August conference 2017

Topic of the section for educators: “Technologies for organizing the educational process in preschool institutions”

Subtopic: “Technology of project activities in a preschool educational institution”

Executive-imitative project (children 2-3 years old) - the adult coordinates and directs, and the children carry out the teacher’s tasks or imitate his actions;

SLIDE No. 2

So,The project method is not fundamentally new in world pedagogy. The project method originated in the 2nd half of the 19th century in the USA. Founder John Dewey. J. Dewey proposed building learning on an active basis, through the expedient activity of the student, consistent with his personal interest in this particular knowledge. According to Dewey, a child must be faced with a problem from real life, familiar and significant for this child, to solve which he needs to apply the acquired knowledge. The teacher can suggest new sources of information, or can simply direct the students’ thoughts in the right direction for independent search.

The project method also attracted the attention of Russian teachers. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Later, already under Soviet rule, these ideas began to be introduced quite widely into schools, but not sufficiently thought out and consistently. In 1931, by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks, the project method was condemned and its use in school was prohibited. There are several reasons why the project method could not prove itself:

* there were no teachers capable of working with projects;

* there was no developed methodology for project activities;

* excessive enthusiasm for the “project method” was to the detriment of other teaching methods;

* the “project method” was illiterately combined with the idea of ​​“complex programs”;

* grades and certificates were canceled, and the individual tests that existed before were replaced by collective tests for each of the tasks completed.

In the USSR, there was no rush to revive the project method in school.

But still, the method itself did not stand still, the idea acquired technological support, detailed pedagogical developments appeared that made it possible to transfer the project method from the category of pedagogical “works of art” to the category of “practical techniques.”

And finally, in the 21st century, this technology began to be actively used in schools and in dhows of our country. Therefore, the technology of project activity can be called innovative among educational technologies in our country.

SLIDE No. 3

From all of the above, we can give a definition: The project method is a way of achieving a didactic goal through a detailed development of a problem (technology), which should result in a well-defined practical result, formalized in one way or another. It is not for nothing that the words are highlighted: goal, problem, result and design of this result. These are the key words in this definition.

SLIDE No. 4

They say that a project is the five Ps, i.e. When organizing and conducting a project there are five components - these are:

The problem must be relevant, in the younger preschool age the teacher formulates it, in the older preschool age the teacher leads the children to the problem and they identify it themselves.

Planning is the formulation of the project topic in accordance with the problem, this is the designation of the goals and objectives of the project, the number and age of participants, the duration of the project, etc.

Searching for information is the direct implementation of the project

Product - the product is the intended result

Project presentation - demonstration of the project product to others

SLIDE No. 5

In 2016 - 2017 in the MKDOU "Virgin Kindergarten" in the second group of early age was implementedproject "Toys" .

SLIDE No. 6

Projects come in different types. The project implemented in our kindergarten was creative, group, long-term.

SLIDE No. 7

The participants in the project were children, teachers, parents and a music director.

SLIDE No. 8

Relevance of the project

The most important components of the educational environment are games and toys. Toys for a child are the “environment” that allows them to explore the world around them, form and realize creative abilities, and express feelings; toys teach you to communicate and get to know yourself. Selecting toys is a serious and responsible matter. The child’s mood and progress in his development depend on the successful solution of this problem. Sometimes adults get upset, even angry at the child for not using the toys, not suspecting that he simply does not know how to play with all this. Toys themselves will mean nothing to a child if he does not know how and what to play with them.

Therefore, I consider this project timely at this stage.

SLIDE No. 9

Each project has four stages. These are organizational, work planning, project implementation, project presentation. Let's look at each of them in more detail.

Slide number 10

At the first stage, which is called organizational, a problem was identified: young children new to kindergarten use toys for other purposes and do not know how to play.

SLIDE No. 11

After identifying and formulating the problem, the project goal was set:to introduce children to the general concept of “toys”, the qualities and functional purpose of toys, the development of visual and actual thinking and speech.

SLIDE No. 12

And the tasks were developed:

Introduce children to the concept of “toys” and expand their understanding of toys.

Arouse interest and desire to play with toys, use the toy for its intended purpose.

Develop children's speech activity and fine motor skills.

Foster respect for toys and care for them; solve problem-game situations.

Create joyful emotions when reading literary works, through story-based games, encourage the child to repeat after the teacher the words and phrases of poems and nursery rhymes.

Encourage children to respond positively to music

work, encourage them to perform joint movements under

music.

SLIDE No. 13

In the second stage, called “work planning”:

We studied and selected the material, developed the project structure,

We prepared a subject-development environment on the topic of the project,

We selected all kinds of games on the theme of the project

Discussed with the children’s parents issues related to the implementation of the project,

The music director was involved in the implementation of the project.

SLIDE No. 14

The subject-development environment in the group was constantly replenished with new gaming aids and materials necessary for the implementation of the project.

SLIDE No. 15

After planning, we started implementing the project. At this stage, we taught children to play with dolls, cars, didactic and construction materials, read them poems, fairy tales, nursery rhymes on the theme of the project, looked at illustrations in books and object pictures together, introduced them to problem-game situations so that the child could find a way out himself. and thus learned to play, to beat.

Slide 16-21

Project implementation

SLIDE No. 22

In parallel with the work with children, work was carried out with their parents in such forms as parent-teacher meetings, consultations, and joint activities. Very important topics were touched upon. Such as: features of object-display games, “what and how to play with a child at home,” etc.

SLIDE No. 23,24

Examples of working with parents

SLIDE No. 25

As a result of the project, children:

Were introduced to the concept of toys and received an expanded understanding of toys;

play with toys with interest and desire, use toys for their intended purpose;

children's speech activity increased;

treat toys with love and care; delve into a problem-game situation and successfully solve it;

when reading literary works, they experience joyful emotions, repeat words and phrases after the teacher, know some poems about toys by heart;

enjoy performing rhythmic movements to

music together with the music director.

That is, the product of the project is all of the above listed children’s skills.

SLIDE No. 26

The presentation of the product took place in the form of a musical festival, where children showed all their skills in using toys.

SLIDE No. 27

The topic of the developed project was chosen taking into account the age characteristics of children of a given age and the amount of information that can be perceived by them, which had a positive impact on various types of activities (intellectual, cognitive, speech).

There was a positive reaction and emotional response from children to being introduced to different types of toys. Children showed interest in toys and a desire to play with them.

I believe that we managed to achieve good results in the “teacher-parent” interaction. Parents took an active part in the implementation of the project.

The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge when solving practical problems or problems that require the integration of knowledge from various subject areas.

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Project activities of a teacher in a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education

Today, the preschool education system is undergoing serious changes that have not occurred since its inception.

Firstly, in connection with the introduction of the new “Law on Education in the Russian Federation” on September 1, 2013, preschool education becomes the first level of general education. Unlike general education, it remains optional, but the attitude towards preschool education as a key level of child development is changing significantly. Preschool childhood is the main and most important stage when the foundations of personal development are laid: physical, intellectual, emotional, communicative. This is the period when a child begins to realize himself and his place in this world, when he learns to communicate, interact with other children and with adults.

Today, the requirements for children entering the first grade have increased, therefore, the new model of a kindergarten graduate involves a change in the nature and content of pedagogical interaction with the child: if previously the task of educating a standard member of the team with a certain set of knowledge, skills and abilities came to the fore. Now, there is a need to form a competent, socially adapted personality, capable of navigating the information space, defending one’s point of view, and interacting productively and constructively with peers and adults. That is, the emphasis is on the development of qualities and social adaptation.

In the Federal State Educational Standard of Preschool Education dated October 17, 2013 No. 1155 , which came into effect on January 1, 2014, it is spelled out that it is necessary to develop motivational readiness for learning, and not just teach the child to read, write, etc. After preschool life, the desire to learn should appear.

Let's take a closer look at some points of the document that can be implemented through project activities;

Part 1 General provisions

The Standard is based on the following principles: (here are some of them)

1. Basic principles of preschool education:

3. assistance and cooperation between children and adults, recognition of the child as a full participant (subject) of educational relations;

1. supporting children's initiative in various activities;
2. cooperation between the Organization and the family;

1. formation of cognitive interests and cognitive actions of the child in various types of activities;

Part 2 Requirements for the structure of the educational program of preschool education and its volume

1. The program is aimed at:

creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;

Part 3. Requirements for the conditions for the implementation of the main educational program of preschool education

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1. promotes the professional development of teaching staff;
2. creates conditions for developing variable preschool education;

5. creates conditions for the participation of parents (legal representatives) in educational activities

Section 3.2.5. Interaction with parents on issues of the child’s education, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the family’s educational initiatives.

The project method as a pedagogical technology is a set of research, search, problem methods, creative in essence, that is, it is based on the development of children’s cognitive skills, the ability to independently construct their knowledge, navigate the information space, and develop critical and creative thinking.

Working on a project is of great importance for the development of a child’s cognitive interests. During this period, integration occurs between general methods of solving educational and creative problems, general methods of thinking, speech, artistic and other types of activity. Through the unification of various areas of knowledge, a holistic vision of the picture of the surrounding world is formed.

The collective work of children in subgroups gives them the opportunity to express themselves in various types of role-playing activities. Common cause develops communication and moral qualities.

The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge when solving practical problems or problems that require the integration of knowledge from various subject areas.

It follows from this that the chosen topic is “projected” onto all educational areas offered both in the FGT and the Federal State Educational Standard, and on all structural units of the educational process, through various types of children's activities. Thus, the educational process is holistic and not broken into parts. This will allow the child to “live” the topic in different types of activities, without experiencing the difficulty of moving from subject to subject, to assimilate a larger amount of information, and to comprehend the connections between objects and phenomena.

Project - This is a set of actions specially organized by adults and performed by children, culminating in the creation of creative works.

Project method - a learning system in which children acquire knowledge through the process of planning and executing increasingly complex practical tasks - projects. The project method always involves students solving some Problems .

The project method describes a set of actions of the child and ways (techniques) of organizing these actions by the teacher, that is, it ispedagogical technology

The main thesis of the modern understanding of the project method, which attracts many educational systems, is that children understand why they need the knowledge they receive, where and how they will use it in their lives.

It is very easy to remember and understand that a project is the 5 Ps:

Problem;

Design or planning;

Search for information;

Product;

Presentation.

It’s easy to remember – five fingers. The sixth “P” is a portfolio, which contains collected materials (photos, drawings, albums, layouts, etc.).

There are also basic requirements for using the project method in kindergarten:

At the heart of any project is a problem that requires research to solve;

mandatory components of the project: children's independence (with the support of the teacher), co-creation of children and adults;

development of children's communication abilities, cognitive and creative skills.

The main goal of the project method in a preschool educational institution is the development of the free creative personality of the child, which is determined by the developmental tasks and tasks of the children’s research activities.

General developmental tasks specific to each age:

ensuring the psychological well-being and health of children;

development of cognitive abilities;

development of creative imagination;

development of creative thinking;

development of communication skills.

Developmental tasks in early preschool age:

children’s entry into a problematic play situation (the leading role of the teacher);

activating the desire to look for ways to resolve a problem situation (together with the teacher);

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

Developmental tasks in older preschool age:

formation of prerequisites for search activity and intellectual initiative;

developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently;

developing the ability to apply these methods to help solve the problem, using various options;

developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.

Adviсe
project teacher

• Deeply study the topic of the project, prepare a subject-spatial development environment.
• Create play motivation based on children’s interests and their emotional response.
• Introduce children into a problem situation that is accessible to them and based on their personal experience.
• To interest each child in the topic of the project, to support his curiosity and sustainable interest in the problem.
• When drawing up a joint plan for working with children on a project, support children's initiative.
• Tactfully consider all the options proposed by children for solving the problem: the child should have the right to make mistakes and not be afraid to speak out.
• Observe the principle of consistency and regularity in working on the project.
• While working on the project, create an atmosphere of co-creation with the child, using an individual approach.
• Develop children's creative imagination and fantasy.
• Take a creative approach to project implementation; orient children to use accumulated observations, knowledge, and impressions.
• Unobtrusively involve parents in joint work on a project, creating a joyful atmosphere of joint creativity with the child.
• The final stage of the project should be carefully prepared and presented by all participants.

In younger groups, the choice of project is made by the teacher, based on the interests of the children or diagnostic data.
In groups of senior preschool age, the choice of project topic can be made by both the teacher and the children, in accordance with their desires and level of development. Children are participants in planning; their questions, ideas, suggestions and life experiences are important criteria for selecting project content.

Basic principles of preschool education

Requirements for the conditions for the implementation of the main educational program of preschool education

A project is a set of actions specially organized by an adult and carried out by children, culminating in the creation of creative works. The project method is a teaching system in which children acquire knowledge in the process of planning and performing increasingly complex practical tasks - projects. The project method always involves students solving some problem. Basic Concepts

TYPES OF PROJECTS IN PRECEPTION OU (according to L.V. Kiseleva) TYPE OF PROJECT CONTENT AGE OF CHILDREN RESEARCH AND CREATIVE CHILDREN EXPERIMENT AND THEN FORMULATE THE RESULTS IN THE FORM OF PRODUCTIVE ACTIVITY. SENIOR GROUP ROLE-PLAYING USE OF CREATIVE GAME ELEMENTS. JUNIOR GROUP INFORMATION-PRACTICE-ORIENTED COLLECTION OF INFORMATION, ITS IMPLEMENTATION THROUGH SOCIAL INTERESTS (GROUP DESIGN). MIDDLE GROUP CREATIVE RESULT OF WORK - CHILDREN'S PARTY, DESIGN, ETC. JUNIOR GROUP

Basic requirements for using the project method in kindergarten

Stages of development and implementation of the project (sequence of work for educators) 1. We set a goal based on the interests and needs of children 2. We involve preschoolers in solving the problem (designating a “children’s” goal) 3. We outline a plan for moving towards the goal (we support the interest of children and parents ) 4. Discuss the plan with families 5. We turn to kindergarten specialists for recommendations (creative search) 6. Together with children and parents, we draw a plan for the project and hang it in a visible place

The sequence of work of teachers 7. We collect information, material (we study the plan with children) 8. We conduct classes, games, observations, trips - all the activities of the main part of the project 9. We give homework to parents and children 10. We move on to independent creative work (search material, information, crafts, drawings, albums, suggestions) from parents and children 11. We organize a presentation of the project (holiday, open lesson, event, KVN), compile an album, etc. 12. Let’s summarize: we speak at the pedagogical council, round table, and summarize experience

THE PROJECT is the “five Ps” 1 - P problem; 2 - Design (planning); 3 - Search for information; 4 - P product; 5 - P presentation. The sixth “P” of a project is its portfolio, a folder in which working materials are collected, including plans, reports, drawings, diagrams, maps, tables.

The ability to use the project method is an indicator of a teacher’s high qualifications and his progressive methods of teaching and developing children.

It should be noted that project activities in preschool educational institutions currently occupy an important place in pedagogical practice. When the primary education standard was introduced in 2007, it was the project-based teaching method that was taken as a basis by primary school teachers. The technology of project activities in preschool educational institutions according to the Federal State Educational Standard can also be considered as one of the most effective forms of organizing interaction between children and adults. Cognitive and research activities are defined in the Federal State Educational Standard (clause 2.7) as a cross-cutting mechanism for child development.

Technology of project activities in preschool educational institutions according to the Federal State Educational Standard

The project method is not a new phenomenon. Look back at history and you'll see that project-based learning was created back in the 1880s. Its essence boiled down to the fact that preschoolers, together with the teacher, carry out a joint project, thus being included in real reality, and not isolated. It was then that 4 types of projects were identified: creative, consumer - this is the production of some items for one’s needs, problematic (solving a problem) and exercise project. This technology was already developed in the 20s of our century by a group of authors as a project method, which was already widely used in Russia in the 30s.

Before talking about the project method in preschool educational institutions, it is important to remember that it is always based on the theoretical positions of project activities in preschool educational institutions. The child must be at the core. This means he must be interested. The topics of projects in preschool educational institutions can come not only from adults, but, first of all, from pupils - what he is interested in learning. In addition, for the development of children, the Federal State Educational Standard for preschool education (approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155) involves supporting children’s initiative and independence in various types of children’s activities in preschool educational institutions according to the Federal State Educational Standard, including project work.

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Partnership interaction between an adult and preschoolers

When we talk about project activities in preschool educational institutions according to the Federal State Educational Standard, we must remember that when implementing such a scheme of work for a teacher with preschoolers, the position of the teacher changes, and he becomes a partner for the children. Partnership work between an adult and children should be based on a very meaningful moment: reading fiction, playing, productive work - but the teacher does everything together with the children.

You should always pay attention to 4 main positions in which the teacher becomes a partner for a preschooler.

1) The teacher’s involvement in activities on an equal basis with the children.

The teacher sits at the table with the children and draws, cuts, and glues together with them. This is not the position of a teacher who showed techniques and stepped aside.

2) The second condition is the child’s voluntary participation in the activity without psychological and disciplinary coercion.

There is a teacher’s position: “So-o-o-o, everyone, everyone came up to me! Now you and I are going to build a bridge out of cubes” - such a position should not exist. The teacher must come up with such a turn of phrase in her speech that the preschoolers want to join the interaction: “Oh, look how big a stream is flowing in our area! Little Mishutka cannot cross. Let's build a bridge together! Who wants to help me? And then, as many children as come, they will build. If the teacher suggests something else, then others will join.

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3) The third position is free communication.

“Go/take/bring/where is it?/let’s think together...” - this doesn’t have to be at the tables, like at school: kindergarten should gradually move away from the class-lesson system. In recent years, we have sat children at tables; they will sit at desks for another 11 years at school, so project activities for preschoolers should be organized on the floor, if they are interested, and at the table, and bringing children together in another space.

By the way, now during the waking period of children it is allowed to use bedrooms for organizing play and learning, so the space is expanding (finally, SanPiN allowed the use of bedrooms during times when they are not sleeping!) If the beds can also be moved - there are such sets - then the space is even larger increases.

4) The fourth position of partnerships is an open time end to a lesson or game, when everyone works at their own pace. “Individual pace of work on the project” - provides each student with his own level and stages of mastering some educational field.

What can be called project activities in kindergarten according to the Federal State Educational Standard?

According to L.V. Svirskaya, “...by project we mean a period of group time, during which both children and adults perform exciting search-cognitive creative work, and not just the participation of children under the guidance of a teacher in a series of activities related to one topic and games"3. She caught the mistake that many teachers make.

I would like to remind you that any project must take place in a problematic situation.

A problematic situation can be formulated by both an adult, a teacher, and the child himself. He comes and asks: “Why is there rain/wind coming from the sky? Where does it come from? - then this unfolds, and the teacher organizes direct activities.

Not everything can be called a project; not all topics of project activity in a preschool educational institution are suitable. Not every interaction between a teacher and children related to a specific topic can be translated into the framework of a pedagogical project. For development, we select only the situation that cannot be solved by direct action, for example, “I’ll go and read a book about this to them.”

The authors of the guide “Project activities for preschoolers” N.E. Veraksa, A.N. Veraksa, outlined the wording: “Project activity involves different forms of children’s activity depending on the plan”, “during the implementation of the project, the preschooler explores various options for solving the problem and, according to certain criteria, chooses the optimal solution path.” The teacher must understand that this is a really difficult process to organize, and not every teacher is ready to organize it.

The important point is that participants in educational projects must want to know this or be motivated. Here even simple interest is not enough. Teachers often observe how quickly a student’s interest disappears: he asked something and interest disappeared. You need to be able to stir up this interest so that students actively participate and become the authors of ideas - topics for projects in the preschool educational institution. The teacher is included in the study only if all this is thought out step by step.

Topics of project activities in kindergarten according to Federal State Educational Standards

A creative group of senior teachers of family kindergartens summarized the accumulated material and published the book “Organization of project activities in kindergarten”, where you can find great ideas and ready-made scenarios. For example, the following topics: “Me and my mood”, “Growing up healthy in the Land of Health”, “Family Theater”, “A guest on the threshold - joy in the house”, “The spoon is the queen of the table”, “The beautiful Christmas tree”, etc. d.

Any project in a preschool educational institution for preschoolers must be created and planned by the teacher in advance. For example, the project “Growing Healthy in the Land of Health” is a research creative project and is long-term in terms of timing. The goal of the project is to provide children with the necessary information to formulate their own strategies and technologies to improve their health and maintain it. During this project, very interesting thematic days were held: “Healthy eating”, “Hygienic rules that you must follow”, “My healthy family” (parents were invited along with their children and a whole literary holiday was created).

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Presentation on the topic:

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Slide no. 2

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Contents: 1. Project method. 2. Design technology in kindergarten. 3. Types of projects in preschool educational institutions. 4. Research projects. 5. Information projects. 6. Creative projects. 7. The focus of creative projects implemented by preschoolers of different ages. 8. Game (adventure) projects. 9. Practice-oriented projects. 10. Open projects. 11. Individual and collective projects. 12. Phased development of project activities. 13. Design mechanism. 14. Development of design skills in children. 15. Algorithm for developing a project by a creative group of educators.

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Project method The project method is based on the development of students’ cognitive skills, the ability to independently construct their knowledge, the ability to navigate the information space, and the development of critical thinking. The project method is always focused on independent activities of students - individual, pair, group, which students perform for a certain period of time. The project method always involves solving a problem, which involves, on the one hand, the use of various methods and teaching aids, and on the other hand, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields. The results of completed projects must be “tangible”, i.e., if it is a theoretical problem, then a specific solution, if it is a practical problem, then a specific result, ready for implementation.

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Design is a complex activity, the participants of which automatically master new concepts and ideas about various spheres of life: industrial, personal, socio-political. Participation in design puts children and adults in a position where a person himself develops new conditions for himself and others, i.e. changing circumstances, changes oneself. Design requires individual original solutions and at the same time collective creativity. By working in group creativity mode, the abilities for reflection, choosing adequate solutions, and the ability to build a whole from parts are intensively developed. Thus, design is one of the means of social and intellectual creative self-development of all subjects of education (both children and adults).

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Design technology in kindergarten. In design technology, the “child-adult” relationship is based on complicity. Using this technology, the teacher guides the child gradually: observation of adult activities, occasional participation in it, then partnership and finally cooperation. The content of project-based children's or child-adult activities is determined by the educational and educational tasks to be solved. A teacher’s work with a group of children involves consideration of emerging problems, when the child’s ability to solve them independently is formed and developed. The child himself is part of a complex system of intersecting, adjacent, worlds built on top of each other.

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Some of them are clearly visible (nature, man-made world); others (mental life) manifest themselves in actions and deeds, through which they become visual and sensually perceived. Conventionally, four groups of problems can be distinguished: “the child and his family”, “the child and nature”, “the child and the man-made world”, “the child, society and its cultural values”. In the developmental space of the kindergarten, children create games, invent fairy tales, riddles, model costumes, and compose musical works. By accumulating creative experience, with the support of adults, they can become authors of research, creative, adventure, gaming, and practice-oriented projects. For example, in one of the Volgograd preschool educational institutions, children proposed projects: “Journey to the Land of Butterflies”, “In the Kingdom of Houseplants”, “Singing Forest”, “Heavenly Islands”.

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Collective experiences bring children closer to each other and help improve the microclimate in the group. In the design process, a child can act as a customer or as a performer and direct participant from the inception of the idea to the receipt of the result, as well as as an expert. In project activities, the child, according to experts, is faced with the need to express his “self,” especially when it is necessary to: state his goals, voice his ideas about himself, defend his position in a discussion with partners; speak openly and clearly about your difficulties, find their causes, including in yourself; coordinate goals with others, without deviating from one’s own goals and be able to find a compromise.

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The nature of the child’s participation in design is constantly changing: in early preschool age, the child primarily observes the activities of adults; on average – occasionally participates and masters the role of a partner; in the older years - moves to cooperation. Participation in an activity is communication on equal terms, where an adult does not have the privilege to indicate, control, or evaluate. When deciding to use design technology in a preschool educational institution, educators should focus on the zone of current and immediate development of their students. Design is a pedagogical technology focused not on the integration of factual knowledge, but on its application and acquisition of new ones (sometimes through self-education). The student’s active involvement in the creation of certain projects gives him the opportunity to master new ways of acting in a sociocultural environment.

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Types of projects in preschool educational institutions. V. Kilpatrick names four types: Creative (productive); Consumer; Solving a problem (intellectual difficulties); Project-exercise. Professor Collings proposed the following classification of educational projects: “game” - children's activities, participation in group activities (games, folk dances, dramatizations, various types of entertainment); “excursion” aimed at studying problems related to the surrounding nature and social life; “narrative”, during the development of which children learn to convey their impressions and feelings in oral, written, vocal (song), artistic (painting), musical (playing the piano) forms; “constructive”, aimed at creating a specific useful product: putting together a birdhouse, preparing a school breakfast, arranging flower beds.

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E. Polat characterizes projects in accordance with their typological characteristics: number of participants, dominant method, nature of contacts, method of coordination, duration. Typology of projects relevant for preschool education: According to the dominant method: research, informational, creative, gaming, adventure, practice-oriented. By the nature of the content: include the child and his family, the child and nature, the child and the man-made world, the child, society and its cultural values. According to the nature of the child’s participation in the project: customer, expert, performer, participant from the inception of the idea to the receipt of the result. By the nature of contacts: carried out within one age group, in contact with another age group, within a preschool educational institution, in contact with family, cultural institutions, public organizations (open project). By number of participants: individual, pair, group and frontal. By duration: short-term, medium-term and long-term.

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Research projects. According to E. Polat, they require a clear structure, defined goals, relevance of the subject of research for all participants, social significance, and thoughtful methods for the research result. The structure of a research project using the example of the “Journey along the Volga” project. Setting goals. Day 1: conversation with children, questions, determining the route, organizing preparations. Day 2: meeting at the station, buying tickets, observing the river from the shore, conversation before boarding the ship, traveling on the river boat, conversation, relaxing on the shore, returning. Day 3: exchange of impressions, discussion of how to formalize and present the results of the trip. (Game “I’ll tell you, and you guess”)

Slide no. 12

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Information projects. Goals: collect information about some object, phenomenon, and then familiarize participants with it, analyze and summarize the observed facts. Structure of the information project: obtaining and processing information, result (report, album with drawings and photographs), presentation. Information project “Children of Stalingrad”. Setting goals. Project content: Design of exhibitions dedicated to the victory at Stalingrad. Conversation between teachers and children about the Battle of Stalingrad with illustrations shown. Conversation “There were children in the city, how they survived the war of Stalingrad.” Reading excerpts from books about the Battle of Stalingrad.

Slide no. 13

Slide description:

5. Watching filmstrips: “Pavlov’s House”, “Hero City of Stalingrad”. 6. Conversations with grandparents about wartime childhood and the subsequent creation of a thematic exhibition “From the Family Archive.” Children are war correspondents collecting information. 7. Excursion to the “Hall of Military Glory” museum. 8. Thematic drawing in the art studio dedicated to the Battle of Stalingrad. Exhibition of children's works. 9. Making gifts for war veterans. 10. Holiday dedicated to the victory at Stalingrad. 11. Design of the album “We don’t want war” with drawings and stories from children.

Slide no. 14

Slide description:

Classification of creative projects By the predominant motive By the dominant type of creativity By the form of presentation of the result Expression of a subjective attitude, bringing joy, providing assistance, joint creativity or activity. Playful, visual, constructive, artistic and speech, artistic and design, theatrical, musical. Panel, design, performance, decoration, cartoon, concert, holiday, presentation. Creative projects.

Slide no. 15

Slide description:

The object is people close to the child. Goals for 4 years: To please with your work (drawing, applique, craft), make a holiday gift; talk about your impressions. Goals for 5 years: To please with your work, to make a holiday gift; talk about your impressions. Consider the interests of loved ones. Goals for 6-7 years: Make a holiday gift, surprise with an unexpected surprise. Make necessary things for the family. Take into account the interests and desires of loved ones. Bring joy with your work. The focus of creative projects implemented by preschoolers of different ages.

Slide no. 16

Slide description:

Object: favorite toys, heroes of fairy tales, short stories, cartoons, fictional stories. Goals for 4 years: Help in a difficult situation, please with a surprise, a gift. Goals for 6 years: Participation in the organization and creation of an object-based play environment independently and together with adults. Manifestation of moral and aesthetic attitude towards literary characters. Goals for 5 years: The same as in the younger group, as well as participation in the organization and creation of an object-game environment (scenery, props). Goals for 7 years: The same, as well as helping children organize an object-based play environment.

Slide no. 17

Slide description:

Object - peers Goals 4 years: Give a gift, a surprise to a friend. Goals for 6 years: Give a gift, surprise a friend for his birthday, just make him happy with something. Goals for 5 years: To please with a gift, a surprise, taking into account the needs and interests of peers. Goals for 7 years: Same as in the previous age group.

Slide no. 18

Slide description:

Object – older children. Year 6 goals: Give a holiday gift to an older friend. Together with older children, participate in the design of various premises in the preschool educational institution. 5 year goals: To bring joy to an older friend with your gift. Goals for 7 years: Same as previous age group.

Slide no. 19

Slide description:

Object: younger children. Year 4 goals: Make kids happy with toys; crafts, holiday gifts, take part in the organization and design of the object-play environment. Goals for 6 years: Same as previous age groups. Participation in preparing younger preschoolers for classes; concert programs for them. Goals for 5 years: Same as in the previous age group. Help in decorating a group of children for the holiday. Goals for 7 years: Same as in the previous age group.

Slide no. 20

Slide description:

Game (adventure) projects. The structure of game projects is just being outlined; participants take on certain roles determined by their character and content. These can be literary characters or fictional characters that simulate social or business relationships in imaginary situations. The degree of creativity in such projects is high, but the dominant type of activity is still role-playing. An adult presents a problem to the students. Preschoolers design their actions, focusing on given conditions, on the playing position. The play position includes both the ideological aspect of the child’s development and the properties of his personality. Game (adventure) projects are built on the principle of developing intrigue. Throughout the entire process of solving the problem, the children’s activity does not weaken. Preschoolers make predictions, guesses, assumptions until the goal is fully achieved.

Slide no. 21

Slide description:

Practice-oriented projects. Practice-oriented projects are distinguished by a clearly defined expected result of the participants’ activities, oriented towards social interests. a practice-oriented project requires a well-thought-out structure and organization of work at individual stages (adjusting efforts, discussing results and ways to implement them in practice, evaluating the project).

Slide no. 22

Slide description:

Open projects. The most common design is within one age group. Teachers and children do not experience difficulties because they know each other’s creative capabilities and social qualities well; have an understanding of the subject-spatial environment of the group. Participation in a joint project with another group enriches children with new impressions, allows them to experience new emotions, and win sympathy from the people around them. It is more difficult to organize contacts and projects within preschool educational institutions (for example, “April Fool’s Day”, “Fairy Tale Week”). They require a high level of development of management (creative, organizational) skills among teachers, since it is necessary to identify the current problem, think through the conditions and form of children's or child-adult projects. The most complex are open projects implemented in contact with family, cultural institutions, and public organizations. But it is they that give a high result in the development of the child, expanding the space of his life.

Slide no. 23

Slide description:

Individual and collective projects. Individual project. Performed autonomously, designed to enrich the child’s cultural experience; with its help, the ability to overcome obstacles in solving a problem (composing and illustrating a fairy tale) is monitored. The value of individual design is undeniable, since the child learns to take initiative, experience mistakes and achievements, and demonstrates abilities. Pair project. It is carried out by a pair (pairs) of participants. Children acquire cooperation skills, learn to act together in the same space, solve a common problem, and choose adequate solutions. Group project. Carried out by a group of participants (from 3 to 10-12 people). Frontal (collective) project. Performed by the entire team.

Slide no. 24

Slide description:

Short-term projects. Aimed at solving a small problem or part of a larger one. They can be implemented in one or several specially organized classes, as part of joint activities with adults or independent children's activities (studying the properties of ice, studying the activities of an artist in a workshop). Medium duration projects. Designed to solve a problem within a few days or weeks (preparing for a holiday, traveling; writing and staging a fairy tale). Long-term projects (from one to several months). They are solving a major problem that requires effort and sufficient time to overcome (for example, researching one’s ancestry).

Slide no. 25

Slide description:

Planning activities by children (with the possible participation of an adult as a partner), determining the means of implementing the project. Planning activities by children with little help from adults, determining means and ways to implement the project. Involving children to participate in planning activities and implementing the plan. Step 3: Children independently determine the goal of the project, the motive for the upcoming activity, and predict the result. Joint determination of the project goal, upcoming activities, forecasting the result. Determination by adults of the purpose of the project, its motivation. Step 2 Identification (by adults or children) of a problem that meets the needs of the children or both parties. Identifying (by adults or children) an issue that meets the needs of the children or both. An intriguing start that meets the needs of children and identifies a problem for adults. 1st step III stage II stage I stage Algorithm of actions Stage-by-stage development of project activities.

Slide no. 26

Slide description:

Determining the prospects for the development of design. Determine design prospects together with children. 6th step Discussion of the results of the work progress, everyone’s actions, finding out the reasons for successes and failures. Discussion of the result, progress of work, everyone’s actions, finding out the reasons for successes and failures. Joint analysis of project implementation, experiencing the result. 5th step Children carry out a project, creative disputes, reaching an agreement, mutual learning, children helping each other Children carry out a project, differentiated help from adults. The movement of adults and children together towards results. 4th step

Slide no. 27

Slide description:

Design mechanism. The teacher acts as an organizer of children's productive activities, he is a source of information, a consultant, an expert. In this case, the adult acts as a partner for the child and an assistant in his self-development. Motivation is enhanced due to the creative nature of children's activities, independence, and responsibility of the child to peers and adults. Design technology requires an appropriate organization of the subject-cognitive space of the group. The preschool educational institution can also equip a children's media library, including a subscription and a reading room for preschoolers, audio and video centers. Design technology is focused on the joint activities of participants in the educational process in various combinations: teacher - children, child - child, children - parents.

Slide no. 28

Slide description:

One of the advantages of design technology is that each child is recognized as important and necessary in the team. Control by adults (external) gives way to evaluation of work results. A private, concrete result of the work of preschoolers can be a drawing, a craft, an applique, an album, a book, a written fairy tale, a prepared concert, a performance, or a harvest of vegetables. The preschooler learns to independently come up with project topics; he develops logic, an understanding that there are no simple answers to a complex question, and each phenomenon must be studied from different angles. He develops genuine activity and independence. The participation of parents in the creation and implementation of projects stimulates interest in learning about themselves and their children, and increases their cultural competence in the field of raising a preschooler.

Slide no. 29

Slide description:

Development of children's design skills. The main function of design is to outline a program and select means for further targeted actions. The implementation of design technology in the practice of preschool educational institutions begins with an orientation towards the current problem of cultural self-development of a preschooler and familiarity with design cycles. The design process consists of three stages: development of projects, their implementation, analysis of results. You can collectively design: matinees, evenings of entertainment; days of creativity of different topics and educational orientation; creative weeks (theater, literature, health); holidays. Criteria for the implementation and defense of the project: Relevance of the project, reality of the proposed solutions, practical focus on the development of the child. Volume and completeness of development, independence, completeness.

Slide description:

Assistance in analysis and synthesis (at the request of the group). Observation. Formation of tasks, accumulation of information. Selection and justification of success criteria. Problem analysis. Identification of information sources. Setting objectives and choosing criteria for evaluating results. Distribution of roles in the team. Planning Motivation for design, explanation of the purpose of the project. Clarification of available information, discussion of the task. Definition of the (topic) problem. Selecting a group of participants. Initial Activities of the scientific and methodological service Activities of the project group Tasks Stages Algorithm for developing a project by a creative group of educators.

Slide no. 32

Slide description:

Participation in collective analysis and evaluation of project results. Project protection. Participation in collective assessment of project results. Preparation for defense. Rationale for the design process. Explanation of the results obtained, their evaluation. Project protection Observation. Direct the analysis process (if necessary). Participation in collective project analysis and self-assessment. Analysis of project implementation, achieved results (successes and failures). Evaluation of results Observation, advice (at the request of the group). Work on the project, its design. Project implementation. Execution Observation. Consultations. Working with information. Synthesis and analysis of ideas. Collection and clarification of information. Discussion of alternatives. Choosing the optimal option. Clarification of activity plans. Decision-making