Projects in kindergarten according to the Federal State Educational Standard. Project activities in kindergarten. Project method in the activities of the preschool educational institution. Ready-made projects in kindergarten. Methods and techniques

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

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

What is a project activity

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

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

Design stages in a preschool educational institution

There are five stages:

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

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

Project types

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

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

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

Classification

All projects in kindergarten are divided by duration into:

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

The teacher can work as with one child ( individual activity), and with a group of preschoolers (teamwork).

A kindergarten project in the senior group is a great way to involve children in active creative activities. Such work contributes to the formation of cognitive interest in children. preschool age, helps the educator to build for each pupil.

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

An example of a project in a preschool educational institution

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

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

Among the main tasks that the educator sets:

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

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

Participants this project will be preschoolers, their fathers and mothers, a teacher, a music worker.

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

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

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

Action Plan

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

A health worker prepares a lecture on the benefits of onions for a parent-teacher meeting. The teacher chooses with the guys the topics of the messages on which they will draw up creative work.

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

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

Conclusion

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

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

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

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

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 learning methods that complement each other organically 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 learns the world, learns models of social behavior. Therefore, this feature must be used. Education should be socially significant. Special attention should be given to the moral, aesthetic, environmental direction. It must be remembered that the norms learned by children at this age remain with him for the rest of his life. The method of projects in kindergarten is designed to intensify work in this direction.

Significance of project activities

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

Structure of project activity

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

Project "Family"

For example, the project "Family" in kindergarten has a goal: emotional rapprochement of family members. The subject is the family and family values. The objectives of the project can be: fostering respect for the older generation; involvement of parents in joint activities with children; attracting the attention of parents to the problems of moral education; instilling in children a sense of empathy for younger family members and pets. The practical implementation of tasks is possible in the course of involving parents and children in the improvement of the group and site, the joint creation of a genealogical tree of the family, open classes, holding various actions (for example, "Help another", collecting things and toys for those in need) and so on. A presentation is made at the end of the project.

Project activity- a method of implementing an individual approach to learning, using the productive, creative, cognitive or research activities of pupils of preschool educational institutions, during which preschoolers expand their horizons, vocabulary, gain new knowledge and learn to find them practical use. 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 their goals, demonstrate leadership qualities and initiative, behave confidently in a situation of uncertainty).

Finished projects in kindergarten: characteristics of pedagogical innovation

Method finished 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. The innovation that appeared in the pedagogical piggy bank of preschool education relatively recently, today is focused on unlocking the potential of children, synthesis educational areas, theoretical and practical knowledge. Paradoxically, project activities are equally important for both children and adults, as they stimulate creative thinking, increase professional excellence 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 single picture of the world, and the kindergarten implements developing, educational and health-saving technologies. The main goal of children's projects in preschool education according to GEF consists in:

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

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

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 the natural curiosity of children and direct it in the right direction. At the same time, the child always remains “leading”, and the teacher is assigned the role of “slave”, obeying the interests and desires of the preschooler, but supervising his activities. This makes it possible to abandon authoritarian pedagogy in favor of the principles of cooperation in joint activities.

Application practice projects in the activities of the preschool educational institution proves that the pupils she:

gives flexibility of thinking and independence in decision-making;
stimulates the use of sensors in solving problems in practice;
allows you to recognize the boundaries of knowledge and ignorance.
Educators also feel positive dynamics, because:
practice search professional activity;
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 project technology, since they often demonstrate insufficient awareness of the principles of implementation and features of project activities, unwillingness to abandon the usual educational system, lack of motivation to improve professional skills and showing initiative. Not everyone understands the difference between design and research activities: a project is a way of organizing work that ends with a concrete solution applicable in practice.

Project activities in the preschool educational institution has the following characteristics:

Project work is designed to solve not educational, but life problems that are of interest to one pupil or a group of children. That is why it is important that the problem under study is relevant for the kids, and not imposed by the teacher.
Using the project method, it is advisable to solve only those problems that do not allow a linear (simple) solution. Since design is an intellectual, labor- and resource-intensive method, it is used to solve really complex and important problems.
Each project combines resource constraints, deadlines, and strict requirements for the finished product. It is easier for children to tune in to business, knowing that they are operating in "adult" conditions and solving important problems. So, kids should understand how to allocate their time and the time of the educator, how much paper, paints, pencils or plasticine will be required to complete the project, what should be the result of the work (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 have received. It is impossible to mix the concepts of product and result, as well as create projects for patriotism, friendship, understanding. Such projects are acceptable, but in a different vein: to instill a sense of patriotism, you can study the family tree of the family, study the life of great fellow countrymen, and for friendship, make a collage of photos with friends, collectively perform an important task - take care of plants, make a bird feeder to make friends in the process. The product of the project activity of preschoolers must be socially and financially significant.
Project activity at all stages of childhood involves teamwork. Team building allows children to understand how to interact with parents and caregivers, who to involve as support.

Project activities in kindergarten: varieties of finished projects

Before embarking on the implementation of project work in kindergarten, it is important for educators to understand the difference between the following activities:

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

In this way finished projects in kindergarten according to GEF differ:

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

Each project expands children's knowledge in a certain area, forms the necessary skills and abilities in them, and allows enriching 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

In the "Handbook of the senior educator preschool» published methodological recommendations on the implementation of project activities in kindergarten, which will help not to face common difficulties

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

Research - preschoolers conduct experiments and experiments, finding out the nature of things and the essence of some phenomena, which are subsequently drawn up in the form of exhibitions, presentations, albums or newspapers. They are distinguished social significance topics, the relevance of the problem, the presence of a clear structure and goals.
Game - are carried out with elements of creative games in which children become fairy-tale characters, solving the tasks assigned to them. Among the participants in the project activities, roles are strictly distributed among themselves, acting within the framework of role-playing activities, presenting themselves as a fairy-tale character, animal, heroes of literary works or cartoons.
Informational - preschool children choose a topic and its implementation in accordance with their social interests. In the course of work, children collect and analyze information, and then, on its basis, prepare a product and present it. As a result, they learn to generalize and analyze, work with information, share the information received about a phenomenon or object with others.
Creative - implemented in the format children's holiday, theatrical performance, interior design, 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 projects of a creative orientation are divided into categories according to the form of presentation of the result, according to the dominant variety of creativity, according to the motive.
Practice-oriented - reveal socially important problems, the result of the activity has a social color. Such projects are implemented under the condition of a well-thought-out structure, a qualitative distribution of roles and proper organization at each stage of execution.
Open - most often used within different groups DOW, which allows you to take the design to a new level. When work is carried out within the same age group, all participants in the process know the personal and social qualities of each other, the creative capabilities of children. Contacting with children of different ages, pupils of the preschool educational institution expand the spheres of communication, improve communication and social skills. Joint activities give them new emotions and impressions, younger and older children learn from each other's experience.
Leisure activities - the implementation of entertainment and sports activities.
Complex - in their content combine several types at once.

Any projects in preschool education according to GEF 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 within six months or a year). By the nature of the participation of the child, he can be a participant, performer, customer and appraiser in project activities. Since children cannot develop and implement a project on their own, educators, music directors and parents, who are assigned the role of mentors, come to their aid. Consequently, according to the number of participants, all projects are divided into individual, pair, group (project participants - 3-12 people) and frontal (performed by the entire team of the preschool educational institution group).

Individual design contributes to the enrichment of the cultural and social experience of a preschooler, allows him to take the initiative, express his thoughts and experiences, demonstrate abilities, make mistakes and achieve.
Collective projects realize the desire of children to act together, the desire to participate in collective work, solving problems. All this contributes to the emergence of skills of collective cooperation, which are formed through involvement in the implementation of general works. Fulfilling design work, pupils of the preschool educational institution unite, discuss the problem, look for ways to solve it, distribute duties and responsibilities, help each other.
Pair projects are carried out by pairs of children, which contributes to the establishment of friendly and partnership relations, allows them to form the skills of cooperation, compromise, solving complex problems through joint activities.

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

Method of projects at different stages of preschool childhood

They involve the joint work of adults and children on a specific topic or a selected problem within the framework of cognitive activity. The design methodology is recommended for use in senior and preparatory groups DOW, despite the fact that it can be used with children of an earlier age. 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 predominantly observational, and therefore they prefer simple short-term projects, mini-projects that are carried out together with their parents or with their active participation;
in the middle preschool age, children are more ready for partnerships, because they can carry out medium-term projects that reveal problems of interest to them;
older preschoolers can better hold interest, stop, concentrate on a specific task, and therefore they are more suitable for longer-term projects that they implement in positions of cooperation with adults.

The project method assumes the equality of adults and children, and therefore parents and educators do not have the right to evaluate or control the activities of kids. Teachers strive to form in children key learning competencies and personality traits that will be indispensable in the future.

Methodists distinguish three stages of the use of projects, characteristic for different age groups pupils of the preschool educational institution:

Imitative. Children 3-5 years old actively imitate adults in their actions, they are characterized by diligence, therefore they are assigned a second role in the implementation of projects. Pupils perform tasks, imitating an adult (teacher or parent), or act according to the proposed example.
Developing. Preschoolers 5-6 years old can already actively cooperate with their peers (find compromises, coordinate actions, distribute functions), they have experience in joint activities. Kids at this stage are distinguished by developed self-esteem and self-control, an objective assessment of their own and other people's actions, therefore they can independently propose topics for project development, set goals and find means (methods) for their implementation.
Creative. Children 6-7 years old to exercise projects in senior group of preschool educational institutions they 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, choose ways to implement the task.

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

	Tasks	The nature of personality development
At preschool age	under the supervision of a teacher, preschoolers enter a problem situation; the teacher encourages them to search and research work, experimentation; thanks to practical experience, the beginnings of research activity appear in children; preschoolers join the process of cognition, they form various competencies, emotional interest, develop imagination, thinking, speech; educators involve children in figurative reproduction, help them get acquainted with phenomena, objects and their application; children learn to understand the goal, to 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 (the ABC of Health project); social development - preschoolers are looking for ways to communicate, to know their place in society, their history (project "Me and my family", "Family tree"); cognitive development - ideas about the world around us expand, children learn to apply sensory sensations in practice (projects "The World of Nature", "Favorite Tales"); aesthetic development - mastery of artistic activity, acquaintance with works of art and their emotional and valuable awareness (finished projects in the preschool educational institution "Hello, Pushkin!", "World of Theater", "In the Tretyakov Gallery").
At senior preschool age	prerequisites for intellectual and search activity appear; preschoolers supervised by an adult effective methods solve the problem, and then do this work on their own, applying methods to complete the tasks; senior preschool pupils strive to communicate with adults on an equal footing, use special terms, and carry out joint activities; children develop the skills of modeling, experimentation, demonstrate intellectual and search initiative, take the first steps in predicting changes, use generalized mental work algorithms; children need awareness of the picture of the world, the implementation of productive activities and constructive communication; they are able to identify the problem, find a solution to it, productively using the available methods, and then analyze the results.	physical development - the attitude to one's own health becomes conscious, there is a need to lead healthy lifestyle life, motor abilities develop (projects “Secrets of Ilya Muromets”, “A healthy mind in a healthy body”); social development - a 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 ("Merry Astronomy", "Magic Country", "Heroes of the Russian Land", "Underwater World"); aesthetic development - preschoolers join the world of artistic images and art, own various types 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, together with the preschooler, chooses the most interesting topic for the children, and plans cognitive 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, to organize a dialogue with him. For a successful choice indeed hot topic educators often use the method of creating a problem situation, the awareness of which will help to choose the direction and purpose 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 of a future project comes from a child who would express surprise, interest, formulating it through an open question that can be the beginning of a successful research work, joint for adults and children.
II. Planning	The teacher plans the process of implementing project activities, the content, sets educational tasks, thinks over the types of activities, and collects materials. Then, together with the pupils, he collects Interesting Facts concerning the subject of design, develop a work plan using the example of a thematic diagram, a drawing in which the child will be able to make suggestions. Ideally, the children would take over the planning of the project, and the educator would take on the role of facilitator.
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 maximum comfortable conditions to implement the planned, involve as many activities as possible, which will contribute to the comprehensive development of children, their personal, social and educational competencies. In the course of a problematic discussion, the research activity of children, the desire to analyze, compare, experiment, and draw conclusions are activated. In the process of work, children are initiators and active participants in activities: 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 pupils. Other specialists (speech therapist, psychologist, music director, physical education instructor) may be involved in the implementation of the project in the preschool educational institution.
IV. Presentation	Most often, the presentation of the finished project is carried out in the format of a round table, tea party, holiday, performance, exhibition, vernissage, to which parents or family members of the pupils 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' council or in a personal conversation with the parents of a preschooler talks about changing his own position in the course 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 educator to discuss the results achieved with them, to help them realize what skills and abilities they have received in the process of work. In the course of communication with a preschooler, it is important for a teacher to show the socially important effectiveness of his work, to show that the entire path of the project was not in vain and it can be used in the future. Employees of the scientific and methodological service also take part in the collective analysis of the results of project activities, who supervised and advised the teacher throughout the work.

The duration of the individual stages of the project implementation 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 bring it to the creation of a finished product that can be presented to the public. The presence of the result will allow children to feel a sense of pride, will stimulate initiative, the ability to analyze, plan, set goals and achieve them. The society receives socially active, creatively developed children marked by civic-patriotic feelings.

Positions of participants in project activities in kindergarten

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

Actions of the educator	Activities of preschoolers
The teacher helps to determine the goals and themes of the project, to formulate the product of the project activity, and through the game situation indicates the tasks to choose the final product (presentation, performance, exhibition of works, wall newspaper).	Kids get used to the problem through the game situation, realize the goals and objectives of the work, complement the tasks, so they learn to independently search for interesting things.
The teacher stimulates the activity of the kids, helps them plan their work, evaluates the necessary resources, selects information, equipment and materials, contributes to the formation of a favorable environment in the team, consults with specialists, parent meeting discusses a plan for the implementation of long-term projects or during an individual conversation with parents - short-term ones.	Pupils are divided or combined into groups, distribute roles within groups, agree among themselves, divide the stages of work.
The teacher gives advice and recommendations on the practical implementation of projects, controls and directs the work, within the main part project activities in kindergarten conducts observations, special classes, walks, games, gives appropriate tasks to children and 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 in the course of implementing projects in preschool educational institutions according to the Federal State Educational Standard.
The educator presents the results of project activities by designing an album or book (together with the pupil), organizing a leisure event, a holiday, a separate lesson.	Preschoolers help the teacher in preparing a presentation, and then demonstrate the product of collective activity to educators or parents.
The results of work with children are summed up, summarizing the pedagogical experience or speaking at the teachers' council.	Kids reflect on the topic of finished projects in kindergarten, expressing their impressions of the work, evaluate the results of project activities.

In order for the child to realize his needs, reveal his abilities, form a subjective position, the teacher who supervises his project activity should:

represent the child in the role of a researcher, a full partner with his own opinion and goals;
minimally interfere in the process of identifying problems and defining a topic (it is enough for the teacher to listen carefully to the children, to record and analyze their words);
competently and in an accessible form to justify the use of the chosen methods to the parents of pupils 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 to 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 interest and activity of the child, 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 result, it is important for the teacher to provide comprehensive assistance to his pupils, forming a children-adult community based on the principles of partnership. The success of the finished project and the resulting competencies, as well as the activity of the child and his success not only in education, but also in later life, depend on the correct choice of the tactics of communication between the teacher and the child. There are three forms of organization of partnership between teachers and children:

Joint-individual - each participant performs his part of the work on the project separately, but at the final stage it turns out to be part of the overall product.
Joint-sequential - the result of the work of the previous participant is used for the activities of the next one.
Collaborative - participants agree on actions at each stage of the project.

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

Parents may be interested in what is incomprehensible and difficult to do, help the child find the right source of information, highlight the most interesting, arrange it, help decorate the finished product. But at the same time, adults are forbidden to perform any of the stages without the participation of the child, explaining their initiative by his carelessness, inexperience or incompetence.

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

A high degree of adaptability of advanced pedagogical technologies in a modern kindergarten ensures the widespread use of a promising method of integrated learning (project method) in preschool educational institutions, where it allows you to increase creative thinking, educational and research activity of children, 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 activity becomes structured and varied. Parent-child relationships are also changing: the child is interested in new things, puts forward ideas, asks questions, which makes it more interesting for parents. Algorithms of interaction between the preschool educational institution and the family are also undergoing changes: family members of pupils become direct participants educational process feeling a sense of satisfaction for the success of their children and their participation.

The prospect of the project activity lies in the fact that it:

creates a cultural niche for stimulating productive children's initiative that is not provided for by traditional pedagogical methods;
attracts parents to 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, receive information, develop their communication skills, creativity and thought processes.

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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 her article “Design in modern life”, during 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. Compilation of card files of riddles, puzzles, poems, 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 kids: 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? (Not). 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 children's fatigue are noticeable, the Snow Queen relaxation game is played.

Purpose of the game: to develop the ability to strain and relax alternately the muscles of the whole body, 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).

Reading.

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 presenter 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. ( Attachment 1).

The project is integrated with educational areas - cognition (formation of a holistic picture of the world), safety, 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 Russian Federation(Ministry of Education and Science of Russia) dated November 23, 2009 No. 655 "On the approval and implementation of federal state requirements for the structure of the main general education program 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.
Project method in the activities of a 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.