Municipal budgetary preschool educational institution "Kindergarten for supervision and health improvement No. 108" in Saratov
Project at a preschool educational institution - what is it? Types of projects used in kindergarten.
Prepared by the teacher
Iqualification category
Senina Yulia Viktorovna
2017
What is project work in kindergarten?
Back at the beginning of the twentieth century. Professor Collings, the organizer of a long-term experiment in one of the rural schools in Missouri, 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 verbally and in writing. Vocal (song), artistic (painting), musical (playing the piano) forms;
“constructive”, aimed at creating a specific useful product: putting together a birdhouse, a prepared children's breakfast, arranging flower beds.
By the end of the twentieth century. New types of projects have been developed. E. Polat (1999) characterizes projects in accordance with their typological characteristics: number of participants, dominant method, nature of contacts, method of coordination, duration.
Focusing on these signs, the author offers his own version of the typology of projects relevant for preschool education.
1. According to the dominant method: research, creative, informational, gaming, adventure, practice-oriented.
2. By the nature of the content: include the child and his family, the child and nature, the child and the man-made world; child, society and its cultural values.
3. 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.
4. 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).
5. By the number of participants: individual, pair, group and frontal.
6. By duration: short-term, medium-term (medium-term) and long-term).
The project sounds somehow official and scientific, doesn’t it? But in fact, this word hides the name of one of the methods for implementing tasks for the development and training of preschoolers. Project activity consists of the joint work of the teacher, parents and children to study a certain issue.
The purpose and purpose of the projects is to promote the development of independent thinking in children, the ability to make decisions, look for answers, plan, foresee 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 modern children.
Development and learning in preschool format is carried out mainly through play activities, so projects have a creative, playful orientation. The most effective is group research activities of children.
The topics of the projects are very diverse.
Well, for example, the popular theme for children's projects is “Family Tree” or “My Family”. 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 children's family.
The point is not to give children a finished project, but to give them a topic and help them determine the path for implementing the project: what materials to use, who to ask for help, how to design the project product, how to present it. Moreover, this applies not only to children of the senior and preparatory groups. Kids also do projects that they can handle.
For those who want to create a project according to all the rules
The peculiarities of the pedagogical and educational system in Russia are such that every step we take must be strictly in accordance with the Federal State Educational Standard. Therefore, even such a creative task as writing a project requires compliance with the methodological recommendations of the Ministry.
In order not to search for information for a long time, I suggest looking at the UchMag online store, since there is absolutely any methodological literature, including excellent manuals on our topic:
“Projects in preschool educational institutions: practice of teaching children 3-7 years old”;
“Innovative pedagogical technologies. Project method in preschool educational institutions";
“Projects in preschool educational institutions: theory and practice of child development”;
“Projects in preschool educational institutions. Practice of teaching children 3-7 years old. Program for installation via the Internet";
“Preschool educational institution development program. CD for computer: innovative educational project";
For preschool teachers, taking into account modern requirements for a preschool teacher, in such manuals you can find everything that is necessary for competent planning and implementation of teaching activities: how to draw up a project, what to take into account, how to formalize the results, etc.
Types of projects in kindergarten
In current practice, kindergartens use the following types of projects:
Research with a creative bent: the guys find out some information, for example, why snow melts in the spring, and the results are presented in the form of drawings, wall newspapers, staged skits, etc.;
Creative tasks are also educational in nature, but the results of the research are presented in the form of a theatrical performance, a performance, or a children's party;
Social and informational: the guys research the subject of the project and draw up the result in the form of a newspaper, folder, poster, installation;
Role-playing or gaming: children solve a project task using a fairy tale familiar to them, getting used to the roles of the characters, presenting the result of the research in the form of a role-playing plot.
According to the method of project implementation, group, individual, intergroup, complex
Taking into account the age-related psychological characteristics of preschoolers, project coordination should be flexible, i.e. The teacher unobtrusively guides the children’s work, organizing individual stages of the project.
All projects are carried out within the preschool educational institution, as a rule, between groups of participants, but there are also personal, individual projects (in visual and verbal creativity). Since the leading activity of a preschooler is play, role-playing and creative projects are used from a young age: “Favorite Toys”, “The ABC of Health”, etc.
Other types of projects are also significant, including:
complex: “World of Theater”, “Hello, Pushkin!”, “Echo of Centuries”, “Book Week”, etc.;
intergroup: “Mathematical collages”, “World of animals and birds”, “Seasons”, etc.;
creative: “My friends”, “In our Neskuchny Garden”,
“Favorite Tales”, “Natural World”, “Rowan Bins of Russia”, etc.;
group: “Tales of Love”, “Know Yourself”, “Yugan Gems”, “Underwater World”, “Fun Astronomy”, etc.;
individual: “Me and my family”, “Family tree”, “Secrets of grandma’s chest”, “Fairytale bird”, etc.;
research: “The World of Water”, “Breath and Health”, “Nutrition and Health”, etc.
These projects may seem like they're too difficult for preschoolers. But preschoolers are just getting acquainted with this type of activity, preparing for independent research that they will conduct at school.
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 processing the result. In recent years, research projects have been actively conquering the space of secondary schools and additional education institutions and are increasingly of interest to preschool specialists.
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.
Creative projects
They do not have a detailed structure for the joint activities of participants. It is just outlined, and then develops, subordinate to the final result, the interests of the project participants. Teachers and children agree on the form of presenting the results (fairy tale, film, dramatization, holiday, interior decoration). However, the presentation of the results of the project requires a clearly thought-out structure in the form of a film script or a concert program.
Creative projects are varied, as are the types of artistic and productive activities that children master. In content, they reflect the relationship: child - family; child - nature; a child is a man-made world; child – society and its cultural values.
Creative projects can be classified according to the predominant motive (expression of a subjective attitude, bringing joy, providing assistance, joint creativity or activity); by dominant type of creativity (game, visual, constructive, artistic and speech, artistic and design, theatrical, musical); according to the form of presentation of the result (panel, design, performance, decoration, cartoon, concert, holiday, presentation).
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.
Practice-oriented projects
They 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).
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 idea of the subject-spatial environment of the group. However, you should not isolate yourself in your team. Contacts with another age group are necessary for a child for his social development and expansion of the sphere of communication. 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. A similar process occurs in a mixed-age group. In such conditions, younger preschoolers have the opportunity to master the world around them with the participation of their elders, and older children gain experience in behavior socially approved by adults.
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.
Individual and collective projects
Individual project - carried out independently, 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 Custom Design
is undeniable, since the child learns to take initiative, experience mistakes and achievements, and demonstrates abilities.
However, children are collectivists at heart; they want to interact with peers and adults. An essential feature of the psychological characteristics of any person is the ability to participate in collective activities and jointly find ways to solve problems. The formation of stable skills of collective cooperation in preschoolers is facilitated by the constant and purposeful involvement of children in the creation of common works. Children learn to unite in subgroups, discuss together ways to implement a plan, plan and coordinate their actions step by step, distribute responsibilities and tasks among themselves, help each other, worry about the quality of not only their part of the work, but the whole.
The experience of collective creativity is acquired against the background of joint positive emotional experiences that contribute to the development of friendly relationships between children.
Children feel unhappy when they are not in the group. Therefore, pair, group, frontal projects are necessary for children's development.
Pair project - 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 whole team.
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 the problem within several days, weeks (preparing for a holiday, travel); writing and staging a fairy tale).
Long-term projects (from one to several months) - they solve a major problem, which requires effort and sufficient time to overcome (for example, researching one’s ancestry).
Have you probably seen foreign films where children prepare some projects, often making volcanoes, various devices, bringing a pet to kindergarten and talking about it? Such types of activities are extremely useful for children, as they broaden their horizons, activate cognitive activity, and reveal creative and scientific abilities.
The name - projects - sounds very serious to our ears. 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 the adult is determined to recognize the value of any result of the child’s research.
The point is not to get an ideal research result from a child, say, on the topic of a favorite toy. The point is to instill in him an interest in research and analysis of the processes that occur around us. Arousing curiosity and healthy curiosity in children is the task of children's projects.
The tasks of research activities are specific for each age.
In early preschool age this is:
The entry of children 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 research activities (practical experiments).
In older preschool age this is:
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;
Forming the ability to apply these methods to help solve the problem, using various options;
Developing a desire to use special terms, conducting a constructive conversation in the process of joint research activities.
Thus, the project method in working with preschoolers today is an optimal, innovative and promising method that should take its rightful place in the preschool education system. The methodological foundations of project activities discussed above give an idea of the high degree of adaptability of innovative technologies to the specifics of preschool educational institutions.
Using the project method in preschool education as one of the methods of integrated teaching of preschoolers can significantly increase children's independent activity, develop creative thinking, children's ability to independently find information about an object or phenomenon of interest in different ways and use this knowledge to create new objects of reality. It also makes the educational system of preschool educational institutions open to the active participation of parents.
The specificity of using the project method in preschool practice is that adults need to “guide” the child, help discover a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project. Based on a person-centered approach to training and education, ultimately, it should contribute to the development of individual creative activity of teachers in the development of strategy, tactics and technology of the educational process, promote the personal development of students, and ensure high-quality results of teaching activities.
The promise of the project method in the preschool educational system is that it provides the opportunity to develop observation and analysis of phenomena, comparison, generalization and the ability to draw conclusions, creative thinking, logic of knowledge, inquisitiveness of mind, joint cognitive-search and research activities, communication and reflective skills and much more that are components of a successful personality.
Project activity in the senior group on the topic: “Such different plates”
Description of material: Dear Colleagues! I bring to your attention a creative project: “Such different plates” for the senior group of kindergarten.Duration: short term.
Project type: creative, introductory and orientation.
Participants: children, teachers, parents.
A problem that is significant for children, which the project aims to solve: “Do we need a plate? What different types of plates are there? The history of the plate."
Target: To promote the development of children's cognitive interest in the process of discovering new, unusual knowledge about a familiar object - a plate. Development of aesthetic perception.
Tasks
For children:
-enrich the understanding of the variety of plates (different in size, shape, material, appearance);
- support the natural interest and curiosity of children;
-develop an emotional environment;
-develop skills in experimental work with objects;
-develop creativity and imagination when decorating plates
For parents:
-involve parents in the child’s cognitive sphere;
-stimulate the creative activity of parents through joint creativity with children and participation in leisure activities;
-promote the establishment of partnerships between teachers and parents in matters of upbringing and education of children.
For teachers:
-ensure the implementation of educational, developmental and training tasks through children’s mastery of educational areas;
- create conditions for children to independently and jointly with adults within the framework of the ongoing project;
- to promote the establishment of friendly relationships between teachers and specialists of preschool educational institutions and parents in the process of development and implementation of the project.
Project products
For children:
-acquaintance with riddles about the plate;
-painting of paper plates with elements of Khokhloma painting, Gzhel;
- making dishes from salt dough, painting;
- didactic game cut-out pictures “Dishes”;
-conducting research activities “What are the different plates” (Comparison experiments)
-the history of the appearance of plates (conversation)
For teachers:
- presentation “Such different plates”
- development of a thematic project on the topic
- creating a presentation;
-exhibition of books with riddles about the plate;
- selection and recommendations for reading literature with children;
-creating a plate using papier-mâché technique
- creation of the movement folder “History of the plate”
For parents:
-exhibition of artworks and crafts made by children
in independent and joint activities with parents;
Stages:
Preparatory:
-define the object of study;
-create a problematic situation (at lunch one of the children did not have a plate).
-selection of fiction, production of a book of poems and riddles about the plate
Collection of exhibits.
Research:
- acquaintance with different types of plates (View presentation "Different plates"
-where did the plate “come” to us from (Conversation)
- comparison experiments
Final:
- generalization of the results of the work;
- organizing an exhibition of crafts made from plates,
- organizing an exhibition of painted salt dough plates;
- exhibition prepared by parents
Preface.
Unfortunately, in modern society, many parents leave the upbringing, education and development of their children to general education institutions. Often, parents have little interest in the success of their children. It is very difficult to interest them, and it is almost impossible to attract them to joint activities. But it is in joint activities that the child’s full development occurs. Preschool age is a period very susceptible to everything that happens around. Everything, absolutely everything that happens to a child under 5 years old leaves its mark for the rest of his life. It is during this period that children especially need the attention of their parents. What was lost during this time will never be made up.
Each child has his own Zone of Proximal Development - this is what the child already knows how to do together with an adult, but is not yet able to do on his own. It is these skills that the child is ready to master in the near future. In order to teach a child something, you need to do it with him. And do it several times. At first he will just watch, then he will make his minimal contribution, and then he will be able to do it himself. And in this the main role belongs to parents.
It is very difficult to convey to modern, educated and very, very busy parents the idea that a child must not only be fed, clothed, put to bed, but also communicate with him, teach him to reflect, think, empathize. And how great it is to do everything together - play, walk, talk on different topics, share secrets, come up with different stories, do crafts, read books and even watch cartoons. For a child aged 3–4 years, an adult is a whole world, so mysterious and unknown. He is interested in everything that mom and dad do, what they talk about, etc. And if the parents do what the baby needs and is useful, then the baby will perceive this as the norm. This is also useful for developing adequate self-esteem in children. After all, when a child receives praise from a significant adult, he feels truly important and valuable, and understands that his efforts were not in vain. And when his mother helps and guides him a little in the process of joint creativity, he understands that nothing is impossible, if only he has the desire.
Working with children in kindergarten, I came to the conclusion that one of the main stages of a teacher’s activity is to find mutual understanding with parents.
Working with parents is one of the conditions for the development of creative abilities in preschool children. Creative tasks for parents, organization of competitions, participation in project activities, joint events aimed at developing the creative abilities of children - all this helps to establish trusting relationships between the kindergarten and the family, and also opens up opportunities for parents to participate in the educational process. That is why I decided to create a long-term project “We are together.”
The project is ultimately aimed at solving one main problem - Involving parents in joint activities with children and participation in the educational process.
Relevance of the project creation
Often, modern parents do not know what to do with their child, much less what to do with a 3-4 year old child. Most parents do not want or are afraid to participate in joint activities in kindergarten. Many people do not understand why, for what purpose and for whom this is needed. But this is what they and their children need, because the older the child, the further in his interests he becomes from his parents who did not take part in his “garden” life. And how confident in himself and his abilities is a child, whose mother or father will always come to the rescue. How nice it is for a child to see and feel the support of a loved one.
Employees of educational institutions must clearly convey this information to parents and conduct a sufficient number of activities with the involvement of parents so that parents understand from experience the importance of joint activities with children.
That is why the development of the “We are together” project is becoming relevant.
Raising a modern child and his cognitive abilities is a priority, the most important task of preschool pedagogy, especially in modern conditions, since any country needs knowledgeable, confident in themselves and their abilities, constantly developing people who will be successful in business, diversified and, in a word, interesting personalities.
Goals, objectives, expected results and products
Strategic goal: Strengthening the relationship between parents and children through joint creativity in a preschool institution.
Tactical goals:
1. Creating a plan for conducting master classes with sample topics.
2. Creating conditions for parents to attend events at the preschool.
3. Formation of the correct attitude among parents towards the upbringing and education of their child.
4. Organizing events for parents to participate in together with their children.
Tasks:
1. Involve parents in the educational process.
2. Promote parents' desire to interact with their child.
3. Encourage parents to support children's interest and curiosity.
4. Involve parents in joint activities with children.
5. Increase parents’ readiness to develop the child’s creative potential.
6. Develop the literacy of parents as educators of the child’s cognitive activity.
7. Develop skills and abilities to organize joint activities with children.
8. Develop communication between an adult and a child, the ability to find common interests.
Expected results:
1. Increasing pedagogical literacy among parents.
2. Participation of parents in the educational process and in educational activities.
3. Strengthening the relationship between parents and children.
4. Establishing trusting relationships between the kindergarten and the family.
Product:
1. Presentation-report on the results of the events.
Ways to solve the project:
Draw up a plan for conducting creative master classes and events with the involvement of parents.
Take into account the requirements and opinions of parents regarding the time period for conducting master classes (day of the week, time of holding).
Take into account the age characteristics of children when preparing for events and drawing up notes.
The project implementation is expected to last 9 months: from September 1, 2016 to May 31, 2017.
No. Stages Goal Time frame
1. Preparatory and design stage
Draw up an event plan, think through the tasks to be solved for each event.
Select materials for creating notes. 01.09.2016 – 01.10.2016
2. Practical stage
Conducting master classes, achieving the tasks set at the first stage. 01.10.2016 – 15.05.2017
3. Project presentation
Report on the work performed. 05/15/2017 – 05/31/2017
Event plan.
No. month Direction Topic of the event Form of delivery
1. October “Artistic and aesthetic development” “Golden Autumn” (co-creation of parents and children) Competition-exhibition of creative works by children and parents
2.
November “Artistic and aesthetic development”
“Social and communicative development” “Plate for Grandma” (drawing in non-traditional ways on a paper plate) Master class for parents with children
3.
December “Artistic and aesthetic development” “Winter patterns” (co-creation of parents and children) Competition-exhibition of creative works by children and parents
4.
December “Artistic and aesthetic development”
“Social and communicative development” “New Year is coming soon” (making gift packaging in the form of candy from a toilet paper roll) Master class for parents with children
5.
January “Artistic and aesthetic development”
“Social and communicative development” “Drawing while playing” (drawing with grains and pva) Master class for parents with children
6.
January “Physical development” “Come on mommies!” (sports competitions) Participation in the inter-district stage
7.
February “Physical development” “Visiting Tuzik” Open lesson on physical education for parents
8.
February “Physical development” “February 23” Leisure with the participation of pupils’ fathers
9.
February “Artistic and aesthetic development”
“Social and communicative development” “Gift for Dad” (making a boat from cleaning materials: rags, sponges) Master class for parents with children
10.
February “Social and communicative development” “Sweet fantasies” (exchange of experience on how to create a tasty and healthy dish for a child) round table
11.
March “Physical development” “Come on, mommies!” (sports competitions) Competitions between families of gymnasium students
12.
March “Artistic and aesthetic development”
“Social and communicative development” “Spring mood” (making flowers from colored napkins, creating a collective composition) Master class for parents with children
13.
April “Cognitive development” “Journey on a magic train” Open lesson on FEMP for parents
14.
April “Artistic and aesthetic development”
“Social and communicative development” “Landscape” (drawing using non-traditional methods) Master class for parents with children
15.
May “Artistic and aesthetic development” “Victory Day!” (co-creation of parents and children) Competition-exhibition of creative works of children and parents
Relevance: in older preschool age, mature children establish themselves, establish themselves in a team of children, form friendships and the ability to cooperate, and increase attention to peers as a partner for joint activities and communication.
Problem: during long-term observations of the behavior and independent activities of children, life in a group during the educational process, and routine moments, we noted that many children do not know how to communicate with peers, negotiate, solve problem situations peacefully, or defend their point of view without quarrels, insults and fights. Children put their own priorities above, without regard for the opinions and needs of other children.
Project scale: short-term (2 months).
Goal: introducing children to established norms of social behavior and rules of relationships with peers, creating ideas about friendship.
1. Generalize, expand and deepen children’s knowledge about friendship and friends.
2. Encourage children to engage in collective activities, promote the emergence and accumulation of positive communication experiences and cultivate social and communication skills (responsiveness, kindness, empathy, compassion, empathy, friendliness, ability to negotiate with each other).
3. Systematize children’s information about the culture of behavior in society and relationships between people.
I. Preparatory stage:
1. Reading “Festival of Friendship” by I. Vachkov, discussion, conversation and questions about the content.
II. Implementation stage:
1. Conversation about friendship and friends “Who is a friend?”, “What is friendship?”
2. Reading: Victor Dragunsky “Childhood Friend.” Discussion and conversation on content.
3. Proverbs and sayings about friendship and friends.
4. Reading the fairy tale “The Bubble, the Straw and the Bast Shot.”
5. Reading “Three Comrades” by V. Oseeva.
6. Reading poems about friendship: Y. Entin “About Friendship”, A. Kuznetsova “Girlfriends”, T. Agibalova “I Now Have a Friend”, V. Berezhnaya “Friendship is a Warm Wind...”, L. Kvitko “Two friend”, V. Viktorov “Children of the whole Earth are friends.”
7. Compiling the story “My Best Friend.”
8. Conversation - reasoning “Why do we need friends?”
9. Dramatization of the fairy tale “The Cat, the Rooster and the Fox.”
11. Watching the cartoon “The Biggest Friend”, discussions and conversation on the content.
12. Productive activity: drawing “Portrait of a Friend”, applique “Gift for a Friend”, designing a “Toy for a Friend” from paper.
13. Listening and memorizing songs about friendship “A True Faithful Friend”, memorizing the poem “We advise everyone to be friends.”
14. Resolution of the problem situation “Who offended whom?”
The final stage:
1. Drawing up rules of friendship.
Final event: quiz “About friendship and friends.”
Expected result: children classify information about friendship and friends, norms of behavior and rules of relationships with peers, the atmosphere in the group will improve.
Nomination: Kindergarten, Methodological developments, Project activities, Senior group
Position: teacher
Place of work: MADOU "Child Development Center - Kindergarten No. 410"
Location: Perm, st. Captain's 21
Projects in kindergarten are an integration method that involves the use of various methodological techniques that allow you to deeply master the proposed topic. Integration is a combination of basic teaching methods that organically complement each other and increase the efficiency of the process.
Features of preschool age
Preschool age is the most fertile period for learning. Children absorb knowledge about the world around them like a sponge. At this age, everything is interesting; the child actively explores the world and learns models of social behavior. Therefore, this feature must be used. Education must be socially significant. Particular attention should be paid to the moral, aesthetic, and environmental directions. We must remember that the norms learned by children at this age remain with him for the rest of his life. The project method in kindergarten is designed to intensify work in this direction.
The importance of project activities
Projects in kindergarten involve independent activity of children under the guidance of adults (teachers and parents). Participation in the project allows you to demonstrate your abilities. In the course of work, the child learns to plan his actions, control the execution process, and also learns to predict the result of his activities.
Structure of project activities
Projects in kindergarten begin with identifying the topic and its relevance, setting goals, defining the subject and objectives of the project. The goal of the project is to expand children's knowledge on a certain topic, develop skills in children, cultivate appropriate feelings and develop empathy (sympathy) for the world around them. The feeling of empathy is a complex psychological reaction that is formed through personal experiences based on life experiences. Participation in project activities helps the child enrich his personal experience. The subject is selected taking into account the goals, then pedagogical tasks are set, they must be specific and reflect the intensity of the pedagogical impact. Projects in kindergarten have clear deadlines. The circle of participants is determined (children, educators, parents, additional education teachers). The result is a specific product, which becomes a report on the work done. Most often this is a presentation. The biggest part is the practical implementation of goals and objectives. It is carried out by organizing classes, reading fiction, organizing quizzes, competitions, and joint activities with parents.
Project "Family"
For example, the “Family” project in kindergarten has the goal of bringing family members together emotionally. The subject becomes family and family values. The objectives of the project may be: instilling respect for the older generation; involving parents in joint activities with children; attracting the attention of parents to the problems of moral education; nurturing in children a sense of empathy for younger family members and pets. The practical implementation of tasks is possible by involving parents and children in the improvement of the group and site, jointly creating a family tree of the family, holding open classes, holding various events (for example, “Help Another,” collecting things and toys for those in need) and so on. At the end of the project, a presentation is made.
