Workshop “Organization of project activities in the implementation of the Federal State Educational Standard for Preschool Education in preschool educational institutions”

MAIN TASKS OF EDUCATION AND TRAINING IN KINDERGARTEN:

• protecting the lives and strengthening the physical and mental health of children;
• ensuring the intellectual, personal and physical development of the child;
• introducing children to universal human values;
• interaction with the family to ensure the full development of the child.

PRIORITY DIRECTIONS:

• protecting the lives and strengthening the physical and mental health of children
• artistic and aesthetic education of children;
• interaction with the family to ensure the full development of the child.

The teachers will make sure that your child becomes independent, sociable, active, inquisitive, learns to think, develops his creative abilities, joins the world of art, and learns to create his own artistic creations; musical director L.E. Chernyavskaya will reveal the talents of your baby and he will become a real little artist; work on moral and patriotic education is carried out, skills and abilities in visual arts are improved, taking into account the age characteristics of children. Work is underway on environmental education in all groups, there is an environmental classroom “Ladybug” in which senior students conduct experiments and experiments, based on the developments of the programs “Young Ecologist” by S.N. Nikolaeva and “Our Home is Nature” by N.A. Ryzhova. Children develop a conscious attitude towards natural phenomena, towards themselves and their health. At the preschool educational institution a complex of health-improving and educational activities is carried out, the basis of which is motor activity, these are: physical education classes; physical education and health work during the day (morning exercises, physical education minutes, outdoor games and physical exercises, hardening activities, gymnastics after sleep, “health paths”); active recreation (physical education and holidays, health days, vacations); health services: phytoncidotherapy.

We provide additional development of children’s individual abilities in the “Bell” - vocal circle.

Pedagogical principles of the team:

We raise friendly, cheerful and resourceful people. We warm you with affection, warmth, care. We develop healthy, strong, dexterous people. We sow reasonable, good, eternal things.

Every child in our garden is a clear star. And this star shines brighter because she knows that she is loved and valued, knows that she will not be abandoned, but will be helped to achieve perfection.

Dear mothers and fathers, grandparents!

We are glad to welcome you to our website!

Why did we open our website on the Internet?

In order to tell more about the preschool institution, which has become a second home for us, about the kind and creative employees who give a piece of their soul and warmth to our dear students, as well as about the children themselves, whose upbringing and education we consider the most important activity. We strive to ensure that the preschool educational institution is for everyone who visits it a home in which comfort, coziness and kindness reign, where music and sonorous children's laughter are heard, a home to which they come with joy.

On this website you can get all the necessary information about the life of our kindergarten.

You can find out information about how we live. We will talk about past events and significant dates. You can look at our photo album and learn from us some experience in conducting classes and consultations.

• In the “Guest Book” section you can contact us and leave wishes and comments on the work of the preschool educational institution in general, as well as get acquainted with the opinions of other parents;
• The “Kindergarten Events” and “News” sections contain notes of classes and events conducted by our teachers;
• The “Garden Tour” section contains photographic materials of the territory of the preschool educational institution, interesting events held in the preschool educational institution, etc.;
• In the “Information for Parents” section you will find a lot of interesting things: games, poems, songs, riddles and much more;
• In the “Recommendations from Experts” section you can find consultations for educators and parents.

We hope that our site will be useful to both parents of pupils of our preschool educational institution and many others. If you have questions regarding MBDOU d/s 11, you can ask them to our email address.

We are waiting for you at:

Krasnodar region, Timashevsk microdistrict. Sugar factory 8.

tel./fax: 8 (86130) 5-35-77

Sincerely, Head of MBDOU d/s No. 11 Avramenko Tatyana Andreevna

Workshop “Organization of project activities in the implementation of the Federal State Educational Standard for Preschool Education in preschool educational institutions”

Currently, the teacher needs to develop the qualitative aspects of the child’s personality. Children's education is comprehensive - thematic in nature, the basis of which is the eventfulness of the surrounding reality. However, to implement the educational process, it is necessary to meet basic requirements: the educational load on children cannot be increased so as not to harm children’s health. But how then to plan thematic activities that contain diverse areas of education?

To solve this problem, there is a project method

.

Slide No. 3, 4, 5
Concept of project and project activity
A project is a set of actions specially organized by an adult and carried out by children, culminating in the creation of creative works.

The project method is a teaching system in which children acquire knowledge in the process of planning and performing increasingly complex practical tasks - projects. The project method always involves students solving some problem.

The project method describes a set of actions of a child and methods (techniques) for a teacher to organize these actions, that is, it is a pedagogical technology

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

SLIDE No. 6
In the Federal State
Educational Standard of Preschool Education dated October 17, 2013 No. 1155, which came into force on January 1, 2014, it is stated that it is necessary to develop motivational readiness for learning, and not just teach the child to read, write, etc. After preschool life, the desire to learn should appear.

SLIDE No. 7, 8, 9
Relevance of the project method
;

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

Slide No. 10
The importance of projects
Working on a project is of great importance for the development of a child’s cognitive interests. During this period, integration occurs between general methods of solving educational and creative problems, general methods of thinking, speech, artistic and other types of activity. Through the unification of various areas of knowledge, a holistic vision of the picture of the surrounding world is formed.

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

MAGAZINE Preschooler.RF

Polyanskaya Elena Borisovna, Deputy Head for Educational and Methodological Work, MADOU TsRR-d/s No. 19 “Yagodka”, Stupinsky Municipal District, Moscow Region.

In a complex and dynamic pedagogical process, the teacher has to solve countless typical and original educational tasks, which are always tasks of social management, since they are aimed at the harmonious development of the individual. As a rule, these problems have many unknowns, with a complex and variable composition of initial data and possible solutions. In order to confidently predict the desired result and make error-free, scientifically based decisions, the teacher must be professionally proficient in educational methods. One of these methods is the project method.

The project method is a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students, with the obligatory presentation of these results. Project-based learning can be represented as a way of organizing the pedagogical process, based on interaction with the environment, step-by-step practical activities to achieve a set goal. The project method is based on the idea of ​​focusing the cognitive activity of preschoolers on the result that is achieved in the process of joint work between the teacher and children on a specific practical problem (topic). Solving a problem or working on a project in this case means applying the necessary knowledge and skills from various sections of the educational program for preschoolers and getting a tangible result. The knowledge acquired by children during the project becomes the property of their personal experience. They were obtained in response to questions posed by the children themselves during the activity. Moreover, the need for this knowledge is dictated by the content of the activity. Children need them and therefore are interesting to them.

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

The word “project” is borrowed from Latin and means “thrown forward” , “protruding” , “conspicuous” . Now this term is associated with the concept of “problem” .

The relevance of using the project method is evidenced by the fact that in the scientific pedagogical literature it is mentioned in the context of the humanization of education, problem-based and developmental learning, collaborative pedagogy, student-oriented and activity-based approaches; integration of knowledge, social education, joint creative creation, etc. This is due to the fact that design in all spheres of human activity is becoming a universal toolkit that allows it to be systematic, goal-oriented and effective.

Today, the preschool education system is undergoing serious changes that have not occurred since its inception. Firstly, in connection with the introduction of the new “Law on Education in the Russian Federation” , preschool education becomes the first level of general education. Unlike general education, it remains optional, but the attitude towards preschool education as a key level of child development is changing significantly. Preschool childhood is the main and most important stage when the foundations of personal development are laid: physical, intellectual, emotional, communicative. This is the period when a child begins to realize himself and his place in this world, when he learns to communicate, interact with other children and with adults.

Today, the requirements for children entering the first grade have increased, therefore, the new model of a kindergarten graduate involves a change in the nature and content of pedagogical interaction with the child: if previously the task of educating a standard member of the team with a certain set of knowledge, skills and abilities came to the fore. Now, there is a need to form a competent, socially adapted personality, capable of navigating the information space, defending one’s point of view, and interacting productively and constructively with peers and adults. That is, the emphasis is on the development of qualities and social adaptation. The Federal State Educational Standard for Preschool Education dated 17 , 2013 No. 1155, which came into force on January 1, 2014, states that it is necessary to develop motivational readiness for learning, and not just teach the child to read, write, etc. After preschool life, the desire to learn should appear.

Preschool children are already explorers by nature. They participate with great interest in a wide variety of research work. Everything is new for them: sun and rain, fear and joy. An unquenchable thirst for new experiences, curiosity, and a constantly demonstrated desire to experiment. But the child cannot find the answer to all his questions on his own; the teacher helps him.

And therefore, in our preschool educational institution in the 2014-15 and 2015-16 school years, the following projects were implemented with children of different age groups: “Let's help the city birds” , “Our Victory” , “I remember, I’m proud!” , “Ecological trail as a means of cognitive development of preschool children in a kindergarten” , “Stupino chooses health from childhood” , “Who are adults?” , “A healthy preschooler is a healthy schoolchild” and others.

The main task of any project is to develop the cognitive activity of preschool children. The result of the project activities was regional methodological associations for teachers of preschool educational institutions, participation in the regional competition “Our Moscow Region” , regional project competitions, district and regional seminars and conferences.

In the process of implementing these projects, the following results were achieved: the active vocabulary of children increased; the parents of the group learned about the talents of each family while doing homework; conditions were created for children to communicate with the natural world around them; children's ideas about the feat of the entire people in the Great Patriotic War have expanded; children began to navigate the history of our country, as well as the history of their family; stands for parents and other visual material were designed; group “Books of Memory” ; children, parents and employees learned a lot about a healthy lifestyle and the traditions of each family. And most importantly, parents realized that a healthy child is not one who has no diseases, but one whose physical, mental and mental health corresponds to age and new requirements for a preschooler - a future schoolchild.

As a result of the implementation of projects, one can say about the effectiveness of the selected work. Thanks to the cooperation and co-creativity of educators, children and parents, it was possible to achieve the intended goal. The main result of this work is pedagogical. Each child conducted real research, got a taste of independent research work, and received the first skills in conducting it.

The project method is relevant and very effective. It gives the child the opportunity to experiment, synthesize acquired knowledge, and develop creativity and communication skills.

The knowledge and outlook of a teacher working with children is also important. The ability to answer children's questions, the ability to scientifically and correctly explain what is happening is an important factor in the acquisition of knowledge by preschoolers.

“I hear - and I forget, I see - and remember, I do - and I comprehend.” The saying of the ancient philosopher has been interpreted by modern scientists: from what we hear, we assimilate 10%, from what we see, 50%, is what we do -90%.

And the most important rule of project activity is that learning about the world around us should bring joy. Then everything seen and perceived will remain not only in the consciousness, but also in the hearts of children forever.

Bibliography:

1. Project activities for preschoolers: a manual for teachers of preschool institutions / Veraksa N. E., Veraksa A. N., ch. ed. Dorofeeva A.V., - M.: “Mosaic-Synthesis” , 2008.
2. Educational process in groups of children of senior preschool age: methodological publication / Korotkova N. A., ch. ed. Chernena V.N., - M.: LinkaPress , 2007.
3. Methods of conducting educational research in kindergarten: educational publication / Savenkov A. I., ch. ed. Kalinina N.G., Gordievskaya V.G., - M: "Educational Literature" , 2007.
4. I. E. Kulikovskaya, N. N. Sovgir - Children's experimentation, senior preschool age: M - Pedagogical Society of Russia, 2003
5. Development of cognitive abilities in the process of preschool age: a manual for teachers of preschool institutions / Wenger L. A., resp. ed. Kurneshova L. E., - M.: Publishing house "Karapuz" , 1986.