Projects on various topics in kindergarten. Project activities in kindergarten

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Project activity is a method of implementing an individual approach to learning, using productive, creative, cognitive or research activities of preschool children, during which preschoolers expand their horizons, vocabulary, gain new knowledge and learn to find practical application for it. Children's interest serves as a source of inspiration for the implementation of serious and exciting tasks. - the result of joint activities of adults (parents and teachers) and children, aimed at:

• development of subject skills and knowledge in preschoolers;
• formation of competencies necessary for successful study at school (analyze one’s own capabilities, set tasks, find ways and optimal means of solving them);
• harmonious development of the child’s personality (children learn to work in a team, find compromises, achieve goals, demonstrate leadership qualities and initiative, and behave confidently in situations of uncertainty).

Ready-made projects in kindergarten: characteristics of pedagogical innovation

Method ready-made projects in kindergarten allows you to fully develop the creative abilities and cognitive initiatives of children, with the participation of adults to solve cognitive and practical problems. Innovation, which appeared in the pedagogical treasury of preschool education relatively recently, today is focused on unlocking the potential of children, synthesizing educational areas, theoretical and practical knowledge. Paradoxically, project activities are equally important for both children and adults, since they stimulate creative thinking, improved professional skills and the quality of education in general.

Project activity involves the integration of several types of activities under the auspices of a single thematic plane of the problem posed, a deep and comprehensive study of the problem. Thanks to it, new methods of education and training appear in the pedagogical process, new ideas are introduced, and preschoolers form a unified picture of the world, and the kindergarten implements developmental, educational and health-saving technologies. The main goal of children's projects in preschool educational institutions according to the Federal State Educational Standard is:

• gaining experience in creative activity, imagination, development of a free, independent personality;
• promotes the formation of general educational skills, the practice of collective creativity and cooperation with peers, family members and teachers;
• creating an emotional and value-based attitude towards the environment;
• stimulating cognitive abilities and thinking;
• introduction to performing tasks of increasing complexity that have practical value;
• development of communication skills.

Since the family is most often a comfortable and vital environment, interaction with family members of pupils is a necessity for achieving goals and the harmonious development of the preschooler’s personality.

The methodology is based on the principle “I learn what is useful to me, and I know where and how I can apply the acquired skills and knowledge,” which ensures a balance between theoretical and practical skills. It allows you to activate children's natural curiosity and direct it in the right direction. In this case, the child always remains the “leader”, and the teacher is assigned the role of a “follower”, subordinate to the interests and desires of the preschooler, but supervising his activities. This allows us to abandon authoritarian pedagogy in favor of the principles of cooperation in joint activities.

Application practice projects in the activities of preschool educational institutions proves to her students that she:

• provides flexibility of thinking and independence in decision making;
• stimulates the use of sensory skills in solving problems in practice;
• allows you to understand the boundaries of knowledge and ignorance.
• Teachers also feel positive dynamics because:
• practice search professional activities;
• learn to plan work in accordance with the interests and abilities of children;
• independently plan the educational process.

Unfortunately, preschool teachers often need methodological assistance, consultations, master classes on advanced design technology, since they often demonstrate insufficient awareness of the principles of implementation and features of project activities, reluctance to abandon the usual educational system, and lack of motivation to improve professional skills and showing initiative. Not everyone understands the difference between project and research activities: a project is a way of organizing work that ends with a specific solution applicable in practice.

Project activities in preschool educational institutions has the following characteristics:

1. Project work is designed to solve not educational, but life problems that are of interest to one student or a group of children. That is why it is important that the problem being studied is relevant for children, and not imposed by the teacher.
2. Using the project method, it is advisable to solve only those problems that do not allow for a linear (simple) solution. Since design is an intellectual, labor- and resource-intensive method, it is used to solve truly complex and important problems.
3. Each project is limited by resources, deadlines and strict requirements for the finished product. It is easier for children to have a business mindset, knowing that they are operating in “adult” conditions and solving important problems. So, kids should understand how to distribute their time and the teacher’s, how much paper, paints, pencils or plasticine will be needed to complete the project, what the result of the work should be (something material that can be imagined, touched, seen). The last point is very important, since the completion of the project is the product, and the result of the activity is the skills and competencies that the children received. You cannot mix the concepts of product and result, just as you cannot create projects for patriotism, friendship, and understanding. Such projects are acceptable, but in a different way: to instill a sense of patriotism, you can study the family tree of a family, study the life of great fellow countrymen, and for friendship - make a collage of photographs with friends, collectively perform an important task - take care of plants, make a bird feeder to make friends during the process. The product of preschoolers’ project activities must be socially and materially significant.
4. Project activities at all stages of childhood involve teamwork. Team building allows children to understand how to interact with parents and educators and who to involve as help.

Project activities in kindergarten: types of ready-made projects

Before starting to implement project work in kindergarten, it is important for educators to understand the difference between the following types of activities:

• research - allows you to learn more about a problem or phenomenon (subject) of interest, to find the truth;
• productive - involves the simplest solution to the problem;
• project - implies not only solving a problem, but also developing a situation, therefore, within the framework of a project, preschoolers can use productive, research, and educational activities, but all of them must lead to the creation of a specific product.

Thus ready-made projects in kindergarten according to the Federal State Educational Standard differ:

1. the presence of a problem that cannot be solved by direct action;
2. social or personal motivation of all participants in the process;
3. targeted nature of the task.

Each project expands children's knowledge in a certain area, develops the necessary skills and abilities, and allows them to enrich the life experience of a preschooler. Children learn to make independent decisions, set goals and achieve them, develop thinking, cooperate and negotiate with other group members.

PROJECT ACTIVITY: THREE CRITICAL ERRORS

The “Handbook of Senior Preschool Teachers” contains methodological recommendations on the implementation of project activities in kindergarten, which will help you avoid common difficulties

Depending on the topic of projects in kindergarten, they are divided into:

1. Research - preschoolers conduct experiments and experiences, finding out the nature of things and the essence of certain phenomena, which are subsequently formalized in the form of exhibitions, presentations, albums or newspapers. They are distinguished by the social significance of the topics, the relevance of the problem, and the presence of a clear structure and goals.
2. Game - carried out with elements of creative games, in which children become fairy-tale characters, solving the tasks assigned to them. The participants in the project activities strictly distribute roles among themselves, acting within the framework of role-playing activities, imagining themselves as a fairy-tale character, an animal, heroes of literary works or cartoons.
3. Informational - preschoolers choose a topic and its implementation in accordance with their social interests. During the work, children collect and analyze information, and then, based on it, prepare a product and present it. As a result, they learn to generalize and analyze, work with information, and share information received about a phenomenon or object with others.
4. Creative - implemented in the format of a children's party, theatrical performance, interior decoration, fairy tale or competition. Often they do not have a strictly thought-out structure; the actions of the participants may not be distributed. They reflect the nature of the relationship between children in kindergarten, children and parents, preschoolers and society, the outside world, and teachers. All creative projects are divided into categories according to the form of presentation of the result, the dominant type of creativity, and the motive.
5. Practice-oriented - they reveal socially important problems; the result of the activity has a social connotation. Such projects are implemented subject to a clearly thought-out structure, high-quality distribution of roles and proper organization at each stage of implementation.
6. Open - most often used within different groups of preschool educational institutions, which allows you to take design to a new level. When work is carried out within one age group, all participants in the process know each other’s personal and social qualities and the creative capabilities of children. By contacting children of different ages, preschool pupils expand their areas of communication and improve communication and social skills. Joint activities give them new emotions and impressions; younger and older children learn from each other’s experiences.
7. Leisure - implementation of entertainment and sports activities.
8. Complex - in their content they combine several types at once.

Any projects in preschool educational institutions according to the Federal State Educational Standard help to increase children's self-esteem by recognizing the value of children's achievements and are divided according to the timing of implementation into short-term, implemented within several classes, as well as medium-term and long-term (the latter are studied and implemented over six months or a year). According to the nature of the child’s participation, he can be a participant, performer, customer and evaluator in project activities. Since children cannot develop and implement a project on their own, educators, music directors and parents come to their aid and play the role of mentors. Consequently, according to the number of participants, all projects are divided into individual, paired, group (project participants - 3-12 people) and frontal (implemented by the entire team of the preschool educational institution group).

• Individual design helps enrich the cultural and social experience of a preschooler, allows him to take initiative, express his thoughts and experiences, demonstrate abilities, make mistakes and achievements.
• Collective projects realize children’s desire to act together, the desire to participate in collective work, and solve assigned problems. All this contributes to the emergence of collective cooperation skills, which are formed through involvement in the performance of common work. While carrying out project work, preschool students unite, discuss the problem, look for ways to solve it, distribute duties and responsibilities, and help each other.
• Paired projects are carried out by pairs of children, which contributes to the establishment of friendly and partnership relationships, allowing them to develop skills in cooperation, finding compromises, and solving complex problems through joint activities.

By the nature of the relationships projects in a group at a preschool educational institution divided into tasks within one age group, with the involvement of older or younger children, the participation of parents, representatives of public organizations or institutions.

Project method at different stages of preschool childhood

They involve the joint work of adults and children on a specific topic or selected problem as part of cognitive activity. The project methodology is recommended for use in senior and preparatory groups of preschool educational institutions, despite the fact that it can also be used with younger children. It is important for the teacher to take into account that the age characteristics of preschoolers directly affect their role in design:

• younger preschoolers are characterized primarily by observation, and therefore they prefer simple short-term projects, mini-projects that are carried out together with their parents or with their active participation;
• in middle preschool age, children are more ready for partnerships, so they can implement medium-term projects that reveal problems that interest them;
• older preschoolers can better retain interest, stop, and concentrate on a specific task, and therefore they are suitable for longer-term projects, which they implement in positions of cooperation with adults.

The project method assumes equal rights for adults and children, and therefore parents and educators do not have the right to evaluate or control the activities of children. Teachers strive to develop in children key educational competencies and personality traits that will be indispensable in the future.

Methodologists identify three stages in the use of projects, characteristic of different age groups of preschool children:

1. Imitative. Children aged 3-5 years actively imitate adults in their actions, they are characterized by diligence, therefore they are given a second role in the implementation of projects. Pupils perform tasks by imitating an adult (teacher or parent), or act according to the suggested example.
2. Developmental. Preschoolers aged 5-6 years can already actively collaborate with peers (find compromises, coordinate actions, distribute functions), they have experience in joint activities. Children at this stage are distinguished by developed self-esteem and self-control, an objective assessment of their own and others’ actions, therefore they can independently propose topics for project development, set goals and find means (ways) of their implementation.
3. Creative. Children 6-7 years old for exercise projects in the senior group of preschool educational institutions need to create certain conditions for the development of creativity, but at the same time they easily set goals, determine the content of their activities, and choose ways to implement the task.

During the implementation of project activities, what matters is not the ideal product, but the quality of the result, the skills that children acquire in the process of work, the activation of curiosity, cognitive activity, perseverance and other useful competencies.

	Tasks	The nature of personality development
In early preschool age	under the supervision of a teacher, preschoolers enter a problematic situation; the teacher stimulates them to search and research work, experimentation; thanks to practical experience, children show the beginnings of research activity; preschool children are introduced to the process of cognition, they develop various competencies, emotional interest, develop imagination, thinking, and speech; educators involve children in figurative reproduction, help them get acquainted with phenomena, objects and their use; children learn to understand the goal and look for ways to achieve it, taking into account new knowledge and past experience.	physical development - motor abilities are stimulated, children realize the importance of taking care of their health (project “ABC of Health”); social development - preschoolers are looking for ways to communicate, learn about their place in society, their history (project “Me and My Family”, “Family Tree”); cognitive development - ideas about the world around them expand, children learn to apply sensory sensations in practice (projects “Natural World”, “Favorite Fairy Tales”); aesthetic development - mastery of artistic activity, familiarity with works of art and emotional and value awareness of them (ready-made projects in the preschool educational institution “Hello, Pushkin!”, “The World of Theater”, “In the Tretyakov Gallery”).
In older preschool age	prerequisites for intellectual and search activity appear; preschoolers, under the supervision of an adult, find effective methods for solving problems, and then do this work independently, using methods to complete assigned tasks; older preschoolers strive to communicate with adults on equal terms, use special terms, and carry out joint activities; children develop modeling and experimentation skills, demonstrate intellectual and exploratory initiative, take the first steps in predicting changes, and use generalized algorithms for mental work; children need to understand the picture of the world, carry out productive activities and constructive communication; They are able to identify a problem, find a solution to it, productively using available methods, and then analyze the results.	physical development - the attitude towards one’s own health becomes conscious, the need to lead a healthy lifestyle appears, motor abilities develop (projects “Secrets of Ilya Muromets”, “A healthy mind in a healthy body”); social development - positive self-esteem is formed, self-knowledge develops, children master the necessary communicative competencies, realize the meaning and power of speech (projects “Know yourself”, “Tales of Love”, “Who am I?”); cognitive development - the knowledge system becomes more structured, which contributes to the development of creative and cognitive abilities, the performance of logical operations, the desire for modeling and experimentation (“Fun Astronomy”, “Magic Country”, “Heroes of the Russian Land”, “Underwater World”); aesthetic development - preschoolers become familiar with the world of artistic images and art, master various types of creative activity and methods of aesthetic evaluation (“Book Week”, “World of Theater”, “Great Masters of the Brush”)

Stages of implementation of finished projects in kindergarten

The goal is not finished projects, but the process of their implementation, during which teachers instruct, help, stimulate the interest and active participation of children, and they, in turn, respond with involvement. Work on any project in kindergarten goes through four stages:

Implementation stages	Characteristic
I. Immersion and topic selection	The teacher and the preschooler choose the most interesting topic for the children and plan educational work. Methodists recommend using a system of three questions: What do I know? What do I want to know? How can I find out? It is important for teachers not only to support the child in his desire to study this or that issue, but also to create conditions for cognitive activity and organize a dialogue with him. To successfully select a truly relevant topic, educators often use the method of creating a problem situation, the awareness of which will help to choose the direction and goal of project work. You can also choose a section of the preschool educational program as a topic, but it is much more important that the idea for a future project comes from a child who would express surprise and interest, formulating it through an open question that can become the beginning of successful research work, joint for adults and children .
II. Planning	The teacher plans the process of implementing project activities, content, sets educational goals, thinks through types of activities, and collects materials. Then, together with the students, he collects interesting facts regarding the subject of design, develops a work plan using the example of a thematic diagram, a drawing, into which the child will be able to make his own proposals. Ideally, the children will be involved in planning the project, and the teacher will take on the role of curator.
III. Implementation	At the implementation stage, the teacher is assigned the role of an assistant, but not a leader. It is important for him to create the most comfortable conditions for the implementation of the plan, to involve as many types of activities as possible, which will contribute to the comprehensive development of children, their personal, social and educational competencies. During a problem discussion, children’s research activities are activated, the desire to analyze, compare, experiment, and draw conclusions. In the process of work, children are the initiators and active participants in the activity: they carry out search work, comprehension, transfer of experience, discussion, practice communication, creative and research activities. Children should have a sense of independent choice; for this, the teacher must subtly guide, supervise, but not dominate the decisions and choices of students. Other specialists (speech therapist, psychologist, music director, physical education instructor) may be involved in the implementation of the project at the preschool educational institution.
IV. Presentation	Most often, the presentation of the finished project is held in the format of a round table, tea party, holiday, performance, exhibition, vernissage, to which parents or family members of the students can be invited.
V. Reflection	The final stages of work on project in kindergarten is the reflection of all participants in the project activity: the teacher at the teachers' meeting or in a personal conversation with the parents of a preschooler talks about the change in his own position during the implementation of the task. As a rule, there is a gradual change from the teaching and organizing role of the educator at the beginning of work to the corrective and guiding role at the stage of product presentation. Children need praise and encouragement; it is important for the teacher to discuss the results achieved with them, to help them understand what skills and abilities they have acquired in the process of work. When communicating with a preschooler, it is important for the teacher to show the socially important effectiveness of his work, to show that the entire path of implementing the project was not in vain and it can be used in the future. Employees of the scientific and methodological service, who supervised and advised the teacher throughout the work, also take part in the collective analysis of the results of project activities.

The duration of individual stages of the project depends on the chosen topic, the age of the children, the nature of the project activity, and the number of participants. It is important not only to develop a project, but to lead it to the creation of a finished product that can be presented to the public. The presence of a result will allow children to feel a sense of pride, will stimulate initiative, the ability to analyze, plan, set goals and achieve them. Society receives socially active, creatively developed children, marked by civic and patriotic feelings.

Positions of participants in project activities in kindergarten

Project activities in preschool educational institutions are part of the progressive educational process. Since, due to age and lack of relevant experience, children cannot independently find a contradiction, set a goal, or plan their activities, the implementation of projects in kindergarten is based on the principles of cooperation between children and adults, which accompany each stage of work. Children's projects in kindergarten are implemented in several stages, which involve the following actions of adults and children:

Teacher's actions	Activities of preschoolers
The teacher helps determine the goals and themes of the project, formulate the product of the project activity, and through a game situation indicates the task of choosing the final product (presentation, performance, exhibition of works, wall newspaper).	Children get used to the problem through a play situation, understand the goals and objectives of the work, complement the assigned tasks, thus they learn to independently search for interesting things.
The teacher stimulates the children's activity, helps them plan their work, evaluates the necessary resources, selects information, equipment and materials, promotes the formation of a favorable environment in the team, consults with specialists, discusses a plan for implementing long-term projects at a parent meeting or during an individual conversation with parents - short-term ones.	Pupils are divided or united into groups, distribute roles within groups, negotiate among themselves, and divide stages of work.
The teacher gives advice and recommendations on the practical implementation of projects, controls and directs the work within the framework of the main part project activities in kindergarten conducts observations, special classes, walks, games, gives appropriate tasks to children and members of their families, to search for materials and new ways to implement the project, encourages the initiative of children and their parents.	Children acquire a variety of skills and knowledge, master skills during the implementation of projects in preschool educational institutions according to the Federal State Educational Standard.
The teacher presents the results of project activities by designing an album or book (together with the student), organizing a leisure event, a holiday, or a separate lesson.	Preschoolers help the teacher prepare a presentation, and then demonstrate the product of collective activity to teachers or parents.
The results of working with children are summed up, summarizing teaching experience or speaking at a teachers' meeting.	Kids reflect on the topic of finished projects in kindergarten, expressing their impressions of the work, and evaluate the results of project activities.

In order for a child to realize his needs, reveal his abilities, and form a subjective position, the teacher supervising his project activities should:

• imagine the child in the role of a researcher, a full partner with his own opinion and goals;
• minimally interfere with the process of identifying problems and defining a topic (the teacher only needs to listen carefully to the children, record and analyze their words);
• competently and in an accessible form to justify the use of the chosen methods to the students’ parents and other teachers;
• take into account, first of all, the interests of children, their needs, experience, and then the necessary resources and the necessary time frame;
• creates a sense of independence for children, guiding them in project activities, helping them come to the right conclusions, see mistakes and correct decisions, in order to develop an optimal work algorithm;
• find contacts with parents and, if necessary, with other specialists (a psychologist, observing the process of project implementation, will be able to draw conclusions useful for children);
• stimulates the child’s interest and activity, helps to use resources correctly, distribute the load, smooth out conflict situations, helps to find compromises so that children can show their best qualities.

Regardless of whether long-term or short-term projects in kindergarten, to finished projects brought the greatest results, it is important for the teacher to provide comprehensive assistance to his students, forming a child-adult community based on the principles of partnership. The success of the finished project and the resulting competencies, as well as the child’s activity and success not only in education, but also in later life, depend on the correct choice of communication tactics between the teacher and the child. There are three forms of organizing partnerships between teachers and children:

1. Joint-individual - each participant performs his part of the project separately, but at the final stage it turns out to be part of the overall product.
2. Jointly-sequential - the result of the work of the previous participant is used for the activities of the subsequent one.
3. Collaborative-interacting - participants coordinate actions at each stage of the project.

To ensure that ready-made projects in kindergarten according to the Federal State Educational Standard, which can be downloaded from the link, allow you to fully cover the topic, this integration method is based on numerous methodological techniques. Preschoolers’ desire for knowledge is the driving force behind project activities, which are carried out under the guidance of teachers or parents. Children reveal their potential, learn to plan work, control each stage, predict and evaluate results.

Parents may be interested in what is unclear and difficult to complete, help the child find the right source of information, highlight the most interesting, design it, and help decorate the finished product. But at the same time, adults are prohibited from performing any of the stages without the participation of the child, explaining their initiative by his carelessness, inexperience or ineptitude.

Development of the design method: experience of advanced preschool educational institutions

The high degree of adaptability of advanced pedagogical technologies in modern kindergarten ensures the widespread use of the promising method of integrated learning (project method) in preschool educational institutions, where it allows increasing creative thinking, educational and research activity of children, and ensures the openness of the educational system for parents.

In the process of implementing project activities, children become more socially adapted, attentive and sociable, their play activities become structured and varied. Child-parent relationships are also changing: the child is interested in new things, puts forward ideas, asks questions, which makes him more interesting to his parents. Algorithms of interaction between preschool educational institutions and families are also undergoing changes: family members of pupils become direct participants in the educational process, feeling a sense of satisfaction for the success of their children and their involvement.

The prospects of project activities lie in the fact that they:

• creates a cultural niche to stimulate productive children's initiative, not provided for by traditional pedagogical methods;
• involves parents in productive activities as much as possible, allowing them to become closer with their children;
• allows preschoolers to observe and analyze, compare and generalize, learn to draw conclusions, obtain information, develop their communication skills, creativity and thought processes.

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

The founder of design technology is considered to be the teacher, psychologist, and politician John Dewey.

What is a project activity?

The essence of this pedagogical methodology is that the teacher comes up with a project aimed at solving a specific research problem. Then it is introduced into work with children. Kids enjoy searching activities.

A project in kindergarten in the senior group involves joint creative or playful activities aimed at developing initiative, independence, determination, and responsibility in the younger generation.

Design stages in preschool educational institutions

There are five stages:

• formulation by the teacher of the problem, indication of the purpose of the work, selection of tasks;
• planning activities aimed at achieving the set goal;
• searching for scientific information, involving parents of students in the work;
• presentation of project results;
• collection of reports: diagrams, drawings, photographs in a portfolio.

The teacher himself performs the last stage, accumulating materials from his students.

Types of projects

What projects can be used in kindergarten? Let's look at the main options:

• creative projects that involve researching a problem and demonstrating the results obtained in the form of a theatrical performance;
• role-playing games, in which, to solve a given problem, children act as characters from a fairy tale;
• creative research projects aimed at solving a problem in the form of a newspaper or design;
• informational and practice-oriented options, which involve children collecting information necessary for group design.

When choosing forms of work, the teacher must take into account the individual age characteristics of preschoolers. Children are characterized by increased physical activity, so projects are associated with play activities.

Classification

All projects in kindergarten are divided by duration into:

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

A teacher can work with one child (individual activity) or with a group of preschoolers (team work).

A project in kindergarten in the senior group is an excellent way to involve children in active creative activities. This kind of work contributes to the formation of cognitive interest in preschool children and helps the teacher to build for each pupil.

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

Example of a project in a preschool educational institution

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

The project on the topic “Onions: tasty, healthy, interesting” is intended to develop the ability to find certain information, write reports, and design newspapers.

Among the main tasks that the teacher sets:

• expanding preschoolers’ understanding of onion varieties and where they grow;
• developing the child’s skills and abilities to prepare a retelling;
• increasing parents' interest in children's creative activities.

Such projects in kindergarten promote joint activities between children and adults. The result will be the creation of an information newspaper about onions.

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

Ready-made projects in kindergarten involve the use of special equipment and visual materials. For example, the project in question will require seedlings and work equipment.

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

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

Event plan

The teacher organizes an exhibition for children on the topic “Work in our garden.” Information material is selected for it: postcards, newspaper clippings, educational games, fiction.

A medical worker is preparing a lecture on the benefits of onions for a parent meeting. The teacher chooses message topics with the children on which they will draw up creative works.

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

The music worker organizes accompaniment for the award ceremony for the best chefs.

Conclusion

Small projects in kindergarten are an integration version of the educational program. This technique involves the use of various techniques that contribute to a deep understanding of the topic. Project work helps teachers increase the efficiency and effectiveness of an educational project.

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

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

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

Documentation of the project.

Shatokhina Rita Vyacheslavovna, teacher of 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 personally oriented teaching technologies. The project method is a pedagogical technology focused not on the integration of factual knowledge, but on its application and acquisition of new ones, sometimes through self-education.

Approximate design of the project.

Introduction. There is a problem. Work on a project is always aimed at solving a specific problem. No problem - no activity. What is the innovation of this project? Brief content of the project, a list of questions that the project participants pose to themselves.
1.1.Section. "The main part of the project."
Setting goals and objectives, relevance. Determining the time to work on a project (short-term, long-term), determining the type of project:
Projects are:
a) research;
b) creative;
c) gaming;
d) information projects;
d) practice-oriented.
1.2. Action planning. During the analysis and discussion of the project, a plan of joint action between the student and the teacher is developed. A bank of ideas and proposals is being created. Throughout the entire work, the teacher helps in setting goals, corrects the work, but in no case imposes his vision of solving the problem.
Project participants are divided into groups of 2 to 5 people, depending on the number of students in the group. Roles are assigned in each group: for example, idea generator, presenter, designer, critic, encyclopedist, secretary, etc. The tasks assigned to each group and the deadlines for their completion are clearly stated. The stages of work on the project can be reflected in an example table:
Tasks or task.
Deadlines.
Solutions.
Responsible for implementation. Or a group.
Control.
1.3. Estimation: what pedagogical, student, and material resources will be used to implement this project. It could just be a list.
1.4. Definition of customer of this project: for whom?
1.5. Search for information. Provide sources.
1.6. Planned result. What will students gain? What will the teacher gain?
2. Section.
2.1. Result of work– product. Description of the work result: script, report, presentation, etc.
Students, having chosen feasible technologies to create their work, clarify, analyze the collected information, and formulate conclusions. The teacher acts as a scientific consultant. The results of completed projects must be, as they say, “tangible”. If this is a theoretical problem, then a specific solution, if practical, a specific 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, or speech.
During the defense, students demonstrate and comment on the depth of development of the problem posed, its relevance, explain the result obtained, while developing their oratorical abilities. Each project is assessed by all class participants. Students watch the work of others with interest and, with the help of the teacher, learn to evaluate them.
The result of the presentation can be reviews or comments from listeners, a link on the Internet, guests or parents, articles in the media, diplomas, certificates.
3. The final part of the project.
Conduct reflection. Diagnostics. Suggested questions: Have you acquired new knowledge or skills while working on the project? What was the most interesting thing about working on the project? What were the main challenges and how did you overcome them? What comments and suggestions can you make for the future? Students can be encouraged by expressing gratitude in words or by presenting a diploma for a project developer, scientific researcher, best designer, etc.

Projects in kindergarten are an integration method that involves the use of various methodological techniques that allow you to deeply master the proposed topic. Integration is a combination of basic teaching methods that organically complement each other and increase the efficiency of the process.

Features of preschool age

Preschool age is the most fertile period for learning. Children absorb knowledge about the world around them like a sponge. At this age, everything is interesting; the child actively explores the world and learns models of social behavior. Therefore, this feature must be used. Education must be socially significant. Particular attention should be paid to the moral, aesthetic, and environmental directions. We must remember that the norms learned by children at this age remain with him for the rest of his life. The project method in kindergarten is designed to intensify work in this direction.

The importance of project activities

Projects in kindergarten involve independent activity of children under the guidance of adults (teachers and parents). Participation in the project allows you to demonstrate your abilities. In the course of work, the child learns to plan his actions, control the execution process, and also learns to predict the result of his activities.

Structure of project activities

Projects in kindergarten begin with identifying the topic and its relevance, setting goals, defining the subject and objectives of the project. The goal of the project is to expand children's knowledge on a certain topic, develop skills in children, cultivate appropriate feelings and develop empathy (sympathy) for the world around them. The feeling of empathy is a complex psychological reaction that is formed through personal experiences based on life experiences. Participation in project activities helps the child enrich his personal experience. The subject is selected taking into account the goals, then pedagogical tasks are set, they must be specific and reflect the intensity of the pedagogical impact. Projects in kindergarten have clear deadlines. The circle of participants is determined (children, educators, parents, additional education teachers). The result is a specific product, which becomes a report on the work done. Most often this is a presentation. The biggest part is the practical implementation of goals and objectives. It is carried out by organizing classes, reading fiction, organizing quizzes, competitions, and joint activities with parents.

Project "Family"

For example, the “Family” project in kindergarten has the goal of bringing family members together emotionally. The subject becomes family and family values. The objectives of the project may be: instilling respect for the older generation; involving parents in joint activities with children; attracting the attention of parents to the problems of moral education; nurturing in children a sense of empathy for younger family members and pets. The practical implementation of tasks is possible by involving parents and children in the improvement of the group and site, jointly creating a family tree of the family, holding open classes, holding various events (for example, “Help Another,” collecting things and toys for those in need) and so on. At the end of the project, a presentation is made.