Project for children of the younger group of preschool educational institutions “We are little wizards”
- October 28, 2015
Competition “My Pedagogical Initiative - 2015”
Nomination “Methodological work in preschool educational institutions”
Problem. It has been proven that the child best absorbs the knowledge that the child acquired in practical activities. Unfortunately, in preschool educational institutions, experimentation is used unreasonably rarely, especially in early preschool age. The importance of a child’s independent research activity is underestimated, despite its positive aspects, despite the active development of this area in preschool education.
Despite the fact that in experimental activities there are more opportunities for self-knowledge and self-determination of the child, for personal growth and the revelation of his individuality, teachers are reluctant to use this method in everyday activities, leaving it for open classes and mass entertainment events.
Relevance of the project. Preschoolers are natural explorers. And this is confirmed by their curiosity, constant desire to experiment, and desire to independently find a solution to a problem situation.
Experimentation gives children real ideas about various aspects of the object being studied, enriches the child’s memory, activates his thought processes, and includes an active search for solutions to problems.
Younger preschoolers, getting acquainted with the world around them, strive not only to look at an object, but also to touch it with their hands, tongue, smell it, and knock it. Children tear paper, take apart toys, play with sand, water and snow.
In everyday life, children often experiment with various substances themselves, trying to learn something new. They watch objects falling into the water (drowning or not drowning), testing icicles with their tongue in severe frost, etc. Exploratory behavior for a preschooler is the main source of gaining ideas about the world. We, adults, must actively help him in this.
The goal of the project: to develop cultural practices of showing the interest of children of primary preschool age in knowledge and research, to support the desire to demonstrate independence and initiative, and curiosity.
Tasks:
- Introduce children to some properties of water, air, light, paper.
- Develop your own learning experience.
- Support children's initiative, independence, and intelligence.
- Encourage friendly relationships during research activities.
- Form a cultural practice of showing interest and desire to expand your horizons.
Type of project: information and research, group.
Participants: teachers, children, parents.
Implementation timeframe : short-term (1 week).
Predicted result: development of the content of cultural practices to implement the project’s objectives:
- manifestation of sustainable cognitive interest in experimentation;
- developing the ability to consciously select objects and materials for independent activities;
- displaying initiative and creativity in solving assigned tasks;
- manifestation of mutual assistance, active social interaction;
- high-quality and interested participation of parents in the implementation of the project.
Main section of the program : social and communicative development.
Organization of activities within the project
Preparatory stage:
- problem formulation;
- determination of relevance, purpose and objectives;
- selection of methodological and fiction literature;
- selection of experiments for a given age;
- selection of equipment for conducting experiments.
Main stage:
- organization of subject-development environment,
- conducting experiments, experiments in a group and on a walk,
- individual work with children,
- independent experimental activities,
- outdoor games,
- reading fiction,
- conversations,
- productive activity of children.
The final stage:
1. Making a card index of experiments.
2. Exhibition of crafts made by parents and children.
Project technological map
Social and communicative development
| Cultural practices | |
| Kinds | Content |
| Integration of c.p.: – practice of game interaction, – knowledge of the world and self-knowledge, – communication practices | Games: “Find out who called?”, “It happens - it doesn’t happen.” D/exercise : “Find and bring a paper object.” Game exercises: “Turn a circle into a sun, an apple, a ball, a wheel, etc.” Problem situations:
Conversation – exercise “Taste and properties of food.” D/i “Catch up with your shadow” |
Cognitive development
| Cultural practices | |
| Kinds | Content |
| – Integration of c.p.: – knowledge of the world and self-knowledge, – free practice of children’s activities, – communication practices, – identification and interaction of the child with the surrounding society. | Experimental activities:
Experimentation games:
Experience game "Colored Ice"
Study:
|
Speech development
| Cultural practices | |
| Kinds | Content |
| Integration of c.p.: – communication practices, – knowledge of the world and self-knowledge | Conversations:
Reading:
Heuristic conversations:
|
Artistic and aesthetic development
| Cultural practices | |
| Kinds | Content |
| Integration of c.p.: – knowledge of the world and – self-knowledge, – free practice of children's activities | Shadow theater
Construction. Topic: “Dog kennel” (made of paper). Productive activity . “Polar bear” (from the palm of your hand). Modeling "Balloon". |
Physical development
| Cultural practices | |
| Kinds | Content |
| Integration of c.p.: – healthy lifestyle, – practice of game interaction | Finger gymnastics “Skillful Hands”, “Dog and Cat”. Outdoor games:
Gymnastics for the eyes “One drop, two drops...” Games with paper airplanes, plumes and pinwheels. Physical education lesson “Rainbow-arc”. Game m/n: “Cold-hot”. |
Interaction with parents
| Cultural practices | |
| Kinds | Content |
| Integration of c.p.: – knowledge of the world and self-knowledge, – communication practices | Introducing parents to the purpose of the project and types of joint activities for its successful implementation. Organizing joint activities with children at home:
Organizing a conversation with parents “What can’t and what should be done to maintain children’s interest in cognitive experimentation.” Involve parents in replenishing the experimentation center with new educational literature. |
Distribution of activities by activity centers
Center for theatrical activities: making characters for the shadow theater “The Tale of the Stupid Mouse.”
Center for experimental activities: preparation of all materials necessary for research activities (soap bubbles, various types of paper, paper boats, balloons, water containers, straws, screen for shadow theater).
Project implementation results (result):
The content of children’s cultural practices has expanded:
- a stable cognitive interest in experimentation appeared;
- increased ability to consciously select objects and materials for independent activities
- demonstrated initiative and creativity in solving assigned problems, and the ability for mutual assistance.
- Parents' interest in taking part in the implementation of the project has intensified.
- a recommendation was made for parents: “The role of the family in the development of the cognitive interests of a preschooler”
- a card file of experiments for practical activities has been compiled.
- An exhibition of paper crafts made by parents and children was organized.
List of literature:
1. A. Dietrich, G. Yurman “Why” 2. Van. Cleve J. “200 experiments” 3. Dybina O.V., et al. The unknown is nearby: entertaining experiences and experiments for preschoolers / O.V. Dybina (ed.). - M.: TC “Sfera”, 2001 4. L. L. Sikoruk “Physics for kids.” 5. Nikolaeva S.N. Methods of environmental education in kindergarten. M., 1999. 6. Nikolaeva S.N. Education of ecological culture in preschool childhood. M., 1995. 7. Perelman Ya.I. Entertaining tasks and experiments. Ekaterinburg, 1995. 8. “Design and organization of cultural practices in preschool childhood” / author M.V. Korepanova - Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy of Preschool Education, Dean of the Faculty of Preschool and Primary Education of Volgograd State Social Pedagogical University . 9. Ryzhova N.A. Ryzhova Sorceress - water. M., Linka-Press, 1997 10. Smirnov Yu.I. A book for talented children and caring parents. St. Petersburg, 1998 11. What is it? Who it? M., 1996.
Recommendations for parents
Author: Ovcharova Larisa Aleksandrovna, Master of Pedagogy, Private Secondary School “Rodnik”, Volgograd.
“Project activities with children of primary preschool age”
“Project activities with children of primary preschool age”
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... everyone knows that little children are called “whys.” A child cannot find the answer to all his questions on his own, and therefore teachers help him with this. Educators are faced with the task already in early preschool age to establish positions of independence, activity, initiative in finding answers to questions, systematize information, and use the acquired knowledge, skills and abilities in games and practical activities. Design technology provides this opportunity
, which allows you to expand the educational space, give it new forms, and provide the opportunity for the development of the child’s creative, cognitive thinking.
Project activities
– this is a children’s initiative, a specific creative activity, a step-by-step movement towards a goal; this is a method of organized development of the environment by a child; This is a link in the education system. Currently, the project method, even in early preschool age, is relevant and very effective. It gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills. My children and I very often engage in project activities on various topics and participate in competitions with them. The children have a lot of fun.
Project activity as a variant of an integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction of teacher and student, as a step-by-step practical activity to achieve the goal.
The project method is understood as a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions by students with the obligatory presentation of these results. The essence of the project method is to stimulate children's interest in certain problems that require possession of a certain amount of knowledge, and through project activities that involve solving one or a number of problems, show the practical application of the acquired knowledge. Thus, project activity is a special type of intellectual and creative activity. This or that activity; a way to achieve a didactic goal through a detailed development of a problem (a technology that should result in a very real, tangible practical result, formalized in one way or another.
In preschool education, the project method is considered as one of the integration options (integration of educational areas based on a single project). The use of the project method in teaching children is a preparatory stage for its further implementation at the next stage of education. A feature of project 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 (intention). Therefore, in the educational process of a preschool educational institution, project activities are in the nature of cooperation, in which children and teachers of the preschool educational institution take part, and parents and other family members are also involved. Parents can not only be sources of information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process, enrich their teaching experience, experience a sense of ownership and satisfaction from their successes and the successes of the child. The main goal of the project method is the development of a free creative personality, which is determined by the developmental tasks and tasks of children's research activities. The tasks of research activities are specific for each age. Thus, when working with children of primary preschool age, teachers use hints and leading questions. And we provide children of older preschool age with more independence. Choosing a topic is the teacher’s first step in working on a project. The second step is thematic planning on the selected issue for the week, which takes into account all types of children's activities. At the stage of developing the content of directly organized educational activities, games, walks, observations and other activities related to the topic of the project, educators pay special attention to organizing the environment in the group. We understand that the environment should be a backdrop for heuristic, search activities and develop curiosity in a preschooler. When the basic conditions for working on the project have been prepared (planning, environment), the joint work of the teacher and children begins.
Stage I of project development - goal setting: in younger groups, the choice of project is made by the teacher, based on the interests of the children or diagnostic data.
Stage II of work on the project is the development of a joint action plan to achieve the goal. First, a general discussion is held so that the children find out what they already know about a certain subject or phenomenon. Then the teacher asks the second question: “What do we want to know?” It is important here to show patience, respect for the point of view of each child, and tactfulness in relation to the ridiculous statements of children. When all the children have spoken, we ask: “How can we find answers to the questions?” When answering this question, children rely on their personal experience. It is also necessary to take into account the age characteristics of the students. For children of primary preschool age, the teacher can use hints and leading questions. The solution to this question can be various activities: reading books, encyclopedias, contacting parents, specialists, conducting experiments, thematic excursions. The proposals received are additions and changes to the teacher’s already prepared thematic plan. It is important that the teacher shows flexibility in planning, manages to subordinate his plan to the interests and opinions of children, including children's activities in the curriculum, sacrificing some planned forms of work.
After drawing up a joint action plan, the third stage of work on the project begins - its practical part. Children explore, experiment, search, create. To activate children's thinking, we suggest solving problem situations and puzzles, thereby developing an inquisitive mind. It is necessary to create a situation where the child must learn something on his own, guess, try, invent something. The environment around the child should be, as it were, unfinished, unfinished. A special role in this case is played by corners on cognitive and practical activities.
The final stage of work on the project is the presentation of the project. The presentation can take various forms depending on the age of the children.
Projects, regardless of type, creative, research, informational, open, playful, practice-oriented, etc., require constant attention, help and accompaniment from adults at every stage of implementation. The specificity of using the project method in preschool practice is that adults need to “guide” the child, help detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project, without overdoing it with parental care and help.
Participation in project activities for children is a way to satisfy cognitive activity, a means of expressing and developing creative abilities. Joint project activities help parents master some pedagogical techniques necessary in family education; objectively assess the capabilities of your children and cooperate with them as equal partners.
Project activities, based on a person-oriented approach to training and education, should ultimately 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. This method affects not only and not so much the intellectual sphere of children, but also feelings, emotions, attitudes towards the world around them, and their value orientations. An atmosphere of trust is created in which children feel quite safe and can think freely and express their opinions.
. 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.
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