Svetlana Sidorova
Sample writing project for preschool teachers
I. Introduction…
2. Relevance project...
3. Goals, objectives, expected results and products...
4. Abstract project...
5. Implementation stages project program...
6. Action plan...
7. Resources...
8. Risks and ways to overcome risks...
9. Conclusions...
10. Literature….
Introduction
your TEXT
Project ultimately focused on solving one main problem -….
Project the object of research is provided, which are the conditions ...., the subject of activity is the process ...
2. Relevance of creation project
your TEXT
That is why the development of project...
Upbringing the modern child and his cognitive abilities is a priority, the most important task of preschool pedagogy, especially in modern conditions, since any country needs individuals (describe which...
3. Goals, objectives, expected results and products
Strategic goal: Creation favorable conditions For …
Tactical goals
1. Create...
2. Form….
3. Organize...
Expected results
4. Abstract
your TEXT
This project the following ideas:
In accordance with FGT project is based on scientific principles construction:
SELECT THE NECESSARY PRINCIPLES FOR PROJECT
The principle of developing education, the purpose of which is the development of the child. Developmental character education is realized through the activities of each child in his zone of proximal development;
Combination of the principle of scientific validity and practical applicability;
Unity educational, developmental and training goals and objectives of the process education children preschool age, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;
Principle of integration educational areas(physical education, health, safety, socialization, labor, cognition, communication, reading fiction, artistic creativity, music) in accordance with age capabilities and characteristics pupils, specificity and capabilities educational areas;
Software solution educational tasks in joint activities of adults and children and independent activity children not only within the immediate educational activities , but also when carrying out regime moments in accordance with the specifics of preschool education;
Construction educational process on age-appropriate forms of working with children. The main form of work with preschool children and the leading activity for them is play.
Principles of humanization, differentiation and individualization, continuity and consistency education.
Reflection of the principle of humanization in project program means:
Recognition of the uniqueness and uniqueness of each child’s personality;
Recognition of the unlimited possibilities for developing the personal potential of each child;
Respect for the child’s personality on the part of all participants educational process .
Differentiation and individualization education and education ensures the development of the child in accordance with his inclinations, interests and capabilities. This principle is implemented through creating conditions for education and training of each child, taking into account the individual characteristics of his development.
Implementation of the principle of continuity education requires communication between all levels of preschool education, starting from early and junior preschool age to senior and preparatory school groups. Priority in terms of continuity education is to ensure by the end of preschool childhood such a level of development of each child that will allow him to be successful in elementary school. Compliance with the principle of continuity requires not only and not so much the mastery by children of a certain amount of information and knowledge, but the formation in a preschooler of the qualities necessary for mastery educational activities- curiosity, initiative, independence, arbitrariness, etc.
Solutions project:
SELECT WHAT YOU NEED
Ponder « image of the future» , present a model of what they are going to create;
Take into account the requirements and opinions of all participants in the future being created;
Develop a system for implementing ideas based on real
practices and capabilities of a particular preschool educational institution;
Assess implementation risks project.
5. Implementation stages draft program
Implementation project designed for __ weeks: With «_» ___ By «_» ___
No. Stages Goal Time frame
1. Preparatory design stage
2. Practical stage
3. Generalizing - effective stage
6. Action plan
No. Name of activities Dates Responsible persons
Stage 1 - Preparatory design stage
Stage 2 - Practical stage
Stage 3 - Generalizing - effective stage
7. Resource support for the program
Regulatory Resources
Law of the Russian Federation "About education»
Decree of the Government of the Russian Federation “On approval of the Rules for the provision of paid educational services in the field of preschool and general education» from 5.07.2001
CHARTER OF DOW
SanPiNy 2.4.1.2660-10
Continuous content concept education(preschool and primary level)
Law Russian Federation "About education» in the editorial office Federal Law dated 01.12.2007 No. 309-FZ
Ministry Order education and science of the Russian Federation from 23.11.2009 No. 655 “On approval and implementation of federal state requirements for the structure of the main general education preschool programs education».
Human resources
To work in project involves....
By educational qualifications, the project team looks like this::
Total teachers Higher education Secondary special education Unfinished higher education Education Non-specialists
So way, educational The qualifications of preschool educational institutions teachers are quite high, capable of organizing upbringing and education at a sufficient level.
By age limit:
Up to 30 years Up to 40 years Up to 50 years More than 50
According to teaching experience activities:
Up to 5 years Up to 10 children Up to 15 years Up to 25 years More
So way, professional level of the teacher (s) quite high.
Information resources
Educational and methodological resources:
Methodological office fund:
Library;
Game library;
Audio library;
Music library.
Logistics resources:…
Financial resources
Financing the project is being produced....
Object of financing project
All financial and economic activities are aimed at implementing this project SELECT THE REQUIRED
No. Name of activities Estimated cost
1 Acquisition:
Sample basic preschool programs education;
Methodological support for programs;
Literature on the implementation of Federal State Educational Standards in up to 1,000 rubles
2 Buy:
paper "Snow Maiden";
Printer;
Files. 4,000 rubles
3 Scientific consulting 500 rubles
4 Internet resources 900 rubles
5 Media subscription:
Newspaper "Preschool education» , Publishing house "First of September";
Magazine "Preschool upbringing» ;
Magazine "Hoop". 2,500 rubles
TOTAL 8,900 rubles
Evaluation criteria project
SELECT WHAT YOU NEED
1. Parents' satisfaction with the result preschool work(created conditions, the child’s level of preparation for school, the child’s interest in educational process).
2. Compliance of learning conditions for preschool children with SanPiN standards.
3. Parents' awareness of the organization educational and educational preschooler process.
4. Replenishment and improvement of the MTB based on a comparison of the MTB at the beginning and end of the year.
5. Delayed results: success pupil Preschool educational institution in elementary school.
8. Risks and ways to overcome risks
Risks Ways to overcome risks
9. Conclusions:
Project should become a powerful impetus for the development of creative initiative of preschool teaching teams dealing with childhood problems. ….
your TEXT
Generally project with children and parents, from my point of view, is progressive in nature and will not only ...., but also give an impetus to development ....
Documentation of the project.
Shatokhina Rita Vyacheslavovna, teacher additional education MBU DO "House" children's creativity 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? Summary project, a list of questions that 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.
Completion 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 theoretical problem, then its specific solution, if a practical concrete result, ready for use (in class, at school, in real life).
2.2. Presentation of results- presentation of the finished product. In other words, the implementation of the project requires, at the final stage, the presentation of the product and the defense of the project itself, which can be carried out in the form of a competition, exhibition, presentation, 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 evaluated 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 with words or by presenting a diploma from a project developer, scientific researcher, best designer etc.
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 have an idea of what a kindergarten graduate should be like, what qualities he should have, this is spelled out in the FGT for the main educational program. Modern pedagogical research shows that main problem preschool education - loss of liveliness and attractiveness of the learning process. The number of preschoolers who do not want to go to school is increasing; Positive motivation for classes has decreased, and children’s academic performance is falling. How to improve the situation? The formation of a new education system, focused on entering the global space, requires significant changes in the pedagogical theory and practice of preschool institutions, and the improvement of pedagogical technologies.
The use of innovative pedagogical technologies opens up new opportunities for the education and training of preschoolers, and the project method has become one of the most effective today. Design technology refers to modern humanitarian technologies that are innovative in the work of preschool institutions.
This method is relevant and very effective, because... gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, thereby allowing him to successfully adapt to school.
The project method is interesting and useful not only for children, but for teachers themselves, because it makes it possible to concentrate material on a specific topic, increase the level of one’s own competence on a problem, bring relationships with parents to a new level, feel like a real partner for children in solving research problems, and make the learning process not boring and overly edifying. The project method is naturally and harmoniously woven into the educational process of kindergarten.
Project activities is project only if direct action in a particular situation turns out to be impossible. In other words, if a child wanted to play with a ball, took the ball for this, and carried out his plan, or if the instructor organized and conducted physical education leisure, then this activity will not be a project activity - the child and the teacher performed all actions within the framework of traditional productive and educational activities. And if, before holding the “Olympic Games” leisure time, the teacher, together with the children, comes to a decision during a discussion about the need to hold such a holiday, then plans the paths leading to achieving this goal. Children, together with their parents and teachers, spend several weeks selecting, studying and presenting information about Olympic sports, competition rules, records and winners, making attributes, learning the rules, watching and discussing presentations and video clips, developing sports skills. And the result of this activity is sports festival“Small Olympic Games” with the involvement of parents, exhibition of photographs, etc., is a long-term project.
When organizing project activities in kindergarten Teachers may face the following problems.
Discrepancy between traditional form organization of educational activities and the nature of project activities. Project activities, as noted above, are carried out in a space of possibilities where there are no clearly defined norms. In this case, both the teacher and the child find themselves in a situation of uncertainty. Project activity is focused on exploring as many possibilities as possible in a situation, rather than on following a predetermined (and known to the teacher) path.
Non-distinction between the child's subject and object positions. Most preschool teachers are very sensitive to children and support them emotionally. However, this emotional support should not result in a willingness to complete a creative task for the child, be it formulating a creative idea or searching for possible ways solving the problem. The teacher must organize a problem situation for children, but should not offer his own options for solving the problem. Otherwise the child will end up in the object's position.
In project activities, subjectivity means the expression of initiative and the manifestation of independent activity, while the child’s subjectivity can manifest itself in different ways. So, a child can express original idea(that is, previously not expressed by other children) or support and slightly modify another child’s idea. In this case, the teacher should focus on the uniqueness of the child’s idea.
Research shows that preschoolers can successfully complete project-based activities. At the same time, there are clear positive changes in the cognitive development of children; personal growth preschoolers, which is expressed in the desire to perform original creative works. Change significantly interpersonal relationships preschoolers, children gain 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.
It is project activities that will help connect the process of learning and upbringing with real events in the life of a child, as well as interest him and captivate him in this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, collaborate, and plan your work. Each child will be able to express themselves, feel needed, which means they will gain confidence in their abilities.
So, what is a “PROJECT”?
In the etymological dictionary the word “ project" borrowed from Latin and means “thrown forward”, “protruding”, “conspicuous”.
“Project"- this is a method of pedagogically organized development by a child environment in the process of step-by-step and pre-planned practical activities to achieve the intended goals.
Under project also understands independent and collective creative completed work, which has a socially significant result.
The project is based on problem, to solve it, a research search in various directions is required, the results of which are generalized and combined into one whole.
Project method- this is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, in the process of which the child learns the world around us and translates new knowledge into real products.
In relation to kindergarten project- this is a set of actions specially organized by the teacher and independently carried out by the pupils, aimed at resolving a problem situation and culminating in the creation of a creative product.
The essence of " project method"in education consists of such an organization of the educational process in which students acquire knowledge and skills, experience creative activity, emotional and value attitude to reality in the process of planning and execution gradually increasingly complex practical tasks - projects that have not only cognitive, but also pragmatic value.
“Everything I learn, I know, why I need it and where and how I can apply this knowledge” - this 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 .
The project method can be used in working with children starting from early preschool age. It allows you to determine learning objectives, formulate the prerequisites for educational and research skills and skills in accordance with the main lines of development.
To implement the project, the teacher determines the stages of its implementation, thinks through the content of the activity and selects practical material. The implementation of any project involves working with children, methodological work with personnel and interaction with parents.
When planning project activities, the teacher should remember three stages in the development of project activities in preschool children, which represent one of the pedagogical technologies of project activities, which includes a set of research, search, problem-based, and creative methods.
First stage-imitative-performing, the implementation of which is possible with children 3.5-5 years old.
At this stage, children participate in the project “in a secondary role”, perform actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of a small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.
Junior preschool age
Learning Objectives:
- awaken interest in the proposed activity;
- involve children in the learning process;
- form different ideas;
- involve children in reproducing images using various options;
- encourage children to engage in joint search activities and experimentation.
Improving mental processes:
- formation of emotional interest;
- familiarity with objects and actions with them;
- development of thinking and imagination;
4. speech development.
- awareness of the goal;
- mastery in various ways solving assigned problems;
- the ability to anticipate the outcome based on one’s past experience;
- searching for different means to achieve the goal.
The second stage is developmental, it is typical for children 5-6 years old, who already have experience in a variety of joint activities, can coordinate actions, and help each other. The child is less likely to turn to adults with requests and is more actively organizing joint activities with peers.
Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. At this age, children accept the problem, clarify the goal, and are able to choose necessary funds to achieve the result of the activity. They not only show a willingness to participate in projects proposed by adults, but also find problems on their own.
Third stage-creative, it is typical for children 6-7 years old. At this stage, it is very important for an adult to develop and support the creative activity of children, to create conditions for children to independently determine the purpose and content of the upcoming activity, to choose ways to work on a project and the opportunity to organize it.
Senior preschool age.
Learning Objectives:
- develop search activity and intellectual initiative;
- develop special methods of orientation - experimentation and modeling;
- to form generalized methods of mental work and means of building one’s own cognitive activity;
- develop the ability to predict future changes.
Formation of prerequisites for educational activities:
- arbitrariness in behavior and productive activity;
- the need to create your own picture of the world;
- communication skills.
Formation of design and research skills:
- identify the problem;
- independently search for the right solution;
- choose the most adequate one from the available methods and use it productively;
- independently analyze the results obtained.
The specificity of interaction using the project method in preschool practice is that adults need to “guide” the child, help discover a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project, but not overdo it with help. and guardianship.
Planning project activities begins with questions : "For what do you need a project?”, “Why is it being carried out?”, “What will be the product of the project activity?”, “In what form will the product be presented?”
Work on the project, including drawing up a well-founded action plan, which is formed and refined throughout the entire period, goes through several stages. At each stage, the teacher’s interaction with children is personality-oriented.
Work on the project
The first stage is Selecting a topic.
The teacher’s task is to choose a topic for deeper study together with the children and draw up a plan for cognitive activity. One way to introduce the topic involves using the “three questions” model:
- What do I know?
- What do I want to know?
- How to find out?
At this stage, dialogue with children, organized by the teacher, contributes not only to the development of the child’s self-reflection in the field of knowing his own interests, assessing existing ones and acquiring new thematic knowledge in a free, relaxed atmosphere, but also to the development of speech and the speech apparatus itself.
the teacher sets a goal based on the needs and interests of the child;
- involves preschoolers in problem solving;
- outlines a plan for moving towards the goal (maintains the interest of children and parents);
- discusses the plan with families parent meeting;
- turns to preschool specialists for recommendations;
- together with children and parents, draws up a plan - a scheme for carrying out the project;
- collects information and material;
The second stage is Project Implementation.
Projects are implemented through various types activities (creative, experimental, productive). The teacher’s task at this stage is to create conditions in the group for the implementation of children’s plans.
The uniqueness of the application of the project method in this case lies in the fact that the second stage contributes to the diversified development of both mental functions and personal qualities child.
Research activity at this stage is intensified due to problem discussion, which helps to discover more and more new
problems, the use of comparison and contrast operations, the problematic presentation of information by the teacher, the organization of experiments and experiments.
The sequence of the teacher’s work at this stage:
- conducts classes, games, observations, trips (events of the main part of the project),
- gives homework to parents and children;
- encourages self-reliance creative works children and parents (search for materials, information, making crafts, drawings, albums, etc.);
The third stage is the presentation of the project.
It is important that the presentation is based on a tangible product that has value for children. During the creation of a product, the creative potential of preschoolers is revealed, and the information obtained during the implementation of the project is put to use.
The teacher’s task is to create conditions for children to have the opportunity to talk about their work, experience a sense of pride in their achievements, and comprehend the results of their activities. In the process of speaking in front of peers, the child acquires skills in mastering his emotional sphere and non-verbal means of communication (gestures, facial expressions, etc.).
The sequence of the teacher’s work on the project at this stage:
organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with children;
sums up the results (speaks at the teachers' council, parents' meeting, summarizes work experience).
The fourth stage is reflection.
The interaction between teacher and child in project activities can change as children’s activity increases. The position of the teacher is built step by step as research skills develop and independent activity increases from teaching and organizing in the first stages to guiding and coordinating by the end of the project.
Thus, in project activities, the child’s subjective position is formed, his individuality is revealed, interests and needs are realized, which in turn contributes to the child’s personal development. This corresponds to the social order at the present stage.
In the practice of modern preschool institutions, they use the following types projects:
1. research- creative projects: children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;
2. role-playing — game projects(with elements creative games when children take on the character of a fairy tale and solve problems in their own way);
- information-practice-oriented projects: children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.);
- creative projects in kindergarten(registration of the result in the form of a children's holiday, children's design, for example, “Health Week”).
Since the leading activity of a preschooler is play, then, starting from younger age, role-playing and creative projects are used: “Favorite Toys”, “ABC of Health”, etc.
Other types of projects are also significant, including:
complex;
intergroup;
group;
creative;
individual;
research.
By duration they can be short-term (one or several lessons), medium-duration, long-term (for example, “ Sports games and entertainment as a means of increasing interest in physical education among preschool children” - for the school year).
The main goal of the design method in preschool institution is development free creative personality of the child, which is determined by development goals and objectives research activities children.