Workshop “Design and research activities 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 for teachers “Project activities in kindergarten” methodological development

Workshop for educators

“Project activities in kindergarten”

Goal: to provide conditions for the development of creativity and professional activity of teachers in their mastery of design technology, to unite the efforts of the kindergarten team to use the achievements of advanced experience and pedagogical science in practice.

Tasks:

— improve the pedagogical skills of teachers;

— to increase the methodological level of teachers in their mastery of design technology;

- promote creative exploration.

Form of implementation: sea voyage.

Preliminary work:

-preparation of an information stand about the planned workshop;

— selection and study of literature on the use of the project method in kindergarten;

- production of handouts.

Didactic material and equipment: tickets for each participant, task cards, “Project Activity Algorithm” templates for each team, tape recorder, audio recording of the sound of the sea.

Seminar/workshop progress:

Dear colleagues. I'm very glad to see you. The topic of our meeting: “Project activities in kindergarten”

We face the following tasks:

- improve teaching skills,

— increase the methodological level in mastering design technology,

- promote creative exploration.

Using the project method in preschool education, as one of the methods of integrated teaching of preschoolers, can significantly increase children's independent activity, develop creative thinking, children's ability to independently find information about an object or phenomenon of interest in different ways and use this knowledge to create new objects of reality. It also makes the educational system of preschool educational institutions open to the active participation of parents.

Touching on this topic, I propose to go on a pedagogical journey on our steamship “Fairytale Polyanka” to the warm shores of project activity on the island of Projects. To refresh and use your knowledge of the design method in your creative work.

You have already purchased tickets, so please take your seats in your “cabins” (teachers are seated at tables, each table has its own name, all the tasks that will be needed for subsequent work are prepared on it).

So. Let's set sail. Close your eyes, sit back and listen to the sound of the sea (recording the sound of the sea). Open your eyes, we are already far from the shore, the ocean is all around. In the meantime, while we are gently swaying on the waves, let's remember what the Project is. For fruitful work, I ask you to unite in your cabins around the tables. Take ticket number 1 and discuss the task. One of the cabins needs to answer the question asked.

1 Task: Choose a definition of what a project is?

The project is………

1. Collection and presentation of comprehensive information on a given topic from various sources, including the presentation of various points of view on this issue, the presentation of statistical data, interesting facts (abstract, report, report);2. A way of communicating and transmitting information from person to person in the form of oral and written messages, body language and others (communication);3. Work aimed at solving a specific problem, achieving a pre-planned result in an optimal way (project);4. This is providing conditions for the development of universal human values ​​in children, the formation of moral meanings and attitudes in them - attitudes towards the world according to the laws of Good, Truth, Beauty (education);

5. This is the child’s desire for coordinated, well-coordinated work in a children’s team (cooperation)

Well done, you completed the task quickly.

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 integrative qualities he should have. Project activities will help to connect the process of learning and education with real events in the life of a child, as well as to 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.

In the etymological dictionary, the word “project” is borrowed from Latin and means “thrown forward,” “protruding,” “conspicuous.” Translated from Greek, a project is a path of research.

It was revealed that the concept of “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.

A project also means an independent and collective creative completed work that has a socially significant result. The project is based on a problem; solving it requires research in various directions, the results of which are generalized and combined into one whole.

The project method is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, during which the child learns about the world around him and embodies new knowledge into real products. The essence of the “project method” in education is such an organization of the educational process in which students acquire knowledge and skills, experience in creative activity, an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks of projects that have not only cognitive, but also pragmatic value.

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 specificity of interaction using the project method in preschool practice is that adults need to help the child discover a problem or even provoke its occurrence, arouse interest in it, but at the same time not overdo it with help and care. 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 of the teacher, children, and parents on a specific practical problem (topic). Project activities in kindergarten are in the nature of cooperation, in which children, parents, and preschool teachers take part.

Planning of project activities should begin with the questions: “Why is the project needed?”, “For what purpose is it being carried out?”, “What will be the product of the project activities?”, “In what form will the result of the project be presented?” Generalization: Thus, in In project activities, the role of an adult is great: friend, mentor, observer, discoverer, etc. In order to carry out such work aimed at solving a specific problem, at achieving a pre-planned result in an optimal way, the teacher must be able to negotiate, distribute responsibilities, develop the personality of each child, without offending or infringing anyone, be able to hear and listen. And this is very difficult.

Now I suggest you try to do this work. Take ticket number 2 and complete the task.

2 Task: Psycho-gymnastics “Be careful...”

Team members stand near their chairs. They need to calculate in order up to 33. But for each number “3” and the number that is divisible by this number, they need to clap their hands. The test reveals skills such as listening and hearing others. After a minute of preparation, the teams begin to complete the task.

Our journey to Project Island continues. Open ticket No. 3 and let's remember what kind of projects there are. First read the task, discuss it, and then answer the question.

3 Task: Choose a definition.

Thus, we see that projects are classified:

a) according to the dominant method (research, information, creative, gaming),

b) by the number of participants (individual, pair, group and frontal);

c) by duration (short-term, medium-term and long-term),

d) by the nature of contacts (carried out within one age group, in contact with another age group, within a preschool educational institution, in contact with family, public organizations... (open project). (E.S. Evdokimova “Design technology in a preschool educational institution”, M. 2006)

Work on the project, including the drawing up of a reasonable action plan, which is formed and refined throughout the entire period, goes through several stages. At each of them, the teacher’s interaction with children is personality-oriented.

To determine the stages of project activity, open ticket No. 4.

4 Task: Determine the stages of project activities.

Participants need to think and determine the stages of work on the project. Present your generalizations.

Thus, the first stage of project development is problem identification and goal setting. As a result of a joint discussion, a hypothesis is put forward, which the teacher proposes to confirm in the process of search activity. First, a general discussion is held so that the children find out what they already know about a certain subject or phenomenon. The teacher can record the children's answers on a large piece of whatman paper. To do this, it is better to use conventional symbols that are familiar and accessible to children. Then the teacher asks the question: “What do we want to know?”

At the second stage, children make suggestions to the question: “How can we find answers to the questions?” The solution to this question can be various activities: reading books, encyclopedias, seeking help from parents, kindergarten specialists, going on an excursion, conducting an experiment, and so on. The teacher helps children plan their activities in solving assigned tasks and assign roles.

The third stage is practical - children explore, create, search. To activate children's thinking, the teacher offers to solve problem situations and puzzles. It is necessary that the teacher can 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.

The fourth stage is the presentation of the project. Depending on the age of the children, the result of the project can be: final games - activities, games - quizzes, mini-museums, creative newspapers, design of albums, exhibitions and more.

5 Task: Answer the question.

Insert the missing phrase into the definition:

— The integrated teaching method is for preschoolers... (informational; experimental; experimental-research, innovative).

— The essence of the “project method” in education is such an organization of the educational process in which students acquire... (first knowledge about the world around them, skills in communication and solving applied problems; knowledge about the world indirectly, through books, communication, television, and other sources ; knowledge and skills, experience of creative activity, emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks - projects; ability to adapt to a new team).

Thus, work on the project is interesting because the range of children’s knowledge turns out to be extremely wide, and it is constantly increasing, as children 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 priorities.

This is how you and I unnoticed found ourselves off the coast of the island of projects.

I suggest everyone warm up and take a walk on the hot sand.

Game "Who is faster".

I will name the numbers. Immediately after the number is called, exactly as many people as the number was announced should stand (no more and no less). For example, if I say “four,” then four of you should stand up as quickly as possible. They will be able to sit down only after I say “thank you.” The task must be completed silently. Tactics for completing a task should be developed in the process of work, focusing on each other’s actions.”

The guys in the senior group act in a physical education lesson in a harmonious and friendly manner.

And now I propose to answer humorous questions.

— What’s in front of Boris, and what’s behind in Gleb? (Letter "B").

—Which watch shows the exact time only 2 times a day? (Which stopped).

- How do day and night end? (Soft sign).

— Two birch trees are growing. Each birch tree has 4 cones. How many cones are there in total? (Cones do not grow on birch trees).

Well, what great fellows you are, just like the guys from the middle group. They easily cope with developmental tasks and conduct search activities together with their teachers.

And now I suggest taking your places in the cabins, it’s time to return to kindergarten (sound of the sea).

The project method as a pedagogical technology is a set of research, search, 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, and navigate the information space.

While we are sailing back home, I propose to exchange our impressions and continue the phrase: “Today I...”

“Dreams are the sails of our lives. You can swim without them, but slowly and not far. And I wish for you that your ship “Work” always sails confidently and is accompanied only by positive emotions. I wish you creative success. Thanks for the work.

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.