“The project method as an innovative pedagogical technology in preschool education”

“The project method as an innovative pedagogical technology in preschool education”

“The project method as an innovative pedagogical technology in preschool education”

Relevance of the
project
In accordance with the ever-increasing requirements that modern life dictates to us and which are laid down in the Law of the Russian Federation “On Education”, the national doctrine of education in the Russian Federation and the concept of modernization of Russian education, an educational institution (regardless of what programs it uses to build the educational process ) must:

●ensure individualization for each child;

●provide conditions for self-determination and self-realization of the individual;

●realize the child’s right to free choice of activities, opinions and thoughts;

●remember that the child is an active participant in the pedagogical process;

●involve children in activities without psychological coercion, based on their interest in the content and forms of activity, taking into account their social experience;

●to ensure the emotional, personal and social-moral development of the child, to preserve and strengthen the health of children.

Therefore, Russian preschool educational institutions are actively restructuring their own work in accordance with the new regulatory document - the Federal State Educational Standards for Preschool Education (FSES).

In this regard, the task before us, educators, is to educate an individual who is able to integrate into society, behave positively in it, think independently, obtain and apply knowledge, think and make independent decisions. After all, modern children should know and be able to do a lot more than their peers 15-20 years ago, so teachers’ constant concern is choosing the most effective means of teaching and education.

All these requirements can be realized only under one condition - to change the organization of the pedagogical process in preschool educational institutions, by choosing the most effective means of teaching and education, which requires the widespread introduction of innovative and alternative forms and methods of conducting educational activities into the pedagogical process. Traditional education is being replaced by productive learning, which is aimed at developing creative abilities, developing preschoolers' interest and need for active creative activity. One of the promising methods to help solve this problem is the project method

.

What is a project?

The term “project” was borrowed from classical Latin, in which it originally meant “thrown forward,” “protruding,” “conspicuous.”

According to the definition of the American educator, the founder of the project method, William Hurd Kilpatrick, a project

- this is any action performed with all the heart and with a specific purpose.

What is the project method?

Project method

– pedagogical technology aimed at teaching children project activities.

Project activities

individual and collective subject - this is (respectively) individual or group (collective) activity aimed at achieving a set goal - solving a specific problem that is significant for the participants in the project activity and formalized in the form of a certain final product.

Project method

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

The essence of the project method

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 of projects that have not only cognitive, but also pragmatic value.

The project is a model of three questions:

What do we know?

What do we want to know?

What do you need to do to find out?

“Everything 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. In other words, the 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).

The knowledge acquired by children during the project becomes the property of their personal experience. They were obtained in response to questions posed by the children themselves in the process of “doing.” Moreover, the need for this knowledge is dictated by the content of the activity. Children need them and therefore are interesting to them. After all, from birth, a child is a discoverer, an explorer of the world that surrounds him. Everything is a first for him. Everyone knows that children are called “why”. A child cannot find the answer to all his questions on his own; teachers and parents help him.

Why is the project method needed?

It is one of the methods of developmental education, since it is based on the development of children’s cognitive interests.

It is projects that are able to link the not-so-fun educational process with real events that happen from time to time in a child’s life, which attracts and can interest even the most restless child.

Allows you to develop a system of productive interaction between project participants.

Project activities in preschool educational institutions allow you to turn any team into a cohesive team, whose members will be able to work together to solve even the most complex and non-trivial problems. In such conditions, every child can feel needed and interested in performing an important task.

The child’s subjective position is formed, his individuality, creative abilities, and logical thinking are revealed.

The teacher's competence increases.

Project classification:

Currently, projects can be classified according to the following criteria:

a) by composition of participants:

group, subgroup, personal, family, couples, etc.

c) the dominant type of activity in the project:

—informational and social

. During the implementation of this project, children collect and study information from books, the Internet, magazines and other sources. Designed in the form of a video, newspaper, or folding folder. For example "My pet"

—practice-oriented

or regulatory projects. During this project, a set of rules is created that are used in the activity. The results are presented in the form of an album, a memo, drawings, and a model. For example, "Road ABC".

—creative projects

. Children master various types of creative activities. The design takes place in the form of a holiday, concert, design, album, exhibition, dramatization. For example, "Autumn Fantasies"

—research projects

. Children get an answer to the question of why this or that phenomenon exists and how it is explained. The results are presented in the form of newspapers, albums, diagrams, models. For example, “What kind of water is there?”

—game projects

. Children take on the role of a character and solve problems in a playful way.

The development and implementation of such a project is the most difficult. By participating in it, designers take on the roles of literary or historical characters, fictional heroes in order to recreate various social or business relationships through game situations. The result of the project remains open until the very end. An example is a role-playing game.

d) 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);

e) by implementation time:

- short-term (one or several lessons - 1-2 weeks);

- average duration (2-3 months);

- long-term (for the academic year).

Stages of work on the project:

Stage I - goal setting, problem

Planning any project activity must necessarily begin with discussion and reflection on the following questions: “Why is this work needed at all?”, “Why is it worth doing?”, “What will happen to the final result of the work after completion of the work?”, “In in what form should the product be sold?

A problem is brought up for consideration and discussion by children, which is proposed to be resolved as a result of joint activity, or a hypothesis is put forward that needs to be confirmed.

Stage II - development of a joint plan to achieve the goal

(the hypothesis is the goal of the project)

It turns out that the children already know about the topic of the project. What do they want to know? How to find answers to your questions. Based on the results obtained, forms of work are planned that will allow us to resolve the questions raised: reading books, observing, contacting parents, experiments, excursions, experiments, etc.

Stage III - search and accumulation of material

Searching for information, sources of information, surveys, contacting specialists, parents, equipment and materials to work with.

Stage IV - practical, project implementation

It is important to remember that design and research activities in preschool educational institutions should actively use not only the creative method of cognition. Experiments, practical tasks, problem situations, practically useful things are very important, during which the child gains invaluable experience that will be useful to him in later life.

In general, the uniqueness of the project method lies in the fact that it promotes the diversified development of the student’s personality: the child becomes an integral, comprehensively developed personality with well-developed self-esteem and the ability to be responsible for all his actions.

Stage V – presentation

The project activity ends with the organization of a presentation on the topic covered. During this event, the creative potential of each preschooler is perfectly revealed, and all the information that the children received while working on the project finds practical application.

The presentation can take different forms, but the results must be visible:

exhibitions, albums, newspapers, mini-museums, photo exhibitions, collections, holidays, videos, etc.

It’s easy to remember the stages of the project: these are the five Ps, the five fingers on your hand:

1.Problem

2.Planning

3.Search for material

4.Practical implementation

5.Presentation

But in fact, every teacher organizing a project in a preschool educational institution should have the sixth “P” of the project - this is his Portfolio, i.e. a folder in which all working materials are collected, including drafts, daily plans, notes and other teaching materials used during project activities.

Features of organizing project activities with preschoolers:

Necessary has its own specifics when applied in preschool education. This is due to the age characteristics of preschool children, which must be taken into account.

A preschooler cannot independently determine a goal or plan, or identify a problem, so project activities in a preschool educational institution are in the nature of cooperation, in which children, teachers and even parents participate, who can become full participants in the project. In most cases, the child has to be “guided”, helped to detect the problem, and in some cases, directly contribute to its occurrence. It is important to try to “draw” the children into a joint project, but it is extremely important in this case not to overdo it with guardianship.

Children 3-5 years old:

At this stage, children participate in the project “in a secondary role”, 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.

Children 5-6 years old:

By this age, children already have experience in a variety of joint activities, can coordinate actions, and help each other. The child is less likely to turn to adults 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.

Children 6–7 years old:

The share of children's independent activities is increasing significantly. 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 a project and the opportunity to organize it.

Types of teacher activities within the framework of the “Project Method” technology:

Within the framework of the “Project Method” technology, the following types of teacher activities are possible:

●the teacher sets a goal based on the needs and interests of the child (children);

●involves preschoolers in problem solving;

●outlines a plan for moving towards the goal (together with children and (or) parents, maintains the interest of children and parents);

●discusses the project implementation plan at a parent meeting (if the project is labor intensive);

●seeks recommendations from preschool education specialists;

●works together with children and parents to plan the project;

●collects information, material;

●organizes classes, games, observations, excursions (events of the main part of the project),

●offers tasks for parents and children to work independently;

●encourages independent creative work by 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);

●consults project participants at all stages of its implementation.

An approximate structure for teachers to prepare a report on a project carried out at a preschool educational institution

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

The topic of the project and its origin, relevance.

The purpose and objectives of the project.

System web for the project.

All types of children's activities and forms of joint activities during the project are listed. All of them are distributed according to educational areas, clause 2.6. GEF DO:

social and communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development.

Also, the system web indicates forms of interaction with family and social partners during project activities, forms of joint activities within the project during sensitive moments.

Expected results of the project: for children, for teachers, for family members.

Brief summary of the project: for all stages completed.

Project product description: for children, for teachers, for parents.

Presentation of the project - demonstration of the project products to others (it is appropriate to place photographs of the project product).

Reflection of a teacher using the “Project Method” technology

Preschool teachers who use the project method in their professional activities note the following:

“The project method is one of the methods of integrated teaching for preschoolers, which is based on the interests of children.”

“In the process of project activities, children’s independent activity increased.”

“Acting independently, children learned in different ways to find information about objects and phenomena that interested them, and used their knowledge to create new objects of activity.”

“Project activities contributed to the formation of independence and deeply motivated cognitive activity in children.”

“Project activity is one of the leading ones in achieving educational results.”

“Children become more emotional, their vocabulary is activated, and their imagination develops.”

“Children get pleasure from the result of the work done.”

Conclusions:

Thus, during the implementation of the project, each child develops a certain position on a specific issue. Children get the opportunity to reveal their creative potential and show everyone their individuality.

The project method affects not only the intellectual side of development, but also feelings, emotions, and attitude towards the world around us. Children can freely think and express their opinions, and, most importantly, act. And active activity is the most effective type of information perception.

All this has an extremely beneficial effect on the development of the child’s personality, contributes to the formation of normal self-esteem, and ideally prepares preschoolers for their further education and for life in general.

The project method allows you to move from traditional, relay, knowledge transfer to active learning methods.

A Chinese proverb says:
“
Tell me and I will forget, show me and I will remember, let me try and I will understand.”

These words very succinctly reflect the essence of the project method.

Informational resources:

Literature

Bliznetsova V.S. Management of project activities of preschool teachers // Directory of a senior teacher of a preschool institution, 2009, No. 9.

Veraksa N. E., Veraksa A. N. Project activities of preschoolers. A manual for teachers of preschool institutions. - M.: Mosaic - Synthesis, 2008. - 112 p.

Evdokimova E. S. Project as motivation for knowledge // Preschool education. - 2003. - No. 3.

Morozova L.D. Pedagogical design in preschool educational institutions; from theory to practice. Supplement to the magazine "Preschool Education Management". Sphere, -2010.

Khabarova T.V. Pedagogical technologies in preschool education. Saint Petersburg. Childhood-Press. 2011.

Shtanko I.V. Project activities with children of senior preschool age. Journal "Management of a preschool educational institution", 2004, No. 4.

Internet sources

https://dohcolonoc.ru/proektnaya-deyatelnost-v-detskom-sadu.html

8

Project activities in preschool educational institutions: approaches, content

Currently, in preschool education, traditional education is being replaced by developmental education, which is aimed at developing creative abilities , developing cognitive interest and the need for active creative activity in preschoolers. The project method fully complies with the requirements of the Federal State Educational Standard for preschool education and can be implemented both within the framework of the cognitive development of preschool children and through the integration of educational areas .

The project method as a set of educational and cognitive techniques that make it possible to solve a particular problem as a result of independent actions of students with the obligatory presentation of these results.

The goal is to develop the creative abilities of the child’s personality, which are determined by the developmental tasks and tasks of the children’s research activities.

Objectives : - teach basic planning; — develop skills in collecting and processing information and materials; — develop creative abilities; - to form a positive attitude towards cognitive, research, creative activities.

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

Typology of projects : (according to E. S. Evdokimova “Design technology in preschool educational institutions”) - the dominant activity in the project: research, search, creative, role-playing, applied (practice-oriented), orientation, etc. (research project, game, practice-oriented, creative); — subject-content area : mono project (within one area of ​​knowledge), interdisciplinary project; — the nature of project coordination (leadership from the teacher): direct (rigid, flexible), hidden (implicit, simulating a project participant, typical for telecommunications projects); — number of project participants (individual, pair, group); — duration of the project (short-term (1-2 lessons), medium-term (up to a month), long-term.

A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or determine a goal (intention). Therefore, in the educational process of a preschool educational institution, project activities are in the nature of cooperation, in which children and teachers of the preschool educational institution take part, and parents and other family members are also involved. Parents can not only be sources of information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process. In this way, parents can enrich their teaching experience, experience a sense of ownership and satisfaction from their successes and the successes of their child [1]

The specificity of using the project method in preschool practice is that adults need to “guide” the child, help detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project, without overdoing it with parental care and help. Project activities in kindergarten can be represented as a way of organizing the pedagogical process, based on the interaction between teacher and student, a way of interaction with the environment, step-by-step practical activities to achieve the goal [1].

In a preschool institution there may be [2]: 1. Information projects - aimed at collecting information about some object, familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience; — structure of the information project: receiving and processing information, obtaining results, presentation.

An example of an information project can be viewed here.

2. Research projects - a research search is carried out, the results of which are presented in the form of some kind of creative product (newspapers, dramatizations, card indexes of experiences, children's design, cookbook, etc.)

An example of a research project can be viewed here.

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

An example of a creative project can be viewed here.

Activities of the teacher : At stage 1 - determines the topic, carries out planning, organizes a subject-development environment, informs parents, studies literature. In the process of joint activities with students, he formulates a problem, helps set a goal, and offers to immediately determine the product of the project; immerses you in a game (plot) problem situation. At stage 2 - helps to divide into groups; helps in solving problems; helps plan activities (where to start). Organizes search and research activities of children. At stage 3 - provides practical assistance to children, creates conditions and motivates children. Monitors and coordinates the project. Records the results of information searches, etc. At stage 4 - preparation for the presentation. Presentation (project defense), evaluation.

Activities of preschoolers : At stage 1 - entering into the problem, “getting used to” the game situation, accepting the task, suggestions and additions to the final product. At stage 2 , children are organized into working groups, assigned directions for collecting material and areas of responsibility. At stage 3 - accumulation, systematization and assimilation of new knowledge, skills, abilities. At stage 4 - preparation for project defense, production of the final product. Presenting the products of your activities to the audience

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

Sample topics:

• complex:
  “World of Theater”, “Hello, Pushkin!”, “Echo of Centuries”, “Book Week”;
• intergroup:
  “Mathematical collages”, “The world of animals and birds”, “Seasons”;
• creative:
  “My friends”, “In our boring garden”, “We love fairy tales”, “The world of nature”, “Rowan berries of Russia”;
• group:
  “Tales of Love”, “Know Yourself”, “Underwater World”, “Fun Astronomy”;
• individual:
  “Me and my family”, “Family tree”, “Secrets of grandma’s chest”, “Fairytale bird”;
• research:
  “The World of Water”, “Breath and Health”, “Nutrition and Health”.

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

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

Sources:

• Kovylyaeva L. A., Tretyakova N. I. Using technology of project activities in teaching preschoolers // Scientific and methodological electronic journal “Concept”. – 2021. – T. 46. – P. 167–175. – URL: https://e-koncept.ru/2016/76508.htm.
• Project activities in preschool educational institutions
• https://doshvozrast.ru/metodich/konsultac04.htm

Colleagues!

Let's think about it...

What place does project activity occupy in preschool education?

CHILDREN'S TIME. In nursery-garden No. 92, every child can feel like a scientist

Every child can feel like a scientist, the teachers of the capital’s nursery-kindergarten No. 92 are sure. A festival of projects and research work has been taking place here for more than one year. A correspondent of the Minsk-Novosti agency found out the details on the spot.

Hunger for knowledge

They have been actively involved in design and research activities since 2009.

— A penchant for research is common to all children, without exception. The thirst for new experiences, curiosity, the constant desire to experiment, to independently seek the truth are considered as the most important factors in the development of a creative personality,” notes Lilia Ladutko, deputy head of the main activities of nursery school No. 92.

Of course, children do not pretend to make great scientific discoveries, but in preschool age you learn something new every day, study the world from different angles and are amazed at how it works. Why does the sun shine or rain, how many eyes does a spider have, what dishes can be prepared from potatoes, how national toys are made... Every year more and more students get involved in interesting research. Teachers and parents help them. There is also a club for young researchers “Visiting the Wise Owl” in the kindergarten.

“We have accumulated enough experience and five years ago we decided to hold a parent-child festival of projects and research every year in May-April,” continues Liliya Konstantinovna. “It allows parents to be more actively involved in co-creation with their children and joint cognitive activities.

The fakir's secret

Over the past eight years, what kind of projects have young researchers developed!

We studied the wonderful world of insects and the depths of space, the sights of our native land and distant countries, the intricacies of various professions and the basics of proper nutrition.

“The guys are immersed in the topic with interest,” notes Liliya Konstantinovna. “One of the groups took on a project about the circus and not only talked about the history of this spectacular art, the professions of a trainer, magician and others, but also explained how a fakir blows fire out of his mouth. And the guys finished their performance with a fashion show in circus costumes.

The kids also remember the “I Love Belarus” project, dedicated to patriotic education. Each group chose the topic that was closer to the interests of the children and the teacher.

Some decided to organize an impromptu travel agency and, in the process of research, got acquainted with the castles and museums of Belarus, and learned a lot of interesting things about the people who glorified the country. Others studied Belarusian traditions and even organized an exhibition of folk dolls; they made the exhibits with their own hands! Still others were preparing a project about the favorite root crop of Belarusians - potatoes. How it is grown, why peeled tubers darken, what kind of potato dishes are prepared.

We tried journalistic bread

A series of projects on ecology turned out to be educational and useful.

Together with adults, the children made models of a water supply system and a power plant.

Toys and dresses were made from waste material.

And the problem of recycling plastic bags prompted the creation of a collection of eco-bags.

They organized a real fashion show of these accessories made from natural materials, and read poems about them.

— When choosing a topic, we are guided by the main rule: it should be interesting for children. We need to find or create a problem-game situation so that the children are truly carried away by the project,” explains Liliya Ladutko. - And they studied your profession too!

In the project “We are young journalists,” preschoolers talked about their favorite magazines, newspapers and programs, the peculiarities of the work of a photojournalist, how television works, and even broke down the preparation of a sports report. Timofey made an excursion to the TV channel and tried himself as a presenter. And Pavel, with the help of his parents, prepared a family newspaper. The children also interviewed kindergarten workers. We got so carried away by this project that we played at being journalists for a long time.

The kids really enjoy learning about professions. It's great to try yourself as a reporter or a tour guide, a doctor or a teacher. Some have already decided to follow in their parents’ footsteps, while others have not yet decided what they would like to become.

To help grandma

We go to groups to see with our own eyes the projects in which little researchers participate.

The first we visit is a group for children with severe speech impairments. Teacher Raisa Barsukova invites the children to take a trip to the village and find out how the harvest gets to our table, and at the same time study what vegetables grow in the garden and how they are properly harvested, for example, what is cut, what is dug up, and what is pulled out. Granny grew excellent potatoes and carrots, beets and peppers, turnips and corn, tomatoes and cucumbers.

And well done guys! The entire harvest was carefully collected and received from the grandmother as a reward the most authentic crispy sweet peppers. You've worked hard - now you can eat!

In the middle group, teacher Lyudmila Dydyshko and her young researchers presented us with their projects about insects.

“You know that spiders appeared in the era of dinosaurs,” Grisha said. - These insects come in small and big, like a dinner plate! And the web is so strong that if it were as thick as a pencil, it would stop the plane at full speed.

We immediately understood what insect Christina would talk about. After all, the girl even dressed up in the costume of a bee - a winged worker who collects honey from flowers.

The guys also showed us the game “ABC of Professions”. This is a model of a real city, where there is a hospital and a store, a water park and a bank, a construction site and much more. It was made by parents together with their children.

And in the music room, Dasha from another middle group, using a multimedia presentation, spoke about pets, caring for them and reminded that people are responsible for those they have tamed.

To new heights

Teachers of kindergarten No. 92 share their experiences with colleagues at scientific and practical conferences and seminars, and conduct master classes.

— This year, teacher Yana Danovskaya spoke about our project activities at an international seminar in Baranovichi, and teachers Raisa Barsukova and Svetlana Shklyar presented their experience of using the project method to develop communication skills at the city competition “Modern Technologies in Special Education”, where they took 3rd place. e place. They also received a diploma for the best work at the republican competition,” sums up Liliya Ladutko. — One of our students won the city competition “I am a researcher” with the project “Professions of my family.”

This year, at the spring festival of projects in kindergarten No. 92, 32 children received diplomas and medals for young researchers. We prepared twice as much work, but not every child is ready to speak publicly. But they all talk about their projects in group classes, in the researchers’ club, and receive participant diplomas.

The administration of the preschool institution decided to hold another festival in December, thus completing the Year of Science.

Now children and adults are busy with new research. We wish them success and bright discoveries!

Photo by Sergei Pozhoga and from the kindergarten archive

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Article:

The developing pedagogy of nonviolence has significantly changed the attitude of adults towards children.
The level of development of the child becomes a measure of the quality of the work of the teacher and the entire educational system as a whole. Preschool teachers focus not only on preparing for school, but also on preserving a full-fledged childhood in accordance with the psychophysical characteristics of the developing personality. Respect for the child, acceptance of his goals, interests, creation of conditions for development are essential conditions for a humanistic approach. Adults should not only pay attention to the formation of knowledge, skills and abilities of a preschooler and his adaptation to social life, but also teach through a joint search for solutions, provide the child with 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.

The project method arose in the 1920s in the USA and is associated with the development of the humanistic trend in philosophy and education, which was started by the American philosopher, psychologist and teacher J. Dewey. The method was developed in the works of V. Kilpatrick and E. Collings. The broadest definition of this concept is as follows: “A project is any action performed with all the heart and with a specific purpose” (according to Kilpatrick’s definition).

The ideas of the project method in Russia appeared simultaneously with the development of American teachers. Under the leadership of Shatsky, a group of teachers united, using the project method in practice.

Types of projects.

E.S. Evdokimova offers the following classification of types of projects relevant for preschool education:

1. According to the dominant method: research, informational, 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. According to 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 number of participants: individual, pair, group and frontal.
6. By duration: short-term, medium-term and long-term.

Research projects.

According to E. Polat, 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. In recent years, research projects have been actively conquering the space of schools and kindergartens. For example, a trip along the Volga. For 3 days there is a conversation about travelers: who traveled on what, determining the route, the journey itself, rest on the shore, return. Exchange of impressions, presentation of results, presentation.

Design technology in preschool educational institutions.

Thematic project plan.

1. Theme and its origin.
2. Related activities and concepts that can be learned during the project.
3. Necessary materials.
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.

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 are possible.

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.

Development of children's design skills.

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 cycles. The design process consists of three stages: project development, implementation, and analysis of results.

A teacher who knows the project method as a technology and as an activity for self-organization of a professional space can teach a child to design.

Design abilities are manifested in the interaction of the main management systems of any social organization.

The design process consists of three stages: development of projects, their implementation, analysis of results.

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;
• learn 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.

Project criteria.

1. The relevance of the project, the reality of the proposed solutions, the practical focus on the development of the child.
2. Volume and completeness of development, independence, completeness.
3. The level of creativity, originality in the disclosure of the topic, approaches, solutions proposed by the teacher.
4. Reasoning behind the proposed solutions and approaches.
5. Proper design: compliance with standard requirements, quality of sketches, diagrams, drawings.

After protecting 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.