Themes of projects in kindergarten according to the Federal State Educational Standard. Design work in the senior group of dhow "wintering birds". Project Implementation Mechanism

Projects in kindergarten became especially relevant after new educational standards were introduced into preschool education.

John Dewey, an educator, psychologist and politician, is considered the founder of project technology.

What is a project activity

The essence of this pedagogical technique is that the teacher comes up with a project aimed at solving a specific research problem. Then it is introduced into work with children. Toddlers are happy to engage in search activities.

Kindergarten project in senior group involves joint creative or play activities aimed at developing initiative, independence, purposefulness, and responsibility in the younger generation.

Design stages in a preschool educational institution

There are five stages:

• formulation of the problem by the educator, indication of the purpose of the work, selection of tasks;
• planning activities aimed at achieving the goal;
• search for scientific information, involvement of pupils' parents in the work;
• presentation of project results;
• collection of reports: diagrams, drawings, photographs in the portfolio.

The teacher himself performs the last stage, accumulates the materials of his pupils.

Project types

What projects can be used in kindergarten? Consider the main options:

• creative projects, involving the study of the problem, the demonstration of the results obtained in the form of a theatrical performance;
• role-playing types in which, to solve the task, children act in the images of fairy tale characters;
• creative research projects aimed at solving the problem in the form of a newspaper, design;
• informational and practice-oriented options, involving the collection by the guys of the information necessary for the design of the group.

When choosing forms of work, the teacher should take into account the individual age characteristics of preschoolers. Toddlers are characterized by increased motor activity, so projects are associated with gaming activities.

Classification

All projects in kindergarten are divided by duration into:

• short-term (several classes);
• long-term (during the academic year).

The teacher can work both with one child (individual activity) and with a group of preschoolers (collective work).

The project in kindergarten in the senior group is great way involvement of children in active creative activity. Such work contributes to the formation of cognitive interest in preschool children, helps the educator to build for each pupil.

For example, projects in kindergarten allow children to correct speech problems and develop communication skills.

An example of a project in a preschool educational institution

How to organize activities? In order to answer this question, we present finished projects in kindergarten. For example, in some preschool institutions there are special speech therapy groups.

The project on the theme "Onions: tasty, healthy, interesting" is designed to develop the ability to find certain information, write reports, and design newspapers.

Among the main tasks that the educator sets:

• expanding the ideas of preschoolers about varieties, the place where onions grow;
• the formation of the child's skills and abilities to prepare a retelling;
• increasing the interest of parents in the creative activities of kids.

Similar projects in kindergarten contribute to joint activities children and adults. The result will be the creation of an informational newspaper about onions.

The participants of this project will be preschoolers, their fathers and mothers, a teacher, a music worker.

Finished projects in kindergarten involve the use of special equipment, visual materials. For example, the project under consideration will require seedlings, working equipment.

In the information corner, the teacher adds material on a topic related to onions: proverbs, riddles, growing tips.

You can start such a kindergarten group project with a role-playing game in which children choose their own responsibilities. Someone will plant onions, another kid will water. They also choose a child (a group of children) who will engage in creative activities: applications, drawings.

Action plan

The teacher organizes an exhibition of children on the theme "Work in our garden." Information material is selected for her: postcards, newspaper clippings, didactic games, fiction.

The medical officer prepares for parent meeting lecture on the benefits of onions. The teacher chooses with the guys the topics of the messages on which they will draw up creative work.

After the completion of the project, the results of the activity are summed up, a newspaper is issued, delicious onion dishes are presented.

The music worker organizes the accompaniment of the awarding ceremony for the best chefs.

Conclusion

Small projects in kindergarten are an integration version of the educational program. This technique is associated with the use of various techniques that contribute to the deep development of the topic. Project work helps teachers to improve the efficiency and effectiveness of the educational project.

As part of the implementation of projects in state preschool institutions according to the second generation of the Federal State Educational Standard, kids receive the skills of independent work, the teacher acts as a tutor.

The process of solving the task set by the educator is so captivating for the preschooler that he learns to plan work, control individual stages, and predict results. Among the main tasks that the project methodology successfully solves, we note the stimulation of the natural curiosity of preschoolers by increasing their self-esteem.

Toddlers who took an active part in research activities in a preschool educational institution are much more successful and more active than their peers during school life.

Research projects for preschoolers

Project "Milk and dairy products"

Maksutova Yu. I. teacher of the highest qualification category, 2012

Brief summary of the project.

This project is the organization of work to familiarize children with the value and benefits of milk and dairy products, understanding the importance of milk in the nutrition of a growing child's body.

This work was carried out through search and research, integration activities in the process of various forms of work aimed at expanding the potential of children's creative and intellectual abilities through the activation of children's life.

The project is research and creative, designed for a period of 1-1.5 months for children of the older group, teachers and parents, including several stages.

Relevance.

Milk is an essential and indispensable product of baby food. It is in its own way chemical composition and biological properties has an exceptional place among animal products used in the nutrition of children of all age groups.

Unfortunately, not all children are happy to drink milk and eat milk-based dishes. Children don't understand

the importance of milk and dairy products in the development of the human body.

Therefore, we, adults, must help children discover the valuable qualities of milk, its significance for the development of the child's body.

My children and I decided to see where else milk is found? Why does a person need milk?

Purpose: to enrich children's knowledge about milk, as a valuable and useful product for the growth of a child's body.

Tasks: To expand the horizons of children about milk and dairy products.

To form research skills in children (search for information in various sources).

To develop a cognitive interest in research activities, the desire to learn new things.

To develop the ability to work in a team, the desire to share information, to participate in joint experimental activities.

To form in children a conscious attitude towards healthy eating.

Involve parents in the project.

Hypothesis.

If children learn more about the value of milk and dairy products through their own research activities, then they will understand that milk is a valuable food for the child's body and they will have a desire to eat it.

The project is based on the research method of teaching. This is a method in which children learn to conduct independent research, learn to collect available information about the object of study, record it, and expand their horizons. Children develop creativity and the ability to express their definitions, develop thinking and speech.

The main feature of research learning is activation educational activities children, giving it an exploratory, creative character, and thus transfer the initiative to the child in organizing his cognitive activity. (A. I. Savenkov "Children's research as a method of teaching older preschoolers" Moscow, "Pedagogical University" First of September ", 2007)

Research methods:

Observation;

Search work (from various sources of information);

Experimentation.

Before starting the project, I used the “Three Questions” method to determine the degree of children's knowledge about milk and dairy products. Its purpose is to identify the degree of awareness of children before the start of the project and compare knowledge at the end of the project. Together with the children they discussed what they know on this topic, recorded the answers in the table. Then I asked what they would like to know? Also recorded the responses. Invited the children to think about how to find answers to questions? The children decided to ask adults, read in books, learn from TV shows, conduct experiments, go on an excursion to the store. The third question is: What did you learn? ” was asked at the end of the project, which helped me draw the right conclusions and understand what the children had learned.

What we know about milk What we want to know What we have learned

Milk is given by a cow

The cow lives in a barn

The cow grazes in the meadow and eats grass

White milk, sold in the store

Porridge is made from milk

A car brings milk to the store

Cottage cheese is made from milk - How a cow gives milk

How milk gets to the store

What other products are made from milk

What is useful in milk

What can be made from milk - Cows live on farms, people take care of them (cattlemen, milkers)

Milk is brought to the store from a dairy, where it is processed and dairy products are made.

Milk contains vitamins and minerals, fats, carbohydrates, proteins

You can cook different dishes from milk: pancakes, scrambled eggs, pies, bread, porridge, add to mashed potatoes

Milk is good for the growth of the child's body

The project was carried out in several stages.

Preparatory stage (2 weeks).

Creation of a developing environment;

Selection of methodological and fiction on this topic;

Development of classes and an action plan on the topic of the project.

At the preparatory stage, she brought to the attention of parents the importance and significance of this topic. Together with parents, we created a developing environment in the group. Children brought milk and dairy products from home to decorate the Merry Cow development stand, play material. We selected methodological and fiction literature on the topic, made visual illustrated material (pictures, clippings from magazines depicting dairy products and milk-based dishes, game material. We made an action plan for the implementation of the project. Developed a series of classes devoted to studying the properties of milk.

II. Practical stage (3 weeks)

To expand children's knowledge about milk and dairy products;

Develop cognitive interest and research skills;

To promote the ability to work in a team of adults and peers.

Together with children, she conducted experiments and experiments with milk and dairy products, revealed the properties of milk, tasted dairy products, mixed milkshakes, made yogurt, baked pies. A cycle of classes was held dedicated to milk and dairy products, the problem of healthy nutrition. We went with the children on an excursion to the store in the dairy products department.

In productive activities, the children drew on the theme “Far away in the meadow, cats graze ...”, “A house in the village”, designed cows from paper, made the “Dairy Products” mobile, drew posters, created albums with drawings. Together with the children, a model of a glass was made with tubes indicating the composition of milk: proteins, fats, carbohydrates, and minerals.

They played role-playing games "Farm", "Dairy Products Store", didactic games "The Fourth Extra", "Guess the Taste", "Labyrinths".

In the speech direction, work was done on compiling stories about dairy products, cows. Together with the children, they read stories, fairy tales, nursery rhymes that tell about milk and cows, learned poems and dramatizations.

Conversations, leisure and entertainment were held on the formation of the value of a healthy lifestyle in children.

The children were given homework: to explore the refrigerator at home and find dairy products in it, visit the dairy department with their parents in the store and see the variety of dairy products. In the group, the children shared their impressions. Thus, we found out which dairy products are preferred in the families of our pupils. Also, parents were invited to participate in the exhibition "Milk - the health of the whole family", which presented joint drawings, crafts, posters of children and parents.

III. Final stage (1 week)

Summarize the knowledge of children on this topic;

To educate children and their parents about the need for healthy way life and positive emotions.

The presentation of the project was held in the form of a milk festival, which was attended by parents and children of another age group. The informational material was presented in the form of poems read by children, games, songs and dances, as well as a surprise moment (a cow with Milky Way chocolates came to visit the children).

As a result of working on the project, the children expanded their knowledge about milk and dairy products, learned that milk is not only tasty, but also a valuable product for baby food. Children acquired the skills and abilities of research activities: to search for and collect information, analyze, systematize and draw conclusions, the skills of mutual assistance, support and close communication with adults and peers appeared. Increased interest in the knowledge of the world around. All this contributed to the self-development of the personality of each child, the education of purposefulness and self-respect in him.

The novelty of the project lies in the unusual nature of the subject, the relevance of the topic and the use of the search and research method in the course of the project.

The practical significance of the project lies in its development and implementation in the educational process in preschool educational institutions, in the use of practical experience by teachers of the city and district.

So, we came to the conclusion that the introduction of research methods into the educational process of kindergarten is today one of the main ways of cognition, which most fully corresponds to the nature of the child and the modern tasks of his development.

Giving preference to the project method of teaching, I thus create the conditions for the self-realization of children.

For me, project activity is a kind of specific form of creativity, an effective means of professional and personal development and my creative manifestations.

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Search and research project for older preschoolers "Zimushka-winter"

Project "Zimushka - winter

The project was developed by Dobryakova Olga Viktorovna,

art teacher

MBDOU "Kindergarten No. 2 of the combined type", Mikun

Project type:

Search and research, creative, practice-oriented, children's with the participation of parents and teachers, Group children's search and research, creative project.

Project theme:

"Zimushka - winter."

Objective of the project:

Formation of children's ideas and knowledge about seasonal changes in nature in winter;

Development of skills to convey the impressions received in productive activities.

Project objectives:

To form children's ideas about seasonal changes in wildlife and inanimate nature in the winter;

Develop monologue, dialogic polylogical, coherent speech, replenish vocabulary;

Learn to portray winter nature, use different visual materials, draw with non-traditional techniques;

Promote interest in search and research activities;

Contribute to the development of children's creative abilities, their imagination, logical thinking, the ability to notice changes in nature;

Determine the steps to implement the project;

To cultivate a caring attitude towards nature, a desire to take care of birds and animals.

Educational area: artistic creativity, cognition, communication, reading fiction, music.

Project duration: medium-term: 2 months.

Dates: 01. 12.-31.01.

Project participants: children middle group, parents, educators, music director, art educator.

Relevance of the topic:

This topic of the project will never lose its relevance and practical value, since it meets the principle of seasonality, on which the entire pedagogical process is built in preschool institutions (organizations).

The project allows you to expand, enrich, systematize and creatively apply children's knowledge about seasonal changes in nature and in people's lives during the winter season; introduces winter holidays, features of their celebration;

contributes to the development of interest in search and research activities.

"Zimushka-winter" covers everything educational areas; provides all project participants with more opportunities for creative implementation.

The project is unique in that it is inextricably linked with everyday life: nature itself provides materials for observation, research, experimentation and creativity.

Winter is the time for games, fun, entertainment, New Year and Christmas holidays, which allows you to have fun, with imagination and usefully spend this time of the year.

Project Implementation Plan

Topic selection.

Acquaintance of children with seasonal changes in nature in the winter season,

Definition of steps for the implementation of the project.

Area artistic creativity

"We are the creators of beauty."

Preparatory

Creation of a developing environment (selection of methodological literature, board games, audio recordings, cartoons, fiction, proverbs, sayings, riddles, illustrations, reproductions of paintings).

Preparation of materials for artistic creativity;

Drawing up a plan of joint activities with children.

Search and research.

Purpose: consolidation and expansion of ideas and knowledge about seasonal natural phenomena through the search and research activities of children.

To give an idea of ​​the way of life of birds and animals in the winter;

To develop in children the desire for research activities;

To cultivate a caring attitude towards animate and inanimate nature;

Involve parents in the implementation of the project.

artistic and creative.

Purpose: Development of artistic and creative abilities of children.

1. Develop aesthetic perception, color perception.

2. Improve technical skills in drawing, modeling, appliqué:

In drawing: to teach children to convey the image of winter in various techniques, to use a variety of materials.

In modeling: to learn to convey images in a stucco image using different methods and materials.

In the application: learn to create a paper composition using different techniques.

In music: learning songs about winter and dancing for the holidays.

Encourage independent creativity and imagination.

Final.

Purpose: generalization, systematization of children's knowledge about the winter season and holding the final event "Winter-Winter".

To consolidate the knowledge of children on a given topic;

Develop interest and desire to observe seasonal changes in nature;

Organize an exhibition of children's creative works.

Hold a competition for expressive reading of poems about winter;

Drawing up an album with children's drawings about winter;

Host winter holidays.

Expected Result.

Expansion and enrichment of children's knowledge about seasonal changes in nature in the winter season.

Formation of children's cognitive interest in the course of joint practical activities with a teacher.

The formation of monologue, dialogic and coherent speech of children, enriching it with epithets, new words and expressions.

Formation of artistic abilities of children in the course of joint creative activity with adults.

The use of new winter games and entertainment by children, the ability to use them in independent play activities.

Reading by heart poems about winter.

Involving parents in the creative process of working with children, strengthening interest in cooperation with the kindergarten.

Project activity product:

Contest of expressive reading of poems about winter.

Competition of crafts from different materials and in different techniques "Santa Claus Workshop" (joint creativity of children and parents).

Exhibition of children's drawings "Zimushka - Winter came to visit us" and "Happy New Year! ".

Compilation of an album with children's drawings on a winter theme: “Winter Forest”, “Winter painted all the houses with white paint”, “Trees in winter clothes”, “House in a winter forest”, “Fairytale forest”, “Birds”, “Such different snowmen ", "Soon soon New Year! ”, “Sorceress winter”, “Snowflakes”, “Patterns on glass”, “Christmas tree”, “Round dance at the Christmas tree”,

Crafts from plasticine: “Christmas trees”, “Penguins on an ice floe”, “Hut in the winter forest” (relief, “Snowflakes are spinning”, “Who lives in the winter forest?”, “Father Frost and the Snow Maiden”, “Symbol of the New Year - snake".

Application: “Snowmen”, “Hare at the Christmas tree”, “Christmas balls”, “Decorate the Christmas tree”, “Who does not sleep in the forest in winter? ”,“ Snowflakes are spinning ”, etc.

New Year's party "Visiting Santa Claus".

Holiday "Christmas Miracle".

The final event "Zimushka-winter".

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Research project for children of senior preschool age "Invisible Air"

Project "Air is invisible"

Project type: research, short-term

Relevance:

Air is a magician that can perform many miracles. He can raise a sunken ship from the seabed, make possible the smooth flight of an airship and the rapid movement of aircraft. The preschooler has lived in the world for several years and is used to meeting the air everywhere.

But to learn on your own, to study its properties, to find out what the child has not thought about or guessed before is not yet within his power.

Currently, in connection with the revision of priority forms and methods of teaching in preschool education it is the methods that develop children's abilities for the initial forms of generalization, inference, and abstraction that predominate. And that method is experimentation.

The task of adults is to help children form in the child an active desire to experiment; create optimal conditions for the development of creative, independent and joint activity of pupils through a variety of experimental, artistic activities.

Project participants: children of the eldest speech therapy group, group educators, parents.

Objective of the project:

To form in children the desire to independently conduct an experiment with air and use the results in further activities.

Tasks:

1. contribute to the enrichment and consolidation of children's knowledge about the properties of air, expanding children's understanding of the importance of air in the life of humans, animals, plants;

2. to teach children to conduct elementary experiments with air; explore its properties, establish connections, changes;

3. organize the knowledge of children on the topic "Air" through an independent search;

4. familiarize with the environmental problems of the air;

5. to develop cooperation skills in children through involvement in various activities with children and adults;

6. to cultivate a culture of communication, to intensify the speech activity of children.

7. develop creative activity in creating artistic images using the properties of air.

8. develop cognitive activity, creativity, imagination, thinking, fantasy, communication skills.

Project implementation timeline- 3 months.

Stages of project implementation.

Preparatory stage:

Study and analysis of the level of development of children's cognitive abilities, skills and abilities of research activities and creative design. Identification of the level and effectiveness of planning educational work, analysis of the organization of a subject-developing environment, analysis of the effectiveness of working with parents to enrich and consolidate children's knowledge about the properties of air.

Modeling stage:

Selection of methods, forms of work with children, parents of pupils, educators, creation of an effective subject-developing environment in the group, creation of an information space for parents, selection of diagnostic methods.

Main stage:

Implementation of the tasks set, development of diagnostic, methodological, practical material, determination of the most effective methods and methods of working with children, parents, kindergarten teachers to organize natural-scientific observations and experiments with children.

Control stage:

Analysis of the work done, monitoring the level of development of children's research skills, determining the level of competence of parents in organizing natural-scientific observations and experiments with children at home, the desire to cooperate with preschool teachers.

Expected result:

1. Presentation of work experience on the pedagogical council of the preschool educational institution.

2. Organization of the photo exhibition "Air and Us".

3. Creation of the album "Air around us"

4. Organization of the group exhibition “Everyone needs air”

5. Conducting a lesson together with the parents of the pupils: "Air is invisible"

As a result of the project, children will know:

1. Where is the air.

2. The role of air in human life.

3. The role of air in the life of animals.

4. The role of air in plant life.

5. Why air is needed.

6. Properties of air.

7. Ways to purify the air.

8. Rules of the young researcher.

As a result of the project, children will be able to:

1. Perform actions to organize experiments with air.

2. Ask questions, look for answers.

3. See a problem on a specific topic.

4. Formulate a goal, plan tasks.

5. Make hypotheses and test them.

6. Select funds and materials for independent activities.

7. Conduct feasible experiments and draw appropriate conclusions.

8. To draw up the results of experiments in the form of the simplest schemes, signs, drawings, descriptions of the conclusions.

Main areas of work:

1. Working with children.

2. Working with parents.

3. Work with employees.

4. Work to improve the subject-developing environment.

Project Implementation Mechanism

Work with children

(planned and carried out throughout the day, through all activities):

Classes of direct educational activity (GCD) from the educational field "Cognition"

Experimental activities of preschoolers.

Search and research activities.

Organization of games: didactic, desktop-printed, verbal, creative, role-playing.

Organization of labor activity.

Organization of artistic and speech activity.

Organization of visual activity.

Looking at pictures and illustrations.

Organization of walks.

Reading works of art.

Crossword work.

Exhibition of children's drawings.

Creation of the Museum "Air World"

Working with parents:

Questioning.

Making folders - movers, folders - clamshells.

Organization of joint activities: making attributes, games, homework, participation in entertainment.

Compilation of crossword puzzles.

Selection of artistic words, riddles.

Exhibition of drawings.

Exhibition of illustrations and photographs.

Individual conversations.

Work with employees:

Seminar - workshop "How to introduce children to the phenomena of inanimate nature (for example, air)"

Consultation "How to create an air museum"

Development teaching materials within the topic ( advanced planning, questionnaire)

List of used literature:

1. Burykina M. Yu. Introduction to the world of inanimate nature of preschool children. Bryansk 1995

2. Vinogradova N. F., Kulikova T. A. Children, adults and the world around. 1993

3. Journal of preschool education No. 3, 1999. Page 23-30.

First, we created the conditions for conducting experiments with air. We got a whole laboratory, as it included all areas of experimental activities in the senior group.

For experiments with children, we purchased medical caps, and made aprons and sleeves from large dense garbage bags.

Cut out the neck and holes for the hands. It turned out the form of scientific workers.

We conducted a series of experiments with the children with air: "Catch the air", "Air moves", "Air has weight", "Air is lighter than water", "Air has no smell".

Cards were made to fix the properties of air.

Most of all, the children liked the game: "Who will blow the biggest soap bubble"

Parents who could not come to the final lesson "Air is invisible" were looking forward to when we put photos from this lesson on the website.

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Projects in kindergarten

Projects in a preschool educational institution

The implementation of any project in a preschool educational institution can be divided into certain stages:

First stage

At the first stage, the educator formulates the problem and goals of the project, after which the product of the project is determined. Introduces children to a game or plot situation and then formulates tasks.

The tasks of children at this stage of the project implementation are: entering the problem, getting used to the game situation, accepting tasks and goals, as well as supplementing the tasks of the project. The last point is very important because one of the important tasks the teacher is the formation of an active life position in children; children should be able to independently find and identify interesting things in the world around.

Second phase

At this stage, the teacher (in addition to organizing activities) helps children to competently plan their own activities in solving the tasks.

Children are united in working groups and there is a distribution of roles.

Third stage

The educator, if necessary, provides the children with practical assistance, as well as directs and supervises the implementation of the project.

Children develop a variety of knowledge, skills and abilities.

Fourth stage

The teacher prepares a presentation on the activities of a particular project and conducts it.

Children actively help in preparing the presentation, after which they present the product of their own activity to the audience (parents and teachers).

Project classification:

Currently, projects in the preschool educational institution are classified according to the following criteria:

By topic

They differ in subject matter (creative, informational, game or research) and ways of implementing the results.

By composition of participants

They differ in the composition of groups of project participants - individual, group and frontal.

By implementation time

In terms of duration, projects are both short-term (1-3 lessons), so medium-term and long-term (example: familiarization with the work of a major writer can last the whole academic year) .

The main stages of the project method:

The teacher helps the children to choose the most interesting and feasible task for them at their level of development.

Project development

Drawing up an activity plan to achieve the goal: who will turn to for help, sources of information are determined, materials and equipment for work are selected, what items to learn to work with to achieve the goal.

Project implementation

More details on the website vospitatel.com.ua

Research topics for preschoolers | Trainer

Research topics for preschoolers

Attention! We also offer on this site to download for free for preschoolers our author's game training program Multiplication table in cartoons.

Research topics in kindergarten compiled for children of the older group and carried out with the help of educators and parents.

During the research work children's project) pupils of the kindergarten (DOE) study the object chosen by the child in more depth, observe pets, flowers, plants, insects and, as a result of their research, give answers to seemingly simple questions for adults. Below research topics for preschoolers can be taken as a basis, supplemented and expanded.

Favorite animals

Research topics in kindergarten about animals White bear Who lives in my forest? Who lives under the hillock?

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Research project in kindergarten on the topic: Nature of the native land

Research activities for preschoolers

Description and application personal experience in the development of preschoolers.

Research project on the theme "Nature of the native land".

Teacher of the preschool department of the "Gymnasium No. 8" of the Irkutsk region of the city of Angarsk

Project name:"How to grow a cedar sprout from a pine nut at home."

Project participants: Yaschishina Elena Vladimirovna (teacher of the preschool department), Izyumnikov Maxim.

Project duration: long term 5 months.

Project relevance: Recently, much attention has been paid to the development of cognitive activity of preschoolers. Design becomes one of the central cultural mechanisms for transforming reality.

Throughout preschool childhood, along with play activities, cognitive activity, such as the search for knowledge, the acquisition of knowledge independently or under the guidance of an adult, carried out in the process of cooperation, is of great importance in the development of the child's personality. The desire to observe and experiment, independently seek new information about the world.

Currently, there is an acute problem in the disappearance of forests, cedar is no exception. Siberian cedar is the most valuable material in the manufacture of furniture, dishes, pencils, so the number of cedar forests on earth is sharply reduced.

In this regard, the project “How to grow a cedar sprout from a pine nut at home” was developed and implemented, participation in which made it possible to expand and systematize the knowledge of children about the cedar that grows in our Siberian forests, how many years it lives, what is useful for humans to stimulate the development of independent creative activity.

Objective of the project: Creating conditions for enriching knowledge about the features of the Siberian cedar, finding out what place the cedar pine occupies in human life and in folk medicine, studying the features of growing a cedar sprout at home, developing the creative abilities of pupils, fostering love and careful handling of wildlife.

Project objectives:

1. Enrich and consolidate knowledge about the characteristics of the Siberian cedar pine.

2. Find out what place cedar pine occupies in human life, and its use in folk medicine.

3. Find out if it is possible to grow a pine sprout from a pine nut at home.

4. Develop the ability for cognitive activity. Learn to find information about the object of study using various sources of information (adults, encyclopedias, computers, TV shows).

5. Develop perception, thinking, speech in the process of search activity and compiling a story about the cedar.

Project results:

1. The ability to find information together with parents on this topic (for example, that a cedar sprout can grow at home), this made it possible to learn how cedar is grown in an industrial planting, in a nursery. The consultation was conducted by an agronomist on forest management of the Forestry in the Irkutsk region Vikulova Galina Kimovna.

2. A great desire to learn how to grow a cedar sprout from a nutlet at home.

3. The use of various sources of information helped to learn about the secrets of the cedar, how to properly grow a cedar sprout, to enrich the coherent story of the child on the topic of the project.

4. Close cooperation between the teacher and the family greatly helped the development of the child's creative activity.

5. The project allowed to develop a sense of respect for wildlife and respect for the cedar.

PROJECT: "How to grow a cedar sprout from a pine nut at home."

Project Manager: Yashishina Elena Vladimirovna.

Project participants: children, parents.

The age of the child for whom the project is designed: 6th year of life.

Project type: information research.

Educational area within which the project is being carried out Keywords: knowledge, communication, health, artistic creativity.

Conduct form: conversations, research, observation, joint and independent activities of the child.

Duration: long term, 5 months.

Goal-result: message on the topic: “How to grow a cedar sprout from a pine nut at home”, photo presentation of the study.

Project stages:

Stage 1.

Statement of the problem, definition of goals and objectives of the research work.

Carrying out preliminary work on the topic "How to grow a cedar sprout at home." A series of conversations was held with the children about the origin of the cedar, about the pine nut as the most valuable food product, what place does the cedar pine occupy in human life, and its use in folk medicine.

Statement of the problematic issue, motivation for the implementation of the project:

What else interesting, new, unknown could you tell about cedar?

Problems question: how can you grow a cedar sprout from a pine nut at home?

Drawing up and discussion with all project participants (pupil, parents, educator) a phased work plan, creating a bank of ideas and suggestions. Choice of sources of information.

Stage 2.

Organization of research within the project.

Project Implementation Activities

Lesson-conversation, reading encyclopedias, looking at illustrations of cedar and its seeds, using Internet resources.

Conversations "Pine pine in human life and in folk medicine", "Healing properties of cedar resin", "Siberian cedar - the wealth of Russia", "Air in cedar plantations", "Useful properties of cedar oil".

Excursions to the coniferous forest on the territory of the Sovremennik Palace of Culture and the territory of the kindergarten.

Selection and reading of legends, stories and poems dedicated to the Siberian cedar.

The study folk signs about the secrets of the cedar.

Consultation of a forestry specialist in the Irkutsk region.

Conducting a study “how at home it is possible to grow a cedar sprout from a pine nut in order to harvest right next to the house.

observation of the experiment.

Fixing the results of the study in the diary of observations.

Generalization of the results of the experiment.

Discussion and compilation of the story "How to grow a cedar sprout from a pine nut at home."

Design and display of a photo exhibition on the topic for children and parents.

Drawing up slogans about the protection of the cedar by all project participants.

Practical part:

More details ped-kopilka.ru

The project "Invisible Man, which everyone needs" (senior group, long-term, information and research) - Kindergarten Club

Project type: Information and research.

Project participants: The teacher of the senior group Generalova V. I. Parents. Children of the senior group (age 5-6 years).

Educational area: Cognition. The world of nature. Safety.

Problem: What is air? What properties does it have?

Hypotheses:“Air is invisible because it does not exist”, “We cannot touch the air, because it is not an object.”

Target: With the help of experiments (experiments) to identify the level of formation of ideas about the air in children of senior preschool age.

Tasks:

1. To teach children research (search) activities, to develop cognitive interest and curiosity in the process of observing real natural objects and for practical experimentation with them.

2. Develop mental operations, the ability to put forward hypotheses, draw conclusions.

3. To teach to explain the observed and fix the results using available methods, to accept and set the goal of the experiment, to select means and materials for independent activity.

4. Expand ideas about the importance of air in human life, form children's ideas about oxygen and carbon dioxide. Develop environmental awareness.

Planned results:

After completing the project, preschoolers will be able to:

Show interest in the natural world, independently formulate questions and look for answers to them (independently and together with adults).

Search for information (independently and together with adults).

Collect, summarize and evaluate facts, formulate and present their own point of view (independently and together with adults).

Demonstrate basic environmental management skills.

Summary of the project:

The proposed project is carried out as part of the environmental education of children of senior preschool age. Program "Childhood", educational areas "Cognition", "Health", "Communication". Can be implemented with children 5-7 years old.

As a result of independent elementary experiments and studies aimed at studying the air, its significance in human life, natural-scientific ideas about objects of inanimate nature are formed in children.

During the work on the project, the children will also answer the questions: “How to organize an effective search for information? What can be used for this?

Stages of project implementation:

Stage 1: preparatory.

Creation of a technical base for children's experimentation (equipment, natural materials). The main equipment of the laboratory: devices - "helpers": laboratory glassware, scales, containers for playing with water of various sizes and shapes; natural material: pebbles, clay, sand, shells, bird feathers, tree leaves, seeds, etc.; recycled material: wire, pieces of leather, furs, fabrics, corks; different types paper; dyes: gouache, watercolors; medical materials: pipettes, flasks, measuring spoons, rubber pears, syringes (without needles); other materials: mirrors, Balloons, sieve, candles.

Generalization and refinement of children's ideas about the functions and properties of air. (Reading fiction, looking at paintings with natural phenomena).

Survey of parents on this issue.

Diagnosis of children's knowledge at the beginning of the project.

Stage 2: main.

Organization of work on the project.

Theoretical part: drawing up a perspective-thematic plan for working with children, developing notes and describing the conduct of experiments; creation of the film "Wind "good" and "evil", consulting parents on the topic "Experiment in kindergarten and at home".

Practical part:

1. Classes on environmental education(within the program "Childhood").

2. Games-experiments on this problem.

3. Communication with other activities: gaming, productive, cognitive research (independent experiments), communicative (conversations, reading fiction).

Stage 3: final. "Project presentation".

Presentation of project results in MBDOU in the form of:

Creative presentation with the participation of children "Experiments with air."

Synopsis of the final lesson with children "What do we know about the air."

Comparative diagnostics of children's knowledge on this problem at the beginning and end of the project.

Registration of the information and research project "Invisible Man, which is necessary for everyone" for participation in the republican competition "New in Education".

Brief description of the project:

Description of estimation methods.

At the beginning of the project activity (September), the teacher clarifies the ideas of preschoolers about the properties of air, assesses the initial ideas of children of older preschool age (diagnostics). Questions that children would like to receive an answer are discussed, a project plan is drawn up, which provides for the active participation of adults and children, a perspective-thematic plan is developed for this problem.

After completion of the work on the project, its presentation is carried out, which demonstrates the results of research on the studied topic.

Performance evaluation this method work with children of senior preschool age (February - comparative diagnostics). The level of formation of children's ideas about the air is assessed.

Description of the forms of educational activity.

September

The project begins with a generalization and clarification of the children's understanding of the functions and properties of air (diagnostics at the beginning of the project). Instill in children the idea that people need air to live.

Conducting a survey for parents on the topic "Experimental activities with children in kindergarten" and summarizing the results.

The teacher conducts a consultation for parents "Experiment in kindergarten and at home", where he clarifies the importance of project activities in working with preschoolers.

Acquaintance with the material and equipment for research activities. To support and develop the child's interest in research, experiments, discoveries.

Expand children's understanding of the properties of air: invisible, odorless, weightless.

At the initial stage, the work begins with the fact that the teacher sets the children the task of detecting air in the surrounding space and revealing its properties - invisibility. Children conduct experiments and draw conclusions.

Why do we need air? The teacher invites the children to take a deep breath, and then exhale. We need air to breathe.

We inhale and exhale air.

Does the air have a smell? Didactic game "Recognize by smell". Children play the game and draw the appropriate conclusions that if they ate an orange in the room, used perfume or something else, then the air has the smell of this substance or product. Does the air have a smell? (Not.)

To consolidate the ability to independently use cup scales. Invite children to weigh the air and how this can be done using scales.

The teacher tells the children that air can be weighed in another way. Children check this in practice and conclude that balloons without air weigh the same as inflated ones.

Children are invited to think, where can you find a lot of air at once? Answering this question and conducting an experiment, it was found that we, as it were, catch air and lock it in a balloon. If the balloon is inflated too much, it may burst.

The story of the educator "The first balloon." The first hot air balloon was built by the brothers Joseph and Jacques Montgolfier. It was a very long time ago, in 1983. The ball was made of linen and paper.

The brothers filled it with hot air, because hot air is lighter than cold air. The first passengers were a sheep, a duck and a rooster. Their flight lasted eight minutes.

After that, people began to fly - the first person flew for twenty-five minutes. Now the balls began to be filled with gases, since they are lighter than air. These flights have become a popular sport.

The teacher offers to inflate the balloon with a pump.

The teacher is interested in the children in which toy they are familiar with has a lot of air. This toy is round, can jump, roll, throw. But if a hole appears in it, even a very small one, then the air will come out of it and it will not be able to jump.

All answers are summarized and a conclusion is made together with the children.

An adult helps children to detect air in objects. After the providence of experience, the children discuss what it is (air); where did it come from (water displaced air). They consider what has changed in objects (wet, become heavier, etc.).

Invite the children to prove on their own with the help of objects that there is air around us. Children choose any items, show the experience on their own. They make a conclusion.

Invite children to find atmospheric pressure in the room. The teacher shows the experience, the children repeat and conclude: there is air around us, and it puts pressure on all objects (this is atmospheric pressure).

Find that compressed air takes up less space. Compressed air has the power to move objects. The teacher invites the children to explain the results of the experience, to talk about their feelings when performing actions.

With the help of experiments, reinforce in children the idea that air can move objects (sailing ships, balloons, etc.)

The research results are summarized. Independent work is carried out in the corner - the laboratory.

To acquaint children with the causes of wind - the movement of air masses; to clarify children's ideas about the properties of air: hot rises up - it is light, cold falls down - it is heavy. Empirically prove that wind is the movement of air.

Flying without wings and singing

Passers-by are bullied.

Doesn't give one pass

He pushes others. (Wind)

How did you guess it was the wind? What is wind? Why is he blowing?

Children make an experiment with the help of a teacher and generalize.

How can we tell if there is wind outside? (Through the trees, with the help of a turntable, ribbon, weather vane at home.)

What is the wind like? (Strong, weak, hurricane, south, north.)

Children on the street conduct experiments and draw appropriate conclusions. Children preliminarily made turntables at the design lesson.

Wind is the movement of air. For this experience, fans made in advance by the guys are used. Children wave a fan over the water. Why did the waves appear?

The fan moves and, as it were, pushes the air. The air also starts to move. Conclusion: wind is the movement of air.

The research results are summarized. An open mini-class on ecology for parents on the topic "Wind".

Invite the children to get acquainted with lightning, or rather, with its relative. The experiment is carried out in a dark room. The balls are rubbed with a woolen mitten.

Gradually bring one ball closer to another, leaving a small gap. Sparks jump between them (the experiment is performed in a dark room together with adults).

To acquaint children with such a phenomenon as a tsunami, tell what it is, and why a tsunami is dangerous for a person. Invite the children to prove it experimentally.

To acquaint children with the natural phenomenon "Sandstorm". To conduct this experiment, the teacher shows an illustration of a sandy desert, which depicts dunes, suggests examining it before starting work. Questions to the children: Where do you think such sand hills come from in the desert? (Answers are listened to, but not commented on, the children themselves will answer this question again after the end of the experiment).

Screening of the film "Wind -" good and evil ".

Compare the properties of water and air with children. Use experiments to find similarities and differences. (Similarities are transparent, have no taste and smell, take the form of a vessel, etc. Differences - water is heavier, flows, some substances dissolve in it and freeze, taking the form of a vessel; air is invisible, weightless, etc.)

To discover with children that air is lighter than water; find out how air displaces water, how air comes out of water. Children conduct an experiment and at the end draw conclusions: the glass is gradually filled with water, air bubbles come out of it; air is lighter than water - getting into the glass through a tube, it displaces the water from under the glass and rises, pushing the glass out of the water.

The teacher invites the children to independently conduct an experiment with toys filled with air and once again prove that air is lighter than water.

Revealing with children that air is lighter than water has power. The teacher conducts an experiment and determines what is easier, what is harder, and invites the children to do the experiment on their own.

Presentation of the project "Invisible, which everyone needs."

Final lesson with children "What do we know about the air."

Practical significance of the project:

for society - a child who has mastered the skills of search and research activities is able to independently solve emerging problems, which is necessary for schooling and successful self-realization in society;

for the child - the development of cognitive skills, personal qualities.

After carrying out all the experiments, conversations and presentations on the study of air, the children firmly formed an idea of ​​​​the concept of air, its properties, the causes of wind, what is cold compressed and warm expanded air. Numerous experiments aroused in children cognitive activity, curiosity and the desire for independent knowledge and reflection.

As a result of the activities carried out jointly with the children under the project were:

Two hypotheses were refuted: "Air is invisible because it does not exist" and "We cannot touch the air because it is not an object";

The following hypotheses expressed by the children were confirmed: “Air can be caught, it can move objects, it can be cold and warm.” The children understood and consolidated for themselves that all the space around is filled with air and that without it there will be no life on Earth, air is life.

From the experience of organizing research activities with preschoolers

Federal state educational standards define new approaches to the joint activities of the educator, child and parent. Project-research activity opens up wide opportunities for joint activities of adults and children, for experimental search, for the realization of the child's desire for independent search activity.

The work of preschool teachers on the implementation of design and research activities in our institution was carried out under the guidance of a senior kindergarten teacher and began with the study of the methods and techniques of special literature, acquaintance with the experience of working in this direction.

The next stage was organized teamwork teachers, children and parents to create projects, the goals and objectives of design and research activities are defined.

Target: the formation of the foundations of research behavior in preschoolers, the development of creative thinking, imagination, fantasy.

Tasks:

• Increasing the level of cognitive activity of children;
• Development of communication and creative skills;
• The development of the ability to work in a team.

Psychological and pedagogical support of design and research activities was carried out by a psychologist who worked on the disclosure of emotional, intellectual and creativity personality of the child, carried out a systematic and consistent study of the levels of development at all age stages. He contributed to the creation of conditions for successful interaction in the educational environment of teachers, pupils and parents.

Directions of psychological and pedagogical support:

• Search and pedagogical support of experimental work, tracking the results of the psychological development of pupils;
• Ensuring the psychological comfort of participants in the educational process and the possibility of choosing areas of self-realization;
• Advisory and Information support project participants.
• Diagnostics;
• Development activity.

In the course of practical activities, the pedagogical staff of the kindergarten found the most optimal forms of organizing research activities with preschoolers:

• Classes - experimentation

More info dohcolonoc.com

Educator of the first qualification category of the Municipal Budgetary Preschool educational institution"Kindergarten of the combined type No. 201", Orenburg.

Project activity b is an integrated teaching method that is innovative for preschoolers. It is aimed at developing the personality of the child, his cognitive and creative abilities, when a series of classes is united by the main problem.

In addition, it is important that not only children, but also their parents are involved in the implementation of the project, which makes the learning process as effective as possible.

The project "What I know about myself" was developed for children of primary preschool age in order to form the prerequisites for a conscious attitude to their health.

Project: "WHAT I KNOW ABOUT MYSELF"

Project passport

Project type: cognitive-creative, group.

Implementation time: during the academic year.

Project participants: children of primary preschool age, educator, parents of pupils, educator physical education, music director,

Age of participants: children of primary preschool age (3-4 years)

Educational area: the project is being implemented as part of the Childhood program, the section “Raising Children Healthy, Strong, Cheerful”

Relevance of the topic:

Early childhood is a critical period in a child's development. At this time, there is a transition to new relationships with adults, peers, with the objective world. At this time, children begin to actively manifest the need for cognitive communication with adults, which is why it is so important to encourage cognitive activity, develop the desire for observation, comparison, and examination. The first object for research is often the child himself and his environment - adults and peers. The most interesting and incomprehensible thing for a child is himself. The child very early begins to strive for knowledge of the structure of his body, compares himself with others, finds similarities and differences. Who am I? What am I? What can I do? What are eyes and ears for? ... - this is only a small part of the questions that the child asks, and which he cannot answer on his own. And here the main task of an adult is to support the children's interest in their own body, its structure and functioning, to teach them to help themselves, to teach them to take care of their bodies. Thus, we can conclude that the topic of self-knowledge is relevant for studying with children of primary preschool age, and the use of design technology allows children to become active participants in the educational and educational processes, and also creates conditions for involving their parents in the educational process.

Project goals:

1. arouse in children an interest in studying their body, its capabilities; develop creativity, empathy;

2. to form the foundations of a hygienic culture in children;

3. develop visual materials and aids that have a developmental impact on children of primary preschool age.

Project objectives:

Select and study literature on the topic of project activities.

Develop forward-looking thematic planning on the topic “What I know about myself”

To choose methods of pedagogical diagnostics. In the process of diagnosis, identify the level of knowledge and ideas of children about the human body.

Develop cycles of games-activities for sections of the project, each of which would combine elements of different types of activities

Select and systematize games, game exercises, experiments and experiments, literary material according to the tasks of the sections of the project

To include in practical activities with children a variety of materials, non-traditional techniques.

Determine the forms of organization of training, according to the objectives and content of the project.

Enrich gaming environment didactic material.

Develop advisory material for parents and teachers of the preschool educational institution on the topics of the sections of the project

Introduce children to external structure human body, with the capabilities of his body

Teaching children to distinguish individual characteristics their appearance, face, height, age

To give elementary ideas about the meaning of the sense organs

Involve children in the process of learning through their involvement in various types of practical and play activities

Create conditions for independent reflection of the knowledge and skills acquired by children

Involve parents in the educational process through consultations, entertainment, organizing joint activities with children

Develop children's imagination and creativity

Hypothesis of the educational project.

As a result of targeted and system work with children of primary preschool age on the topic “What do I know about myself”, it is possible that children will form the simplest ideas about the human body and its capabilities, about activities aimed at maintaining health, and also increase the level cognitive development.

Project implementation principles:

1. availability:

▪ taking into account the age characteristics of children

▪ adaptation of the material

2. systematic and consistent:

▪ gradual presentation of material from simple to complex

▪ frequent repetition of acquired knowledge, rules and norms

3. visibility and entertainment:

▪ the proposed material should be understandable, have an entertaining beginning, be playful or with elements of a game, surprise

4. dynamism:

▪ integration of the project into different types of activities

5. Differentiation:

▪ creation of a favorable environment for the assimilation of the material proposed for study by each child

Features of the project method when working with younger preschoolers:

The main goal of the project method is the development of the free creative personality of the child, which is determined by the tasks of development and the tasks of the research activities of children.

Development tasks:

1. ensuring the psychological well-being and health of children;

2. development of cognitive abilities;

3. development of creative imagination;

4. development of creative thinking;

5. development of communication skills.

Research tasks are specific for each age. In junior preschool age- this is:

1. the entry of children into a problematic game situation (the leading role of the teacher);

2. activation of the desire to look for ways to resolve the problem situation (together with the teacher);

3. formation of the initial prerequisites for search activity (practical experiments).

Stages of work on the project

Direction of activity, its stages
Stage I - information and analytical support project Task: Collection and analysis of information	1. Selection and study of literature on project activities. 2. The study of advanced pedagogical experience in the development of children's ideas about the human body and its capabilities 3. Consulting with the deputy head of the institution on project activities. 4. Selection of methods of pedagogical diagnostics of pupils, parents (observation of children, individual conversations in order to ascertain the level of knowledge in sections of the program) 5. Analysis of the results of pedagogical diagnostics
Stage II - methodological support of the project Task: Optimization of the design of the educational process	1. Draw up a perspective thematic plan on the topic of the project “What do I know about myself?” 2. Development of a cycle of games-activities within the framework of project activities. 3. According to the tasks and content, determine the forms of organization 4. Select and systematize games, game exercises, experiments and experiments, literary material according to the tasks, arrange them in the form of a file cabinet.
III stage - work with children 1. To form in children the simplest ideas about the human body and its capabilities 2. To form children's ideas about activities aimed at maintaining health 3. Development in children of such qualities as independence, creative activity; reduction of tension, stiffness.	1. Conducting pedagogical diagnostics through conversations, observations, games, in order to determine the level of knowledge in the sections of the program. 2. Creating a situation of involving children 3. Implementation of the cycle of games - classes 4. Creating conditions for the creative activity of children, a favorable mood for independent work(help if needed) 5. Creation of conditions for conducting experiments, experiments and observations 6. Creation of such conditions under which children can independently draw conclusions and conclusions based on past experience and experience gained during experiments
IV stage - work with parents Task: involvement of parents in project activities.	1. Preparation of advisory material for parents. 2. Making albums, collages with the involvement of parents. 3. Involving parents in joint activities with children.
Stage V - work with the teaching staff Task: involvement of teachers in project activities.	1. Preparation of information and advisory material for teachers. 2. Involvement of PEI specialists to participate in activities within the framework of the project. 3. Offer teachers a cycle of didactic games, as well as reading material for children on the topics of the sections of the project
Stage VI - preparation for the presentation and presentation of the project Task: demonstration of work experience	1. Summarize the work experience and arrange it in the form of a folder, submit the material to the methodological office of the preschool educational institution. 2. Presentation professional activity through the presentation of an educational project.

Expected result of the project activity:

1. for the teacher:

development of the project method

Improving the level of pedagogical competence, professional growth

Improving the quality of work with children through the use of various kinds activities

2. for children:

formed the simplest ideas about the human body and its capabilities, about activities aimed at maintaining health

Increased level of cognitive development

development of creative abilities

Development of teamwork skills and communication skills

3. for parents:

partnerships between parents and teachers in the joint organization of group life

4. for preschool teachers:

Opportunity to get acquainted with the experience of using the project method in working with children

Project activity product:

Drawings of children made with pencils using stencils

Panel "Miracle Tree" (group work)

Drawings “What a palm can turn into” (finishing details)

Composition "Flowers in the meadow" (group work)

Material for d / and "Find a Pair" - application "Patterns on socks"

Albums "I'm growing up" (photos of a child from a newborn to 4 years old)

Attributes for gymnastics for the eyes, and for the development of color perception - "Butterflies"

- "Toys - rattles"

Book of riddles invented by children, "Guess by description"

collages

Class models, didactic games, information material for parents and teachers

Visual materials and aids

Download the pedagogical project "WHAT I KNOW ABOUT MYSELF"

Short term projects in preparatory group involve the use of a variety of methodological techniques that allow kids to understand the topic under consideration.

Features of preschool age

It is this period that is the most fertile time for training and education. Preschoolers absorb information about society, the environment, relationships between adults like a sponge. At this age, active knowledge of the world is developed. Short-term projects in the preparatory group are aimed at enriching the child's personal experience, developing his independence,

The purpose of projects in preschool educational institutions

The main goal of any project is to expand the knowledge of preschoolers on a specific topic. Short-term projects in the preparatory group of the kindergarten are aimed at developing patriotic qualities in young citizens. A child from birth becomes an explorer of the world that surrounds him. For the first time he sees snow, rain, rainbows, faces joy and sorrow. At the age of five, little "why" try to find answers to numerous questions that interest them. Teachers and parents should help them in this.

Project Methods in Kindergarten

A short-term project in the GEF preparatory group can have a variety of topics, taking into account the predisposition of children. Educators try to use problem-based learning to develop logical thinking in their students. Short-term projects in the preparatory group are aimed at modeling non-standard situations, solving puzzles, and conducting experimental research activities.

Project topics

Integrated learning for preschools is innovative. It is aimed at developing the child's personal qualities, creative and cognitive abilities. The topics of short-term projects in the preparatory group may be related to pets. For example, a teacher introduces children to the image of a dog in the works of Russian writers and poets, artists and filmmakers. After the theoretical part of the project is presented, preschoolers receive a task in groups. One team is invited to portray a pet, the second - to write a fairy tale, the third - to come up with riddles related to the dog. At the end, each group presents the result of their activities, the end result of the lesson is the creation of a complete picture of man's best friend.

Such short-term projects in the preparatory group are aimed at the artistic and aesthetic development of the younger generation.

Variability in the use of project methods

What are the main advantages of this technique? It is equally good for both physical development and the formation of intellectual abilities of preschoolers. Among the common types of projects used, group types are in the lead.

in preschool

Kindergarten transition to design technology performed according to a specific algorithm. It involves several steps:

• conducting classes using problem situations, a small experiment;
• conducting complex block-thematic classes;
• integration of theoretical and practical knowledge on a specific topic.

A short-term project in the preparatory group for ecology, for example, involves familiarity with natural phenomena, their explanation, study.

Children's project algorithm

What are children's short-term projects? The preparatory group in the preschool educational institution involves the use of a similar methodology. The educator determines the form of organization of the educational space, selects ways for the development of creative cognitive interest in the pupils in the problem under consideration.

Plan of activities of the educator in the preparation of a short-term project

In order for such an activity to be effective, the teacher must build a clear sequence of actions.

• 1st stage. A problem is being considered, which young researchers will deal with under the guidance of an educator. In order for preschoolers to become interested in the topic of the project, it must be clear to them. Do not come up with complex scientific research for 5-6-year-old children.
• 2nd stage. Planning actions that will achieve the goal. The teacher, together with the children, determines the approximate time frame for each stage.
• 3rd stage. Search for information related to the topic of the project. At this stage, together with their parents, teacher, representatives of other organizations, the children receive theoretical knowledge on their project.
• 4th stage. Drawing up a project scheme, accumulation of material. The acquired knowledge is gradually systematized, and on their basis a scheme is drawn up. It is she who will become the basis of all subsequent work of small researchers.
• 5th stage. Practical activities. The children are offered experiments, which they can do both in kindergarten and at home.
• 6th stage. At this stage, the main burden falls on the shoulders of parents and educators. Together with the children, adults prepare a presentation in the form of a performance, computer presentation. All the results that have been achieved as the project progresses are presented at a public event.

in preschool

How are short-term projects divided in preschool educational institutions? The preparatory group is working according to the new federal standards. They involve the classification of projects by the number of participants, target setting, duration.

Basically, in kindergartens, the following options are used:

• Creative and research forms. Children conduct interesting experiments, the results are presented in the form of newspapers, theatrical performances, role-playing games.
• Role and game projects. They contain separate elements of games in which the main roles are played by kids.
• Practice-oriented information work. Kids collect material, then draw it up.
• Creative projects involve holding children's holidays, excursions.

Examples of projects in preschool educational institutions

We propose to consider the short-term project "Winter" in the preparatory group. The main purpose of its holding is to introduce kids to the seasons. First, the teacher tells the children about what is typical for such a season as winter. Special attention the teacher pays not to the climatic features of this period, but to those traditions that this period is so rich in. As homework kids are invited together with their parents to remember New Year's traditions, come up with riddles about the New Year. In the second lesson, the guys share the information that they managed to find. The teacher introduces the children to "different" Santa Clauses. This can be done using a computer presentation. In addition, preschoolers will learn about those New Year traditions that exist in different countries.

This project is best done in November-December. The second homework will be making New Year's toys. But first, the teacher introduces the children to the types Christmas decorations and how they are made.

As the final lesson on the project "Winter" there will be a presentation of New Year's decorations, hanging them on the Christmas tree. After the Christmas tree is decorated with handmade toys (with the help of parents), the kids will find themselves in a fairy forest, where treats and fun games await them.

"Water World"

During the implementation of this short-term project, children not only get acquainted with the most important substance on Earth, but also learn how to respect water resources.

The teacher tells his kids that they are 90 percent water. To draw the attention of preschoolers to the topic of the project, he can tell them a fairy tale about a droplet that, during its journey, turned into steam, then into ice, then back into a droplet. So the guys will get acquainted with the aggregate states of water, its circulation in nature. There is also a practical part in this project. Toddlers learn to "turn" water into ice using refrigerators. Aesthetic skills are also assumed in this activity. Armed with ordinary sheets of white paper and scissors, young designers create snowflakes of unusual shape and size. To finished goods together with the teacher, the guys attach threads, and such home-made decorations are used for New Year trees.

The project "The World of Water" involves the involvement of a music worker from a preschool educational institution. He introduces the guys to songs that mention water, snow, ice. The result of such cooperation will be learning a song about water, snow, rain. Everyone chooses a song together: a teacher, a music worker, children.

Conclusion

Project activity in the nursery preschool is aimed at shaping the creative free personality of the child. This technology provides psychological well-being, physical health of preschool children. When children are involved in a joint project, the cognitive abilities of each child develop, creative thinking develops, communication skills are formed. For younger preschool age, the result can be obtained by involving children in the game process, in which the leading role will belong to the teacher. In the older groups of the preschool educational institution, the children work on the task in groups, develop independence and curiosity. These qualities will help the children to easily and quickly adapt to primary school. Toddlers attending kindergarten, who have acquired the skills of project activities here, will certainly be successful students in a comprehensive school.

Relevance: in the older preschool age, matured children self-establish themselves, are approved in the team of children, are formed friendly relations and the ability to cooperate, attention to a peer is increased as a partner for joint activities and communication.

Problem: in the course of long-term observations of the behavior and independent activities of children, of life in a group during the educational process, regime moments, we noted that many children do not know how to communicate with peers, negotiate, solve problem situations peacefully, defend their point of view without quarrels, insults and fights. Children put their own priorities ahead, regardless of the opinions and needs of other children.

Project scope: short-term (2 months).

Purpose: introducing children to the established norms of social behavior and the rules of relations with peers, creating ideas about friendship.

1. Generalize, expand and deepen children's knowledge about friendship and friends.

2. Encourage children to collective activity, promote the emergence and accumulation of positive communication experience and develop social and communication skills (responsiveness, kindness, empathy, compassion, empathy, friendliness, the ability to negotiate with each other).

3. Systematize children's information about the culture of behavior in society and relations between people.

I. Preparatory stage:

1. Reading “Feast of Friendship” by I. Vachkov, discussion, conversation and questions on content.

II. Implementation phase:

1. Conversation about friendship and friends “What is a friend?”, “What is friendship?”.

2. Reading: Victor Dragunsky "Childhood Friend". Discussion and conversation on content.

3. Proverbs and sayings about friendship and friends.

4. Reading the fairy tale "Bubble, straw and bast shoes."

5. Reading V. Oseeva "Three Comrades".

6. Reading poems about friendship: Y. Entin “About friendship”, A. Kuznetsova “Girlfriends”, T. Agibalova “Now I have a friend”, V. Berezhnaya “Friendship is a warm wind ...”, L. Kvitko “Two friend”, V. Viktorov “Children of the whole Earth are friends”.

7. Compilation of the story "My best friend."

8. Conversation - reasoning "Why do we need friends?".

9. Dramatization of the fairy tale "Cat, rooster and fox."

11. Watching the cartoon "The Biggest Friend", discussions and conversation on the content.

12. Productive activity: drawing "Portrait of a friend", application "Gift to a friend", paper construction "Toy for a friend".

13. Listening and memorizing songs about friendship "Real true friend", memorizing the poem "We advise everyone to be friends."

14. Resolution of the problem situation "Who offended whom?".

The final stage:

1. Drawing up the rules of friendship.

Final event: quiz "About friendship and friends".

Expected result: children classify information about friendship and friends, norms of behavior and rules for relations with peers, the atmosphere in the group will improve.

Nomination: Kindergarten, Methodological developments, Project activity, Senior group

Position: educator
Place of employment: MADOU "Child Development Center - Kindergarten No. 410"
Location: Perm, st. Kapitanskaya 21