Presentation of the experience of the dow on project activities. Presentation "project activities in dow"

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Workshop for educators of the Kostroma municipal district "Project activities of preschool educational institutions" Compiled by: Senior educator Borisova E.A. November 2015

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Relevance Intensive updating of the modernization of all components of the educational process orients teachers to innovative approaches to the organization of the educational process, requires an adequate perception of pedagogical innovations, awareness of their need. In the modern educational system, teachers of preschool institutions are involved in innovative processes related to updating the content of preschool education, forms of its implementation, methods and techniques for presenting content to children. The concept of modernization of Russian education requires teachers to improve the quality of preschool education, to create conditions for the personal development of the child. Relevance

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“A project is any action done from the heart and with a specific purpose.” “A project is a set of actions specially organized by an adult and carried out by children to solve a problem that is significant for children, culminating in the creation of creative works.” “The project creates something that doesn't exist yet; it always demands a different quality or shows the way to obtain it. PROJECT - WHAT IS IT?

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this is a way to achieve a didactic goal through a detailed development of the problem (technology), which should end with a very real, tangible practical result, designed in one way or another. This is a set of techniques, actions of students in a certain sequence to achieve the task - solving a problem that is personally significant for students and designed in the form of a certain final product. E. S. Polat modern definition of the project method

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By dominant activity (Research, information, creative, gaming, practice-oriented) By the nature of the content (Child and family, child and nature, child and the man-made world, child and society and its cultural values By the nature of the child's participation in the project (Customer, expert , performer, participant from inception to obtaining results) By the nature of contacts (Within one age group, in contact with another age group, within the preschool educational institution, in contact with the family, cultural institutions, public organizations) By the number of participants (Individual, pair, group, frontal) By duration (Short-term, medium-term, long-term)

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Types of projects in a preschool educational institution (L.S. Kiseleva) Types of project Content Age of children Research and creative Children experiment, and then formalize the results in the form of productive activities. Senior group Role-playing Use of elements of creative games. Junior group Information-practical-oriented Collection of information, its implementation through social interests (group design). Middle group Creative The result of the work is a children's holiday, design, etc. Younger group Types of project Content Age of children Exploratory-creative Children experiment, and then arrange the results in the form of a productive activity. Senior group Role-playing Use of elements of creative games. Junior group Information-practical-oriented Collection of information, its implementation through social interests (group design). Middle group Creative The result of the work is a children's holiday, design, etc. Junior group

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Project structure: Stages of the project Teacher's activity Children's activity Stage 1 (organizational) Formulates the problem (goal). (When setting a goal, the product of the project is also determined) 2. Introduces you into a game (plot) situation. 3. Formulates a problem. Getting into a problem. Living in a game situation. 3. Acceptance of the task. 4. Addition of project tasks. Stage 2 (work planning) 4. Helps in solving the problem. 5. Helps to plan activities. 6. Organizes activities. 5. Combining children into working groups. 6. Distribution of roles. Stage 3 (project implementation) 7. Practical assistance (if necessary) 8. Directs and controls the implementation of the project. 7. Formation of specific knowledge, skills. Stage 4 (project presentation) 9. Preparation for the presentation. Presentation. 8. The product of the activity is prepared for presentation. 9. Present (to viewers or experts) the product of the activity.

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5. Presentation of results 3. Search for information 2. Design, planning 1. Problem 4. Product The project is five "P"

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Presentation on the topic: Project activities in the preschool educational institution

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Purpose: introduction of design technology into the activities of a preschool institution. The agenda of the teachers' council: Implementation of the decision of the previous teachers' council (Deputy Head I.V. Borchaninova). The relevance of the theme of the teachers' council. The concept of the design method. Types of projects used in the work of a preschool institution. (Deputy manager I.V. Borchaninova) Planning of work on preparation of the project. (Deputy head I.V. Borchaninova) Pedagogical improvisation “Who wants to become an expert in the project method?” (Deputy head. I.V. Borchaninova) Adoption of the decision of the teachers' council. (Head T.E. Loskutova, Deputy Head I.V. Borchaninova)

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“Trial and error is pretty good. But it also happens that the “experimenter” after another “trial” never makes mistakes again. Therefore, study the experience of others, read more wise books. Everything has been described many times. Find the root of the problem, grab it tight and follow it steadily. That's all". (From the instructions of Genesha)

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A project (literally "thrown forward") is a prototype, a prototype of an object or type of activity, and design is the process of creating a project. The project method is a learning system in which children acquire knowledge and skills in the process of planning and performing gradually more complicated practical tasks - methods (pedagogical dictionary)

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The feasibility of using project activities in preschool educational institutions It is one of the methods of developmental learning and self-education; Promotes the development of research skills; Promotes the development of creativity and logical thinking; Combines knowledge gained in the course of methodological activities in preschool educational institutions and professional communities, advanced training courses; It is one of the forms of organization of educational work; Increases the competence of the teacher; Improves the quality of the educational process; It involves stimulating the work of project team members;

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Basic requirements for the use of the project method Presence of a problem that is significant in research and creative terms Independent activities of teachers under the guidance of a teacher coordinating the project Use of research methods that provide for a certain sequence of actions Practical, theoretical psychological and pedagogical significance of the expected results results

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Typology of projects in preschool educational institutions (according to E.S. Evdokimova) By dominant activity (Research, information, creative, game, adventure, practice-oriented By the nature of the content (Child and family, child and nature, child and man-made world, child and society and its cultural values By the nature of the child’s participation in the project (Customer, expert, performer, participant from inception to obtaining results) By the nature of contacts (Within one age group, in contact with another age group, within the preschool educational institution, in contact with the family, cultural institutions, public organizations) By the number of participants (Individual, pair, group, frontal) By duration (Short-term, medium-term, long-term) PROJECT

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The sequence of actions when creating a project Determining the relevance of the problem and the tasks of project activities arising from it. Proposing a design hypothesis. Search for design research methods (monitoring procedures, experimental observations, statistical methods). Discussion of ways to design the final results. Collection, systematization and analysis of the obtained data. Summing up the final, material results and their presentation. Formulating conclusions and putting forward new problems for research. Distribution of pedagogical experience.

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The content of the project activity Development of projects and mini-projects by the teacher. A clear formulation of the project: goals, means, program of action. Evaluation of the project according to the criteria in accordance with the requirements of the integrated certification system (examination of the educational project). Introduction by the head of the preschool educational institution of changes and additions to the educational project. Presentation and defense of the project. Registration by the teacher-head of the business card of the project and folder. Consultations of teachers by heads of preschool educational institutions.

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Comparative characteristics of projects project goal structure result Information Study of the object. Analysis and generalization of facts Obtaining and processing information according to the established methodology Report, album, presentation Creative Accumulation of creative experience. The development of fantasy and imagination is not worked out in detail, only outlined. Subordinate to the final result A film or concert with a clearly thought-out structure Game Accumulation of game experience Not worked out in detail, only outlined. Subordinate to the final result Expected, clearly defined, oriented to social interests Practice-oriented Enrichment of social-practical experience The structure is thought out. Clear organization of work at each stage Expected, clearly defined, focused on social interests

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Objectives of the presentation Teaching teachers of project activities. Teaching teachers how to present themselves and their work. Increasing motivation, interest in professional activities. Providing educators with opportunities for self-expression and public speaking.

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Functional responsibilities of the head of the project team Selecting a problematic educational area, setting goals, formulating a conceptual idea and a project topic. Drawing up a rationale for the project being created, determining the final result, its positivity. Detailing the content, structuring the project material. Determining its scope, the research role of the project participants. Coordination of activities of project participants. Ensuring constant control over the progress and timing of project stages. Conducting consultations with project team members. Assistance to teachers in the preparation of documentation for the defense of the project. Identification of shortcomings, determination of ways to eliminate shortcomings. Personal responsibility for the correct presentation of the content.

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Variability of the project algorithm Algorithm 1st step 2nd step 3rd step 4th step 5th step 6th step First An intriguing beginning that meets the needs of children. Designation of a problem for adults. Definition by adults of the purpose of the project, its motivation. Involving children in the planning of activities and the implementation of the planned plan. Joint movement of adults and children to the result. Joint analysis of project implementation. Experience the result. no Second Joint highlighting of a problem that meets the needs of both parties. Joint definition of the goal of the project, upcoming activities. Predicting the result. Planning activities by children with little help from adults. Determination of means and methods of implementation. Implementation of the project by children. Differentiated assistance from adults. Discussion of the results and progress of work, the actions of each. Finding out the reasons for success and failure. Together with children, the definition of design prospects. Third Joint highlighting of the problem that meets the needs of both parties. Independent determination by children of the purpose of the project, upcoming activities. Predicting the result. Children planning activities, determining the means of implementing the project with the participation of an adult as a partner. The implementation of the project by children, creative disputes, agreements, mutual education, helping children to each other. Discussion of the results and progress of work, the actions of each. Finding out the reasons for success and failure. Determination of prospects for the development of project activities.

Organization of project activities in preschool educational institutions as an integrated method of training and education.
Project activity method
Developed at the beginning of the 20th century by the American philosopher, psychologist and educator John Dewey (1859 - 1952):
… learning should be built “on an active basis through expedient activity in accordance with their personal interests and personal values. In order for a child to perceive the knowledge he really needs, the problem under study must be taken from real life and be significant, first of all, for the child, and its solution must require him to be cognitively active and able to use existing knowledge to gain new ones ...

Project activity is an independent and joint activity of adults and children in planning and organizing the pedagogical process within a certain topic, which has a socially significant result.
“Everything that I know, I know why I need it and where and how I can apply this knowledge”

The project is a way of organizing the pedagogical process, based on the interaction of a teacher and a pupil, a way of interacting with the environment, a step-by-step practical activity to achieve the goal.
PROJECT - "5 P"
The purpose of the project method in preschool institutions is the development of a free creative personality of the child, which is determined by the tasks of development and the tasks of research activities.
Development tasks:
Ensuring the psychological well-being and health of children;
Development of cognitive abilities;
Development of creative imagination;
Development of creative thinking;
Development of communication skills.

Project classification
By topic
They differ in subject matter (creative, informational, game or research) and ways of implementing the results.
By composition of participants
They differ in the composition of groups of project participants - individual, group and frontal.
By implementation time
In terms of duration, projects are both short-term (1-3 lessons), medium-term and long-term (example: familiarization with the work of a major writer can last the entire academic year).

Types of projects in the preschool educational institution
Research and creative project
Role playing
Information-practice-oriented
Research
"Sand and water are always with us"
Work plan of the educator to prepare for the project:
1. Setting the goal of the project (based on the interests of children)
2. Development of a plan for moving towards the goal (the teacher discusses the plan with children, parents; children discuss the plan with parents).
3. Involvement of specialists in the implementation of the relevant sections of the project.
4. Drawing up a plan-scheme of the project.
5. Collection (accumulation of material).
6. Inclusion in the plan-scheme of classes, games and other activities.
7. Homework and assignments for self-fulfillment.
8. Presentation of the project (various forms of presentation).

"Project activity in the preschool educational institution"

Educator I KK

MKOU Yasenkovskaya secondary school

structural unit - kindergarten

Tsyganova Galina Alekseevna

Project based learning system

“...Children love to search, to find themselves. This is their strength ”(A. Einstein)
"...creativity is a kind of search activity" (V.S. Roitenberg)
“The child should be looked upon as a little “seeker of truth”, it is necessary to support and nourish in him the spirit of the restless search for truth, to cherish the awakened thirst for knowledge”

(K.N. Wentzel)

"Federal State Educational Standard for Preschool Education » No. 1155 FROM 17. 10. 2013 Entered into force on 01.01.2014

assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations

support of children's initiative in various activities

cooperation of the organization with the family

the formation of cognitive interests and cognitive actions of the child in various activities

Basic principles of GEF preschool education

Basic concepts

Project - borrowed from Latin and means "thrown forward", "protruding", "conspicuous". In the modern interpretation, this term is associated with the concept of "problem"

Project method – a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students, with the obligatory presentation of these results.

TYPES OF PROJECTS IN DOE (according to L.V. Kiseleva)

Project type

RESEARCH AND CREATIVE

Children's age

CHILDREN EXPERIMENT AND THEN FORM THE RESULTS IN THE FORM OF PRODUCTIVE ACTIVITIES

ROLE-PLAYING

INFORMATION-PRACTICAL-ORIENTED

USING CREATIVE GAME ELEMENTS

SENIOR GROUP

JUNIOR GROUP

COLLECTION OF INFORMATION, ITS IMPLEMENTATION THROUGH SOCIAL INTERESTS

CREATIVE

(GROUP DESIGN)

MIDDLE GROUP

RESULT OF WORK - CHILDREN'S HOLIDAY, COLLECTIVE WORK, DESIGN

JUNIOR GROUP (early age)

Basic requirements for using the project method in kindergarten

at the heart of any project is a problem, the solution of which requires an exploratory search

the project is a “play in earnest”; its results are significant for children and adults

mandatory components of the project: children's independence (with the support of a teacher), co-creation of children and adults, development of children's communication skills, cognitive and creative skills; application by preschoolers of the acquired knowledge in practice

Stages of development and implementation of the project (the sequence of work of educators)

1. Set a goal based on the interests and needs of children

2. We involve preschoolers in solving the problem (the designation of the "children's" goal)

3. We outline a plan for moving towards the goal (we support the interest of children and parents)

4. Discussing the plan with families

6. Together with children and parents, we draw a plan for the implementation of the project and post it in a conspicuous place

The sequence of work of educators

7. We collect information, material (we study the plan with the children)

8. We conduct classes, games, observations, trips - all the activities of the main part of the project

9. We give homework to parents and children

10. We turn to independent creative work (search for material, information, crafts, drawings, albums, suggestions) of parents and children

11. We organize a presentation of the project (holiday, open class, action, KVN), compose an album, etc.

12. Summing up: we speak at the pedagogical council, "round table", we generalize the experience

A PROJECT is the “five Ps”

1 - P problem;

2 - P planning

(planning);

3 - P search for information;

4 - P product;

5 - P presentation.

Sixth " P"project" is his portfolio, a folder in which working materials are collected, including plans, reports, drawings, diagrams, maps, tables.

Project

"Be nature

friend"

Target : acquaintance with the nature of the native land, education of love and respect for nature.

Project product :

exhibition of crafts made from natural materials.

Project "Famous people of our village"

Target : to introduce children, parents, teachers to the history and culture of their native land, to its spiritual and material values, thereby arousing in them a desire to learn more about the famous people of their land.

Project product : album "Famous people of our village"

Project "Dad, Mom, I am a friendly family"

Target : the formation in children of the concept of " a family" and increasing the role of family values in the development of the child's personality.

Project product : exhibition of wall newspapers "Me and my family"

Project "Folklore ensemble "Spinning"

Target : to acquaint children with the work of the folklore ensemble "Spinner", to introduce children to folk songwriting.

Project product : a concert with the participation of children and the ensemble "Spinning"

Performed

Kravchenko Irina Anatolievna

Educator of the first qualification category

MKDOU Veselovsky kindergarten

During the introduction of the Federal State Educational Standard for Preschool Education, kindergarten teachers often began to use the design method in their work. This allows you to successfully plan both the educational process and its results. Project activity has become a bright, developing, interesting method in the work of teachers. If you apply this method systematically, then you can track the effectiveness.

The ability of a teacher to analyze the result of his work, the development of a child as a person who can think, plan, implement, be able to apply the resulting product of his work in life, in practice - these are important qualities of modern education.

Stage 1. The educator, together with the children, formulates the problem, looks for solutions, collects information together with the children, and involves the parent community. Schemes are created, templates, file cabinets, attributes and other necessary material are prepared.

It is decided where, in what place, the selected project will be implemented, the terms that will be spent for its implementation are stipulated.

Stage 2 . The work plan is determined. System-forming factors are selected. Deadlines are set. The teacher takes an active part in the development of the project, provides assistance if necessary, directs the children, but in no case does the work that the children themselves can do. In the process, children should develop and form certain skills, acquire new useful knowledge and skills.

Stage 3. There is a self-examination, a mental evaluation of one's activity, one's work. When checking the project, they suggest how it can be used in practice, how the work on the project will affect the participants in this project.

Develops a sense of responsibility for the quality of their project.

After this action, the implementation of the project in practice begins.

Stage 4. We organize a presentation of the project (holiday, entertainment, KVN) or compose an album, etc. Summing up: we speak at the pedagogical council, the "round table", we generalize the experience.