Project for children of the younger group of preschool educational institutions “We are little wizards”

Project for children of the younger group of preschool educational institutions “We are little wizards”

• October 28, 2015

Competition “My Pedagogical Initiative - 2015”
Nomination “Methodological work in preschool educational institutions”

Problem. It has been proven that the child best absorbs the knowledge that the child acquired in practical activities. Unfortunately, in preschool educational institutions, experimentation is used unreasonably rarely, especially in early preschool age. The importance of a child’s independent research activity is underestimated, despite its positive aspects, despite the active development of this area in preschool education.

Despite the fact that in experimental activities there are more opportunities for self-knowledge and self-determination of the child, for personal growth and the revelation of his individuality, teachers are reluctant to use this method in everyday activities, leaving it for open classes and mass entertainment events.

Relevance of the project. Preschoolers are natural explorers. And this is confirmed by their curiosity, constant desire to experiment, and desire to independently find a solution to a problem situation.

Experimentation gives children real ideas about various aspects of the object being studied, enriches the child’s memory, activates his thought processes, and includes an active search for solutions to problems.

Younger preschoolers, getting acquainted with the world around them, strive not only to look at an object, but also to touch it with their hands, tongue, smell it, and knock it. Children tear paper, take apart toys, play with sand, water and snow.

In everyday life, children often experiment with various substances themselves, trying to learn something new. They watch objects falling into the water (drowning or not drowning), testing icicles with their tongue in severe frost, etc. Exploratory behavior for a preschooler is the main source of gaining ideas about the world. We, adults, must actively help him in this.

The goal of the project: to develop cultural practices of showing the interest of children of primary preschool age in knowledge and research, to support the desire to demonstrate independence and initiative, and curiosity.

Tasks:

1. Introduce children to some properties of water, air, light, paper.
2. Develop your own learning experience.
3. Support children's initiative, independence, and intelligence.
4. Encourage friendly relationships during research activities.
5. Form a cultural practice of showing interest and desire to expand your horizons.

Type of project: information and research, group.

Participants: teachers, children, parents.

Implementation timeframe : short-term (1 week).

Predicted result: development of the content of cultural practices to implement the project’s objectives:

• manifestation of sustainable cognitive interest in experimentation;
• developing the ability to consciously select objects and materials for independent activities;
• displaying initiative and creativity in solving assigned tasks;
• manifestation of mutual assistance, active social interaction;
• high-quality and interested participation of parents in the implementation of the project.

Main section of the program : social and communicative development.

Organization of activities within the project

Preparatory stage:

• problem formulation;
• determination of relevance, purpose and objectives;
• selection of methodological and fiction literature;
• selection of experiments for a given age;
• selection of equipment for conducting experiments.

Main stage:

• organization of subject-development environment,
• conducting experiments, experiments in a group and on a walk,
• individual work with children,
• independent experimental activities,
• outdoor games,
• reading fiction,
• conversations,
• productive activity of children.

The final stage:

1. Making a card index of experiments.

2. Exhibition of crafts made by parents and children.

Project technological map

Social and communicative development

Cognitive development

Speech development

Artistic and aesthetic development

Physical development

Interaction with parents

Distribution of activities by activity centers

Center for theatrical activities: making characters for the shadow theater “The Tale of the Stupid Mouse.”

Center for experimental activities: preparation of all materials necessary for research activities (soap bubbles, various types of paper, paper boats, balloons, water containers, straws, screen for shadow theater).

Project implementation results (result):

The content of children’s cultural practices has expanded:

• a stable cognitive interest in experimentation appeared;
• increased ability to consciously select objects and materials for independent activities
• demonstrated initiative and creativity in solving assigned problems, and the ability for mutual assistance.
• Parents' interest in taking part in the implementation of the project has intensified.
• a recommendation was made for parents: “The role of the family in the development of the cognitive interests of a preschooler”
• a card file of experiments for practical activities has been compiled.
• An exhibition of paper crafts made by parents and children was organized.

List of literature:

1. A. Dietrich, G. Yurman “Why” 2. Van. Cleve J. “200 experiments” 3. Dybina O.V., et al. The unknown is nearby: entertaining experiences and experiments for preschoolers / O.V. Dybina (ed.). - M.: TC “Sfera”, 2001 4. L. L. Sikoruk “Physics for kids.” 5. Nikolaeva S.N. Methods of environmental education in kindergarten. M., 1999. 6. Nikolaeva S.N. Education of ecological culture in preschool childhood. M., 1995. 7. Perelman Ya.I. Entertaining tasks and experiments. Ekaterinburg, 1995. 8. “Design and organization of cultural practices in preschool childhood” / author M.V. Korepanova - Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy of Preschool Education, Dean of the Faculty of Preschool and Primary Education of Volgograd State Social Pedagogical University . 9. Ryzhova N.A. Ryzhova Sorceress - water. M., Linka-Press, 1997 10. Smirnov Yu.I. A book for talented children and caring parents. St. Petersburg, 1998 11. What is it? Who it? M., 1996.

Recommendations for parents

Author: Ovcharova Larisa Aleksandrovna, Master of Pedagogy, Private Secondary School “Rodnik”, Volgograd.

MAGAZINE Preschooler.RF

What is an educational game?

In early preschool age, the development of a child’s personality and all his abilities occurs much more successfully in play than in classes.

Development is always the emergence of something qualitatively new: attitudes towards the world and other people, abilities, desires, interests and motivations for action. This is always reflected and expressed in children’s initiative and independence, when the child himself comes up with something, creates something, and strives for something. Actions dictated by an adult, as well as answers to his questions (even correct ones) have nothing to do with the development of the child. On the contrary, they can become an obstacle to development, since they deprive the baby of his own activity. Real development occurs only when the child himself, of his own free will, and therefore with interest and pleasure, does something. Therefore, emotional well-being and full development not only do not exclude, but also presuppose each other. It is this combination of the child’s interests and the tasks of his development that arises in educational games. If in class a child completes an adult’s task, then in the game he solves his own problem. In the daily teaching practice of kindergarten, there is virtually no time left for play. The enormous potential of educational games is, as a rule, not used.

The use of educational toys or aids is also often called play. Once you give a child a pyramid or a nesting doll, it is considered that the game has taken place. But that's not true. An educational game is not any action with didactic material and not a game technique in a compulsory educational lesson, but a specific, full-fledged and sufficiently meaningful activity for children. It has its own motives and its own methods of action.

The game concept is a game situation into which the child is introduced and which he perceives as his own. This perception can be achieved by constructing a game plan based on the specific needs and inclinations of children, as well as the characteristics of their experience.

The idea is realized in play actions that are offered to the child. In some games you need to find something, in others you need to perform certain movements, in others you need to exchange objects, etc.

Playful activities always include a task, the solution of which is for each child the most important condition for personal success and his emotional connection with other participants. Its content can be very diverse: not to run away ahead of time or to name the shape of an object, to have time to find the desired picture in a certain time, to remember several objects, etc.

Game material encourages the child to play and is important for the child’s learning and development and, of course, for the implementation of the game plan.

An important feature of the game are the game rules. They bring to the children’s consciousness its intention, game actions and educational task. Following the rules requires certain efforts from the child, limits his spontaneous activity and makes the game exciting, interesting and useful for the child’s development.

Due to the fact that educational play is an active and meaningful activity for the child, in which he willingly and voluntarily participates, the new experience acquired in it becomes his personal property, since it can be applied in other conditions.

Educational games are a fairly effective means of developing such qualities as organization, self-control, etc. In preschool age, educational games contain a variety of conditions for the formation of the most valuable personality traits. But for their development to really take place, it is necessary to follow a certain sequence in the selection of games. Choosing a game is a serious and responsible matter. The game should give the child the opportunity to put into practice what he already knows and encourage him to learn new things. It is important to trace the internal connection between the previous one and the next one, so that in each game the child builds on the acquired experience and takes a new step in his development.

The decisive conditions for the normal mental development of a child and the basis for his well-being in kindergarten are friendly and open relationships with peers and the teacher, and the ability to cooperate. Joint activities. It is very important to cultivate an active, positive, friendly attitude towards peers in early preschool age when entering kindergarten. Introducing children into a group, teaching them to make friends and communicate is the most important task of a teacher. After all, the child’s mood, well-being, as well as success in cognitive and personal development depend on how the child’s relationship with the teacher and with other children develops.

Therefore, in the first stages, games aimed at developing communication and moral-volitional qualities of the individual are necessary. These are outdoor fun games and round dances. The development of humane, moral relationships between children and volitional qualities of the individual occurs in actions and actions in favor of another: to help, to help out of trouble, to bring pleasure, etc. However, the implementation of these actions and deeds requires volitional efforts, the ability to overcome obstacles, and self-control.

In early preschool age, games aimed at sensory education are important. With their help, the child learns to identify and recognize the distinctive qualities of surrounding objects: shape, size, color, as well as various techniques of visual, auditory and tactile examination.

Games for the development of attention, thinking, and speech open up wide opportunities for cognitive processes, since the child not only fulfills the requirements of an adult, as happens in the classroom, but actively acts. Games create the necessary connection between practical mental actions, which leads to the development of the child.

Every game has two beginnings: one is entertaining, the other requires seriousness and mobilization of efforts. Based on the relationship between these principles, they distinguish: fun games, role-playing games, task games and competition games. These games not only rely on the interests of younger preschoolers, but also contribute to their development, which is achieved only if the game is interesting to the children.

2. The purpose and objectives of the project.

The goal of the project is to form certain mental processes in children of primary preschool age in the process of educational games.

Tasks:

1. Increasing professional level in the formation of certain mental processes in children of primary preschool age.
2. Increasing the gaming interest of younger preschoolers in educational games through playful communication between the teacher and the children;
3. Intensifying interaction with parents on the formation of mental processes through games.
4. Give basic ideas about educational games, teach how to use albums and diagrams.
5. To develop in children the desire for independent activity in educational games.
6. Expected Result.

The implementation of this project will improve the level of mental processes in children of primary preschool age; interest in educational games, perseverance.

The duration of the project is 1 academic year.

Educational games for children 3 – 4 years old.

Upon entering kindergarten, big changes occur in a child’s life, which are not always joyful and desirable for him. You have to get used to a stricter daily routine, unfamiliar adults and children, and unusual demands. But the main thing is separation from my mother. All of this can cause tension, uncertainty and anxiety. Such an unfavorable emotional background negatively affects first impressions of kindergarten and makes it difficult to get used to. Many children resist such changes in life and do not want to come to the group.

How to make it easier to get used to new living conditions? The best thing a teacher can do is to amuse, cheer up, and quickly distract from everything that darkens the children’s stay among strangers. Joint outdoor games will help with this. They will help the teacher bring children closer together, unite them in a common activity that is interesting for everyone. Regularly holding such games will not only enrich children with impressions, but also give them new social experience, which is so important for personal development.

Games that develop communication and moral qualities of the individual.

Such games are built on relationships of gaming partnership with the voluntary participation of each child in what is accepted by everyone. Competing with each other is unacceptable. The content and rules exclude reasons for conflicts and mutual repulsion.

By their nature, these are fun games, round dances. They are created according to folk models and contain elements of folklore and folk culture. Such games satisfy the need for movement and communication. Combining an action with a word helps the child understand the content of the game, which, in turn, makes it easier to perform the actions. These games will help the teacher win the sympathy of children, their trust and reasonable obedience. After all, they make the child open to communication, which creates important prerequisites for the formation of personality. The peculiarity of all fun games and round dances is that in them the center of attraction is the adult - he not only introduces a new game into the lives of children, but also serves as a model for them to perform game actions and movements. Behaving freely and artistically, an adult infects children with his enthusiasm and fun.

Fun games and round dances have a unique character. In fun games, all movements are familiar to children from everyday experience (running, walking, jumping, etc.). What is new is only the transition from one movement to another. Imitating an adult makes such transitions easier. Gradually, with repeated play, children begin to perform movements independently, imitating each other. Under no circumstances should you turn a fun game into an exercise in practicing a sequence of movements! Repeated participation in the game provides the child with the opportunity to naturally, without special training, master the necessary skills.

Round dance games differ from fun games in the unusualness of their movements: they are flexible, expressive, and subordinate to the rhythm of the text and the accompanying melody. The actions seem to dramatize the content of the game. All this awakens children's imagination, develops musical abilities and artistic taste. Vivid and expressive round dancing becomes a unique form of aesthetic education.

One of the main conditions for holding all these games is the voluntary participation of children. It doesn’t matter if not everyone immediately joins the game. You can start it with a small group of people who have responded to the teacher’s invitation. For others, observing peers will be an interesting and useful activity. Gradually, all the students in the group will be drawn into the game and become its participants.

Below are fun games and round dances:

Fun games:

"Sun and Rain"

"Legs"

"The dolls are dancing . Goal: to teach children to perform play actions one at a time, in small groups.

"Brave Mice" . Goal: to teach self-control, to create important prerequisites for the formation of self-control.

"The Fox and the Geese" . Goal: moral education.

"I brought you a gift"

Round dance games:

"Horse"

"Bunny" . Goal: overcoming such qualities as shyness and indecisiveness.

"Brave Mice"

"Blow up, bubble . Goal: introducing children to each other and to the teacher.

“Valya walked along the path”

"Airplane"

"Gifts" etc.

I will analyze one of the games in more detail.

"Airplane"

When pretending to be an airplane, each child “starts the engine” - making circular movements with his hands in front of him to the sound of [r-r-r]. Then, with a wide gesture, he spreads his arms (like wings) and flies (runs) in a circle with the sound [zh-zh-zh]. Having made a full circle, the plane slows down and lands slowly, i.e. the child squats.

This game can be played not only with children, but also in groups of different ages, both indoors and on the site. There is no need to first explain its rules to children; they become clear as the game progresses.

Games that promote the development of goal-directed perception.

Perception of sounds

The perception of sounds, the ability not just to hear, but to listen, to focus on the sound, to highlight its characteristic features is a very important ability. It needs to be purposefully developed in a child from an early age. Of course, the best way to do this is through games. The general goal of the games is to open up a special world of sounds for the baby, to make them attractive, meaningful, and telling about something important. For the development of children's hearing, it is very important to conduct these games systematically, repeating them day after day.

• “Who woke up Mishutka?” . Goal: to teach children to listen to surrounding sounds, not only to distinguish each other’s voices, but also to control their own voices.
• “What did Parsley choose?” . Objectives: to teach to recognize the source of sound by ear; contribute to the aggravation of auditory sensitivity and susceptibility to sounds; develop organization, the ability to manage one’s behavior and a sensitive attitude towards those who are experiencing difficulties.
• "Welcome guests" . Goals: to teach how to distinguish a sound from others and perceive it as a signal of some action or event; teach the child to behave in a team, overcome self-doubt; promote further rapprochement between children; education to behave in a team; help overcome self-doubt.

Color perception

Conscious, purposeful perception of color is not an innate quality. Only adults can help children see the world of colors, grasp all the variety of color tones and form a stable visual image of color. The games offered below will help teach children to distinguish and name those color tones that are most often found in their environment. These games contain two types of learning tasks:

1. for purposeful discrimination of color tones;
2. on the correct naming of colors.

The teacher should have the following materials at his disposal:

A. multi-colored flags;

b. colored ribbons;

V. strips of colored paper;

d. colored mugs on pendants;

d. single-color pyramids with thick rings.

• "Run to me" . Goals: to teach how to compare objects by color; develop the ability to behave in a team.
• "Look for your home" . Objectives: to teach to distinguish color tones by comparing a sample with another object; contribute to the rapprochement and organization of the group; learn to manage your behavior: restrain desires, if necessary, use volitional efforts to achieve the goal.
• “Fly, little dove!” . Objectives: to teach how to navigate color tones by their names without relying on a visual example; promote the development of imagination in children.

Shape perception

Active participation in joint games allows children to easily and successfully master rational techniques for tactile examination of the shape of volumetric and flat objects, if the following conditions are met:

1. The child examines the object with both hands and feels it with his fingers, turning it in all directions.
2. During the examination, both hands act in concert and actively.
3. The participation of vision in this process is excluded.

• “What did Mishutka bring us?” . Goal: to determine whether children can independently recognize an object by touch, just as a child is used to examining an object outside his field of vision - with one or two hands.
• “Make no mistake, Petrushka!” . Goals: to develop tactile perception of the shape of objects; teach to purposefully examine the shape, turning the object with both hands and feeling it with your fingers from all sides; also contribute to the development of children’s cognitive activity and increase their interest in solving mental problems.

Perception of magnitude

Already in early preschool age, it is necessary to develop in children the ability to perceive the size of objects by comparing them in length, width, and height. Most of the games offered use folk toys: pyramids, nesting dolls, insert bowls and other wooden toys, the individual parts of which differ only in size. These toys teach children to compare and measure objects by height and width. With the help of an adult, in the games offered, the child masters rational techniques for comparative assessment of size (placing and applying objects).

The purpose of conducting these games in the younger group is to highlight size as a significant feature of an object and develop the ability to establish pronounced differences in height, length and width.

• “What do nesting dolls do?” . Objectives: to introduce such quality as size; promote the formation of friendly relationships.
• “Let’s take it apart and put it back together . Goal: to teach to distinguish and compare objects by size, i.e. according to their extent in space.
• "Funny nesting dolls" . Objectives: to teach to distinguish and compare objects according to different indicators of size; compare objects by height, compare the sizes of planar and volumetric figures, etc.

Games that develop focused attention

Attention is a necessary condition for any activity: educational, gaming, cognitive. The special work of the teacher to develop attention contributes to the timely mental development of children and their successful assimilation of the kindergarten program. Meanwhile, the attention of preschoolers, as a rule, is very poorly developed. A baby can be equally interested in any subject; his attention easily jumps from one object to another. Therefore, he needs timely help to learn how to manage his attention. In order to promptly develop in children certain qualities of attention (purposefulness, stability, concentration) and the ability to control them, special games are needed, ones where this task is at the center of the activities of the teacher and the child. In each of them, purposefulness, concentration and stability of attention are the main conditions for gaming actions and communication with each other.

• “One, two, three – speak!” . Goal: develop focused attention.
• "Hide and seek with toys" . Goal: to develop stability of attention in children; the ability to hold a specific goal in memory without being distracted by other things.
• “Answer me, don’t yawn!” . Goal: develop stable, focused attention.
• "Mishka's pranks" . Goal: To develop concentration and stability of attention.

Games that develop speech and thinking.

In almost all the games described earlier, children encountered play actions in which both speech and thinking were actively involved. These two most important mental processes are inextricably linked with each other. But the games described above used the level of development of speech and thinking that children had already achieved, and the games given below are aimed at developing these processes in the necessary unity.

• "Bunny and Bear" . Goal: to teach children to distinguish and correctly designate spatial relationships between objects.
• “The birthday of the doll Alyonushka . Goal: to develop coherent speech.
• "What's in the picture" . Goal: to teach children to independently identify the purpose of an object and designate it through words, which is important for the development of intelligence and coherent speech.
• “Guess it!” . Goal: to develop holistic ideas about surrounding objects.

Conclusion.

All the games described are joint activities between children and adults. It is the adult who brings these games into children’s lives and introduces them to their content. He arouses children's interest in the game, encourages them to take active actions, without which the game is impossible, is a model for performing game actions, and is the leader of the game - he organizes the play space, introduces the game material, and monitors the implementation of the rules.

Any game contains two types of rules - rules of action and rules of communication with a partner. Rules of action determine methods of action with objects, the general nature of movements in space (pace, sequence, etc.). The rules of communication influence the nature of the relationship between the participants in the game (the order in which children perform their actions, their consistency, etc.). These two types of rules, in a simple form accessible to the child, teach children to be organized, responsible, self-restraint, and develop the ability to empathize and be attentive to others.

The games described above are addressed mainly to children of primary preschool age - from 3 to 4 years old. However, the psychological age of a child is a conditional concept and is determined not only by calendar dates, i.e. the number of years and months lived, but also the stage of mental development. It is quite possible that the proposed games will be exciting and useful not only for three-year-olds, but also for five-year-olds.

When organizing games, it is necessary to take into account that different children require different approaches and need different educational influences. At the same time, sometimes kindergartens use methods that are unacceptable for any children and under any circumstances.

Under no circumstances should you force a child (by prohibitions, threats, punishments) to do something that he does not want or is not yet ready for. The teacher’s task is to interest the child, captivate him with useful activities, and support the slightest successes. Forcing can only discourage interest in the game, which will make it meaningless. It is also unacceptable to replace a game with an exercise or lesson, or to require mechanical repetition of some words or movements. Moreover, an irritated tone and rudeness in relations with children are unacceptable.

Kindness, surprise, and various kinds of surprises are much more effective means in working with children. You need to be able to be surprised or upset in time, to intrigue children with some surprise, to express admiration, to show through facial expressions, intonation, and movement your interest in the game and the child’s success in it. Of course, all this requires artistry from the teacher. But pedagogy is an art. Only joy from success, passion, and interest lead to the formation of a person’s personality.

Municipal autonomous preschool educational institution "Child Development Center - Kindergarten No. 111" in Syktyvkar

The project was developed by teacher Kaneva Yulia Vasilievna Syktyvkar, 2015

Project activities of junior preschool age

The topic of self-education is
“Project activities of primary preschool age.”
The period of work on this topic is 4 years:

2020 – 2021

2021 – 2022

2022 – 2023

2023 – 2024

Relevance of the topic.

From birth, a child is a discoverer, an explorer of the world that surrounds him, everything is new for him: sun and rain, fear and joy... Everyone knows that little children are called “Why” .

The child cannot independently find the answer to all the questions that interest him, and therefore the teacher helps him with this.
Educators are faced with the task already in early preschool age to establish positions of independence, activity, initiative in finding answers to questions, to use the acquired knowledge, skills and abilities in games and practical activities .
This opportunity is provided by design technology
,
which allows one to expand the educational space, give it new forms, and enable the development of the child’s creative, cognitive thinking.

The project method can be represented as a way of organizing a pedagogical process based on the interaction of a teacher, a student and his parents, a way of interaction with the environment, and step-by-step practical activities to achieve a set goal.

In this regard, I decided to use the problem-based learning method in my work with children and implement project activities.

The prerequisites for using the project activity method were:

— modification and improvement of the development environment;

-use of innovative technologies;

- adequate involvement of families in the educational process;

-multifunctional interaction with society.

Target:

master the technology of design and research activities with young children.

Tasks:

-study the literature on the technology of carrying out design and research activities in kindergartens;

— study the experience of colleagues on the Internet;

— apply the acquired knowledge in practice;

— summarize personal experience and analyze the experience of colleagues about the effectiveness of design and research activities in the development of cognitive activity of young children;

— consultation for teachers on the topic: “Project activities in kindergarten”;

Expected results:

I will have:

— the ability to analyze scientific and methodological literature, increasing one’s theoretical and practical knowledge, skills and abilities;

— mastery of innovative pedagogical technologies for the upbringing and training of preschool children (project activities);

- the ability to activate creative abilities and promote one’s achievements, apply acquired knowledge in practice.

Main stage

At this stage of the project, the work was set out as follows: achieving the goal and fulfilling the set tasks of the project through the following forms of work - these are conversations, observations, reading fiction, storytelling, looking at illustrations for fairy tales, in independent productive activities (sculpting, drawing, coloring, sculpting ) games, activities and much more. Work was carried out with parents through consultations “Oh, these fairy tales...”, “In the world of fairy tales”, parent meetings, where the following quizzes were held: “In the magical land of fairy tales”, “Journey through fairy tales”, events “Let's save the book with our own hands”

When implementing the project, we used effective methods and techniques to expand children's knowledge of Russian folk tales through the integration of educational areas, educational activities in special moments and interaction with parents.

In the process of implementing the “World of Fairy Tales” project, we used various types of games: speech games (“Name it in one word”, “Guess the object”, etc.), logic games (“Collect a picture”, Find the differences”, “Sort by flowers”, etc.) theatrical games, role-playing games.

Dramatization games based on the works “Turnip”, “Kolobok”, “Teremok”, “Two Cheerful Geese”

Didactic games “My favorite fairy tales ”, lotto “ Fairy tales ”, “Who lives in the little house?”;

Role-playing game “Building a House”, “Theatre”, “Family”, “Stepasha’s Birthday”, etc., game “Transformation”, “Magic Wand”, construction game “Teremok”, playing roles by children of Russian folk heroes fairy tales: “The Fox and the Wolf”, “Zayushkina’s Hut”, “Kolobok”, “Masha and the Bear”. Theatricalization of the fairy tale “Turnip”.