Project activities in preschool educational institutions. Technologies of project activities in preschool educational institutions. Using project activities in kindergarten

In accordance with the requirements dictated to us modern life and which are laid down in the Law of the Russian Federation “On Education in the Russian Federation”, the national doctrine of education in the Russian Federation, the concept of modernization Russian education, Federal State Educational Standards, educational institutions (regardless of what programs they are building educational process) must:

1. provide conditions for self-determination and self-realization of the individual;

2. provide an individual approach for each child;

3. realize the child’s right to free choice of activities, opinions and judgments;

4. remember that the child is an active participant in the pedagogical process;

5. involve children in activities without psychological coercion, rely on their interest, taking into account their social experience;

6. ensure the emotional, personal and social-moral development of the child, preserve and strengthen the health of children.

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« Project activities in kindergarten."

In accordance with the requirements that modern life dictates to us and which are laid down in the Law of the Russian Federation “On Education in the Russian Federation”, the national doctrine of education in the Russian Federation, the concept of modernization of Russian education, Federal State Educational Standards, educational institutions (regardless of what programs the educational process is based on) obliged:

provide conditions for self-determination and self-realization of the individual;
provide an individual approach for each child;
realize the child’s right to free choice of activities, opinions and judgments;
remember that the child is an active participant in the pedagogical process;
involve children in activities without psychological coercion, rely on their interest, taking into account their social experience;
ensure the emotional, personal and social-moral development of the child, preserve and strengthen the health of children.

In this regard, I sought to find new most effective ways and means of solving assigned problems. Today, one of the most vibrant, developing, interesting, meaningful methods, both for adults and children, I believe, is a project activity. According to the definition of Professor W.H. Killpatrick, who developed the “Project-based learning system”, “project method”, “A project is any action performed with the whole heart and with a specific purpose.”

From modern education What is required is no longer a simple fragmented inclusion of research and project-based teaching methods in educational practice, but targeted work on the development of research abilities, specially organized training of children in the skills of project-based and research search.

This is also important because the most valuable and lasting knowledge is obtained independently, in the course of one’s own creative research. On the contrary, knowledge acquired through learning is usually significantly inferior in depth and strength. It is equally important that it is more natural and therefore much easier for a child to comprehend new things by acting like a scientist (conducting his own research - observing, conducting experiments, making his own judgments and conclusions based on them) than to receive knowledge already obtained by someone else in “ finished form."

As a result of this technology, I see children becoming active participants in the educational process. This makes it possible to get to know yourself without feeling the “pressure” of adults. The experience of independent activity develops in children self-confidence, reduces anxiety when faced with problems, and creates the habit of independently looking for solutions. If the child does not have a positive experience creative activity, then in adulthood he may form the belief that this direction of development is inaccessible to him. But it is through creative abilities that a person can most fully reveal himself as a person. Modern society places great demands on such personality qualities as creativity and the ability for self-development.

Collective experiences, as well as the joy of success, pride from the approval of adults, bring children closer to each other and help improve the microclimate in the group. Project activities allow you to turn any team into a cohesive team, where every child feels needed in solving an important task. I believe that project activities can be presented as a way of organizing the pedagogical process, based on the interaction of teachers, students and parents. Involving parents in project activities is of great value:

they become active participants in the learning process of their children, fathers and mothers feel like “good parents” because they contribute to learning and acquire new skills.
develops a deeper understanding of children's learning process preschool age.

Main goal design method in kindergarten is: the development of a free creative personality. The main tasks to achieve the goal are:

Development objectives:

ensuring the psychological well-being and health of children;
development of children's cognitive abilities;
development of creative imagination;
development of creative thinking;
development of communication skills.

Tasks research activities(they are specific for each age).

At an older age it is:

formation of prerequisites for search activity, intellectual initiative
development of skills to determine possible methods solving the problem with the help of an adult, and then independently
developing the ability to apply these methods using various options
developing the ability to conduct a constructive conversation in the process of joint research activities.

I believe that in design and research activities, children have the opportunity to directly satisfy their inherent curiosity and organize their ideas about the world. Therefore, I strive to teach not everything, but the main thing, not the sum of facts, but their holistic understanding, not so much to give maximum information, but to teach how to navigate in its flow, to carry out targeted work to strengthen the developmental function of learning, to organize the educational process according to the model of student-oriented interaction, according to which the child is not an object of learning, but a subject of education. In my work with children I use the project method and research activities.

The project method is always focused on children’s independent activities - individual, pair, group, which the children perform over 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, the integration of various knowledge and skills.

Taking into account age psychological characteristics children, I am developing a step-by-step plan for the implementation of the project, where I reflect the most striking forms of work in this area. Depending on the objectives of the project.

I try to work on projects in close cooperation with the families of the students. Having jointly discussed the plan-project and aimed at further work, the parents became active participants and assistants in the implementation of the assigned tasks. Together with the children, they took part in the production of posters, crafts, bird feeders, collages, and the production of newspapers, which were used to design various thematic exhibitions in the preschool institution. With their help, we purchased educational literature for children.

To develop children’s cognitive activity and maintain interest in research activities, an “experimentation corner” was designed and equipped in the group.

Pupils of the kindergarten of the senior and preparatory groups took part in the formation of my teaching experience. In the process of development, children of this age category gradually deepen their knowledge, develop mental abilities, form an attitude towards the world around them, and develop a personality.

At this age, memory develops and the foundations of mental activity are laid. Children can already make independent judgments and express their opinions.

During this period, the child’s individual motivational system begins to take shape. Motives become relatively stable. Among them, the dominant motives stand out - those prevailing in the emerging motivational hierarchy. This leads to the emergence of volitional efforts to achieve the goal.

One of the motives may be the search for answers to one’s questions, because preschoolers are entering the age of “whys.” Now the child begins to understand that the subject is not as simple as it seemed to him before, and begins to study the objects, trying to penetrate into their structure and essence. I decided to use this feature of children in the cognitive development of preschoolers.

I monitored the knowledge, skills and abilities of children on project topics, where I found out the level of knowledge of preschoolers.

It turned out that only 14% of the group of children had a high level of knowledge on the topic, and only 49% had an average level of knowledge. I decided what was necessary in the immediate process educational activities, conversations, observations, experiments, working with parents of preschool children, replenishing the group’s developmental environment, increase the level of children’s knowledge. This is how the idea of creating projects arose: “Growing an Aster”, “We Planted an Onion”, “Space”, and the health-saving project “Healthy Baby”.

By the end of the projects, the level of children’s mastery of the material increased: high 43%, the average increased by only 5.4%, as the number of children with a high level of mastery of the material and children with low level mastery of the material was not revealed.

Building relationships with parents according to the principles of interconnection and complementarity made it possible to create maximum conditions for the personal growth and development of the child.

Children learned to negotiate, listen to the ideas of their comrades, and come to a common opinion when solving problems. The level of children’s skills in composing collective stories, creating collective works, negotiating with partners, and uniting in groups has increased significantly during the period of design and research activities. Preschoolers easily come into contact with both adults and peers; join groups for joint activities; They worry about the product of the entire team’s activities.

During the project activities, I observed clear positive changes in the cognitive development of children. And since our projects were mainly of environmental content, I decided to expand the children’s cognitive interests by introducing them to research activities that would help them identify the relationships that exist in nature. It is the consciousness of the unity of nature, the close connection of everything with everything, that will allow the child in the present, and most importantly, in the future, to correctly structure his behavior in relation to nature, when interacting with each other and the environment, children experimentally receive knowledge that is invaluable in its importance.

I worked on this topic with children for 2 years.and, having accumulated enough material, I decided to summarize the experience of my work, which, I think, can help teachers in developing the cognitive interests of preschool children.

In the process of working on the topic of this experiment, I used several types of research to identify the level of development of preschoolers: observation, game tasks, testing, which made it possible to clarify insufficiently studied topics and outline a way to eliminate these gaps.

To work on eliminating gaps in the development of preschoolers, I used:

A method of actively involving parents in joint activities
Method for observing changes and transformations of an object
Demonstration method
Method of explaining new material
Teacher's story
A child's story
Reading literature
child research method,
project method
method of modeling problem situations
method of reasoning
a method for solving problematic problems and situations.

Since these methods support children's cognitive initiative in kindergarten and family settings and are relevant for a number of reasons:

firstly, they help the child gain early social positive experience in realizing his own plans.
secondly, to act unconventionally in a variety of circumstances, based on originality of thinking.
thirdly, by the time a child enters first grade, he will learn to solve such complex problems as:

be able to see a problem and ask questions;
be able to prove;
draw conclusions and reason;
make assumptions and make plans to test them.

Project activities have enormous development potential. Its main advantage is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment.

To solve the problems posed in the projects, I involved parents in the work, who were happy to look for solutions together with their children, helped in organizing the developmental environment in the group, and actively participated in the preparation and implementation of projects

At this point age stage children are actively interested in changes in the surrounding reality. Therefore, I used methods of observation, demonstration, and experimentation. During the work, the children looked at the objects with pleasure, identified the main features, noticed changes in the process of experimentation and talked about it.

For a more complete assimilation of the material, I made didactic games, outdoor games were invented with the help of which preschool children’s knowledge was consolidated and deepened.

Active work with parents led to the fact that they not only became a means of information and support for the child, but also actively became involved in project activities, and also enriched their teaching experience, experienced a sense of belonging and satisfaction from working together with children.

Together with children and parents, an environmental campaign “Vegetable garden on the window” was held, exhibitions of drawings and crafts “Take care of the primrose”, “These beautiful animals” were held, a photo album “And this is all about astronauts” was created, leaflets “My flowers” were published.

During some projects, themed entertainment, creative living rooms, and a master class were held, which summed up our joint activities.

Main stages of work on projects:

Goal setting: I help the child choose the most relevant and feasible task for him for a certain period of time;
Project development - an activity plan to achieve the goal;
Project implementation – practical part;
Summing up - identifying tasks for new projects.

Sequence of work on projects:

Sets goals based on the interests and needs of children;
Involves in problem solving (designation of a “children’s goal”);
Outlines a plan for moving towards the goal (maintains the interest of children and parents);
Discusses the plan with parents;
Seeks recommendations from preschool education specialists (creative search);
Together with children and parents, they draw a plan - a scheme for carrying out the project and hang it in a visible place;
Collects information and material (studies the plan diagram with the children);
Conducts classes, games, observations, experiments (activities of the main part of the project), etc.;
Gives homework children and parents;
Moves on to independent creative work (crafts, drawings, albums, promotions, KVN, etc.);
Organizes a presentation of the project (celebration, open lesson...);
Summarizes results, speaks at teachers' councils, round tables, and summarizes experience.

It is explained to the “young scientists” that their task is to prepare a short “message” on a given topic and present it beautifully to present to their friends. But in order to make such a message and present your work, you need to collect all available information on the topic, process it and format it. How can I do that?

Naturally, for children of this age, collecting information is a new and very difficult task. Therefore, it should be warned that there are many ways to obtain the necessary knowledge.

This is where an action plan is developed. Try to answer the question of what is already known and what is not. Now it will be easy to formulate: “What needs to be done?” This will be your action plan.

What do we know about this topic?

What should we do before we start collecting information?

Where do you think a scientist begins his work?

It is necessary to bring preschoolers to the idea that they need to think about what information is needed specifically on this topic. After the guys understand this, a card with the “think” symbol is placed on the table.

Next question:

Where can we learn something useful about our topic?

Answering it, children gradually build a line of cards:

"think"
"ask another person"
"get information from books"
"observe"
"watch on TV"
"to conduct an experiment",
"discuss in group"
"summarizing",
"registration of results"
“presentation of the results of completed projects in the form of a material product
"Project Presentation"

An indicator of the effectiveness of introducing the design method into educational preschool work I think:

a high degree of development of children’s curiosity, their cognitive activity, communication, and independence;
increasing children's readiness forperception of new material;
active participation of parents in the life of the preschool educational institution.

One of priority areas my pedagogical activity is environmental education of children. The main goal, which is to educate from the first years of life a humane, socially active, creative personality, capable of understanding and loving the world, nature, treat it with care and protect it. I carried out two environmental, educational and practical projects:

“Growing aster” (sub. gr.);
“We planted an onion” (senior group).

The work on the Firefly projects was very interesting and creative. Keeping up with the times in cognitive, speech and communication development. In the preparatory group, I introduced two more long-term projects into the practice of my work:

information-oriented “Space”;
creative, health-saving project “Healthy Baby”.

When organizing my project work, I relied on:

theoretical and practical research of domestic teachers - L.S. Kiseleva, T.A. Danilina, M.P. Zuikova, T.S. Lagoda, O.S. Evdokimova, V.N. Zhuravleva, T.G. Kazakova;
literature - L.V. Mikhailova - Svirskaya “Project Method in educational work kindergarten"

Vinogradova N.A., Pankova E.P. " Educational projects in kindergarten."

Veraksa N.E., Veraksa A.N. "Project activities of preschoolers."

Kiseleva L.S. "Project method in activities preschool».

Shtanko I.V. “Project activities with children of senior preschool age”, etc.

Analyzing the work done, I came to the conclusion that the project activities of preschoolers are unique means ensuring cooperation between children and adults, a way to implement a person-oriented approach to education. In project activities, the child’s subjective position is formed, his individuality is revealed, interests and needs are realized, this in turn contributes to the child’s personal development. This corresponds to the social order for modern stage. Therefore, I will continue to use the design method in my work. I plan to continue publishing the Firefly magazine. I want to implement the “Red Book” project. I was very interested in the project “Where I was born”.

The effectiveness of teaching experience.

The main means of implementing design and research activities were projects, research, special classes, during which various forms were harmoniously combined - circular conversations, classes, specialized games, experiments, reading, storytelling, theatrical performances, competitions and exhibitions. Not only preschool teachers, but also parents were involved in the organization of the educational process.

The results of the work were positive changes in the behavior of both adults and children.

The peculiarity of design and research activities and adult-children projects is that children, parents, and teachers take part in the project. The joint collection of materials on the topic, activities, games, competitions, presentations revealed the creative abilities of children, involved parents in educational process which naturally affected the results.

By solving various cognitive and practical problems together with adults and peers, children acquired the ability to doubt and think critically. Experienced at the same time positive emotions, surprise, joy from success, pride from the approval of adults - laid the first grains of self-confidence in children and prompted them to a new search for knowledge.

Collective experiences brought children closer to each other and to adults, and contributed to improving the microclimate in the group. It can be noted that using design and research technology in the upbringing and training of preschool children, life activities in kindergarten organized according to it made it possible to get to know the pupils better and penetrate into the inner world of the child.

By accumulating creative experience, children, with the support of adults, can later become authors of research, creative, gaming, and practice-oriented projects.

After finishing work on the projects, the level of children’s mastery of the material increased: high 43%, the average increased by only 5.4%, as the number of children with a high level of mastery of the material increased, children with a low level of mastery of the material were not identified. By doing research in the experimentation corner, children significantly expanded their knowledge:

About materials;

About natural phenomena;

About the world around us.

Novelty (innovativeness) of the presented pedagogical experience.

The novelty of this experience is complex use previously known and modern methods and technologies for the development of children’s cognitive interests, structuring practical and diagnostic material for preschoolers both in preschool educational institutions and in the family. Having become interested in the problem of organizing design and research activities of preschoolers, I developed a model for the development of search and research activities in preschool educational institutions and families, which is aimed at developing the abilities of preschoolers to independently and creatively master new ways of activity.

Innovation activity is based on the following principles:

The principle of openness is to be able to perceive the child’s personality, be open, accept and respect his wishes.

The principle of the activity approach - the child learns about the world, gains knowledge through all types of activities, everyone is an active participant in obtaining and transmitting knowledge and information, attracting friends and adults to this

The principle of freedom of choice is the child’s right to choose the content of an activity, determine tasks, ways to solve them, and a partner for joint activities.

The principle of conformity with nature is to focus on the child’s inner world, create conditions for self-development and self-expression of each participant in the cognitive process

All projects, classes, experiments, etc. were carried out in joint and independent activities of children. Work was organized in small groups, which helped to instill in children the skills of self-examination, mutual assistance, and develop cognitive communication.

The planned work is aimed at turning the child from a passive observer into an active participant in the educational process. This was facilitated by methods and techniques that varied depending on the goals and objectives of the project.

The main principle in working with pupils was to give the child the opportunity to learn about the world around them through their own experience in specific deeds and actions, because it is precisely this experience that is remembered for a long time.

But to implement all plans and ideas, the work of not only kindergarten employees, but also parents and families is required. It is in the family, in a familiar environment, that children receive initial ideas about the world around them. Working with the family was one of the mechanisms that helped achieve the intended goal.

Project-based research activities are one of the interactive, innovative methods of modern teaching, which helps not only the comprehensive development of the child, but also strengthens positive motivation for knowledge and gives a new impetus to the relationship “parent-child-kindergarten”.

The technological effectiveness of the presented pedagogical experience.

Project and research activities provide children with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas. If we talk about design and research activities as a pedagogical technology, then this technology involves the use of research, search, problem-based methods that are creative in nature. Within the framework of the project and experimentation, the teacher is assigned the role of developer, coordinator, expert, and consultant.

That is, design and research develops children’s cognitive skills, the ability to independently construct their knowledge, navigate the information space, and develop critical and creative thinking.

This is combined with a group approach to learning. Groups determine how they think about solving this problem: personal motivation is activated, the process of creativity, the process of independent mental work begins. This independence depends on the development of skills and abilities in project activities.

A feature of design and research activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or determine a goal (plan). Therefore, in the educational process of a kindergarten, project-research activities often act as collaboration, in which children and teachers take part, and parents and other family members are also involved. The main goal of the design and research method in a preschool institution is the development of personality and intelligence.

When developing and implementing the design and research method, I use the method of organized and controlled children's experimentation and searching for information in children's individual and collective activities, methods for ensuring children's emotional interest, activating children's independent thinking, joint activities of children and adults, play and problem situations.

Project-research activity presupposes not only the presence and awareness of a problem, but also the process of revealing it and solving it, that is, planning actions, having a plan to solve this problem, and a clear distribution of tasks for each participant. Projects are used when any research problem arises in the educational process, the solution of which requires integrated knowledge from various areas, as well as the application of research methodologies.

The level of participation of preschoolers in design and research activities depends on the age characteristics of the children: in older children, they are full participants in the project.

In my experience, I described the work on planning and implementing projects for older children step by step.

The objectives of research activities are individual for each age. Thus, when working with children of primary preschool age, a teacher can use hints and leading questions. And children of older preschool age need to be given more independence. The teacher’s first step in working on a project is setting a goal. The second step is planning on the selected problem, which takes into account all types of children's activities: play, cognitive-practical, artistic-speech, work, communication, etc. At the stage of developing the content of direct educational activities, games, walks, observations and other types activities related to the project topic, educators Special attention pay attention to organizing the environment in groups. The environment should develop curiosity in a preschooler. When the conditions for working on the project are prepared, the joint work of the teacher and children begins.

Research classes are conducted according to the structure:

Setting up a research problem in the form of one or another version of a problem situation (you need to interest children, make them want to act to solve the problem).
Training of attention, memory, logic of thinking (can be organized before the lesson).
Clarification of life safety rules during experimentation.
Clarification of the research plan.
Selection of equipment, its independent placement in the research area (the activity and independence of all participants in the experimentation is important).
Distribution of children into groups.
Analysis and generalization of the experimental results obtained (identifying the known and the unknown; leading to judgments, inferences and conclusions that are necessarily recorded in speech, sometimes graphically

Children are not given ready-made knowledge and are not offered ways of doing things. A problematic situation is created, which the child can solve if he draws on his experience, establishes other connections in it, while mastering new knowledge and skills.

Organization of work on projects (diagram)

Below I have presented a table that reveals the goals and objectives of each stage, the content of the activities of the teacher, preschooler and his parents.

Stages of work on project

Goals and objectives

Activities of the teacher

Preschooler activities

Parents' activities

1. Immersion in the project

Target - preparing a preschooler for project activities.

Tasks:

– determination of the problem, theme and goals of the project during the joint activities of the teacher and children;

– creating a group (groups) of children to work on the project.

Selects possible topics and offers them to preschoolers.

Encourages children's interest in the topic of the project.

Helps to formulate:

Project problem;

Plot situation;

Goal and tasks.

Motivates preschoolers to discuss and create a project.

Organizes a search for preschoolers the best way achieving the project's goals.

Helps in analysis

and synthesis, observes,

controls.

Forms the necessary

specific skills

and skills.

Get used to the situation.

Discuss the topic of the project, the subject of research with the teacher.

Get additional information.

Determine your needs.

Make a decision as a group (or independently) about the topic (subtopics) of the project and justify their choice.

Carry out:

Analysis of resources and search for the optimal way to achieve the project goal;

Personal attribution of the problem.

Formulate (individually or as a result of group discussion) the goal of the project.

Help in choosing a thematic field, topic; in the formulation of the problem, goals and objectives of the project.

Motivate children.

2. Activity planning

Target - operational development of the project indicating a list of specific actions and results, deadlines and those responsible.

Tasks:

– determination of sources of information, methods of collecting and analyzing information, type of product and possible forms of presentation of project results, timing of presentation;

– establishing procedures and criteria for evaluating results and process;

– distribution of tasks (responsibilities) between group members.

Guides the process of searching for information of preschoolers (if necessary, helps to identify and recommend a range of sources of information).

Offers preschoolers:

Various options and methods for storing and organizing collected information;

Distribute roles in groups;

Plan activities to solve project problems;

Think over possible forms presentation of project results;

Think through criteria for evaluating results and process.

Forms the necessary

specific skills

and skills.

Organizes the process of control (self-control) of the developed activity plan and resources.

Carry out:

Search, collection, systematization and analysis of information;

Breakdown into groups;

Distribution of roles in the group;

Work planning;

Choosing the form and method of presenting the expected results;

Deciding to establish criteria for evaluating results and process.

They think over the product of group and/or individual activity at this stage.

Conduct an assessment (self-assessment) of the results of this stage of work.

Consult in the process of searching for information.

Provide assistance in choosing ways to store and systematize collected information, and in drawing up a plan for future activities.

3. Carrying out activities to solve the problem

Target - project development.

Tasks:

– independent work preschoolers according to the objectives of the project.

– intermediate discussions of the obtained data in groups.

Observes, advises, indirectly manages activities, answers children's questions.

Monitors compliance with safety regulations.

Monitors compliance with the time frames of activity stages.

Perform planned actions independently, in a group.

Carry out intermediate discussions of the obtained data in groups.

They are watching.

Monitor compliance with safety regulations.

Monitor compliance with the time frames of activity stages.

Provide assistance in collecting information, preparing materials and a portfolio of project activities.

4. Presentation of results

Target - structuring the information received and integrating the acquired knowledge, skills and abilities.

Tasks:

– analysis and synthesis of data;

– formulation of conclusions.

Observes, advises,

guides the analysis process.

Motivates children, creates a feeling of success; emphasizes the social and personal importance of what has been achieved.

Draw up the project

make the product.

Participate in a collective analysis of the project, evaluate their role, analyze the completed project, find out the reasons for successes and failures.

Analyze the achievements of the set goal. They draw conclusions.

Observes, advises.

Helps in securing the project.

Motivates preschoolers and creates a sense of success.

5. Presentation of results

Target - demonstration of materials, presentation of results.

Tasks:

– preparation of presentation materials;

– preparation of a “message”;

– presentation of the project.

Organizes a presentation.

Thinks through and implements interactions with parents.

If necessary, advises preschoolers on the preparation of presentations and portfolio design.

Rehearses with children the upcoming presentation of the results of project activities.

Acts as an expert:

Summarizes and summarizes the results obtained;

Summarizes;

Evaluates skills: communication, listening, justifying one’s opinion, tolerance, etc.;

Focuses on the educational aspect: the ability to work in a group on overall result and etc.

Choose (suggest) a presentation form.

They are preparing a presentation.

They continue to develop their portfolio.

If necessary, consult with the teacher.

They “protect” the project.

Demonstrate:

Understanding the problem, purpose and objectives;

Ability to plan and implement work;

Found way to solve the problem;

Reflection on activities and results.

Act as an “expert”, i.e. Ask questions and provide criticism (when presenting to others) based on established criteria for evaluating results and process.

Provide advice on choosing the presentation form.

Provide assistance in preparing the presentation.

Act as an expert.

Conclusions.

As practice has shown, design and research activities are very relevant and effective. The combination of various types of children's activities in the interaction of adults and children in one whole project, consolidates the skills of pupils, helps them discover and understand the surrounding reality much faster and more deeply. Based on the children’s knowledge, observations, and impressions obtained during design and research activities; focusing on personal experience child, I try to create an atmosphere of co-creation. After all, only by getting each child interested in a specific creative activity, supporting children’s curiosity and initiative, can any problem be solved. The effectiveness of this approach also lies in the fact that it gives the preschooler the opportunity to explore and experiment on his own, maintain his curiosity and interest in the problem, and also apply the acquired knowledge in one activity or another.

Today the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already have an idea of what a kindergarten graduate should be like, what qualities he should have. Modern pedagogical research show that the main problem preschool education– loss of liveliness and attractiveness of the learning process. The number of preschoolers who do not want to go to school is increasing; Positive motivation for classes has decreased, and children’s academic performance is falling. How to improve the situation? Becoming new system education, focused on entering the global space, requires significant changes in the pedagogical theory and practice of preschool institutions, and the improvement of pedagogical technologies.

The use of innovative pedagogical technologies opens up new opportunities for the education and training of preschool children, and design and research activities have become one of the most effective today. Design technology refers to modern humanitarian technologies that are innovative in the work of preschool institutions.

I believe that in design and research activities, a preschooler gets the opportunity to directly satisfy his inherent curiosity and streamline his ideas about the world. Therefore, I strive to teach not everything, but the main thing, not the sum of facts, but their holistic understanding, not so much to give maximum information, but to teach how to navigate in its flow, to carry out targeted work to strengthen the developmental function of learning, to organize the educational process according to the model of student-oriented interaction, according to which the child is not an object of learning, but a subject of education.

Project activities in kindergarten.

Introduction

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

Project method

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

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. This way of working is suitable for children aged four years and older.

Methods for developing projects in preschool educational institutions

1. System web according to the project

All types of children's activities and forms of joint activities during the project are listed. All of them are distributed according to educational areas, clause 2.6. GEF DO:

Social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

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

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

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

WHAT DO I WANT TO KNOW? - DESIGN. Plan for the project topic.

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

3. The image “We are seven” (according to Zair-Bek)

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

We understand... (a conscious problem to solve and guiding values are presented).

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

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

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

We are ready... (a description of the available resources of various types is given).

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

Classification of thematic projects in preschool educational institutions

1. By dominant activity in the project:

Research - creative

Rolevo - gaming

Creative

Informational (practice-oriented)

2. By subject area:

Mono-projects (one educational area)

Integrative (two or more educational areas)

3. By the nature of coordination:

Direct

Hidden

4. By the nature of contacts:

With pupils of the same group

With students from several groups

With pupils from all preschool educational institutions

5. According to the duration of the project (depending on the level of interest of the children, determined by the teacher):

Short-term (1 – 3 weeks)

Medium duration (up to a month)

Long-term (from a month to several months)

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

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

2. Rolevo - gaming . Elements used creative games, children enter into the image of the characters in the fairy tale and solve the problems posed in their own way.

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

4. Creative. Registration of the result of the work in the form of a children's party, children's design, etc.

What is a "project"?

Every project has “five Ps”:

Problem;

Design (planning)

Search for information;

Product;

Presentation

But in fact, every teacher organizing a project in a preschool educational institution should have the sixth “P” of the project - this is his Portfolio, i.e. a folder in which all work materials are collected, including drafts, daily plans, notes and others teaching materials, used during project activities.

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

An approximate structure for teachers to prepare a report on a project carried out in a preschool educational institution using the project’s system web

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

2. Project topic and its origin.

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

4. System web of the project.

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

6. Brief summary of the project:

* Preparatory stage– actions of children, actions of teachers, actions of family members

* Activity stage – actions of children, actions of teachers, actions of family members

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

7. Project Product Description : for children, for teachers, for family members

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

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

Shevyakina Lyubov Vitalievna
Job title: teacher
Educational institution: MKDOU "Bolshesoldatsky Garden"
Locality: Bolshesoldatsky district, Kursk region
Name of material: report
Subject:"Project activities in kindergarten"
Publication date: 05.03.2017
Chapter: preschool education

Report “Project activities in kindergarten”
Shevyakina Lyubov Vitalievna Report “Project activities in kindergarten” Recently, the innovative method of problem-based and integrated learning has been actively used in the practice of preschool institutions. This is the project method. The basis of this method is the independent activity of children - research, cognitive, productive, during which the child learns about the world around him and brings new knowledge to life. Translated from Greek, project means a path of research. The famous scientist A. Einstein once said: “Children themselves love to search, to find themselves. This is their strength. They always feel like Columbuses and never tire of being amazed at the numerous wonders of living life. Perhaps the most difficult thing is to teach them to understand other people, who are not always like you, to know the depth of everyone. We overload children with books and impressions, and do not help them select the most important thing that leads to the depth of knowledge, to the depth of their own thoughts and creativity. Children, like plants, need much more freedom, the opportunity to know themselves.” Preschool children are characterized by a desire to penetrate into the most intimate secrets of existence; they want to know everything. To satisfy the curiosity of some children, an interesting story from the teacher in the group is enough. There is little explanation for the other category of pupils; the framework of organized classes is tight for them. These children need to figure out everything on their own (test it in practice, touch it with their hands, conduct an experiment, perform an experiment, look in a reference book, encyclopedia). The teacher’s task is to identify all interested children and involve them in participating in research activities without any coercion. Freedom and the opportunity to know oneself, in my opinion, are provided by project activities, which allow the child not to feel the “pressure” of adults. From birth, a child is a discoverer, an explorer of the world that surrounds him. Everything is new for him: sun and rain, fear and joy. At all times, mothers taught and teach their children what, in their opinion, will be useful for the child in life, so over time the attitude towards the problem of introducing children to social reality: to its goals, content, methods has changed. A person needs to gain positive social experience in realizing his own plans as early as possible. The ever-increasing dynamism of people's economic and social relations requires the search for new, non-standard actions in a variety of circumstances. This skill must be cultivated from childhood. According to the teacher’s instructions, preschoolers perform various tasks and create specific products.
These products can be presented to others, but they are not an expression of the child’s creative ideas, but are the result of mastering program content. Currently, project activities are organically included in the new standards of primary education. However, preschool educational institutions also introduce the project method in kindergarten. In modern pedagogy and psychology, a certain approach to organizing project activities has been built, for example, in this direction they work: N.E. Veraksa, A.N. Veraksa, E.S. Evdokimova, N.A. Ryzhova, N.A. Korotkova and others. A project is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals. Projects in kindergarten are, as a rule, educational in nature. Due to their psychophysiological development, preschoolers are not yet able to independently create their own project from start to finish. Therefore, teaching the necessary skills and abilities is the main task of educators. Projects in kindergarten can be Creative (formatization of the result in the form of a children's party), Informational (children collect information and implement it), Role-playing (with elements of creative games, when children enter the image of fairy tale characters and solve the problems posed in their own way), Research ( children experiment, and then the result is presented in the form of a newspaper, dramatization). Projects require a clear structure, defined goals, relevance of the subject of research for all participants, social significance, thoughtful methods for processing the result. Three stages are identified in the development of project activity in preschool children, which represent one of the pedagogical technologies of project activity, which includes a set of research, search, problem-based, and creative methods.
First stage
– imitative-performing, the implementation of which is possible with children 3.5–5 years old. At this stage, children participate in the project “in a secondary role,” performing actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of a small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.
Second phase
– developmental, it is typical for children 5–6 years old who already have experience
various joint activities, can coordinate actions, provide assistance to each other. The child is less likely to turn to adults with requests and is more actively organizing joint activities with peers. Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. At this age, children accept the problem, clarify the goal, and are able to choose the necessary means to achieve the result of the activity. They not only show a willingness to participate in projects proposed by adults, but also find problems on their own.
Third stage
– creative, it is typical for children 6–7 years old. At this stage, it is very important for an adult to develop and support the creative activity of children, to create conditions for children to independently determine the purpose and content of the upcoming activity, to choose ways to work on a project and the opportunity to organize it.
FEATURES OF PROJECT ACTIVITIES:
Project activity takes place in a problematic situation that cannot be solved by direct action. For example, if a child wanted to draw an object and drew it, then we cannot say that he implemented a project activity, because this is not a problem situation. If a child wants to express his attitude towards an object in a drawing, then in this case a special design task arises related to the exploration of possibilities and the search for forms of conveying his attitude towards the object. Participants in project activities must be motivated. Mere interest is not enough. It is necessary that both the teacher and the child formulate the reason why they are included in the study. For example, preparing for a holiday. The child may be interested in preparing for the holiday, but project activity will begin only at the moment when the teacher, together with the child, tries to understand what this event means for each of them. Once the meaning is determined, you can look for ways to present it. Project activities are targeted. Since during project activities the child expresses his attitude, he is always looking for an addressee - a person to whom his statement, framed in the form of a product, is addressed. That is why project activity has a pronounced social connotation and, ultimately, is one of the few socially significant activities available to a preschooler. Since the leading activity of preschoolers is play, preference is given to creative and role-playing activities. Group projects in kindergarten can be the first step.
The sequence of the teacher’s work on the project:

The teacher sets a goal based on the needs and interests of the child; -involves preschoolers in problem solving; - outlines a plan for moving towards the goal (maintains the interest of children and parents); -discusses the plan with families at a parent meeting; - turns to preschool specialists for recommendations; - together with children and parents, draws up a plan for the project; - collects information and material; -conducts classes, games, observations, trips (events of the main part of the project); - gives homework to parents and children; -encourages independent creative work of children and parents (searching for materials, information, making crafts, drawings, albums, etc.); - organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with children; - sums up the results (speaks at the teachers' meeting, summarizes work experience).
Stages of project activity
Stage 1
"Selecting a Topic"
The teacher’s task is to choose a topic together with the children for more deep learning, draw up a plan for cognitive activity. One way to introduce the topic is through the use of “three questions” models: What do I know? What do I want to know? How to find out? A dialogue with children, organized by a teacher, contributes not only to the development of the child’s self-reflection in the field of knowledge of his own interests, assessment of existing and acquisition of new thematic knowledge in a free, relaxed atmosphere, but also to the development of speech and the speech apparatus itself. Collection of information and planning of educational work within the framework of the project. The teacher’s task is to create conditions for the implementation of children’s cognitive activities. Stage 2
"Project Implementation"
The teacher’s task is to create conditions in the group for the implementation of children’s plans. Projects are implemented through different kinds activities (creative, experimental, productive). The uniqueness of the application of the project method in this case lies in the fact that the third stage promotes multilateral development, as mental functions, and the personality of the child. Research activity at this stage is stimulated by problematic discussion,
which helps to discover new problems through the use of comparison and comparison operations, the problem presentation of the teacher, and the organization of experiments. Stage 3
"Presentation"
It is important that the presentation is based on a tangible product that has value for children. During the creation of a product, the creative potential of preschoolers is revealed, and the information obtained during the implementation of the project is put to use. The teacher’s task is to create conditions for children to have the opportunity to talk about their work, experience a sense of pride in their achievements, and comprehend the results of their activities. In the process of speaking in front of peers, the child acquires skills in mastering his emotional sphere and non-verbal means of communication (gestures, facial expressions, etc.). Stage 4
"Reflection"
The interaction between teacher and child in project activities can change as children’s activity increases. The position of the teacher is built step by step as research skills develop and independent activity increases from teaching and organizing in the first stages to guiding and correcting by the end of the project. Project activity is intellectual work. Suppressing a child’s initiative always blocks search behavior, which is why a passive position can develop in the future (in school and in life, when a person capitulates every time he encounters difficulties. Design technology requires the teacher to have patience, love for the child, and faith in his capabilities.
Why are projects needed?
Projects: - help to activate independent cognitive activity children; - help children master the surrounding reality and study it comprehensively; -contribute to the development of children's creative abilities; - promote the ability to observe; - promote the ability to listen. The project method is one of the few methods that takes the pedagogical process out of the walls of a child care institution into the outside world, the natural and social environment, and facilitates the child’s process of mastering the world around him. Involving parents in this process is very valuable: by becoming active participants in the learning process of their children, mothers and fathers feel like “good parents” because they contribute to learning and acquire new skills;
- parents develop a higher assessment of their children’s achievements and pride in them; -develops a deeper understanding of the learning process for preschool children; - the opportunity to consolidate knowledge acquired in kindergarten through home activities; Teachers have the opportunity to understand how parents motivate their children, to see how mothers and fathers help their kids solve problems; the opportunity to use the knowledge and interests of parents in the process of teaching children. In the process of teaching children together, trust in teachers and other kindergarten employees develops; Parents are trained in activities they can enjoy doing with their children at home. What does a child learn from communicating with parents, participating in activities together, and observing the actions of family members? - the participation of parents in joint activities with the child gives children special pleasure and is conducive to their success; -expands the child’s social experience and provides positive role models; Children begin to regard their parents as a source of knowledge and experience. Thanks to the participation of parents in the pedagogical process, children develop a sense of pride, self-esteem increases, and those children whose parents more often played the role of assistants experience significant progress in development. Children become more liberated and independent, purposeful and self-confident, sociable, more attentive and caring towards peers and adults; capable of mutual understanding and cooperation. Our group implemented the project: “Our feathered friends.” Goal: to develop in children a desire to take care of wintering birds, recognize birds, and name their body parts. During the implementation of the project, classes with children “Birds in Winter”, “Happy Sparrows”, a conversation based on the picture “Titmouse at the Feeder”, outdoor games “Owl”, “Crow and Dog”, “Dog and Sparrow”, etc. were held. We also made bird feeders with the children. Parents gladly took part in the events: “Bird House”, “Feed the Birds in Winter”. At the same time we spent Parent meeting, where we told parents about the work we are doing and invited them to actively participate together. We invited parents to have conversations with their children, make bird feeders, and simply feed the birds near their home and kindergarten. In terms of solving educational problems, this project creates an objective prerequisite for instilling in children a caring attitude towards living nature. A folder was drawn up - a travel folder, a card index of riddles, poems about birds, a selection of literature was carried out, a conversation was held about what you know about birds. The children learned poems about birds, asked riddles, and held
didactic outdoor games. Together with the children, we set up a stand about wintering birds, and also engaged in productive activities - drawing, modeling, and listening to recordings of bird voices. During the implementation of the project, children together with their parents made feeders. The final stage is the “Bird Festival” entertainment. By solving various cognitive and practical problems together with adults and peers, children acquire the ability to doubt and think critically. The positive emotions experienced at the same time, surprise, joy from success, pride from the approval of adults - generate confidence in the child in his own abilities and encourages a new search for knowledge. By accumulating creative experience, children, with the support of adults, can become authors of research, creative, gaming, and practice-oriented projects. The project method is interesting and useful not only for children, but for teachers themselves, because it makes it possible to concentrate material on a specific topic, increase the level of one’s own competence on the problem, and bring to new level relationships with parents, to truly feel like a partner with children in solving research problems, to make the learning process not boring, but very interesting. Collective experiences bring children closer to each other and to adults, and help improve the microclimate in the group. Project activities allow you to get to know the students better and penetrate into the child’s inner world. It is project activities that will help connect the process of learning and upbringing with real events in the life of a child, as well as interest him and captivate him in this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, collaborate, and plan your work. Each child will be able to express themselves, feel needed, which means they will gain confidence in their abilities. Project results: I believe that as a result of the work done there are positive results: children’s mental abilities are developing, which are manifested in the ability to experiment, analyze, draw conclusions: children have a desire to communicate with nature and reflect their impressions through various types of activities. Parents have increased opportunities to collaborate with their children by listening to their opinions; are involved not only in the educational process of their group, but also in the process of development of the preschool institution. Working on research projects is interesting because the range of children’s knowledge turns out to be extremely wide, and it is constantly growing, as kids begin to acquire knowledge on their own, using all available means. The method of designing the activities of preschoolers at the present stage of development of preschool education is one of the priority methods. Thanks to projects, children develop skills in research, cognitive activity, creativity, and independence; The ability to plan one’s activities and work in a team develops, which will further contribute to the successful education of children at school. For teachers, the advantage of the project method is: - improving the quality of the educational process;
- one of the methods of developmental education, since it is based on the development of children’s cognitive skills, the ability to independently construct their knowledge, and navigate the information space; - development of critical and creative thinking; - contributes to increasing the competence of teachers. Thus, mastering design technology by teachers will improve the level of their professional skills and create conditions for effective educational work in preschool educational institutions.

Organization of project activities of a teacher in preschool educational institution.

During the introduction of the Federal State educational standard In preschool education, kindergarten teachers often began to use the design method in their work. This allows you to successfully plan both the educational process and its results.

Project activities have become bright, developing, interesting method in the work of teachers. If you apply this method systematically, you can track the effectiveness.

The ability of a teacher to analyze the result of his work, the development of a child as an individual who knows how to think, plan, implement, and be able to apply the resulting product of his work in life, in practice, is important qualities modern education.

Implementing various projects together with children in kindergarten, involving the parent community, joint activities allows you to raise a child to be a creative, independent person who can achieve his goals and objectives. This method, like no other, involves the cooperation of children and adults, which has a positive effect on the child’s psyche and allows him to feel more confident and harmonious in society. Such children graduate from kindergarten and move on to a new level of education at school. More confident, successful, it is easier for them to make contact with adults and peers.

There are many projects that can be applied and used in kindergarten: these are thematic projects (informational, creative, gaming, research).
The following projects have been implemented in our kindergarten: “Fantasies with Legos” (game), “Properties and Possibilities of Water” (research), “The Art of Origami” (creative), “Trees and Shrubs of Our Site” (informational). A different number of students took part in the implementation of all these projects. Some projects were prepared by several children, while others required the participation of the entire group of children, and there were also individual ones.

All projects are different in volume and capacity and require different time frames for implementation. For example, a project on the work of the Ural children's writer Pavel Petrovich Bazhov was long-term, lasting the entire academic year. Getting acquainted with the work of this writer is very difficult process for preschoolers, the material is very voluminous and requires detailed examination (for example, many words in fairy tales are difficult for a child to understand).

The “Dinosaurs” project was of average duration, the children easily posed and solved the assigned problems, the search for material and its perception was easy. This suggests that this topic more relatable and interesting modern child.

When decorating corners in a group, preparing a group for the holidays, children collect information and put it into practice, together with the teacher they come up with how best to decorate the group, for example, for the New Year, in order to take a prize. First, they collect information together with the teacher and parents, then discuss what suits them, what they can handle on their own, and where adult help is needed. To involve me in making attributes, I spent leisure evenings with my parents, where we worked together on preparation. This form of cooperation brings children, parents and kindergarten staff closer together.

The main thing when using project activities is the result. It can be framed and presented different ways: this is a holiday, and the design of newspapers, albums, exhibitions, as well as playing games, for example, playing out fairy tale characters, getting into character. Such final events allow children to look for ways to solve problems, solve them in their own way, in accessible form.

Project activities must be carried out sequentially:

preparatory activities:
The teacher, together with the children, formulates the problem, looks for solutions, collects information together with the children, and involves the parent community. Schemes are created, templates, card files, attributes and other necessary material are prepared.

It is decided where, in what place, the selected project will be implemented, and the time frame that will be spent on its implementation is specified.

the project itself, its development:
A work plan is determined. System-forming factors are selected. Deadlines are set. The teacher takes an active part in the development of the project, provides assistance if necessary, guides the children, but in no case does the work that the children themselves can do. In the process, children must develop and develop certain skills and acquire new useful knowledge and skills.

project quality check:
There is a self-examination, a mental assessment of one’s activities, one’s work. Experts can be selected who will also evaluate the children’s work (kindergarten specialists are selected as experts: speech therapists, physical education instructor, music director, senior teacher, parents). But in no case can an expert be the specialist who helped implement a certain project; he will not have an objective assessment. For example, during the implementation of the project “I love the Urals - my native land!”, the music director was directly involved, she helped in staging the play, and learned songs about the Urals. She is a participant and cannot be an expert.

When checking a project, they assume how it can be used in practice, how work on the project influenced the participants of this project.

If the experts made comments, then the participants (children, teachers, parents) must rethink it, edit it, and improve it.

At this stage, children learn to evaluate their work, accept criticism, correct comments, and improve their work. A sense of responsibility for the quality of your project develops.

After this action, the implementation of the project in practice begins.
Some projects do not require going through all of these stages to develop.

A full cycle of all actions is typical for large-scale ideas.
Projects that are lighter, smaller in scale, are created in a short time and do not require going through all the stages. They seem to be compressed, rolled up.

Together with the children, we were so carried away by the project activity that we wrote a short quatrain:
It’s not difficult for us to tackle the project,
He carries the covenant forward!
Helps to make friends and unite,
And gives us new ideas!

The teaching staff faces an important task: to send curious and active children to school, so educators write various programs according to the established standards. They also carry out project activities in kindergarten according to the Federal State Educational Standard.

What is GEF?

Project activities in kindergarten according to the Federal State Educational Standard are an interaction between teachers, children and their parents. As a result of working together, children develop cognitive abilities and creative thinking. Children learn to independently search for information and apply it in practice.

When it comes to project work, the teacher must remember that for the child he becomes an equal partner. To create a trusting relationship, the teacher must comply with certain conditions.

The teacher does the tasks together with the children - this way he makes it clear that they are on the same level. An adult teacher simply demonstrates techniques and observes the children’s activities.
The child must take part in classes voluntarily. The teacher's task is to interest children in their activities.
Free movement of children during classes.
Work on a project at your own pace.

How it is implemented

Project activities in kindergartens are considered outside the traditional class schedule. Every project requires careful planning and attention to detail. Project activities in kindergarten according to the Federal State Educational Standard are based on the following theoretical principles:

the focus is on the child;
children's individual work pace is maintained, so everyone can achieve success;
basic knowledge is learned more easily because of its versatility.

Why is project activity in children? is the garden always relevant? Because every baby has its own obvious and hidden characteristics, and at every age there are sensitive periods. This direction allows you to take all this into account and create the necessary conditions for maximum realization of children's potential.

Types of project activities in the garden

Research. The main goal in this direction is to find answers to the questions: “why”, “how”, etc. The preschooler not only listens to what the teacher tells him, but he himself becomes a researcher and tries to find the answer to the question. The teacher’s task is to create conditions for the child to independently search for answers.

Next, the preschooler gets involved in project activities and, together with the teacher, conducts experiments, etc. Then the child demonstrates the result of his research activities and tells how he understood the topic. The teacher also offers intellectual games to reinforce the learned material.

Creative. The peculiarity of this type of project activity in kindergarten according to the Federal State Educational Standard is its duration and collective nature. At the initial stage, there is a discussion and selection of a topic, then the teacher looks for ways to motivate so that each child takes part in the work.

The most difficult part of the creative approach is the stage at which children try to come to a common decision, because preschoolers still find it difficult to convey their point of view to each other. The teacher should not take sides; he should give the children the opportunity to come to an independent decision.

This will help children overcome egocentrism and reach a new level of communication. Next comes the implementation of the plan and its presentation. Not all children show the results, but elected representatives who will talk about the progress of the work.

Regulatory. Project activities in kindergarten according to the Federal State Educational Standard in this direction imply that children independently create a system of rules and norms in the group. These projects help solve problems but are implemented exclusively by children.

Of course, this does not mean that the teacher does not control the process of creating rules. First, the teacher conducts ethical conversations with the children, during which the necessary behavior is formed. Then there is a discussion about the adverse consequences, and only then the rules of the group are formed.

Conclusion

To summarize, we can say that the need for project activities is due to the fact that it allows us to expand the field for children's research. It develops not only intellectual, but also communication skills of not only children, but also adults, therefore, for greater efficiency, project activities are included in the educational program.