Project for children of the senior group of kindergarten on the theme: Spring
Project for older preschoolers: Spring through the eyes of children
This material was developed for senior pupils and may be of interest to preschool teachers and primary school teachers.
Project manager : Stan Natalya Lvovna. Project participants : group teachers, music director, students, parents of students.
Situation analysis: Environmental education of children is one of the main tasks of a preschool institution. The subject environment of a preschool child includes various natural objects, so his familiarization with plants, animals, and inanimate natural phenomena is inevitable - this is a natural process of learning about the world around him and acquiring social experience. Therefore, the main content of environmental education is the formation in a child of a consciously correct attitude towards natural phenomena and objects that surround him and with which he becomes acquainted in preschool childhood. Preschool childhood is the initial stage of the formation of a person’s personality, his value orientation in the world around him. During this period, a positive attitude towards nature, towards the “man-made world”, towards oneself and towards the people around them is formed. And preschool age is the most sensitive period for the development of cognitive activity. Spring is the brightest and most dynamic season, which is why we chose this time of year when observations should be given great attention. Preschool children are not capable of long-term observations, however, during the spring, as seasonal phenomena increase, the teacher draws the children's attention to bright changes in inanimate nature, in the life of plants and animals. Let a child of five years old not yet be able to fully experience the charm of the beauty of nature unfolding before him, let the whimsical play of light and shadow in the forest, the grandeur of the bottomless sky dotted with twinkling stars, the delicate, rapidly changing shades of the sky illuminated by the last elude him. rays of sunset. Let him sometimes be attracted by all sorts of little things - life spilled everywhere, all this aroma of beauty is inhaled by the child and leaves a trace in him, which, if not now, then in the future will serve as material for deep, pure experiences. Thus, along with the memory of the feeling of the beauty of native nature and intimate intimacy with it, from the very early stages of life, a never-fading feeling of love for native places is brought up, which with age strengthens, expands and turns into one of the most durable and sublime human feelings - in love to motherland". Problem : According to the requirements of the Federal State Educational Standard, preschool children must be able to notice and formulate in speech changes in living and non-living nature in the spring, but children do not know how to do this. Reasons : - The Rainbow program offers a very small amount of ideas about the characteristics of natural objects and phenomena while establishing the simplest connections between them. — The group has not created conditions for children to become familiar with the season of spring. “Parents especially don’t pay attention to this topic at home. Project goal: Formation of skills to notice and formulate in speech changes in living and non-living nature, through a set of basic types of children's activities of senior preschool age. Objectives: for children
: Educational: 1. To form knowledge about seasonal changes in living and non-living nature with the arrival of spring.
2. To develop the ability to compare objects of living and non-living nature according to their main characteristics. 3. Form your own cognitive experience through observations of living and non-living objects. Developmental: 1. To develop children's observation skills in the process of familiarizing them with natural phenomena in the spring through identifying the signs of objects. 2. Develop logical thinking in children through comparison and generalization of objects in the surrounding world. 3. To develop children’s coherent speech when making personal judgments about nature and composing descriptive stories about changes in living and non-living nature in the spring. Educational: 1. Cultivate interest in seasonal changes in nature. for parents
: 1. Introduce the goals and objectives of the “Spring through the eyes of children” project.
2. Develop instructions for parents on the topic “Development of children’s cognitive abilities when observing nature in spring.” 3.Unleash the creative potential of parents by inviting them to participate in the exhibition “Spring has come!” 4.Consult parents on the topic “Spring Observations!” through the folder-moving. 5.Involve parents in creating baby books on the topic of the project. Enrichment of RPPS
: 1. Develop thematic albums about spring: “Spring in the life of animals and birds”, “Spring in nature”, “Spring in the life of people”.
2. Design an exhibition on the theme “Spring has come.” 3. Create a calendar and album of observations of living and non-living nature objects in the spring. 4. Select books on the topic of the project. 5. Prepare supporting diagrams for compiling descriptive stories about spring changes in living and non-living nature. 6. Enrich the children's photo album with photographs on the theme: “spring walk”; "observations of the rebirth of spring." Means of solving the problem : The methodological, methodological basis for the implementation of this project are: -Theoretical foundations of the Federal State Educational Standard for Education in terms of requirements for results; -Scientific research in the field of environmental development of preschool children: the “Young Ecologist” program by S.N. Nikolaev; — Materials of advanced pedagogical experience on the project topic: 1. “Methods of environmental education of preschool children” by S.N. Nikolaev; 2. Program “Young Ecologist” S.N. Nikolaev; 3. “How to introduce preschoolers to nature” P.G. Samorukova; 4. “The secrets of nature are so interesting!” L.V. Kovinko. Expected result: - Conditions have been created in the group for conducting research activities: purchasing a work table for the center of environmental education; — Didactic material on this topic has been replenished and updated; -Children operate with acquired knowledge, are able to compare objects of living and non-living nature, in different periods of spring, explaining the results of observations based on the experience gained; - Children will have a desire to communicate with nature and reflect their impressions through various activities; — Positive changes in children’s speech: they ask questions, talk about what changes have occurred in nature, express their attitude to the natural world, and compose descriptive stories; — More than 50% of parent participation in project activities. implementation plan : Stage 1. Developmental (December-March) Purpose
: To study the theoretical aspects of the environmental development of preschool children.
Select material. Activities
: - Studying methods for introducing children to seasonal changes in nature;
— Selection and study of modern scientific developments, programmatic, methodological literature in the field of environmental education; — Determination of the list of objects of observation in nature. Product
: Pictures, diagrams of observed objects.
List of literature on the topic, selection of articles. Stage 2. Implementation (March - May) Work with children Goal
: Formation of skills to notice and formulate in speech changes in living and non-living nature, through a set of basic types of children's activities of middle preschool age.
Activities
: - Working with the “Calendar of Spring Events” - posting pictures of phenomena observed by children;
— Study of objects of living and non-living nature with recording of the results in the “researchers’ album”; — Observation of objects of living and non-living nature; — Conducting general lessons on the topic “Changes in nature in spring” (animals, plants, natural phenomena); — Targeted walks and excursions; — Finding and describing signs of objects of living and non-living nature in the spring; — Artistic and productive activity reflecting spring in the lives of animals and birds, spring in nature, spring in the lives of people. Product
: Calendar of spring observations with a selection of observed objects.
Album of researchers. A selection of observations of living and non-living nature. Development of a presentation on the topic of the project. A selection of targeted walks and excursions when observing living and non-living nature. Supporting diagrams for compiling descriptive stories. Children's works: /drawings, crafts, applique made in traditional and non-traditional techniques/. Work with parents : Events
: - Meeting with parents on the topic “Participating in the project” /involving parents in the implementation of the project/;
-Thematic exhibition of family works: “Spring has come!”, photo report: “We welcome Spring!”; -Consultation: Advice for parents on the topic “Spring observations!”; — Memos for parents on the topic “Cognitive abilities of children when observing nature in spring”; — Homework for parents: “What you can do in the spring: comparison of objects, signs of living and non-living nature”; - “Home word workshop” - joint word creation between children and parents (composing descriptive stories about spring). Product
: Thematic exhibition: photos of children, illustrations of spring.
Movable folder. Reminders. Recommendations. Little books with stories about spring. Equipping a subject-spatial development environment: Activities
: - Creation of thematic albums about spring: “Spring in the life of animals and birds”, “Spring in nature”, “Spring in the life of people”;
— Family work on the theme “Spring has come”; — Creating a photo composition: “spring walk”; "rebirth of spring"; — Replenishment of educational literature for children on the topic “nature in spring”; — Making a calendar of observations of spring objects; — Making reference diagrams for compiling descriptive stories about spring changes in living and non-living nature; — Develop an album of observations of living and non-living objects in the spring. Product
: Thematic albums. Exhibition. Photo albums. Books, booklets, encyclopedias.
Calendar. Support diagrams (author Yulia Stanislavovna Volkova.) Album with sketches of observations. Stage 3. Analytical (June) Purpose
: summing up, assessing the results of the project, generalizing and disseminating teaching experience.
Events
: — Presentation of the results of the project in the form of environmental entertainment “Visiting Spring”;
— Summarization and distribution of project materials for parents and colleagues; — Analysis of possible negative consequences and ways to correct them; — Determination of work prospects in this direction; — Speech at the regional conference of teaching staff of preschool educational organizations. Product
: Entertainment summary. Methodological developments. Self-analysis.
Report on this topic. Annotation . This project is aimed at children of senior preschool age, the duration of the project is 3 months. The project is based on the principle of cognitive development, which is complex in nature and includes cognitive, experimental, research, and practical activities. The methodology for working with children within the project was developed on the basis of an integrated approach. The implementation of the project will allow us to form a certain level of children’s knowledge about changes in living and non-living nature in the spring, increase interest in the natural world, and develop children’s speech and thinking. During the project, participants get acquainted with seasonal changes in nature in the spring. Competent organization of the work of the methodologist, teachers, and parents will help achieve the desired result.
We recommend watching:
Scenario of spring entertainment in the senior group Conversation on the topic: Spring for children with special needs in the senior group Scenario of a folk spring holiday for the senior preparatory group of kindergarten Summary of educational activities for the formation of a holistic picture of the world with children of the senior group
Similar articles:
Reading competition in the spring in kindergarten. Senior – preparatory group
Entertainment dramatization on the theme: Spring in kindergarten. Middle - senior group. Scenario
Scenario of the spring game program for children of the senior group in kindergarten
Spring relay race in the senior group
Spring theatrical entertainment for older children in kindergarten
