Sample preschool project. Projects
This project on the intellectual development of older preschoolers through the game contains methodological developments, practical material. The practical significance of the project lies in the creation of a developing environment, which includes a zone for independent gaming activity. The project is addressed to teachers of preschool educational institutions, parents.
Project passport
Project name"Play and Grow"
Educational areas: socio-communicative, cognitive, speech development, artistic and aesthetic, physical.
Project type: group, creative
Project implementation timeline: 10/01/2014 to 05/31/2015
Project focus: complex ( different types child's play).
Project type: creative.
Duration: long-term, intended for children of senior preschool age (5-6 years old)
Fundamental principles project implementation principles of the federal state educational standard of preschool education:
- support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;
- personality-developing and humanistic nature of the interaction between adults and children;
- respect for the personality of the child;
- implementation of the program in forms specific to children given age group, primarily in the form of a game, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.
The relevance of the project.
Life in the twenty-first century poses many new problems for us, among which the most urgent is the problem of the intellectual development of a preschooler.
Probably, there are no such parents on the globe who would not dream of their baby growing up as a healthy, intellectually and comprehensively developed child.
Every child is inquisitive and insatiable in the knowledge of the world around him. In order for the curiosity of the baby to be satisfied, and he grew up, all adults are interested in constant mental and intellectual development.
Federal state educational standards for preschool education (FSES) provide for the creation favorable conditions development of children in accordance with their age and individual characteristics and inclinations, the formation of a general culture of the personality of children, including the values of the intellectual development of a preschooler. All five educational areas of the Federal State Educational Standard are aimed at developing the intellectual abilities of a preschooler.
Exactly at preschool age it is very important to stimulate the development of thought processes: the ability to compare, learn, generalize, draw conclusions for a painless, smooth transition of a preschooler from preschool to school.
Working with children of senior preschool age, I noticed that the child's intellect develops best during the game, when he is unconsciously absorbing new knowledge about the world around him. I take this fact into account in my work, but I try not to overdo it, not to extinguish the cognitive interest in the child. In order to effectively stimulate intellectual development child in the game, I offer him options for continuing the game started by the child own initiative. I offer children new interesting activities, I support their lively interest in all new objects and phenomena, but their preferences remain the main factor in choosing educational games and exercises.
By celebrating each achievement of the child, encouraging him with kind words and affection, we thereby increase his self-confidence and desire for new results, and these qualities are simply necessary for the intellectual development of the child and his success in the future.
Purpose and objectives of the project.
Objective of the project: creation of a comfortable gaming environment for the development of an intellectually developed personality.
Project objectives:
- To develop in children the desire for self-improvement.
- To instill in children a desire to acquire new knowledge and skills.
- Strengthen the skills acquired in the game.
- Replenish and enrich the subject-developing educational environment.
Project participants: children , educators, junior educator, parents.
Target group of the project: The project is intended for children of senior preschool age.
Main forms of project implementation traced in the educational process and are divided into:
- Educational activities carried out in the process of organization various kinds activities,
- Educational activities carried out during sensitive moments.
Organized educational activities include:
- Games aimed at the comprehensive development of the child;
- Reading and discussion fiction;
- Creation of pedagogical situations;
- Examination and discussion of subject and plot pictures, illustrations;
- Productive activity;
- Listening and discussion of folk, children's music;
- Games and exercises for the texts of poems, nursery rhymes, songs;
- Comprehensive-game classes in all educational areas
Group, intergroup and general garden events:
- Thematic leisure;
- Holidays;
- Intellectual KVNs;
- Open days;
- Theatrical performances.
Expected results of the project.
For children:
- apply acquired knowledge and methods of activity to solve new problems;
- plan their actions aimed at achieving a specific goal;
- master the universal prerequisites for learning activities;
- solve intellectual problems appropriate to age.
For parents:
- rallying parents, children and teachers on issues of intellectual development.
For teachers:
- increasing knowledge on improving intellectual skills in children of senior preschool age;
- rallying parents, children and teachers on issues of intellectual development;
- equipping the subject - developing educational environment with didactic games, manuals, methodological developments for the development of intellectual abilities in children of senior preschool age.
Project activity product:
- photographic material;
- development of methodological recommendations;
- project presentation.
List of the main directions of the project
Equipping the subject-developing environment of the senior group kindergarten:
Corner decoration:
- formation of elementary mathematical representations,
- cognitive development,
- speech development,
- artistic and aesthetic development,
- physical development.
2. Production of teaching aids.
3. Make a selection of games for intellectual development.
Methodical piggy bank:
- draw up a long-term work plan for the intellectual development of older preschoolers.
- develop outlines of classes, entertainment and leisure activities.
- pick and arrange methodical material on the development of intellectual abilities in older preschoolers.
Working with parents:
Increasing the competence of parents in the development of intellectual abilities in children of senior preschool age through individual consultations, workshops, conversations, master classes, parent meetings, intellectual KVN.
Brief description of the project by stages.
Stage 1 - preparatory.
October 2014
Diagnostics at the initial stage of the project helps to identify the degree of activity of parents in organizing games for the development of intellectual abilities in children through a questionnaire. In the follow-up, diagnostics help track the dynamics and effectiveness of project activities. Diagnosis is carried out by educators.
Stage 2 is the main one.
November-March 2015
Includes the implementation of a detailed work plan for all activities with children; joint educational work with children, parents to solve the tasks; a selection of works of art, nursery rhymes, riddles, various games on this topic, logical tasks, exercises, direct educational activities in five educational areas of the Federal State Educational Standard.
Stage 3 is the final one.
April–May 2015
Summing up the work on the project; questioning
parents and children survey; project presentation.
Resource support
| No. p / p | Resource base name | Quantity |
| 1. | Game room | 1 |
| 2. | Game material, including non-traditional | In sufficient quantity |
| 3. | Technical means:
|
1 |
| 4. | visual material: picture material (illustration, poster), demonstration material (didactic toys), didactic aids, cards |
In sufficient quantity |
| 5. | Methodical material: general developmental program of preschool education, calendar - thematic plans for educational areas, developmental program for older children "Intellectual development of children through mathematical games" |
In sufficient quantity |
Project Implementation Plan
| Preparatory stage (October 2014) |
||||
| № | Events | target | participants | terms |
| 1. | Selection of material on the topic of the project | Systematization of the received material | educators | 1 week of October |
| 2. | Diagnostic examination | Planning activities for project implementation | Educators, children | 1st week of October |
| 3. | Planning activities on the project topic | Drafting calendar plan work | educators | 2-3 week of October |
| 4. | Interaction with parents aimed at the implementation of the project | Introducing the project to parents | educators, parents |
4th week of November |
main stage
(November 2014 - March 2015)
| № | Activity content | Tasks | Resources | Performers and co-performers | Implementation timeline |
| 1 |
Social and communicative development: 1. Plot - role-playing game"We're going to visit." 2. "Birds in a trap." 3. "Revived toys." 4. "Dandelion". 5. We have order. 6. Excursion to school, library. |
To develop interaction and communication of the child with adults and peers. Involve parents in creating conditions for role-playing games. |
Classes, excursions, didactic and educational games. Story-role-playing game |
Children and educators parents |
November December January February |
| 2 |
cognitive development 1. "Letter from Dunno". 2. "High - low, far - close." 3. "Ryaba Hen". 4. "Quickly collect." 5. "Find the same one." 6. "Bats". 7. "What we do." 8. "Mysterious prints." 9. Logic tasks, puzzles, crosswords. 10. Games with Gyenesh blocks |
Develop interest, curiosity, cognitive motivation To form primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships | Classes, didactic, developing board, word games, logical tasks. Story-role-playing game | Children and teachers, parents | According to the educational plan educational process. |
| 3 |
Speech development Finger games - draw numbers, letters with fingers; Exercises for the development of mobility, strength and flexibility of the fingers; Riddles (reading, writing, concepts of time, plants, etc.) physical education minutes in class, etc. |
Develop coherent, grammatically correct dialogic and monologue speech. Learn to speak as a means of communication and culture | Use in the classroom of poems, riddles, proverbs, sayings, etc. game training for the development of speech, theatrical games | Children and teachers, parents | According to the plan of the educational process. November December January February |
| 4 |
Artistic and aesthetic development Logic exercises: Continue the series, finding errors, conclusions. Modeling "Russian nesting doll", "I have a friend with a mustache, a cat Matroskin striped" Application "Christmas fun", "Kitchenware" Drawing "Mommy dear, my mother" "Good Doctor Aibolit" |
Implement independent creative activity when drawing various hatching objects, etc., when modeling from plasticine, appliqué |
Notebooks with assignments, exercise books for the development of the child's hand, fun homework, graphic dictations, modeling books and do-it-yourself applications | Children and educators, parents |
According to the plan of the educational process. (in the first half of the day) November December January February |
| 5 |
Runaway games: "Fifteen", "Rockets" Jump games: "Running in bags", "Jumping rope" Ball games: "Fifteen with the ball", "Relay with the transfer of the ball" “Repeat - ka”, “Let the crow get wet” Riddles - folds; tongue twisters and tongue twisters; Folk games; "Paints", "Breaking the Chain" |
Develop physical qualities in a child. Strengthen large and fine motor skills hands on physical education sessions included in each lesson and in the free activities of children | folk games, Dynamic pauses, psycho-gymnastics, physical education, outdoor games |
Children and teachers, parents | According to the plan of the educational process. (in the first half of the day) November December January February |
Working with parents
| № | Holding | The content of the work | Methodological support |
| 1 | October | Diagnostics: “Does a child need a game and why?” "Research of game activity" |
Journal - "Handbook of the senior educator before 2007 #6-8 |
| 2 | november | Consultation for parents: "Intellectual development of a preschool child" | L.I. Sorokin Site for teachers of preschool institutions mail. en |
| 3 | December | Meeting with parents at the round table. Speech by parents about the experience of organizing games for children at home | |
| 4 | January | Together with parents, work on the organization of the "Center for Entertaining Mathematics" Games: "Find a Pair", "Make a Picture", "Logic Lotto", etc. | E.V. Serbina "Mathematics for kids" |
| 5 | February | Consultation for parents "The importance of entertaining material for the development of children" | Z.A.Mikhailova "Game entertaining tasks for preschoolers |
| 6 | March | Joint competition with parents of savvy "Hurry up, don't make a mistake" |
The final stage
(April-May 2015)
| Events | Target | Members | Timing |
| 1 . Diagnostic examination: | |||
| "The development of mental processes in a preschooler". | Identification and | educators | May |
| Questionnaire "The attitude of parents to the intellectual development of their child." | determination of the effectiveness of implementation | Parents Children, | |
| Questioning of parents "Play and develop". | project. | ||
| 2. Create a folder for teachers: | |||
| "Card file of games for the formation of intellectual abilities in a preschooler" "Entertaining physical education minutes"; "Games that teach"; "Relaxation games", "Developing handles"; |
Increasing the competence of teachers in terms of the development of mental health in children | Teachers Educators | April |
| "Games in the air, with water"; Outdoor games. | |||
| 3. Intellectual marathon: "Knowledges": |
Consolidation and generalization of the material covered. | educators | 15.05.2015 |
| 4. Creation of a folder for parents: "Preschool childhood - the first period of the child's mental development" (memos, recommendations, booklets, consultations). | Increasing the pedagogical culture of parents the issue of intellectual development |
educators Parents |
April |
Literature.
1. Belousova, L.E. Amazing stories [Text]: library of the program "Childhood" / L.E. Belousova. – M.; Enlightenment, 2003. - 214p.
2. Buktakova, V.M. Games for kindergarten [Text]: a guide for educators / V.M. Buktakov. - S. - P.; Sphere, 2009. - 168s.
3. Kolesnikova E. V. I solve logical problems [Text]: Tutorial/ E.V. Kolesnikov. – M.; TC Sphere, 2015. - 48s.
4. Matyushkin A.M. Thinking, learning, creativity [Text]: A.M. Matyushkin. - M.; Voronezh, 2003. - 85s.
5. Mikhailova Z.A. Game entertaining tasks for preschoolers [Text]: a guide for educators / Z.A. Mikhailov. – M.; Enlightenment, 2007. - 287p.
6. Psychology of giftedness in children and adolescents [Text]: a guide for teachers / ed. N.S. Leites. - M., TC Sphere, 2010 - 205s.
7. Mikhailova Z.A. Logical and mathematical development of preschool children / Z.A. Mikhailova, K.A. Nosova - St. Petersburg. LLC Publishing House Childhood - press, 2013. - 128s.
8. Sorokina L.I. Intellectual development of children, 5 - 6 years old:
[Text]: a guide for teachers / L.I. Sorokina.-VLADOS Humanitarian Publishing Center, 2014 - 145p.
9. Yuzbekova E.A. The place of play in the intellectual development of a preschooler [Text]: Moscow, 2006. - 256 p.
The full version of the work is available.
Project activity in the senior group on the topic: "Such different plates"
Material Description: Dear Colleagues! I bring to your attention creative project: Such different plates" for the senior group of the kindergarten.Duration: short term.
Project type: creative, introductory.
Members: children, teachers, parents.
The problem that is significant for children, which the project aims to solve: “Do we need a plate? What are the different types of plates? The History of the Plate.
Target: To promote the development of children's cognitive interest in the process of discovering new, unusual knowledge about a familiar plate object. Development of aesthetic perception.
Tasks
For children:
-enrich the idea of the species diversity of plates (different in size, shape, material, appearance);
- support the natural interest and curiosity of children;
- develop an emotional environment;
-to develop the skills of experimental work with objects;
- develop creativity and imagination when decorating plates
For parents:
- involve parents in the cognitive sphere of the child;
- to stimulate the creative activity of parents through joint creativity with children, participation in leisure activities;
- to promote the establishment of partnerships between teachers and parents in matters of upbringing and education of children.
For teachers:
- to ensure the implementation of educational, developmental and training tasks through the development of educational areas by children;
- create conditions for independent and joint activities of children with adults within the framework of the project being implemented;
- contribute to the establishment of friendly relations between teachers and specialists of preschool educational institutions and parents in the process of developing and implementing the project.
Project Products
For children:
-acquaintance with riddles about a plate;
- painting paper plates with elements Khokhloma painting, gzhel;
- molding of dishes from salt dough, painting;
-didactic game cut pictures "Dishes";
-conducting research activities "What are the different plates" (Experiments in comparison)
-the history of the appearance of plates (conversation)
For teachers:
- presentation "Such different plates"
- development of a thematic project on the topic
- creating a presentation;
-exhibition of books with riddles about the plate;
-selection and recommendations for reading literature with children;
-Creating a plate using papier-mâché technique
- creating a folder for moving "History of the plate"
For parents:
-exhibition artwork and crafts made by children
in independent and joint activities with parents;
Stages:
Preparatory:
- determine the object of study;
-create a problematic situation (at dinner, one of the children did not have a plate).
- selection of fiction, making a book of poems and riddles about the plate
Collection of exhibits.
Research:
- acquaintance with different types of plates (Viewing the presentation "Different plates"
- where did the plate come from (Conversation)
- comparison experiences
Final:
- generalization of the results of the work;
- organization of an exhibition of handicrafts from plates,
- organization of an exhibition of painted salt dough plates;
- an exhibition prepared by parents
Project activities in kindergarten in the context of the implementation of the Federal State Educational Standard of preschool education.
Kemerovo 2016
Project activity in kindergarten in the context of the implementation of the Federal State Educational Standard of preschool education [Text] / N. A. Lukonenko, N. A. Kultaeva, T. V. Kolmakova, O. Yu. Nazarova, L. A. Luchsheva, A. Yu. Luchsheva . - Kemerovo, 2016. - 56 With.
Lukonenko Natalya Anatolyevna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Kultaeva Natalia Aleksandrovna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Kolmakova Tatyana Viktorovna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Nazarova Olesya Yuryevna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Luchsheva Lyudmila Alexandrovna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Luchsheva Anna Yuryevna, teacher of MADOU No. 241 kindergarten of the combined type "Academy of Childhood", Kemerovo
Projects can be used by kindergarten teachers.
| Introduction | |
| Research and game project in the younger group "Vodichka and I are best friends." | |
| "Animals of Africa". Short-term project for older children. | |
| "Magic water". Short educational project in the preparatory group. | |
| "Mystery of the Volcano" Short-term educational project in the preparatory group. | |
| "A miracle - a seed turned into a tree." Long-term Cognitive - practical project in the senior group. | |
| "A mother's heart will warm better than the sun." Short-term creative project in the senior group. |
Introduction
“What I hear, I forget.
What I see - I remember.
What am I doing - I understand"
Confucius.
Modern preschool organization In the context of the introduction of the Federal State Educational Standard and a huge flow of information, such methods of organizing educational activities are required that would form an active, independent and proactive position among preschoolers.
A modern preschooler needs to be able to acquire knowledge himself; he must have developed research, reflective skills. The teacher needs to form skills that are directly related to the experience of their application in practical activities.
The task is difficult, but solvable. All of the above can ensure the use of the project method in the practice of kindergartens.
It is the method of projects that makes it possible to shift the focus from the process of passive accumulation of the amount of knowledge by children to mastering them in various ways of activity in conditions of accessibility. information resources. This is facilitated by a personality-oriented approach in upbringing and education. Based on a student-centered approach to upbringing and education, the project method develops a cognitive interest in various areas knowledge, forms the skills of cooperation.
In European languages, the word "project" is borrowed from Latin and means "thrown forward", "protruding", "conspicuous". Translated from Greek, the project is the path of research.
A number of authors, such as L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuykova, consider project activities as a variant of the integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction of the teacher and pupil, phased practical activities to achieve the goal.
In modern times, this term is associated with the concept of "problem". The project method is understood as a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with a mandatory presentation of these results.
The use of the project method in preschool education can significantly increase the independent activity of children, develop creative thinking, the ability of children to independently find information about an object or phenomenon of interest in various ways and use this knowledge to create new objects of reality. And does the same educational system Kindergarten is open to the active participation of parents.
The basis of this method is the independent activity of children - research, cognitive, productive, during which the child learns the world around him and brings new knowledge to life.
The implementation of any project involves the main stages:
Choosing the goal of the project - the educator helps children choose the most interesting and feasible task for them at their level of development.
Project development - drawing up an action plan to achieve the goal: who will turn to for help, sources of information are determined, materials and equipment for work are selected, what subjects will learn to work with to achieve the goal.
Project execution - the practical part of the project is being carried out.
Summing up - a "debriefing" is carried out, the evaluation of the results and the definition of tasks for new projects.
Projects are of different types:
Creative - after the implementation of the project, the result is presented in the form children's holiday.
Research - children conduct experiments, after which the results are drawn up in the form of newspapers, books, albums, exhibitions.
Game projects are projects with elements creative games when the guys enter the image of the characters of the fairy tale, solving the problems and tasks in their own way.
Informational - children collect information and implement it, focusing on their own social interests (designing a group, separate corners).
The introduction of the project method in our kindergarten began a few years ago.
In order to achieve results in this direction, we try to perfectly master new technology, which allows you to change the style of working with children, increase children's independence, activity, curiosity, involve parents in the educational process, create a subject-spatial environment in accordance with the requirements of the project method.
The practice of the first projects proved the effectiveness of this method in the development and upbringing of children.
In our opinion, the project method is relevant and very effective. It gives the child the opportunity to experiment, to synthesize the acquired knowledge. Develops creativity and communication skills, which allows him to successfully adapt to a changed situation preschool education.
We present to your attention a number of projects carried out by our creative group of like-minded people.
MADOU No. 241 Kindergarten of combined type
"Academy of childhood"
Research and game project in the younger group "Vodichka and I are best friends"
Developed and implemented:
teacher Lukonenko N.A.
Kemerovo 2013
Research and game project in the younger group« Vodichka and I are best friends»
Project Manager: Lukonenko Natalya Anatolyevna, teacher junior group"Smeshariki" MADOU No. 241 d / s apt.
The work on the project is carried out within the framework of the sections of the approximate main educational program preschool education of our preschool educational institution.
Age of project participants: children from 3 to 4 years old.
Project participants: educator and pupils of the group, PDO for fine arts, laundry worker, parents of pupils.
Project type: medium-term, group, research and creative, interdisciplinary.
Project problem: children's awareness of the properties and importance of water in the lives of people, animals and plants.
Objective of the project: familiarization of children with the properties and importance of water in the life of living beings.
Project objectives:
The development in children of elementary natural-science ideas about water and its properties.
The formation of their own cognitive experience in the process of studying this topic, the development by children of the methods and techniques necessary for design and research activities, such as: observation of objects inanimate nature, conversations, viewing illustrations, experiments, experiments.
The development of creative and communication skills in preschoolers.
Raising a careful attitude to the water resources of our planet.
Project relevance there is no doubt, since children's experimentation has a huge developmental potential (in the process of the experiment, the child's memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison, classification and generalization, an ecological culture is being formed).
Expected result:
Enriching the horizons of children on this topic, the formation of ecological and moral education.
Experimentally children's ideas about the properties of water are expanding.
Activation of work with parents and specialists in additional education.
Literary series: small folklore, fairy tales by K. I. Chukovsky “Moydodyr”, “Fedorino grief”, fairy tales by S. Prokofiev “About a gray cloud”, “Magic basket”, poem by A. Barto “Girl grimy”, Slovak folk tale"The sun is visiting";
Music line: audio recordings "Sounds of water in nature", video recording - cartoon "Kapitoshka";
Demo Row: didactic doll "Droplet", albums, postcards, illustrations on the topics "Water in nature", "Human use of water", photo exhibition equipment, toys, attributes for classes.
Practical results of the project: exhibition of drawings on the theme: “Cloud and rain”, “Rain drip - drip - drip”, photo exhibition on the topic: “Vodichka and I are best friends”, presentation of the work done.
| Project stage | Teacher activity | Children activities | Parents activities |
| I stage. Formulation of the problem. | Setting goals and objectives: Purpose: to familiarize children with the properties and significance of water in the life of living beings. Tasks: to teach children to draw conclusions based on experiments, to participate in feasible practical activities, to consolidate knowledge about the importance of water and its properties, about the role in the life of people and animals, to cultivate a careful attitude to the water resources of the planet. | The kids are in trouble. | Reading literature to children on this topic, watching video material, talking on this topic. |
| II stage. Preparatory | 1. Work on the preparation of the photo exhibition "Vodichka and I are best friends." 2. Making a droplet doll. 3. Collection of waste and natural material. 4. Collection of illustrations depicting rain, snow, water and other water objects. 5. Selection of material for practical games and classes, selection of audio and video material for classes. 6. Making attributes for games and activities. | Get used to the game situation. | Assistance to educators in the selection of material for classes, assistance in preparing for a photo exhibition. |
| III stage. Project work. | 1. Integrated lesson "Visiting a droplet" (the role of water in the lives of people and animals). 2. Playing with water "Funny bubbles" (we get bubbles by blowing air through a tube into a glass of water). 3. An integrated lesson together with a specialist in art activity "Multi-colored droplets" (the experience of coloring water with gouache and drawing with fingers). 4. Integrated lesson "Didn't drink tea - what a power" (acquaintance with hot water and the process of brewing tea). 5. Integrated lesson "Miracle steam" (experiment "Transition of water into a gaseous state (steam) and from steam into water"). 6. Observations of water in nature “Reflection in a puddle”, “Blue ice”, “White snow fell”. 7. Integrated lesson together with a specialist in art activities “Rain, rain - let it go” (rain drawing). 8. Lesson - the game "Bathing Katya's doll" (the experience of turning water from hot to warm). 9. Integrated lesson "Drop - ice - drop" (the experience of turning water into ice and ice into water). 10. Experience “The snow will melt - a stream will run” (show the children not only the process of melting snow, but also getting dirty water as a result of this, focusing on the fact that for this reason it is strictly forbidden to take snow in your mouth). 11. Playing with water "Funny Bubbles" (preparing a solution to get soap bubbles). 12. Integrated lesson together with an art activity specialist. Drawing with non-traditional material: "Clouds and rain" (foam rubber, finger painting), "Rain drip-cap-cap" (finger painting). Classes are held to the music "Sounds of Nature", the song "Rain". 13 Reading the work "Moydodyr" by K. I. Chukovsky. 14. Reading the work "Fedorino grief" by K. I. Chukovsky. 15. Excursion to the laundry (show children another role of water in people's lives). | A cycle of practical cases both in kindergarten with a teacher, and at home with parents. | Repeating experiments at home, make beads for the Snow Maiden with children (multi-colored ice floes on a string). |
| IV stage. Summarizing. | Creation of the photo exhibition "Vodichka and I are best friends", presentation of work on the project. | Ability to apply acquired knowledge in everyday life. | View a presentation of work on a project during a parent-teacher meeting. |
Belaya K. First steps.
Vasilyeva M.A., Gerbova T.V., Komarova T.S. Guidelines for the program of education and training in kindergarten.
Zherdeva E.N. Young children in kindergarten.
Zelenina T.N. Familiarization of young children with nature.
Photo report of the work done:
Droplet came to visit
Preparation for experiments with water
Everything dies without water.
What will happen on the planet if you behave like this?
The faint of heart, please leave!
Observation of the process of boiling water, its transition to a gaseous state and vice versa
Integrated lesson together with a specialist in art activities
Animal world of Africa
Short-term project for older children
educator
Kultaeva N.A.
Kemerovo 2016
Project relevance:
Many children do not know the names of other countries and representatives of flora and fauna. In order to expand the horizons of children, we adults must tell children not only about life in our country, but also about the lives of residents of other countries, as well as representatives of flora and fauna, other climatic zones. The fauna of hot countries is very diverse and attractive to children.
Objective of the project:
To give children elementary ideas about the features of the geographical position and climate of Africa; to form ideas about the relationships, interactions and interdependence of living organisms with the environment.
Project objectives:
To form elementary ideas about the features of nature and about climatic zones African continent (desert, savanna, rainforest)
To give children an elementary idea of the African desert, to introduce the flora and fauna of the savannah, to form an idea of \u200b\u200bthe rainforest.
Expand the horizons, enrich the vocabulary of children, develop related speech.
Cultivate a desire to share knowledge with each other.
To develop the cognitive abilities of children, actively include them in creative and search activities.
Education of moral behavior.
Organize joint educational and productive activities with parents.
Project type: research and creative.
Integration of educational areas:"Cognitive development", "Social and communicative development", "Speech development", "Artistic and aesthetic development", "Physical development".
Project implementation mechanism.
| Project stages | Project milestones | Tasks of the project stages |
||
| (preparatory) | 1. To introduce children to the geographical location of Africa, its climate and animals. 2. Contribute to the organization joint activities parents and children. |
|||
| (basic) | 1. Improve skills, imagination and fantasy. 2. Introduce children to the works of writers about animals in Africa. |
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| (final) | 1. Cultivate accuracy, the ability to bring the work started to the end. 2.Summarize the experience on this topic. |
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Expected Result:
Involving children in the interesting and fascinating world of Africa's nature. Knowledge of the names of animals and plants, the location of the continent of Africa on the map. Creating a favorable atmosphere for independent study of the flora and fauna of Africa together with parents.
Project Implementation Plan.
| Members | Implementation period |
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| Stage 1. Preparatory. |
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| 1. An informative conversation about Africa and the animals living in it. | Get the kids interested in the topic. | Educators, children. | ||||
| 2. Consultation for parents "Animals of hot countries". | To expand the horizons of parents on this topic in order to consolidate the ZUNs of children. | Educators, parents. |
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| Stage 2. Basic. |
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| 3. Lesson on the development of speech "Animals of Africa" | To consolidate the ability to form new words (names of animals, their cubs, etc.). Cultivate love for animals. | Educators, children. | ||||
| 4. Mathematics "Animals of hot countries" | Fixing a quantitative and ordinal account; consolidation of knowledge about geometric shapes. Clarify the names of African animals. | Educator, children. | ||||
| 5. Reading fiction K. Chukovsky "Aibolit", R. Kipling "Elephant" | To expand the scope of children's knowledge about the world around them, in particular about Africa. Develop curiosity, horizons. | Educator, children. | ||||
| 6. Drawing "Animals of Africa" | Clarify children's knowledge about African animals. Cultivate accuracy in working with paints, pencils. | Educator, children. | ||||
| 7. The story of the children about the drawn animal. | Continue to teach children the logic, coherence, consistency of statements, develop the creative abilities of children, encouraging them to invent various options events not depicted in the picture. | Educators, parents, children. | ||||
| Stage 3. Final. |
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| 8. Making the layout "Animal World of Africa" | Cultivate accuracy, the ability to bring the work started to the end. Engage children in more creative and broad use of knowledge about the life around them. Summarize your experience on this topic. | Educators, children. | ||||
Bibliography
O. Alexandrova. "My first encyclopedia" Iris Press Publishing. 2008
M. Borisenko. "Animals of hot countries". Publishing House Parity Series. 2008
G. Banar. "Where it's always hot." Publishing house "Karapuz". 2010
E. Valk. "To preschoolers about animals." Publishing house "Teacher". 2010
Galperstein. "My first encyclopedia". Publishing house Rossmeen - Publishing house. 2008
V. Kalashnikov. Encyclopedia "Wonders of Nature" Publishing House, Moscow, "White City. 2008
E. Prati. Translation by I. Tsibidov. "Animal. Encyclopedia for children. Machaon Publishing. 2010
L. Shaitanov. "First lessons 5+, animals of hot countries." Publishing house "Dragonfly Series". 2010
Drawing animals of Africa. 
Layout making.
MADOU "Kindergarten of the combined type No. 241"
Sorceress water
in the preparatory group
educator
Kolmakova T.V.
Kemerovo 2016
“Water stands apart in the history of our planet. There is no natural body that could compare with it in terms of its influence on the course of the main, most grandiose geological processes. There is no earthly substance - a mineral, rock, a living body that would not contain it. All earthly matter is permeated and embraced by it. Vernadsky
Project theme: "Sorceress Water"
Project type: research, creative, group
Duration: short-term (03/14/2016 - 03/28/2016).
Object of study: water.
Subject of study: properties of water.
Age children for whom the project is designed: 6-7 years
Project participants: children, teacher Kolmakova T.V.
Research methods and techniques: observation, conversation, experiment, analysis and generalization of results.
Equipment: transparent vessels of different shapes, transparent glasses (2 for each child), spoons, a basin of water, aprons (for each child and teacher), napkins, food coloring, ice, hot water, a basin of water, a projector.
Target:
Enrichment in children preparatory group ideas about the meaning of water and its properties, states. Education of respect for water as a source of human life and all life on Earth.
Tasks:
Continue to acquaint children with the most important component of nature - water.
To develop the ability to observe, analyze, compare, highlight the characteristic, essential features of animate and inanimate nature, natural phenomena, determine the basic properties and conditions of water. Develop cognitive abilities, creative imagination, communication skills.
Create conditions for the development of skills in conducting laboratory experiments, research activities.
To form a conscious, careful attitude to water as an important natural resource.
Estimated result
Increased interest in GCD containing demonstration experiments, elements of independent experimentation, and long-term observations-experiments
The development of coherent speech, the ability to build complex sentences, draw conclusions.
Education of ecological culture.
Respect for water resources.
Project relevance
Water is the first and favorite object for research by all children. Children come into contact with water from the first days of life. And as soon as they begin to understand at least something, they start playing with water.
It is very important to teach people, and especially children, our future generation, to take care of water. Water plays a huge role in our life, it is our constant companion.
It is important that the child could evaluate human behavior in nature, express his opinion on this problem. And we must create conditions for the child to communicate with nature and for feasible activities.
The project was developed due to the particular relevance of the problem of educating the ecological culture of preschool children. A huge role in organizing this problem is assigned to the environmental education of children. To date, environmental awareness, respect for nature have become the key to human survival on our planet. In addition, the environmental education of children is a huge potential for their comprehensive development.
Education of ecological culture is a long way of formation right ways interaction with nature. Children need to instill the skills of an environmentally literate attitude in everyday life, teach them to treat water carefully and economically. Pay attention to the fact that even such a familiar object as water is fraught with a lot of unknown. All this highlights the relevance this project.
Project stages:
Organizational and preparatory:
pick up and study methodical literature on the topic of the project;
replenish the development environment;
selection of fiction on the topic;
selection of encyclopedias, maps;
development of a project implementation plan;
compiling card indexes of riddles, poems, sayings;
compiling a card file of experiments with water;
preparation of equipment for experiments with water.
Practical and indicative (see the project implementation plan):
Experimental activities;
Observations on walks;
Reading fiction;
Didactic games;
Games experiments;
Walking observations.
Final-reflexive
Final lesson on the topic "Wonders of Water" (see Appendix No. 1)
Creation of a file cabinet "Experiments and experiments with water";
Summing up the results of the work done.
Project Implementation Plan:
| Monday | |||||
| Morning conversation, setting the problem "Is life possible without water?" GCD "Water in human life" Experimental activity "Where is water contained?" Reading Fiction: G. H. Andersen "The Little Mermaid" | NOD "Life under water" Experimental activity: "Properties of water" (fluidity, transparency, solvent water) Making a layout "Inhabitants of the sea" Didactic game "Yes-no" | GCD "Journey of a droplet" (Water cycle in nature) Experimental activity: "Cloud formation" Artistic creativity: drawing "Rain, rain, drop" Reading fiction: the fairy tale of the peoples of Siberia "Living Water" | GCD "Different water" (three states of water, structure, properties) - problem: "Why don't Icebergs sink?" Experimental activity: "Properties of ice" Story-director's game "Arctic Journey" Didactic game "Good-bad" | Experimental activity "Evaporation of water. Where does the fog come from" Artistic creativity: application "Clouds - white-maned horses" Didactic game: "Who will collect faster?" Fiction: poems by A.S. Pushkin "About the Sea" |
|
| NOD "River of our city. Use of water. Kamskaya HPP"" Reading fiction: memorizing the poem "Have you heard of water?" Artistic creativity: drawing "Jellyfish and fish" Pilot-experimental activity "Observation of surface tension", "Buoyancy force". (Annex 2) | NOD "Sea wonders", "Why is the water salty?" Artistic creativity: modeling "Inhabitants of the sea" The plot-director's game "Brave Mariners" Experimental activity: "Water has power" (study of water pressure "(Appendix 2) | NOD "Reservoirs of our planet" Artistic creativity: drawing "The Tale of the inhabitants of the sea or the river" (making a book) Experimental activity: "Let's transfer water" (using a pipette, straw, syringe) (Annex 2) Reading fiction: A.S. Pushkin "The Tale of the Fisherman and the Fish" | GCD "Why do we swim and ships don't sink?" (formulation of the problem) Experimental activities: "Investigation of objects for buoyancy", "Observation of the surface film" Didactic game "Name as many as possible" Artistic creation: drawing "Goldfish" | NOD: quiz "In the world of water" Artistic creativity: modeling (collective work) "Sea adventures" Experimental activities: "Formation of soap bubbles", "Weakening of surface tension" Final lesson "Miracles of water" (Appendix 1) |
Result
During the implementation of the project, children's knowledge and ideas about water, its properties, and significance for all living things have expanded. Most of the children were active in cognitive, experimental, productive activities. Seven children made presentations prepared jointly with their parents on various topics related to water. The developing object-spatial environment was replenished with children's encyclopedic literature, children's presentations, board-printed games, figurines of sea inhabitants for a table layout.
Bibliography:
The program "From birth to school" edited by Mu: MOSAIC-SYNTHESIS, 2011. - 336 p.
Tugusheva G. P., Chistyakova A. E. "Experimental activities of children of middle and senior preschool age": Toolkit. - St. Petersburg. : CHILDHOOD - PRESS, 2011.
AI Ivanova "Methods of organizing environmental observations and experiments in kindergarten": A manual for employees of preschool institutions. - M. : TC Sphere, 2003.
N. N. Avdeeva, G. B. Stepanova "Life around us" Yaroslavl. - 2003
Vinogradova N. F. “Stories - riddles about nature: a book for children 5-6 years old / N. F. Vinogradova. - 2nd ed. finalized - M. : Ventana - Graf, 2012.
Shorygina T. A. "Conversations about water in nature" Guidelines. - M., TC Sphere, 2013.
Nikolaeva S. N. Young ecologist: The program of education of ecological culture of children. - M.: New school, 1999
MADOU No. 241 "Kindergarten of a combined type."
MYSTERY OF THE VOLCANO
Short term educational project
in the preparatory group
educator
Nazarova O. Yu.
Kemerovo 2016
Project implementation base: pupils of the preparatory group, parents of pupils of MADOU kindergarten No. 241.
Project implementation timeline: 2 weeks.
Objective of the project: Realization in the educational process of cognitive and experimental activities of children of senior preschool age, through familiarization with a natural phenomenon - a volcano.
Project objectives:
Give an idea of volcanoes, their structure, causes of occurrence.
To develop the cognitive activity of children in the process of independently performing experiments according to the scheme.
Help students understand why volcanoes are formidable natural phenomena.
To develop the ability to compare, analyze, draw conclusions, expand the horizons of pupils.
To consolidate the ability of children to work with a map, a globe.
To introduce children to the "reading" of encyclopedias, acquaintance with new phenomena, factors.
Give an idea of active, dormant and extinct volcanoes.
Activate and form concepts: magma chamber, vent, crater, lava, eruption
Search effective methods and techniques that contribute to the formation of ideas about the integrity of the surrounding world
To teach children to listen to each other, to accept and develop the idea of peers and adults, to interact creatively.
Formation of an active position among parents in the upbringing and education of children.
Hypothesis:- the ability to create an artificial volcano.
Project participants: teacher Nazarova O.Yu., children, parents.
Object of study- volcanoes.
Materials and equipment:
Projector, laptop, plastic cups (per child), deep plastic plates(per child), baking soda, washing liquid (any), red paint, vinegar, volcano model, small spoons (per child), pipettes (per child), green and red cards, workflow diagram, aprons, armlets .
Project relevance:
Educational activities in a preschool institution it is aimed at developing the personality of the child as a whole (the ability to compare and generalize one's own observations, to see and understand the beauty of the world), as well as to improve the speech of children, their thinking.
Knowledge about volcanoes helps the child to comprehend that on the earth and in our country there are such natural objects as volcanoes that affect the climate of the earth, living organisms, and changes in the relief of the earth.
Knowledge is not an end in itself in education, but it necessary condition development of such an attitude to the surrounding world, which is emotionally effective in nature and is expressed in the form of cognitive interest.
The educational process will become effective only when the parent will take an active part in this work. The family has a decisive influence on the development of the main personality traits of the child.
Project Implementation Plan
| Stages of project implementation | Activities | |||
| teacher | children | parents |
||
| Preparatory | Informational | Collection and analysis of information about the needs and abilities of children; Selection of methods, methods and techniques for studying personality changes in children; Informing parents about the implementation of this project; Selection of methodical, reference, encyclopedic and fiction literature; Designing an information and reading corner in the group; | Monitoring children's knowledge on the following issues; What is a volcano? What types of volcanoes do you know? What is the difference between active, dormant and extinct volcanoes? What is lava? What is magma? Do you know what a vent is? What harm do volcanoes do? Are volcanoes useful? What is an eruption? Do you know what a crater is? Which countries and cities have volcanoes? Reading encyclopedias on the topic "Volcanoes"; Discussing the goals for this topic; Active listening; Examining illustrations; Guessing riddles, puzzles, reading poems | Message on parent meeting about the upcoming project (theme, goal, objectives of the project); Information for parents in the information corner: Questionnaire « The world your child"; |
| Practical | Social | Joint activity planning (where to start). Preparing an educational video. Organization of activities, assistance in solving tasks. Development of summaries of educational events Drawing up a card index of poems, riddles about volcanoes | Viewing educational videos "Stones from fire", "What is a volcano", "Name of volcanoes"; The location of volcanoes on earth - work with a globe; Library visit. Topic: “The mystery of a natural phenomenon. In the world of the volcano | Examining a volcano with a child, placed in newspapers, magazines, photographs. See photos of different volcanoes and read interesting facts about them |
| Cognitive - research | Organization of research activities for children Conduct a series of educational events | The Legend of the Ancient God "Vulcan" How are volcanoes formed? The destructive power of volcanoes. Eruption prediction Lava transformation. | Joint activities at home. Together with the child, draw a picture "Volcano Eruption" Learn a poem"Volcano" Volcanoes began to "vulcanize" - Participation in a photo contest"Family of Volcano Explorers" |
|
| Prepare material for research "Stones of volcanic origin" Practical assistance to children, creation of conditions and motivation Project direction and control Conducting an informative conversation "How do volcanoes form?" At the upper boundary of the mantle, where the pressure is less than at great depths, in some places the mantle material melts, forming a magma chamber. If a crack forms in the earth's crust, which reaches the magma chamber, the pressure decreases. Magma, saturated with gases, boils, as it were, turning into a fiery - liquid mass, rushes up, expanding the crack, and pours out onto the surface. Its temperature is over +1000C. The erupted magma is called lava. Prepare material for theexperience: purchase of small bottles of mineral water. | Participation in the study "Stones of volcanic origin": Participation of children in the experience. Get a bottle of sparkling mineral water. Shake it and open the cork. Water with gases will rise sharply up and pour out of the bottle. |
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| Experimental - search | Selection and production of materials for the implementation of productive activities Observation of pupils in project activities. Collection of information through the media in preparation for the seminar - workshop for parents. Conducting safety briefing during experimental activities Preparation for an open lesson for the teaching staff Preparing material for the newsletter | Joint activities of children with a teacher Conducting the experiment "Volcanic eruption"; | Joint activities at home. Together with the child, color the scheme of the volcano and sign its parts. Cognitive task Try to find with your child on the map where the volcanoes are located in our country and in the world, what color they are indicated. Joint Experimental Activities Consolidate the child's knowledge of "why does a volcano erupt at all." Through experience: Bulletin issue,“What experiments to conduct at home with children?” |
|
| Creative | Preparation of materials for the creative activities of children Development of the abstract "Volcano Eruption" Showing a master class for kindergarten teachers Design of an exhibition of children's creative works Preparation of material for the design of the creative wall newspaper "All about volcanoes" | Gouache drawing "Secrets of the volcano" Sculpting a volcano Participation in creative work "Miracle Dough" Making a volcano from salt dough, volcano coloring. | Creative task at the request of the child Together with a child, mold a model of a volcano from plasticine, salt dough (you can cut it), or compose a poem (fairy tale) about a volcano. Participation in a workshop"The creative talent of the child in experimental and research activities" |
|
| final | Control and evaluation | Re-collection and analysis of pupils' knowledge. Processing of the obtained monitoring results. Studying the opinion of parents about the benefits of the project in the group. Analysis innovative project in kindergarten and its effectiveness. Preparing a presentation for pedagogical council Making future plans | Participation in the conversation "What worked, what didn't" Repeated monitoring of children's knowledge on the following issues. | Written survey: *How has the Secrets of the Volcano project affected your child? * “What new and interesting things did you learn during the project implementation?” * How do you evaluate the results of the project, on a 5-point system? * What topic would you suggest for further design in the group? |
Project result
Based on the work done to create conditions and conduct experimental research activities in the group on the topic: “The Mystery of the Volcano”, the following conclusions can be drawn that, in comparison with the beginning of the study of this topic and the results obtained after the experiments, the level of theoretical knowledge of children has increased And practical skills(by 67%).
The set goals and objectives of the project were implemented, each child independently performed the experiment and clearly saw the result of their activities.
The relevance of this project can be determined by the results of this kind of research and experimental activities. Carrying out such non-traditional events causes a lot of positive emotions in children, more vivid, memorable impressions, forms the desire to cause a lot of new, interesting, visually - to represent this or that phenomenon. Expands the horizons of children, forms a variety of knowledge, skills and abilities of children, both theoretical and practical.
Thus, the conclusions made during the implementation of the project testify to its scientific and practical significance. About prospects further development children, their cognitive activity.
The results of the project will be interesting for teachers preschool, parents who care about the cognitive and research activities of preschool children. this work can be demonstrated at methodological associations for educators, teachers additional education.
Bibliography:
3. Gushchenko I.I. Volcanic eruptions around the world. -M.: Nauka, 1979. (302 pages)
4. Publishing house "Makhaon", 2013. Series "Children's encyclopedia "Makhaon"" (128 pages)
5. Lebedinsky V.I. Volcanoes are a formidable natural phenomenon. - M.: AN Ukrainian SSR, 1963. (108 pages)
6. Lebedinsky V.I. Volcanoes and man. - M.: Nedra, 1967. (204 pages)
7. Kovinko L. Secrets of nature - it's so interesting! - M. Linka-Press, 2004. (72 pages)
8. Organization of experimental activities of preschoolers. / Under the general. Ed. Prokhorova L.N. -M.: ARKTI. (64 pages)
MADOU No. 241 "Kindergarten of a combined type."
"A miracle - a seed turned into a tree"
Long-term educational and practical project in the senior group
educator
Luchsheva L.A.
Kemerovo 2016
Where there was an empty place, where there was nothing,
Let everyone plant a tree and not forget it.
V. Berestov.
Project summary.
The project is aimed at the formation of an ecological culture of children and adults, and is intended for implementation with children of senior preschool age in a kindergarten.
Introduction.
For many centuries, humanity has been living next to amazing living creatures - trees. The condition of these plants appearance reflect the environment in which they live. We are so accustomed to their neighborhood that we rarely think about how important they are for the life of people and all life on Earth. Everyone knows that trees are the lungs of the Earth, a source of oxygen in the air, and therefore a source of human health. It is important not only to know and be able to use these wonderful properties of trees, but it is also necessary to learn how to preserve what nature gives us.
Relevance.
Trees surround us all the time, but most of today's children and adults do not pay attention to them. Preschoolers are much more interested in animals and bright, flowering plants. Trees are sometimes not of such interest, because they consider them inanimate creatures, and therefore of little interest. But ecological education begins with acquaintance with the objects of the immediate environment, which the child encounters every day. Trees are an excellent object for phenological observations. It is so interesting to watch how a small sprout will hatch from a small seed, and then it will grow and gradually grow into a large beautiful tree that will live for hundreds of years!
Analysis of the situation
You can often see the barbaric attitude of people towards trees, when both adults and children just break branches, carve their names on the trunk, damage the bark while collecting birch sap, and cut down trees. Often, the careless, and sometimes cruel attitude of children to nature is explained by their lack of necessary knowledge. A child at preschool age is able to consciously understand and accept elementary information about the benefits of trees for insects, birds, animals, humans and the rules of behavior in nature. Studying nature only from photographs and pictures will not give a child much, but touching nature, living communication with nature is the key to cultivating a sustainable interest in nature in children, a careful attitude towards it.
Formulation of the problem.
Children show little interest in trees, do not know how they grow, do not guess where their seeds are hidden. We investigated what trees grow around the kindergarten, near our house, in the city and found out that there are very few oaks growing, and whether they can grow in our region. Then a problematic situation arose: “Can we grow oak trees with you?”. The children had the opportunity to plant their own tree from a seed and take care of it.
Project goals:
1. To form a careful attitude to the natural world, a desire to take part in experimental activities.
2. Introduce the types of trees.
3. Grow oak seedlings at home.
4. Show the development of seeds at various stages of growth.
5. Show the importance of light, water and heat for development and growth.
6. Develop observation, the ability to experiment, draw conclusions.
Program tasks:
1. To form an idea about different types of trees, about the variety of varieties and their purpose.
2. Arouse in children a cognitive interest in growing new trees.
3. To form a desire to observe changes in plant growth depending on the conditions.
4. Learn to create a situation of experience, to make the necessary sketches.
5. Generate interest in experimentation and research activities.
7. Plant and observe the development of the oak.
8. In the case of a successful experiment, write "Tips for Growing Oaks" for other guys who want to grow an oak.
Expected Result:
After the experiment, draw a conclusion which factors contribute to the growth and development of plants (Light, water, heat).
The project has practical value: landscaping of the territory of the kindergarten.
Project type: cognitive and practical
Project duration: long term
Project participants: Educator, children of the senior group and parents.
Direction of work: Research.
Forms of work:
Consideration, comparison, experience, observation, care, watering, loosening, planting in the ground, experiment, material classification.
In the fall, the theme of the week about trees was held with the children, where they got acquainted with the types of trees, their seeds. At the lesson, oak seeds were considered, i.e. acorns. The children asked the question: “How do sprouts appear from an acorn with a hard shell, and then a big tree grows?” So we decided to plant acorns. Selected the largest acorns. All selected acorns were washed under running water and part of the acorns was placed in the input, the other part in a wet napkin. The children looked every day to see if the sprouts had sprouted. Of course, we did not wait for the sprouts, as the children were very eager to plant them.
We planted acorns on November 25 in order to plant them in the kindergarten in the spring and at the same time find out if they will germinate at home in winter.
The topic interested everyone. This is relevant, since our kindergarten works on environmental education. The subject of the study was oak. Start of the study: November.
Main content.
On this topic, information was collected from various sources: encyclopedias, reference books, the Internet.
Oak and its structure.
How does an oak tree grow? Oak is a perennial wild woody plant.
Oak grows slowly. First (up to 80 years) - stronger in height, later - in thickness. Oaks grow well where there is a lot of light. Foresters say:
"Oak grows well in a fur coat, but with an open head." The "open head" is the top of the oak tree. The tree loves to have its top lit by the sun. Oak needs to be surrounded by shrubs and low trees. This is his "fur coat". They create a lateral shade for the oak and thereby accelerate its growth in height. Some species tolerate drought well, are quite winter-hardy and undemanding to soils.
An oak forest is called an oak forest. It is very easy to breathe here, because oaks emit a lot of oxygen. Oak lives 300-400 years, and sometimes even lives up to 2000 years. Some trees reach 40 meters in height with a girth of 6-7 meters. The oak has strong large roots that go deep into the ground and branch widely to the sides. Therefore, he firmly clings to the ground and no storm will knock him down. The branches of the old oak are thick, they spread far to the sides. The crown is dense. There is a lot of shade under the oak. Leaves are simple, toothed. They are easy to recognize. The leaf blade of the oak is large, oblong, with deep notches. The leaves are attached to the branches with short petioles. Oak blossoms at the end of May, at the same time as the leaves bloom. The flowers are small and inconspicuous, form earrings. The fruit of an oak tree is an acorn. Each acorn is placed in a special cup - plus, "hat". Each acorn contains one seed. Acorns ripen in autumn. The tree grows well from a stump. It begins to bear fruit from the age of 15-60, in open places it is more active than in plantations. Fruits abundantly every 4-8 years. It reproduces mainly by acorns. For sowing, acorns collected in the same year are used, as they quickly lose their germination capacity.
Oak propagation.
By autumn, fruits ripen on the oak - acorns. The plush ("cap" on the acorn), which used to protect the base of the growing acorn, no longer holds the ripe fruit on the tree, and the acorn falls to the ground. Its cotyledons are rich in nutrients, and it germinates quickly. From the top of the acorn, a root appears, which then turns down into the depths. Frosts, cold winds, and bright rays of the sun are dangerous for oak seedlings. Young oaks need the protection of other trees. Having become stronger, the oak pushes its neighbors sheltering with its powerful crown. Now he is not afraid of either the sun or hurricanes. A powerful oak root goes deep into the ground.
The forest bird, the jay, often feeds on acorns. That's what they call her - acorn jay. This is a motley bird the size of a jackdaw. The jay picks off an acorn with its beak and flies further into the forest. Somewhere a jay sits on a tree, presses an acorn to a branch with its paw and begins to peck at it. An acorn can easily slip out, fall to the ground. And now a young oak grows in a new place.
Forest mice do not lag behind the feathered ones. The mouse family drags up to 30 kg of acorns into holes for the winter. It is unlikely that all this good will be eaten. Part of the acorns will definitely sprout, and then the young shoots of oak trees will reach for the sky and the sun.
Likes to eat acorns and squirrels. She hides acorns for the winter, often forgets about them, and they, too, can sprout in a new place.
Jay, Mouse, Squirrel help people grow new oaks.
It turns out that it is best to plant young oak trees in stumps! To do this, the stump is drilled to the ground, fertilizer is applied to the hole formed and trees are planted in soil briquettes. This is very beneficial, since it is not necessary to uproot stumps in forest clearings. And in a few years, when the young oak tree gets stronger, the stump will rot.
use of oaks.
Oak is a very strong and durable wood with a beautiful pattern. It is dense, strong, resilient, well preserved in the air, in the ground and under water, moderately cracks and warps, easily pricks, resistant to decay and house fungus.
In shipbuilding. In ancient times, huge oak trunks were split into two parts with the help of wedges, and then a boat was hollowed out of each. Such an all-wooden vessel could accommodate 50 - 60 people. Only oak was suitable for the manufacture of such boats.
In the production of furniture, construction.
Possessing great strength and having a beautiful pattern, oak wood is still very much appreciated. Furniture, parquet, barrels for pickling vegetables, log cabins for wells are made from it, which do not rot for a long time.
On the leaves of some oaks, with the help of insects, ink nuts are formed, which contain tannic acid. This acid is used for tanning leather and making dyes.
A coffee drink is made from acorns.
Oaks are very beautiful, so they are often planted for landscaping cities.
The leaves and branches of the oak are used as fodder for livestock.
In medicine. Oak contains tannin, which accelerates blood clotting, improves the functioning of the stomach and heals wounds, is used to gargle the throat and mouth, for burns, frostbite.
Acorn shell decoction is used to treat hematoma, skin diseases, eczema, varicose veins, etc.
Acorns have a bactericidal, enveloping, antitumor effect. But few people know that oak leaves have a much greater use.
It is truly a pantry of nature.
Oak leaves have an anti-inflammatory effect. Even in ancient times they were applied to wounds, and they quickly healed.
In the old days, warriors made weapons from oak: clubs, spears.
Oak brooms for baths are made from its branches.
Bog oak was especially valued. People plunged whole trunks of oak into long years under water. Oak, which was (stained), under water acquired a surprisingly beautiful color of wood, from which carved decorations, furniture for palaces, even thrones for kings were made.
Oaks and the Red Book.
Some types of oaks are listed in the Red Book, such as scalloped oak is listed in the Red Book of Russia with the status of a rare species.
Rock Oak is listed in the Red Book of Russia and the states of Belarus and Lithuania.
Oak on the coats of arms of cities. Oak is famous not only in Russia. Some cities and states depicted oaks on their coats of arms. It symbolizes strength, power, confidence, protection, durability, courage. Here are some of them. Coat of arms of Estonia, Coat of arms of Tsivilsk (Chuvashia), Coat of arms of France, Coat of arms of Italy.
Oaks grow in Kemerovo in different areas: On Builders Boulevard, on Volkov Square, near the Philharmonic Hall, on Institutskaya Street, 108A Lenin Ave., In the Miracle Park. Many people plant oaks on their household plots.
Poets and writers wrote about oaks in their works.
A) A.S. Pushkin, the great Russian poet, loved the oak.
Remember the lines: Lukomorye has a green oak,
Golden Chain on Oak Vol.
Day and night the cat is a scientist
Everything goes around in circles.
B) In I. A. Krylov’s fable “The Pig under the Oak”, the oak is also the main character. Pig under the ancient oak
I ate acorns to my fill, to satiety;
Having eaten, she slept under it;
Then, tearing her eyes, she got up
And she began to undermine the roots of Oak with her snout.
She, stupid, did not understand that without roots the tree would die, and she would lose her delicious acorns. Again, oak is chosen here for a reason. Here the oak as a symbol of the universe, the foundation of the foundations.
Conclusion of the theoretical part:
1. Oak is one of the most hardy and unpretentious trees.
2. Oak - a tree associated with the history and literature of our country. It is a symbol of strength, courage and endurance.
3. The information obtained gives hope for a possible successful result of the planned experiment.
We put forward a hypothesis - we made an assumption, is it possible to grow an oak seedling from an acorn at home?
How will acorns behave in winter after planting: will they sleep until spring, as in nature, or will they rise?
1. With these questions, we turned to the children and their parents, conducted a survey. Their opinion was divided: someone said that the oaks would die in the heat, while others said that they might sprout, but would stop their growth.
2. Our research: For the experiment, we selected the strongest and healthiest acorns that I collected from relatives at their summer cottage in the fall (early October) 2015.
3. Seed preparation: 18 acorns were selected from the total number of acorns. They washed the seeds in running water, then soaked one part of them in warm water, and put the other part of the acorns in a wet napkin. The prepared seeds were soaked for 4 days, changing the water daily and moistening the napkin. During this period, some of the acorns swelled, and a few burst their shells.
4. On November 25, 2015, we planted acorns in the prepared moist soil. But there were 20 children in the group that day, and there were 18 acorns. We decided to take 2 more dry acorns so as not to offend anyone. And conduct an experiment: “Which acorns will germinate faster?” Once again they spilled the earth and covered it with cellophane film.
5. For two months we moistened the ground twice a week as it dried.
The children were observed weekly, but there were no seedlings. My children and I began to despair that nothing would come up.
7. A week later, these oaks grew up, and released their first leaves, and sprouts of other acorns appeared. In mid-February, their number increased to 8 pieces. At the beginning of March, four more acorns sprouted, totaling 12 acorn sprouts, but we hope that the rest will also sprout.
8. In the second decade of March, the oak trees grew a little, the leaves increased in size. For some reason, one oak tree has white leaves, but it grows like all the others.
9. In the third decade of March, the last sprouts of oak trees appeared. There are 20 of them in total.
All the planted acorns sprouted, which means that the children had a “light hand”, or the seeds were very good. But one oak tree leaves are still pale yellow. Why don't we know. Maybe because his brethren blocked the light for him. Let's try to rearrange it to a brighter place.
8. In the spring, when warm days come, we will plant oak trees on the territory of our kindergarten and begin to observe their growth.
8 The hypothesis that it is possible to grow oaks at home has been confirmed.
Our goal design work reached.
We have collected a large amount of material about oak.
Together with my parents, we collected a folder, in which we placed proverbs and sayings about oak, riddles and poems, myths and legends, illustrations of paintings by famous Russian artists. As well as medical and culinary recipes related to oak and advice from our group on how best to grow oaks.
Bibliography:
Encyclopedia "I want to know everything" (about everything in the world) Publishing House Rieder's Digest Germany 2001;
Encyclopedia "Big Atlas of Nature of Russia", CJSC "Egmont Russia Ltd", 2003.
Petrov V.V. " Vegetable world of our Motherland”, Moscow, 1991;
Yaroshenko A.Yu. "How to grow a forest", Greenpeace, 2004.
Encyclopedia "Planet Earth", publishing house "Rosmen" 1999.
Information from the Internet: http://sadisibiri.ru/dubi-v-kuzbasse.html http://eknigi.org/hobbi_i_razvlechenija/10006-kak-vyrastit-les.html
m
MADOU No. 241 "Kindergarten of a combined type"
"A mother's heart warms better than the sun"
Short-term creative project in the senior group
educator
Luchsheva A.Yu.
Kemerovo 2016.
Relevance:
To cultivate a benevolent attitude towards mother, respect for the older generation, respect for family values.
How many stars in a clear sky!
How many spikelets in the fields!
How many songs does a bird have!
How many leaves on the branches!
There is only one sun in the world!
There is only one mother in the world!
Indeed, there is only one mother in the world. And it is she who does everything to ensure that we are happy. We go to her with our problems. She will always understand everything, comfort and reassure. No matter how much we talk about mom, it won't be enough. It is important that children understand what a mother means in the fate of each of them, what role she plays in the family. In addition, in a conversation with children, I managed to find out that almost all children know and can tell what their mothers do at home, about their joint activities with them, but children do not know where and who their mothers work for, not all children can tell about my mother's hobbies.
Target: To form a conscious understanding of the importance of mothers in the lives of children.
Tasks:
1. Deepen children's knowledge about the role of mothers in their lives;
2. contribute to team building parents - children, to involve parents in the work on the project;
3. Promote the development of speech through the expressive reading of poems, proverbs, compiling stories about mother;
4. To develop creative abilities, the desire to give gifts to mom;
5. Cultivate a kind, caring attitude towards mom.
Educational area: Acquaintance with the environment, morally - patriotic education
Interdisciplinary connections:
Educational area "Socialization". Mastering the initial ideas of a social nature and the inclusion of children in the system social relations. The development of gaming activities, the formation of gender, family affiliation.
Educational area "Labor". Formation of a positive attitude towards work. Development labor activity, the formation of primary ideas about the work of adults (mothers).
Educational area "Cognition". Development of cognitive interests, intellectual development. Formation of a holistic picture of the world, broadening one's horizons.
Educational area "Communication". Mastering constructive ways and means of interaction with other people. Development of free communication with adults. The development of all components of oral speech.
Educational area "Reading fiction". Formation of interest and need for reading (perception) of books. The development of literary speech, familiarization with verbal art, the formation of primary value ideas.
Educational area "Artistic creativity". Formation of interest in the aesthetic side of the surrounding reality, the need for self-expression. Development of productive activity, children's creativity, attachment to fine arts.
Methods and techniques:
Visual:
Consideration of illustrative material
Show illustrations
Actions with objects
verbal
Word games and exercises
Reading fiction
Learning poems by heart
Riddles and riddles
Conversations with children
Practical
Didactic games and exercises
Visual games - classes
Gaming
Questions for children
Activities for choosing children
Reminder
Correction
Mom, like the sun! Mom is like heaven!
Mom is the water you can't live without!
So be always healthy
So always be happy
So always love
My mommy!
Project type: Short-term creative, group, game.
Project participants: children, parents, educators, additional education teacher.
Problem: soon holiday - Mother's Day. What is the best way to congratulate mom?
II. Project development.
1. Communicate to project participants this problem.
2. Select methodological and fiction literature (poems, proverbs), illustrated material on this topic.
3. Pick up materials, toys, attributes for gaming activities.
4. Pick up materials for productive activities.
5. Draw up a long-term action plan.
III. Project implementation
| Kind of activity | Subject - game environment |
|
| Conversation with children "Let's talk about mom" | To help children understand how much time and effort takes mothers to work around the house, to talk about the need for mothers to help. | Illustrations on the topic. |
| Didactic game "Professions" | Expand children's understanding of women's professions, recall the importance and significance of labor, teach to correlate the actions of people various professions | Cards with the image of a person of a particular profession and cards with the attributes that are necessary for this. |
| Plot - role-playing game "Family (Mom and children)" | Improve the relationship between mother and child. | Attributes to plot - role-playing games. |
| Drawing Contest Announcement (Dads and Children)" Mom's portrait”,“ Warmth of mother’s hand ”(mothers and children) | Development creativity. | Drawings are made on a sheet of A4 format. |
| Reading fiction. A. Barto "Separation", "Mother sings" N. Sakonskaya "Talk about Mom" V. Berestov "Holiday of mothers" E. Blaginina "Mom's Day" E. Uspensky "If I were a girl" B. Emelyanov "Mom's hands" K. Kubilinkas "Mom" E. Moshkovskaya "I offended my mother ... Artyukhov "A Hard Evening" Demykina G. "Mom" Mikhalkov S. "What do you have?" Rajab W. "Mommy" Tsyferov G. "How to become big" | Recall with children previously completed works and introduce new ones. Through works of art, bring up love and respect for mom. | Illustrated books with the works of the listed authors. |
| Making holiday cards for mothers (application, design) | Create simple plot compositions. Develop creative imagination. | Colored cardboard, paper, scissors, glue. |
| Reading poems about mother (children). | Poems about mother. |
|
| Children's stories about their mothers. | Build the ability to compose short stories creative nature on the topic proposed by the educator, to cultivate a sense of pride in their mothers. | Photo of mother (optional). |
| Reading and memorizing proverbs about mother. | To acquaint children with proverbs about mother, explain their meaning. | Illustrations for proverbs. |
| Decor Photo vernissage "In the arms of mother" | To develop the creative abilities of children; cultivate a kind, caring attitude towards mother. | Album, photographs of children with their mothers, colored pencils, felt-tip pens. |
| Conversations, consultations with parents | To educate a culture in a respectful and attentive attitude towards mothers, grandmothers, sisters, women in general. | |
| Presentation for children "Mother's Day of Russia" | Strengthen close, trusting relationships between child and mother | Computer, screen |
| Parent survey | To identify the willingness of parents to cooperate with teachers on the issue of raising love for the mother. Is this job necessary? Why? | |
| Interviewing children | Reveal your relationship with your mother. | |
IV. Summing up the project.
Presentation of the project (work with parents).
Photo vernissage "In the arms of mother".
Exhibition of handicrafts "Mom's Golden Hands".
Drinking tea with moms.
Presentation of gifts made by children to mothers, diplomas from the educator.
Articles in the parental corner "Mother's Day: history and traditions", "Proverbs and sayings about mom."
Conversations with parents on these topics. Carrying out joint activities of the child with the mother manual labor(making toys, pictures, decoration, etc.).
Relevance: in older preschool age, matured children establish themselves, assert themselves in a team of children, form friendships and the ability to cooperate, increase attention to a peer 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: to familiarize children with established norms public behavior and the rules of relationships with peers, the creation of 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 "A true 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
tutor of the first qualification category 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 culture, 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 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
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 the game environment with didactic material.
Develop advisory material for parents and teachers of the preschool educational institution on the topics of the sections of the project
To acquaint children with the external structure of the human body, with the capabilities of its body
To teach children to distinguish the individual characteristics of 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 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 of 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, a 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 early childhood, these are:
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. Learning advanced pedagogical experience work on 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 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. Creation of conditions for the creative activity of children, a favorable mood for independent work (if necessary, assistance) 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 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
lesson models, didactic games, information material for parents and teachers
Visual materials and aids
Download the pedagogical project "WHAT I KNOW ABOUT MYSELF"
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