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The project method was developed at the beginning of the twentieth century by the American philosopher, psychologist and educator John Dewey (1859-1952). According to D. Dewey, education should be built “on an active basis through the expedient activities of children in accordance with their personal interests and personal goals.”
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Research activities bring joy to the child, exerting a positive moral influence, and harmoniously develop the mental and physical abilities of a growing person. The organization of such activities is carried out using means modern technology: project method.
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The main goal of the design method in preschool institutions is development free creative personality child, which is determined by the developmental tasks and tasks of children’s research activities.
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Development objectives: ensuring the psychological well-being and health of children; development of cognitive abilities; development creative imagination; development of creative thinking; development of communication skills.
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The starting point of the study is the children's interests of today. The role of the teacher when using the project method: accounting age characteristics children, creating conditions to stimulate children’s interests, building their relationship with the child on complicity and co-creativity, motivating children’s activities, using gaming methods and techniques. Role of the preschooler: is an active participant in the project, overcomes difficulties in solving problems (leader didactic purpose project methods). The project plan is developed jointly with children and parents, social partners are involved, and a project team is selected. After the project is defended, its implementation begins.
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Principles for project implementation: consistency, seasonality, consideration of personality, consideration of age characteristics, interaction with a child in a preschool and family setting.
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When using the project method, a number of requirements must be taken into account. Firstly, the result towards which the project is focused must be practically and educationally significant for its participants. Secondly, the problem posed must be studied in a certain logical sequence: putting forward hypotheses about ways to solve it; discussion and selection of research methods; collection, analysis and systematization of received data; summing up and preparing them; conclusions and raising new problems. Third; the content of the project should be based on the independent activities of children planned by them preparatory stage work. Using the project method, the teacher becomes an organizer of children's research activities and a generator of the development of their creative potential.
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Stages of the project goal setting; searching for a form of project implementation; development of the content of the entire educational process based on the topic of the project; organization of a developmental, cognitive, subject environment; determination of directions of search and practical activities; organization of joint (with teachers, parents and children) creative, exploratory and practical activities; work on parts of the project, correction; collective implementation of the project, its demonstration.
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Rough plan the work of the teacher in preparing the project Setting the goal of the project. Developing a plan for moving towards the goal (the teacher and methodologist discuss the plan with the parents). Involvement of specialists in the implementation of relevant sections of the project. Drawing up a project plan. Collection, accumulation of material. Inclusion of classes, games and other types of children's activities in the project plan. Homework and assignments for independent completion. Presentation of the project, open lesson.
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Classification of projects used in the work of preschool institutions Currently, projects are classified: a) according to the composition of participants; b) according to the target setting; c) by topic; d) according to implementation deadlines.
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Types of projects: Research-creative: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design; Role-playing games (with elements creative games when children take on the character of a fairy tale and solve problems in their own way); Information-practice-oriented: children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.); creative (formatization of the result in the form children's party, children's design, for example "Theater Week").
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Subjects and contents of gaming projects: “Game-trip to the underwater kingdom”; role-playing game"Theater"; game “Building a city of the future”; “We are building a fabulous snowy town.” “Journey to the Land of Fairy Tales” “Meeting the Guests”
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Creative: autumn (spring, winter) opening day; musical fairy tale(optionally); tabletop theater (inventing a fairy tale, making characters, scenery and showing the play to children and parents); "Fun Fair" creating a film library of hand-drawn filmstrips; arts festival "Spring Drops". “Bake a cake” “In the world of plasticine”
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In terms of duration, projects can be short-term (from 1 lesson to 1 day) and long-term (from 1 week to 3 months).
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Project “My Family” Goal: fostering a sense of affection and love for your parents and relatives. Objectives: 1.Introduce children into a problematic situation, find out what children know about their parents and relatives. 2.Create conditions in the group that promote better communication between children – parents – relatives. 3.Formulate in children a friendly attitude towards family and friends who care about them. 4. Project participants: kindergarten staff, children, parents.
Organization of project activities in preschool educational institutions as an integrated method of training and education.
Project activity method
Developed at the beginning of the 20th century by the American philosopher, psychologist and educator John Dewey (1859 – 1952):
…learning should be built “on an active basis through purposeful activities in accordance with their personal interests and personal values. In order for a child to perceive the knowledge he really needs, the problem being studied must be taken from real life and be significant, first of all, for the child, and its decision should require cognitive activity and the ability to use existing knowledge to obtain new ones...
Project activity is an independent and joint activity of adults and children in planning and organizing the pedagogical process within the framework of a specific topic, which has a socially significant result.
“Everything I learn, I know why I need it and where and how I can apply this knowledge”
A project is a way of organizing the pedagogical process, based on the interaction between teacher and student, a way of interacting with environment, step-by-step practical activities to achieve the goal.
PROJECT – “5 Ps”
The goal of the project method in preschool institutions is the development of the child’s free creative personality, which is determined by the tasks of development and the tasks of research activities.
Development objectives:
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.
Project classification
By topic
They differ in subject matter (creative, informational, gaming or research) and methods of implementing the results.
By composition of participants
The groups of project participants differ in composition - individual, group and frontal.
By implementation time
In terms of duration, projects can be short-term (1-3 lessons), medium-duration or long-term (example: familiarization with the work of a major writer can last the entire academic year).
Types of projects in preschool educational institutions
Research and creative project
Role-playing games
Information-practice-oriented
Research
“Sand and water are always with us”
Teacher’s work plan to prepare for the project:
1. Setting the goal of the project (based on the interests of the children)
2. Developing a plan for moving towards the goal (the teacher discusses the plan with children and parents; children discuss the plan with parents).
3. Involvement of specialists in the implementation of relevant sections of the project.
4. Drawing up a project plan.
5. Collection (accumulation of material).
6. Inclusion of classes, games and other activities in the plan.
7. Homework and assignments for independent completion.
8. Presentation of the project (various forms of presentation).
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Presentation on the topic: Project activities in preschool educational institutions
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Goal: introduction of design technology into the activities of a preschool institution. Teachers' Council agenda: Implementation of the previous decision pedagogical council(Deputy Head. I.V. Borchaninova). The relevance of the topic of the teachers' council. The concept of the design method. Types of projects used in the work of a preschool institution. (Deputy Head. I.V. Borchaninova) Planning work to prepare the project. (Deputy head. I.V. Borchaninova) Pedagogical improvisation “Who wants to become an expert in the design method?” (Deputy head. I.V. Borchaninova) Making a decision of the teachers' council. (Head T.E. Loskutova, deputy head. I.V. Borchaninova)
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“The trial and error method is quite good. But it also happens that the “experimenter”, after the next “trial,” never makes mistakes again. Therefore, study the experience of others, read more wise books. Everything has been described many times. Find the core of the problem, grab it tightly and follow it steadily. That's all". (From Genesha's instructions)
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A project (literally “thrown forward”) is a prototype, a prototype of an object or type of activity, and design is the process of creating a project. The project method is a teaching system in which children acquire knowledge and skills in the process of planning and performing gradually more complex practical tasks - methods (pedagogical dictionary)
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The feasibility of using project activities in preschool educational institutions. It is one of the methods of developmental training and self-education; Promotes the development of research skills; Promotes creativity and logical thinking; Combines the knowledge gained during methodological activities in preschool educational institutions and professional communities, advanced training courses; It is one of the forms of organizing educational work; Increases teacher competence; Improves the quality of the educational process; Involves stimulating the work of members project team;
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Basic requirements for using the project method The presence of a problem that is significant in research and creative terms Independent activity of teachers under the guidance of a teacher coordinating the project Use of research methods that provide a certain sequence of actions Practical, theoretical psychological and pedagogical significance of the expected results Structuring the content of the project indicating step-by-step results
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Typology of projects in preschool educational institutions (according to E.S. Evdokimova) By dominant activity (Research, information, creative, gaming, adventure, practice-oriented By the nature of the content (Child and family, child and nature, child and the man-made world, child and society and its cultural values By the nature of the child’s participation in the project (Customer, expert, performer, participant from inception to obtaining results) By the nature of contacts (Within one age group, in contact with another age group, within a preschool educational institution, in contact with family, cultural institutions, public organizations) By number of participants (Individual, pair, group, frontal) By duration (Short-term, medium-term, long-term) PROJECT
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Sequence of actions when creating a project Determining the relevance of the problem and the resulting tasks of project activities. Proposing a design hypothesis. Search for design research methods (monitoring procedures, experimental observations, statistical methods). Discussion of ways to present the final results. Collection, systematization and analysis of the obtained data. Summing up the final, material results and their presentation. Formulating conclusions and putting forward new problems for research. Dissemination of teaching experience.
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Contents of project activities Development of projects and mini-projects by the teacher. Clear formulation of the project: goals, means, action program. Evaluation of the project according to criteria in accordance with the requirements integrated system certification (examination of an educational project). Introduction by the head of the preschool educational institution of changes and additions to the educational project. Presentation and defense of the project. Registration by the teacher-supervisor business card project and folder. Consultations with teachers by preschool educational institutions.
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Comparative characteristics of projects project goal structure result Information Study of the object. Analysis and synthesis of facts Obtaining and processing information according to the established methodology Report, album, presentation Creative Accumulation of creative experience. The development of fantasy and imagination is not worked out in detail, only outlined. Subordinate to the final result A film or concert with a clearly thought-out structure Game Accumulation gaming experience It is not being worked out in detail, it is only outlined. Subordinate to the final result Expected, clearly defined, oriented towards social interests Practice-oriented Enrichment of social-practical experience Structure thought out. Clear organization of work at each stage Expected, clearly defined, focused on social interests
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Objectives of the presentation: Training teachers in project activities. Training teachers in the ability to present themselves and their work. Increasing motivation and interest in professional activities. Providing teachers with opportunities for self-expression and public speaking.
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Functional responsibilities of the project team leader Selecting a problem educational field, setting objectives, formulating the conceptual idea and theme of the project. Drawing up a justification for the project being created, determining the final result and its positivity. Detailing the content, structuring the project material. Determining its scope and the research role of project participants. Coordination of activities of project participants. Ensuring constant monitoring of the progress and timing of project stages. Conducting consultations with project team members. Assisting teachers in preparing documentation for project defense. Identification of deficiencies, determination of ways to eliminate deficiencies. Personal responsibility for correct presentation of content.
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Variability of the project algorithm Algorithm 1st step 2nd step 3rd step 4th step 5th step 6th step First An intriguing start that meets the needs of children. Identification of problems to adults. Determination by adults of the purpose of the project and its motivation. Involving children in planning activities and implementing the planned plan. The joint movement of adults and children towards results. Joint analysis of project implementation. Experiencing the result. no Second Joint identification of a problem that meets the needs of both parties. Joint determination of the project goal and upcoming activities. Predicting the result. Planning activities by children with little help from adults. Determination of means and methods of implementation. Children's implementation of the project. Differentiated assistance from adults. Discussion of the results and progress of work, everyone’s actions. Finding out the reasons for success and failure. Together with children, determining design prospects. Third: Joint identification of a problem that meets the needs of both parties. Children independently determine the goals of the project and upcoming activities. Predicting the result. Children planning activities, determining the means of implementing the project with the participation of an adult as a partner. Children’s implementation of a project, creative disputes, agreements, mutual learning, children helping each other. Discussion of the results and progress of work, everyone’s actions. Finding out the reasons for success and failure. Determining prospects for the development of project activities.
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Presentation on the topic: Projects in preschool educational institutions
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RELEVANCE OF THE TOPIC modern stage development preschool education becomes topical issue creating a system of work for implementation in the educational process DOW method projects. A project (literally “thrown forward”) is a prototype, a prototype of an object or type of activity, and design is the process of creating a project. The project method as a pedagogical technology is a set of research, search, problem-based methods, techniques and actions of a teacher in a certain sequence to achieve a given task - solving a problem that is personally significant for the teacher, formalized in the form of a certain final product. In other words, the project method is the implementation of a plan from the moment of its inception to its completion with the passage of certain stages of activity.
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Adults should not only pay attention to the formation of knowledge, skills and abilities of a preschooler and his adaptation to social life, but also teach through a joint search for solutions, provide the child with the opportunity to independently master the norms of culture. A unique means of ensuring cooperation, co-creation between children and adults, and a way to implement a person-centered approach to education is design technology. Design is a complex activity, the participants of which automatically: without a specially proclaimed didactic task on the part of the organizers, master new concepts and ideas about various spheres of life.
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Work plan for the teacher to prepare the project 1. Based on the children’s problems studied, set the goal of the project. 2. Developing a plan to achieve the goal (the teacher discusses the plan with the parents). 3. Involvement of specialists in the implementation of relevant sections of the project. 4. Drawing up a project plan. 5. Collection, accumulation of material. 6. Inclusion of classes, games and other types of children's activities in the plan. 7. Homework for yourself. execution. 8. Presentation of the project, open lesson.
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Classification of projects Currently, projects in preschool educational institutions are classified according to the following criteria: By topic They differ in topic (creative, informational, gaming or research) and methods of implementing the results. According to the composition of participants The groups of project participants differ in composition - individual, group and frontal. By timing of implementation By duration, projects can be short-term (1-3 lessons), medium-duration or long-term (example: familiarization with the work of a major writer can last the entire academic year).
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Types of projects in preschool educational institutions: Creative After the project is brought to life, the result is formalized in the form of a children's party. Research Children conduct experiments, after which the results are presented in the form of newspapers, books, albums, and exhibitions. Gaming These are projects with elements of creative games, when children take on the role of characters from a fairy tale, solving problems and tasks in their own way. Information Children collect information and implement it, focusing on their own social interests (design of a group, individual corners, etc.).
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LIST OF SOURCES USED 1. Veraksa N. E., Veraksa A. N. Project activities of preschoolers. A manual for teachers of preschool institutions. - M.: Mosaic - Synthesis, 2008. - 112 p. 2. Danyukova A. Do you like projects? //Hoop. - 2001. - No. 4. 3. Evdokimova E. S. Project as motivation for knowledge // Preschool education. - 2003. - No. 3. 4. Komratova N. G. Project method in the sociocultural education of preschool children // Preschool education. - 2007. - No. 1. 5. Komratova N. G. Project activity: culture and ecology // Preschool education. - 2007. - No. 2. 6. Educational projects in kindergarten. Manual for educators/N. A. Vinogradova, E. P. Pankova. – M.: Iris-press, 2008. – 208 p. – (Preschool education and development). 7. Project method in the activities of a preschool institution: A manual for managers and practitioners of preschool educational institutions / Author. -composition : L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuikova. – 3rd ed. pspr. and additional – M.: ARKTI, 2005. – 96 p. 8. Shtanko I. V. Project activities with older children preschool age. // Preschool management educational institution. 2004, № 4.
Organization of project activities in preschool educational institutions as an integrated method of training and education.
Project activity method
Developed at the beginning of the 20th century by the American philosopher, psychologist and educator John Dewey (1859 – 1952):
…learning should be built “on an active basis through purposeful activities in accordance with their personal interests and personal values. In order for a child to perceive the knowledge he really needs, the problem being studied must be taken from real life and be significant, first of all, for the child, and its solution must require cognitive activity from him and the ability to use existing knowledge to obtain new ones...
Project activity is an independent and joint activity of adults and children in planning and organizing the pedagogical process within the framework of a specific topic, which has a socially significant result.
“Everything I learn, I know why I need it and where and how I can apply this knowledge”
A project is a way of organizing the pedagogical process, based on the interaction between teacher and student, a way of interaction with the environment, and step-by-step practical activities to achieve a set goal.
PROJECT – “5 Ps”
The goal of the project method in preschool institutions is the development of the child’s free creative personality, which is determined by the tasks of development and the tasks of research activities.
Development objectives:
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.
Project classification
By topic
They differ in subject matter (creative, informational, gaming or research) and methods of implementing the results.
By composition of participants
The groups of project participants differ in composition - individual, group and frontal.
By implementation time
In terms of duration, projects can be short-term (1-3 lessons), medium-duration or long-term (example: familiarization with the work of a major writer can last the entire academic year).
Types of projects in preschool educational institutions
Research and creative project
Role-playing games
Information-practice-oriented
Research
“Sand and water are always with us”
Teacher’s work plan to prepare for the project:
1. Setting the goal of the project (based on the interests of the children)
2. Developing a plan for moving towards the goal (the teacher discusses the plan with children and parents; children discuss the plan with parents).
3. Involvement of specialists in the implementation of relevant sections of the project.
4. Drawing up a project plan.
5. Collection (accumulation of material).
6. Inclusion of classes, games and other activities in the plan.
7. Homework and assignments for independent completion.
8. Presentation of the project (various forms of presentation).
