SP GBOU secondary school No. 1 with. Velyka Chernigovka - Kindergarten "Firefly"
Educator: N.N. Evzhenko 2012
Explanatory note
Young children are amazingly curious. Curiosity is the desire to know. Curiosity makes a person thirsty to learn - passionately wanting to know something. It is invested in us by God, so that almost from the moment of birth we have an inclination to explore the world around us. Our existence is an ongoing process of learning. If we want to raise mature, balanced people, we must satisfy their curiosity, the desire to learn something.
So the world of an ordinary healthy child turns into a kind of research laboratory. Give him an object in his hands, and he will study it with all his senses - even tasting it! However, the experimentation does not end there. Any parent knows that the baby, in an effort to understand and explore everything around, tries to bend, knock, shake or disassemble what comes into his hands - and this often delights him.
Communication with children should bring joy to parents. But what do parents spend on? free time when they get it? In our difficult economic days, when we have everything and want everything, parents sometimes lose the most important thing - time. The time we need to devote to the development of our children. After all, parents are the main educators of their children. We all know the saying: "The apple tree does not fall far from the tree", so I decided to try to develop the curiosity of our children through their parents.
1. Relevance of the project
The development of the sense organs in children from two to three years is very intensive. Sensory development is central to the full development of children at an early age. Sensory development, aimed at the formation of a full-fledged perception of the surrounding reality, serves as the basis for cognition of the world, the first step of which is sensory experience. The success of mental, physical, aesthetic education largely depends on the level of sensory development of children, that is, on how perfectly the child hears, sees, and feels the environment.
At an early age, the most common building blocks, empty boxes, paper, paints, and even sand and water are suitable for the normal mental development of a child.
Children have a rich imagination, they are very curious and love to play. So why not help them develop all these abilities, using their own reserves, combined in the project.
1. Project problem
The actual problem of this project will be the development of children's curiosity through parents, the creation of a sensorimotor zone in 1 junior group through the involvement of parents and other family members, the development of the creative interest of parents in creating toys.
1. Purpose of the project
Formation of cognitive - speech activity of young children, through the activation of parents on the topic: "Sensory education".
1. Project objectives
creating conditions for familiarizing children with color, shape, size, tangible properties of objects;
the formation of skills to highlight color, shape, size as special properties of objects, to group homogeneous objects according to several sensory features;
improving the skills of establishing the identity and difference of objects according to their properties: size, shape, color;
education of respect for the toy;
enrichment of parents' ideas about the meaning of the toy and its role in the life of the child;
replenishment of the subject-developing environment of the group.
5. Project participants
teachers: group educators;
children of the 1st junior group;
parents and other family members.
6. Expected results
As a result of the implementation of this project, it is expected:
the formation of cognitive - speech activity of young children;
the formation of parental culture in the field of education and development of a young child.
7. Short description project
The social and pedagogical project "Sensory education of young children" is being implemented on the basis of the state budgetary educational institution secondary school No. 1 structural unit Kindergarten "Firefly" in the village of Bolshaya Chernigovka, Samara region in the 1st junior group "Fidgets".
The project includes traditional and non-traditional forms of work with children on the formation of cognitive and speech activity of young children and the formation of parental culture in the field of upbringing and development of a young child.
8. Stages of project implementation
1. Organizational stage (01.09.2012 - 31.09.2012)
2. Implementation stage (01.10.2012 - 15.05.2013)
3. Final stage (May - June 2013)
9. Action plan for project implementation
Plan - schedule for the implementation of the socio-pedagogical project "I know the world"
(“Sensory Education for Young Children”).
Didactic game "Collect the pyramid"
Purpose: to develop coordination of small movements of the hand, to learn to distinguish between the sizes of the rings and arrange them in a certain sequence, in a gradually decreasing order, to understand the words “put on”, “take off”, “ring”, and the name of the color, and children aged 2 years and name them.
Game progress: The teacher gives the child a pyramid of 3 rings of the same color, sharply contrasting in size. In front of the children, he assembles a turret, saying: “I’ll take the largest ring (puts it on the rod), and now I’ll take a smaller ring, and now the smallest one.” Invites the children to collect the turret, helping if the child is at a loss.
Didactic game "Let's collect apples for the hedgehog"
Purpose: to form the ability to distinguish and highlight two colors of the spectrum (yellow and red) and a geometric shape (circle) in objects; the formation of the ability to help comrades (hedgehog).
Game progress: The teacher asks the children to help the hedgehog, who was carrying a lot of apples on his hedgehog needles, but, unfortunately, they scattered on the path.
Didactic game
"Wonderful box"
Purpose: to introduce children to the basic geometric shapes, with the ratio and distinguish their shapes, colors and sizes.
Didactic game
"Cube to Cube"
Purpose: formation of the ability to assemble a stable and even tower of cubes by placing them on top of each other; make it clear to children that the building can be used for play; to consolidate the understanding of the words "build", "cube", "brick".
Didactic game
"Find a plate for a cup"
Purpose: to introduce the main colors of the spectrum; improve fine motor skills, develop attention, logical thinking, observation, memory.
Didactic game "Collect mushrooms in the clearing"
Purpose: to consolidate the ability of children to compare objects by size, color; by choosing from three colors of the same shape; development of fine motor skills.
Didactic game
"Collect a picture"
Purpose: to exercise children in the ability to fold a holistic picture, consisting of 4 to 6 parts.
Didactic games- lacing: "Button", "Apple"
Purpose: strengthening and development of fine motor skills, development of accuracy, accuracy and speed of finger movements; development of concentration of attention; training in the basic techniques of working with a needle (seam forward needle).
Didactic game "Wonderful bag"
Purpose: to consolidate the skills of children to recognize objects by characteristic features.
Game progress: Organizing the game, the teacher selects objects familiar to the children. Having planted the children in a semicircle, so that all objects are clearly visible to them, the adult conducts a short conversation. Then he asks several kids to repeat the names of objects, answer what they are for.
- Now we'll play. The person I call must guess what I will put in the bag. Masha, look carefully at the items that are on the table. Remember? Now turn away! I'll put the toy in the bag, and then you can guess what I put in. Put your hand in the bag. What lies there? (Child's answer) You correctly named the object. Other children can be called in this way. In order to increase the complexity of the game, another rule is proposed: several toys are placed in a bag. None of the children know about them. The called child, putting his hand into the bag and feeling for one of the toys, talks about it. The bag will open if the children recognize the toy from the description.
Didactic game "Find a friend"
Purpose: to continue to teach children how to choose a color according to a pattern, how to act on a sound signal, and to develop attention.
Material: flags of four colors: red, green, blue, yellow; tambourine.
Game progress: the teacher distributes one flag to the children. At the signal of the tambourine, the children first scatter around the room, then stop and each look for their own pair: the one with the flag of the same color. Children with the same flags join hands, clarify, for example: "We have red flags." During the game, the teacher changes the flags.
Didactic game "Waterhole"
Purpose: to consolidate the ability to select objects of two given sensory properties: shape and size; continue to form the ability to choose a form, focusing on the word, and, if possible, name it; to form the ability to name domestic animals and their cubs.
Material: toy pets: crown, dog, cat, horse, pig, their cubs; a set of drinkers (square, round, triangular, rectangular); toy pitcher.
Game progress: invite the child to pour water into the drinkers and give the animals to drink. Perform the task according to the verbal instructions of the teacher: “Pour water into a large round drinking bowl. Invite the crown with the calf to the drinker, etc.
Organization: YAOSSHI No. 14
Location: Yasinovataya
Man has always sought to know the world, to have reliable knowledge about everything that surrounds him. And for a child, the world is a mystery, but he feels that everything can be understood, despite the complexity and diversity. environment. Since childhood, a child has been trying to unravel mysteries, to know the unknown world, because the need for knowledge is given to man by nature. Cognition, of course, depends on the child himself, but controls this process in primary school teacher.
- 2017-2018 academic year we worked on the project: "I know the world." This is a practical long-term project, the purpose of which is to open up the possibility of shaping a child's own life experience of interacting with the outside world through the joint activities of adults and children, through independent activities.. Forms of implementation and product creation joint activities allowed the children to get to know themselves, the people living nearby, their native land. We understood how important it is to learn to love and protect nature, to love the Motherland, loved ones, and also to live in peace with oneself and others.
To date, there is no precise definition of project activity. In a broad sense, a project can be considered any independent work students as part of the expansion of knowledge: from the abstract to theatrical production. In a narrower sense, a school project should be aimed at solving a specific problem, achieving a predetermined result, and developing professionally significant skills.
N.G. Alekseev defined the project work of students as a type of innovative activity, including the identification and analysis of the situation, the formulation of the problem, the promotion of a creative idea, the building of cooperation with other participants in the situation to implement the plan, the reflection of the ongoing activities, communication and interaction.
M.Yu. Bukharsky under project activity understood the development of cognitive skills, critical and creative thinking of students through independent work, the ability to formulate a problem and achieve results.
Analyzing different definitions of project work, several common features can be identified: project work is practical, impossible without defining the problem and setting a goal, includes an independent search for information, develops creativity. Research work is impossible without prior planning.
There are several types of project work:
- Research projects are focused on proving or refuting a theory or hypothesis.
- Game / role-playing projects - aimed at presenting to the public their experience in solving a problem. Most often they are displayed in the form of events: quizzes, games, competitions. Important from the point of view of the development of group communication.
- Information projects - focused on the collection, analysis and systematization of information about an object or phenomenon.
- Creative projects- focused on drawing attention to the problem of the project. The purpose of this research activity is to obtain feedback from the public.
- Practice-oriented projects - aimed at solving a specific problem: creating study guide, models, writing and designing memos, recommendations.
Separately, it should be noted the change in the role of the teacher when using the project method of teaching. The teacher turns from a mentor and mentor into a consultant and partner.
Stages of work on the project:
Preparation - choosing a topic and defining the purpose of the project.
Planning - searching for sources of information, choosing the form of the project, distributing tasks within the group.
Research is the collection, analysis and processing of the information received. The journey from identifying a problem to solving it.
Conclusion - formulation of conclusions, determination of the practical significance of the work.
Presentation / defense - presentation of the project to the public or the teacher, introspection of the results.
Phases of project work:
- Problematization is the formulation of the problem of the project, the formation of the student's motivation.
- Goal-setting - identifying the goal of the project based on the subject and problem of the work, designing the image of the desired result.
- Planning - determination of steps to achieve the goal and solve the problem, the emergence of a work plan, assessment of available resources.
- Implementation - implementation of planning, materialization of the project.
- Self-assessment and reflection - comparing the idea and the result, determining the minuses and pluses of the work.
Summing up all the above, we conclude:
Project work in pedagogy is a multi-stage activity that is carried out by one or a group of students to achieve a specific goal;
During research activities, students acquire skills and knowledge that enable them to develop critical thinking, solve problems, respond to environmental challenges, collaborate with others, ask questions, seek resources and apply information;
Project-based learning is an engagement strategy that can bring tangible results in practice, creating a transition from "understanding" to "applying" - from analysis to problem solving.
For many years, training was aimed at conveying and assimilation of information, the development of the conceptual apparatus. Now the process of learning skills, not theory, is coming to the fore.
However, only the synthesis of two approaches - practical and traditional - will achieve positive results, reveal the potential of the child. And the sooner different learning strategies are introduced, the easier it will be for students to navigate modern world act on the basis of the acquired knowledge and apply it in future profession or at the household level.
Thus, the educational process in the conditions of the modern information society is impossible without the project method of teaching. At the same time, the project only complements the existing system, helping students to put into practice the knowledge gained in the traditional way, acts as a means of integrating, differentiating and humanizing the educational system.
The project "I know the world" can be used as a plan of educational work for students in grades 3-4.
Objective of the project: Open the possibility of forming the child's own life experience of interacting with the outside world through the joint activities of an adult and children, and independent activities.
Project objectives:
- To create conditions for the formation of skills of reflective activity, to stimulate the knowledge of one's own Self.
- To form the need for self-development, including in educational activities.
- Facilitate disclosure creativity students, improving the communication skills of constructive communication.
- To form certain systems of natural history knowledge in children and adults.
- Raise a socially active personality in every child.
- Involve parents as direct participants in the project.
The project consists of four subprojects.
I know:
- myself;
- the region in which I live;
- people living near me;
- the world of good deeds.
Project participants : teacher, 4th grade students, parents, psychologist.
Project Implementation Forms :
Active forms of learning with children: situational conversations, game learning situations, work in a research group, solving a problem situation, quizzes, didactic and role-playing games, presentations;
Interaction with parents: thematic consultations, questionnaires, parent meeting, presentation;
Practical exercises with a psychologist (with elements of training).
Types of children's activities: cognitive-exploratory; game; communicative; pictorial.
Product of joint activity:
Exposition of joint works of teachers, children of parents;
Videos on the topic of the project;
Internet album Flipping through the pages of the project;
Feeders made by students;
Flowers, shrubs, trees;
Flyers "Feed the birds in winter";
Greeting Cards;
Presentation of the project "I know the world"
I know myself
|
September |
"We are all so different" |
|
September |
"A few words about me" (diagnostic video) |
|
September |
"That's the kind of kid I am" |
|
September |
"Secret around the world" (sinkwine "I'm talking about myself", "parents are talking about me") |
|
September |
"The world of my hobbies" |
|
September October |
Practical training with a psychologist (with training elements)
|
The land where I live
I will answer questions:
1.Where is my native land?
2. What is the shape of the earth's surface?
3. What reservoirs provide water?
4. What plants adorn my land?
5.How to protect plants?
6. What animals can be found?
7. How do people take care of animals?
8. What crop plants are grown?
9. What is my native land famous for?
people living near me
world of good deeds
|
September |
“Why does a person have a heart” (diagnostic creative work) |
|
September-April |
"My good deeds" |
|
September, December, March |
The action "Reach out your hand to your neighbor" (making greeting cards for veteran teachers of our school) |
|
December-March |
Campaign "Help the birds survive the winter" Preparing food for birds; Production of feeders; Production of leaflets, posters "Feed the birds in winter"; Feeding and bird watching. |
|
October, April |
The action "Plant a flower, shrub, tree" (planting plants on the school grounds). |
Working on the project, students achieve personal, meta-subject and subject results. However, do not stop there. On the contrary, the child must be in ongoing process development and knowledge of the world. This process is continuous and inexhaustible.
Bibliography:
- Vasiliev V. Design and research technology: development of motivation / V. Vasiliev // Public education. - 2000. - No. 9. - S. 177-180.
Project "I know the world".
Objective of the project: create conditions for the formation of integrative qualities in pupils: inquisitive, emotionally responsive, able to control their behavior, skills of cognitive and research activities through the expansion of ideas about the world around various types activities, adult - child experimentation.
Tasks:
1. Expand children's ideas about the animal, the underwater world.
2. Form primary research interest while experimenting with different materials.
3. Exercise children in the ability to draw elementary conclusions based on the results of the experiment.
4. To develop observation in children, the ability to examine objects, compare them, notice slight differences in their characteristics (color, shape, size, material); to develop the ability to recognize an animal, a plant from a description, to guess riddles.
5. Encourage children to actively search for information on a topic of interest in the knowledge of the world around them.
6. To form ideas about the simplest relationships in animate and inanimate nature.
7. Nurture curiosity and emotional responsiveness.
8. Raise the desire for knowledge of the world around.
Relevance of this project - the development of cognitive interest in through the development of research skills of the child. “For a child, it is more natural and therefore much easier to comprehend new things by conducting their own research - observing, setting up experiments, making their own judgments and conclusions based on them, than to receive knowledge already obtained by someone in a “ready form”. (A.I. Savenkov). Therefore, it is necessary to increase the number of research teaching methods in the educational process.
The proposed project contains a variety of forms of research work, takes into account the joint cognitive and search activities of children, teachers and parents.
Problems:
Children do not have enough ideas, knowledge about the animal, the underwater world of our planet;
- not enough ideas about how and where you can find the information you need, who to contact for help;
Insufficiently developed skills of observation, experimentation;
They do not know how to independently draw conclusions based on the results of the experiment;
Many children do not show curiosity in the knowledge of the world around them;
They find it difficult to establish relationships in animate and inanimate nature.
Project participants : pupils of the middle group No. 2, educators Kurmanenko L.I., Konshina N.R., parents, music director.
Project type : cognitive research.
Dates: from 13.01.2014 to 07.02.2014.
Final events:
1. educational game "Our home is planet Earth";
2. photo exhibition "We want to know everything."
Expected Result:
Pupil:
- showing curiosity to the knowledge of the world around;
- having ideas about the animals of our planet, about the underwater world;
- able search for information on a specific topic;
Demonstrating research skills;
Able to draw conclusions based on the results of the experiment;
Able to establish relationships in animate and inanimate nature.
Parents:
76% of parents who are actively involved in the implementation of the project;
62% of parents who reinforce the information received about the world around them in family education;
80% of parents who raisedpedagogical competence in organizing and conducting research activities.
Long-term plan for the project "I know the world" in middle group.
Cognition
What is water.
Where did the bread come from.
Who lives under water.
In the world of animals (comparison of wild, domestic).
Animals of hot countries.
Communication.
Examination of the painting "Underwater World".
Writing a descriptive story about wild animals.
Artistic and aesthetic development.
Drawing.
Fish in the aquarium (collective).
Draw a pet.
We draw animals of hot countries.
Modeling.
Cakes for grandma.
Gold fish.
Elephant.
Application.
Underwater world (collective).
Beautiful table napkin.
Design.
Let's arrange a room for the Masha doll.
Teremok for animals.
Socialization.
Conversation "We take care of our home."
Conversation "Do not hurt animals."
Safety
Conversation "Home Alone".
Conversation "Our safety at home".
Conversation "Beware of animals."
Theme of the project: "I know the world."
Project implementation period: from 01/13/2014. to 07.02.2014.
Social and personal development:
1. Repeat and reinforce the rules of behavior in nature at home with children.
2. Cultivate a caring attitude towards animals. Encourage children to understand the need to protect and preserve nature, animal world our planet. Set an example of caring for wildlife and other people.
3.Expand children's ideas about the simplest relationships in animate and inanimate nature.
1. Talk with children about the world around, tell, acquaint the child with elementary knowledge from various fields of science.
2. Encourage the child to various activities: observations, manipulation with objects, elementary experimentation.
Exercise children in the ability to examine objects, compare them according to various characteristics (color, shape, size, material).
3. Participate in experimental activities with children: conduct experiments and experiments. To keep children interested in experimentation, remember the following:
Encourage curiosity, which creates a need for new experiences, curiosity;
Give the child the opportunity to act with different objects and materials, encourage experimentation with them, forming in children a motive associated with inner desires to learn new things;
Explain to the child the reasons for your prohibitions and help determine what is possible or how it is possible;
Positively assess the activity of the child, his strong-willed efforts and activity.
4. Talk with the child about his intentions, goals. Ask about the results of the activity, about how the child achieved them (the child develops speech, the ability to formulate conclusions, reason).
5. Expand the horizons, the curiosity of children through reading fiction, looking at encyclopedias, watching films together, educational programs, visiting a museum, a library.
6. Encourage children to actively search for information of interest to him.
Artistic and aesthetic development:
1. Exercise in the ability to draw (animals, plants, etc.)
2. Perform applications with the child, sculpt, draw what the child is interested in, his impressions of something new.
Physical development:
1. Develop the motor activity of children through various outdoor games, imitation games, imitation games.
Municipal district state-financed organization culture
"Salsk inter-settlement central library"
Series "Methodological consultations"
NEW TECHNOLOGIES IN THE WORK OF LIBRARIES:
LIBRARY PROJECTS
Methodological material for librarians
New technologies in the work of libraries: library projects: methodological material for librarians / MRBUK "SMTSB"; comp. Posternak L. I., Kasimova I. P. - Salsk, 2014. - 16 p.
Responsible for the issue: Director of MRBUK "SMTSB"
Perepech L. N.
Joyful Reading: Examples of Libraries' Project Activities
SPECIALIZATION AND PROJECT ACTIVITY IN THE LIBRARY
methodical consultation
Kasimova Irina Petrovna,
Leading Librarian of the IMO MRBUK "SMTSB"
«
The smallest good deed is better
than the greatest good intention"
J. J. Duguet
When we hear the word "project", we most often imagine architectural project building. But a lot of things are now called a project - an interesting book, a new TV show or talk show, a concert, even government initiatives have become known as the national projects "Education", "Health". Projects are an effective change in people's lives, the creation of social services, this is the way in which various initiatives become a reality.
The design and specialization of the work of libraries is classified as management strategy in the regional long-term target program "Culture of the Don" (2010-2014). All this determines new approaches to the organization of library services to the population, contributes to the implementation of successful creative ideas.
Why do you need specialization and project activities:
The desire to be vital to residents, to strengthen their authority in the eyes of the authorities.
This is an alternative source of funding;
Project activity creates an attractive image of the organization, since the project is accompanied by forced advertising;
This is innovative activity in the library, as one of the conditions for its existence in today's changing world.
Russian culturologist V.Yu. Dukelsky figuratively compares the project with waves on the sea, which appear suddenly and are replaced by a series of running lambs. “Waves die out quickly, but they form the image of the sea and create the illusion of movement. In culture, waves are called projects, that is, thrown forward (translated from Latin, the term “project” literally means “thrown forward”).
Projects rise above the surface of the cultural sea and are therefore visible to everyone. Moreover, they are invented in order to attract attention, to declare themselves.
Activity profiling begins with an analysis of the situation and the formulation of library problems. Even if there is a group of readers who have an interest in a particular area of work with literature, the profile of the work can be determined. Practice shows that in-depth work with a separate group and in one direction does not make it difficult to fulfill the tasks of library services for a microdistrict, city, or village.
Profiling types can be represented like this:
- Libraries of branch and genre profiling: libraries - museums, local history libraries, libraries - centers of revival folk traditions, libraries of ecological, aesthetic education;
- profiling libraries by types and types of publications: library of periodicals;
- functional profiling: library - leisure and communication center, family reading library, etc.
In most libraries, profiling and specialization is determined by the chosen and developed program, project. A methodology for this work has been developed.
There are various types of project classification. For example, by scale they can be considered as interstate, international, national, interregional and regional, intersectoral and sectoral, corporate, departmental, projects within the same library. In addition, they are divided into mono-projects (for one library), multi-projects (for several libraries), mega-projects (for libraries of a certain region).
Appeal to the concept of "project" in Russia today is not only a fashion: it is specific, time-bound, effective actions that are most effective. Project approach to library activities is gradually becoming one of the quality stocks and. etc.
Project– this is a business, clear document with logically cumulative measures, limited in time and aimed at achieving a certain result, changing the existing situation.
At the heart of any project is an idea that should lead to the setting of goals, specific tasks facing the institution, as well as to the demonstration of the result.
In order to get money for this idea, you need to prove what can be done with the help of these funds within a certain time frame and under what conditions.
The project differs from the work plan because
takes the activities of the institution beyond the usual framework;
based on the experience of your library;
based on knowledge and analysis of the specific situation in the region (that is, it takes into account local specifics);
has a clearly defined time frame (most often a year);
financial support.
Who can finance the project:
- private charitable foundations, individuals, government agencies;
Government agencies (Presidential Grants system, Federal programs, etc.)
Each fund or institution finances the activities of a strictly defined subject. This is due to the fact that each "donor" works with a narrow circle of institutions and individuals and in a strictly defined area.
If all requirements are met, a successful project is written, which is recognized as the winner, then the organization (or individual) receives a grant. What is a grant? A grant is money donated by a benefactor to a recipient.
Components of the project
The first (preparatory) stage of the project:
Name.
Statement of the problem (or substantiation of needs).
The project idea should be interesting and unusual. There is always a risk that someone will say, "We've seen this somewhere before." If this is a serious project, and not an empty projection, there will always be explanations.
Do not confuse a problem with a difficulty, a natural disaster. For example, if a roof leaks in a library, this is not a problem, but a disaster. Other typical mistake- the unnecessarily global nature of the problems raised, for example, the spiritual crisis in society, the low birth rate of the population, etc.
This is also where you link the objectives of your organization to the described situation. Mini-studies, an express survey of the population, as well as "copying a sample of someone else's experience" will help to choose a problem. As a rule, the experience of colleagues undergoes change and acquires the specific features of this institution.
The idea of the project should be real, based on the capabilities and resources of the library. It is necessary to present the prospects of project activities. When starting a project, it is necessary to clearly know who it is designed for, which organizations and categories of the population will take part in it or receive certain services.
The key concept of the project is the concept of purpose.
Target
For example:
Introduction of new information technologies in library activities.
The revival or preservation of the unique rites of a particular village or region.
Development information services for socially unprotected groups of the population.
The specificity of library projects lies in the fact that they are mainly aimed at providing or expanding information services for the population, creating a book theater, an amateur club, a literary subscription, etc.
As a rule, the goal of the project is one.
Tasks
For example:
Attract readers of preschool or other age to the library.
Organize children's leisure activities during school holidays.
Change the information component of the zone of free choice of books.
budget or estimate.
For example: purchase of equipment, expendable materials, encouragement of participants of events, etc.
Different philanthropists have different requirements for the budget, and accordingly, budget items may vary.
The most important thing in the budget is to show your own or attracted contribution, because any project budget is divided into 2 parts:
Amount requested
Contribution from other sources
Budget requirements:
Compliance with the narrative of the application, that is, whether it is real. For example: they ask for a video-two for the project, a projector, but nowhere in the description is there any use of media.
Balanced budget. Some experts look at the budget first, not the draft text. This is enough for them to form their own opinion.
The process of forming the idea (justification) of the project, determining the goals and objectives of the project includes an analysis of the situation, the scope of activities, opportunities human resources, the specifics human factor". The library analyzes its resources, the state of the SBA, establishes contacts with other organizations, develops advertising. From this, a logical chain for the implementation of the first stage of the project is built.
Second phase of the project:
Activities and methods (content)- includes carrying out promotional activities, drawing up a plan - a schedule of main events with deadlines and responsible persons. The necessary applications are compiled, the resource support of the project is thought out: premises, equipment, stationery, working hours, etc. Plan - a schedule of activities and a budget for it are planned simultaneously.
The third stage - implementation, control over implementation .
Successful project implementation is impossible without an efficient team.
Seven characteristics of an effective team:
- To communication and relationships;
- O common goals and values;
- M oral mood;
- BUT atmosphere of recognition and respect for all members of the group;
- H the presence of internal energy;
- D Achieving results with optimal performance;
- BUT absolute flexibility.
The fourth stage is the completion and analysis of effectiveness.
Analysis of the work done;
Demonstration of results to interested structures (partners, sponsors);
Expected results;
Project prospects
The project must bring tangible concrete results, that is, something that can be measured. Criteria can be quantitative and qualitative (carrying out specific events, publishing, methodological, promotional products; providing a certain group of readers services etc.) contains specific information (with indication of quantitative indicators) about the result of the project.
Project success factors:
Completion of the project on time and within budget,
Compliance with the requirements for the quality of the result,
A small amount of changes during the implementation of the project,
Saving the current work of the library, i.e. work on the project did not unsettle the library,
Ensuring the production culture and values of the organization.
Be sure to describe the prospects of the project, try to justify that it will continue in time after the provided funding is exhausted.
Reasons for failure:
unclear goals,
Lack of support from top management
Not very effective communication in the project,
Over-optimistic, project complexity,
Insufficient funding
Change of priorities in the work of the library,
Again referring to the conclusion of Dukelsky V.Yu. it follows that one project is not a project, two projects are half a project, three projects are a project.
Project scheme
Name.
Target.
3tasks.
Substantiation of significance.
The content of the events.
Expected results
Artist information:
Project prospects.
Estimate.
| № | Types of expenses | Calculations | Sum |
Monoprojects in the library sector are very diverse. They reflect a certain range of tasks and apply traditional methods and controls for the creation of such policy documents. Their implementation requires the formation of a single project team. The project must have support from other organizations, at least nominally. The partnership system in project activities is the cornerstone in its implementation.
Depending on the purpose, Monoprojects are divided into organizational, informational, innovative, managerial, research, technical, economic, social and mixed.
* Information project is a project prepared in accordance with the needs of users.
* Innovation project is a project that contains some kind of innovation, significant change, change.
* A marketing project is a project designed for a wide relationship with the public.
* A strategic project is a project that contains the planning of any activity for the long term.
* A partnership project is business project based on an agreement between individuals or legal entities with equal rights and obligations.
* Educational project- aimed at training, education, improvement of any knowledge and skills.
* Cultural and leisure project is a project that is aimed at organizing leisure activities for different categories of users. It successfully combines the practice of library work with the activities cultural center. It includes in its activities the holding of cultural and leisure entertainment events, literary and musical evenings, the organization of theaters of books, festivals, presentations, creative evenings, mass holidays, various exhibitions.
It can also be distinguished by volume small projects . Small projects are most often used in district and village libraries. They are simple, limited by resources and time frames. A significant part of them is designed and implemented in connection with certain significant events in a particular municipal district. As a rule, such projects do not require additional resources, and their completion time ranges from one month to a year.
A prime example of small projects is programs summer reading , which are being developed by many central district and children's libraries.
The selection of one area of activity does not affect the quality of service to readers. The library provides the entire population with a standard set of mandatory services and additionally provides for the needs of a specific group, or conducts in-depth work in one of the thematic areas.
Project activity unites, organizes and disciplines the team. These are the visible results of the work of a team of like-minded people. Not only library employees, but also readers are involved in the creative process without coercion. Profiling, programming and project activities - new approach to library services, one of the ways of self-development of libraries. At the center of the project should be a person and his interests.
Literature:
Kasenova, G. How projects are born. Doing, not intending // Bibl. a business. - 2009. - No. 18. - P. 13 - 14.
Lissitzky, A.V. Library design: express course // modern library. - 2010. - No. 7. - P. 9 - 15.
Molodtsova, A.V. Profiling and specialization of libraries is one of the ways of self-development, “discovering oneself” // Bibl. business - XXI century: scientific and practical collection. - 2002. - No. 1. - S. 193 - 210.
Mysovskaya, M.I. Different programs are needed // Library. - 2003. - No. 7. - S. 38 - 40.
JOY READING:
EXAMPLES OF PROJECT ACTIVITIES OF LIBRARIES
Posternak Larisa Ivanovna,
Head of IMO MRBUK "SMTSB"
A project activity is an activity that
learn by trial and error, step by step.
This is how, step by step, librarians improve their design skills. Many implemented projects and programs can be mentioned as examples of their creative developments.
For several years now, the Yashkinsky District Children's Library of the Kemerovo Region has been working on program "I know the world"(Bibliopole. - 2012. - No. 7). Librarians introduce children to the world around them, to the history of things, etc. Educational games and other activities that develop the horizons of kids and junior schoolchildren have been held here for a long time and regularly.
Among these events there are the most successful ones, which do not become less relevant over the years, but, on the contrary, arouse great interest among children and leaders of children's reading. It was they who were united in the program "I know the world." When working on the program, librarians listened to the opinions of teachers and parents - they often suggest interesting topics. So there were educational hours:"National emblem. Coat of arms of the family", "Journey into the past of the light bulb", "Safe New Year”,“ A country of very necessary professions ”; game - journey"In the world of Russian folk tales". Often the topics for meetings are taken from children's books and magazines, and sometimes they are born in a conversation with a reader - a child who has "one hundred thousand "Why?".
It is impossible to remain silent about modern technologies, with the help of which a child perceives information better if it is accompanied by illustrations. “The computer is not a competitor,” as one wise man said, and he was right. With a skillful approach, the computer will become a good assistant to the librarian.
From the first day of the appearance of the computer in the library, librarians have been using it in the program "I know the world." Young readers take it very well electronic presentations, slide - minutes, because the librarian not only tells, but also shows something interesting.
A small quiz is always prepared for the exhibition. When answering questions, children turn to books from this exhibition (often on the advice of a librarian), and then advise their friends to look into them too.
The Appendix to the article gives the forms, titles and topics of events held under this program from 2008 to 2012.
Like any creative work, reading activity grows out of the process of voluntary participation in some common cause. Therefore, in working with children, such forms as "Summer Reading Programs"(Library. - 2013. - No. 2).
During the holidays, the child is given lists of literature that needs to be read. Sometimes they are so saturated that children lose the desire to even pick up a book. Our task is to interest and activate them, to make the process of summer reading exciting. To do this, the employees of the Central Children's Library of Kungur Perm Territory offered the following programs:
The library posted an announcement on its website: “Dear Parents! Become an Active Member literary reading your child! Good book- “living”, “speaking”, “thinking”. Teach your kids how to interact with "smart" books. Read with the whole family! Information about the project was also placed here: the conditions of the competition, recommendatory lists of literature, thematic folders with tasks, and later - information about the results of the competition and the winners.
One of the conditions for participation in this competition is the right to choose what to read or not to read, to take part in the tasks or not. But in order to get to the final and become the winner, it was necessary to prove one's reading competence. And during the project, a lot of literary tasks aimed at working with the text have accumulated in thematic folders: “ Ecological tales for the little ones”, “Funny stories and poems”, “My favorite fairy tales”, “Amazing and incredible adventures”, “Environmental stories and stories”. Participants who scored maximum amount points, became holders of “Znayka” diplomas, the most active ones were awarded with “Znayka” badges: for the most reading and inquisitive.
The education of the child's senses begins with beauty. One of the main areas of work of the Central City Children's Library in Zheleznogorsk is aesthetic education under the motto: "To teach to see the beautiful, to enlighten the soul." Its employees have developed the program for the aesthetic education of preschoolers "Grow Up". The program is taught on several topics. The first one, “On the Road to Chitai-Gorod”, takes place in the form of a fairy-tale game – travel and is dedicated to the formation of the foundations of a reading culture in children. Children go to the fabulous Chitai-city together with the sorceress Chitalia. On the way, the guys meet a hero who arranges tests for them. In the form of a game, information is given about the rules for using the library, the book. The tour ends with a conversation about what was remembered during the trip, and an offer to play in the “library” at home or in kindergarten.
The next lesson "Colors and sounds of native nature" is devoted to the seasons in painting, music and poetry. It consists of three independently filmed and voiced video films” “Autumn is a wonderful time”, “Hello, guest - winter!”, “Admire, spring is coming!”. In the films, the music of Russian composers sounds, children admire the paintings of Levitan, Zhukovsky, Shishkin ... The poems of Pushkin, Pleshcheev, Fet sound ...
“In a certain kingdom, in a fairy-tale state” is the next theme of the “Grow Up” program. An exhibition is being arranged for the lesson: books, illustrations, toy heroes of fairy tales. Video footage is being used. A dialogue form of communication enhances the process of perception.
Russian decorative - applied art truly unique in its variety of materials, colors and patterns. Therefore, it is very important to instill in young readers a high sense of love for folklore, to reveal its uniqueness. The next lesson of the program “In the World folk art". Here, fragments of the documentary film "Folk Crafts" are used, a book and illustrative exhibition "Wonders of Folk Art" is arranged, which exhibits genuine objects of decorative and applied art. They conduct creative classes where children paint blanks of trays, jugs cut out of paper.
On the subscription of the Central City Library of Zhodino was created project "Books of the day", in which readers were introduced to the kaleidoscope public holidays, anniversaries and world events in the life of our planet.
The purpose of this project is to open the fund and promote the library's subscription books. This is primarily due to the development modern technologies, which allow you to get the necessary information without leaving your home. AT modern conditions the library is engaged not only in the issuance of books, but also in their active promotion and advertising. For this, the most various methods and forms of work. That is why the "Books of the Day" project is one of the most interesting innovations in the work of this library.
Daily photographs and information about interesting events, facts, holidays of the current day were placed on the stand, and books and magazines of artistic and industry content, directly or indirectly related to these events, are located on the rack nearby. The book exhibition is complemented by various attributes and souvenirs.
The library collections annually receive publications of local authors. In the Book of the Day project, we must strive to reflect this fund by highlighting the anniversaries of local writers. And it might work here. single effect, when several editions of the same work are put on the shelf.
Student's day, thanks to this project, was celebrated with special pleasure at the subscription. At the festival, users were offered to take simple tests to check their level of knowledge. Books and magazines with various educational games and tests were presented on the exhibition rack (“Playing Together”, “Latest Tests”, “100 Popular Professions”, “Cheat Sheet for the Lucky One”, etc.).
And on February 17, one of the recent initiatives of international charitable organizations is celebrated - Spontaneous Kindness Day. This holiday is of global importance and is celebrated regardless of citizenship, nationality and religious beliefs. On this day, librarians offer only the kindest and most cordial subscription books.
While working on the Books of the Day project, the employees sought not only to stimulate reading among subscription users, to help them improve their level of self-education and information literacy, but also to involve literature of little demand in the project, as well as to demonstrate the attractiveness and benefits of reading.
The richness of his spiritual world depends on the relationship of man to nature. From childhood, you need to educate a sense of nature. For four years, the Kemerovo Central Children's Library worked with children on its own program "Amazing miracle of nature". It consists of five stages of work:
Stage 1 - "Earth is a teardrop on the cheek of the universe." These are the first children's discoveries of the surrounding world: the "pearl" of the cosmos - the Earth, the "bewitching" stars, the "relatives" of the Earth - the planets.
Stage 2 - "How beautiful this world is, look." Landscape lyrics - admiring nature through the artistic word.
Stage 3 - "People's calendar - the cradle of the science of nature." How people lived in harmony with nature, observing its laws: acquaintance with Russian folklore, folk signs.
Stage 4 - "Instructive stories of the Old Man - Lesovichka." Ethics and nature: observation, experience and understanding by children of what they saw in nature, in literature.
Stage 5 - "Let's put the globe in order." What needs to be done to help not only animals survive, but people themselves. Councils of scientists, writers.
Each event was accompanied by illustrated material: photographs, reproductions, digital data, as well as librarians' and readers' own observations about forest life, plants and animals. Librarians with children recall their walks outside the city, read stories about natural phenomena, notes of naturalists. For the purpose of entertainment, riddles, proverbs, sayings, poems about nature are included in the conversation. Spend environmental quizzes and contests.
Social project for the improvement of human relations "Living Library" was born in Denmark. Russia first got acquainted with the project in 2011 in Yekaterinburg, and then “living books” were presented in Novosibirsk, Moscow, Nizhny Novgorod and other cities.
"Living Library" is a new, unusual format of communication. It works in the same way as any other, however, interesting, extraordinary personalities become “books” in it, readers are all library visitors, and reading is replaced by conversation.
"Living book" is a person who is ready to share with "readers" his personal experience and sincerely answer their questions. The purpose of such actions is to make up for the lack of communication in big cities and the cultural monotony in countryside. Such a project creates all the conditions for a meeting of representatives of various social groups without confrontation, without the danger of being offended and humiliated.
Any person or group of people who:
able to overcome life's difficulties and hardships (disabled people or people who have overcome diseases);
by their actions they cause admiration and gratitude of others (single fathers raising children on their own; families with adopted children);
have an atypical life history (travelers, inventors);
are specialists in rare professions or have achieved great success in their professional activities.
“We have not seen the war, but we know…”- this is the name of the project of the preschool and elementary school service department school age regional library for children and youth of Kursk. The purpose of this project is to preserve the memory of the great feat of the participants of the Great Patriotic War, education of patriotism among the younger generation, increasing interest in reading military literature.
The author of the project, a person who is not indifferent and creative, invited 40 children of primary school age to her place. They presented very interesting and valuable information, on the basis of which a children's handwritten book “We have not seen the war, but we know ...” was created. A total of 147 pages were written by children about loved ones who gave us all the Victory. Parents, grandparents, and teachers actively helped young authors. It was this unification of children and adults in the creative process that not only brought them closer, but for some time, as it were, returned the heroes of the Great Patriotic War to our days. In their stories, the children expressed their own attitude to the war and the Great Victory.
The library hosted a presentation of the handwritten book "The War We Have Not Seen, But We Know...", which was attended by participants in the Great Patriotic War, relatives of those about whom the young authors wrote. And later there was a presentation of the book on the local radio.
Literature:
Volneykina, L. "Forgotten Birthday": the implementation of the project "We read with the whole family" // The Library offers. - 2012. - No. 2. - S. 113 - 117.
Kasenova, G. How projects are born // Bibl. a business. - 2009. - No. 18. - P. 13 - 14.
Kurenko, T. The computer is not a competitor: work on the program "I know the world" in the children's library // Bibliopole. - 2012. - No. 7. - S. 35 - 37.
Maltseva, E. Fully armed with emotions, or self-realization through creativity
Medvedkova, N. An amazing miracle of nature: bibl. environmental programs
Meshcheryakova, S. "Grow Up": a program for preschoolers // Library. - 2003. - No. 7. - S. 70 - 71.
Rostovskaya, O. A Danish project in Russia: the Living Library project // Bibliopole. - 2013. - No. 11. - P. 5 - 7.
Smolskaya, G. Books of the Day: Project Implementation // The Library Offers. - 2012. - No. 2. - S. 48 - 53.
Khudokormova, O. "We have not seen the war, but we know ...": a project for preschoolers and primary school students // Library. - 2013. - No. 9. - S. 31 - 33.
Salsk, st. Lenina, 104
Sal Intersettlement Central Library
Phone: 7-35-62
Email: [email protected]
Opening hours: from 9 to 18 hours.
Closed Friday, in the summer
Sunday. There is no break.
Last Monday of each month is a cleaning day
· Project type: cognitive-ecological.
· Duration: long term (1 year)
· Project participants: children of the middle group, group educators, music director, parents of pupils.
· Educational areas:
knowledge, art, music, security
Download:
Preview:
Municipal budgetary preschool educational institution Kindergarten No. 54 of the Kiselevsky city district
Pedagogical project
"I know the world"
Educator: Slivko Oksana Fedorovna
Project participants:
Middle group children
Parents of children
Kiselevsk
2015
Project passport
- Project type : cognitive-ecological.
- Duration: long term (1 year)
- Project participants: children of the middle group, group educators, music director, parents of pupils.
- Educational areas:
Cognition, artistic creativity, music, safety
Relevance of development and implementation
Pedagogical project
From birth, children are surrounded by various phenomena of inanimate nature: on a summer day they see the sun and feel the warm wind; on a winter evening, they look with surprise at the moon, the dark sky in the stars, feel how the frost pinches their cheeks ... They collect stones, draw on asphalt with chalk, play with sand and water - objects and phenomena of inanimate nature enter into their life, are objects of observation and games. This circumstance makes it possible to systematically and purposefully familiarize preschoolers with the phenomena of inanimate nature. Moreover, it is simply necessary.
In nature, everything is interconnected: plants, animals, soil, rivers, air, etc. are inseparable unity - wildlife cannot do without inanimate nature. The plant exists only due to the fact that its roots penetrate the earth and absorb moisture and nutrients from it, the stem stretches upwards, and the leaves turn towards the sun, absorbing its light and heat. A plant needs air, moisture and warmth in such favorable conditions, it feels good: it grows, blooms, bears fruit and pleases the human eye.
The same can be said about animals: they, like plants, have vital needs, many of which can only be satisfied with the help of inanimate nature. Thus, animals as part of living nature have their own special relationship with inanimate nature.
In humans, the connection with inanimate nature is even stronger than in plants and animals. People need fresh air, for life and economy they need water, but not any, but only pure - natural or specially purified. Mankind has reached such heights in the development of civilization because it has learned to use Natural resources: extract coal, oil, ore, use clay and sand in construction, the manufacture of household items ...
Thus, all the phenomena of inanimate nature that surround a preschooler are the subject of a unified system of environmental education.
Understanding the importance of search activity in the development of children's cognitive activity, their intellectual abilities, I chose children's experimentation as one of the activities.
The proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand.” Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active introduction of children's experimentation into the practice of the work of preschool institutions.
Project novelty
Environmental education is a huge potential for the comprehensive development of the child. Along with the traditional methods of environmental education, the project involves the use of non-traditional technologies: the organization of experimental activities for children. The block of joint activities of the teacher and children is the main one in the formation of ecological culture in children.
Only with the full use of observations, experiments, experiments, conversations, ecological games, reading fiction of ecological content, including labor in nature in the daily life of children, we can talk about the formation of ecological culture in children of average preschool age.
As a result, the child naturally learns various complex ideas about natural phenomena and patterns. The use of an integrated approach in the environmental education of preschoolers through various activities forms a conscious attitude towards nature.
The implementation of the project involves the integration of work on moral and environmental education, health protection and artistic and aesthetic development of pupils. The work on the project is carried out in close cooperation between the educator and the parents of the pupils.
Project theme
Cognitive development of preschool children in the process of experimenting with objects of inanimate nature.
Objective of the project
Formation of the foundations of the ecological worldview and culture of children of middle preschool age by establishing the relationship between phenomena, characteristic features of inanimate and wildlife objects by involving children in experimental activities.
Object of study
The process of forming the foundations of the ecological worldview and culture of children of middle preschool age by involving children in experimental activities.
Subject of study:
Development of the cognitive and creative potential of pupils by involving them in experimental activities as a means of shaping the ecological culture of children of middle preschool age.
Hypothesis:
The process of forming an ecological worldview in children of middle preschool age will be more effective if they are purposefully involved in cognitive-search activities.
Project objectives
1. To develop observation and curiosity of children in the process of getting acquainted with the phenomena, features, properties, characteristic features of inanimate nature, their connection with objects of wildlife.
2. Use an integrated approach in the environmental education of preschoolers through various activities.
3. To enrich the developing environment in the ecological direction in the group.
4. Increase the pedagogical competence of parents on environmental education.
5. Form elementary natural-scientific ideas;
6. Expand the prospects for the development of cognitive-search activities of children by including them in mental, modeling and transformative actions;
7. Develop creative imagination, fantasy.
8. Form cognitive activity, logical thinking, independence.
Tasks for the teacher:
- Analysis and collection of information from various sources.
- Development of perspective and thematic planning by project.
- Creation of a subject-developing environment.
- Monitoring results.
Expected results:
The development of a person who is not indifferent, with an emotional and valuable aesthetic attitude to the world, which combines the qualities of morality, aesthetic taste, communication skills, empathy, imaginative thinking, and creative abilities.
Formation of a consciously correct attitude to objects of inanimate nature, ecological thinking;
The development of the mental abilities of children, which are manifested in the ability to experiment, analyze, draw conclusions;
Development of the desire to communicate with nature and reflect their impressions through various activities;
The development of a child's imagination, emotionality;
Vocabulary activation;
Expanding children's knowledge about the properties of inanimate nature and their role in the world around them;
Accumulation by children of emotionally positive experience of communication with nature;
Cooperation of parents, teacher and children in the implementation of the project;
Getting children to enjoy the work done in the team.
Reflection of activity:
Cognitive research activity reveals itself in a variety of creativity, and also, in creativity, there is a reflection of the impressions received. In the visual activity, natural materials of various textures and properties are actively used, which, in turn, develops the creative imagination and aesthetic taste of children.
In the ongoing games-experiments and experiments, the children themselves establish the causes of phenomena, connections and relationships between objects and phenomena, the natural world is fully revealed, because only by experimenting, children see how much we influence nature, and it is important to convey the truth by example , correctness, care, attention and kindness.
Interaction with children is necessarily built on the principle of subjective relations. The teacher and the child interact as partners. We try to respect the views of children.
To reveal the beauty of nature to a child and teach him to see it is a difficult task. To do this, we must be able to live in harmony with nature, and children, they are very observant and attentive, well distinguish positive and negative in the actions of adults. Ecological education, sincere love for nature means not only a certain state of mind, the perception of its beauty, but also its understanding and knowledge.
So, we see that the most important condition for the successful implementation of the project is the creation of an environment in which adults, by personal example, demonstrate to children the right attitude towards nature and actively, to the extent possible, participate in cognitive research activities with children.
Brief description of the project by stages.
Project type: group, cognitive - ecological.
Project duration: dlong term 1 year.
Project implementation timeline:September 2015 - August 2016
I Preparatory stage.
- Determination by the teacher of the topic, goals and objectives, content of the project, forecasting the result.
- Discussion with the parents of the project, finding out the possibilities, means necessary for the implementation of the project, determining the content of the activities of all project participants.
II The main stage of the project implementation.
1. Implementation of the work plan for all types of activities with children;
2. Interaction with parents to solve the tasks.
Creation of the club "Unexplored nearby".
- Once a quarter, joint "meetings" of the club (parents and children) are held in the form of entertainment, games - classes, leisure activities, consultations.
- Creation of an information space (information stand; design of a folder - movement).
3. A selection of works of art, didactic games on this topic
III. The final stage.
Diagnostics and summarizing the results of work.
- summarizing the work on the project;
- survey of parents on the topic: “What has your child learned? »;
- monitoring the quality of mastering the material by children;
- open class- entertainment for parents "What we have learned" (according to the results of the project)
- presentation of the project for teachers of the preschool educational institution, a message from the experience of working on the project.
Preliminary work:
- Acquisition of equipment for conducting experimental activities of children
- Identification of the level of knowledge of children on the topic of the project.
- Conversation with the parents of children about the goals of the project, their role in the successful implementation of the project.
- The study of methodological literature on the topic of the project.
Working methods:
- research: experiments, problematic issues, observations;
- visual
- verbal: conversations, reading literature, explanations, instructions, verbal instructions;
- simulation technology
- relaxation;
- gaming: (surprise moment, games)
- creative
Forms of work:
1. Conducting conversations and consultations with parents on the need to form children's ideas about the value of nature.
2. Conducting classes on familiarization with the outside world, artistic creativity
3. Targeted walks, excursions with children.
4. Games - classes in an experimental and experimental corner and a corner of nature.
5. Conducting classes-experiments.
Interaction with parents
The consciously correct attitude of children to nature is based on its sensory perception, emotional attitude towards it and knowledge of the characteristics of life, growth and development of individual living beings, some biocenoses, knowledge of the adaptive dependences of the existence of living organisms on factors external environment, relationships within natural communities. Such knowledge in the process of a child's communication with nature provides him with an understanding of specific situations in the behavior of animals, the state of plants, their correct assessment and adequate response.
One of the conditions for successful education of the foundations of ecological culture is not only work with children, but also with their families. Ecological education of preschool children can be considered as a process of continuous education of parents, aimed at the formation of an ecological culture of all family members. Environmental education (enlightenment) of parents is one of the most important and at the same time one of the most difficult areas of work of a preschool institution.
Forms of work with parents
AT joint work with parents, we widely use: consultations for parents, parent meetings, talks, thematic exhibitions, competitions, surveys, entertainment, holidays, competitions.
PERSPECTIVE PLAN OF THE CLUB "UNKNOWN NEARBY"
Month | Topic | |
October 2015 | Open game - occupation " autumn journey to the Sand Fairy" | Children, together with their parents, continue to get acquainted with some phenomena of inanimate nature in the fall: wind; learn to establish causal relationships according to signs; learn to use the properties of sand in order to develop an interest in natural phenomena, logical thinking, attention, a sense of color and fine motor skills of a child |
January 2015 | Consultation « Development of observation and curiositypreschool child through experimental games at home" | Informing parents on how to properly provide full environmental education child of middle preschool age. Continue to introduce games to study the properties of objects and phenomena of inanimate nature, which will be used by parents at home |
April 2016 | Leisure "Spring is in a hurry. Drops are ringing." | We continue in unconventional form(entertainment: together with children) to acquaint parents with the possibility of using elementary experiments at home to expand children's ideas about some properties of such an inanimate phenomenon as water and its significance for humans, animals, and plants. |
July 2016 | "Nature Sorceress" (final) | Joint game lesson - the trip is carried out on the street (on the site). Parents learn together with their children, using previously acquired knowledge aboutphenomena, features, properties, characteristic features of inanimate nature,create images of nature natural material with the aim of developing creative thinking, imagination, emotional perception of pictures of nature. |
Based on conceptual approaches and taking into account the characteristics of children, I have developed and tested a cycle of developmental activities. The practical significance lies in the use of the developed material in various forms and educational fields children's activities.
The choice of a priority form of work with children depends on seasonality, the interest of children in the proposed activity, their age characteristics, and conditions.
PROSPECTIVE-THEMATIC PLANNING OF EDUCATIONAL ACTIVITIES WITH CHILDREN
Month | Section of educational activities | Themes of game-lessons | Target |
September | Cognition. | "Hourglass" | Reveal the properties of pitch and clay |
"Let's Plant a Tree" (Observation on a walk) | Determine the properties of sand and clay: flowability, friability. |
||
Cognition. | "The sun moves across the sky" | To expand the knowledge of children about the seasons, the main signs of autumn. Form temporary concepts: day, parts of the day. |
|
Artistic creativity. Drawing. | "Images of the earth. Path of autumn leaves." | To acquaint children with the techniques of drawing by the method of mosaic stroke, sticking. (A leaf fell to the ground - a smear fell on a leaf). To consolidate children's knowledge of the seasons: autumn. |
|
October | Cognition. Experimental - experimental activity | "What color is water?" | Determine the properties of water. Water can heat up and heat other objects. Water is a solvent for odorous and coloring substances. |
"What are the stones" (Observation on a walk) | To acquaint with a variety of stones, their properties. |
||
Cognition. Acquaintance with the surrounding world. | "Secrets of the autumn forest" | To form in preschoolers an interest in the phenomena of inanimate nature: the sun, the moon, the stars. Encourage to establish the relationship between the phenomena of inanimate and living nature. |
|
Artistic creativity. Drawing. | sky images "Rain" | To teach children to figuratively reflect impressions of life around them in drawings, conveying the image of rain. |
|
November | Cognition. Experimental - experimental activity | "Where You Can Find Air" | Detect air in objects |
"Where You Can Find Air" (Walking Observation) | To give children an idea of the air, that it is all around us. |
||
Cognition. Acquaintance with the surrounding world. | "Wind, you are mighty wind" | Introduce children to the phenomenon: wind. Encourage children to establish causal relationships according to signs. |
|
Artistic creativity. Drawing. | "Images of the Earth. A carpet of autumn leaves." | Continue to acquaint children with the techniques of drawing using the mosaic stroke method, sticking. (Hand moves up and down). To consolidate knowledge about objects and phenomena of inanimate nature in the fall. |
|
December | Cognition. Experimental - experimental activity | "Interaction of water and snow" | To introduce the two states of aggregation of water (liquid and solid). Compare the properties of snow and water; test the ability of snow to turn into a liquid state under the influence of heat. |
Do plants need snow in winter? (experience on a walk) | Determine the dependence of the state of plants on the conditions of nature. |
||
Cognition. Acquaintance with the surrounding world. | "Where Snowmen Winter" | To form in preschoolers an idea of the time of year: winter. Make simple connections between seasons and weather. |
|
Artistic creativity. Drawing. | "Images of the winter sky. What is the sky like in winter? Colors of the sky." | Show gouache techniques for obtaining different shades of the sky. To consolidate in children ideas about the phenomena of inanimate nature in winter. |
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January | Cognition. Experimental - experimental activity | "Magic Mitten" | To acquaint children with a magnet, to reveal its ability to attract certain objects. |
"How to warm your hands" (experience on a walk) | Identify the conditions under which hands can warm up: friction, movement, keeping warm. |
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Cognition. Acquaintance with the surrounding world. | "Fire is friend, fire is enemy" | To acquaint children with the controversial phenomenon of nature - fire. Form the right attitude towards him. Consider different options for dealing with fire. |
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Artistic creativity. Drawing. | "Images of the winter sky. Clouds" | Continue to introduce the techniques of working with gouache paints when depicting clouds, consolidate knowledge about some phenomena of inanimate nature - wind |
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February | Cognition. Experimental - experimental activity | "Why are there different stars in the sky?" | To understand the dependence of the illumination of an object on the strength of the source and the distance from it. give children the concept of stars. |
"Light around us" (experience on a walk) | To give children an idea that light sources can belong to the natural and man-made world. |
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Cognition. Acquaintance with the surrounding world. | "Lute" | Continue to acquaint children with the phenomena of inanimate nature: February - lute month. To consolidate knowledge about the signs of the seasons. |
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Artistic creativity. Drawing. | "Images of Trees. Spruce is washed with snow." | Learn how to mix blue and yellow to make green. Recall the methods of applying paints using the mosaic smear method. Clarify children's ideas about the phenomenon of inanimate nature: snow. |
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March | Cognition. Experimental - experimental activity | "Where is faster?" | Identify the conditions for changing the aggregate states of a liquid (ice - water, water - ice) |
"Where the first thawed patches will appear" (experience on a walk) | Establish the dependence of changes in inanimate nature with seasonal changes. |
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Cognition. Acquaintance with the surrounding world. | "Hurries drops, rings drops" | To acquaint children with the signs of spring and establish the simplest relationships: the sun is shining, drops are ringing, thawed patches appear ... To cultivate love for nature, the desire to protect it. |
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Artistic creativity. Drawing. | "Images of the sky in early spring. Red sun." | To acquaint with the techniques of working with red and yellow gouache paints, pay attention to the fact that when mixed they turn into orange. To consolidate the knowledge of preschoolers about the signs of spring. |
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April | Cognition. Experimental - experimental activity | "When does it happen?" | Continue to establish the dependence of the illumination of the object on the strength of the source. |
"Why do plants need light" (Experience in a corner of nature) | Show the children that plants need light to grow. |
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Cognition. Acquaintance with the surrounding world. | "Daylight hours" | To expand the understanding of preschoolers about the phenomena of inanimate nature and the man-made world: sunlight, lighting. Encourage children to differentiate objects of the man-made world and nature |
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Artistic creativity. Drawing. | "Images of trees. The tree talks to the sun." | To introduce the techniques of working with drawing charcoal, depicting trees of different heights on a white sheet of paper. Fix the techniques of working with red and yellow gouache paints; knowledge about some phenomena of inanimate nature in spring. |
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May | Cognition. Experimental - experimental activity | "What are the stones" | Continue to acquaint preschoolers with a variety of stones, their properties and features. |
"Where the water hid" (Experience on a walk) | To consolidate the knowledge of children that sand and clay absorb water in different ways. |
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Cognition. Acquaintance with the surrounding world. | "Water Helper" | Continue to acquaint children with the phenomena of inanimate nature - water. Expand understanding of the properties of water and its significance for humans. encourage children to conduct elementary experiments with water. |
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Artistic creativity. Drawing. | Images of nature. Generalizing lesson. Admiring pictures of nature. Nature is an artist." | Create an atmosphere of emotional perception of pictures of nature, causing children to admire what they see (attracting musical and poetic images). Show how to work with natural materials. |
In the course of working on the project, we try to generalize and enrich the experience of children in the field of environmental education.
During the project Special attention we devote to the enrichment of the dictionary and replenishment of the vocabulary, as well as the development of the cognitive activity of children, their creative potential.
In the course of experimental activities, children develop imagination, thinking, and the skills of elementary research activities are formed.
Future perspective:
Develop a project “I know the world” for children of the senior and preparatory groups.
Although the most significant thing in the mental development of a child occurs at the stage of early age, it is necessary to purposefully engage in experimental activities at the next stages of the personality formation of babies.
Continuing in the future the development of cognitive and creative activity through the involvement of preschoolers in research work, the educator prepares children for a very difficult stage in their life - the school years.
Methodological support of project activities:
- Alekseev, V.A. 300 questions and answers on ecology [Text] / A.V. Alekseev. - Yaroslavl: Academy of Development, 2002 - p.7-16.
- Andrienko, N.K. Play in the environmental education of preschoolers [Text] // Preschool Pedagogy.–2007.– No. 1.–P.10–12.
- Barannikova, E.E. Fairy-tale games in environmental education [Text] / E.E. Barannikova, I.L. Rumyantseva, N.I. Appolonova // Modern kindergarten.–2008.–№ 4.–S.
- Bezgina, E. Do not destroy, but create [Text] / E. Bezgina // Preschool education. - 2003. - No. 7. - P. 54-55.
- Bogomolova, N.I. Developing environment in the environmental education of preschoolers [Text] / N.I. Bogomolova // Educator of a preschool educational institution.–2009.–No. 5.–P.19–21.
- Bondarenko T.M. Ecological activities with children 5 - 6 years old. A practical guide for educators and methodologists of preschool educational institutions. - Voronezh: TC "Teacher", 2008
- Bondarenko, A.K. Didactic games [Text] / A.K Bondarenko // Preschool education.-2005.- No. 7
- Preschool Education #10 2003
- Preschool Education #11 2003
- Preschool Education No. 7 2000
- Dybina O. V., Rakhmanova N. P. and others. The unknown is nearby. Entertaining experiences and experiments for preschoolers. - M.: Creative center, 2004.
- Evdokimova E.S. Design technology in preschool educational institutions. - M .: TC Sphere, 2008.
- Internet resources.
- Karpukhina N. A. Notes of classes in the middle group of kindergarten. Acquaintance with the surrounding world. - Voronezh, 2009.
- Nikolaeva S.N. Education of ecological culture in preschool childhood.- M .: New school. 1995.
- Ryzhova N.A. Magic water. Teaching and methodological kit for environmental education of preschoolers. - M.: LINKA - PRESS, 1997.
- Solomennikova O.A. Classes on the formation of elementary ecological ideas for the middle group of kindergarten. Abstracts of classes. - M .: Mosaic - Synthesis, 2008
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