What are ready-made projects for kindergarten. Sample project writing for preschool teachers
Project activities in kindergarten.Introduction
One of the main tasks of the modern education system, according to the Federal State Educational Standard, is to reveal the abilities of each child, to educate a personality with creative thinking, ready for life in high-tech information society with the ability to use information Technology and learning throughout life. Only such an individual can become successful in life. In the context of the implementation of the project in the preschool educational institution, each child independently strives to vigorous activity, and an adult expects from him a positive original creative result. Therefore, it is in project activities education is possible in a preschool educational institution creative personality having creative thinking, it is possible to fully develop the cognitive activity of preschoolers.
Project method
According to the definition of the American educator, the founder of the project method, William Hurd Kilpatrick, a project is any action performed from the heart and with a specific purpose. A project is a set of actions specially organized by teachers and carried out by children and adult participants in the project. Children, teachers, families take part in project activities in the preschool educational institution. Project activity, like no other, supports children's cognitive initiative in the conditions kindergarten and families, and it is the project activity that allows this initiative to be formalized in the form of a culturally significant product.
The project method is a learning system in which children acquire knowledge in the process of planning and performing ever more complex practical tasks - projects. The project method always involves the solution of a problem by the pupils. This way of working is suitable for children from four years of age and older.
Ways to develop projects in a preschool educational institution
1. System web for the project
All types of children's activities and forms of joint activities during the project are listed. All of them are distributed by educational areas, p.2.6. GEF TO:
Social and communicative development;
Speech development;
Artistic and aesthetic development;
Physical development.
Also, the system web indicates the forms of interaction with the family and social partners in the course of project activities, the forms of joint activity within the framework of the project during sensitive moments.
2. Model three questions WHAT DO I KNOW? WHAT DO I WANT TO KNOW? HOW TO FIND OUT?
WHAT DO I KNOW? - PROBLEM. Find out what the children already know about the topic.
WHAT DO I WANT TO KNOW? - DESIGN. Project theme plan.
HOW TO FIND OUT? - SEARCH FOR INFORMATION. Sources of new knowledge, i.e. funds for the project.
3. The image of "We are seven" (by Zair-Bek)
We are concerned... (a fact, a contradiction, something that attracts attention is formulated).
We understand ... (a conscious problem is presented for solution and benchmarks-values).
We expect ... (a description of the intended goals - results is given).
We assume ... (ideas, hypotheses are presented).
We intend to... (context of actions planned in stages).
We are ready... (a description of the available resources of a different nature is given).
We are asking for support... (justification of the necessary external support for the implementation of the project is presented).
Classification of thematic projects in preschool educational institutions
1. According to the activity dominant in the project:
Research - creative
role-playing
Creative
Informational (practice-oriented)
2. By subject area:
Monoprojects (one educational area)
Integrative (two or more educational areas)
3. By the nature of coordination:
Direct
Hidden
4. By nature of contacts:
With pupils of the same group
With pupils of several groups
With pupils of the entire preschool educational institution
5. By the duration of the project (depends on the degree of interest of the children, the teacher determines):
Short term (1 – 3 weeks)
Medium duration (up to a month)
Long-term (from a month to several months)
Types of projects in the preschool educational institution (according to L.V. Kiseleva)
1. Research and creative. Children experiment and arrange the results in the form of newspapers, dramatization, children's design (layouts and models).
2. role-playing . Elements of creative games are used, children enter the image of fairy tale characters and solve the problems in their own way.
3. Informational (practice-oriented) . Children collect information and implement it, focusing on social interests (the design and design of the group)
4. Creative. Formulation of the result of the work in the form children's holiday, children's design, etc.
What is a "project"?
Each project is "five P":
Problem;
Design (planning)
Search for information;
Product;
Presentation
But in fact, every teacher organizing a project in a preschool educational institution should have the sixth "P" of the project - this is his Portfolio, i.e. a folder that contains all working materials, including drafts, daily plans, notes, and others teaching materials used in the course of project activities.
At the end of the project, each preschool teacher organizing project activities must draw up a report on the project, which often causes difficulties. Using the proposed approximate structure for preparing a report on a completed project in a preschool educational institution, you, dear colleagues, can easily do this.
An approximate structure for the preparation by teachers of a report on a completed project in a preschool educational institution using the system web of the project
1. Title page - project name, project type, project time frame, project author.
2. Project theme and its origin.
3. Project objectives (educational, developing and upbringing): for children, for teachers (not only for educators, but, possibly, for music directors, physical education leaders, speech therapists, etc.), for family members.
4. System web of the project.
5. Expected results of the project: for children, for teachers, for family members.
6. Summary project:
* The preparatory stage - the actions of children, the actions of teachers, the actions of family members
* Activity stage - the actions of children, the actions of teachers, the actions of family members
* The final stage - the actions of children, the actions of teachers, the actions of family members
7. Project product description : for children, for teachers, for family members
8. Project presentation - demonstration of the project products to others (here it is appropriate to place photos of the project product).
Dear colleagues, I wish you creative success in project activities with preschoolers!
Documentation of the project.
Shatokhina Rita Vyacheslavovna, teacher additional education MBU DO "House of children's creativity in Kalininsk, Saratov region"In modern pedagogy, the project method is considered as one of the personality-oriented learning technologies. The project method is a pedagogical technology focused not on the integration of factual knowledge, but on their application and acquisition of new ones, sometimes through self-education.
Sample design of the project.
Introduction. Having a problem. Project work is always aimed at solving a specific problem. No problem, no activity. What is the innovation of this project? A brief summary of the project, a list of questions that the project participants put before themselves.1.1.Section. "The main part of the project."
Setting goals and objectives, relevance. Determining the time of work on the project (short-term, long-term), determining the type of project:
Projects are:
a) research;
b) creative;
c) gaming;
d) information projects;
e) practice-oriented.
1.2. Action planning. During the analysis and discussion of the project, a plan of joint actions of the student and the teacher is developed. A bank of ideas and proposals is being created. Throughout the work, the teacher helps in setting the goal, corrects the work, but in no case imposes his vision of solving the problem.
The project participants are divided into groups of 2 to 5 people, depending on the number of students in the group. Roles are distributed in each group: for example, an idea generator, a presenter, a designer, a critic, an encyclopedist, a secretary, etc. The tasks assigned to each group and the deadlines for their implementation are clearly defined. The stages of work on the project can be reflected in an exemplary table:
tasks or task.
Deadlines.
Solutions.
Responsible for execution. Or a group.
Control.
1.3. Budgeting: what pedagogical, student, material resources will be involved in the implementation of this project. It might just be a list.
1.4. Customer definition of this project: for whom?
1.5. Search for information. Specify sources.
1.6. Planned result. What will students get? What will the teacher get?
2. Section.
2.1. The result of the work- product. Description of the result of the work: script, report, presentation, etc.
Students, having chosen feasible technologies for creating their work, clarify, analyze the collected information, formulate conclusions. The teacher acts as a scientific consultant. The results of completed projects should be, as they say, “tangible”. If this is a theoretical problem, then its specific solution, if practical, a concrete result ready for use (in class, at school, in real life).
2.2. Presentation of results- presentation of the finished product. In other words, the implementation of the project requires at the final stage the presentation of the product and the defense of the project itself, which can be carried out in the form of a competition, exhibition, presentation, speech.
When defending, students demonstrate and comment on the depth of development of the problem posed, its relevance, explain the result obtained, while developing their oratory skills. Each project is evaluated by all participants in the class. Students watch the work of others with interest and, with the help of the teacher, learn to evaluate them.
The result of the presentation may be feedback or comments from the audience, a link on the Internet, guests or parents, articles in the media, diplomas, diplomas.
3. The final part of the project.
Conduct a reflection. Diagnostics. Suggested questions: Did you acquire new knowledge and skills while working on the project? What was the most interesting part of working on the project? What were the main challenges and how did you overcome them? What comments and suggestions can you make to yourself for the future? Students can be rewarded by expressing gratitude in words or by presenting a diploma for a project developer, scientific researcher, best designer, etc.
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." | |
| « Animal world Africa". Short-term project for older children. | |
| "Magic water". Short-term 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.
A modern preschool organization in the context of the introduction of the Federal State Educational Standard and a huge flow of information requires such methods of organizing educational activities 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 develop 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 project method that makes it possible to shift the emphasis from the process of passive accumulation of knowledge by children to mastering them in various ways of activity in the conditions of the availability of 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 cognitive interest to different areas of 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 project is the path of exploration.
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, different ways find information about an object or phenomenon of interest and use this knowledge to create new objects of reality. It also makes the educational system of the preschool educational institution 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 of a children's holiday.
Research - children conduct experiments, after which the results are drawn up in the form of newspapers, books, albums, exhibitions.
Game - these are projects with elements of creative games, when the guys enter the image of the characters of a 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 are trying to master the new technology to perfection, which allows us 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 the changing situation of preschool education.
We present to your attention a number of projects carried out by our creative team 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 exemplary basic educational program of 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 in visual activity, 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 inanimate objects, conversations, viewing illustrations, experiments, experiments.
The development of creative and communication skills in preschoolers.
Cultivating respect for water resources 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 environmental 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 “The grimy girl”, Slovak folk tale “At the sun in away";
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 to 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 the climatic zones of the African continent (desert, savannah, tropical forest)
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 horizons, enrich lexicon children to 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.
Upbringing 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 of joint activities of parents and children. |
|||
| (basic) | 1. Improve skills, imagination and fantasy. 2. Introduce children to the works of writers about animals in Africa. |
|||
| (final) | 1. Cultivate accuracy, the ability to bring the work started to the end. 2.Summarize the experience on this topic. |
|||
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 self-study flora and fauna of Africa together with their parents.
Project Implementation Plan.
| Members | Implementation period |
|||||
| Stage 1. Preparatory. |
||||||
| 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. |
||||
| Stage 2. Basic. |
||||||
| 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 come up with various options for events that are not depicted in the picture. | Educators, parents, children. | ||||
| Stage 3. Final. |
||||||
| 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 widely used knowledge about surrounding life. 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, a 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.
Upbringing 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 them. comprehensive development.
Raising an ecological culture is a long way to form the right ways of interacting 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 emphasizes the relevance of 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"Not really" | 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 at different topics associated with 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 for 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, sleeves.
Project relevance:
Educational activities in a preschool institution are 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 is a necessary condition for developing such an attitude to the world around us, 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 at 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 | legend about ancient god"Volcano" 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 and pour out of the bottle. |
|||
| 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 creative activity 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 of an innovative project in kindergarten and its effectiveness. Preparing a presentation for the 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 of interest to preschool teachers, parents who care about the cognitive and research activities of preschool children. This work can be demonstrated at methodological associations for educators, teachers of 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, their appearance reflect ecological situation 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. Form an idea about different types 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 thick. 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 oak trees.
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.
With great strength and beautiful drawing, 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 immersed whole trunks of oak for many 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 rare view.
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 oak trees in their home gardens.
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 the fable of I. A. Krylov “The Pig under the Oak”, the oak is also the main thing actor. 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 intended 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.
The goal of our project work has been achieved.
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 cooking recipes related to oak and our group's advice on how best to grow oaks.
Bibliography:
Encyclopedia "I want to know everything" (about everything in the world) Publishing House Reader's Digest Germany 2001;
Encyclopedia "Big Atlas of Nature of Russia", CJSC "Egmont Russia Ltd", 2003.
Petrov V.V. "The flora 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, moral and 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. The development of 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. Development 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. The development of productive activities, children's creativity, familiarization with the 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. Choose a methodological and fiction(verses, proverbs), illustrated material on the 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 ideas about women's professions, recall the importance and significance of work, learn to correlate the actions of people of different 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. |
| Announcement of the drawing competition (dads and children) "Mother's portrait", "Warm mother's hand" (mothers and children) | Development of creative abilities. | 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. |
| Manufacturing 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 his mother in manual labor (making toys, pictures, decorating, etc.).
Project for children and parents of the middle group: "Good blanket"
For educators and parents
Compiled by: educator: Kondratieva T.V.
Project type: communicative and creative.
Project implementation: August - September 2014.
Members: children of the middle group and their parents.
Problem: Middle-aged children are characterized by a high emotional susceptibility to everything that surrounds them. The more sense organs are involved in the process of upbringing and development of the child, the more fully the picture of the world is revealed to him. The child actively perceives and masters everything new through movement, because movement for him is a way of learning. Children learn the world with their hands, which is proved by many researchers who note the role of fine hand movements and establish a connection between the development of fine motor skills and speech. Modern children, unfortunately, experience a lack of movement and sensory sensations ... Parents do not spend enough time with their children, their constant employment affects the mood of children, affects their health. Children really miss their parents while in kindergarten, this project will help preschoolers reduce emotional tension, help children and parents feel a positive emotional connection with each other.
Goals:
- strengthening emotional contacts between children and adults;
- development of sensorimotor coordination and fine motor skills of hands.
- improving the quality of the educational process,
- development of creativity, increasing the competence of teachers
Tasks:
- development of psychomotor functions, communication skills in children;
- removal of emotional and muscular tension;
- involvement of parents in the creation of a "home scarf" at home;
- the use of a "home scarf" in the joint and independent play activities of children;
- development of game exercises with lacing-simulators;
- establishing trust and mutual understanding between children and adults;
- development of children's creative abilities.
Project development.
- Communicate this problem to project participants.
-Pick up methodological and fiction, materials on this topic.
- Pick up materials, toys, attributes for gaming activities.
- Pick up material for productive activities.
- Draw up a long-term action plan. Preparatory stage
Cycle of creative tasks
Purpose: to give the child the opportunity to participate with their parents in the implementation of creative ideas, to show parents the importance of joint activities with the child in the manufacture of crafts.
Provide an opportunity to show their individuality, creativity, put forward non-standard ideas and implement them.
Stage 1:
Project presentation
Purpose: to unite participants in educational relations into a team of like-minded people. Unity through joint interesting activities of parents, children and educators, building partnerships between participants in educational relations. Introduction of pedagogy of cooperation.
Creative task for parents (methodical leaflet)
Purpose: to show parents the basics of implementation creative work together with the children, offer to pick up materials and sketches for completing the task according to their own plan.
Advice for parents
Purpose: to show the significance of this project, which involves both independent and joint activities of all its participants.
Stage 2 Creation of an art object
Purpose: to complete a creative task with the child, using materials and sketches of their own design at home.
Stage 3 Art object in action
Purpose: the use of an art object during the child's stay in kindergarten, as an attribute of a good start to the day and continuous communication with the family.
Stage 4 Final. Action "Good blanket".
Purpose: to unite and rally the participants in educational relations into a team of like-minded people, building partnerships between educators, children and parents.
Practical part of the project:
A cycle of creative tasks for parents
1. Creative task "Toys from a pillow." Prepare the basis for the toy: a small rectangular pillow filled with padding polyester. With the help of laces and ribbons, you can create different toys that are familiar to the child and fantastic, invented by him. Tie a pillow in the upper part with two ribbons - you will get ears, mark the paws with laces, a long lace at the back - a tail. Toy - the kitten is ready! Do not forget that cats love to play with bows on a string.
2. Creative task "Toys from improvised materials." For example, a bird of happiness can be made from fabric. The bird of happiness is a symbol of good news. The bird of happiness is made from chintz fabric, a cotton or synthetic winterizer ball and threads.
Stage 1: making a bird of happiness: “we make feathers”.
We remove the threads from the fabric along the contour to get a fringe, a bird of happiness without using a needle.
Stage 2: Making a bird of happiness: fold the fabric in half, then in half again, and then in a triangle
Stage 3: We tie the tip of the triangle with threads. This is the "nose" of the bird.
Stage 4: We unfold the fabric, put a ball of cotton in the middle. We tie a ball of cotton into the fabric.
Stage 5: We say kind affectionate words, a prayer, parting words ... We tie a ball of cotton wool with a thread to make a “head” of a bird. We fold the corners of the bird with each other.
Stage 6: we make wings, we tighten one corner of the fabric, then the other to make wings.
Campaign "Collecting a good blanket"
The individual stage is carried out with the direct participation of the family. Parents need: a positive and friendly attitude, the ability to negotiate with the child and discuss everything new, a creative approach, but most importantly, the family's interest in innovations in the child's life. Recommendations to parents: It is important to treat the tasks and requests of educators responsibly and not be afraid to offer your own creative ideas.
Quite often, children bring their favorite toy with them to kindergarten. For them, this familiar object and a piece of home, a memory of their mother. There is no doubt that a homemade handkerchief designed together with the mother will help the child to be distracted, cope with fears and insecurities, relieve psycho-emotional stress. When making a homemade handkerchief, parents are reminded of its versatility so that they can play with it, study, consider and transform. It is important that classes with a handkerchief contribute to the development of fine motor skills, as well as ropes and laces fixed at the corners of the handkerchief and on its surface.
Communicative stage The child is already accustomed to new environment and new surroundings. Friends appeared. We need to help kids take the first steps towards friendship.
"Interaction in pairs" - the teacher can invite the children to show their handkerchiefs to each other. Then they can exchange handkerchiefs and examine, examine, compare them. You can discuss with children what is depicted on different handkerchiefs, what is common, what is the difference. Simple tasks are recommended: “In which handkerchief does the red color live?”, “Who has a name on the handkerchief?”, “Whose lace is the longest?”, “What is in the pocket?” and etc.
"Interaction in small groups" - we repeat the previous tasks and move on to new, more complex ones. For example, we create a common path from "home handkerchiefs" by tying the laces and ribbons of five to six handkerchiefs. From four handkerchiefs you can make a blanket for a doll or a festive tablecloth for a table. If it’s still difficult for kids to tie their shoelaces, it’s enough just to lay out handkerchiefs like puzzles. The main thing is to fantasize, come up with interesting tasks, maintain the interest of the child and not stop there!
"Interaction in a group" - the child feels like a part of a large team and understands that he is with everyone, such different peers. One of the tasks - "Islands" - making handkerchiefs with different names: "Girls" and "Boys", "Funny animals", "Colorful islands", "The largest island", etc. Children are used to kindergarten, a group room , educators and peers. Fears are mostly overcome, it's time to combine handkerchiefs into one common group "Cozy Baby Blanket".
An action was timed to coincide with this event, parents were invited. The event took place within 50 minutes. The main event is the connection of handkerchiefs in the "Good Blanket". To do this, each “home handkerchief” had laces or ribbons sewn in the corners that were convenient for tying. First, 2-3 handkerchiefs were combined, laces were tied, then they were connected into paths, and then into a single canvas. So, "Good blanket" is ready!
The whole action took place in the atmosphere of a holiday. The free communication of the action participants helped to create a team of like-minded people, unite the children's team and the parents of the group.
It is very important that the Good Blanket art object unites children and parents. And if the child wants to be alone, then the relaxation effect of the “blanket” comes in handy.
Result:
Each participant received a creative task "Handkerchief" - to decorate a piece of fabric (15x15 cm) as an individual "Handkerchief".
Materials for decorating a handkerchief were offered: multi-colored laces, ribbons and ropes, beads made of waste material, buttons, floss threads, colored braid of various widths, beads, synthetic winterizer, pieces of fabrics of various textures.
The action "Collecting a good blanket" was held - drawing up a common canvas of a blanket from separate fragments - individual "handkerchiefs".
Children master the skills of making toys, possess the primary skills of cooperation in the manufacture of joint crafts.
Participants in educational relations unite and rally into a team of like-minded people, building positive partnerships between educators, children and parents
Literature:
1. Preschool Pedagogy, ed. V.I. Loginova, P.G. Samorukovoy M., Enlightenment 2001
2. Karalashvili E.A. Art. “Implementation of the project “Cozy blanket for babies” within the framework of a scientific and practical conference. Handbook of the senior teacher of a preschool institution No. 4, 2014
3. Koskina N.M. Art. "Traditional forms of work with parents", Journal of the Educator of the preschool educational institution No. 4, 2012.
Back forward
Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested in this work, please download the full version.
Federal state requirements in the structure of the main general educational program of preschool education orient teachers working with preschoolers to solve educational problems not only in direct educational activities, but also in the joint activities of the educator with children, in the independent activities of children in a developing environment, in the process of interaction with families pupils.
At the same time, it is necessary to organize the educational process, taking into account the integration of all educational areas.
In my opinion, the method of projects allows to optimally solve these problems. The project method is basically an independent activity of the project participants, focused not only on the assimilation of factual knowledge, but also on their application and acquisition of new ones. As the editor-in-chief of the magazine “Kindergarten of the Future - Gallery creative projects” V.I. Rebrova in his article “Design in modern life”, in the course of the project, the position of the teacher also changes: from a “transmitter” of knowledge, he turns into an active participant in joint activities. He acts as a coordinator, organizing the work of children, since it is difficult for preschoolers to independently plan their activities to solve the problems of the project.
The project, being one of the forms of joint activity, is a technology for the development of independence, exploratory behavior, cognitive and creative activity of children. In my opinion, this is its main advantage.
I have developed and tested an educational, thematic project of medium duration (approximately 2 months), which is called “Transformations of a droplet”.
The aim of the project is to develop children's ideas about the importance of water in nature through the study of the properties of water and the establishment of cause-and-effect relationships.
Project participants are children of senior preschool age, teachers, parents.
| Project stages | Children's actions | Actions of teachers | Actions of parents |
| Preparatory | Precipitation monitoring. Observation of natural phenomena related to water (ice drift, frost, hoarfrost, icicles, etc.). Initiate discussions of the project among peers. |
Selection of art literature on the topic. Selection of encyclopedias, maps, diagrams. Drawing up card indexes of riddles, rebuses, verses, sayings. Drawing up a card file of experiments with water. Preparation of equipment for experiments with water |
Preparation of equipment for experiments with water. Preparation of photographs of natural phenomena. |
| Active | Consideration of encyclopedias, illustrations. HRE "Brave Sailors". Precipitation monitoring. Observation of natural phenomena related to water (ice drift, frost, hoarfrost, icicles, etc.). Experimentation, experiences. Water games. Compilation of observation diaries. Drawing, application. |
Organization of experiments, experiments. Didactic, educational games. Integration of project activities in the GCD (FEMP - measurement of the volume of water; communication - lesson trip "Island of Grammar": FTsKM - lesson-experimentation "Water cycle in nature" |
Preparation of children's stories about unique natural objects |
| final | Entertainment “Merry Water”. Presentation of the pages of the album about water. |
Organization of a photo exhibition. Drawing up the scheme "The water cycle in nature." Entertainment “Merry Water” |
Awareness of the need to be a source of encyclopedic knowledge for the child. Be able to answer children's questions, incl. based on the principles of natural conformity and scientific conformity. |
The system "web" for the project is presented on figure 1.
As an example, I present a summary of the joint activities of the educator with the children “Have you heard about water?”. This activity is carried out at the active stage of the project. By the time of this event, the children have already got acquainted with the properties of water, learned in what form water is found in nature.
The purpose of the event: by experience to acquaint children with the properties and aggregate states of water.
- To form ideas about the transition of water from solid to liquid, from liquid to gaseous and vice versa.
- Expand understanding of the role of water in human life and its impact on health.
- To consolidate the ability to highlight in the process of perception several qualities of an object and its characteristic properties.
- To consolidate the ability to establish causal relationships between natural phenomena (when the ambient temperature changes, the state of aggregation of water changes).
- Lead the children to the conclusion that everything in nature is interconnected.
- To form ideas about water-related situations that are dangerous for humans and the natural world and how to behave in them.
- Remind children that if fire is handled carelessly, a fire can occur.
- Strengthen teamwork skills: the ability to distribute responsibilities, work in accordance with a common plan, without interfering with each other.
- In research project activities, teach the child to pay attention to the analysis of the effectiveness of information sources. Initiate discussions of the project among peers.
- Develop research projects.
- To form the ability to negotiate, help each other.
- To form ideas about oneself as an active member of the team through project activities.
- To promote creative project activities of an individual and group nature.
- To accustom children - future schoolchildren - to take the initiative in order to gain new knowledge.
- Continue to develop vision, hearing, smell, taste.
- Improve speech as a means of communication.
- Develop the construction of the statement, help children more accurately characterize the object, situation; to teach to make assumptions and draw the simplest conclusions, to express their thoughts clearly for others.
- Continue work to enrich the household, natural history, dictionary.
- Help build complex sentences
- Exercise in the sound analysis of the word
Equipment:
For the educator: thermos with snow, candle, table metal spoon, glass (mirror), projector, laptop.
For children: glasses of various sizes and shapes, a plate, spoons, salt, sugar, glasses of water and milk, pebbles, a cube, colored stripes, chips.
Demonstration material: doll Kapitoshka - a symbol of the project; a letter from Kapelka; rebus; a set of pictures to reproduce the algorithm of the experiment, the scheme “The water cycle in nature”.
The teacher draws the attention of the children to the letter brought by Kapitoshka, offers to read it.
Figure 2
"Hello guys! Three little sisters are writing to you. Help us. We lived together and never quarreled. One day the sun was so hot that one of us turned into steam. And then came a terrible frost. The second one was combing her hair at that moment, and it froze, turning into a beautiful snowflake. And the third managed to hide. And remained a drop. Snezhinka became very proud, began to admire herself and did not want to recognize her sisters in a droplet and a “parinka”. Guys, help! Prove that we, the snowflake, the droplet and the “parinka” are sisters.
Guys, do you want to help? What are they asking you for?
The game “Where the water hid” is being played. The game is played using the Active Learning Method “Bus Stop”. The children are randomly divided into three teams.
The teacher invites the teams to choose one of the proposed names - Ice, Water, Steam. Then the teacher reads the verses:
Have you heard of water?
They say she's everywhere!
In a puddle, in the sea, in the ocean
And at the faucet.
Like an icicle freezes
Creeps into the forest with mist,
It's called a glacier in the mountains.
We are used to the fact that water
Our companion always!
We can't wash without her
Don't eat, don't drink
I dare to tell you:
We cannot live without her.
The task for the teams is to choose pictures where water is in the solid, liquid and gaseous state, respectively. Teams approach tables (“bus stops”) on which pictures are laid out (Figures 3-8). Select the desired pictures and move on to another “stop”. Having visited all the stops, choosing the right pictures, the representatives of the teams explain their choice.
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8
Conclusion: water environment happens different. Solid as ice, in the form of vapor and liquid. It is transparent, tasteless, colorless and odorless.
Imagine that our room is a research laboratory. To prove that a snowflake, a "steam" and a drop are sisters, we need to investigate the properties of water. We will now conduct experiments.
Children approach the tables where equipment is prepared for experiments to determine the properties of water.
The task of the teacher is to convince children to choose different properties and not to repeat the experiments shown by other children.
Experience #1: “Water has no shape”
Give the children two glasses and dishes of various shapes. In one glass - water, in the other - a cube. Transfer the cube to another bowl. The cube has retained the shape of a cube. Pour water into another bowl, the water takes the form of this dish. What can be said about the shape of water? Water has no form. It takes the form of a dish. The cube keeps the form in any ware.
Experience No. 2: “Water is liquid, it can flow”
Give the children 2 glasses: 1 - with water, 2 - empty. And invite them to pour water from one glass to another. Ask a question: “Water pouring? Why?". Conclusion: water is liquid, pouring.
Experience #3: “Water has no color”
What color is the water? On the table you have strips of paper, with their help we will determine the color of the water. Attach and compare the color of the water and the color of each strip. Is it possible to say that water matches one of their colors? (No). What color is the water then? Colorless.
Experience #4: “Water has no taste. Water is a solvent”
Give children three glasses of drinking water, containers with sugar and salt, teaspoons. Try water. Dissolve the salt in one glass and the sugar in the other. Try again. In one glass the water became sweet, in another it became salty, in the third it became tasteless.
Experience No. 5: “Water has no smell”
When mom bakes pies and buns, you will feel the appetizing smell behind the doors of the apartment. A delicate aroma is emitted by flowers, perfumes. And smell the water, what does it smell like? Conclusion: water has no smell.
Experience No. 6: “The water is clear”
Give the children two glasses. One with water, the other with milk and two pebbles. Dip one stone into water, the other into milk. A stone is visible in a glass of water, but not in a glass of milk. Conclusion: water is clear.
Experience No. 8: “Three states of water” ”(conducted by the educator)
Before the experiment, the Active learning method “Info-guessing” is used.
A drop of water is drawn on a piece of paper.
Question to the children: - Guys! How do you turn a drop of water into ice? The answers of the children obtained during the testing of the method (Mark it in the freezer, take it to the top of the mountain, where there are always glaciers). Answers are sketched by the children in the empty sector between the drop and the ice.
Guys! How do you turn ice into water? (Water to steam? Steam to water?)
On the flame of a candle we heat the snow. Conclusion: in warm weather, snow turns into water.
We continue to heat the water. Water turns into steam. Conclusion: When heated strongly, water evaporates, turning into steam. We install a cool mirror over the steam. The steam, touching the mirror, cools and turns into water. Conclusion: when cooled, the steam turns into water.
Water has three solid states - snow, ice; liquid - water; gaseous - steam.
Bring the children to the conclusion that a steam room, a snowflake and a droplet are different states of water.
If signs of fatigue of children are noticeable, a relaxation game “Snow Queen” is held.
Purpose of the game: to develop the ability to strain and relax the muscles of the whole body alternately, to coordinate movements.
Equipment: icicle stick, picture-sun.
A teacher or a child turns into a “snow queen” and gradually begins to “freeze” all children.
Guys! I suggest you turn into drops of water, and the snow queen will try to freeze you, turn you into ice. Get out on the carpet. Your right hand, neck, etc. freezes. Children turn into an ice sculpture.
And now - the sun has come out, and you are slowly melting - your left leg, torso ..... you have melted, turned into a puddle .... Children first squat down, then completely relax and lie on the floor.
After the game, the children turn into "scientists" again and return to the laboratory.
Guys! Can we say that a snowflake, a droplet and a “parinka” are sisters?
How can we inform Kapelka about this? Let's send photos of the experiments!
The teacher demonstrates the presentation “Experiments with water”.
But how do you find the address? The letter contains a puzzle. (Figure 9). Let's try to figure it out! This is an encrypted address. Only not postal, but electronic!
Figure 9
This is an email address. You need to use a computer!
Communication is such a computer - a satellite - a drop! Submit and wait for an answer!
Invite the children to independently organize the game “Land-Water”.
(The joint activity of the educator with the children passes into the independent activity of the children).
Counting.
I am cloud and fog
And the stream and the ocean
I fly and run
And I can be glass.
The players stand in one line. At the word of the leader "land" everyone jumps forward, at the word "water" - back. The competition is held at a fast pace. The leader has the right to pronounce other words instead of the word "water", for example: sea, river, bay, ocean; instead of the word "land" - coast, land, island. Jumpers out of place are eliminated, the winner is the last player - the most attentive.
This project was tested in preschool educational institution No. 113 of St. Petersburg. (Annex 1).
The project is integrated with educational areas - cognition (formation of a holistic picture of the world), security, health, reading fiction, socialization.
It is possible to note the cognitive interest of children throughout the project, the high interest of parents and the desire to help children and teachers, which indicates the need and significance of the project.
References
- Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated November 23, 2009 No. 655 "On approval and implementation of federal state requirements for the structure of the main general educational program of preschool education."
- From birth to school. The main educational program of preschool education, ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. - M.: Mosaic-synthesis, 2010.
- design method in the activities of the preschool institution. Handbook for practitioners of preschool educational institutions. Author-compiler L.S. Kiseleva. - M.: ARKTI, 2004.
- Skorolupova O.A. Water. Classes with children of preschool age. - M.: Scriptorium, 2010.
- Shorygina T.A. Conversations about natural phenomena and objects. Guidelines. - M.: TC Sphere, 2011
- Kulikovskaya I.E., Sovgir N.N. Children's experimentation. - M.: Pedagogical Society of Russia, 2003.
- preschool education: innovative projects, methodology, new ideas. Magazine for leaders, specialists and teachers of preschool educational institutions. No. 1/2011.
