Creative project activity in dow. Projects

Project activity in the preschool educational institution is a unique way to ensure co-creation, cooperation between adults and kids. It allows to implement a personality-oriented approach to upbringing and education.

Project activities in the preschool educational institution contribute to the development of the creative abilities of preschoolers, turns them into active participants in all events taking place in kindergarten.

Significance

Project activity in the preschool educational institution according to the Federal State Educational Standard is a mandatory tool for the work of educators.

At the moment, this method is considered as an activity. It is a promising pedagogical technology.

Project activity in the preschool educational institution has a certain structure, features, and performs several functions. Note that this method does not replace the educational and upbringing program used for preschool children, but complements it.

Functions

Project activity in a preschool educational institution is an activity for thinking through and organizing the pedagogical process within the framework of a specific topic that has a result. This pedagogical technology contributes to the development of the environment by the preschooler.

Technologies of project activity in the preschool educational institution are intended for the development of a creative free personality, adapted to social conditions.

The concept of a method

Currently, it is considered the most striking, developing, significant method. This is explained by the fact that design and research activities in the preschool educational institution are a universal tool that allows you to guarantee consistency, focus, and effectiveness.

The project method is the sum of cognitive and educational techniques that allow solving a certain problem in the course of independent actions of preschoolers.

Children's project activities in a preschool educational institution involve the presentation of the results obtained, that is, it contributes to the development of public defense skills in the younger generation.

Such training can be considered as a way of organizing the pedagogical process, based on interaction with the environment, gradual practical work to achieve the intended goal.

The basis of technology

The organization of project activities in a preschool educational institution is associated with the idea of orienting the cognitive work of preschoolers to the result achieved in the course of cooperation with a teacher and parents. Working on a specific problem involves the application of the necessary skills and knowledge in certain educational areas, which is an excellent incentive for self-development and self-improvement.

The pedagogical process in the preschool educational institution is organized taking into account the age characteristics of the kids, their cognitive activity.

As an object of design, an educational program, factors of the educational process that contribute to the achievement of the goals set are considered.

The purpose of project activities in the preschool educational institution is to build individual educational and educational trajectories for each preschooler.

It is difficult for a child at this age to independently identify contradictions, formulate a problem, set a goal. That is why children's creativity is accompanied by the support of the educator, parents. Moms and dads help kids not only with the search for information, but they themselves can be included in the educational process.

Such cooperation helps to establish an atmosphere of trust between adults and children, the involvement of mothers and fathers in the success of their baby.

Since the game acts as the leading type of activity at preschool age, a variety of game and creative projects are planned and implemented in preschool educational institutions.

Goal and tasks

Younger and older preschool age involves the solution of two types of design problems:

socio-pedagogical;
psychological.

The second design option is associated with educational processes within a specific age interval: the development of methods of activity, the formation of skills, as well as the socialization and maturation of preschoolers.

To solve such problems, the project method is used, which is the basis for successful education, upbringing, and development of preschool children.

The main purpose of the project methodology in the preschool educational institution is the development of a creative, liberated personality of the child, capable of successful adaptation in society.

General tasks of the development of preschoolers

Depending on age, there are:

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

The main tasks that the teacher sets when working with children of primary preschool age:

Introduction of kids into a game problem situation, where the leading role belongs to the teacher.
Experiments for children - a way to develop the prerequisites for search activities.
Formation of search skills that contribute to the resolution of a problem situation (together with the educator).

The tasks that the teacher sets in the work for children of senior preschool age:

Formation of conditions for intellectual growth.
Development of skills for independent resolution of the proposed problem situation.
Development of the desire to have a constructive conversation in the course of joint project activities.

Classification and types

The teacher uses different means of project activities in the preschool educational institution. Currently, there is their classification according to some criteria:

target installation;
topics;
duration;
the number of participants.

Consider the main types of project activities in preschool educational institutions used in the framework of the second generation of the Federal State Educational Standard.

One of them is research creative work related to the creation of a finished product. For example, it can be experiments for children, a newspaper, an application.

Not only kids, but also their parents can be involved in such a project.

Game and role-playing work involves children's creativity, allows you to involve preschoolers in solving a specific problem. For example, through the efforts of parents, educator, children, a holiday is being prepared with fairy-tale characters who find themselves in difficult situations. Only the kids themselves can help the characters cope with problems.

Informational, practice-oriented projects are aimed at collecting information about a particular natural phenomenon, object from various sources by preschoolers. After the literature has been processed, on its basis, the preschooler, under the guidance of the educator, begins to implement the idea, focusing on social interests:

caring for plants in a living corner;
group decoration for the New Year;
preparation of materials by March 8.

in the preschool educational institution according to E. S. Evdokimova

According to the dominant feature, projects are divided into creative, research, adventure, informational, practice-oriented, gaming.
By the nature of the content, it is assumed that the work of a preschooler and his family, nature and the child, culture and society.
Depending on the degree of participation of a preschooler: expert, customer, areas of activity.
By the nature of the contacts established: within the same group, together with the family, institutions of art, culture, public associations.
By the number of participants: paired, individual, frontal, group.
By implementation period: medium duration, short-term, long-term.

Features of creative activity

The topics of project activities in preschool educational institutions may be different, they depend on the target audience. Currently, research is being carried out not only in educational institutions of the middle and higher levels, but also in kindergartens.

The most common in DOW are considered information projects. They are aimed at collecting information about one object, familiarizing the group members with it, analyzing the results obtained, generalizing the observed facts. The structure of this work includes:

receiving, processing information;
providing the finished product (result);
project presentation.

Creative projects aimed at the joint creativity of children and adults, they can be performed in a playful way. Of great interest to preschoolers is the work associated with artistic creativity, design. For example, you can come up with a musical project for the New Year holidays.

Adventure (game) projects involves the active involvement of children in the work. Each member of the creative team receives a specific role, a real opportunity to show their individual abilities. This option of activity contributes to the formation of independence of preschoolers, helps the teacher to form teamwork skills, develop the communication skills of each pupil of the preschool educational institution.

The senior preschool age is that fertile period when it is possible to stimulate the child's desire for active cognitive activity.

For example, by the joint efforts of the educator, parents, children, you can prepare a fairy tale in a puppet theater for a matinee. Young actors in the process of working on this project will be able to improve their speech skills. The guys from the senior group of the preschool educational institution will also be able to show the finished performance to the kids, feeling like real actors.

The degree of creativity in such activities is quite high, so preschoolers develop the skills necessary for adaptation in elementary school.

Practice-oriented projects, chosen to work with preschoolers, suggest an expected, specific result aimed at social interests. Such an activity requires serious preparation on the part of the educator.

For some, the teacher corrects the activities of preschoolers, discusses the results, helps the kids put the finished product into practice.

Within the same group, you can use open projects. In the process of working on them, there are no additional problems, since children and parents know each other perfectly. Preschoolers have a real opportunity to demonstrate their creative abilities, gain teamwork skills, acquire additional knowledge and skills. At the same time, psychologists recommend that teachers be careful when choosing open projects for work. With excessive isolation of groups within one educational institution, preschoolers will not have the opportunity to gain experience in cooperation with children of other age groups, this will negatively affect the process of their adaptation at school.

Contacts with representatives of different ages are needed for preschoolers to expand the scope of communication and social experience.

Individual activity

If in schools, lyceums, gymnasiums individual activity is considered the most common type of research work, then in preschool educational institutions it is used much less frequently.

An individual project involves the full involvement of the child in the process. It is rather problematic to achieve such an effect due to the age characteristics of preschool children. They are active, it is difficult for them to concentrate on the same type of activity for a long time. That is why individual research projects are a rarity in kindergartens.

Among those options that can also be attributed to independent creative work, in preschool children are offered essays, applications, drawings for fairy tales, stories. Of course, moms and dads can help them in their work, turning an individual task into a way of spending joint leisure time, an exciting activity for the whole family.

Teamwork contributes to the formation of cooperation skills among preschoolers, allows the teacher to involve the kids in creative activities. Children learn to distribute responsibilities within a small group, to look together for ways to solve the problem assigned to them, to answer to other children for the stage that they were entrusted with.

In addition to the experience of collective creativity, preschoolers get a lot of impressions, positive emotions, which is an excellent option for forming friendly relationships between peers.

Group projects are designed for 3-12 participants solving a common problem. After completing the work, small researchers present the finished product, while gaining public defense skills.

Ways to implement projects in a preschool educational institution

This process is a complex and responsible task assigned to the educator of the second generation of the Federal State Educational Standard. The teacher, when planning such an activity, takes into account the age characteristics of preschoolers, thinks over the duration of each stage of the project.

We offer several specific examples of such work.

The ABC of Health project is designed for 2 years, its participants are children from the younger group of preschool educational institutions, as well as their parents. At the first stage, serious work is supposed to be done with the mothers and fathers of babies, carried out in the form of lectures, conversations, and trainings. The purpose of such activities is to familiarize parents with the age characteristics of preschoolers, explaining to them the importance of maintaining the prevention of colds.

The project involves a medical worker, a psychologist of the preschool educational institution. With the joint efforts of parents, educator, physical education teacher, music worker, psychologist, physician, an algorithm for the prevention of colds in children is thought out, methods are selected that are optimally suited for babies.

The second stage of the project, dedicated to improving immunity in children of primary preschool age, is associated with the practical implementation of the chosen method of hardening.

For example, after a daytime sleep, the kids, moving in a circle, perform comic exercises, while rubbing themselves with a wet mitten. Gradually, the duration of the exercises increases, the temperature of the water for rubbing decreases.

To monitor the results of the implementation of the project, the health worker monitors the statistics of colds in the kids involved in the project.

At the third (final) stage, the results of the work carried out are summarized, the change in the number of children with colds is analyzed, and conclusions are drawn about the advisability of introducing hardening.

Project "We are responsible for those we have tamed"

Each kindergarten group has its own living corner. If earlier it was possible to see pets in it, now, in addition to fresh flowers, aquariums with fish are installed in many preschool educational institutions. The project is aimed at instilling in the younger generation the skills of caring for wildlife. Each child receives a specific task:

watering flowers;
dusting the leaves of flowers;
transplanting plants (under the guidance of a teacher);
fish feeding.

This project is long-term, it contributes to the formation in children of a sense of responsibility for living beings.

Gradually, the teacher redistributes responsibilities between the kids so that each of them has different practical skills and abilities.

Project "Young Actors"

Preschoolers of 5-6 years of age are happy to take part in various creative activities. That is why one of the projects designed to work with older preschoolers can be considered the creation of your own theater. Together with the teacher, parents, preschoolers create characters for their productions. Next, the repertoire is selected, the distribution of roles between novice actors takes place. At the next stage of the implementation of this project, rehearsals are expected. They contribute to the development of speech skills, the formation of communication skills, allow kids to show their creative abilities. The children first show the finished performance in their group, then they can perform it in front of their parents and other preschoolers.

Conclusion

It is difficult to imagine a modern preschool educational institution that does not use different options for project activities. Collective types aimed at involving the maximum number of preschoolers in creative work are considered optimal and most effective for preschool educational institutions.

Kids are happy to get involved in preparations for the holidays, prepare concerts for their parents, create real “masterpieces” of modern art for them from paper and cardboard.

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 expand 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, which appeared relatively recently in the pedagogical piggy bank of preschool education, today is focused on unlocking the potential of children, the synthesis of 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 the 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 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 productive, research, and educational activities, but all of them should lead to the creation of a certain product.

Thus 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, high-quality distribution of roles and proper organization at each stage of implementation.
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 with children of 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 implementation time 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. Carrying out project work, pupils of the preschool educational institution unite, discuss the problem, look for ways to solve it, distribute duties and responsibilities, and 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. Kids at this stage are distinguished by developed self-esteem and self-control, an objective assessment of 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 the senior group of preschool educational institutions 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; under the supervision of an adult, preschoolers find effective methods for solving the problem, and then do this work on their own, applying methods to complete the tasks; senior preschool pupils strive to communicate with adults on an equal footing, use special terms, and 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 become familiar with the world of artistic images and art, master 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. To successfully select a really relevant 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 a 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 regarding the subject of design, develop a work plan using the example of a thematic diagram, a drawing in which the child can 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 held in the format of a round table, a tea party, a holiday, a performance, an exhibition, a 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 their 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 to come to the right conclusions, see mistakes and correct decisions in order to develop an optimal work algorithm;
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.

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

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

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

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

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

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

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

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

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

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

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

So what is a PROJECT?

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

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

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

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

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

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

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

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

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

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

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

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

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

Junior preschool age

Learning objectives:

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

Improvement of mental processes:

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

4. speech development.

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

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

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

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

Senior preschool age.

Learning objectives:

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

Formation of the prerequisites for educational activities:

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

Formation of design and research skills and abilities:

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

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

Project planning starts with questions : "For what Do you need a project?”, “What is it for?”, “What will be the product of the project activity?”, “In what form will the product be presented?”

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

Project work

The first step is choosing a theme.

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

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

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

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

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

The second stage is the implementation of the project.

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

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

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

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

The sequence of work of the teacher at this stage:

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

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

The third stage is the presentation of the project.

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

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

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

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

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

The fourth stage is reflection.

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

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

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

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

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

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

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

Other types of projects are also significant, including:

complex;

intergroup;

group;

creative;

individual;

research.

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

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

Advice for kindergarten teachers

Project activities in kindergarten.
Project method in the activities of the preschool educational institution.
Finished projects in kindergarten

From birth, a child is a discoverer, a researcher of the world that surrounds him. Everything is a first for him: sun and rain, fear and joy. Everyone is well aware that five-year-old children are called "why". The 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 of problem situations, experimentation, experimental research activities, solving crossword puzzles, charades, puzzles, etc.

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

Variability of using the integrated method quite varied.

Full integration (environmental education with art literature, fine arts, musical education, physical development)
Partial integration (integration of art literature and art)
Integration based on a single project, which is based on a problem.

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

classes with the inclusion of problematic situations of children's experimentation, etc.;
complex block-thematic classes;
integration:
− partial integration;
− full integration;
projects method:
− the form of organization of the educational space;
− method of development of creative cognitive thinking.

Approximate work plan of the educator for the preparation of the project

Based on the studied problems of children, set the goal of the project.
Development of a plan to achieve the goal (the teacher discusses the plan with the parents).
Involvement of specialists in the implementation of the relevant sections of the project.
Drawing up a plan-scheme of the project.
Collection, accumulation of material.
Inclusion in the plan of the project scheme of classes, games and other types of children's activities.
Homework for myself. execution.
Project presentation, open session.

The main stages of the method of projects

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

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

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

3. Project execution- practical part.

4. Summing up - definition of tasks for new projects.

Projects are currently categorized as:

by composition of participants;
by target setting;
by topic;
in terms of implementation.

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

research and creative projects: children experiment, and then the results are drawn up in the form of newspapers, dramatization, children's design;
role-playing projects(with elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems posed in their own way);
information-practice-oriented projects: children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.);
creative projects in kindergarten(designing the result in the form of a children's holiday, children's design, for example, "Theater Week").

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

Other types of projects are also significant, including:

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

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

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

Development tasks:

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

Research tasks are specific for each age.

In early childhood, these are:

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

At the senior preschool age it is:

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

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

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

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

Topic consultations:

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

Workshops:

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

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

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

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

Junior preschool age

Learning objectives:

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

Improvement of mental processes:

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

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

Lines of personality development.

Physical development:

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

social development:

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

cognitive development:

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

aesthetic development:

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

Senior preschool age.

Learning objectives:

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

Formation of the prerequisites for educational activities:

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

Formation of design and research skills and abilities:

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

Lines of personality development.

Social development:

development of self-knowledge and positive self-esteem;
mastering ways of extra-situational-personal communication;
high level of communicative competence;
awareness of the functions of speech (individual project "Me and my family", "Family tree", project "Tales of love", group projects "Know thyself");

Physical development:

development of a conscious attitude to 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 lovers of the book "Magic Country", group projects "Ural Gems", "Underwater World", "Merry Astronomy", intergroup project "Seasons", complex projects “Hello, Pushkin!”, “Heroes of the Russian Land”);

Aesthetic development:

in-depth familiarization with art, a variety of artistic images;
mastery of various types of thin. activities;
development of abilities for aesthetic evaluation (role-playing project "Visiting a Fairy Tale", complex projects "Echo of Centuries", "Book Week", "World of Theater").

Block theme	Project name	Product of children's activity
Heritage	"Echo of the Centuries"	"Temporary tape" (work with encyclopedias, selection and systematization of illustrative material, fine arts, manual labor, theatrical performance)
	"Defenders of the Fatherland"	Historical album "Defenders of the Fatherland" (drawings, paper plastic, children's writing) Practical workshops (making posters, invitations, costumes) Theatrical performance "Heroes of the Russian Land"
	"Hello, Pushkin!"	Creation of the albums "Pushkin and Nanny", "Pushkin's Family", "Friends, our union is beautiful!", "In Pushkin's places". Didactic games "Pushkin's Tales", crosswords and logical tasks based on fairy tales, practical workshop "Fashion of the Pushkin era", "Small theatrical meetings", "Meetings by the fireplace" (Pushkin's fairy tales in painting, sculpture, music) Children's books "Hello, Pushkin!", "Pushkin's Tales" Layout "At Lukomorye" Theatrical performance "Pushkin's Tales", "Pushkin's Ball".
	Projects "Family Tree", "My Family", "Secrets of the Grandmother's Chest"	"Family tree" Album of drawings "My family" Exhibition of family heirlooms.
"I'm in the human world"	Projects in kindergarten: 1) "My friends" 2) "In our Neskuchny Garden" 3) "Children's Day" 4) "Tales of Love" 5) "Merry etiquette"	Albums (ind.) (drawings + funny stories) Theatrical sketches, publication of newspapers and magazines Project "Kindergarten of the Future". Issue of a wall newspaper. Carnival. Development of a children's code. Literary lounge. Making Valentines. School "Marquise of Etiquette"
"The world around us"	"Four forces" "Seasons" "The World of Animals and Birds" "Ural Gems"	Card file of experiences. Making collages Children's book "This is a dangerous element" Children's book, dance miniatures, collages. Handwritten magazines, books, writing, creative work Collage, children's book "The Legend of the Stones"
"The world around us"	"Merry Astronomy" "The Complaint Book of Nature" "In the Land of Numbers and Figures" "Useful things" "From Carriage to Rocket"	Quiz "Through thorns to the stars" Theatrical sketches "Unexplored Planet", "Journey to the Moon". Composition of Star Tales. Writing fairy tales on behalf of natural objects. "Forest Newspaper". Issue of the journal "Ecological traffic light of the city" Collages. Geometric vernissage. Theatrical sketches. Mathematical show "Alice in the country of mathematics". Encyclopedia "From the history of things" "Adventures of things" - writing fairy tales about ordinary things. Making a children's book by means of constructive activity. Children's brochures by type of equipment (transport). "Our Helpers" (a book about the history of household appliances).
"You and Your Health"	"Me and my body" “Windows to the world. sense organs" "Your nutrition and health" "Journey of a pie" (the structure of the digestive system) "Life Forces" About vitamins and health "How We Breathe" (Oxygen's adventure)	Diary "I'm growing up" Project "Country of Aibolitiya" "Benefits and harms" (projects on the senses) Mini projects "What is food for?" Children's book "Adventures in the country of vitamins", compiling a card file of dishes. Composition of fairy tales, poems, theatrical sketches. “How did fruits and vegetables argue about their benefits?” Tablet "Harm-benefit" "For Clean Air" (poster) Children's Book of Tempering

Approximate scheme for the implementation of the project "Family"(st. dosh. age)

Program Sections	Types of children's activities
Game activity	Role-playing game "House", "Family"; "Furniture Salon", "Salon of clothes for the home", etc. Dramatization games based on works: "Turnip", "Little Red Riding Hood", "Geese-swans", etc. Board game "My apartment".
social development	Thematic sessions on the Convention on the Rights of the Child. Rights and obligations in the family. Compilation of a "Family Tree" (in the context of the past and future), a map-scheme of the microdistrict with the designation of houses where children live, albums "Traditions of our family", "My small homeland", "Kaleidoscope of birthdays" (zodiac signs of the children of the group, issue each family of the newspaper "The happiest day in the family" (for the birthday of the child). Meetings in the video salon "Your own director".
Speech and verbal communication	Creative storytelling of children on the topics “A day off in my family”, “My loved ones”, “Our favorite pets”, “summer in the country”, “Our journey”, “The world of family hobbies”, “I will be mom (dad)”, How do I help at home? Word creation. Creation of albums "My family" (drawings, photographs, poems of children). Joint participation of children and parents in literary drawing rooms.
Health and physical development	Drawing up a daily regimen for each family, a competition for family complexes of morning exercises, tempering procedures. Joint hiking trips "Let's go to the pool together." Inter-family competition "Mom, dad, I am a sports family." Organization of a family mini-cafe. Presentation "Favorite dish of my family", compilation of the book "Family Recipes". Classes in the culinary class (conducted by parents, educators, chef).
COGNITIVE DEVELOPMENT
The world we live in	Classification (furniture, dishes, household appliances, food). Geographic representations. Drawing up a plan-scheme "My House", making a layout "My District", working with maps "My City".
Nature	Collages "Pets". Compilation of family albums "Indoor plants", "What grows in our country house."
Beginnings of the charter	Mathematics "Growth and age of family members", a joint game of children and parents "Family budget". Compilation of a dictionary of the names of family members "What do the names mean"
Construction	"House of my dreams", "Country house", "Homework". Plane modeling - drawing up plots from a mosaic on a family theme.
AESTHETIC DEVELOPMENT
Hood. literature	Proverbs and sayings about the family. Reading fairy tales "Wild Swans", "Sister Alyonushka and brother Ivanushka", Nenets fairy tale "Cuckoo". Selective reading: A. Lindgren "The Kid and Carlson", Odoevsky "Town in a snuffbox", L. Tolstoy "Stories for young children". Memorization: E Blaginina "Let's sit in silence."
art and design	Drawing "My family", "Family portraits", "We are on vacation", "My house", "My room", "Wallpaper in a new apartment". Issue of family newspapers. Drawing up ikebana, bouquets, panels, collages from natural material (with the participation of parents) Exhibitions "Family hobby".
Theatre	Family mini-performances, writing scripts for children's entertainment, theatrical sketches "Family Dialogues". Joint visits to theaters by families.

Project development algorithm

Stages	Tasks	Project team activities	The activities of the scientific and methodological service
Elementary	Definition of the problem (topic). Selecting a group of participants.	Clarification of available information, discussion of the assignment	Motivation for design, explanation of the purpose of the project
Planning	Problem analysis. Identification of sources of information. Statement of tasks and selection of criteria for evaluating results. Distribution of roles in the team.	Formation of tasks, accumulation of information. Selection and justification of the success criterion.	Assistance in analysis and synthesis (at the request of the group). observation.
Decision-making	Collection and clarification of information. Discussion of alternatives. Choosing the best option. Refinement of action plans.	Working with information. Synthesis and analysis of ideas.	observation. Consultations.
Performance	Project implementation	Work on the project, its design.	Observation, advice (at the request of the group)
Evaluation of results	Analysis of project implementation, results achieved (successes and failures)	Participation in the collective project analysis and self-assessment	observation. The direction of the analysis process (if necessary)
Project Protection	Preparing for the defense. Justification of the design process. Explanation of the obtained results, their evaluation.	Project protection. Participation in the collective evaluation of the results of the project.	Participation in the collective analysis and evaluation of the results of the project.

Esmira Huseynova
Project. Project activities in the preschool educational institution

« Project. Project activities in the preschool educational institution." Prepared by the teacher Guseynova Esmira Elmanovna.

The purpose of this work is to study design in preschool educational institution.

To achieve this goal, the following tasks:

Review the development history project activities in the preschool educational institution.

To study the psychological readiness of older preschoolers to participate in projects.

Learn the methodology projects in preschool with children of the older group.

Choose a theme project activities in the preschool educational institution.

The subjects of study is the use projects in the activities of the preschool educational institution.

The object of the study is the process of developing the readiness of older preschoolers design in preschool.

Method projects originated in the second half of the 19th century. in agricultural schools in the United States, then was transferred to a comprehensive school. John Dewey (1859–1952, an American idealist philosopher, one of the leading representatives of pragmatism, set out to make a child's life meaningful, rich in creative work and significant achievements, proposing for this "to build learning through its expedient activity, focusing on his personal interest and the practical necessity of the acquired knowledge in later life.

In domestic pedagogical practice, the founder of the theory and practice of pedagogical design A. S. Makarenko is rightfully considered. He considered the educational process as a specially organized "pedagogical production". He was an opponent of the spontaneous process of education and put forward the idea of developing "pedagogical technique".

N. E. Veraksa, Doctor of Psychology, has been conducting research since 2000 on the development of children's initiative and its implementation in project activities. He noted that the use of projects in work with preschoolers, it helps to increase the initiative and self-esteem of the child.

In a programme "Gifted child in public school" A. I. Savenkov defines three levels of implementation "research learning":

1.1.1. the teacher formulates the problem;

1.2. the teacher develops a strategy and tactics for its solution;

1.3. The child finds a solution on his own.

2. 2.1. the teacher formulates the problem;

2.2. the child independently / collectively / is looking for a solution method;

3. 3.1. the child formulates the problem;

3.2. the child develops a strategy and tactics for its solution;

3.3. The child finds a solution on his own.

Features of the senior preschool age were comprehensively studied by domestic teachers and found their coverage in the works of Z. I. Ikunina, N. N. Poddyakov, A. L. Venger, A. D. Leontiev and others.

Senior preschool age is the last of the periods of preschool age, when new formations appear in the child's psyche. This is the arbitrariness of mental processes - attention, memory, perception, etc. - and the resulting ability to control one's behavior, as well as changes in self-image, self-consciousness and self-esteem.

In accordance with the characteristics of the development of preschoolers at this age stage, the motives for participating in project activities for them become:

Direct connection project with life, interesting events and unusual properties of familiar objects;

Ability to achieve objectively and subjectively significant results;

indivisibility activities on educational areas;

Wide range of species activities;

The importance of not only the result, but also the process and ways to achieve it;

Ability to act at your own pace, choose forms of interaction;

To show cognitive, creative, business activity, independence;

Apply previously acquired knowledge and skills, experience and competencies.

Management project activities leads to a change in the position of the teacher. From a carrier of ready-made knowledge, he turns into an organizer of cognitive activities of their pupils. I would like to draw attention to the fact that, given the age-related psychological characteristics of preschool children, coordination project should be flexible enough, that is, the teacher unobtrusively directs children's activities organizing separate stages project. Talking about general approaches to structuring project according to H. E. Veraksa can be divided into the following stages

1. The initial stage at which the topic is determined project, goal; her relevance: "What do we know?", "What do we want to know?"; duration is determined project.

2. Planning stage. At this stage, together with the children, we draw up an action plan to achieve the goal, using the symbols, we enter it in a pre-prepared table "Where can we find information?":

Who do we turn to for help?

What sources can you find information from?

What can we get as a result of the search.

3. The stage of collecting information. The purpose of this stage is an: the formation of ideas of children of senior preschool age about the world around them by the method project activities. To achieve this goal, a number of activities are carried out, depending on the topic. project:

Placement of material on the information field;

Creation of a subject-developing environment;

Tours;

observations;

Educational games and exercises;

Experiments, experimentation, etc.

4. Stage of generalization of information. This stage involves combining the collected information into a single whole, creating the final product, on which we use the following methods generalizations:

Album design;

Creation of books on the topic;

Creation of layouts;

Organization of an exhibition of works;

Conducting entertainment;

Presentation projects according to research conducted with children and parents in kindergarten.

5. Reflective stage: "What new have we learned?", this is the final step project where we evaluate the results of our joint work, identify the completeness of the disclosure of the topic, determine the topic of the next project.

But, despite all the above, when organizing project activities In kindergarten, teachers may face the following problems.

The discrepancy between the traditional form of organization of the educational process and the nature project activities.

Not distinguishing between the subject and object positions of the child. The teacher should organize a problem situation for children, but should not offer his own options for solving the problem. Otherwise, the child will be in an object position

The need to form the subjective position of the teacher. It is impossible to develop the child's subjectivity while remaining in a rigid, fixed position. The teacher, by virtue of his professional experience and education, has fairly stable ideas about how you can and should act in various situations.

Theme and content projects for children of older preschool age can be very diverse. Depending on the dominant methods used in the work on project - gaming, creative, informative, we can offer the following typology and topics projects.

Gaming:

- "A game-journey to the underwater kingdom";

Role-playing game "Theatre";

A game "Building the City of the Future";

- "Journey to the Ancient World";

- "Building a fabulous snow town".

Creative:

Autumn (spring, winter) opening day;

musical fairy tale (optionally);

Table theater (inventing a fairy tale, making characters, scenery and showing a performance to kids and parents);

- "Fun Fair";

Creation of a film library of drawn filmstrips;

Arts Festival "Spring drops".

cognitive:

Magazine "Why";

- "Journey to the Realm of Mathematics";

Competition "My Pedigree";

- "Red Book"(creation of a book from drawings of rare and endangered species of plants, animals, birds).

Significant other types projects, therein including:

- complex: "World of theater", Hello Pushkin!, "Echo of the Centuries", "Book Week";

- intergroup: "Math collages", "The World of Animals and Birds", "Seasons";

- group: "Tales of Love", "Know Thyself", "Ural Gems", "Undersea world", "Merry Astronomy";

- individual: «» Me and my family”, Genealogical tree”, "Secrets of Grandma's Chest", "Fairy Bird";

- research: "Water World", "Breath and Health", "Nutrition and Health".

By duration projects may be short term (from 1 lesson to 1 day) and lengthy (from 1 week to 3 months).

By the end of the twentieth century. new species have been developed projects. E. Polat (1999) characterizes projects according to their typological signs:

- according to the dominant method: research, information, creative, game, adventure, practice-oriented;

- by the nature of the content: include the child and his family, the child and nature, the child and the man-made world, the child, society and its cultural values;

By the nature of the child's participation in project: customer, expert, performer, participant from the inception of an idea to obtaining results;

- by the nature of contacts: carried out within one age group, in contact with another age group, within the preschool educational institution. In contact with family, cultural institutions, public organizations (open project) ;

- by the number of participants: individual, pair, group and frontal;

- by duration: short-term, medium-term and long-term.

Work on project, which includes drawing up a reasonable action plan, which is formed and refined throughout the entire period, takes several stages:

1) goal setting;

2) search for a form of implementation project;

3) development of the content of the entire educational process based on topics project;

4) organization of a developing, cognitive, subject environment;

5) determination of directions of search and practical activities;

6) organization of a joint (with teachers, parents and children) creative, exploratory and practical activities;

7) work on parts project, correction;

8) collective implementation project, its demonstration.

In conclusion, I would like to note that design constitutes an important area of knowledge children's activities which is not compensated by the development of other forms of activity of preschoolers. Project activity has a number of characteristics that have a positive impact on the development of a preschool child.

Also, we, the developers of the course work, have prepared some tips for the educator on working on project.

1. Deeply study the topic project.

2. When drawing up a joint plan for working with children on project support children's initiative.

3. Interest each child in topics project, support it

curiosity and sustained interest in the problem.

4. Create game motivation based on the interests of children and their emotional response.

5. Introduce children into a problem situation that is accessible to their understanding and based on children's personal experience.

6. Tactfully consider all the solutions proposed by the children Problems: the child should have the right to make mistakes and not be afraid to speak out.

7. Observe the principle of consistency and regularity in work on project.

8. In the course of work on project create an atmosphere of co-creation with the child, using an individual approach.

9. Develop children's creative imagination and fantasy.

10. Get creative with implementation project; to orient children to the use of accumulated observations, knowledge, impressions.

11. Gently involve parents in collaborating on project, creating a joyful atmosphere of joint creativity with the child.

Creative project activity in dow. Projects

Significance

Functions

The concept of a method

The basis of technology

Goal and tasks

General tasks of the development of preschoolers

Classification and types

in the preschool educational institution according to E. S. Evdokimova

Features of creative activity

Individual activity

Ways to implement projects in a preschool educational institution

Project "We are responsible for those we have tamed"

Project "Young Actors"

Conclusion

Finished projects in kindergarten: characteristics of pedagogical innovation

Project activities in kindergarten: varieties of finished projects

PROJECT ACTIVITY: THREE CRITICAL ERRORS

Method of projects at different stages of preschool childhood

Stages of implementation of finished projects in kindergarten

Positions of participants in project activities in kindergarten

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

Advice for kindergarten teachers

Project activities in kindergarten. Project method in the activities of the preschool educational institution. Finished projects in kindergarten

Project activities in kindergarten.
Project method in the activities of the preschool educational institution.
Finished projects in kindergarten