The relevance of project activities in preschool institutions

The relevance of project activities in preschool institutions

Olga Danilenko

The relevance of project activities in preschool institutions

Nowadays in the pedagogical environment and in particular in preschool , a lot of attention is paid to design - pedagogical and children's. And for many teachers it is not entirely clear why design is needed in kindergartens . In this article I will try to explain and reveal the relevance of projects in working with children . The desire to observe and experiment, to independently seek new information about the world are the most important features of normal child behavior. Research and search activity is the natural state of a child. Children's need to search is biologically determined. Every healthy child is a little explorer from birth. He is determined to understand the world, he wants to get to know it as best as possible. It is this internal desire for research that gives rise to exploratory behavior and creates the conditions for the child’s mental development to initially develop in the process of self-development. The project-based teaching method is innovative for preschool institutions. It is aimed at developing the child’s personality, his cognitive and creative abilities. Project activities, like no other, support children's cognitive initiative in kindergarten and family settings. This topic is very relevant for a number of reasons .

Firstly, it helps the child gain early social positive experience in realizing his own plans. If what is most significant for a child is also of interest to other people, he finds himself in a situation of social acceptance, which stimulates his personal growth and self-realization.

Secondly, the ever-increasing dynamism within social relationships requires the search for new, non-standard actions in a variety of circumstances. Non-standard actions are based on originality of thinking. Thirdly, project activities help to go beyond the boundaries of culture (cognitive initiative)

culturally - in an adequate way.
It is project activity that allows not only to support children’s initiative, but also to formalize it in the form of a culturally significant product. Also, the topic of the project method is relevant for a number of reasons :
- federal state requirements (FSES)

to the structure of the basic general education program
of preschool education, they say that the program of a preschool educational institution should be built taking into account the principle of integration of the educational field in accordance with age capabilities and the specifics of educational fields.
— a person must, as early as possible, gain positive social experience in realizing his own plans.

— the ever-increasing dynamism of economic and social relations requires the search for new, non-standard actions in a variety of circumstances. Non-standard actions are based on originality of thinking.

Project activities of both teachers and preschoolers significantly change interpersonal relationships between peers and between adults and children. All participants in project activities gain experience in productive interaction, the ability to hear others and express their attitude to various aspects of reality. A new round of interest in the project as a way of organizing life activities is explained by its potential integrativity, compliance with developmental education technology, and ensuring children’s activity in the educational process. What is the modernization of education, in particular preschool ? According to T. A. Danilina (a well-known scientist in the field of psychology and pedagogy, pedagogical design arises in response to the social order for education and is carried out on the basis of pedagogical foresight and forecasting, serves as the process and result of the development of a scientifically based model of the rational characteristics of specific socio-pedagogical objects or their states in terms of solving certain social and pedagogical problems. Pedagogical design can become a way to develop the ability to exist in a field of uncertainty, a space that requires development. A modern teacher must have the knowledge and skills of pedagogical design and organization of project activities aimed at transforming the future in the field of education and education of preschoolers ... Thus, using in our work pedagogical design , and in working with preschoolers , the methodology of working with children to organize project activities project-based learning technology )

, we implement a personality-oriented and developmental approach to training and education.
Project activities allow us to :
1. Increase the professional level of teachers and the degree of their involvement in activities , make the team more united;

2. Form professional interaction between teachers and preschool children, which is based on the subjective attitude of the teacher to the child, an individual approach, taking into account the child’s zone of proximal development, a motivational approach, a friendly attitude towards the child, develop a system of productive interaction between participants in the educational process (children are involved in the project parents communicate with each other and with the teacher, and during pedagogical design all participants in the educational space of the kindergarten communicate with each other), as well as the scientific principles of constructing the basic general education program are implemented and the integrative qualities of the child are developed, which are the final results of the children’s mastery of the educational program.

The project-based teaching method promotes the development of independent thinking, helping the child to build confidence in himself and his own capabilities. It provides for a system of education in which children acquire knowledge and master skills in the process of completing a system of planned practical tasks. This is learning through search and cognitive activity , which is aimed at the result that is obtained when solving a problem. project method allows you to raise an independent and responsible personality, develop the child’s creative and mental abilities, and also promotes the development of determination, perseverance, teaches you to overcome problems that arise along the way, and most importantly, the ability to communicate with peers and adults, increases the child’s authority before peers and his own self-esteem . At the heart of every project lies some kind of problem. After all, the themes of the projects are born precisely from the interests of children

project method was reflected in the ideas of domestic scientists of the 20s: B.V. Ignatiev, V.N. Shulgin, N.K. Krupskaya. And recently, the theoretical foundations for the design of individual educational systems and technologies have been actively developed in scientific and pedagogical literature (V. S. Bezrukov, V. P. Bespalko, V. I. Zvyaginsky)

.As an option for an integrated method of teaching
preschoolers, a number of scientists consider project activities , such as T. A. Danilina, M. B. Zuikova, L. S. Kiseleva, T. S. Lagoda, etc.
The use of the project method in preschool education makes it possible to significantly increase children's independent activity. project method becomes a way of organizing the pedagogical process, based on the interaction of the teacher, parents and pupils with each other and the environment, and also makes the educational system of preschool institutions more open to the active participation of parents. Consequently, the project method is relevant not only for kindergarten, but also for society and the family as a whole.

Summary

The promise of the project method in the preschool educational system is that it provides the opportunity to develop observation and analysis of phenomena, comparison, generalization and the ability to draw conclusions, creative thinking, logic of knowledge, inquisitiveness of mind, joint cognitive-search and research activities , communication and reflective skills and much more that are components of a successful personality.

A promising method in the DOE system is that it allows the development of observation and analysis of phenomena, comparisons, generalizations, and skills to draw conclusions, creative thinking, logic of knowledge, inquisitive mind, a joint educational and research activities, communication and reflective skills, and much more, what are the ingredients of a successful personality.

Literature

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

. Veraksa N. E. Project activities of preschoolers . Manual / N. E. Veraksa, A. N. Veraksa. - M.: Mozaika-Sintez, 2008. - 112 p.

. Vinogradova N. A. Educational projects in kindergarten . Manual / N. A. Vinogradova, E. P. Pankova. - M.: Iris-Press, 2008. - 208 p.

. Evdokimova E. S. Design technology in preschool educational institutions / E. S. Evdokimova. - M.: TC Sfera, 2006. - 64 p.

Danilina T. A., Zuikova M. B., Kiseleva L. S., Lagoda T. S., Project method in the activities of preschool institutions : A manual for managers and practitioners of preschool educational institutions

Article “Project activities of a teacher in a preschool educational institution in accordance with the Federal State Educational Standard for Educational Education”

Sidorova Natalya Sergeevna,

senior teacher

MKDOU
No. 3 in Mirny
“Project activities of a teacher in a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education.”

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

Firstly, in connection with the introduction of the new “Law on Education in the Russian Federation” on September 1, 2013, preschool education becomes the first level of general education. Preschool childhood is the main and most important stage when the foundations of personal development are laid: physical, intellectual, emotional, communicative. This is the period when a child begins to realize himself and his place in this world, when he learns to communicate, interact with other children and with adults.

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

The Federal State Educational Standard for Preschool Education states that it is necessary to develop motivational readiness for learning, and not just teach the child to read, write, etc. After preschool life, the desire to learn should appear.

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

Part 1 General provisions

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

1. Basic principles of preschool education:

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

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

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

Part 2. Requirements for the structure of the educational program of preschool education and its volume

1. The program is aimed at:

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

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

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

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

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

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

Project method as a pedagogical technology

- this is a set of research, search, problem methods, creative in nature, that is, it is based on the development of children’s cognitive skills, the ability to independently construct their knowledge, navigate the information space, and develop critical and creative thinking.

The main purpose of the project method

— providing children with the opportunity to independently acquire knowledge when solving practical problems or problems that require the integration of knowledge from various subject areas.

It follows from this that the chosen topic is “projected” onto all educational areas offered by the Federal State Educational Standard for Education, and onto all structural units of the educational process, through various types of children's activities. Thus, the educational process is holistic and not broken into parts.

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

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

Problem;

Design or planning;

Search for information;

Product;

Presentation.

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

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

At the heart of any project is a problem

, the solution of which requires an exploratory search;

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

development of children's communication abilities, cognitive and creative skills.

The main goal of the design method

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

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

And now I want to give an example of how a teacher uses the project method in a preschool educational organization.

On the edge of two worlds, light and dark, in the middle of a dense forest, from ancient times old Yaga lives in a hut on chicken legs. Without Baba Yaga, few Russian fairy tales have an impact. So my middle school children and I (when I worked as their teacher) started thinking about how Baba Yaga got into the fairy tale? Why does she live alone in a dense forest? Who is she, this mysterious old woman? Is she good or evil? Where is her homeland? Doesn't she live in our northern forests? The children had a lot of questions, and we decided to find answers to them using the project method.

We decided to name our project:

"Our Pomeranian Baba Yaga." This project is designed to solve the problems of the additional part (regional component) of the “Childhood” program, under the section “A child gets to know his small homeland.” Based on the interest of children in the middle group (one of the boys collects Babok-Yozhek and brings them to kindergarten to show each time a new exhibit from his collection). And also based on the interest in our hobby of the children of the neighboring - older group. Therefore, children aged 4-6 years old became participants in the project.

Project type:

search and creative

Project duration:

mid-term (1 month - March)

Project participants:

children, teachers and parents of the middle “B” and senior “B” groups of MKDOU No. 3 “Snow White”.

Subject field:

Russian folk tales.

Problem formulated by children:

Is Baba Yaga kind in Russian folk tales and where is her homeland?

The goal of the project for children:

Find out where Baba Yaga comes from and determine her role as a fairy-tale character in fairy tales.

Tasks

posed to children: read with their parents or teacher several popular fairy tales in which Baba Yaga is present; find out whether she is good or evil and what role this character plays in fairy tales; check the assumption that Baba Yaga’s birthplace is the Arkhangelsk region; analyze the image of Baba Yaga and draw conclusions.

Product Description

received by children as a result of the project: an exhibition of drawings, plasticine crafts, applications “The Fairytale Image of Baba Yaga”; production of baby books with tales about Baba Yaga of one’s own composition, participation in the presentation event “Baba Yaga Visiting Children”

The purpose of the work for the teacher:

leadership of research to study the homeland of Baba Yaga through familiarization with the folk culture of the North.
Tasks for the teacher:
Collect literature on this topic; organize an exhibition of works in which Baba Yaga is present; organize an exhibition of creative works of children and parents in the group “Pomorye at Lukomorye”; organize direct educational activities for children, physical education activities with children and parents on the street, a final celebration and make a presentation of this project; activate children's thinking in the process of resolving specially modulated problem situations; trace the continuity in work on the project between children of the middle and senior groups.

Description of the result of work on the project obtained by educators:

exhibition of creative crafts of children and parents “Pomorye near Lukomorye”, exhibition of books “Baba Yaga in Russian folk tales”, exhibition of children’s works “Baba Yaga through the eyes of children”, exhibition of children’s books with author’s fairy tales about Baba Yaga, presentation of the project.

Purpose of work for parents:

Establishing trust and partnerships with parents, creating conditions for a favorable climate of interaction with parents for situational business, person-oriented communication based on a common cause.

Tasks for parents:

To orient parents to the formation of prerequisites for the creative development of the child; in the interaction between the family and the preschool educational institution, continue to form norms of behavior and positive relationships with peers and adults; in partnership between preschool educational institutions and parents, to continue to develop in children a patriotic attitude towards their small homeland.

Description of the result of work on the project received by parents:

Exhibition of creative crafts by children and parents “Pomorye near Lukomorye”, exhibition of books “Baba Yaga in Russian folk tales”, exhibition of children’s books with fairy tales about Baba Yaga, participation in physical education activities.

OO in accordance with the Federal State Educational Standard for Educational Education, the content of which is included in the project:

"Cognitive Development".

Familiarization with nature, the geographical location of the Arkhangelsk region, a comparative analysis of the forest where Baba Yaga lives with the forests in the Arkhangelsk region.

"Social and communicative development."

Formation of skills of polite treatment, goodwill, discipline. Development of communication skills with children from other preschool groups and adults.

"Speech development."

Formation of children's active vocabulary in accordance with the topic. Developing the ability to construct complete answers and the ability to listen carefully. Stimulating the desire to participate in a conversation, developing auditory attention. Reading poems, riddles, Russian folk and original fairy tales in which Baba Yaga is present. Writing fairy tales with Baba Yaga. Watching films and cartoons with Baba Yaga.

"Artistic and aesthetic development."

Drawing, modeling, applique of the fairy-tale character Baba Yaga and the hut on chicken legs; making a geese-swan “mobile”; making baby books. Acquaintance with the works of painting by V. Vasnetsov, V. Stepanov. Listening to a play by P. Tchaikovsky, musical pictures for performance by the orchestra of A. Lyadov “Baba Yaga”, a play by M. Mussorsky “The Hut on Chicken Legs”, music by A. Prokofiev “The Fairy Tale”; listening to and performing “Babok-Ezhek Ditties” from the cartoon “The Flying Ship”

The project was developed taking into account all types of activities of children in preschool educational institutions: educational activities, conversations, games, creativity, holidays and entertainment, reading fiction, etc.

The main task of the teachers was to create conditions for situational-business, person-oriented communication based on a common cause, in which effective forms of interaction between parents and preschool educational institutions were chosen.

At all stages of the project activities, almost all tasks related to the formation of key competencies in children of middle and senior preschool age were solved.

At the search stage, a survey was conducted among children in order to identify existing knowledge about Baba Yaga. We read a lot of Russian folk tales with the children and learned the meaning of unknown words. Based on fairy tales, we drew a conclusion about the essence of the image of Baba Yaga. Having gone through all stages of the project, we came to the conclusion that Baba Yaga is one of the most famous and mysterious creatures on Earth. She is not always evil and insidious, she often helps the hero, but she is still dangerous, because she has magical powers that can destroy.

We consider this project a success. The children learned a lot of new things about Baba Yaga, systematized their existing knowledge, expanded their vocabulary, broadened their horizons, and tried to independently analyze the character of some literary heroes. It became clear that one should always be very careful when reading any work of fiction, since only thoughtful reading will make it possible to make some new discoveries.

The work was carried out with the help of parents, which always affects the effectiveness of completing tasks, increasing the child’s interest in the subject and improving relationships in the family. With the help of our parents, we learned the answer to the question that interests us: “Where is the birthplace of Baba Yaga?”

Using the works of famous folklore researchers, as well as their own materials and observations, scientists have found many facts confirming that Baba Yaga comes from the northern outback. “It is possible that the mysterious hut on chicken legs is nothing more than the “storage store” or “chamya”, widely known in the North - a type of outbuilding on high smooth pillars, designed to store gear and supplies.”

In addition, most of the tales about Baba Yaga were written down in the Arkhangelsk region. A book of local fairy tales has been published in Krasnoborsk, which contains works by young and not-so-young authors. Three children's fairy tales are dedicated to Baba Yaga. Why are we worse than the Krasnobor boys? The children of the older group, who joined us during the project, came up with and wrote down their fairy tales about Baba Yaga in little books. We read them to each other and gave them to the children in the middle group. (In most boys’ fairy tales, Baba Yaga is evil, but in girls’ stories she is kind).

And the children of the middle group organized an exhibition of creative crafts “Pomorye at Lukomorye” and invited children from other preschool groups to visit them. Thus, the problem of continuity between children of different age groups in MKDOU No. 3 was solved.

Many more generations of children will grow up reading Russian fairy tales, where Baba Yaga is evil and insidious, but at the same time funny, amusing, and kind. Fairy tales once again remind us that good and evil live side by side in this life, but good always wins. We were interested in the proverb “A fairy tale is a lie, but there is a hint in it for good fellows” and the children and I set ourselves a new problem: to find out what fairy tales teach us?

Even though some people believe, as we found out, that Baba Yaga comes from the Kaluga or Yaroslavl regions, we still came to the conclusion that Baba Yaga is ours and her homeland is the Pomeranian land!

The impenetrable fairytale taiga remains only with us, and the storytellers and storytellers themselves live out their lives in remote Pomeranian villages.

There is a Russian spirit here and it smells of Russia. And we are pleased with the concern of our parents in preserving and passing on to the younger generation the love of fairy tales, pride in our Arkhangelsk land, and careful preservation of the roots of folk art.

The ability to use the project method is an indicator of a teacher’s high qualifications and his progressive methods of teaching and developing children.

List of used literature:

1. www.ru.wikipedia.org

2. htt: // sueverija. Narod.ru/ Muzei/Jaga.htm

3. https://www.ezocat.ru/index

4. Golitsyna I.A. Pomorie. Treasury of the Russian North. – Yaroslavl: White City, 2009 – p.48

5. Evdokimova E.S. Design technology in preschool educational institutions. - M: Creative Center, 2008 - p.48

6. Zabylinin. Russian people. Its customs, rituals, legends, superstitions and poetry.

7. Morozova L.D. Pedagogical design in preschool educational institutions from theory to practice. — M: Creative Center, 2010

8. Nikolaeva N. Together with Grandmother Yaga. / Preschool education No. 1, 2013 – p.74

9. About Russian fairy tales, songs, proverbs, riddles of the folk language: Essays. - M: Children's literature, 1988. — 176 p.

10. Propp V.Ya.. Historical roots of a fairy tale. L., 1996, 1989 - p. 135.

11. Sazhina S.D. Technology of integrated classes in preschool educational institutions: Methodological manual. – M.: TC Sfera, 2008. – 128 p. – (Appendix to the journal “Preschool Education Management”) - p.92

12. Holy Rus'. Great Encyclopedia of the Russian People. Russian literature / Comp. O.A.Platonov. – M.: Institute of Russian Civilization, 2004.

13. Schoolchildren's Reader. Russian folk tales. – M.: Planet of Childhood, 1999.

14. Tsyganenko G.P. Etymological dictionary of the Russian language. – Kyiv: Glad. school, 1989.

Report on the topic: “Project activity as a modern educational technology in preschool educational institutions”

The teacher’s first step in working on a project is choosing a topic. In younger groups, the choice of project is made by the teacher, based on the interests of the children or diagnostic data. In groups of senior preschool age, the choice of project topic can be made by both the teacher and the children, in accordance with their desires and level of development. Children are participants in planning, their questions, ideas, proposals and life experiences are important criteria for selecting the content of the project. The second step is thematic planning on the selected problem, which takes into account all types of children's activities: play, cognitive-practical, artistic-speech, labor, communication, etc.

At the stage of developing the content of classes, games, walks, observations and other activities related to the theme of the project, educators pay special attention to organizing the environment in groups and in the preschool institution as a whole. The environment should be a backdrop for search activities and develop curiosity in preschoolers. When the basic conditions for working on the project have been prepared (planning, environment), the joint work of the teacher and children begins.

The implementation of any project in a preschool educational institution can be divided into certain stages:

Stage 1 – goal setting:

The teacher brings the problem up for discussion with the children. As a result of a joint discussion, a hypothesis is put forward, which the teacher invites the children to confirm in the process of search activity.

Stage 2 – development of a joint action plan to achieve the goal.

At this stage, a general discussion is held. Using the “three questions” model, the teacher, together with the children, draws up a plan for cognitive activity. It is important here that the teacher shows patience, respect for the point of view of each child, and tact in relation to ridiculous statements. For children of primary preschool age, the teacher can use hints and leading questions; older preschoolers need to be given more independence. The solution can be various activities: reading books, encyclopedias, contacting parents, specialists, conducting experiments, thematic excursions. The proposals received may be an addition or change to the teacher’s already prepared plan.

It is important that the teacher is able to show flexibility in planning and subordinate his plan to the interests and opinions of the children.

the 3rd stage begins - the practical part.

The implementation of projects occurs through various types of activities (creative, experimental, productive). The teacher’s task at this stage is to create conditions in the group for the implementation of children’s plans. The environment around the child should be unfinished, unfinished, so that he can think out, try, guess. Research activity at this stage is activated through problematic discussion, which helps to discover new problems, the use of comparison and contrast operations, the problematic presentation of information by the teacher, and the organization of experiments.