschool educational institutions / Auth. -comp.: L. S. Kiseleva, T. A. Danilina, - 3rd ed. - M:ARKTI, 2005.

The main goal of the project method in a preschool educational institution is the development of the free creative personality of the child, which is determined by the developmental tasks and tasks of the children’s research activities. The introduction of the project method in a preschool educational institution gives the child the opportunity to: experiment, synthesize acquired knowledge, develop creative abilities and communication skills, which allows him to successfully adapt to the changed situation of school education. Thus, the project method in working with preschoolers today is an optimal, innovative and promising method that should take its rightful place in the preschool education system.

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"Project activities in conditions of the preschool educational institution as a tool

practical implementation of the Federal State Educational Standard"

Introduction………………………………………………………………………………….3

Chapter I. Project method in the activities of preschool educational institutions……………………………...4

§ 1.1 The project method as a tool for the practical implementation of the Federal State Educational Standard……. 4

§ 1.2 Classification and types of projects…………………………………………. 5

§ 1.3 Goals and objectives of the design method…………………………………………………………… 7

§ 1.4 Introduction of the design method in preschool educational institutions………………………………………………………. 8

Conclusion………………………………………………………………………………...9

List of references……………………………………………………….10

Introduction

For the first time, John Dewey (1859-1952), an American democratic educator, author of more than a thousand books and articles on problems of philosophy, psychology, ethics, and politics, spoke about the “Project Method”.

This topic was continued by William Hurd Kilpatrick (1871-1965), a professor of pedagogy at Teachers College at Columbia University, who developed a “project-based learning system” (“project method”). Its essence was that children, based on their interests, together with the teacher, carry out their own project, solving some practical, research problem. By thus getting involved in real activities, they acquired new knowledge.

Recently, the project method has been actively introduced into domestic pedagogy. A new round of interest in the project as a way of organizing children’s life activities is explained by its potential integrability, compliance with developmental education technology, and ensuring children’s activity in the educational process.

The knowledge acquired by children during the project becomes their property personal experience. They were obtained in response to questions posed by the children themselves in the process of “doing.” Moreover, the need for this knowledge is dictated by the content of the activity. Children need them and therefore are interesting to them.

A project is understood as a set of actions specially organized by a teacher and independently carried out by students, culminating in the creation of a creative product.

The relevance of using the project method is evidenced by the fact that in scientific pedagogical literature it is mentioned in the context of the humanization of education, problem-based and developmental learning, collaborative pedagogy, student-oriented and activity-based approaches; integration of knowledge, social education and joint creative creation.

Goal of the work: identify the specifics of using the project method in the system of training and education of preschool children in preschool educational institutions.

Tasks:

1) study the project method in the system of development and education of preschool children;

2) develop a project for the education of preschool children;

3) draw conclusions based on the results of the project.

The content of the workaimed at studying and implementing the design method in preschool educational institutions.

Chapter I. Project method in the activities of preschool educational institutions

§1.1 The project method as a tool for the practical implementation of the Federal State Educational Standard

Today the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already have an idea of ​​what a kindergarten graduate should be like, what qualities he should have.

In accordance with the requirements dictated to us modern life and which are laid down in the Law of the Russian Federation “On Education” and Federal State Educational Standard , the educational institution is obliged:

Provide individualization for each child;

Provide conditions for self-determination and self-realization of the individual;

Realize the child’s right to free choice of activities, opinions and

Reasoning;

Remember that the child is an active participant in the pedagogical process;

Involve children in activities without psychological coercion, relying on

On their interest in the content and forms of activities, taking into account their

Social experience;

Ensure emotional, personal and social and moral development

All these requirements can be realized only under one condition - to radically change the organization of the pedagogical process in preschool educational institutions, by choosing the most effective means of teaching and education, which requires the widespread introduction of innovative and alternative forms and methods of conducting educational activities into the pedagogical process.

In this regard, preschool teachers strive to find new, innovative, most effective ways, means of solving assigned problems.

Today, one of the most vibrant, educational, interesting, and significant methods for both adults and preschool children isproject activities. This is due to the fact that design in all spheres of human activity is becoming a universal tool that allows it to be systematic, goal-oriented and effective.

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

“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.

The basis of the project method the idea is laid down that the cognitive activity of preschoolers is focused on the result that is achieved in the process collaboration teacher, children and parents on a specific practical problem (topic).Solving a problem or working on a project in this case means applying necessary knowledge and skills from various sections educational program for preschoolers and get tangible results.

A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or determine a goal (intention). Therefore, in the educational process of a preschool educational institution, project activities are in the nature of cooperation, in which children and teachers of the preschool educational institution take part, and parents and other family members are also involved. Parents can not only be sources of information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process, enrich their teaching experience, experience a sense of ownership and satisfaction from their successes and the successes of the child.

Project method - this is a set of educational and cognitive techniques that allow you to solve a particular problem as a result of independent actions of students, with the obligatory presentation of these results.

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

§1.2 Classification and types of projects

Currently, projects are classified according to different criteria:

• by type;
• by composition of participants;
• according to implementation deadlines.

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

• research and creative - a research search is carried out, the results of which are formalized in the form of some kind of creative product (newspapers, dramatizations, card indexes of experiments, children's design, etc.);
• role-playing games - a project with elements of creative games, when children take on the character of a fairy tale and solve the problems in their own way;
• information-practice-oriented: children collect information about some object, phenomenon from various sources, and then implement it, focusing on social interests: group design, stained glass, etc.;
• creative: as a rule, do not have a detailed structure joint activities participants. The results are presented in the form of a children's party, exhibition, design and headings of a newspaper, album, almanac, etc.

In addition, the following types of projects are used:

• complex, for example, “World of Theater”, “Hello, Pushkin!”, “Echo of Centuries”, “Book Week”;
• intergroup, for example “Mathematical collages”, “World of animals and birds”, “Seasons”;
• group, for example, “Tales of Love”, “Know Yourself”, “Underwater World”, “Fun Astronomy”;
• individual, for example, “Me and My Family”, “Family Tree”, “Secrets of Grandma’s Chest”, “Fairytale Bird”;
• research, for example “Water World”, “Breath and Health”, “Nutrition and Health”.

Other classification features are:

list of participants:

• group,
• subgroup,
• private,
• family,
• paired;

implementation period:

• short-term – up to 1 month;
• average duration – up to 3 months;
• long-term – up to 1 year.

§1.3 Goals and objectives of the design method

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

Development objectives:

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

The tasks of research activities are specific for each age.

In early preschool age- This:
children’s entry into a problematic play situation (leading role

teacher);
activating the desire to look for ways to resolve a problem situation

(together with the teacher);
formation of initial prerequisites for search activity

(practical experiments).

In older preschool age- This:
formation of prerequisites for search activity, intellectual

Initiatives;
developing the ability to identify possible methods for solving problems with

With the help of an adult, and then independently;
developing the ability to apply these methods that contribute to

Solving a given problem using various options;
developing a desire to use special terminology, maintaining

Constructive conversation in the process of joint research

Activities.

§1.4 Introduction of the design method in preschool educational institutions

The teacher 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, gaming, artistic, practice-oriented activities, the coordinator of individual and group efforts of children in solving the problem. The transition of a preschool institution to a project-based method of activity is usually carried out in the following stages:

Classes involving problem situations,

Children's experimentation;

Complex block-thematic lessons;

Integration: partial or complete;

Project method as a form of organizing educational space.

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

The introduction of the project method in a preschool educational institution gives the child the opportunity to: experiment, synthesize acquired knowledge, develop creative abilities and communication skills, which allows him to successfully adapt to the changed situation of school education.

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

Conclusion

The project method, as one of the methods of teaching preschoolers, is based on the interests of children and assumes the independent activity of pupils. Only by acting independently, children learn in different ways to find information about an object or phenomenon that interests them and use this knowledge to create new objects of activity. This understanding of the essence of the project method contributes to the formation of independence, deeply motivated, purposeful cognitive activity in preschool children.

Using the project method in the educational process of a preschool educational institution helps to learn how to work in a team, develop your own algorithm of actions to achieve your goal, teachers are free to choose methods and types of activities.

In addition, the project method helps to increase professional and personal competence, change the attitude of teachers to innovations in education, create conditions for self-realization and achieve professional success, build confidence, and develop creativity.

Bibliography

1. Law of the Russian Federation dated July 10, 1992 No. 3266-1 “On Education” (as amended on February 28, 2012) // Collection of Legislation of the Russian Federation dated January 15, 1996. - No. 3.

2.Borovleva A.V. Project method - as a means of improving the quality of education // Preschool educational institution management. - 2006. - №7.

3.Veraksa N.E. Project activities for preschoolers. A manual for teachers of preschool institutions / N.E.Veraksa, A.N.Veraksa. - M.: Mosaika-Sintez, 2008. - 112 p.

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7. Kuznetsova A.A. To help the Center’s specialists “Project step by step.” Methodical manual / A.A. Kuznetsova, I.V. Matveeva. - Yaroslavl: Methodological department of the Center “Mentor”, 2009. - 40 p.

8. Pakhomova N.Yu. Project-based learning - what is it? / N.Yu.Pakhomova. // Methodist. - 2004. No. 1. - P.42.

9. Project and research activities in preschool educational institution: from idea to implementation: Collection of methodological materials / I.A. Syrova, O.G. Chekhovskikh. - Samara: Publishing house SFMSPU, 2009. - 72 p.

10. Project method in the activities of a preschool institution: Manual // L.S. Kisileva, T.A. Danilina, T.S. Lagoda, etc. - M.: ARKTI, 2003 - 96 p.

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