Ready-made projects for preschool children. Short term kindergarten project. Senior group. As a result of the project, children will know

Preschool education is the most important step in the education system. It is it that lays the foundations and creates the basis for the further development and education of the child. Therefore, it is very important to properly organize training in preschool educational institutions. One way to form studying proccess- implement projects kindergarten.

Why projects are needed in kindergartens

Child from the very early age begins to explore the world. The task of preschool educational institution- to give basic skills and knowledge that will be useful in the future. For example, in a preschool educational institution, children are taught about the alphabet, they are taught to read, and also to perform the simplest mathematical operations - addition and subtraction.

The implementation of projects in kindergartens is designed to help build an effective educational program and teach children various skills and abilities.

Types and types of projects according to GEF DO

There is a certain classification of projects in kindergartens. They differ in terms of implementation, composition of participants and topics. They use various methods and techniques aimed at the development of the child.

There are the following types of projects in the preschool educational institution according to GEF:

Dominant principle.
By the nature of the content and informativeness.
By the role of the child in the project.
According to the characteristics of the contacts.
By the number of people involved in the project.
By expiration date.

In the practice of preschool educational institutions, the following types of projects are used:

Research and creative.
Role-playing with game elements.
Information-practice-oriented.
Creative.

Since the leading activity of a preschooler is a game, then, starting from a younger age, role-playing and creative projects are used.

The following types of projects are of great importance:

research;
individual;
group;
intergroup;
complex;
creative.

The main goal of this method in a preschool educational institution is the development of free creative personality child.

Documents required for project implementation

Before implementing the project, the educator must complete the following steps:

Set the goal of the project.
Develop a plan to achieve the goal.
Involve specialists in the implementation of the relevant sections of the project.
Draw up a project plan.
Collect the necessary material.
Include in lesson design different types activities.
Prepare homework assignments for self-study.
Present the project in kindergarten with the help of an open lesson.

When implementing a project in a preschool educational institution, it goes through the following stages:

Goal setting. The teacher helps the child to choose a feasible and relevant task for him, taking into account his age, abilities and interests.
Project development - a plan of activities to achieve the goal.
Implementation of the project - the practical part.
Summing up - defining tasks for new projects.

Projects for different age groups in preschool

In kindergartens, there is a division into the following groups:

nursery - from 1.5 to 2 years;
the youngest - from 2 to 4 years. Can be further divided into 1st and 2nd groups;
medium - from 4 to 5 years;
senior - from 5 to 6 years;
preparatory - from 6 to 7 years.

Each group has its own projects that take into account all the characteristics of the children in the groups. Depending on what topic or area of life the teacher wants to cover, the project can be short-term, long-term or medium-term. Here are some examples for each of the age groups.

For example, in middle group can be done in kindergarten next projects: “Matches for children are not toys!”, “Healthy foodstuffs”, “Living water”, etc. So, the project “Matches for children are not toys!” designed to explain to preschoolers about the danger of fire, how to behave in case of fire and what measures can be taken to prevent fire.

With the help of the Living Water project, children's knowledge of water, its properties and states of aggregation can be clarified. Here, the rules of behavior on open water are considered, and an aesthetic attitude to nature is formed.

The "Healthy Foods" project should increase children's knowledge about products, their beneficial properties, ways or places to get them, and also tell you what dishes can be prepared from them.

In the older group there are children from 5 to 6 years old. At this age, there is an intensive development of the intellectual, moral-volitional and emotional spheres of life. The projects implemented in the preschool educational institution in the senior group take into account these features and are aimed at their development. For example, the project "Our good tales” is aimed at developing interest in books and reading with the help of Russian folk tales.

AT preparatory group in preschool, the baby’s daily routine does not differ from the one that was previously, but the emphasis is on the moral and physical preparation of the child for school. At the same time, groups continue to conduct classes and implement projects aimed at developing various qualities and skills. One example of a project in preschool in the preparatory group is the Kindness Saves the World project. It aims to develop positive qualities character and is designed to motivate children to do good deeds within their power.

There are also children's projects in which preschoolers gain knowledge on their own or together with their parents. For example, in a preparatory group in a kindergarten, the project " Magic transformations milk." With it, children should learn about the different types of dairy products and how to prepare them.

GEF sample projects

For successful implementation The project requires the following documents:

explanatory note;
project passport;
cyclogram of its implementation;
stages of work on it;
results;
feedback from participants.

One of the most important documents is the project passport in the preschool educational institution. Using the example of the Children's News in Kindergarten project, let's consider what is included in it. The document indicates the authors of the project, its theme, type and type, purpose, tasks, who will participate, that is, for what age children it is intended, the timing of its implementation and expected results. With its help, teachers plan to introduce children to the work of a journalist and presenter and give them the opportunity to make a report or news release.

The project "Children's News in Kindergarten" contains separate tasks for the child and the teacher. A sample project passport in the preschool educational institution according to the Federal State Educational Standard can be viewed.

Consider the project “Mini-Museum in Kindergarten. “Heritage of the Russian Land”, its purpose in the passport is formulated as follows: the creation of a mini-museum “Heritage of the Russian Land” to enrich the educational space of the kindergarten.

The project implementation includes the following stages: organizational, main and analytical. The first stage will last 3 months, the second - 11, and the third - 1 month. The documents describe in detail each of the stages, while children do not participate in the preparation for the implementation of the project. They will participate in the main and analytical stages. They will form the museum's exposition, make crafts on their own and together with their parents.

The main work falls on educators and other employees of the preschool educational institution in the implementation of the project. The organization of the educational program falls on the head of the preschool educational institution.

Project activities in kindergarten.

Introduction

One of the main tasks modern system education, according to the Federal State Educational Standard, is the disclosure of the abilities of each child, the education of a personality with creative thinking ready for life in high-tech information society with the ability to use Information Technology and learning throughout life. Only such an individual can become successful in life. In the context of the implementation of the project in the preschool educational institution, each child independently strives for vigorous activity, and the adult expects from him a positive original creative result. Therefore, it is in the project activities in the preschool educational institution that it is possible to educate a creative personality with creative thinking, it is possible to fully develop the cognitive activity of preschoolers.

Project method

According to the definition of the American educator, the founder of the project method, William Hurd Kilpatrick, a project is any action performed wholeheartedly and with purpose. A project is a set of actions specially organized by teachers and carried out by children and adult participants in the project. Children, teachers, families take part in project activities in the preschool educational institution. Project activity, like no other, supports children's cognitive initiative in the conditions of kindergarten and family, and it is project activity allows this initiative to be formalized as a culturally significant product.

The project method is a learning system in which children acquire knowledge in the process of planning and performing ever more complex practical tasks - projects. The project method always involves the solution of a problem by the pupils. This way of working is suitable for children from four years of age and older.

Ways to develop projects in a preschool educational institution

1. 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 by educational areas, p.2.6. GEF TO:

Social and communicative development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

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

2. Model of three questions WHAT DO I KNOW? WHAT DO I WANT TO KNOW? HOW TO FIND OUT?

WHAT DO I KNOW? - PROBLEM. Find out what the children already know about the topic.

WHAT DO I WANT TO KNOW? - DESIGN. Project theme plan.

HOW TO FIND OUT? - SEARCH FOR INFORMATION. Sources of new knowledge, i.e. funds for the project.

3. The image of "We are seven" (by Zair-Bek)

We are concerned... (a fact, a contradiction, something that attracts attention is formulated).

We understand ... (a conscious problem is presented for solution and benchmarks-values).

We expect ... (a description of the intended goals - results is given).

We assume ... (ideas, hypotheses are presented).

We intend to... (context of actions planned in stages).

We are ready... (a description of the available resources of a different nature is given).

We are asking for support... (justification of the necessary external support for the implementation of the project is presented).

Classification of thematic projects in preschool educational institutions

1. According to the activity dominant in the project:

Research - creative

role-playing

Creative

Informational (practice-oriented)

2. By subject area:

Monoprojects (one educational area)

Integrative (two or more educational areas)

3. By the nature of coordination:

Direct

Hidden

4. By nature of contacts:

With pupils of the same group

With pupils of several groups

With pupils of the entire preschool educational institution

5. By the duration of the project (depends on the degree of interest of the children, the teacher determines):

Short term (1 – 3 weeks)

Medium duration (up to a month)

Long-term (from a month to several months)

Types of projects in the preschool educational institution (according to L.V. Kiseleva)

1. Research and creative. Children experiment and arrange the results in the form of newspapers, dramatization, children's design (layouts and models).

2. role-playing . Elements are used creative games, children enter the image of the characters of the fairy tale and solve the problems in their own way.

3. Informational (practice-oriented) . Children collect information and implement it, focusing on social interests (the design and design of the group)

4. Creative. Formulation of the result of the work in the form children's holiday, children's design, etc.

What is a "project"?

Each project is "five P":

Problem;

Design (planning)

Search for information;

Product;

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 that contains all working materials, including drafts, daily plans, notes and other methodological materials used in the course of project activities.

At the end of the project, each preschool teacher organizing project activities must draw up a report on the project, which often causes difficulties. Using the proposed approximate structure for preparing a report on a completed project in a preschool educational institution, you, dear colleagues, can easily do this.

An approximate structure for the preparation by teachers of a report on a completed project in a preschool educational institution using the system web of the project

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

2. Project theme and its origin.

3. Project objectives (educational, developing and upbringing): for children, for teachers (not only for educators, but, possibly, for music directors, physical education leaders, speech therapists, etc.), for family members.

4. System web of the project.

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

6. Summary of the project:

* The preparatory stage - the actions of children, the actions of teachers, the actions of family members

* Activity stage - the actions of children, the actions of teachers, the actions of family members

* The final stage - the actions of children, the actions of teachers, the actions of family members

7. Project product description : for children, for teachers, for family members

8. Project presentation - demonstration of the project products to others (here it is appropriate to place photos of the project product).

Dear colleagues, I wish you creative success in project activities with preschoolers!

Back forward

Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested this work please download the full version.

Federal state requirements in the structure of the main general education program preschool education orient teachers working with preschoolers to solve educational problems not only directly educational activities, but also in the joint activities of the educator with children, in the independent activities of children in a developing environment, in the process of interaction with the families of pupils.

At the same time, it is necessary to organize the educational process, taking into account the integration of all educational areas.

In my opinion, the method of projects allows to optimally solve these problems. The project method is basically an independent activity of the project participants, focused not only on the assimilation of factual knowledge, but also on their application and acquisition of new ones. As the editor-in-chief of the magazine “Kindergarten of the Future - Gallery creative projects” V.I. Rebrova in his article “Design in modern life”, in the course of the project, the position of the teacher also changes: from a “transmitter” of knowledge, he turns into an active participant in joint activities. He acts as a coordinator, organizing the work of children, since it is difficult for preschoolers to independently plan their activities to solve the problems of the project.

The project, being one of the forms of joint activity, is a technology for the development of independence, exploratory behavior, cognitive and creative activity of children. In my opinion, this is its main advantage.

I have developed and tested an educational, thematic project of medium duration (approximately 2 months), which is called “Transformations of a droplet”.

The aim of the project is to develop children's ideas about the importance of water in nature through the study of the properties of water and the establishment of cause-and-effect relationships.

Project participants are children of senior preschool age, teachers, parents.

Project stages	Children's actions	Actions of teachers	Actions of parents
Preparatory	Precipitation monitoring. Observation of natural phenomena related to water (ice drift, frost, hoarfrost, icicles, etc.). Initiate discussions of the project among peers.	Selection of art literature on the topic. Selection of encyclopedias, maps, diagrams. Drawing up card indexes of riddles, rebuses, verses, sayings. Drawing up a card file of experiments with water. Preparation of equipment for experiments with water	Preparation of equipment for experiments with water. Preparation of photographs of natural phenomena.
Active	Consideration of encyclopedias, illustrations. HRE "Brave Sailors". Precipitation monitoring. Observation of natural phenomena related to water (ice drift, frost, hoarfrost, icicles, etc.). Experimentation, experiences. Water games. Compilation of observation diaries. Drawing, application.	Organization of experiments, experiments. Didactic, educational games. Integration of project activities in the GCD (FEMP - measurement of the volume of water; communication - lesson trip "Island of Grammar": FTsKM - lesson-experimentation "Water cycle in nature"	Preparation of children's stories about unique natural objects
final	Entertainment “Merry Water”. Presentation of the pages of the album about water.	Organization of a photo exhibition. Drawing up the scheme "The water cycle in nature." Entertainment “Merry Water”	Awareness of the need to be a source of encyclopedic knowledge for the child. Be able to answer children's questions, incl. based on the principles of natural conformity and scientific conformity.

The system "web" for the project is presented on figure 1.

As an example, I present a summary of the joint activities of the educator with the children “Have you heard about water?”. This activity is carried out at the active stage of the project. By the time of this event, the children have already got acquainted with the properties of water, learned in what form water is found in nature.

The purpose of the event: by experience to acquaint children with the properties and aggregate states of water.

To form ideas about the transition of water from solid to liquid, from liquid to gaseous and vice versa.
Expand understanding of the role of water in human life and its impact on health.
To consolidate the ability to highlight in the process of perception several qualities of an object and its characteristic properties.
To consolidate the ability to establish causal relationships between natural phenomena (when the ambient temperature changes, the state of aggregation of water changes).
Lead the children to the conclusion that everything in nature is interconnected.
To form ideas about water-related situations that are dangerous for humans and the natural world and how to behave in them.
Remind children that if fire is handled carelessly, a fire can occur.
Strengthen teamwork skills: the ability to distribute responsibilities, work in accordance with a common plan, without interfering with each other.
In research project activities, teach the child to pay attention to the analysis of the effectiveness of information sources. Initiate discussions of the project among peers.
Develop research projects.
To form the ability to negotiate, help each other.
To form ideas about oneself as an active member of the team through project activities.
To promote creative project activities of an individual and group nature.
To accustom children - future schoolchildren - to take the initiative in order to gain new knowledge.
Continue to develop vision, hearing, smell, taste.
Improve speech as a means of communication.
Develop the construction of the statement, help children more accurately characterize the object, situation; to teach to make assumptions and draw the simplest conclusions, to express their thoughts clearly for others.
Continue work to enrich the household, natural history, dictionary.
Help build complex sentences
Exercise in the sound analysis of the word

Equipment:

For the educator: thermos with snow, candle, table metal spoon, glass (mirror), projector, laptop.

For kids: glasses of various sizes and shapes, a plate, spoons, salt, sugar, glasses of water and milk, pebbles, a cube, colored stripes, chips.

Demonstration material: doll Kapitoshka - a symbol of the project; a letter from Kapelka; rebus; a set of pictures to reproduce the algorithm of the experiment, the scheme “The water cycle in nature”.

The teacher draws the attention of the children to the letter brought by Kapitoshka, offers to read it.

Figure 2

"Hello guys! Three little sisters are writing to you. Help us. We lived together and never quarreled. One day the sun was so hot that one of us turned into steam. And then came a terrible frost. The second one was combing her hair at that moment, and it froze, turning into a beautiful snowflake. And the third managed to hide. And remained a drop. Snezhinka became very proud, began to admire herself and did not want to recognize her sisters in a droplet and a “parinka”. Guys, help! Prove that we, the snowflake, the droplet and the “parinka” are sisters.

Guys, do you want to help? What are they asking you for?

The game “Where the water hid” is being played. The game is played using the Active Learning Method “Bus Stop”. The children are randomly divided into three teams.

The teacher invites the teams to choose one of the proposed names - Ice, Water, Steam. Then the teacher reads the verses:

Have you heard of water?
They say she's everywhere!
In a puddle, in the sea, in the ocean
And at the faucet.
Like an icicle freezes
Creeps into the forest with mist,
It's called a glacier in the mountains.
We are used to the fact that water
Our companion always!
We can't wash without her
Don't eat, don't drink
I dare to tell you:
We cannot live without her.

The task for the teams is to choose pictures where water is in the solid, liquid and gaseous state, respectively. Teams approach tables (“bus stops”) on which pictures are laid out (Figures 3-8). Select the desired pictures and move on to another “stop”. Having visited all the stops, choosing the right pictures, the representatives of the teams explain their choice.

Figure 3

Figure 4

Figure 5

Figure 6

Figure 7

Figure 8

Conclusion: water environment happens different. Solid as ice, in the form of vapor and liquid. It is transparent, tasteless, colorless and odorless.

Imagine that our room is a research laboratory. To prove that a snowflake, a "steam" and a drop are sisters, we need to investigate the properties of water. We will now conduct experiments.

Children approach the tables where equipment is prepared for experiments to determine the properties of water.

The task of the teacher is to convince children to choose different properties and not to repeat the experiments shown by other children.

Experience #1: “Water has no shape”

Give the children two glasses and dishes of various shapes. In one glass - water, in the other - a cube. Transfer the cube to another bowl. The cube has retained the shape of a cube. Pour water into another bowl, the water takes the form of this dish. What can be said about the shape of water? Water has no form. It takes the form of a dish. The cube keeps the form in any ware.

Experience No. 2: “Water is liquid, it can flow”

Give the children 2 glasses: 1 - with water, 2 - empty. And invite them to pour water from one glass to another. Ask a question: “Water pouring? Why?". Conclusion: water is liquid, pouring.

Experience #3: “Water has no color”

What color is the water? On the table you have strips of paper, with their help we will determine the color of the water. Attach and compare the color of the water and the color of each strip. Is it possible to say that water matches one of their colors? (Not). What color is the water then? Colorless.

Experience #4: “Water has no taste. Water is a solvent”

Give children three glasses of drinking water, containers with sugar and salt, teaspoons. Try water. Dissolve the salt in one glass and the sugar in the other. Try again. In one glass the water became sweet, in another it became salty, in the third it became tasteless.

Experience No. 5: “Water has no smell”

When mom bakes pies and buns, you will feel the appetizing smell behind the doors of the apartment. A delicate aroma is emitted by flowers, perfumes. And smell the water, what does it smell like? Conclusion: water has no smell.

Experience No. 6: “The water is clear”

Give the children two glasses. One with water, the other with milk and two pebbles. Dip one stone into water, the other into milk. A stone is visible in a glass of water, but not in a glass of milk. Conclusion: water is clear.

Experience No. 8: “Three states of water” ”(conducted by the educator)

Before the experiment, the Active learning method “Info-guessing” is used.

A drop of water is drawn on a piece of paper.

Question to the children: - Guys! How do you turn a drop of water into ice? The answers of the children obtained during the testing of the method (Mark it in the freezer, take it to the top of the mountain, where there are always glaciers). Answers are sketched by the children in the empty sector between the drop and the ice.

Guys! How do you turn ice into water? (Water to steam? Steam to water?)

On the flame of a candle we heat the snow. Conclusion: in warm weather, snow turns into water.

We continue to heat the water. Water turns into steam. Conclusion: When heated strongly, water evaporates, turning into steam. We install a cool mirror over the steam. The steam, touching the mirror, cools and turns into water. Conclusion: when cooled, the steam turns into water.

Water has three solid states - snow, ice; liquid - water; gaseous - steam.

Bring the children to the conclusion that a steam room, a snowflake and a droplet are different states of water.

If signs of fatigue of children are noticeable, a relaxation game “Snow Queen” is held.

Purpose of the game: to develop the ability to strain and relax the muscles of the whole body alternately, to coordinate movements.

Equipment: icicle stick, picture-sun.

A teacher or a child turns into a “snow queen” and gradually begins to “freeze” all children.

Guys! I suggest you turn into drops of water, and the snow queen will try to freeze you, turn you into ice. Get out on the carpet. You are freezing right hand, neck, etc. Children turn into an ice sculpture.

And now - the sun has come out, and you are slowly melting - your left leg, torso ..... you have melted, turned into a puddle .... Children first squat down, then completely relax and lie on the floor.

After the game, the children turn into "scientists" again and return to the laboratory.

Guys! Can we say that a snowflake, a droplet and a “parinka” are sisters?

How can we inform Kapelka about this? Let's send photos of the experiments!

The teacher demonstrates the presentation “Experiments with water”.

But how do you find the address? The letter contains a puzzle. (Figure 9). Let's try to figure it out! This is an encrypted address. Only not postal, but electronic!

Figure 9

This is an email address. You need to use a computer!

Communication is such a computer - a satellite - a drop! Submit and wait for an answer!

Invite the children to independently organize the game “Land-Water”.

(The joint activity of the educator with the children passes into the independent activity of the children).

Counting.

I am cloud and fog
And the stream and the ocean
I fly and run
And I can be glass.

The players stand in one line. At the word of the leader "land" everyone jumps forward, at the word "water" - back. The competition is held at a fast pace. The leader has the right to pronounce other words instead of the word "water", for example: sea, river, bay, ocean; instead of the word "land" - coast, land, island. Jumpers out of place are eliminated, the winner is the last player - the most attentive.

This project was tested in preschool educational institution No. 113 of St. Petersburg. (Attachment 1).

The project is integrated with educational areas - cognition (formation of a holistic picture of the world), security, health, reading fiction, socialization.

It is possible to note the cognitive interest of children throughout the project, the high interest of parents and the desire to help children and teachers, which indicates the need and significance of the project.

References

Order of the Ministry of Education and Science Russian Federation(Ministry of Education and Science of Russia) dated November 23, 2009 No. 655 "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education."
From birth to school. The main educational program of preschool education, ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. - M.: Mosaic-synthesis, 2010.
Project method in the activities of a preschool institution. Handbook for practitioners of preschool educational institutions. Author-compiler L.S. Kiseleva. - M.: ARKTI, 2004.
Skorolupova O.A. Water. Activities with older children preschool age. - M.: Scriptorium, 2010.
Shorygina T.A. Conversations about natural phenomena and objects. Guidelines. - M.: TC Sphere, 2011
Kulikovskaya I.E., Sovgir N.N. Children's experimentation. - M.: Pedagogical Society of Russia, 2003.
preschool education: innovative projects, methodology, new ideas. Magazine for leaders, specialists and teachers of preschool educational institutions. No. 1/2011.

tutor of the first qualification category Municipal budgetary preschool educational institution "Kindergarten of combined type No. 201", Orenburg.

Project activity b is an integrated teaching method that is innovative for preschoolers. It is aimed at developing the personality of the child, his cognitive and creative abilities, when a series of classes is united by the main problem.

In addition, it is important that not only children, but also their parents are involved in the implementation of the project, which makes the learning process as effective as possible.

The project "What I know about myself" was developed for children of primary preschool age in order to form the prerequisites for a conscious attitude to their health.

Project: "WHAT I KNOW ABOUT MYSELF"

Project passport

Project type: cognitive-creative, group.

Implementation time: during the academic year.

Project participants: children of primary preschool age, educator, parents of pupils, educator in physical education, music director,

Age of participants: children of primary preschool age (3-4 years)

Educational area: the project is being implemented as part of the Childhood program, the section “Raising Children Healthy, Strong, Cheerful”

Relevance of the topic:

Early childhood is a critical period in a child's development. At this time, there is a transition to new relationships with adults, peers, with the objective world. At this time, children begin to actively manifest the need for cognitive communication with adults, which is why it is so important to encourage cognitive activity, develop the desire for observation, comparison, and examination. The first object for research is often the child himself and his environment - adults and peers. The most interesting and incomprehensible thing for a child is himself. The child very early begins to strive for knowledge of the structure of his body, compares himself with others, finds similarities and differences. Who am I? What am I? What can I do? What are eyes and ears for? ... - this is only a small part of the questions that the child asks, and which he cannot answer on his own. And here the main task of an adult is to support the children's interest in their own body, its structure and functioning, to teach them to help themselves, to teach them to take care of their bodies. Thus, we can conclude that the topic of self-knowledge is relevant for studying with children of primary preschool age, and the use of design technology allows children to become active participants in the educational and educational processes, and also creates conditions for involving their parents in the educational process.

Project goals:

1. arouse in children an interest in studying their body, its capabilities; develop creativity, empathy;

2. to form the foundations of a hygienic culture in children;

3. develop visual materials and benefits that have a developmental impact on children of primary preschool age.

Project objectives:

Select and study literature on the topic of project activities.

Develop forward-looking thematic planning on the topic “What I know about myself”

To choose methods of pedagogical diagnostics. In the process of diagnosis, identify the level of knowledge and ideas of children about the human body.

Develop cycles of games-activities for sections of the project, each of which would combine elements of different types of activities

Select and systematize games, game exercises, experiments and experiments, literary material according to the tasks of the sections of the project

To include in practical activities with children a variety of materials, non-traditional techniques.

Determine the forms of organization of training, according to the objectives and content of the project.

Enrich the game environment with didactic material.

Develop advisory material for parents and teachers of the preschool educational institution on the topics of the sections of the project

Introduce children to external structure human body, with the capabilities of his body

To teach children to distinguish the individual characteristics of their appearance, face, height, age

To give elementary representations about the meaning of the senses

Involve children in the process of learning through their involvement in various types of practical and play activities

Create conditions for independent reflection of the knowledge and skills acquired by children

Involve parents in the educational process through consultations, entertainment, organizing joint activities with children

Develop children's imagination and creativity

Hypothesis of the educational project.

As a result of purposeful and systematic work with children of primary preschool age on the topic “What I know about myself”, it is possible that children will form the simplest ideas about human body and its possibilities, about measures aimed at maintaining health, as well as to increase the level cognitive development.

Project implementation principles:

1. availability:

▪ taking into account the age characteristics of children

▪ adaptation of the material

2. systematic and consistent:

▪ gradual presentation of material from simple to complex

▪ frequent repetition of acquired knowledge, rules and norms

3. visibility and entertainment:

▪ the proposed material should be understandable, have an entertaining beginning, be playful or with elements of a game, surprise

4. dynamism:

▪ integration of the project into different types of activities

5. Differentiation:

▪ creation of a favorable environment for the assimilation of the material proposed for study by each child

Features of the project method when working with younger preschoolers:

The main goal of the project method is the development of a free creative personality of the child, which is determined by the tasks of development and tasks research activities children.

Development tasks:

1. ensuring the psychological well-being and health of children;

2. development of cognitive abilities;

3. development of creative imagination;

4. development of creative thinking;

5. development of communication skills.

Research tasks are specific for each age. In early childhood, these are:

1. the entry of children into a problematic game situation (the leading role of the teacher);

2. activation of the desire to look for ways to resolve the problem situation (together with the teacher);

3. formation of the initial prerequisites for search activity (practical experiments).

Stages of work on the project

Direction of activity, its stages

Stage I - information and analytical support project

Task: Collection and analysis of information

1. Selection and study of literature on project activities.

2. The study of advanced pedagogical experience in the development of children's ideas about the human body and its capabilities

3. Consulting with the deputy head of the institution on project activities.

4. Selection of methods of pedagogical diagnostics of pupils, parents (observation of children, individual conversations in order to ascertain the level of knowledge in sections of the program)

5. Analysis of the results of pedagogical diagnostics

Stage II - methodological support of the project

Task: Optimization of the design of the educational process

1. Draw up a perspective thematic plan on the topic of the project “What do I know about myself?”

2. Development of a cycle of games-activities within the framework of project activities.

3. According to the tasks and content, determine the forms of organization

4. Select and systematize games, game exercises, experiments and experiments, literary material according to the tasks, arrange them in the form of a file cabinet.

III stage - work with children

1. To form in children the simplest ideas about the human body and its capabilities

2. To form children's ideas about activities aimed at maintaining health

3. Development in children of such qualities as independence, creative activity; reduction of tension, stiffness.

1. Conducting pedagogical diagnostics through conversations, observations, games, in order to determine the level of knowledge in the sections of the program.

2. Creating a situation of involving children

3. Implementation of the cycle of games - classes

4. Creation of conditions for the creative activity of children, a favorable mood for independent work (if necessary, assistance)

5. Creation of conditions for conducting experiments, experiments and observations

6. Creation of such conditions under which children can independently draw conclusions and conclusions based on past experience and experience gained during experiments

IV stage - work with parents

Task: involvement of parents in project activities.

1. Preparation of advisory material for parents.

2. Making albums, collages with the involvement of parents.

3. Involving parents in joint activities with children.

Stage V - work with the teaching staff

Task: involvement of teachers in project activities.

1. Preparation of information and advisory material for teachers.

2. Involvement of PEI specialists to participate in activities within the framework of the project.

3. Offer teachers a cycle of didactic games, as well as reading material for children on the topics of the sections of the project

Stage VI - preparation for the presentation and presentation of the project

Task: demonstration of work experience

1. Summarize the work experience and arrange it in the form of a folder, submit the material in methodical office DOW.

2. Presentation professional activity through the presentation of an educational project.

Expected result of the project activity:

1. for the teacher:

development of the project method

raising the level of pedagogical competence, professional growth

Improving the quality of work with children through the use of various kinds activities

2. for children:

formed the simplest ideas about the human body and its capabilities, about activities aimed at maintaining health

Increased level of cognitive development

development of creative abilities

Development of teamwork skills and communication skills

3. for parents:

partnerships between parents and teachers in the joint organization of group life

4. for preschool teachers:

Opportunity to get acquainted with the experience of using the project method in working with children

Project activity product:

Drawings of children made with pencils using stencils

Panel "Miracle Tree" (group work)

Drawings “What a palm can turn into” (finishing details)

Composition "Flowers in the meadow" (group work)

Material for d / and "Find a Pair" - application "Patterns on socks"

Albums "I'm growing up" (photos of a child from a newborn to 4 years old)

Attributes for gymnastics for the eyes, and for the development of color perception - "Butterflies"

- "Toys - rattles"

Book of riddles invented by children, "Guess by description"

collages

Class models, didactic games, information material for parents and teachers

Visual materials and aids

Download the pedagogical project "WHAT I KNOW ABOUT MYSELF"

Project activities in the preschool educational institution. Pedagogical technologies in preschool educational institutions. Method of projects in preschool educational institution. Research projects in DOW. Design technology in DOW. Organization of project activities in the preschool educational institution. Project method in the activities of the preschool educational institution. The technology of the project method in the preschool educational institution. The method of projects in preschool educational institutions as an innovative pedagogical technology.

The method of projects as a means of introducing pedagogical innovations in preschool educational institutions. Using the project method in the educational process of preschool educational institutions. The system of work on the implementation of the project method in the educational process of preschool educational institutions. Methods of art therapy in the educational process of preschool educational institutions. Mikhailova T. V. technology teacher MBOU "Secondary School No. 2 named after. Project activities in junior group"Snowman".

Student-centered learning technologies project activities in preschool educational institutions. Project-based learning in primary, continuity in high school and propaedeutics in the preschool educational institution. Pedagogical Council "The method of projects in preschool educational institutions as an innovative pedagogical technology." Pedagogical project: adaptation of children of early preschool age to the conditions of the preschool educational institution "My first steps".

Project to create conditions for implementation educational field"Physical development" with teachers of preschool educational institution No. 96 "The path to health." The project of the activity of the resource center of the preschool educational institution MSO “Implementation of FGT by means of the “Situation” technology at the technological level of the activity method of L.G. Peterson in the conditions of network interaction of DOU MSO.

Today, methodological work is understood as a special type of educational activity, which is a set of activities carried out by the staff of an educational institution in order to master the methods and techniques of teaching. Dhow project on beetles. Materials for labor activity in dow.

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