Project for children of the younger group of preschool educational institutions “We are little wizards”
- October 28, 2015
Competition “My Pedagogical Initiative - 2015”
Nomination “Methodological work in preschool educational institutions”
Problem. It has been proven that the child best absorbs the knowledge that the child acquired in practical activities. Unfortunately, in preschool educational institutions, experimentation is used unreasonably rarely, especially in early preschool age. The importance of a child’s independent research activity is underestimated, despite its positive aspects, despite the active development of this area in preschool education.
Despite the fact that in experimental activities there are more opportunities for self-knowledge and self-determination of the child, for personal growth and the revelation of his individuality, teachers are reluctant to use this method in everyday activities, leaving it for open classes and mass entertainment events.
Relevance of the project. Preschoolers are natural explorers. And this is confirmed by their curiosity, constant desire to experiment, and desire to independently find a solution to a problem situation.
Experimentation gives children real ideas about various aspects of the object being studied, enriches the child’s memory, activates his thought processes, and includes an active search for solutions to problems.
Younger preschoolers, getting acquainted with the world around them, strive not only to look at an object, but also to touch it with their hands, tongue, smell it, and knock it. Children tear paper, take apart toys, play with sand, water and snow.
In everyday life, children often experiment with various substances themselves, trying to learn something new. They watch objects falling into the water (drowning or not drowning), testing icicles with their tongue in severe frost, etc. Exploratory behavior for a preschooler is the main source of gaining ideas about the world. We, adults, must actively help him in this.
The goal of the project: to develop cultural practices of showing the interest of children of primary preschool age in knowledge and research, to support the desire to demonstrate independence and initiative, and curiosity.
Tasks:
- Introduce children to some properties of water, air, light, paper.
- Develop your own learning experience.
- Support children's initiative, independence, and intelligence.
- Encourage friendly relationships during research activities.
- Form a cultural practice of showing interest and desire to expand your horizons.
Type of project: information and research, group.
Participants: teachers, children, parents.
Implementation timeframe : short-term (1 week).
Predicted result: development of the content of cultural practices to implement the project’s objectives:
- manifestation of sustainable cognitive interest in experimentation;
- developing the ability to consciously select objects and materials for independent activities;
- displaying initiative and creativity in solving assigned tasks;
- manifestation of mutual assistance, active social interaction;
- high-quality and interested participation of parents in the implementation of the project.
Main section of the program : social and communicative development.
Organization of activities within the project
Preparatory stage:
- problem formulation;
- determination of relevance, purpose and objectives;
- selection of methodological and fiction literature;
- selection of experiments for a given age;
- selection of equipment for conducting experiments.
Main stage:
- organization of subject-development environment,
- conducting experiments, experiments in a group and on a walk,
- individual work with children,
- independent experimental activities,
- outdoor games,
- reading fiction,
- conversations,
- productive activity of children.
The final stage:
1. Making a card index of experiments.
2. Exhibition of crafts made by parents and children.
Project technological map
Social and communicative development
| Cultural practices | |
| Kinds | Content |
| Integration of c.p.: – practice of game interaction, – knowledge of the world and self-knowledge, – communication practices | Games: “Find out who called?”, “It happens - it doesn’t happen.” D/exercise : “Find and bring a paper object.” Game exercises: “Turn a circle into a sun, an apple, a ball, a wheel, etc.” Problem situations:
Conversation – exercise “Taste and properties of food.” D/i “Catch up with your shadow” |
Cognitive development
| Cultural practices | |
| Kinds | Content |
| – Integration of c.p.: – knowledge of the world and self-knowledge, – free practice of children’s activities, – communication practices, – identification and interaction of the child with the surrounding society. | Experimental activities:
Experimentation games:
Experience game "Colored Ice"
Study:
|
Speech development
| Cultural practices | |
| Kinds | Content |
| Integration of c.p.: – communication practices, – knowledge of the world and self-knowledge | Conversations:
Reading:
Heuristic conversations:
|
Artistic and aesthetic development
| Cultural practices | |
| Kinds | Content |
| Integration of c.p.: – knowledge of the world and – self-knowledge, – free practice of children's activities | Shadow theater
Construction. Topic: “Dog kennel” (made of paper). Productive activity . “Polar bear” (from the palm of your hand). Modeling "Balloon". |
Physical development
| Cultural practices | |
| Kinds | Content |
| Integration of c.p.: – healthy lifestyle, – practice of game interaction | Finger gymnastics “Skillful Hands”, “Dog and Cat”. Outdoor games:
Gymnastics for the eyes “One drop, two drops...” Games with paper airplanes, plumes and pinwheels. Physical education lesson “Rainbow-arc”. Game m/n: “Cold-hot”. |
Interaction with parents
| Cultural practices | |
| Kinds | Content |
| Integration of c.p.: – knowledge of the world and self-knowledge, – communication practices | Introducing parents to the purpose of the project and types of joint activities for its successful implementation. Organizing joint activities with children at home:
Organizing a conversation with parents “What can’t and what should be done to maintain children’s interest in cognitive experimentation.” Involve parents in replenishing the experimentation center with new educational literature. |
Distribution of activities by activity centers
Center for theatrical activities: making characters for the shadow theater “The Tale of the Stupid Mouse.”
Center for experimental activities: preparation of all materials necessary for research activities (soap bubbles, various types of paper, paper boats, balloons, water containers, straws, screen for shadow theater).
Project implementation results (result):
The content of children’s cultural practices has expanded:
- a stable cognitive interest in experimentation appeared;
- increased ability to consciously select objects and materials for independent activities
- demonstrated initiative and creativity in solving assigned problems, and the ability for mutual assistance.
- Parents' interest in taking part in the implementation of the project has intensified.
- a recommendation was made for parents: “The role of the family in the development of the cognitive interests of a preschooler”
- a card file of experiments for practical activities has been compiled.
- An exhibition of paper crafts made by parents and children was organized.
List of literature:
1. A. Dietrich, G. Yurman “Why” 2. Van. Cleve J. “200 experiments” 3. Dybina O.V., et al. The unknown is nearby: entertaining experiences and experiments for preschoolers / O.V. Dybina (ed.). - M.: TC “Sfera”, 2001 4. L. L. Sikoruk “Physics for kids.” 5. Nikolaeva S.N. Methods of environmental education in kindergarten. M., 1999. 6. Nikolaeva S.N. Education of ecological culture in preschool childhood. M., 1995. 7. Perelman Ya.I. Entertaining tasks and experiments. Ekaterinburg, 1995. 8. “Design and organization of cultural practices in preschool childhood” / author M.V. Korepanova - Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy of Preschool Education, Dean of the Faculty of Preschool and Primary Education of Volgograd State Social Pedagogical University . 9. Ryzhova N.A. Ryzhova Sorceress - water. M., Linka-Press, 1997 10. Smirnov Yu.I. A book for talented children and caring parents. St. Petersburg, 1998 11. What is it? Who it? M., 1996.
Recommendations for parents
Author: Ovcharova Larisa Aleksandrovna, Master of Pedagogy, Private Secondary School “Rodnik”, Volgograd.
Educational project in the second junior group “In the garden, in the vegetable garden...”
Municipal budgetary preschool educational institution kindergarten No. 18 “Ryabinushka” Kulebaki village Veletma
Project
“Whether in the garden or in the vegetable garden”
Project type
: cognitive - research, creative; group, among children of the same group
Author of the project: teacher Mazurina Anna Vladimirovna
2021
Problem:
Children learn about the world around them practically. Practical activity is the direct participation of children in growing vegetables and fruits (planting and care). Introduction to feasible work caring for plants is, first of all, the development of such qualities as responsibility for completing an assignment, for the result obtained, commitment, and determination. And these are very important and necessary qualities for a child. However, the problem is that younger
Preschool children do not have sufficient understanding of plants, where they grow, the necessary conditions for their growth, and their interest in cognitive and research activities is not sufficiently developed.
To satisfy children's curiosity and instill the first skills of activity and independent thinking, we have created conditions for children's
. Familiarization with the growth and development of cultivated plants can be carried out on the site of the kindergarten, where a bed has been created specifically for this purpose.
Relevance of the project.
Children of primary preschool age have insufficient understanding of vegetables and fruits, where they grow, and their role in maintaining and strengthening human health. For many children, these concepts are inseparable; it is very difficult for them to classify vegetables and fruits; they do not see the difference.
Children do not know the properties of vegetables and fruits: color, size, shape. They need to learn to classify, compare and generalize the acquired knowledge, which will further contribute to the mental development of children and develop interest in the world around them.
Project object:
children of the second younger group
Project subject:
fruits and vegetables, as well as cultivated and garden plants.
Objective of the project:
Through the cognitive development of children through design and research activities and the organization of artistic and productive creativity, expand and enrich children’s knowledge about vegetables and fruits and their benefits for human health. Also, involving parents in joint research activities, creating an environmental culture among children and parents.
Tasks:
- Expand and enrich children's knowledge about vegetables and fruits, their benefits for human health;
- Teach children to distinguish, name and classify vegetables and fruits by appearance and growth;
- To develop children’s knowledge about the growth and needs of plants;
- Learn to observe and care for cultivated plants;
- Develop children's creative abilities, memory, thinking, fine motor skills;
- Enrich and develop children's vocabulary;
- Foster a caring attitude towards nature, lay the foundations of an individual’s ecological culture.
Project duration:
short-term - 3 months.
Project participants
: teachers, children of the second younger group, parents.
Intended product of the project:
didactic manual (Joint project of children and parents) “Vegetables, fruits - healthy products”, event - “Fruit and vegetable party”.
Expected results of the project:
- Children will develop knowledge about vegetables and fruits; about what is needed for their growth; their benefits to human health;
- Children and parents will become active participants in creative projects, leisure and entertainment.
- The participation of parents in the implementation of the project will increase interest in joint cognitive and creative activities with their children.
- Using the knowledge gained during the implementation of the project in children’s independent activities.
Project implementation stages
Stage 1
– preparatory
Selection of visual teaching aids, acquisition of necessary materials and equipment, selection of fiction and scientific literature.
Conversation about the garden, vegetables and fruits.
Stage 2
- basic.
Conversations:
“Vegetables and fruits are delicious products”, “What do plants need to grow?”, “Vitamins in the garden”, “Healthy vegetables in our diet”, “Onions for seven ailments”.
Practical work:
Planting onions, tomatoes, beets, zucchini, petunias, asters, picking black and red currants, plums, harvesting from the garden (tomatoes, zucchini, beets, onions).
Learning poems: “There are many beds in the garden”, “We will collect the harvest”, “Vegetables”.
Coloring: “Vegetables”, “Fruits”, “Vegetable Garden”.
Didactic games:
“Tops and roots”, “Find a pair”, “Cut pictures”, “Lay out along the contour”, “The fourth odd one”, “Wonderful bag”, “Lotto”, “Dominoes”, “Puzzles”, “Say kindly”, “ Select by color”, “Name the plant”, “Clothes pegs”.
Looking at books and illustrations about the inhabitants of the garden.
Reading fiction:
“Turnip”, “Root Tops”, “Puff”, Y. Tuvim “Vegetables”, “Fun Garden”, “Tale of Vegetables”, “Dispute of Vegetables”, “Therapeutic Tale of Healthy Vegetables”, “Dispute of Vegetables”, proverbs and sayings about vegetables, riddles and poems about vegetables and fruits.
Application: (tearing method)
"Vegetables".
Modeling: (collective)
"Our cheerful garden"
Drawing: “Water the garden”, “Carrot for the bunny”
Showing presentations: “Vegetables and fruits are healthy products”, “Whether in the garden or in the vegetable garden (riddles)”, “Fun garden”.
Outdoor games:
“By the bear in the forest”, “Cucumber, cucumber...”, “Vegetables”, “Harvest the harvest”, “I was born a gardener”, “Bunnies and cabbage”.
Finger gymnastics:
“We invite you to the garden”, “Cabbage”, “Fruits”, “Compote”, “We planted a garden in the spring.”
Role-playing games: “Shop”, “Cooks”
Working with parents:
Parent meeting
: “Our work on the project”
Showing a Russian folk tale
"Turnip".
Consultations:
“Onions for seven ailments”, “Labor education of children of primary preschool age”, “Vegetables and fruits are valuable products”, “Vitamins for children”, “The ABC of vitamins”, “How to teach a child to eat vegetables and fruits”; individual consultations on the project.
Participation in a creative project
«
Vegetables and fruits are healthy foods
».
Participation of parents and children in creative and entertaining leisure
"Fruit and vegetable party"
Stage 3
– final.
Registration of design work completed jointly with parents in the folder “Vegetables and fruits - healthy products”
Exhibition of photographs “I was born a gardener!”
Processing and design of project materials in the form of a presentation.
Performance analysis.
The final event is
creative and entertaining leisure
“Fruit and vegetable party” (Presentation for parents, showing the fairy tale “Turnip”, culinary delights from parents - presentation of their dish, tea party).
Project results:
- Children's level of knowledge about vegetables and fruits has increased and their vocabulary has been enriched.
- Children learned to distinguish, name and classify vegetables and fruits, and generalize them.
- Parents have become interested in the educational process, the development of creativity, knowledge and skills in children.
- During the course of the project,
ideas
about plants
as living organisms, about the conditions necessary for growth and development, developed an aesthetic sense, the ability to enjoy the beauty of the plants grown and the result of their work. Children learned to observe and began to treat the plant world more carefully. - project participants (children, teachers, parents)
received positive emotions from the results obtained.
Project “In the garden or in the vegetable garden” PPTX / 11.58 MB
