Project in the middle group of a preschool educational institution on the topic “Little Helpers”

Examples of projects on traffic regulations for preschool educational institutions

Projects on the topic of traffic rules can be both creative, playful and educational. The teacher can combine them at his discretion.

Additional Information! One type of project could be conducting classes on the topic “Safe Street”. It is appropriate to hold a set of events in September, when children have returned from summer vacation. The goal of the project is to introduce and consolidate the child’s knowledge of road signs and the rules for using them.

For children of middle preschool age, it is recommended to conduct classes in a playful way with the involvement of fairy-tale characters. For example, a sparrow flies to class and tells how his friend’s ball jumped out onto the roadway where there is no pedestrian crossing or traffic light.

After watching the skit, you can conduct a drawing lesson or quiz. Then arrange an exhibition and presentation of the drawings. The project can be implemented jointly with parents. For example, hold a mock-up or crafts competition in advance, and after viewing the skit, hold a vote and determine the winners.

Theatrical scenes on the topic

Types of activities

The process of developing knowledge about traffic rules in children in the middle group can be carried out through the use of various types of activities, didactic material, illustrations, fiction, and multimedia applications.

Introducing your child to road signs

The objectives of the classes, both in a long-term project and during a short-term period of familiarization with the topic, are:

• Introduce children to the meanings of traffic lights, expanding existing ideas.
• Introduction to modes of transport.
• Providing knowledge about the street, sidewalk, roadway.
• Familiarity with the basic rules of the road.
• Fostering a culture of behavior in transport and on the street.

Mastering the basics of safety is the daily work of both teachers and parents. To achieve the set goals, any available forms and methods of interaction can be used, both in the form of entertainment and educational activities.

Conducting a conversation at a preschool educational institution

Short term projects

All classes conducted in preschool institutions comply with pre-drawn plans. Short-term projects are carried out as regular activities aimed at studying traffic rules. They may be dedicated to certain holidays. Most often, parents are involved in participation.

The projects involve holding exhibitions. For example, children, together with their parents, make models of roads, traffic lights, and pedestrian crossings at home. A city or regional work competition may be organized.

A short-term project can be a group activity in which children create a collage of appliques, drawings or crafts around a theme.

This method allows not only to consolidate the acquired knowledge about transport and road signs, but also to show creativity.

Organization of exhibitions on traffic rules

Conversations

Conversing with preschoolers in kindergartens is one of the most common forms of acquiring knowledge. It can be carried out both in the morning circle and in extracurricular activities, for example, on a walk. Any trip to the theater, museum or library can be compared to a conversation about traffic rules, when the teacher uses live examples to tell the child about behavior on the road.

Types of thinking in preschool children

Additional Information! This type of educational activity such as conversation should be carried out comprehensively. Parents play an important role in this situation. The task of educators is to explain to parents the meaning of their conversations with their children.

Open classes

Open classes can be held in various forms. These could be theatrical performances in which the children themselves take part, or inviting representatives of the traffic police to conduct a lesson.

The objectives of the classes are:

• expanding children's understanding of the street, sidewalk, roadway;
• familiarization with the concept of pedestrian crossings, traffic lights, rules of use.

During the classes, the children not only acquire new knowledge and consolidate existing knowledge, but also develop a desire to help others on the road.

Form of open classes

Integrated classes

An integrated lesson means a combination of different types of activities in a certain period of time. For example, holding a quiz after watching a play or reading a story about traffic rules.

The lesson can be structured as follows. The fairy-tale hero Traffic Light will come to the children and tell him about his friend the dog, who ran across the road at the wrong red light. The traffic light will tell the kids that the car didn’t have time to stop and ran over the dog’s paw. He is now in the hospital. After this, you can conduct a drawing lesson, ask the children to draw drawings for the dog, which will reflect the rules on how to cross the roadway correctly.

Traffic rules week

According to the standards of the Federal State Educational Standard for preschool education, social and communicative development should be aimed at mastering the basic values ​​and safety standards accepted in society. It is recommended to divide the educational process into thematic weeks.

A separate week should also be devoted to studying traffic rules, which includes complex activities. These could be combined open lessons, organizing meetings with traffic police officers, quizzes, and theatrical skits. In parallel, work should be carried out with parents.

Note! Classes can be conducted both collectively and individually. The variety of methods makes it possible for each child to find exactly what is more understandable to him. If a child does not like to draw, but listens to stories with great pleasure, he will better perceive information during conversations and reading fiction.

Carrying out activities on traffic rules in kindergarten

Thematic lessons dedicated to child safety should be conducted throughout the school year.

Additional Information! The short-term project on traffic rules in the middle group of kindergarten occupies one of the central places in the plan of activities.

A file of a long-term lesson plan for the year may look like this:

GCD according to traffic rules for the middle group according to the Federal State Educational Standard

The program objectives of GCD on traffic rules in a preschool institution for middle-aged children are:

• consolidating children’s knowledge about road signs and traffic lights;
• systematization of available information;
• analysis of possible situations on the road;
• developing the ability to answer questions with complete answers;
• replenishment of vocabulary.

Preference is given to playful or theatrical forms. Children understand complex information more easily if it is presented visually. Therefore, a lesson on traffic rules must necessarily be associated with showing illustrations, road layouts, and crossings.

Additional Information! The lesson can be organized on the street, creating a traffic environment where children will be independent participants.

A lesson on traffic rules in the middle group is one of the main directions of the educational process in preschool educational institutions. The result - the safety of the child - will depend on how clearer, more varied and interesting the material is presented to children!

MAGAZINE Preschooler.RF

Prepared by: teacher Municipal budgetary preschool educational institution kindergarten No. 36 of a general developmental type Kamyshnikova L.N. Golitsyno 2021

Type of project: creative, educational and research

Duration: short term

Project participants: teachers, children 4-5 years old, parents

Project implementation period: short-term (from December to January).

Relevance of the project: Health is an invaluable asset of every person. In preschool childhood, the foundation of a child’s health is laid, his intensive growth and development occur, basic movements, posture, as well as the necessary skills and habits are formed, basic physical qualities are acquired, and character traits are developed, without which a healthy lifestyle is impossible. If a child’s physical activity is insufficient (hypodynamia), a deterioration in the development of motor function and a decrease in the child’s physical performance inevitably occur. The decisive role in the formation of personal potential and promotion of a healthy lifestyle belongs to the family. Today it is important for us, adults, to form and maintain an interest in improving the health of both ourselves and our children. The problem of deteriorating health of the younger generation is becoming increasingly urgent. Currently, in Russia, the overall level of deviations in the health status of children increases by 6.7% annually. Due to the way of modern life, most adults have a weak motivational aspect of physical activity and a low level of ideas about a healthy lifestyle, about sports and the Olympic movement, about winter sports, games and fun. Therefore, we decided to carry out the “Winter Fun” .

Project goal: Creating conditions for expanding children's understanding and knowledge about winter and winter fun, introducing children and parents to a healthy lifestyle through winter fun, entertainment, games, expanding children's horizons, knowledge about the safety rules for children on a winter walk.

Project objectives:

• Expanding and deepening children's knowledge and ideas about the winter season.
• Expanding children's understanding of winter games and fun.
• Forming an idea of ​​the relationship and interdependence of living and inanimate nature.
• Formation of an active life position in matters of health promotion, mastering healthy lifestyle skills.
• To introduce the phenomena of inanimate nature (snow, blizzards, frosts, strong winds), the properties of snow (white, fluffy, crunchy).
• Development of observation, cognitive activity, initiative.
• Formation of the ability to convey the beauty of nature in visual activities, select colors, and develop aesthetic perception.
• Development of coherent speech, clarification, enrichment and activation of vocabulary;
• Promote the formation of cooperation in parent-child relationships, attracting the attention of parents to the issues of creating a healthy environment in the family.
• Raising children's caring attitude towards nature.

Form of the final project event:

Winter outdoor games marathon: “Winter Adventures”

(Appendix No. 11).

Expected outcome of the project:

At the end of the project, children will expand their understanding of winter games and fun. Get involved in a healthy lifestyle through winter fun, entertainment, and games. Children will be able to establish the dependence of the life of plants and animals on changes in nature. Exploration and knowledge of natural objects promotes mental development, logical thinking, and vocabulary will be replenished and expanded. In addition, the perception of nature will help develop such qualities as cheerfulness, emotionality, the ability to admire the beauty of the surrounding nature and a sensitive attitude towards all living things.

Forms of project implementation: observations, conversations, situational conversation, perception of fiction, viewing photographs and illustrations, outdoor and musical games, consultations (for parents).

Methods:

• Verbal: conversation, perception of fiction, teacher's story, riddles.
• Visual: looking at photographs and illustrations, paintings, books.
• Practical: productive activities, musical activities.
• Gaming: didactic games, outdoor games.

Project implementation stages:

Stage 1: Preparatory

• defining the theme and objectives of the project; relevance of the problem; drawing up a plan for the main stage of the project.
• selection of methodological, children's fiction, musical works
• development of OOD cycles
• selection of materials and attributes for gaming activities
• informing parents about the creative project and inviting them to participate in the project.

2. Contents of the project (main stage - activity)

Implementation of the project in direct educational activities through educational areas:

Cognitive development

Working with parents:

Information material “For children about winter” (Appendix No. 6).

Memo for parents “Rules for a safe walk” (Appendix No. 7).

Consultations:

“Snow fun” (Appendix No. 8).

“Winter injuries” (Appendix No. 9).

“Prevention of influenza” (Appendix No. 10).

– analysis of the project results (conducting a winter games marathon, organizing an exhibition of children’s works).

PROJECT RESULTS:

Results of the project:

1. Exhibitions of children's drawings, applique and modeling works.

2. Winter games marathon “Winter Adventures”.

3. Children:

• — During the implementation of the project, we came to the conclusion that such games, fun, and productive activities unite children with common impressions, experiences, and emotions. Children's interest and desire to engage in winter sports, take an active part in outdoor games and fun while walking have increased significantly.
• — Knowledge has increased about the importance of a healthy lifestyle and the rules of safe behavior when walking.
• — Children’s speech activity intensified (using artistic expression and educational conversations).
• — In order to increase interest in winter sports and games, it is necessary to continue systematic work in this direction through the creation and implementation of new joint projects and the use of an integrated approach in this direction.

4. Teachers:

• — We have created conditions for increasing the professional competence of teachers in matters of interaction with parents of students.
• — We have created conditions for increasing the level of pedagogical culture of parents, their interest in the upbringing and development of children.
• — We created conditions for the formation of trust and partnership between subjects of the educational space.
• — We created conditions to provide space for personal growth of participants and create a creative atmosphere.

Bibliography:

• 1. Anufrieva L. General physical training of children on a walk // Preschool education. 1996. No. 2.
• 2. Raising children in the middle group of kindergarten / Comp. G.M. Lyamina. M, 1982.
• 3. Dybina O.B. Classes on familiarization with the outside world in the middle group of kindergarten. - M.: Mosaika-Sintez, 2010.
• 4. Ivanova A.I. Naturally - scientific observations and experiments in kindergarten. M, 2007.
• 5. Osokina T.A., Timofeeva E.A. Games and entertainment for children outdoors. M., 1981.
• 6. Perelman Ya.I. Entertaining tasks and experiments. Ekaterinburg, 1995.
• 7. Ryzhova N.A. Environmental education in kindergarten. M., 2001.