Veraksa a n project activity of preschoolers. Nikolai Evgenievich Veraksa, Alexander Nikolaevich Veraksa Project activities for preschoolers

Organization of project activities

preschool children

Educator MBDOU

Kindergarten №66 "Crane"

V.V. Emelyanova

In connection with the introduction of the Federal State Educational Standard, the interest of teachers in design technologies has significantly intensified. Project technologies make it possible to build the educational process in preschool institutions in accordance with the principles stated in the new regulatory documents. During the implementation of projects, it is possible to naturally integrate educational areas, combine different types of children's activities and forms of work with children, solve educational problems in the joint activities of an adult and children and independent activities of preschoolers, and actively interact with the families of pupils.

The essence of the "project method" is in such an organization of the educational process, in which students develop integrative qualities, gain experience in creative activity, emotional and value attitude to reality in the process of planning and performing gradually more complex practical tasks - projects that have not only cognitive, but and pragmatic value. “Everything I learn, I know why I need it and where and how I can apply this knowledge” is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills.Project activities have a huge developmental potential, not only create conditions for supporting and developing children's interests and abilities, but also aimed at developing individuality

child, his independence, initiative, search activity.

Having studied the methodological literature and got acquainted with the experience of the teaching staff of other preschool institutions, we were convinced of the effectiveness of using the "project method" in the education of preschool children.

Participation in the project helps the child to feel their importance, feel like a full participant in the events, helps to strengthen the positions of “I myself”, “I will do it”, “I can do it”. Children have the opportunity to contribute to the common cause, to show individuality, to win a certain position in the group. In the process of planning and performing practical tasks, in the course of organizing and implementing the design method, it is necessary to teach children to think independently, find and solve problems, attracting knowledge from various fields, forming the ability to predict results and establish cause-and-effect relationships.

The foundation of the project should be a student-oriented situation - a pedagogical project to support the organization of the child's own world. The educator needs to formulate not only the educational, but also the pedagogical goal of the project, revealing the type of personal experience that children should acquire.

A project is usually based on a problem. Depending on its nature, methods of resolution and the prevailing forms of activity of the project participants, there are several types of projects.

1. Research projectsinvolve checking some pre-

positions (hypotheses) using scientific methods of cognition (observation

deniya, experiment). Older preschoolers can become full-fledged participants in the stages of formulating the goal of the project, developing an action plan, discussing ways to solve the problem, and implementing the planned in practice.

2. Creative projectsassociated with the preparation of holidays, theatrical performances, shooting video and animated films. Children of five to seven years old can take part in the development of individual fragments of the script, but most often they become performers given by adults

roles.

3. Adventure, game projectsdo not have a detailed structure, it is only outlined. Participants in such projects assume certain roles, determined by the nature and content of the project. These can be literary characters or fictional characters imitating social or business relationships in certain problematic or educational situations. Since such projects are based on a role-playing game, children are willingly involved in project activities, easily master their roles, actively participate in the development of the plot, collect information with interest and perform the necessary actions.

4. Information projectsaimed at collecting and analyzing information about any object, phenomenon. Due to the curiosity inherent in children, the need to perform socially significant work, to be useful, older preschoolers are willing to join information projects if they are interested in the problem underlying them, and the applied nature of the intended result is obvious. To ensure the independence of children when working on a project, the teacher needs to draw up in advance, together with preschoolers, a detailed plan for describing the object, determine the necessary sequence of actions.

5. Practice-orientedassociated with work to achieve an objectively or subjectively significant materially presented result. Unlike informational, research, creative projects, in this case, the range of activities leading to the achievement of the goal may be different.

Projects are also subdivided: according to the composition and number of participants; on

the degree of certainty of the result; by implementation period (short-term

and long-term); by topic. In order to competently build project activities, it is necessary to determine the type of the planned project, since each type of project has a certain construction logic.

Each project has its own goal, objectives, implementation model and step-by-step action plan. The first stage is aboutproblem definition. At this stage, we chose a topic based on the interests of the children, relevant and interesting for all prospective project participants, the resolution of which is feasible for children, and also corresponds to the material and technical capabilities of the preschool institution and the level of training of specialists. Compliance with these conditions provides better motivation and more successful work. The topic should be rich enough in content so that every child can find any aspect of interest in it; Together with the children, they made a plan for the upcoming cognitive activity. One of the most effective ways to introduce a topic involves the "three questions" models. The essence of this model is that we asked children three questions: What do we know? What do we want to know? How do we know about it? As the children answered the questions, their responses were recorded. The answers determined the tasks and directions of cognitive activity. Thus, the children participated in the general planning of the upcoming activities.

The second stage is the collection of information . Here, conditions were created for the implementation of the cognitive activity of children: the selection of appropriate material; meetings with specialists and parents; organization of excursions, etc. The curriculum reflected all the interests of the children, the sequence of activities. A large role was assigned to the participation of parents in projects: they helped to select material from books; together with the children they composed fairy tales, stories, which were then discussed in the group, assisted in organizing an exhibition of children's works, helped to update the material for didactic and role-playing games.

Third stage - search for forms of project implementation. Due to lack of experience, children most often cannot offer specific solutions to the problem, but with the help of adults they are quite capable of identifying certain guidelines and drawing up a plan of action. At this stage, we helped the children to choose the most interesting forms of work for them. Be sure to ask the children questions: “Why are they going to act this way?”, “What exactly do they want to receive?”, “What do they need for this project?”

The fourth stage -stage of organizing work on the project "associated with the preparation of the necessary materials, the distribution of roles among the participants, the preparation of a detailed plan. The groups created conditions for the implementation of children's plans. The project was implemented through various types of children's activities: creative, experimental, productive, etc., which contributed to the formation of specific knowledge in children in different areas of the topic under study. When working on a project, the children learned how to use the information they received to create a new product. The project was brought to its logical conclusion, leaving the pupils with a sense of pride in the result achieved. After completing the work, the children were given the opportunity to present the result to others.

Fifth stage - project presentation". Conditions were created for the children so that they could talk about their work, experience a sense of competence, pride in achievements, and comprehend the results of their activities. Older children presented their project in the form of a mini-performance for kids.

It should be noted that pproject presentationhas specifics for various types of project activities. Practice-oriented projects are crowned by the implementation of the intended work; creative - showing a performance, animated or video film; research - reporting on the progress and results of the study; informational - demonstration and use of the collected information. Adventure and game projects are initially aimed at "living" certain situations, events, their most important component is the process of activity, while the result has the most subordinate significance compared to other types of projects, i.e. for this type of project activity, most often there is no especially organized presentation stage.

The project method in our kindergarten is used in working with children, starting from preschool age and allows you to determine developmental and educational tasks, form the prerequisites for learning and research skills in accordance with the main lines of development (physical development, social development, cognitive development, aesthetic development, the formation of the prerequisites for educational activities).

Before starting work on the use of design technology, the teaching staff of a preschool institution had to solve a number of problems:

Low level of awareness of teachers about the features of the project method;

The unwillingness of educators to deviate from the established stereotypical system of classes in kindergarten;

Insufficient equipment of the subject environment in a preschool institution for the implementation of creative projects;

Low motivation of parents to actively participate in the life of the kindergarten.

In connection with the above problems, we began the introduction of the project method into practice with the organization of work with teaching staff. Various forms of work were used here. Consultations on the topics: "Variability of using the integrated method in the education of preschoolers"; "Project method as a method of developing education for preschoolers"; "Types of projects and their use in different age groups."

Workshops were organized and held: "Development of group projects based on design and research activities";

"Summary of materials of experimental work on the development of a project-based teaching method."

Master classes: “Raising a healthy child” (within the framework of medical, psycho-physiological and pedagogical services); “Prospects for improving teaching skills” (all teachers of preschool educational institutions participated in the project); "Prospects for environmental education of preschoolers" (educators, teachers of additional education).

At the same time, a large information and educational work was carried out with parents: the design of poster materials on this topic, parent meetings with the inclusion of training exercises. MWe considered the project method as a special mechanism for interaction between the family and preschool educational institutions. Parents had to become not only a source of information, but also provide real help and support to children and teachers in the process of working on the project, as well as become direct participants in the educational process, enrich their pedagogical experience, experience a sense of ownership and satisfaction from their success and the success of the child..

Much attention was paid to improving the subject environment in the preschool educational institution.

To improve the work on the use of design technology in the activities of our preschool institution, the following activities are planned: a series of creative games “Project method in a preschool institution”, which will be organized throughout the school year. The main objective of these games is not only to familiarize teachers with innovative technologies. During these meetings, training games, creative games will be held that contribute to the development of creative imagination, flexible thinking of educators, the ability to find non-standard solutions to problem situations; creation of an audio and video library in kindergarten, where children can independently find the information they are interested in. The purpose of this work is to empower children to show their activity and independence in the knowledge of the world around them; organization of an entertainment game for parents “Creating, changing, experimenting…”. The purpose of this event is to increase the motivation of parents to cooperate with kindergarten teachers.

One of the first was the environmental project “Complaint book” of the nature of the kindergarten”. Pupils "considered" and eliminated complaints from plants and animals of the kindergarten. At the first stage, a cycle of thematic walks and excursions “The season is winter” was carried out (the work was carried out in winter), during which the children recorded and discussed complaints from plants and animals on the territory of the kindergarten. At the second stage, the children made creative reports, suggesting measures to eliminate complaints. Then an ecological landing was carried out (snow was transferred to the trunks of trees located on the territory of the kindergarten) and feeders were hung out. At the final stage, the children reflected the received emotions and impressions in the drawings. The group organized the exhibition "We help nature!".

Using the features of winter nature, during excursions, mini-travels, walks in nature, while developing visual and auditory sensations, perceptions, they taught children to listen to the music of winter winds, the winter crunch of snow under their feet, enjoy the winter rays of the sun, thereby instilling a love for the surrounding world.

In the course of working on the project, the pupils acquired the skills of creative communication with nature, which contributed not only to the knowledge of the beautiful in nature, but also in oneself, the assertion of human dignity, kindness, and empathy for all living things.

By working together, the children learned to accept someone else's point of view, to think critically when describing their ideas.

Observing children who were involved in project activities, it can be noted that they quickly understand the essence of the material being studied, are able to behave freely with an interlocutor, ask clear and concise questions, draw logical conclusions, and establish cause-and-effect relationships. Children show attention to each other, empathy; sensitive to all living things. The implementation of projects contributes to the child's interest in the objects of the surrounding world, the living conditions of people, plants, and animals. Preschoolers learn to control their behavior, actions, so as not to harm the environment. The pupils' intellectual level of development has increased, the circle of communication with peers and adults has expanded, the children have learned to present the product of their research activity, to present it to other people, to explain their choice and decision. By participating in project activities, the pupils received joyful emotions that contribute to the formation of a number of positive personal qualities in them.

We are convinced that designing is an interesting complex activity that covers all aspects of a child’s life and unites participants in the educational process, forms integrative qualities, the need for children’s self-development, contributes not only to the growth of our pedagogical skills, but also to an increase in overall performance. The use of project technologies contributes to the effective development of the integrative qualities of a preschool child, and most importantly, it teaches the teacher to independently choose acceptable forms and methods of education and training.

Bibliography:

1.Veraksa N.E., Veraksa A.N. Project activity of preschoolers. Handbook for teachers of preschool institutions. - M .: Mosaic-Synthesis, 2008.- 112p.

2.Golub G.B., Churakova O.V. The method of projects as a technology for the formation of key competencies of students. - Samara: Publishing house "Profi", TsPO, 2003. - P. 23.

3. Kiseleva L.S., Danilina T.A., Zuykova M.B. Project method in the activities of a preschool institution. - M.: ARKTI, 2003. - S. 15.

4. Lvova L.S. Innovations in pedagogical design in preschool educational institutions.// Management of a preschool educational institution. 2012, No. 5

3. Morozova L.D. What is "children's design" // Child in kindergarten, N5, 2009, pp. 9-11.

The book describes the methodology of working with preschool children on the organization of project activities. This form of interaction between a child and an adult allows you to develop cognitive abilities, the personality of a preschooler, as well as relationships with peers.

The book is intended primarily for teachers of preschool institutions, but will undoubtedly be useful to students, teachers of psychological and pedagogical specialties, as well as to all those who are interested in the possibilities of enhancing the development of children.

Nikolai Evgenievich Veraksa, Alexander Nikolaevich Veraksa - Project activities of preschoolers. Handbook for teachers of preschool institutions 1

Nikolai Evgenievich Veraksa, Alexander Nikolaevich Veraksa
Project activity of preschoolers. Handbook for teachers of preschool institutions

Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova

Veraksa Nikolai Evgenievich- Doctor of Psychology, Professor, Head of the Department of Social Psychology of Development of the Moscow State University of Psychology and Education, Head of the Laboratory of Pedagogy and Psychology of Abilities of the Institute for the Development of Preschool Education of the Russian Academy of Education, Editor-in-Chief of the journal "Modern Preschool Education. Theory and Practice".

Personal website address - www.veraksaru

Foreword

The book offered to the reader is devoted to the issues of supporting children's cognitive initiative in the conditions of preschool educational institutions and families. This topic is very relevant for a number of reasons. Firstly, a person should get a positive social experience of implementing his own ideas as early as possible. The uniqueness of a person is manifested not in her appearance, but in what a person contributes to his social environment. If what seems to him the most significant is also of interest to other people, he finds himself in a situation of social acceptance, which stimulates his personal growth and self-realization. Secondly, the ever-increasing dynamism of economic and social relations requires the search for new, non-standard actions in a variety of circumstances. Non-standard actions are based on the originality of thinking. Thirdly, the idea of harmonious diversity as a promising form of social development also implies the ability to take productive initiative.

Such a skill must be nurtured from childhood. However, there are certain difficulties on the way of its formation. One of them is related to the fact that society is a strict normative system in which a person must act according to certain rules, that is, in a standard way. The initiative always involves going beyond the limits defined by tradition. At the same time, this action must be culturally adequate, that is, it must fit into the existing system of norms and rules. A child who shows initiative must orient himself in the reality around him, understood as a certain culture that has its own history. General abilities are called upon to provide such an orientation. We understand abilities in the context of the cultural-historical theory of L. S. Vygotsky and the theory of activity. Abilities act as a psychological tool that allows the child to move in the space of culture. At the same time, we emphasize once again that the cognitive initiative is a way beyond the limits of culture. But how, in a culturally appropriate way, can a transcendence of culture be presented? The project activity will help to solve this problem. It is this that allows not only to support the children's initiative, but also to formalize it in the form of a culturally significant product, that is, in the form of a certain cultural model (or norm).

Such an interpretation of the children's initiative and its implementation in project activities is based on a study conducted under our supervision (since 2000). It was carried out in pre-school educational institutions in Novouralsk and on the basis of the Little Genius resource center in Moscow. The results of the work showed that preschoolers can successfully carry out project activities. At the same time, there are distinct positive changes in the cognitive development of children, there is a personal growth of preschoolers, which is expressed in the desire to perform original creative work. The interpersonal relations of preschoolers change significantly, children acquire the experience of productive interaction, the ability to hear others and express their attitude to various aspects of reality. There are changes in the relationship between children and parents. Children become interesting for parents as partners in joint activities.

Children's cognitive initiative

One of the effective methods of working with children of senior preschool age is the method of project activity, which is based on understanding the role of the child's personality in the system of preschool education. Usually, a person is understood as a person with individual characteristics inherent in him (often of a psychophysiological plan, for example, aggressiveness, mobility, etc.). However, the concept of personality is associated not so much with psychophysiological qualities, but with how a person manifests himself among other people. Consequently, personality is a socio-psychological category, it is a social assessment of a person as a member of society. However, a person does not always manifest himself as a person. In some cases, he acts in accordance with accepted norms and traditions. For example, when one person listens to another, he is adhering to a social norm. It is clear that if a person does not follow social norms, then those around him direct all their efforts to subordinate his actions to generally accepted rules. For example, if a child eats carelessly or fastens buttons incorrectly, then adults try to make sure that the baby learns the appropriate rules. But when a preschooler learns to eat soup with a spoon, it can hardly be considered a unique personality.

Personality is a special social characteristic of a person, which has two features. The first is related to the fact that a person does something that distinguishes him from other people. The second feature is that this difference turns out to be important and useful for other people.

The main feature of this or that achievement lies in its novelty and connection with the sphere of need. Let's take an example. The well-known domestic inventor A. S. Popov created a device that was called "radio". This device made it possible to transmit information wirelessly over long distances. Such an invention proved to be extremely useful for a large number of people. In exactly the same way, V. Van Gogh, who painted the picture "The Lilac Bush", created such a work that continues to delight and thus satisfy the aesthetic needs of the visitors of the Hermitage. Undoubtedly, both A. S. Popov and V. Van Gogh are unique personalities extremely significant for society.

Important characteristics of a person are the thinking and imagination of a person, which allow, in a figurative way, to first present the idea of a work, consider its various options and find the best one, and then bring it to life. In fact, when creating a work, an inventor, an artist, a teacher embody their idea of an ideal, which at the same time becomes an ideal for the people around them. Thus, personality always involves the creation of something new, the acceptance of this new by others.

What contributes to the personal development of a person?

One of the main conditions is to support the activity of the individual. Such support is impossible without a positive social assessment of activities aimed at creating something new. As a rule, the new is the result of solving some problem in which the creative person is interested. Therefore, we can say that it is creative activity that is the main feature of personality. An equally important condition contributing to personal development is an adequate social presentation of the results of human activity.

Nikolai Evgenievich Veraksa, Alexander Nikolaevich Veraksa

Project activity of preschoolers. Handbook for teachers of preschool institutions

Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova

Personal website address - www.veraksaru

Veraksa Alexander Nikolaevich- PhD student, Faculty of Psychology, Moscow State University. M.V. Lomonosov, lecturer at the Faculty of Social Psychology, Moscow State University of Psychology and Education, Master in Psychological Counseling (University of Manchester, UK). From the book Project activities of preschoolers. Handbook for teachers of preschool institutions author Veraksa Nikolai Evgenievich

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MUNICIPAL PRESCHOOL EDUCATIONAL BUDGET INSTITUTION

"KINDERGARTEN №7" OF THE CITY DISTRICT OF ROSHAL, MOSCOW REGION

All-Russian competition "Pedagogical search"

Additional educational program in the areas of extracurricular activities.

"Project activity" (N.E. Veraksa, A.N. Veraksa)

Rogachenko O.V.

teacher of the highest qualification category

Today, the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already imagine what a kindergarten graduate should be like, what qualities he should possess. It is the project activity that will help to connect the process of education and upbringing with real events in the life of the child, as well as to interest him, to carry him into this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, cooperate, plan your work. Each child will be able to prove himself, feel needed, which means that self-confidence will appear.

In order for a kindergarten to become successful, in addition to other components necessary for effective pedagogical work, it must also use modern methods and new integration technologies.

Today, the project method is very common in schools, but in preschool education this method is becoming not only popular, but also “fashionable”. The project method is relevant and very effective. It gives the child the opportunity to experiment, to systematize the acquired knowledge. Develop creative abilities and communication skills, which allows him to successfully adapt to the changed situation - schooling.

Undoubtedly, the proposed technology "Project activity" is not universal. A preschool educational institution cannot be monotechnological at all. But all the diverse technologies should form the child's main need - self-development as a natural state.

It was revealed that the concept of "project" is a method of pedagogically organized development of the environment by the child in the process of phased and pre-planned practical activities to achieve the intended goals.

A project is also understood as an independent and collective creative completed work that has a socially significant result. The project is based on a problem, to solve it, a research search is needed in various directions, the results of which are generalized and combined into a single whole.

The technology is based on the idea of focusing the cognitive activity of preschoolers on the result that is achieved in the process of joint work of the teacher and children on a specific practical problem (topic).

The technology is aimed at transforming pedagogical activity, bringing educational practice in line with social needs, at solving specific social problems, and independent activity of children.

The relevance of the technology lies in the fact that it helps the child to get an early social positive experience in the implementation of their own ideas. If what is most significant for the child is also of interest to other people, he finds himself in a situation of social acceptance, which stimulates his personal growth and self-realization. The ever-increasing dynamism within social relationships requires the search for new, non-standard actions in a variety of circumstances. Non-standard actions are based on the originality of thinking. It is the project activity that allows not only to support the children's initiative, but also to formalize it in the form of a culturally significant product.

The purpose of the technology: the development of a free creative personality of the child, which is determined by the tasks of development and the tasks of the research activities of children.

Technology objectives:

the formation of various knowledge about the world around us, the stimulation of communicative, cognitive, game activity of children in various types of activities;

development of initiative, curiosity, arbitrariness, ability to creative self-expression.

Technology principles:

project activity begins when direct action is impossible;

project activity, in contrast to productive activity, involves the movement of the child in the space of the possible;

project activity is based on the subjectivity of the child, that is, on the expression of his initiative, the manifestation of independent activity;

project activity involves not just the implementation of the child's idea, but also the implementation of its meanings;

project activities are targeted.

Age: senior preschool age (5 - 7 years)

Implementation period: 2016 - 2018

Technology stages:

imitative-performing
developing
creative

Expected results:

as a result of the development of design technology, the level of professional skills of teachers increases and the creation of conditions for effective educational work in preschool educational institutions;

makes it possible to develop observation and analysis of phenomena, comparison, generalization and the ability to draw conclusions, creative thinking, logic of knowledge, inquisitiveness of the mind, joint cognitive-search and research activities, communication and reflective skills and much more, which are the components of a successful personality.

Literature:

1. Veraksa N.E., Veraksa A.N., “Project activity of preschoolers”, Moscow, 2014