Materials for finished projects in kindergarten. Educational portal
Project activities in kindergarten in the context of the implementation of the Federal State Educational Standard of preschool education.
Kemerovo 2016
Project activity in kindergarten in the context of the implementation of the Federal State Educational Standard of preschool education [Text] / N. A. Lukonenko, N. A. Kultaeva, T. V. Kolmakova, O. Yu. Nazarova, L. A. Luchsheva, A. Yu. Luchsheva . - Kemerovo, 2016. - 56 with.
Lukonenko Natalya Anatolyevna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Kultaeva Natalia Aleksandrovna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Kolmakova Tatyana Viktorovna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Nazarova Olesya Yuryevna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Luchsheva Lyudmila Alexandrovna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Luchsheva Anna Yuryevna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Projects can be used by kindergarten teachers.
| Introduction | |
| Research and game project in the younger group "Vodichka and I are best friends." | |
| "Animals of Africa". Short-term project for older children. | |
| "Magic water". Short-term educational project in the preparatory group. | |
| "Mystery of the Volcano" Short-term educational project in the preparatory group. | |
| "A miracle - a seed turned into a tree." Long-term Cognitive - practical project in the senior group. | |
| "A mother's heart will warm better than the sun." Short-term creative project in the senior group. |
Introduction
“What I hear, I forget.
What I see - I remember.
What am I doing - I understand"
Confucius.
A modern preschool organization in the context of the introduction of the Federal State Educational Standard and a huge flow of information requires such methods of organizing educational activities that would form an active, independent and proactive position among preschoolers.
A modern preschooler needs to be able to acquire knowledge himself; he must have developed research, reflective skills. The teacher needs to form skills that are directly related to the experience of their application in practical activities.
The task is difficult, but solvable. All of the above can ensure the use of the project method in the practice of kindergartens.
It is the project method that makes it possible to shift the focus from the process of passive accumulation of knowledge by children to mastering them in various ways of activity in the conditions of the availability of information resources. This is facilitated by a personality-oriented approach in upbringing and education. Based on a student-centered approach to upbringing and education, the project method develops a cognitive interest in various fields of knowledge, forms cooperation skills.
In European languages, the word "project" is borrowed from Latin and means "thrown forward", "protruding", "conspicuous". Translated from Greek, the project is the path of research.
A number of authors, such as L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuykova, consider project activities as a variant of an integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction of a teacher and pupil, phased practical activities to achieve the goal.
In modern times, this term is associated with the concept of "problem". The project method is understood as a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with a mandatory presentation of these results.
The use of the project method in preschool education can significantly increase the independent activity of children, develop creative thinking, the ability of children to independently find information about an object or phenomenon of interest in various ways and use this knowledge to create new objects of reality. It also makes the educational system of the preschool educational institution open to the active participation of parents.
The basis of this method is the independent activity of children - research, cognitive, productive, during which the child learns the world around him and brings new knowledge to life.
The implementation of any project involves the main stages:
Choosing the goal of the project - the educator helps children choose the most interesting and feasible task for them at their level of development.
Project development - drawing up an action plan to achieve the goal: who will turn to for help, sources of information are determined, materials and equipment for work are selected, what items will learn to work with to achieve the goal.
Project execution - the practical part of the project is being carried out.
Summing up - a "debriefing" is carried out, the evaluation of the results and the definition of tasks for new projects.
Projects are of different types:
Creative - after the implementation of the project, the result is presented in the form of a children's holiday.
Research - children conduct experiments, after which the results are drawn up in the form of newspapers, books, albums, exhibitions.
Game - these are projects with elements of creative games, when the guys enter the image of the characters of a fairy tale, solving the problems and tasks in their own way.
Informational - children collect information and implement it, focusing on their own social interests (designing a group, separate corners).
The introduction of the project method in our kindergarten began a few years ago.
In order to achieve results in this direction, we are trying to master the new technology to perfection, which allows us to change the style of working with children, increase children's independence, activity, curiosity, involve parents in the educational process, create a subject-spatial environment in accordance with the requirements of the project method.
The practice of the first projects proved the effectiveness of this method in the development and upbringing of children.
In our opinion, the project method is relevant and very effective. It gives the child the opportunity to experiment, to synthesize the acquired knowledge. Develops creativity and communication skills, which allows him to successfully adapt to the changing situation of preschool education.
We present to your attention a number of projects carried out by our creative group of like-minded people.
MADOU No. 241 Kindergarten of combined type
"Academy of childhood"
Research and game project in the younger group "Vodichka and I are best friends"
Developed and implemented:
teacher Lukonenko N.A.
Kemerovo 2013
Research and game project in the younger group« Vodichka and I are best friends»
Project Manager: Lukonenko Natalya Anatolyevna, teacher of the junior group "Smeshariki" MADOU No. 241 preschool apt.
The work on the project is carried out within the framework of the sections of the exemplary basic educational program of preschool education of our preschool educational institution.
Age of project participants: children from 3 to 4 years old.
Project participants: educator and pupils of the group, PDO for fine arts, laundry worker, parents of pupils.
Project type: medium-term, group, research and creative, interdisciplinary.
Project problem: children's awareness of the properties and importance of water in the lives of people, animals and plants.
Objective of the project: familiarization of children with the properties and importance of water in the life of living beings.
Project objectives:
The development in children of elementary natural-science ideas about water and its properties.
The formation of their own cognitive experience in the process of studying this topic, the development by children of the methods and techniques necessary for design and research activities, such as: observation of inanimate objects, conversations, viewing illustrations, experiments, experiments.
The development of creative and communication skills in preschoolers.
Raising a careful attitude to the water resources of our planet.
Project relevance there is no doubt, since children's experimentation has a huge developmental potential (during the experiment, the child's memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison, classification and generalization, an ecological culture is being formed).
Expected result:
Enriching the horizons of children on this topic, the formation of environmental and moral education.
Experimentally, children's ideas about the properties of water are expanding.
Activation of work with parents and specialists in additional education.
Literary series: small folklore, fairy tales by K. I. Chukovsky “Moydodyr”, “Fedorino grief”, fairy tales by S. Prokofiev “About a gray cloud”, “Magic basket”, poem by A. Barto “The grimy girl”, Slovak folk tale “At the sun in away";
Music line: audio recordings "Sounds of water in nature", video recording - cartoon "Kapitoshka";
Demo Row: didactic doll "Droplet", albums, postcards, illustrations on the topics "Water in nature", "Human use of water", photo exhibition equipment, toys, attributes for classes.
Practical results of the project: exhibition of drawings on the theme: “Cloud and rain”, “Rain drip - drip - drip”, photo exhibition on the topic: “Vodichka and I are best friends”, presentation of the work done.
| Project stage | Teacher activity | Children activities | Parents activities |
| I stage. Formulation of the problem. | Setting goals and objectives: Purpose: to familiarize children with the properties and significance of water in the life of living beings. Tasks: to teach children to draw conclusions based on experiments, to participate in feasible practical activities, to consolidate knowledge about the importance of water and its properties, about the role in the life of people and animals, to cultivate a careful attitude to the water resources of the planet. | The kids are in trouble. | Reading literature to children on this topic, watching video material, talking on this topic. |
| II stage. Preparatory | 1. Work on the preparation of the photo exhibition "Vodichka and I are best friends." 2. Making a droplet doll. 3. Collection of waste and natural material. 4. Collection of illustrations depicting rain, snow, water and other water objects. 5. Selection of material for practical games and classes, selection of audio and video material for classes. 6. Making attributes for games and activities. | Get used to the game situation. | Assistance to educators in the selection of material for classes, assistance in preparing for a photo exhibition. |
| III stage. Project work. | 1. Integrated lesson "Visiting a droplet" (the role of water in the lives of people and animals). 2. Playing with water "Funny bubbles" (we get bubbles by blowing air through a tube into a glass of water). 3. An integrated lesson together with a specialist in art activity "Multi-colored droplets" (the experience of coloring water with gouache and drawing with fingers). 4. Integrated lesson "Didn't drink tea - what a power" (acquaintance with hot water and the process of brewing tea). 5. Integrated lesson "Miracle steam" (experiment "Transition of water into a gaseous state (steam) and from steam into water"). 6. Observations of water in nature “Reflection in a puddle”, “Blue ice”, “White snow fell”. 7. Integrated lesson together with a specialist in art activities “Rain, rain - let it go” (rain drawing). 8. Lesson - the game "Bathing Katya's doll" (the experience of turning water from hot to warm). 9. Integrated lesson "Drop - ice - drop" (the experience of turning water into ice and ice into water). 10. Experience “The snow will melt - a stream will run” (show the children not only the process of melting snow, but also getting dirty water as a result of this, focusing on the fact that for this reason it is strictly forbidden to take snow in your mouth). 11. Playing with water "Funny Bubbles" (preparing a solution to get soap bubbles). 12. Integrated lesson together with an art activity specialist. Drawing with non-traditional material: "Clouds and rain" (foam rubber, finger painting), "Rain drip-cap-cap" (finger painting). Classes are held to the music "Sounds of Nature", the song "Rain". 13 Reading the work "Moydodyr" by K. I. Chukovsky. 14. Reading the work "Fedorino grief" by K. I. Chukovsky. 15. Excursion to the laundry (show children another role of water in people's lives). | A cycle of practical cases both in kindergarten with a teacher, and at home with parents. | Repeating experiments at home, make beads for the Snow Maiden with children (multi-colored ice floes on a string). |
| IV stage. Summarizing. | Creation of the photo exhibition "Vodichka and I are best friends", presentation of work on the project. | Ability to apply acquired knowledge in everyday life. | View a presentation of work on a project during a parent-teacher meeting. |
Belaya K. First steps.
Vasilyeva M.A., Gerbova T.V., Komarova T.S. Guidelines for the program of education and training in kindergarten.
Zherdeva E.N. Young children in kindergarten.
Zelenina T.N. Familiarization of young children with nature.
Photo report of the work done:
Droplet came to visit
Preparation for experiments with water
Everything dies without water.
What will happen on the planet if you behave like this?
The faint of heart, please leave!
Observation of the process of boiling water, its transition to a gaseous state and vice versa
Integrated lesson together with a specialist in art activities
Animal world of Africa
Short-term project for older children
educator
Kultaeva N.A.
Kemerovo 2016
Project relevance:
Many children do not know the names of other countries and representatives of flora and fauna. In order to expand the horizons of children, we adults must tell children not only about life in our country, but also about the lives of residents of other countries, as well as representatives of flora and fauna, other climatic zones. The fauna of hot countries is very diverse and attractive to children.
Objective of the project:
To give children elementary ideas about the features of the geographical position and climate of Africa; to form ideas about the relationships, interactions and interdependence of living organisms with the environment.
Project objectives:
To form elementary ideas about the features of nature and the climatic zones of the African continent (desert, savannah, tropical forest)
To give children an elementary idea of the African desert, to introduce the flora and fauna of the savannah, to form an idea of \u200b\u200bthe rainforest.
Expand the horizons, enrich the vocabulary of children, develop related speech.
Cultivate a desire to share knowledge with each other.
To develop the cognitive abilities of children, actively include them in creative and search activities.
Education of moral behavior.
Organize joint educational and productive activities with parents.
Project type: research and creative.
Integration of educational areas:"Cognitive development", "Social and communicative development", "Speech development", "Artistic and aesthetic development", "Physical development".
Project implementation mechanism.
| Project stages | Project milestones | Tasks of the project stages |
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| (preparatory) | 1. To introduce children to the geographical location of Africa, its climate and animals. 2. Contribute to the organization of joint activities of parents and children. |
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| (basic) | 1. Improve skills, imagination and fantasy. 2. Introduce children to the works of writers about animals in Africa. |
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| (final) | 1. Cultivate accuracy, the ability to bring the work started to the end. 2.Summarize the experience on this topic. |
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Expected Result:
Involving children in the interesting and fascinating world of Africa's nature. Knowledge of the names of animals and plants, the location of the continent of Africa on the map. Creating a favorable atmosphere for independent study of the flora and fauna of Africa together with parents.
Project Implementation Plan.
| Members | Implementation period |
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| Stage 1. Preparatory. |
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| 1. An informative conversation about Africa and the animals living in it. | Get the kids interested in the topic. | Educators, children. | ||||
| 2. Consultation for parents "Animals of hot countries". | To expand the horizons of parents on this topic in order to consolidate the ZUNs of children. | Educators, parents. |
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| Stage 2. Basic. |
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| 3. Lesson on the development of speech "Animals of Africa" | To consolidate the ability to form new words (names of animals, their cubs, etc.). Cultivate love for animals. | Educators, children. | ||||
| 4. Mathematics "Animals of hot countries" | Fixing a quantitative and ordinal account; consolidation of knowledge about geometric shapes. Clarify the names of African animals. | Educator, children. | ||||
| 5. Reading fiction K. Chukovsky "Aibolit", R. Kipling "Elephant" | To expand the scope of children's knowledge about the world around them, in particular about Africa. Develop curiosity, horizons. | Educator, children. | ||||
| 6. Drawing "Animals of Africa" | Clarify children's knowledge about African animals. Cultivate accuracy in working with paints, pencils. | Educator, children. | ||||
| 7. The story of the children about the drawn animal. | Continue to teach children the logic, coherence, consistency of statements, develop the creative abilities of children, encouraging them to come up with various options for events that are not depicted in the picture. | Educators, parents, children. | ||||
| Stage 3. Final. |
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| 8. Making the layout "Animal World of Africa" | Cultivate accuracy, the ability to bring the work started to the end. Engage children in more creative and broad use of knowledge about the life around them. Summarize your experience on this topic. | Educators, children. | ||||
Bibliography
O. Alexandrova. "My first encyclopedia" Iris Press Publishing. 2008
M. Borisenko. "Animals of hot countries". Publishing House Parity Series. 2008
G. Banar. "Where it's always hot." Publishing house "Karapuz". 2010
E. Valk. "To preschoolers about animals." Publishing house "Teacher". 2010
Galperstein. "My first encyclopedia". Publishing house Rossmeen - Publishing house. 2008
V. Kalashnikov. Encyclopedia "Wonders of Nature" Publishing House, Moscow, "White City. 2008
E. Prati. Translation by I. Tsibidov. "Animal. Encyclopedia for children. Machaon Publishing. 2010
L. Shaitanov. "First lessons 5+, animals of hot countries." Publishing house "Dragonfly Series". 2010
Drawing animals of Africa. 
Layout making.
MADOU "Kindergarten of the combined type No. 241"
Sorceress water
in the preparatory group
educator
Kolmakova T.V.
Kemerovo 2016
“Water stands apart in the history of our planet. There is no natural body that could compare with it in terms of its influence on the course of the main, most grandiose geological processes. There is no earthly substance - a mineral, a rock, a living body that would not contain it. All earthly matter is permeated and embraced by it. Vernadsky
Project theme: "Sorceress Water"
Project type: research, creative, group
Duration: short-term (03/14/2016 - 03/28/2016).
Object of study: water.
Subject of study: properties of water.
Age children for whom the project is designed: 6-7 years
Project participants: children, teacher Kolmakova T.V.
Research methods and techniques: observation, conversation, experiment, analysis and generalization of results.
Equipment: transparent vessels of different shapes, transparent glasses (2 for each child), spoons, a basin of water, aprons (for each child and teacher), napkins, food coloring, ice, hot water, a basin of water, a projector.
Target:
Enrichment in children of the preparatory group of ideas about the meaning of water and its properties, states. Education of respect for water as a source of human life and all life on Earth.
Tasks:
Continue to acquaint children with the most important component of nature - water.
To develop the ability to observe, analyze, compare, highlight the characteristic, essential features of animate and inanimate nature, natural phenomena, determine the basic properties and conditions of water. Develop cognitive abilities, creative imagination, communication skills.
Create conditions for the development of skills in conducting laboratory experiments, research activities.
To form a conscious, careful attitude to water as an important natural resource.
Estimated result
Increased interest in GCD containing demonstration experiments, elements of independent experimentation, and long-term observations-experiments
The development of coherent speech, the ability to build complex sentences, draw conclusions.
Education of ecological culture.
Respect for water resources.
Project relevance
Water is the first and favorite object for research by all children. Children come into contact with water from the first days of life. And as soon as they begin to understand at least something, they start playing with water.
It is very important to teach people, and especially children, our future generation, to take care of water. Water plays a huge role in our life, it is our constant companion.
It is important that the child could evaluate human behavior in nature, express his opinion on this problem. And we must create conditions for the child to communicate with nature and for feasible activities.
The project was developed due to the particular relevance of the problem of educating the ecological culture of preschool children. A huge role in organizing this problem is assigned to the environmental education of children. To date, environmental awareness, respect for nature have become the key to human survival on our planet. In addition, the environmental education of children is a huge potential for their comprehensive development.
Raising an ecological culture is a long way to form the right ways of interacting with nature. Children need to instill the skills of an environmentally literate attitude in everyday life, teach them to treat water carefully and economically. Pay attention to the fact that even such a familiar object as water is fraught with a lot of unknown. All this emphasizes the relevance of this project.
Project stages:
Organizational and preparatory:
select and study methodological literature on the topic of the project;
replenish the development environment;
selection of fiction on the topic;
selection of encyclopedias, maps;
development of a project implementation plan;
compiling card indexes of riddles, poems, sayings;
compiling a card file of experiments with water;
preparation of equipment for experiments with water.
Practical and indicative (see the project implementation plan):
Experimental activities;
Observations on walks;
Reading fiction;
Artistic creativity;
Didactic games;
Games experiments;
Walking observations.
Final-reflexive
Final lesson on the topic "Wonders of Water" (see Appendix No. 1)
Creation of a file cabinet "Experiments and experiments with water";
Summing up the results of the work done.
Project Implementation Plan:
| Monday | |||||
| Morning conversation, setting the problem "Is life possible without water?" GCD "Water in human life" Experimental activity "Where is water contained?" Reading Fiction: G. H. Andersen "The Little Mermaid" | NOD "Life under water" Experimental activity: "Properties of water" (fluidity, transparency, solvent water) Making a layout "Inhabitants of the sea" Didactic game "Yes-no" | GCD "Journey of a droplet" (Water cycle in nature) Experimental activity: "Cloud formation" Artistic creativity: drawing "Rain, rain, drop" Reading fiction: the fairy tale of the peoples of Siberia "Living Water" | GCD "Different water" (three states of water, structure, properties) - problem: "Why don't Icebergs sink?" Experimental activity: "Properties of ice" Story-director's game "Arctic Journey" Didactic game "Good-bad" | Experimental activity "Evaporation of water. Where does the fog come from" Artistic creativity: application "Clouds - white-maned horses" Didactic game: "Who will collect faster?" Fiction: poems by A.S. Pushkin "About the Sea" |
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| NOD "River of our city. Use of water. Kamskaya HPP"" Reading fiction: memorizing the poem "Have you heard of water?" Artistic creativity: drawing "Jellyfish and fish" Pilot-experimental activity "Observation of surface tension", "Buoyancy force". (Annex 2) | NOD "Sea wonders", "Why is the water salty?" Artistic creativity: modeling "Inhabitants of the sea" The plot-director's game "Brave Mariners" Experimental activity: "Water has power" (study of water pressure "(Appendix 2) | NOD "Reservoirs of our planet" Artistic creativity: drawing "The Tale of the inhabitants of the sea or the river" (making a book) Experimental activity: "Let's transfer water" (using a pipette, straw, syringe) (Annex 2) Reading fiction: A.S. Pushkin "The Tale of the Fisherman and the Fish" | GCD "Why do we swim and ships don't sink?" (formulation of the problem) Experimental activities: "Investigation of objects for buoyancy", "Observation of the surface film" Didactic game "Name as many as possible" Artistic creation: drawing "Goldfish" | NOD: quiz "In the world of water" Artistic creativity: modeling (collective work) "Sea adventures" Experimental activities: "Formation of soap bubbles", "Weakening of surface tension" Final lesson "Miracles of water" (Appendix 1) |
Result
During the implementation of the project, children's knowledge and ideas about water, its properties, and significance for all living things have expanded. Most of the children were active in cognitive, experimental, productive activities. Seven children made presentations prepared jointly with their parents on various topics related to water. The developing object-spatial environment was replenished with children's encyclopedic literature, children's presentations, board-printed games, figurines of sea inhabitants for a table layout.
Bibliography:
The program "From birth to school" edited by Mu: MOSAIC-SYNTHESIS, 2011. - 336 p.
Tugusheva G. P., Chistyakova A. E. “Experimental activities of children of middle and senior preschool age”: Methodological guide. - St. Petersburg. : CHILDHOOD - PRESS, 2011.
AI Ivanova "Methods of organizing environmental observations and experiments in kindergarten": A manual for employees of preschool institutions. - M. : TC Sphere, 2003.
N. N. Avdeeva, G. B. Stepanova "Life around us" Yaroslavl. - 2003
Vinogradova N. F. “Stories - riddles about nature: a book for children 5-6 years old / N. F. Vinogradova. - 2nd ed. finalized - M. : Ventana - Graf, 2012.
Shorygina T. A. "Conversations about water in nature" Guidelines. - M., TC Sphere, 2013.
Nikolaeva S. N. Young ecologist: The program of education of ecological culture of children. - M.: New school, 1999.
MADOU No. 241 "Kindergarten of a combined type."
MYSTERY OF THE VOLCANO
Short term educational project
in the preparatory group
educator
Nazarova O. Yu.
Kemerovo 2016
Project implementation base: pupils of the preparatory group, parents of pupils of MADOU kindergarten No. 241.
Project implementation timeline: 2 weeks.
Objective of the project: Implementation in the educational process of cognitive and experimental activities of children of senior preschool age, through familiarization with a natural phenomenon - a volcano.
Project objectives:
Give an idea of volcanoes, their structure, causes of occurrence.
To develop the cognitive activity of children in the process of independently performing experiments according to the scheme.
Help students understand why volcanoes are formidable natural phenomena.
To develop the ability to compare, analyze, draw conclusions, expand the horizons of pupils.
To consolidate the ability of children to work with a map, a globe.
To introduce children to the "reading" of encyclopedias, acquaintance with new phenomena, factors.
Give an idea of active, dormant and extinct volcanoes.
Activate and form concepts: magma chamber, vent, crater, lava, eruption
Search for effective methods and techniques that contribute to the formation of ideas about the integrity of the surrounding world
To teach children to listen to each other, to accept and develop the idea of peers and adults, to interact creatively.
Formation of an active position among parents in the upbringing and education of children.
Hypothesis:- the ability to create an artificial volcano.
Project participants: teacher Nazarova O.Yu., children, parents.
Object of study- volcanoes.
Materials and equipment:
Projector, laptop, plastic cups (per child), deep plastic plates (per child), baking soda, washing liquid (any), red paint, vinegar, volcano model, small spoons (per child), pipettes (per child) ), green and red cards, workflow diagram, aprons, sleeves.
Project relevance:
Educational activities in a preschool institution are aimed at developing the child's personality as a whole (the ability to compare and generalize one's own observations, to see and understand the beauty of the world around them), as well as to improve children's speech and their thinking.
Knowledge about volcanoes helps the child to comprehend that on earth and in our country there are such natural objects as volcanoes that affect the climate of the earth, living organisms, and changes in the relief of the earth.
Knowledge is not an end in itself in education, but it is a necessary condition for developing such an attitude to the world around us, which is emotionally effective in nature and is expressed in the form of cognitive interest.
The educational process will become effective only when the parent will take an active part in this work. The family has a decisive influence on the development of the main personality traits of the child.
Project Implementation Plan
| Stages of project implementation | Activities | |||
| teacher | children | parents |
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| Preparatory | Informational | Collection and analysis of information about the needs and abilities of children; Selection of methods, methods and techniques for studying personality changes in children; Informing parents about the implementation of this project; Selection of methodical, reference, encyclopedic and fiction literature; Designing an information and reading corner in the group; | Monitoring children's knowledge on the following issues; What is a volcano? What types of volcanoes do you know? What is the difference between active, dormant and extinct volcanoes? What is lava? What is magma? Do you know what a vent is? What harm do volcanoes do? Are volcanoes useful? What is an eruption? Do you know what a crater is? Which countries and cities have volcanoes? Reading encyclopedias on the topic "Volcanoes"; Discussing the goals for this topic; Active listening; Examining illustrations; Guessing riddles, puzzles, reading poems | Message at parent meeting about the upcoming project (theme, goal, objectives of the project); Information for parents in the information corner: Questionnaire "The world around your child"; |
| Practical | Social | Joint activity planning (where to start). Preparing an educational video. Organization of activities, assistance in solving tasks. Development of summaries of educational events Drawing up a card index of poems, riddles about volcanoes | Viewing educational videos "Stones from fire", "What is a volcano", "Name of volcanoes"; The location of volcanoes on earth - work with a globe; Library visit. Topic: “The mystery of a natural phenomenon. In the world of the volcano | Examining a volcano with a child, placed in newspapers, magazines, photographs. See photos of different volcanoes and read interesting facts about them |
| Cognitive - research | Organization of research activities for children Conduct a series of educational events | The Legend of the Ancient God "Vulcan" How are volcanoes formed? The destructive power of volcanoes. Eruption prediction Lava transformation. | Joint activities at home. Together with the child, draw a picture "Volcano Eruption" Learn a poem"Volcano" Volcanoes began to "vulcanize" - Participation in a photo contest"Family of Volcano Explorers" |
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| Prepare material for research "Stones of volcanic origin" Practical assistance to children, creation of conditions and motivation Project direction and control Conducting an informative conversation "How do volcanoes form?" At the upper boundary of the mantle, where the pressure is less than at great depths, in some places the mantle material melts, forming a magma chamber. If a crack forms in the earth's crust, which reaches the magma chamber, the pressure decreases. Magma, saturated with gases, boils, as it were, turning into a fiery - liquid mass, rushes up, expanding the crack, and pours out onto the surface. Its temperature is over +1000C. The erupted magma is called lava. Prepare material for theexperience: purchase of small bottles of mineral water. | Participation in the study "Stones of volcanic origin": Participation of children in the experience. Get a bottle of sparkling mineral water. Shake it and open the cork. Water with gases will rise sharply and pour out of the bottle. |
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| Experimental - search | Selection and production of materials for the implementation of productive activities Observation of pupils in project activities. Collection of information through the media in preparation for the seminar - workshop for parents. Conducting safety briefing during experimental activities Preparation for an open lesson for the teaching staff Preparing material for the newsletter | Joint activities of children with a teacher Conducting the experiment "Volcanic eruption"; | Joint activities at home. Together with the child, color the scheme of the volcano and sign its parts. Cognitive task Try to find with your child on the map where the volcanoes are located in our country and in the world, what color they are indicated. Joint Experimental Activities Consolidate the child's knowledge of "why does a volcano erupt at all." Through experience: Bulletin issue,“What experiments to conduct at home with children?” |
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| Creative | Preparation of materials for the creative activities of children Development of the abstract "Volcano Eruption" Showing a master class for kindergarten teachers Design of an exhibition of children's creative works Preparation of material for the design of the creative wall newspaper "All about volcanoes" | Gouache drawing "Secrets of the volcano" Sculpting a volcano Participation in creative work "Miracle Dough" Making a volcano from salt dough, volcano coloring. | Creative task at the request of the child Together with a child, mold a model of a volcano from plasticine, salt dough (you can cut it), or compose a poem (fairy tale) about a volcano. Participation in a workshop"The creative talent of the child in experimental and research activities" |
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| final | Control and evaluation | Re-collection and analysis of pupils' knowledge. Processing of the obtained monitoring results. Studying the opinion of parents about the benefits of the project in the group. Analysis of an innovative project in kindergarten and its effectiveness. Preparing a presentation for the pedagogical council Making future plans | Participation in the conversation "What worked, what didn't" Repeated monitoring of children's knowledge on the following issues. | Written survey: *How has the Secrets of the Volcano project affected your child? * “What new and interesting things did you learn during the project implementation?” * How do you evaluate the results of the project, on a 5-point system? * What topic would you suggest for further design in the group? |
Project result
Based on the work done to create conditions and conduct experimental research activities in the group on the topic: “The Mystery of the Volcano”, the following conclusions can be drawn that, in comparison with the beginning of the study of this topic and the results obtained after the experiments, the level of theoretical knowledge has increased in children and practical skills (by 67%).
The set goals and objectives of the project were implemented, each child independently performed the experiment and clearly saw the result of their activities.
The relevance of this project can be determined by the results of this kind of research and experimental activities. Carrying out such non-traditional events causes a lot of positive emotions in children, more vivid, memorable impressions, forms the desire to cause a lot of new, interesting, visually - to represent this or that phenomenon. Expands the horizons of children, forms a variety of knowledge, skills and abilities of children, both theoretical and practical.
Thus, the conclusions made during the implementation of the project testify to its scientific and practical significance. On the prospects for the further development of children, their cognitive activity.
The results of the project will be of interest to preschool teachers, parents who care about the cognitive and research activities of preschool children. This work can be demonstrated at methodological associations for educators, teachers of additional education.
Bibliography:
3. Gushchenko I.I. Volcanic eruptions around the world. -M.: Nauka, 1979. (302 pages)
4. Publishing house "Makhaon", 2013. Series "Children's encyclopedia "Makhaon"" (128 pages)
5. Lebedinsky V.I. Volcanoes are a formidable natural phenomenon. - M.: AN Ukrainian SSR, 1963. (108 pages)
6. Lebedinsky V.I. Volcanoes and man. - M.: Nedra, 1967. (204 pages)
7. Kovinko L. Secrets of nature - it's so interesting! - M. Linka-Press, 2004. (72 pages)
8. Organization of experimental activities of preschoolers. / Under the general. Ed. Prokhorova L.N. -M.: ARKTI. (64 pages)
MADOU No. 241 "Kindergarten of a combined type."
"A miracle - a seed turned into a tree"
Long-term educational and practical project in the senior group
educator
Luchsheva L.A.
Kemerovo 2016
Where there was an empty place, where there was nothing,
Let everyone plant a tree and not forget it.
V. Berestov.
Project summary.
The project is aimed at shaping the ecological culture of children and adults, and is intended for implementation with children of senior preschool age in a kindergarten.
Introduction.
For many centuries, humanity has been living next to amazing living creatures - trees. The condition of these plants, their appearance reflect the ecological environment in which they live. We are so accustomed to their neighborhood that we rarely think about how important they are for the life of people and all life on Earth. Everyone knows that trees are the lungs of the Earth, a source of oxygen in the air, and therefore a source of human health. It is important not only to know and be able to use these wonderful properties of trees, but it is also necessary to learn how to preserve what nature gives us.
Relevance.
Trees surround us all the time, but most of today's children and adults do not pay attention to them. Preschoolers are much more interested in animals and bright, flowering plants. Trees are sometimes not of such interest, because they consider them inanimate creatures, and therefore of little interest. But ecological education begins with acquaintance with the objects of the immediate environment, which the child encounters every day. Trees are an excellent object for phenological observations. It is so interesting to watch how a small sprout will hatch from a small seed, and then it will grow and gradually grow into a large beautiful tree that will live for hundreds of years!
Analysis of the situation
You can often see the barbaric attitude of people towards trees, when both adults and children just break branches, carve their names on the trunk, damage the bark while collecting birch sap, and cut down trees. Often, the careless, and sometimes cruel attitude of children to nature is explained by their lack of necessary knowledge. A child at preschool age is able to consciously understand and accept elementary information about the benefits of trees for insects, birds, animals, humans and the rules of behavior in nature. Studying nature only from photographs and pictures will not give a child much, but touching nature, living communication with nature is the key to cultivating a sustainable interest in nature in children, a careful attitude towards it.
Formulation of the problem.
Children show little interest in trees, do not know how they grow, do not guess where their seeds are hidden. We investigated what trees grow around the kindergarten, near our house, in the city and found out that there are very few oaks growing, and whether they can grow in our region. Then a problematic situation arose: “Can we grow oak trees with you?”. The children had the opportunity to plant their own tree from a seed and take care of it.
Project goals:
1. To form a careful attitude to the natural world, a desire to take part in experimental activities.
2. Introduce the types of trees.
3. Grow oak seedlings at home.
4. Show the development of seeds at various stages of growth.
5. Show the importance of light, water and heat for development and growth.
6. Develop observation, the ability to experiment, draw conclusions.
Program tasks:
1. To form an idea about different types of trees, about the variety of varieties and their purpose.
2. Arouse in children a cognitive interest in growing new trees.
3. To form a desire to observe changes in plant growth depending on the conditions.
4. Learn to create a situation of experience, to make the necessary sketches.
5. Generate interest in experimentation and research activities.
7. Plant and observe the development of the oak.
8. In the case of a successful experiment, write "Tips for Growing Oaks" for other guys who want to grow an oak.
Expected Result:
After the experiment, draw a conclusion which factors contribute to the growth and development of plants (Light, water, heat).
The project is of practical importance: landscaping the territory of the kindergarten.
Project type: cognitive and practical
Project duration: long term
Project participants: Educator, children of the senior group and parents.
Direction of work: Research.
Forms of work:
Consideration, comparison, experience, observation, care, watering, loosening, planting in the ground, experiment, material classification.
In the fall, the theme of the week about trees was held with the children, where they got acquainted with the types of trees, their seeds. At the lesson, oak seeds were considered, i.e. acorns. The children asked the question: “How do sprouts appear from an acorn with a hard shell, and then a big tree grows?” So we decided to plant acorns. Selected the largest acorns. All selected acorns were washed under running water and part of the acorns was placed in the input, the other part in a wet napkin. The children looked every day to see if the sprouts had sprouted. Of course, we did not wait for the sprouts, as the children were very eager to plant them.
We planted acorns on November 25 in order to plant them in the kindergarten in the spring and at the same time find out if they will germinate at home in winter.
The topic interested everyone. This is relevant, since our kindergarten works on environmental education. The subject of the study was oak. Start of the study: November.
Main content.
On this topic, information was collected from various sources: encyclopedias, reference books, the Internet.
Oak and its structure.
How does an oak tree grow? Oak is a perennial wild woody plant.
Oak grows slowly. First (up to 80 years) - stronger in height, later - in thickness. Oaks grow well where there is a lot of light. Foresters say:
"Oak grows well in a fur coat, but with an open head." The "open head" is the top of the oak tree. The tree loves to have its top lit by the sun. Oak needs to be surrounded by shrubs and low trees. This is his "fur coat". They create a lateral shade for the oak and thereby accelerate its growth in height. Some species tolerate drought well, are quite winter-hardy and undemanding to soils.
An oak forest is called an oak forest. It is very easy to breathe here, because oaks emit a lot of oxygen. Oak lives 300-400 years, and sometimes even lives up to 2000 years. Some trees reach 40 meters in height with a girth of 6-7 meters. The oak has strong large roots that go deep into the ground and branch widely to the sides. Therefore, he firmly clings to the ground and no storm will knock him down. The branches of the old oak are thick, they spread far to the sides. The crown is thick. There is a lot of shade under the oak. Leaves are simple, toothed. They are easy to recognize. The leaf blade of the oak is large, oblong, with deep notches. The leaves are attached to the branches with short petioles. Oak blossoms at the end of May, at the same time as the leaves bloom. The flowers are small and inconspicuous, form earrings. The fruit of an oak tree is an acorn. Each acorn is placed in a special cup - plus, "hat". Each acorn contains one seed. Acorns ripen in autumn. The tree grows well from a stump. It begins to bear fruit from the age of 15-60, in open places it is more active than in plantations. Fruits abundantly every 4-8 years. It reproduces mainly by acorns. For sowing, acorns collected in the same year are used, as they quickly lose their germination capacity.
Oak propagation.
By autumn, fruits ripen on the oak - acorns. The plush ("cap" on the acorn), which used to protect the base of the growing acorn, no longer holds the ripe fruit on the tree, and the acorn falls to the ground. Its cotyledons are rich in nutrients, and it germinates quickly. From the top of the acorn, a root appears, which then turns down into the depths. Frosts, cold winds, and bright rays of the sun are dangerous for oak seedlings. Young oaks need the protection of other trees. Having become stronger, the oak pushes its neighbors sheltering with its powerful crown. Now he is not afraid of either the sun or hurricanes. A powerful oak root goes deep into the ground.
The forest bird, the jay, often feeds on acorns. That's what they call her - acorn jay. This is a motley bird the size of a jackdaw. The jay picks off an acorn with its beak and flies further into the forest. Somewhere a jay sits on a tree, presses an acorn to a branch with its paw and begins to peck at it. An acorn can easily slip out, fall to the ground. And now a young oak grows in a new place.
Forest mice do not lag behind the feathered ones. The mouse family drags up to 30 kg of acorns into holes for the winter. It is unlikely that all this good will be eaten. Part of the acorns will definitely sprout, and then the young shoots of oak trees will reach for the sky and the sun.
Likes to eat acorns and squirrels. She hides acorns for the winter, often forgets about them, and they, too, can sprout in a new place.
Jay, Mouse, Squirrel help people grow new oaks.
It turns out that it is best to plant young oak trees in stumps! To do this, the stump is drilled to the ground, fertilizer is applied to the hole formed and trees are planted in soil briquettes. This is very beneficial, since it is not necessary to uproot stumps in forest clearings. And in a few years, when the young oak tree gets stronger, the stump will rot.
use of oaks.
Oak is a very strong and durable wood with a beautiful pattern. It is dense, strong, resilient, well preserved in the air, in the ground and under water, moderately cracks and warps, easily pricks, resistant to decay and house fungus.
In shipbuilding. In ancient times, huge oak trunks were split into two parts with the help of wedges, and then a boat was hollowed out of each. Such an all-wooden vessel could accommodate 50 - 60 people. Only oak was suitable for the manufacture of such boats.
In the production of furniture, construction.
Possessing great strength and having a beautiful pattern, oak wood is still very much appreciated. Furniture, parquet, barrels for pickling vegetables, log cabins for wells are made from it, which do not rot for a long time.
On the leaves of some oaks, with the help of insects, ink nuts are formed, which contain tannic acid. This acid is used for tanning leather and making dyes.
A coffee drink is made from acorns.
Oaks are very beautiful, so they are often planted for landscaping cities.
The leaves and branches of the oak are used as fodder for livestock.
In medicine. Oak contains tannin, which accelerates blood clotting, improves the functioning of the stomach and heals wounds, is used to gargle the throat and mouth, for burns, frostbite.
Acorn shell decoction is used to treat hematoma, skin diseases, eczema, varicose veins, etc.
Acorns have a bactericidal, enveloping, antitumor effect. But few people know that oak leaves have a much greater use.
It is truly a pantry of nature.
Oak leaves have an anti-inflammatory effect. They were applied to wounds in ancient times, and they quickly healed.
In the old days, warriors made weapons from oak: clubs, spears.
Oak brooms for baths are made from its branches.
Bog oak was especially valued. People immersed whole trunks of oak for many years under water. Oak, which was (stained), under water acquired a surprisingly beautiful color of wood, from which carved decorations, furniture for palaces, even thrones for kings were made.
Oaks and the Red Book.
Some types of oaks are listed in the Red Book, such as scalloped oak is listed in the Red Book of Russia with the status of a rare species.
Rock Oak is listed in the Red Book of Russia and the states of Belarus and Lithuania.
Oak on the coats of arms of cities. Oak is famous not only in Russia. Some cities and states depicted oaks on their coats of arms. It symbolizes strength, power, confidence, protection, durability, courage. Here are some of them. Coat of arms of Estonia, Coat of arms of Tsivilsk (Chuvashia), Coat of arms of France, Coat of arms of Italy.
Oaks grow in Kemerovo in different areas: On Builders Boulevard, on Volkov Square, near the Philharmonic Hall, on Institutskaya Street, 108A Lenin Ave., In the Miracle Park. Many people plant oak trees in their home gardens.
Poets and writers wrote about oaks in their works.
A) A.S. Pushkin, the great Russian poet, loved the oak.
Remember the lines: Lukomorye has a green oak,
Golden Chain on Oak Vol.
Day and night the cat is a scientist
Everything goes around in circles.
B) In I. A. Krylov’s fable “The Pig under the Oak”, the oak is also the main character. Pig under the ancient oak
I ate acorns to my fill, to satiety;
Having eaten, she slept under it;
Then, tearing her eyes, she got up
And she began to undermine the roots of Oak with her snout.
She, stupid, did not understand that without roots the tree would die, and she would lose her delicious acorns. Again, oak is chosen here for a reason. Here the oak as a symbol of the universe, the foundation of the foundations.
Conclusion of the theoretical part:
1. Oak is one of the most hardy and unpretentious trees.
2. Oak - a tree associated with the history and literature of our country. It is a symbol of strength, courage and endurance.
3. The information obtained gives hope for a possible successful result of the intended experiment.
We put forward a hypothesis - we made an assumption, is it possible to grow an oak seedling from an acorn at home?
How will acorns behave in winter after planting: will they sleep until spring, as in nature, or will they rise?
1. With these questions, we turned to the children and their parents, conducted a survey. Their opinion was divided: someone said that the oaks would die in the heat, while others said that they might sprout, but would stop their growth.
2. Our research: For the experiment, we selected the strongest and healthiest acorns that I collected from relatives at their summer cottage in the fall (early October) 2015.
3. Seed preparation: 18 acorns were selected from the total number of acorns. They washed the seeds in running water, then soaked one part of them in warm water, and put the other part of the acorns in a wet napkin. The prepared seeds were soaked for 4 days, changing the water daily and moistening the napkin. During this period, some of the acorns swelled, and a few burst their shells.
4. On November 25, 2015, we planted acorns in the prepared moist soil. But there were 20 children in the group that day, and there were 18 acorns. We decided to take 2 more dry acorns so as not to offend anyone. And conduct an experiment: “Which acorns will germinate faster?” Once again they spilled the earth and covered it with cellophane film.
5. For two months we moistened the ground twice a week as it dried.
The children were observed weekly, but there were no seedlings. My children and I began to despair that nothing would come up.
7. A week later, these oaks grew up, and released their first leaves, and sprouts of other acorns appeared. In mid-February, their number increased to 8 pieces. At the beginning of March, four more acorns sprouted, totaling 12 acorn sprouts, but we hope that the rest will also sprout.
8. In the second decade of March, the oak trees grew a little, the leaves increased in size. For some reason, one oak tree has white leaves, but it grows like all the others.
9. In the third decade of March, the last sprouts of oak trees appeared. There are 20 of them in total.
All the planted acorns sprouted, which means that the children had a “light hand”, or the seeds were very good. But one oak tree leaves are still pale yellow. Why don't we know. Maybe because his brethren blocked the light for him. Let's try to rearrange it to a brighter place.
8. In the spring, when warm days come, we will plant oak trees on the territory of our kindergarten and begin to observe their growth.
8 The hypothesis that it is possible to grow oaks at home has been confirmed.
The goal of our project work has been achieved.
We have collected a large amount of material about oak.
Together with my parents, we collected a folder, in which we placed proverbs and sayings about oak, riddles and poems, myths and legends, illustrations of paintings by famous Russian artists. As well as medical and culinary recipes related to oak and advice from our group on how best to grow oak trees.
Bibliography:
Encyclopedia "I want to know everything" (about everything in the world) Publishing House Rieder's Digest Germany 2001;
Encyclopedia "Big Atlas of Nature of Russia", CJSC "Egmont Russia Ltd", 2003.
Petrov V.V. "The flora of our Motherland", Moscow, 1991;
Yaroshenko A.Yu. "How to grow a forest", Greenpeace, 2004.
Encyclopedia "Planet Earth", publishing house "Rosmen" 1999.
Information from the Internet: http://sadisibiri.ru/dubi-v-kuzbasse.html http://eknigi.org/hobbi_i_razvlechenija/10006-kak-vyrastit-les.html
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MADOU No. 241 "Kindergarten of a combined type"
"A mother's heart warms better than the sun"
Short-term creative project in the senior group
educator
Luchsheva A.Yu.
Kemerovo 2016.
Relevance:
To cultivate a friendly attitude towards mother, respect for the older generation, respect for family values.
How many stars in a clear sky!
How many spikelets in the fields!
How many songs does a bird have!
How many leaves on the branches!
There is only one sun in the world!
There is only one mother in the world!
Indeed, there is only one mother in the world. And it is she who does everything to ensure that we are happy. We go to her with our problems. She will always understand everything, comfort and reassure. No matter how much we talk about mom, it won't be enough. It is important that children understand what a mother means in the fate of each of them, what role she plays in the family. In addition, in a conversation with children, I managed to find out that almost all children know and can tell what their mothers do at home, about their joint activities with them, but children do not know where and who their mothers work for, not all children can tell about my mother's hobbies.
Target: To form a conscious understanding of the importance of mothers in the lives of children.
Tasks:
1. Deepen children's knowledge about the role of mothers in their lives;
2. contribute to team building parents - children, to involve parents in the work on the project;
3. Promote the development of speech through the expressive reading of poems, proverbs, compiling stories about mother;
4. To develop creative abilities, the desire to give gifts to mom;
5. Cultivate a kind, caring attitude towards mom.
Educational area: Acquaintance with the environment, moral and patriotic education
Interdisciplinary connections:
Educational area "Socialization". Mastering the initial ideas of a social nature and the inclusion of children in the system of social relations. The development of gaming activities, the formation of gender, family affiliation.
Educational area "Labor". Formation of a positive attitude towards work. Development labor activity, the formation of primary ideas about the work of adults (mothers).
Educational area "Cognition". Development of cognitive interests, intellectual development. Formation of a holistic picture of the world, broadening one's horizons.
Educational area "Communication". Mastering constructive ways and means of interaction with other people. Development of free communication with adults. The development of all components of oral speech.
Educational area "Reading fiction". Formation of interest and need for reading (perception) of books. The development of literary speech, familiarization with verbal art, the formation of primary value ideas.
Educational area "Artistic creativity". Formation of interest in the aesthetic side of the surrounding reality, the need for self-expression. The development of productive activities, children's creativity, familiarization with the fine arts.
Methods and techniques:
Visual:
Consideration of illustrative material
Show illustrations
Actions with objects
verbal
Word games and exercises
Reading fiction
Learning poems by heart
Riddles and riddles
Conversations with children
Practical
Didactic games and exercises
Visual games - classes
Gaming
Questions for children
Activities for choosing children
Reminder
Correction
Mom, like the sun! Mom is like heaven!
Mom is the water you can't live without!
So be always healthy
So always be happy
So always love
My mommy!
Project type: Short-term creative, group, game.
Project participants: children, parents, educators, additional education teacher.
Problem: soon holiday - Mother's Day. What is the best way to congratulate mom?
II. Project development.
1. Communicate this problem to the project participants.
2. Select methodological and fiction literature (poems, proverbs), illustrated material on this topic.
3. Pick up materials, toys, attributes for gaming activities.
4. Pick up materials for productive activities.
5. Draw up a long-term action plan.
III. Project implementation
| Kind of activity | Subject - game environment |
|
| Conversation with children "Let's talk about mom" | To help children understand how much time and effort takes mothers to work around the house, to talk about the need for mothers to help. | Illustrations on the topic. |
| Didactic game "Professions" | Expand children's ideas about women's professions, recall the importance and significance of work, learn to correlate the actions of people of different professions | Cards with the image of a person of a particular profession and cards with the attributes that are necessary for this. |
| Plot - role-playing game "Family (Mom and children)" | Improve the relationship between mother and child. | Attributes to plot - role-playing games. |
| Announcement of the drawing competition (dads and children) "Mother's portrait", "Warm mother's hand" (mothers and children) | Development of creative abilities. | Drawings are made on a sheet of A4 format. |
| Reading fiction. A. Barto "Separation", "Mother sings" N. Sakonskaya "Talk about Mom" V. Berestov "Holiday of mothers" E. Blaginina "Mom's Day" E. Uspensky "If I were a girl" B. Emelyanov "Mom's hands" K. Kubilinkas "Mom" E. Moshkovskaya "I offended my mother ... Artyukhov "A Hard Evening" Demykina G. "Mom" Mikhalkov S. "What do you have?" Rajab W. "Mommy" Tsyferov G. "How to become big" | Recall with children previously completed works and introduce new ones. Through works of art, bring up love and respect for mom. | Illustrated books with the works of the listed authors. |
| Making holiday cards for mothers (application, design) | Create simple plot compositions. Develop creative imagination. | Colored cardboard, paper, scissors, glue. |
| Reading poems about mother (children). | Poems about mother. |
|
| Children's stories about their mothers. | To form the ability to compose short stories of a creative nature on a topic proposed by the educator, to cultivate a sense of pride in their mothers. | Photo of mother (optional). |
| Reading and memorizing proverbs about mother. | To acquaint children with proverbs about mother, explain their meaning. | Illustrations for proverbs. |
| Registration Photo vernissage "In the arms of mother" | To develop the creative abilities of children; cultivate a kind, caring attitude towards mother. | Album, photographs of children with their mothers, colored pencils, felt-tip pens. |
| Conversations, consultations with parents | To educate a culture in a respectful and attentive attitude towards mothers, grandmothers, sisters, women in general. | |
| Presentation for children "Mother's Day of Russia" | Strengthen close, trusting relationships between child and mother | Computer, screen |
| Parent survey | To identify the willingness of parents to cooperate with teachers on the issue of raising love for the mother. Is this job necessary? Why? | |
| Interviewing children | Reveal your relationship with your mother. | |
IV. Summing up the project.
Presentation of the project (work with parents).
Photo vernissage "In the arms of mother".
Exhibition of handicrafts "Mom's Golden Hands".
Drinking tea with moms.
Presentation of gifts made by children to mothers, diplomas from the educator.
Articles in the parental corner "Mother's Day: history and traditions", "Proverbs and sayings about mom."
Conversations with parents on these topics. Carrying out joint activities of the child with his mother in manual labor (making toys, pictures, decorating, etc.).
Project for children and parents of the middle group: "Good blanket"
For educators and parents
Compiled by: educator: Kondratieva T.V.
Project type: communicative and creative.
Project implementation: August - September 2014.
Members: children of the middle group and their parents.
Problem: Middle-aged children are characterized by a high emotional susceptibility to everything that surrounds them. The more sense organs are involved in the process of upbringing and development of the child, the more fully the picture of the world is revealed to him. The child actively perceives and masters everything new through movement, because movement for him is a way of learning. Children learn the world with their hands, which is proved by many researchers who note the role of fine hand movements and establish a connection between the development of fine motor skills and speech. Modern children, unfortunately, experience a lack of movement and sensory sensations ... Parents spend not enough time with their children, their constant employment affects the mood of children, affects their health. Children really miss their parents while in kindergarten, this project will help preschoolers reduce emotional tension, help children and parents feel a positive emotional connection with each other.
Goals:
- strengthening emotional contacts between children and adults;
- development of sensorimotor coordination and fine motor skills of hands.
- improving the quality of the educational process,
- development of creativity, increasing the competence of teachers
Tasks:
- development of psychomotor functions, communication skills in children;
- removal of emotional and muscular tension;
- involvement of parents in the creation of a "home scarf" at home;
- the use of a "home scarf" in the joint and independent play activities of children;
- development of game exercises with lacing-simulators;
- establishing trust and mutual understanding between children and adults;
- development of children's creative abilities.
Project development.
- Communicate this problem to project participants.
-Pick up methodological and fiction, materials on this topic.
- Pick up materials, toys, attributes for gaming activities.
- Pick up material for productive activities.
- Draw up a long-term action plan. Preparatory stage
Cycle of creative tasks
Purpose: to give the child the opportunity to participate with their parents in the implementation of creative ideas, to show parents the importance of joint activities with the child in the manufacture of crafts.
Provide an opportunity to show their individuality, creativity, put forward non-standard ideas and implement them.
Stage 1:
Project presentation
Purpose: to unite participants in educational relations into a team of like-minded people. Cohesion through joint interesting activities of parents, children and educators, building partnerships between participants in educational relations. Introduction of pedagogy of cooperation.
Creative task for parents (methodical leaflet)
Purpose: to show parents the basis for doing creative work with their children, to offer to select materials and sketches for completing the task according to their own design.
Advice for parents
Purpose: to show the significance of this project, which involves both independent and joint activities of all its participants.
Stage 2 Creation of an art object
Purpose: to complete a creative task with the child, using materials and sketches of their own design at home.
Stage 3 Art object in action
Purpose: the use of an art object during the child's stay in kindergarten, as an attribute of a good start to the day and continuous communication with the family.
Stage 4 Final. Action "Good blanket".
Purpose: to unite and rally the participants in educational relations into a team of like-minded people, building partnerships between educators, children and parents.
Practical part of the project:
A cycle of creative tasks for parents
1. Creative task "Toys from a pillow." Prepare the basis for the toy: a small rectangular pillow filled with padding polyester. With the help of laces and ribbons, you can create different toys that are familiar to the child and fantastic, invented by him. Tie a pillow in the upper part with two ribbons - you will get ears, mark the paws with laces, a long lace at the back - a tail. Toy - the kitten is ready! Do not forget that cats love to play with bows on a string.
2. Creative task "Toys from improvised materials." For example, a bird of happiness can be made from fabric. The bird of happiness is a symbol of good news. The bird of happiness is made from chintz fabric, a cotton or synthetic winterizer ball and threads.
Stage 1: making a bird of happiness: “we make feathers”.
We remove the threads from the fabric along the contour to get a fringe, a bird of happiness without using a needle.
Stage 2: Making a bird of happiness: fold the fabric in half, then in half again, and then in a triangle
Stage 3: We tie the tip of the triangle with threads. This is the "nose" of the bird.
Stage 4: We unfold the fabric, put a ball of cotton in the middle. We tie a ball of cotton into the fabric.
Stage 5: We say kind affectionate words, a prayer, parting words ... We tie a ball of cotton wool with a thread to make a “head” of a bird. We fold the corners of the bird with each other.
Stage 6: we make wings, we tighten one corner of the fabric, then the other to make wings.
Campaign "Collecting a good blanket"
The individual stage is carried out with the direct participation of the family. Parents need: a positive and friendly attitude, the ability to negotiate with the child and discuss everything new, a creative approach, but most importantly - the interest of the family in innovations in the life of the child. Recommendations to parents: It is important to treat the tasks and requests of educators responsibly and not be afraid to offer your own creative ideas.
Quite often, children bring their favorite toy with them to kindergarten. For them, this familiar object and a piece of home, a memory of their mother. There is no doubt that a homemade handkerchief designed together with the mother will help the child to be distracted, cope with fears and insecurities, relieve psycho-emotional stress. When making a homemade handkerchief, parents are reminded of its versatility so that they can play with it, study, consider and transform. It is important that classes with a handkerchief contribute to the development of fine motor skills, as well as ropes and laces fixed at the corners of the handkerchief and on its surface.
Communicative stage The child is already accustomed to the new environment and the new environment. Friends appeared. We need to help kids take the first steps towards friendship.
"Interaction in pairs" - the teacher can invite the children to show their handkerchiefs to each other. Then they can exchange handkerchiefs and examine, examine, compare them. You can discuss with children what is depicted on different handkerchiefs, what is common, what is the difference. Simple tasks are recommended: “In which handkerchief does the red color live?”, “Who has a name on the handkerchief?”, “Whose lace is the longest?”, “What is in the pocket?” and etc.
"Interaction in small groups" - we repeat the previous tasks and move on to new, more complex ones. For example, we create a common path from "home handkerchiefs" by tying the laces and ribbons of five to six handkerchiefs. From four handkerchiefs you can make a blanket for a doll or a festive tablecloth for a table. If it’s still difficult for kids to tie their shoelaces, it’s enough just to lay out handkerchiefs like puzzles. The main thing is to fantasize, come up with interesting tasks, maintain the interest of the child and not stop there!
"Interaction in a group" - the child feels like a part of a large team and understands that he is with everyone, such different peers. One of the tasks - "Islands" - making handkerchiefs with different names: "Girls" and "Boys", "Funny animals", "Colorful islands", "The largest island", etc. Children are accustomed to kindergarten, a group room , educators and peers. Fears are mostly overcome, it's time to combine handkerchiefs into one common group "Cozy Baby Blanket".
An action was timed to coincide with this event, parents were invited. The event took place within 50 minutes. The main event is the connection of handkerchiefs in the "Good Blanket". To do this, each “home handkerchief” had laces or ribbons sewn in the corners that were convenient for tying. First, 2-3 handkerchiefs were combined, laces were tied, then they were connected into paths, and then into a single canvas. So, "Good blanket" is ready!
The whole action took place in the atmosphere of a holiday. The free communication of the action participants helped to create a team of like-minded people, unite the children's team and the parents of the group.
It is very important that the Good Blanket art object unites children and parents. And if the child wants to be alone, then the relaxation effect of the “blanket” comes in handy.
Result:
Each participant received a creative task "Handkerchief" - to decorate a piece of fabric (15x15 cm) as an individual "Handkerchief".
Materials for decorating a handkerchief were offered: multi-colored laces, ribbons and ropes, beads made of waste material, buttons, floss threads, colored braid of various widths, beads, synthetic winterizer, pieces of fabrics of various textures.
The action "Collecting a good blanket" was held - drawing up a common canvas of a blanket from separate fragments - individual "handkerchiefs".
Children master the skills of making toys, possess the primary skills of cooperation in the manufacture of joint crafts.
Participants in educational relations unite and rally into a team of like-minded people, building positive partnerships between educators, children and parents
Literature:
1. Preschool Pedagogy, ed. V.I. Loginova, P.G. Samorukovoy M., Enlightenment 2001
2. Karalashvili E.A. Art. “Implementation of the project “Cozy blanket for babies” within the framework of a scientific and practical conference. Handbook of the senior teacher of a preschool institution No. 4, 2014
3. Koskina N.M. Art. "Traditional forms of work with parents", Journal of the Educator of the preschool educational institution No. 4, 2012.
Hooray, spring has come! I greet you, dear friends, and congratulate you on the beginning of a new stage in our lives - warm, sunny and full of hope. As usual, Tatyana Sukhikh, his mistress, is on duty on the blog. With the advent of spring came the inspiration to do something! Let it be something useful, for example, a project in a preschool educational institution on some non-standard topic. Yes, yes, we also write projects with children, can you imagine?
The project sounds kind of official and scientific, doesn't it? But in fact, this word hides the name of one of the methods for implementing the tasks of developing and educating preschoolers. Project activity consists in the joint work of the educator, parents and children on the study of some issue.
The goal and objective of the projects is to promote the development of independent thinking in children, the ability to make decisions, look for answers, plan, anticipate the result and learn to cooperate with other people. The teacher gives some task to the children, feasible for their age, and teaches how to solve it and how to present the result of the solution.
Preschoolers cannot develop a project on their own, in kindergarten we do everything together. Typically, this type of activity is purely educational in nature, we use the project as a tool for learning, gaining knowledge and enriching life experience. This method has only recently begun to be used in preschool education, it is considered progressive and effective for today's children.
Active parents may well do this simple thing at home, I will describe in detail the types, topics, structure. Development and education in the preschool format is carried out mainly through gaming activities, so the projects have a creative, playful focus. The most effective is the group research activity of children.
Project topics are varied.
Well, for example, the theme "Family Tree" or "My Family" is the running theme for children's projects. This project can be implemented in different ways - in the form of a collective panel with photographs of the family of each child in the group, or a painted large tree, or an exhibition of children's works on the theme of the family of children.
The point is not to give the children a finished project, but to give a topic and help determine the way the project is to be implemented: what materials to use, whom to ask for help, how to design the product of the project, how to present it. And this applies not only to children of the senior and preparatory groups. Toddlers also do projects that they can handle.
For those who want to make a project according to all the rules
The features of the pedagogical and educational system in Russia are such that each of our steps must be strictly in accordance with the Federal State Educational Standard. Therefore, even such a creative undertaking as writing a project requires compliance with the methodological recommendations of the Ministry.
In order not to look for information for a long time, I propose to “register” in my favorite UchMag online store, since there is absolutely any methodological literature there, including excellent manuals on our topic:
- "Projects in the preschool educational institution: the practice of teaching children 3-7 years old";
- «Innovative pedagogical technologies. Method of projects in preschool educational institution ";
- "Projects in preschool education: theory and practice of child development";
- “Projects in preschool. The practice of teaching children 3-7 years old. Program for installation via the Internet»;
- “Development Program of the Preschool Educational Establishment. CD for computer: innovative educational project»;
- “Environmental projects in pre-school educational institutions. Research activities on walks ";
- Offline webinar "Technology for organizing project activities in accordance with GEF DO".
For educators of a preschool educational institution, that is, a preschool educational institution, given the modern requirements for a preschool teacher, such manuals are just a treasure. There is everything that is necessary for competent planning and implementation of pedagogical activities: how to draw up a project, what to take into account, how to formalize the results, etc.
Types of projects in kindergarten
In the current practice of modern kindergartens, we use the following types of projects:
- Research with a creative bias: the guys find out some information, for example, why the snow melts in the spring, and the results are drawn up in the form of drawings, wall newspapers, stage scenes, etc .;
- Creative tasks are also cognitive in nature, but the results of the study are presented in the form of a theatrical performance, performance, children's holiday;
- Socio-informational: the guys explore the subject of the project and draw up the result in the form of a newspaper, folder, poster, installation;
- Role-playing or playing: the guys solve the task of the project through a fairy tale they know, getting used to the roles of characters, presenting the result of the study in the form of a role-playing plot.
According to the method of project implementation, group, individual, intergroup, and complex projects are distinguished.
By the time of implementation, projects are short-term (one lesson), medium-term (1-2 lessons) and long-term (the entire academic year or half a year).
It may seem, especially to parents, that these projects are something too difficult for preschoolers. But, I repeat, that preschoolers are just getting acquainted with this type of activity, preparing for independent research that they will conduct at school.
Have you seen foreign films, where children prepare some projects, often make volcanoes, various devices, bring a pet to school and talk about it? Such activities are extremely useful for children, as they broaden their horizons, activate cognitive activity, and reveal their creative and scientific abilities.
The name - projects - sounds very serious and pompous to our post-Soviet ear. In fact, for children, this is just one type of work that requires research and presentation of the result. Both short-term and long-term projects are designed to increase the child's self-esteem, since initially an adult is set to recognize the value of any result of a child's research.
It's not about trying to get a perfect research result out of a child, say, on a favorite toy. The point is to instill in him an interest in research and analysis of the processes that are happening around us. Arousing curiosity and healthy curiosity in kids is the task of children's projects.
What exactly is the work on the project?
The stages of work on a children's project in a kindergarten come down to preparation by the educator and implementation by the joint efforts of adults and children:
- Determining the goals and objectives of the project is the work of the educator, who must choose the topic of the project in such a way as to solve some problem with its help. For example, to give kids a deeper knowledge of a natural phenomenon (rain, wind) or fix the names of the days of the week, seasons, flowers, etc.
Having determined the goal, the teacher voices it in front of the children. Together we choose the final product of the project - a poster, an album, a holiday, a performance. The type of product depends on the type of project and goals, of course. At this stage, the children face the following tasks: to understand and enter into the problem, to enter the game situation (since the main type of learning in the kindergarten is the game).
The main thing that the educator should achieve is to awaken activity in children and aim them at finding ways to solve the problem. For example, we want to learn more flower names. At the first stage of work on the project, children should, with the help of the educator, get involved in the implementation of the project and present the final product, it can be a panel, a bouquet of paper flowers, an appliqué, a drawing.
- Work on the implementation of the project: it is necessary to jointly draw up a work plan, that is, to motivate children to independently determine how to implement their plans. Who to turn to for help (parents, of course), what materials to use, where to look for answers to questions?
The children are divided into groups and distribute tasks among themselves, with the help of a teacher, of course.
The tasks to be implemented at this stage are to create a favorable environment for creative searches, to involve children in joint activities, and to encourage independent thinking. In the process of planning, children train logical thinking, develop ingenuity.
- Actually, work on the practical implementation of the project tasks: depending on the goal, according to the plan, step by step, we carry out project tasks and draw up the final product, for example, an exhibition. We make a presentation in front of parents or conditional experts.
- Summing up: what worked, what didn't work. This is for the teacher. He notes for himself the effectiveness of the project, outlines topics for further projects.
What does the project look like on paper?
It is clear that the educator must know how to write a project, since everything that we do in a group must be documented, so to speak.
As I have said more than once, in order to simplify your life, it is logical to make a blank, a template and simply enter the necessary information.
What must be written in the content of the project:
- Title, topic, tasks, project type. It's easy here: the name is consonant with the topic, and the tasks go beyond the topic. But there can be universal goals for all projects: social, cognitive, physical, aesthetic development of children according to age. Project types you already know;
- Statement of the problem: also depends on the topic of the project. If this concerns the theme of the Motherland, then the problem can be formulated as follows: to find out from children what the Motherland is, what it means for each person. It can be indicated that there is a lack of awareness of children in this matter and a low interest of parents in the formation of patriotism in children;
- Activities within the framework of the project: if the project is short-term, then we write down what we plan to do in one lesson. Long-term projects involve many different activities: classes, conversations, consultations with parents, excursions, reading literature, applied activities;
- Resources for the implementation of the project: we list the methodological literature, the materials of the method cabinet;
- Form of the final product: exhibition, presentation, celebration, open class. You may find innovative product forms that no one else has done before you;
- Analytical reference: write an analysis of the problem, briefly, they say, why the implementation of this project is important for each participant, for children, parents, educators. For example, that there is now a decrease in patriotism, a loss of interest in the history of the motherland, the history of one's family, etc. And now the project will give children and adults awareness of their involvement in their homeland;
- Stages of the project implementation: I already wrote about this above, it’s not worth repeating, I think;
- The result of the project is based on goals and objectives.
What's left behind the scenes?
More than one Talmud can be written on this topic, about projects. But another time. I will only add that I would like parents to understand that today there is a serious problem with our children. This is low sociability, lack of curiosity, lack of independence, passivity. Our main task is to teach children to communicate, interact with other people, independently look for a way out of any situation, be able to act adequately to the situation.
Dear colleagues! We bring to your attention a project template for filling with any content. The project has long been included in the system of the kindergarten. Probably there is not a single educator who has not used this wonderful method at least once in his pedagogical activity.
A template (or template) will help you quickly collect and organize information on your chosen project topic. Of course, the proposed sections can be supplemented at your discretion.
Project name
Project description
Program content:
- expand children's knowledge about ...
- make children feel...
- building a belief about...
- bring up …
- expand knowledge about...
- teach...
Project relevance
Reveal the relevance of the need to consider this issue. It is desirable to end with the formulation of the contradiction.
Thus, the contradiction that has arisen, on the one hand, the importance and necessity of familiarizing children with ..., the formation of ... in children, and on the other hand, the lack of purposeful, systematic work led to the choice of the project topic.
Project object : …
Project subject : …
Objective of the project : to expand children's knowledge about ..., to form children's feelings ..., to form ..., to educate ....
Project objectives :
- to familiarize educators with modern methodological literature on ...;
- conduct a cycle of classes and events on the topic;
- organize an exhibition of children's drawings;
- to acquaint children with literary, artistic and musical works on the subject;
- develop information sheets for parents with recommendations for familiarizing children with ...;
- prepare by joint efforts of children and parents ...;
- systematize literary and illustrated material on the topic ...:
- hold the final event … .
Execution term : specify how many weeks (months).
Project participants : children, educators, music director, parents.
Necessary materials : … .
Intended product of the project : event …; exhibition of children's creative works; presentation ... (compiled by the joint efforts of children and their parents); developed recommendations for teachers to familiarize children with ...; systematized literary and illustrated material on the topic ...; developed recommendations for parents.
Bibliography: …
Project content
Stages of project implementation
| Preparatory stage | main stage | The final stage |
| - setting goals, determining the relevance and significance of the project;- selection of methodological literature for the implementation of the project (magazines, articles, abstracts, etc.); - selection of visual and didactic material; fiction, reproductions of paintings; organization of the developing environment in the group. | – familiarization of children with fiction;- conducting interviews; − consideration of pictures and conversations on their content; − conducting classes; − holding an event; - listening and discussion of musical works; - drawing with children on ... topics; − creation and presentation. | – analysis of project results. |
Work plan
| the date | Participants | Responsible |
|
| Preparatory stage |
|||
| Mon. | 1. Setting goals, determining the relevance and significance of the project.2. Selection of methodological literature for the implementation of the project (magazines, articles, abstracts, etc.). | Senior group teachers | Senior teacher (methodologist) |
| Tue Wed Thu. | 1. Selection of visual and didactic material; fiction; didactic games, development of conversations.2. Development of recommendations for educators of the senior group. 4. Selection of reproductions of art paintings on ... themes. |
||
| Fri. | 1. Organization of a developing environment in a group of older preschoolers (placement of reproductions of paintings, posters of the Great Patriotic War) | ||
| main stage |
|||
| Mon. | 1st half of the day:1) reading and discussion of literary works; 2) consideration of paintings and posters on ... topics. 2nd half of the day: 1) conversation "Children about ..."; | Children, parents, teachers | Senior group teachers |
| Tue | 1st half of the day:1) reading and discussion of literary works about ...; 2) occupation "...". 2nd half of the day: 1) listening to songs about ...; 2) examination of paintings and posters. | children, educators | Senior group teachers |
Information support of the project
Detailed information that may be useful in the preparation of the project, when working with parents, teachers and children.
Key Concepts
To reveal the basic concepts of the project.
Methodological support of the project
- Conversation materials
- Educational event "…"
- indicative plan lessons "… "
- Recommendations for teachers and parents
- Questionnaire for parents "…"
Poems
Books for children
Pictorial works for review and discussion with children
Sazonova A.
1. Title page.
- Full name of the educational institution
- Project name
- By dominant activity: (playful, educational,creative, research, practice-oriented).
- By number of participants: ( group, collective, pair, individual)
- The nature of the contacts: (among children of one group, among children of several groups, among children of preschool educationalinstitutions).
- By duration: - short-term (1 or several lessons - 1-2 weeks); - medium-term (1 or 2 weeks-month);
- Applicant: children (age group).
- Project author: position Full name
- 20… year
2. Structure of the project.
- Problem: Describes the issue that is affected by this project.
- Relevance themes:
The formulation of the problem will go to the goal of the project . (Methodology of Svetenko T.V. "Mirror of innovative transformations in practice")
|
problem |
|
|
Ideas about what a mother is needed for are not formed |
Give an idea about mom, her importance and necessity, why she is needed |
|
|
(problem, goal setting - organizational stage)
We develop the project using the technique of “three questions:
|
What do we know? |
All the answers given by the children |
|
What do we want to know? |
|
|
How do we find out? |
(a general discussion is held with the children and all the answers of the children are recorded, after all the children have spoken, the teacher asks the question “How can we find answers to the questions?” - organizational stage.
- Objective of the project: the expected result of the activity, expressed in positive changes in the (teacher) children that appeared due to the implementation of the project.
- Project objectives:actions or steps to achieve intermediate results aimed at achieving the goal.
3. Stages of the project.
1. Organizational.
1. Teacher (educator) - reveals the problem.
2. The teacher - determines the goal, outlines tasks for the realization of the goal.
3. Children - entry into the project.
4. Parents - cause a positive response from parents to an existing problem.
2. Activity planning.
1. Teacher - production of manuals for the project;
Conversations ( for example, about geometric shapes);
Conversations ( for example, about flowers);
Making games; selection of available games;
Education through didactic, mobile, finger games, poems, riddles,
Thinking through practical, experimental activities;
productive activity.
Reading books, contacting parents, specialists, conducting experiments, thematic excursions, recreating an object or event, classes, etc.
2. Children - learning games, poems, participation in experimental and productive activities, searching with parents and a teacher for new knowledge about what is being studied.
3. Parents - we are looking for information, we are working to create a developing environment for the group (on the instructions of educators), making newspapers, leaflets, compositions, etc. with children. .
3. Final
- Expected Result
- product
|
result |
|
|
What you can hold in your hands:
|
|
What results do you expect? |
What will be the product of your project? |
|
Results of diagnostics, questionnaires, express surveys, etc. |
|
4. Web of the project.
By educational area. (For example)
|
Health. Relaxation logarithm. ex Therapeutic physical " Rhymoplasty, etc. |
Physical Culture. |
Security. |
|
Socialization. |
Subject…. Main event….. |
Artistic creativity. |
|
Cognition. |
Communication. |
Reading artist. literature. |
|
Work. |
Music. |
Development environment. |
5. Project Implementation Plan. (main stage)
|
Regime moments |
Collaboration between teacher and children |
Collaboration between parents and children |
Free creative activity of children |
|
(The final stage)
6. Expected result:
Criteria for evaluating the results of diagnostics ......
(the specific knowledge and skills of children that you want to receive as a result of work on the project are prescribed and, in accordance with this, set the levels of development: high, medium, low).
Short……
Average…..
Tall…..
7. Project product:
8. Diagnosis of children at the beginning of the project.
|
Name of the child |
Knowledge of 8 colors |
Knowledge of 8 forms |
Etc. |
|
|
Ivanov V. |
||||
Diagnosis of children at the end of the project.
|
Name of the child |
Knowledge of 8 colors |
Knowledge of 8 forms |
Etc. |
|
|
Ivanov V. |
||||
9. Presentation of the project.
Usually, at the end of the project topic, some kind of bright event or a common cause that provides children with the opportunity to demonstrate the knowledge and skills acquired during the project, as well as express their emotional attitude to what happened earlier and what is happening at the moment - this is a presentation.
10. Reflection.
- Answers to the question "What did we learn?" (after the end of the project) let the teacher understand what the children have learned.
- Analysis of individual lessons allows you to improve future projects. The educator should answer the following questions: “Which part of the project was the most successful? What needs to be changed next time? What have the children learned? What failed? Why?"
- the results of each project are discussed together with the group:
Have you learned anything new?
Did you learn anything that surprised you?
Which of the activities did you enjoy the most?
Reflection on the topic of the project is organized not only with children. but also with teachers. The teacher must answer the following questions:
What events in the topic turned out to be the most successful and effective for the implementation of the tasks set?
What needs to be changed or taken into account next time?
What worked, what didn't work, and why?
(The answers to the questions posed are described).
11. Forecast of possible negative consequences and ways to correct them.
|
Negative consequences |
Correction methods |
I wish you all the best in your educational endeavors!
Bibliography:
1. Sypchenko E.A. Innovative pedagogical technologies. The method of projects in the preschool educational institution. - St. Petersburg: LLC "PUBLISHING HOUSE" CHILDHOOD - PRESS ", 2012
2. Pedagogical design. Collection based on the results of the Regional competition "Pedagogical project", - Tomsk, 2011
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