Technology of project activities in preschool educational institutions
Anastasia Kudenkova
Technology of project activities in preschool educational institutions
Project activities in preschool educational institutions
The modern approach to preschool education in accordance with the regulations on the Federal State Educational Standard of Education provides not only for the formation of knowledge, skills and abilities of the preschooler and his adaptation to social life, but also for the preservation of a full childhood in accordance with the psychophysical characteristics of the developing personality, learning through a joint search for solutions, providing the child has the opportunity to independently master the norms of culture.
A unique means of ensuring cooperation, co-creation between children and adults, and a way to implement a person-centered approach to education is design technology .
Design is a complex activity , the participants of which automatically, without a specially proclaimed didactic task on the part of the organizers, master new concepts and ideas about various spheres of life.
Project activities will help to connect the process of learning and education with real events in the life of a child, as well as to interest him and captivate him in this activity . It allows you to unite teachers, children, parents, teach you how to work in a team, collaborate, and plan your work. Each child will be able to express themselves, feel needed, which means they will gain confidence in their abilities.
A project is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals.
A project also means an independent and collective creative completed work that has a socially significant result. The project is based ; solving it requires research in various directions, the results of which are generalized and combined into one whole.
project method is a pedagogical technology , the core of which is the independent activity of children - research, cognitive, productive, during which the child learns about the world around him and embodies new knowledge into real products. The essence of the “ project ”
in education consists of such an organization of the educational process in which students acquire knowledge and skills, experience in creative
activity , an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks and projects that have not only cognitive, but also pragmatic value. project method is based on the idea of focusing the cognitive activity of preschoolers on the result that is achieved in the process of joint work between the teacher and children on a specific practical problem (topic)
.
Types of projects
of projects is relevant for preschool education :
1.According to the dominant method: research, information, creative, gaming, adventure, practice-oriented.
2.By the nature of the content: include the child and his family, the child and nature, the child and the man-made world, the child, society and culture.
3. By the nature of the child’s participation in the project : customer, expert, performer, participant from the inception of the idea to the receipt of the result.
4. By the nature of contacts: carried out within one age group, in contact with another age group, within a preschool educational institution, in contact with family, cultural institutions, public organizations (open project )
5.By the number of participants: individual, pair, group and frontal.
6.By duration: short-term, medium-term and long-term.
Projects require a clear structure, defined goals, relevance of the subject of research for all participants, social significance, and thoughtful methods for processing the result.
Three stages are identified in the development of project activity in preschool children, which represent one of the pedagogical technologies of project activity , which includes a set of research, search, problem-based, and creative methods.
The first stage is imitative-performing, the implementation of which is possible with children 3.5–5 years old. At this stage, children participate in the project “in secondary roles”
, performing 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.
The second stage is developmental, it is typical for children 5–6 years old, who already have experience in a variety of joint activities , can coordinate actions, and help each other. The child is less likely to turn to an adult with requests and is more actively organizing 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, and are able to choose the necessary means to achieve the result of the activity . They not only show a willingness to participate in projects proposed by adults, but also find problems on their own.
The third stage is creative, it is typical for children 6–7 years old. At this stage, it is very important for an adult 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 the project and the opportunity to organize it.
The specificity of interaction using the project in preschool practice is that adults need to “guide”
child, help detect a problem or even provoke its occurrence, arouse interest in it and involve children in a joint
project , but do not overdo it with help and care.
Work on a project , including drawing up a well-founded action plan, which is formed and refined throughout the entire period, goes through several stages. At each stage, the teacher’s interaction with children is personality-oriented.
Development of design skills in children
Design abilities are manifested in the interaction of the main management systems of any social organization (person, team, activity )
.
The main function of design is to outline a program and select means for further targeted actions.
The implementation of design technology in the practice of preschool educational institutions begins with an orientation towards the current problem of cultural self-development of a preschooler and familiarity with design . The design process consists of three stages: project , implementation, and analysis of results.
who knows the project as a technology and as an activity can teach a child .
The condition for mastering each stage is the collective mental activity of educators , which allows:
• focus on the creative development of the child in the educational space of the preschool educational institution;
• master the algorithm for creating a project , based on children’s requests;
• be able to connect to the goals and objectives of children without ambition;
• unite the efforts of all subjects of the educational process, including parents.
You can design collectively : matinees, evenings of entertainment, days of creativity, vacations. Creative teams of specialists are capable of developing system and system-translated projects .
DESIGN TECHNOLOGY IN DEE
The sequence of the teacher’s work on the project
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 (maintains the interest of children and parents)
;
discusses the plan with families at parent-teacher conferences;
turns to preschool specialists for recommendations;
together with children and parents, draws up a plan for the project ;
collects information and material;
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 (searching for materials, information, making crafts, drawings, albums, etc.);
organizes a presentation of the project (holiday, activity, leisure, compiles a book, album together with children;
sums up the results (speaks at the teachers' meeting, summarizes work experience)
.
Project criteria
1. Relevance of the project , reality of the proposed solutions, practical focus on the development of the child.
2. Volume and completeness of development, independence, completeness.
3. Level of creativity, originality of the topic, approaches, solutions proposed by the teacher.
4. Reasonedness of the proposed solutions and approaches.
5.Proper design: compliance with standard requirements, quality of sketches, diagrams, drawings.
After defending the project, they move on to its implementation, i.e., to the second stage of work. The third, final, is held in the form of a seminar.
Thematic project
1. Theme and its origin___
___
2. Related activities and concepts that can be studied during the project___
___
3. Materials needed ___
4. Questions for children about the proposed project :
• What do we know?
• What do we want to know?
• How can we find answers to our questions?
5. Evaluation. What new did you learn? (From the point of view of the children and the teacher)
___
___
6. Proposals for expanding and improving the project ___
___
Stages of project activity
Stage 1
"Selecting a Topic"
The teacher’s task is to choose a topic for deeper study together with the children and draw up a plan for cognitive activity . One way to introduce the topic is through the use of “three questions”
: What do I know?
What do I want to know? How to find out? A dialogue with children, organized by a teacher, contributes not only to the development of the child’s self-reflection in the field of knowledge of his own interests, assessment of existing and acquisition of new thematic knowledge in a free, relaxed atmosphere, but also to the development of speech and the speech apparatus itself. Collection of information and planning of educational work within the framework of the project . The teacher's task is to create conditions for the implementation of children's cognitive activities .
Stage 2
" Project "
The teacher’s task is to create conditions in the group for the implementation of children’s plans. Projects implemented through various types of activities (creative, experimental, productive)
.
The uniqueness of the application of the project method in this case lies in the fact that the third stage contributes to the multifaceted development of both mental functions and the child’s personality.
Research activity at this stage is stimulated by problematic discussion, which helps to discover new problems, the use of comparison and contrast operations, the problem presentation of the teacher, and the organization of experiments. Stage 3
"Presentation"
It is important that the presentation is based on a tangible product that has value for children. During the creation of the product, the creative potential of preschool children is revealed, and the information obtained during the implementation of the project . The teacher’s task is to create conditions for children to have the opportunity to talk about their work, experience a sense of pride in their achievements, and comprehend the results of their activities . In the process of speaking in front of peers, the child acquires skills in mastering his emotional sphere and non-verbal means of communication (gestures, facial expressions, etc.)
.
Stage 4
"Reflection"
The interaction between teacher and child in project activities can change as children’s activity increases. The position of the teacher is built step by step as research skills develop and independent activity , from teaching and organizing in the first stages to guiding and correcting by the end of the project .
Also, the technology of project activities can be used within the framework of specially organized training for children (within classes)
.
Such classes have a certain structure and include: creating motivation for project activities ; introduction to the problem; step-by-step solution to the problem in the process of research activities ; the discussion of the results; systematization of information; obtaining a product of activity ; presentation of the results of project activities .
Projects can be : long-term (1,2,3 years, several months, 1 month, several weeks, 1 week and even 1 day.
DESIGN MECHANISM
A teacher is an organizer of children's productive activities , a source of information, a consultant, an expert. He is the main leader of the project , and at the same time he is the child’s partner and assistant in his self-development.
Motivation is enhanced due to the creative nature of children's activities , the child gets acquainted with different points of view, has the opportunity to express and justify his opinion.
Design technology requires an appropriate organization of the subject-development space of the group. The group contains documents, books, various objects, encyclopedias that are accessible to their understanding. It is possible for children to go to libraries, museums or other institutions if necessary for the implementation of the project .
Design technology is focused on the joint activities of participants in the educational process in various combinations: teacher - child, child - child, children - parents. Joint-individual, joint-interacting, joint-research forms of activity .
One of the advantages of design technology is that each child is recognized as important and necessary in the team. He sees the results of the group's collective efforts. A private, specific result of work for children can be a drawing, an appliqué, an album, a written fairy tale, a prepared concert, a performance, a book, a harvest, etc. During the implementation of the project , children develop independence, activity, responsibility, a sense of trust in each other, and interest in cognition.
Thus, in project activities, the child’s subjective position is formed, his individuality is revealed, interests and needs are realized, which in turn contributes to the child’s personal development. This corresponds to the social order at the present stage.
Purpose of pedagogical design technology in preschool educational institutions
The technology of pedagogical design is aimed at the formation of a comprehensively developed personality of the child, endowed with a creative orientation to activity, with freedom to choose his actions.
Figure 1. Instructional design. Author24 - online exchange of student work
Based on the intended purpose of pedagogical design technology, we can identify a number of tasks for its application in preschool educational institutions:
- Creation of a developmental environment in preschool educational institutions;
- Creating conditions for the implementation of diverse projects that reflect the solution of certain educational tasks;
- Motivating children to learn and actively create;
- Mastering techniques for working with information resources;
- Formation of adequate self-esteem in preschoolers;
- Creating a comfortable microclimate in the preschool educational institution, which allows maintaining a favorable emotional and psychological mood of the child;
- Assisting children in their emancipation, mastering material of any degree of complexity, developing skills in solving complex problems;
- Preparation to perform a variety of social roles;
- Formation of skills of conscious mental activity;
- Formation of an active life position of a preschooler.
Finished works on a similar topic
Course work Technology of pedagogical design in a preschool educational organization 430 ₽ Abstract Technology of pedagogical design in a preschool educational organization 280 ₽ Examination Technology of pedagogical design in a preschool educational organization 210 ₽
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