Ready-made projects for the garden. Projects

Projects are divided by type of activity:

Creative research projects that allow children to experiment and visualize the result in the form of wall newspapers, stands, etc.
Role-playing projects that allow solving tasks in a playful way in the form of characters.
Information projects that make it possible to collect information, analyze and arrange on stands, stained-glass windows, etc.

Finished projects

Contained in sections:
Includes sections:

Projects for the improvement of the territory of kindergartens
Traffic rules, traffic, traffic lights. Projects, plans, reports

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All sections | Projects. Project activity in kindergarten

Short related project"Folk Culture and Traditions" in the preschool group. Compiler: Vonokova Ekaterina Alexandrovna. Type of project : -creative; - informative. Duration: short term. Members project : children of the preparatory group, ...

Creative research project "My small Motherland" Creative - research project"My small homeland" Performed: Educator Yazykovsky kindergarten"Teremok" Shirokova LV Relevance An integral part of any education system is the education of patriotism. The foundations of patriotism begin to form in preschool ...

Projects. Project activities in kindergarten - Project "Wild Animals" in the second junior group

Publication "Project "Wild Animals" in the second junior ..." Project "Wild Animals" Children are 3-4 years old. Second junior group. The duration of the project is 6 weeks. Purpose: Creation of conditions for the development of cognitive activity in children. Tasks: To develop children's interest in this topic. Introduce children to the animals that live in our...

MAAM Pictures Library

Project "Pets" for children 3-4 years old Project "Pets" Age of children 3-4 years. The duration of the project is 5 weeks. PURPOSE: Creation of conditions for the development of cognitive activity in children. OBJECTIVES: Development of children's interest in this topic; Introduce children to pets Fix characteristic...

Educational project "In unity is our strength" Department of Education of the Administration of Volgograd MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN No. 367 of the KRASNOARMEYSKY DISTRICT OF VOLGOGRAD" Project name "Our strength is in unity" Project author: Kuznetsova Nadezhda Aleksandrovna educator of the first ...

performed by: Nadeeva A.A., Tutrinova L.A., educators Syktyvkar, 2018 Relevance of the project The main feature of an object for a preschooler is color. Color affects the emotional sphere of the child, participates in the process of artistic activity, forms ...

Projects. Project activities in kindergarten - Ecological project in the younger group "Animals - Our Friends"

INTRODUCTION: Problem: Children do not have enough knowledge about the lifestyle, habits, nutrition and dwellings of wild and domestic animals; about how they prepare for winter. Children do not have a general concept. The purpose of the project: -To develop a sustainable cognitive interest in ...

Article

Projects in kindergarten

Korobova Tatyana Vladimirovna,
teacher GBPOU "Pedagogical College №4 "
Petersburg

Introduction

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

This article briefly describes theoretical basis implementation of projects in the preschool educational institution and an approximate structure for the preparation by teachers of a report on the completed project in the preschool educational institution is proposed. 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 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. Formulation of the result of the work in the form children's holiday, children's design, etc.

What is a "project"?

Each project is "five P":

Problem;

Design (planning)

Search for information;

Product;

Presentation

But in fact, every teacher organizing a project in a preschool educational institution should have the sixth "P" of the project - this is his Portfolio, i.e. a folder that contains all working materials, including drafts, daily plans, notes, and others teaching materials used in the course of project activities.

At the end of the 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 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

Project activities in kindergarten.

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.

Project method

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.

2. Model of three questions WHAT DO I KNOW? WHAT DO I WANT TO KNOW? HOW TO FIND OUT?

WHAT DO I KNOW? - PROBLEM. Find out what the children already know about the topic.

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

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

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

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

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

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

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

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

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

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

Classification of thematic projects in preschool educational institutions

1. According to the activity dominant in the project:

Research - creative

role-playing

Creative

Informational (practice-oriented)

2. By subject area:

Monoprojects (one educational area)

Integrative (two or more educational areas)

3. By the nature of coordination:

Direct

Hidden

4. By nature of contacts:

With pupils of the same group

With pupils of several groups

With pupils of the entire preschool educational institution

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

Short term (1 – 3 weeks)

Medium duration (up to a month)

Long-term (from a month to several months)

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

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

2. role-playing . Elements of creative games are used, children enter the image of fairy tale characters and solve the problems in their own way.

3. Informational (practice-oriented) . Children collect information and implement it, focusing on social interests (the design and design of the group)

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

What is a "project"?

Each project is "five P":

Problem;

Design (planning)

Search for information;

Product;

Presentation

But in fact, every teacher organizing a project in a preschool educational institution should have the sixth "P" of the project - this is his Portfolio, i.e. a folder that contains all working materials, including drafts, daily plans, notes and other methodological materials used in the course of project activities.

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

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

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

2. Project theme and its origin.

3. Project objectives (educational, developing and upbringing): for children, for teachers (not only for educators, but, possibly, for music 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 preschoolers!

Project activity is a method of implementing an individual approach to learning, using the productive, creative, cognitive or research activities of pupils of preschool educational institutions, during which preschoolers broaden their horizons, vocabulary, gain new knowledge and learn to find practical application for them. Children's interest serves as a source of inspiration for the implementation of serious and exciting tasks. - the result of joint activities of adults (parents and teachers) and children, aimed at:

development of subject skills and knowledge in preschoolers;
formation of competencies necessary for successful study at school (analyze one's own capabilities, set tasks, find ways and optimal means of solving them);
harmonious development of the child's personality (children learn to work in a team, find compromises, achieve their goals, demonstrate leadership qualities and initiative, behave confidently in a situation of uncertainty).

Finished projects in kindergarten: characteristics of pedagogical innovation

Method finished projects in kindergarten allows you to fully develop the creative abilities and cognitive initiatives of children, with the participation of adults to solve cognitive and practical problems. The innovation that appeared in the pedagogical piggy bank of preschool education relatively recently, today is focused on unlocking the potential of children, synthesis educational areas, theoretical and practical knowledge. Paradoxically, project activities are equally important for both children and adults, as they stimulate creative thinking, professional development and the quality of education in general.

Project activity involves the integration of several types of activities under the auspices of a single thematic plane of the problem posed, a deep and comprehensive study of the problem. Thanks to it, new methods of education and training appear in the pedagogical process, new ideas are introduced, and preschoolers form a single picture of the world, and the kindergarten implements developing, educational and health-saving technologies. The main goal of children's projects in preschool education according to GEF consists in:

gaining experience in creative activity, imagination, development of a free independent personality;
contributes to the formation of general educational skills, the practice of collective creativity and cooperation with peers, family members and teachers;
creating an emotional-valuable attitude to the environment;
stimulation of cognitive abilities, thinking;
involvement in the implementation of tasks of increasing complexity that have practical value;
communication development.

Since the family is most often a comfortable and vital environment, interaction with family members of pupils is a necessity to achieve the goals and harmonious development of the personality of a preschooler.

The methodology is based on the principle “I learn what is useful to me, and I know where and how I can apply the acquired skills and knowledge”, which ensures a balance between theoretical and practical skills. It allows you to activate the natural curiosity of children and direct it in the right direction. At the same time, the child always remains “leading”, and the teacher is assigned the role of “slave”, obeying the interests and desires of the preschooler, but supervising his activities. This makes it possible to abandon authoritarian pedagogy in favor of the principles of cooperation in joint activities.

Application practice projects in activities of the preschool educational institution proves that the pupils she:

gives flexibility of thinking and independence in decision-making;
stimulates the use of sensors in solving problems in practice;
allows you to recognize the boundaries of knowledge and ignorance.
Educators also feel positive dynamics, because:
practice search professional activity;
learn to plan work in accordance with the interests and abilities of children;
independently plan the educational process.

Unfortunately, preschool teachers often need methodological assistance, consultations, master classes on advanced project technology, since they often demonstrate insufficient awareness of the principles of implementation and features of project activities, unwillingness to abandon the usual educational system, lack of motivation to improve professional skills and showing initiative. Not everyone understands the difference between design and research activities: a project is a way of organizing work that ends with a concrete solution applicable in practice.

Project activities in the preschool educational institution has the following characteristics:

Project work is designed to solve not educational, but life problems that are of interest to one pupil or a group of children. That is why it is important that the problem under study is relevant for the kids, and not imposed by the teacher.
Using the project method, it is advisable to solve only those problems that do not allow a linear (simple) solution. Since design is an intellectual, labor- and resource-intensive method, it is used to solve really complex and important problems.
Each project combines resource constraints, deadlines, and strict requirements for the finished product. It is easier for children to tune in to business, knowing that they operate in "adult" conditions and solve important problems. So, kids should understand how to allocate their time and the time of the educator, how much paper, paints, pencils or plasticine will be required to complete the project, what should be the result of the work (something material that you can imagine, touch, see). The last point is very important, since the completion of the project is the product, and the result of the activity is the skills and competencies that the children have received. It is impossible to mix the concepts of product and result, as well as create projects for patriotism, friendship, understanding. Such projects are acceptable, but in a different vein: to instill a sense of patriotism, you can study the family tree of the family, study the life of great fellow countrymen, and for friendship, make a collage of photos with friends, collectively perform an important task - take care of plants, make a bird feeder to make friends in the process. The product of the project activity of preschoolers must be socially and financially significant.
Project activity at all stages of childhood involves teamwork. Team building allows children to understand how to interact with parents and caregivers, who to involve as support.

Project activities in kindergarten: varieties of finished projects

Before embarking on the implementation of project work in kindergarten, it is important for educators to understand the difference between the following activities:

research - allows you to learn more about a problem or a phenomenon (subject) of interest, to find the truth;
productive - involves the simplest solution to the problem;
project - implies not only the solution of the problem, but also the development of the situation, therefore, within the framework of the project, preschoolers can use both productive and research, and learning activities, but all of them must lead to the creation of a particular product.

In this way finished projects in kindergarten according to GEF differ:

the presence of a problem that cannot be solved by direct action;
social or personal motivation of all participants in the process;
the targeted nature of the task.

Each project expands children's knowledge in a certain area, forms the necessary skills and abilities in them, and allows enriching the life experience of a preschooler. Children learn to make independent decisions, set goals and achieve them, develop thinking, cooperate and negotiate with other group members.

PROJECT ACTIVITY: THREE CRITICAL ERRORS

Guidelines on the implementation of project activities in kindergarten have been published in the Handbook of the Head Educator of a Preschool Institution, which will help you avoid common difficulties

Depending on the topic of projects in kindergarten, they are divided into:

Research - preschoolers conduct experiments and experiments, finding out the nature of things and the essence of some phenomena, which are subsequently drawn up in the form of exhibitions, presentations, albums or newspapers. They are distinguished by the social significance of topics, the relevance of the problem, the presence of a clear structure and goals.
Game - are carried out with elements of creative games in which children become fairy-tale characters, solving the tasks assigned to them. The participants in the project activities strictly distribute roles among themselves, acting within the framework of role-playing activities, presenting themselves as a fairy-tale character, animal, literary or cartoon characters.
Informational - preschool children choose a topic and its implementation in accordance with their social interests. In the course of work, children collect and analyze information, and then, on its basis, prepare a product and present it. As a result, they learn to generalize and analyze, work with information, share the information received about a phenomenon or object with others.
Creative - implemented in the format of a children's holiday, theatrical performance, interior design, fairy tale or competition. Often they do not have a strictly thought-out structure, the actions of the participants may not be distributed. They reflect the nature of the relationship between children in kindergarten, children and parents, preschoolers and society, the outside world, and teachers. All projects of a creative orientation are divided into categories according to the form of presentation of the result, according to the dominant variety of creativity, according to the motive.
Practice-oriented - reveal socially important problems, the result of the activity has a social color. Such projects are implemented under the condition of a well-thought-out structure, a qualitative distribution of roles and proper organization at each stage of execution.
Open - most often used within different groups of preschool educational institutions, which allows you to bring design to a new level. When work is carried out within the same age group, all participants in the process know the personal and social qualities of each other, the creative capabilities of children. Contacting children different ages, pupils of the preschool educational institution expand the spheres of communication, improve communication and social skills. Joint activities give them new emotions and impressions, younger and older children learn from each other's experience.
Leisure activities - the implementation of entertainment and sports activities.
Complex - in their content combine several types at once.

Any projects in preschool education according to GEF help increase children's self-esteem by recognizing the value of children's achievements and are divided according to the timing of implementation into short-term, implemented within several classes, as well as medium-term and long-term (the latter are studied and implemented within six months or a year). By the nature of the participation of the child, he can be a participant, performer, customer and appraiser in project activities. Since children cannot develop and implement a project on their own, educators, music directors and parents, who are assigned the role of mentors, come to their aid. Consequently, according to the number of participants, all projects are divided into individual, pair, group (project participants - 3-12 people) and frontal (performed by the entire team of the preschool educational institution group).

Individual design contributes to the enrichment of the cultural and social experience of a preschooler, allows him to take the initiative, express his thoughts and experiences, demonstrate abilities, make mistakes and achieve.
Collective projects realize the desire of children to act together, the desire to participate in collective work, solving problems. All this contributes to the emergence of skills of collective cooperation, which are formed through involvement in the implementation of common work. Fulfilling design work, pupils of the preschool educational institution unite, discuss the problem, look for ways to solve it, distribute duties and responsibilities, help each other.
Pair projects are carried out by pairs of children, which contributes to the establishment of friendly and partner relationships, allows them to form the skills of cooperation, compromise, solving complex problems through joint activities.

By the nature of the relationship projects in a group in a preschool educational institution are divided into tasks within the same age group, with the involvement of older or younger children, the participation of parents, representatives of public organizations or institutions.

Method of projects at different stages of preschool childhood

They involve the joint work of adults and children on a specific topic or a selected problem within the framework of cognitive activity. The project methodology is recommended for use in senior and preparatory groups of preschool educational institutions, despite the fact that it can also be used with younger children. It is important for the teacher to take into account that the age characteristics of preschoolers directly affect their role in design:

younger preschoolers tend to observe mainly, and therefore they prefer simple short-term projects, mini-projects that are carried out together with parents or with their active participation;
in the middle preschool age, children are more ready for partnerships, because they can carry out medium-term projects that reveal problems of interest to them;
older preschoolers can better hold interest, stop, concentrate on a specific task, and therefore they are more suitable for longer-term projects that they implement in positions of cooperation with adults.

The project method assumes the equality of adults and children, and therefore parents and educators do not have the right to evaluate or control the activities of kids. Teachers strive to form in children key learning competencies and personality traits that will be indispensable in the future.

Methodists distinguish three stages of using projects that are typical for different age groups of pupils of preschool educational institutions:

Imitative. Children 3-5 years old actively imitate adults in their actions, they are characterized by diligence, therefore, in the implementation of projects, they are assigned a second role. Pupils perform tasks, imitating an adult (teacher or parent), or act according to the proposed example.
Developing. Preschoolers 5-6 years old can already actively cooperate with their peers (find compromises, coordinate actions, distribute functions), they have experience in joint activities. Toddlers at this stage are distinguished by developed self-esteem and self-control, Objective assessment their own and other people's actions, therefore they can independently propose topics for project development, set goals and find means (methods) for their implementation.
Creative. Children 6-7 years old to exercise projects in senior group DOW they need to create certain conditions for the development of creativity, but at the same time they easily set goals, determine the content of their activities, choose ways to implement the task.

During the implementation of project activities, it is not the ideal product that matters, but the quality of the result, the skills that children receive in the process of work, the activation of curiosity, cognitive activity, perseverance and other useful competencies.

	Tasks	The nature of personality development
At preschool age	under the supervision of a teacher, preschoolers enter a problem situation; the teacher encourages them to search and research work, experimentation; thanks to practical experience, the beginnings of research activity appear in children; preschoolers join the process of cognition, they form various competencies, emotional interest, develop imagination, thinking, speech; educators involve children in figurative reproduction, help them get acquainted with phenomena, objects and their application; children learn to understand the goal, to look for ways to achieve it, taking into account new knowledge and past experience.	physical development - motor abilities are stimulated, children realize the importance of taking care of their health (the ABC of Health project); social development - preschoolers are looking for ways to communicate, to know their place in society, their history (project "Me and my family", "Family tree"); cognitive development - ideas about the world around us expand, children learn to apply sensory sensations in practice (projects "The World of Nature", "Favorite Tales"); aesthetic development - mastery of artistic activity, acquaintance with works of art and emotional and value awareness of them (finished projects in the preschool educational institution "Hello, Pushkin!", "World of Theater", "In the Tretyakov Gallery").
At senior preschool age	prerequisites for intellectual and search activity appear; preschoolers supervised by an adult effective methods solve the problem, and then do this work on their own, applying methods to complete the tasks; pupils preschool senior age tend to communicate with adults on an equal footing, use special terms, carry out joint activities; children develop the skills of modeling, experimentation, demonstrate intellectual and search initiative, take the first steps in predicting changes, use generalized algorithms for mental work; children need awareness of the picture of the world, the implementation of productive activities and constructive communication; they are able to identify the problem, find a solution to it, productively using the available methods, and then analyze the results.	physical development - the attitude to one's own health becomes conscious, there is a need to lead a healthy lifestyle, motor abilities develop (projects "Secrets of Ilya Muromets", "A healthy mind in a healthy body"); social development - a positive self-esteem is formed, self-knowledge develops, children master the necessary communicative competencies, realize the meaning and power of speech (projects "Know yourself", "Tales of love", "Who am I?"); cognitive development - the knowledge system becomes more structured, which contributes to the development of creative and cognitive abilities, the performance of logical operations, the desire for modeling and experimentation ("Merry Astronomy", "Magic Country", "Heroes of the Russian Land", "Underwater World"); aesthetic development - preschoolers join the world artistic images and arts, own various types of creative activity and methods of aesthetic assessment (“Book Week”, “World of Theater”, “Great Masters of the Brush”)

Stages of implementation of finished projects in kindergarten

The goal is not finished projects, but the process of their implementation, during which teachers instruct, help, stimulate the interest and active participation of children, and they, in turn, respond with involvement. Work on any project in kindergarten goes through four stages:

Implementation stages	Characteristic
I. Immersion and topic selection	The teacher, together with the preschooler, chooses the most interesting topic for the children, and plans cognitive work. Methodists recommend using a system of three questions: What do I know? What do I want to know? How can I find out? It is important for teachers not only to support the child in his desire to study this or that issue, but also to create conditions for cognitive activity, to organize a dialogue with him. For a successful choice indeed hot topic educators often use the method of creating a problem situation, the awareness of which will help to choose the direction and purpose of project work. You can also choose a section of the preschool educational program as a topic, but it is much more important that the idea of a future project comes from a child who would express surprise, interest, formulating it through an open question that can become the beginning of successful research work, joint for adults and children .
II. Planning	The teacher plans the process of implementing project activities, the content, sets educational tasks, thinks over the types of activities, and collects materials. Then, together with the pupils, he collects Interesting Facts concerning the subject of design, develop a work plan using the example of a thematic diagram, a drawing in which the child will be able to make suggestions. Ideally, the children would take over the planning of the project, and the educator would take on the role of facilitator.
III. Implementation	At the implementation stage, the teacher is assigned the role of an assistant, but not a leader. It is important for him to create the most comfortable conditions for the implementation of the planned, to involve as many types of activities as possible, which will contribute to the comprehensive development of children, their personal, social and educational competencies. In the course of a problematic discussion, the research activity of children, the desire to analyze, compare, experiment, and draw conclusions are activated. In the process of work, children are initiators and active participants in activities: they carry out search work, comprehension, transfer of experience, discussion, practice communication, creative and research activities. Children should have a sense of independent choice, for this the teacher must subtly guide, supervise, but not dominate the decisions and choices of pupils. Other specialists (speech therapist, psychologist, music director, physical education instructor) may be involved in the implementation of the project in the preschool educational institution.
IV. Presentation	Most often, the presentation of the finished project is carried out in the format of a round table, tea party, holiday, performance, exhibition, vernissage, to which parents or family members of the pupils can be invited.
V. Reflection	The final stages of work on project in kindergarten is the reflection of all participants in the project activity: the teacher at the teachers' council or in a personal conversation with the parents of a preschooler talks about changing his own position in the course of the task. As a rule, there is a gradual change from the teaching and organizing role of the educator at the beginning of work to the corrective and guiding role at the stage of product presentation. Children need praise and encouragement, it is important for the educator to discuss the results achieved with them, to help them realize what skills and abilities they have received in the process of work. In the course of communication with a preschooler, it is important for a teacher to show the socially important effectiveness of his work, to show that the entire path of the project was not in vain and it can be used in the future. Employees of the scientific and methodological service also take part in the collective analysis of the results of project activities, who supervised and advised the teacher throughout the work.

The duration of the individual stages of the project implementation depends on the chosen topic, the age of the children, the nature of the project activity, and the number of participants. It is important not only to develop a project, but to bring it to the creation of a finished product that can be presented to the public. The presence of the result will allow children to feel a sense of pride, will stimulate initiative, the ability to analyze, plan, set goals and achieve them. The society receives socially active, creatively developed children marked by civic-patriotic feelings.

Positions of participants in project activities in kindergarten

Project activities in preschool educational institutions are part of a progressive educational process. Since, due to age and lack of relevant experience, children cannot independently find a contradiction, set a goal, plan their activities, the implementation of projects in kindergarten is based on the principles of cooperation between children and adults that accompany each stage of work. Children's projects in kindergarten are implemented in several stages, which involve the following actions for adults and children:

Actions of the educator	Activities of preschoolers
The teacher helps to determine the goals and themes of the project, to formulate the product of the project activity, and through the game situation he designates the tasks to choose the final product (presentation, performance, exhibition of works, wall newspaper).	Kids get used to the problem through the game situation, realize the goals and objectives of the work, complement the tasks, so they learn to independently search for interesting things.
The teacher stimulates the activity of the kids, helps them plan their work, evaluates the necessary resources, selects information, equipment and materials, contributes to the formation of a favorable environment in the team, consults with specialists, discusses a plan for the implementation of long-term projects at the parent meeting or during an individual conversation with parents - short-term.	Pupils are divided or combined into groups, distribute roles within groups, agree among themselves, divide the stages of work.
The teacher gives advice and recommendations on the practical implementation of projects, controls and directs the work, within the main part project activities in kindergarten conducts observations, special classes, walks, games, gives appropriate tasks to children and their families, to find materials and new ways to implement the project, encourages the initiative of children and their parents.	Children acquire a variety of skills and knowledge, master skills in the course of implementing projects in preschool educational institutions according to the Federal State Educational Standard.
The educator presents the results of project activities by designing an album or book (together with the pupil), organizing a leisure event, a holiday, a separate lesson.	Preschoolers help the teacher in preparing a presentation, and then demonstrate the product of collective activity to educators or parents.
The results of work with children are summed up, summarizing the pedagogical experience or speaking at the teachers' council.	Kids reflect on the topic of finished projects in kindergarten, expressing their impressions of the work, evaluate the results of project activities.

In order for the child to realize his needs, reveal his abilities, form a subjective position, the teacher who supervises his project activity should:

represent the child in the role of a researcher, a full partner with his own opinion and goals;
minimally interfere in the process of identifying problems and defining a topic (it is enough for the teacher to listen carefully to the children, to record and analyze their words);
competently and in an accessible form to justify the use of the chosen methods to the parents of pupils and other teachers;
take into account, first of all, the interests of children, their needs, experience, and then the necessary resources and the necessary time frame;
creates a sense of independence for children, guiding them in project activities, helping them come to the right conclusions, see mistakes and right decisions to develop the optimal algorithm of work;
find contacts with parents and, if necessary, with other specialists (a psychologist, observing the process of project implementation, will be able to draw conclusions useful for children);
stimulates the interest and activity of the child, helps to use resources correctly, distribute the load, smooth out conflict situations, helps to find compromises so that children can show their best qualities.

Regardless of whether long-term or short-term projects in kindergarten, to finished projects brought the greatest result, it is important for the teacher to provide comprehensive assistance to his pupils, forming a children-adult community based on the principles of partnership. The success of the finished project and the resulting competencies, as well as the activity of the child and his success not only in education, but also in later life, depend on the correct choice of the tactics of communication between the teacher and the child. There are three forms of organization of partnership between teachers and children:

Joint-individual - each participant performs his part of the work on the project separately, but at the final stage it turns out to be part of the overall product.
Joint-sequential - the result of the work of the previous participant is used for the activities of the next one.
Joint-interacting - participants agree on actions at each stage of the project.

In order for ready-made projects in kindergarten according to the Federal State Educational Standard, which can be downloaded from the link, to fully cover the topic, this integration method is based on numerous methodological techniques. The desire of preschoolers for knowledge is the driving force behind project activities, which are carried out under the guidance of teachers or parents. Children reveal their potential, learn how to plan work, control each stage, predict and evaluate results.

Parents may be interested in what is incomprehensible and difficult to do, help the child find the right source of information, highlight the most interesting, arrange it, help decorate the finished product. But at the same time, adults are forbidden to perform any of the stages without the participation of the child, explaining their initiative by his carelessness, inexperience or incompetence.

Development of the project method: experience of advanced preschool educational institutions

A high degree of adaptability of advanced pedagogical technologies in a modern kindergarten ensures the widespread use of a promising method of integrated learning (project method) in preschool educational institutions, where it allows you to increase creative thinking, educational and research activity of children, ensures the openness of the educational system for parents.

In the process of implementing project activities, children become more socially adapted, attentive and sociable, their play activities become structured and varied. Parent-child relationships are also changing: the child is interested in new things, puts forward ideas, asks questions, which makes it more interesting for parents. Algorithms of interaction between the preschool educational institution and the family are also undergoing changes: family members of pupils become direct participants in the educational process, feeling a sense of satisfaction for the success of their children and their involvement.

The prospect of the project activity lies in the fact that it:

creates a cultural niche for stimulating productive children's initiative that is not provided for by traditional pedagogical methods;
attracts parents to productive activities as much as possible, allowing them to become closer with their children;
allows preschoolers to observe and analyze, compare and generalize, learn to draw conclusions, receive information, develop their communication skills, creativity and thought processes.

At present, in preschool education, traditional education is being replaced by developmental education, which is aimed at the formation of cognitive interest in preschoolers and the need for active creative activity. The project method fully complies with the requirements and can be implemented both within the framework of preschoolers and through.
Under project method is understood as a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of pupils with the obligatory presentation of these results.
Target- to develop the creative abilities of the child's personality, which are determined by the tasks of development and the tasks of the research activities of children.
Tasks:
- teach basic planning;
- to form the skills of collecting and processing information, materials;
- develop creative abilities;
- to form a positive attitude to cognitive, research, creative activities.

Basic requirements for project activities:
- the presence of a problem that requires integrated knowledge and research search for its solution;
- practical, theoretical, cognitive significance of the expected results;
- independent activity of a preschooler;
— use of research methods, i.e. definition of the problem, the research tasks arising from it, putting forward a hypothesis for their solution. Discussion of research methods, design of final results, analysis of the data obtained, summing up, correction, conclusions.

Project typology:
(according to Evdokimova E.S. "Design technology in preschool educational institutions")
— dominant activities in the project: research, search, creative, role-playing, applied (practice-oriented), familiarization and orientation, etc. (research project, game, practice-oriented, creative);
— subject area: mono project (within one field of knowledge), interdisciplinary project;
— nature of project coordination(guidance by the educator): direct (rigid, flexible), hidden (implicit, imitating a project participant, typical for telecommunication projects);
— number of participants project (individual, pair, group);
— duration project (short-term (1-2 lessons), medium-term (up to a month), long-term.

In a preschool institution there may be:
1. Information projects
- aimed at collecting information about some object, familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience;
- the structure of the information project: obtaining and processing information, obtaining results, presentation.

2. Research projects
- a research search is carried out, the results of which are drawn up in the form of some kind of creative product (newspapers, dramatizations, file cabinets of experiments, children's design, a cookbook, etc.)

Example research project you can look b

3. Role projects
- these are projects with elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems in their own way.
4. Creative projects
- as a rule, they do not have a detailed structure of the joint activities of the participants;
— creative projects are classified according to the dominant type of creativity: artistic and visual, artistic and speech, artistic and design, theatrical, musical, etc.)

Teacher activity:
At the 1st stage - determines the topic, carries out planning, organizes a subject-developing environment, informs parents, studies literature.
In the process of joint activities with pupils, he formulates a problem, helps to set a goal, offers to immediately determine the product of the project; immerses in a game (plot), problem situation.
At the 2nd stage - helps to be divided into groups; helps in solving problems; helps to plan activities (where to start). Organizes search, research activities of children
At the 3rd stage - provides practical assistance to children, creates conditions and motivates children. Oversees and coordinates the project. Records information search results, etc.
At the 4th stage - preparation for the presentation. Presentation (protection of the project), evaluation.

Preschool activities:
At the 1st stage - entering the problem, "getting used to" the game situation, accepting the task, suggestions and additions to the final product.
At the 2nd stage - children are organized into working groups, distribute directions for collecting material and areas of responsibility.
At stage 3 - accumulation, systematization and assimilation of new knowledge, skills, abilities
At the 4th stage - preparation for the defense of the project, the manufacture of the final product. Presentation of the products of their activities to the audience

Structure educational project:
- Project name;
— authors, coordinators, administrators, organizers of the project;
— general characteristics project: project participants, project implementation timeframe, project goal and objectives, project hypothesis, expected results;
— stages of the project;
- results of the project, their evaluation, prizes and awards.

Project topics in preschool education are quite diverse, for example:
— Dad, mom, I am a sports family.
— Technique that helps us.
Hello, Olympiad!
— Monuments of our city.
- Toys from a grandmother's chest, etc.

results project activities can be:
— Exhibition, newspaper, magazine.
— Suit, model, collection.
— Musical or artistic work, role-playing game, staging.
— Excursion, hike, travel.
— Demonstration of a product made on the basis of information technology.
- Performance, holiday, video film.

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