The content of the project in dow. Projects

Project activity - implementation method individual approach to learning, using the productive, creative, cognitive or research activities of pupils of the preschool educational institution, during which preschoolers broaden their horizons, vocabulary receive new knowledge and learn to find it practical use. Children's interest serves as a source of inspiration for the implementation of serious and exciting tasks. - result joint activities 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, which appeared relatively recently in the pedagogical piggy bank of preschool education, today is focused on unlocking the potential of children, the synthesis of educational areas, theoretical and practical knowledge. Paradoxically, project activities are equally important for both children and adults, as they stimulate creative thinking, professional development 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 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:

1. 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.
2. 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.
3. Each project combines resource constraints, deadlines, and strict requirements for the finished product. It is easier for children to tune in to a businesslike mood, knowing that they act in "adult" conditions and decide important issues. 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 you can imagine, touch, see). 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 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.
4. 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 productive, research, and educational activities, but all of them should lead to the creation of a certain product.

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

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

1. 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 by the social significance of topics, the relevance of the problem, the presence of a clear structure and goals.
2. Game - carried out with elements creative games in which children become fairy-tale characters, solving the tasks assigned to them. The participants in the project activities strictly distribute roles among themselves, acting within the framework of role-playing activities, presenting themselves as a fairy-tale character, animal, literary or cartoon characters.
3. 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.
4. Creative - implemented in the format of a 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.
5. 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, high-quality distribution of roles and proper organization at each stage of implementation.
6. 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 children 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.
7. Leisure activities - the implementation of entertainment and sports activities.
8. Complex - in their content combine several types at once.

Any projects in preschool education according to GEF help increase children's self-esteem by recognizing the value of children's achievements and are divided according to the implementation time 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 common work. Carrying out project work, pupils of the preschool educational institution unite, discuss the problem, look for ways to solve it, distribute duties and responsibilities, and 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 of 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 project methodology is recommended for use in senior and preparatory groups of preschool educational institutions, despite the fact that it can also be used with children older than early 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;
• average 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 using projects that are typical for different age groups of pupils of preschool educational institutions:

1. Imitative. Children 3-5 years old actively imitate adults in their actions, they are characterized by diligence, therefore, in the implementation of projects, they are assigned a second role. Pupils perform tasks, imitating an adult (teacher or parent), or act according to the proposed example.
2. 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.
3. Creative. Children 6-7 years old to exercise projects in the senior group of preschool educational institutions need to create certain conditions for the development creativity However, at the same time, they easily set goals, determine the content of their activities, and choose ways to implement the task.

During the implementation of project activities, 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.

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:

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:

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 properly use resources, 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:

1. 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.
2. Joint-sequential - the result of the work of the previous participant is used for the activities of the next one.
3. Joint-interacting - 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 activities become 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.

Projects are divided by type of activity:

• Creative research projects that allow children to experiment and visualize the result in the form of wall newspapers, stands, etc.
• Role-playing projects that allow solving tasks in a playful way in the form of characters.
• Information projects that make it possible to collect information, analyze and arrange on stands, stained-glass windows, etc.

Finished projects

• Projects for the improvement of the territory of kindergartens
• Traffic rules, traffic, traffic lights. Projects, plans, reports

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All sections | Projects. Project activities in kindergarten

Short related project"Folk Culture and Traditions" in the preschool group. Compiler: Vonokova Ekaterina Alexandrovna. Type of project : -creative; - informative. Duration: short term. Members project : children of the preparatory group, ...

Creative research project "My small Motherland" Creative - research project"My small motherland" Performed: Educator Yazykovsky kindergarten"Teremok" Shirokova LV Relevance An integral part of any education system is the education of patriotism. The foundations of patriotism begin to form in preschool ...

Projects. Project activities in kindergarten - Project "Wild Animals" in the second junior group

Publication "Project "Wild Animals" in the second junior ..." Project "Wild Animals" Children are 3-4 years old. Second junior group. The duration of the project is 6 weeks. Purpose: Creation of conditions for the development of cognitive activity in children. Tasks: To develop children's interest in this topic. Introduce children to the animals that live in our...

MAAM Pictures Library

Project "Pets" for children 3-4 years old Project "Pets" Age of children 3-4 years. The duration of the project is 5 weeks. PURPOSE: Creation of conditions for the development of cognitive activity in children. OBJECTIVES: Development of children's interest in this topic; Introduce children to pets Fix characteristic...

Educational project "In unity is our strength" Department of Education of the Administration of Volgograd MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN No. 367 of the KRASNOARMEYSKY DISTRICT OF VOLGOGRAD" Name of the project "Our strength is in unity" Project author: Kuznetsova Nadezhda Aleksandrovna educator of the first ...

performed by: Nadeeva A.A., Tutrinova L.A., educators Syktyvkar, 2018 Relevance of the project The main feature of an object for a preschooler is color. Color affects emotional sphere child, participates in the process of artistic activity, forms ...

Projects. Project activities in kindergarten - Ecological project in the younger group "Animals - Our Friends"

INTRODUCTION: Problem: Children do not have enough knowledge about the lifestyle, habits, nutrition and dwellings of wild and domestic animals; about how they prepare for winter. Children do not have a general concept. The purpose of the project: -To develop a sustainable cognitive interest in ...

Project activity in the preschool educational institution is a unique way to ensure co-creation, cooperation between adults and kids. It allows to implement a personality-oriented approach to upbringing and education.

Project activities in the preschool educational institution contribute to the development of the creative abilities of preschoolers, turns them into active participants in all events taking place in kindergarten.

Significance

Project activity in the preschool educational institution according to the Federal State Educational Standard is a mandatory tool for the work of educators.

On the this moment a similar method is considered as an activity. It is a promising pedagogical technology.

Project activity in the preschool educational institution has a certain structure, features, and performs several functions. Note that this method does not replace education and educational program used for preschool children, but complements it.

Functions

Project activity in a preschool educational institution is an activity for thinking through and organizing pedagogical process within a specific topic that has a result. This pedagogical technology contributes to the development of the environment by the preschooler.

Technologies of project activity in the preschool educational institution are intended for the development of a creative free personality, adapted to social conditions.

The concept of a method

Currently, it is considered the most striking, developing, significant method. This is explained by the fact that design and research activities in the preschool educational institution are a universal toolkit that allows you to guarantee consistency, focus, and effectiveness.

The project method is the sum of cognitive and educational techniques that allow solving a certain problem in the course of independent actions of preschoolers.

Children's project activities in a preschool educational institution involve the presentation of the results obtained, that is, it contributes to the development of public defense skills in the younger generation.

Such training can be considered as a way of organizing the pedagogical process, based on interaction with the environment, gradual practical work to achieve the intended goal.

The basis of technology

The organization of project activities in a preschool educational institution is associated with the idea of ​​​​orienting the cognitive work of preschoolers to the result achieved in the course of cooperation with a teacher and parents. Working on a specific problem involves the application of the necessary skills and knowledge in certain educational areas, which is an excellent incentive for self-development and self-improvement.

The pedagogical process in the preschool educational institution is organized taking into account the age characteristics of the kids, their cognitive activity.

As an object of design, an educational program, factors of the educational process that contribute to the achievement of the goals set are considered.

The purpose of project activities in the preschool educational institution is to build individual educational and educational trajectories for each preschooler.

It is difficult for a child at this age to independently identify contradictions, formulate a problem, set a goal. That is why children's creativity is accompanied by the support of the educator, parents. Moms and dads help kids not only with the search for information, but they themselves can be included in the educational process.

Such cooperation helps to establish an atmosphere of trust between adults and children, the involvement of mothers and fathers in the success of their baby.

Since the game acts as the leading type of activity at preschool age, the preschool educational institution plans and implements a variety of game and creative projects.

Goal and tasks

Younger and older preschool age involves the solution of two types of design problems:

• socio-pedagogical;
• psychological.

The second design option is associated with educational processes within a specific age interval: the development of methods of activity, the formation of skills, as well as the socialization and maturation of preschoolers.

To solve such problems, the project method is used, which is the basis successful learning, upbringing, development of preschool children.

Main purpose design methodology in the preschool educational institution is the development of a creative, liberated personality of the child, capable of successful adaptation in society.

General tasks of the development of preschoolers

Depending on age, there are:

• ensuring the psychological health and well-being of children;
• formation of cognitive abilities;
• development creative imagination;
• improvement of communication skills.

The main tasks that the teacher sets when working with children of primary preschool age:

• Introduction of kids into a game problem situation, where the leading role belongs to the teacher.
• Experiments for children - a way to develop the prerequisites for search activities.
• Formation of search skills that contribute to the resolution of a problem situation (together with the educator).

The tasks that the teacher sets in the work for children of senior preschool age:

• Formation of conditions for intellectual growth.
• Development of skills for independent resolution of the proposed problem situation.
• Development of the desire to have a constructive conversation in the course of joint project activities.

Classification and types

The teacher uses different means project activities in the preschool educational institution. Currently, there is their classification according to some criteria:

• target installation;
• topics;
• duration;
• the number of participants.

Consider the main types of project activities in preschool educational institutions used in the framework of the second generation of the Federal State Educational Standard.

One of them is research creative work related to the creation of a finished product. For example, it can be experiments for children, a newspaper, an application.

Not only kids, but also their parents can be involved in such a project.

Game and role-playing work involves children's creativity, allows you to involve preschoolers in solving a specific problem. For example, through the efforts of parents, educator, children, a holiday is being prepared with fairy tale characters getting into difficult situations. Only the kids themselves can help the characters cope with problems.

Informational, practice-oriented projects are aimed at collecting information about a particular natural phenomenon, object from various sources by preschoolers. After the literature has been processed, on its basis, the preschooler, under the guidance of the educator, begins to implement the idea, focusing on social interests:

• caring for plants in a living corner;
• group decoration for the New Year;
• preparation of materials by March 8.

in the preschool educational institution according to E. S. Evdokimova

• According to the dominant feature, projects are divided into creative, research, adventure, informational, practice-oriented, gaming.
• By the nature of the content, it is assumed that the work of a preschooler and his family, nature and the child, culture and society.
• Depending on the degree of participation of a preschooler: expert, customer, areas of activity.
• By the nature of the contacts established: within the same group, together with the family, institutions of art, culture, public associations.
• By the number of participants: paired, individual, frontal, group.
• By implementation period: medium duration, short-term, long-term.

Features of creative activity

The topics of project activities in preschool educational institutions may be different, they depend on the target audience. Currently, research is being carried out not only in educational institutions of the middle and higher levels, but also in kindergartens.

The most common in DOW are considered information projects. They are aimed at collecting information about one object, familiarizing the group members with it, analyzing the results obtained, generalizing the observed facts. The structure of this work includes:

• receiving, processing information;
• providing the finished product (result);
• project presentation.

Creative projects aimed at the joint creativity of children and adults, they can be performed in a playful way. Of great interest to preschoolers is the work associated with artistic creativity, design. For example, you can come up with a musical project for the New Year holidays.

Adventure (game) projects involves the active involvement of children in the work. Each member of the creative team receives a specific role, a real opportunity to show their individual abilities. This option of activity contributes to the formation of independence of preschoolers, helps the teacher to form teamwork skills, develop the communication skills of each pupil of the preschool educational institution.

The senior preschool age is that fertile period when it is possible to stimulate the child's desire for active cognitive activity.

For example, by the joint efforts of the educator, parents, children, you can prepare a fairy tale in a puppet theater for a matinee. Young actors in the process of working on this project will be able to improve their speech skills. The guys from the senior group of the preschool educational institution will also be able to show the finished performance to the kids, feeling like real actors.

The degree of creativity in such activities is quite high, so preschoolers develop the skills necessary for adaptation in elementary school.

Practice-oriented projects, chosen to work with preschoolers, suggest an expected, specific result aimed at social interests. Such an activity requires serious preparation on the part of the educator.

For some, the teacher corrects the activities of preschoolers, discusses the results, helps the kids put the finished product into practice.

Within the same group, you can use open projects. In the process of working on them, there is no additional problems because children and parents know each other very well. Preschoolers have a real opportunity to demonstrate their creative abilities, gain teamwork skills, acquire additional knowledge and skills. At the same time, psychologists recommend that teachers be careful when choosing open projects for work. With excessive isolation of groups within one educational institution, preschoolers will not have the opportunity to gain experience in cooperation with children of other age groups, this will negatively affect the process of their adaptation at school.

Contacts with representatives of different ages are needed for preschoolers to expand the scope of communication and social experience.

Individual activity

If in schools, lyceums, gymnasiums individual activity is considered the most common type of research work, then in preschool educational institutions it is used much less frequently.

Individual project involves the full involvement of the child in the process. It is rather problematic to achieve such an effect due to the age characteristics of preschool children. They are active, it is difficult for them for a long time focus on the same activity. That is why individual research projects are a rarity in kindergartens.

Among those options that can also be attributed to independent creative work, in preschool children are offered essays, applications, drawings for fairy tales, stories. Of course, moms and dads can help them in their work, turning an individual task into a way of spending joint leisure time, an exciting activity for the whole family.

Teamwork contributes to the formation of cooperation skills among preschoolers, allows the teacher to involve the kids in creative activities. Children learn to distribute responsibilities within a small group, to look together for ways to solve the problem assigned to them, to answer to other children for the stage that they were entrusted with.

In addition to the experience of collective creativity, preschoolers get a lot of impressions, positive emotions, which is an excellent option for forming friendly relationships between peers.

Group projects are designed for 3-12 participants solving a common problem. After completing the work, small researchers present the finished product, while gaining public defense skills.

Ways to implement projects in a preschool educational institution

This process is a complex and responsible task assigned to the educator of the second generation of the Federal State Educational Standard. The teacher, when planning such an activity, takes into account the age characteristics of preschoolers, thinks over the duration of each stage of the project.

We offer several concrete examples similar work.

The ABC of Health project is designed for 2 years, its participants are children from junior group DOW, as well as their parents. At the first stage, serious work is supposed to be done with the mothers and fathers of babies, carried out in the form of lectures, conversations, and trainings. The purpose of such activities is to familiarize parents with the age characteristics of preschoolers, explaining to them the importance of maintaining the prevention of colds.

The project involves a medical worker, a psychologist of the preschool educational institution. Joint efforts of parents, educator, teacher physical culture, a music worker, a psychologist, a physician, an algorithm for the prevention of colds in children is being thought out, methods are selected that are optimally suited for kids.

The second stage of the project, dedicated to improving immunity in children of primary preschool age, is associated with the practical implementation of the chosen method of hardening.

For example, after a daytime sleep, the kids, moving in a circle, perform comic exercises, while rubbing themselves with a wet mitten. Gradually, the duration of the exercises increases, the temperature of the water for rubbing decreases.

To monitor the results of project implementation medical worker the statistics of colds in the kids involved in the project is tracked.

At the third (final) stage, the results of the work carried out are summarized, the change in the number of children with colds is analyzed, and conclusions are drawn about the advisability of introducing hardening.

Project "We are responsible for those we have tamed"

Each kindergarten group has its own living corner. If earlier it was possible to see pets in it, now, in addition to fresh flowers, aquariums with fish are installed in many preschool educational institutions. The project is aimed at instilling in the younger generation the skills of caring for wildlife. Each child receives a specific task:

• watering flowers;
• dusting the leaves of flowers;
• transplanting plants (under the guidance of a teacher);
• fish feeding.

This project is long-term, it contributes to the formation in children of a sense of responsibility for living beings.

Gradually, the teacher redistributes responsibilities between the kids so that each of them has different practical skills and abilities.

Project "Young Actors"

Preschoolers of 5-6 years of age are happy to take part in various creative events. That is why one of the projects designed to work with older preschoolers can be considered the creation of your own theater. Together with the teacher, parents, preschoolers create characters for their productions. Next, the repertoire is selected, the distribution of roles between novice actors takes place. At the next stage of implementation this project rehearsals are expected. They contribute to the development of speech skills, the formation of communication skills, allow kids to show their creative abilities. The children first show the finished performance in their group, then they can perform it in front of their parents and other preschoolers.

Conclusion

It is difficult to imagine modern preschool educational institution, which would not use different options for project activities. Collective types are considered optimal and most effective for preschool educational institutions, aimed at involving the maximum number of preschoolers in creative work.

Kids are happy to get involved in preparations for the holidays, prepare concerts for their parents, create real “masterpieces” of modern art for them out of paper and cardboard.

At present, the state has set a fairly clear and important task for educational institutions: to prepare the most active and inquisitive young generation. The main programs today have long spelled out the basic requirements that a graduate of even a kindergarten must meet.

In order for a child to become truly inquisitive and strive to acquire new knowledge on his own, and not under duress, it is extremely important that project activities be actively used in the process of his upbringing. In the preschool educational institution of our country, this direction is not yet very well developed, but the situation is gradually changing every year.

What is it for?

The fact is that it is projects that are able to link a not too fun educational process with real events, which from time to time occur in the life of a child, which attracts and may interest even the most restless baby. In addition, it is the project activities in the preschool educational institution that make it possible to turn any team into a cohesive team, whose members will be able to work together to solve even the most complex and non-trivial tasks. In such conditions, each child can feel needed, interested in performing an important task.

What is a project? General information about the concept

You should know that the term “project” itself was borrowed from the classical Latin, in which it originally meant “thrown forward”, “protruding”, “conspicuous”. And how can all this be linked to work in a preschool educational institution? In this case, a “project” is a way for a child to assimilate information about the world around him when he independently searches for information and prepares to announce it to his peers. The main work in the direction of cognitive activity is performed by the teacher.

It is important to remember that project activities in a preschool educational institution must necessarily imply the receipt of social significant result. Simply put, the work should be based on a certain problem, the solution of which requires a consistent search, clarification of the most crucial points. The results of this activity are analyzed and combined into a single whole.

From a pedagogical point of view

From the point of view of a teacher, project activities in a preschool educational institution are good because they involve independent activities of children, as a result of which they learn to find and use the necessary information for their own purposes. In addition, this way the child gets the opportunity to transform "dry" and inexpressive data into practical experience, which may well help him throughout his life.

The essence of the technology of project activities in preschool educational institutions lies in such an organization of the educational process, in which students willingly receive theoretical and practical data, participate in activities creative plan, as well as solve ever-increasingly complex tasks of the most diverse nature.

Any project must necessarily have not only cognitive, but also pragmatic value. The child must know what specific data he receives, and where he can use it in practice. This is the main thesis of the technology of project activities in preschool educational institutions. Today, almost all modern educational institutions are trying to adhere to this point of view, which are trying to find a reasonable balance between obtaining practical and theoretical knowledge.

The basis of the method, its stages

The method is based on the idea that any educational activity should be aimed purely at the result, the achievement of which should be carried out by the joint work of the children's team and the teacher. At the same time, everything characters working on the same theme. At the moment, professional teachers distinguish three main stages in the development of project activities. They represent a special combination of research, creative and problem methods. Let's look at each stage in more detail.

First stage . It implies "imitation and performance", and the implementation of this method is possible only in the case of working with children aged 3.5-5 years. At this stage, the organization of project activities in a preschool educational institution involves the participation of children “on the sidelines”, when they do something either at the direct suggestion of an adult teacher, or simply imitate him. It is important that such an approach does not contradict the very nature of the child. The fact is that at this age, children have a desire to attract the attention of an adult, to establish good relations with him.

Second phase. This is the time of development, and the implementation this method starts at the age of 5-6 years. At this time, children are characterized by the fact that they are already capable of organized independent activity, they can provide each other with the help they need at the moment. The child is much less likely to make requests to the teacher, tries to actively establish interaction with his own peers. Children already have self-control and self-esteem.

Thus, the organization of project activities in a preschool educational institution at this stage should take into account that the child can adequately evaluate and be aware of both his own actions and the actions of his peers.

It is worth remembering that they already see and evaluate the problem, are able to clarify the goal being achieved, and also choose the means that optimally contribute to the achievement of the result required by the teacher. The most important circumstance is that they are already capable not only of a mechanical discussion of the topics proposed by the teacher, but also of their own projects.

Third stage. This is already the time of real creativity, which is typical for children aged 6-7 years. Any method of project activity in a preschool educational institution must necessarily create such learning conditions that will not scare him away from solving complex problems. It is necessary to create such conditions under which the child would be comfortable choosing topics for their projects, as well as methods and time for working on them.

The specifics of working with preschoolers

What should characterize any method of project activity in a preschool educational institution? You must clearly understand the fact that in most cases the child has to be “guided”, helped to discover the problem, and in some cases directly contribute to its occurrence. It is important to try to "pull" children into some kind of joint venture, but it is extremely important in this case not to overdo it with guardianship.

Where to start planning a project?

The planning of any project activity must necessarily begin with a discussion and reflection on the following questions: “Why is this work needed at all?”, “What is it worth doing for?” what form should the product be sold in?

This is also indicated by the requirements of the Federal State Educational Standard. Project activities in preschool educational institutions are also important because they teach children to clearly allocate and plan their time. It is important to teach them how to distribute the project over a certain time period so that there is enough time left to solve each stage of the problem. At each stage, personality-oriented technologies should be used, since the abilities of each child can differ significantly from those of their peers.

Project work

As you might guess, at the first stage you have to correctly and reasonably choose the right topic. What should the use of project activities in a preschool educational institution from the point of view of a teacher imply? In this case, you need to understand that an in-depth choice of a topic should be carried out only together with the child (!). Experienced teachers say that the choice should be preceded by three "golden" questions: "What do I know? What do I want to know in the near future? What is the best way to find out about this?

Of course, the topics of project activities in the preschool educational institution should be quite simple and interesting, able to interest every child.

If the teacher is able to organize the right dialogue with children, then he will contribute not only to the development of their self-esteem, but also their ability to evaluate the data received from the point of view of their usefulness in daily activities. It is important to remember that the implementation of project activities in preschool educational institutions also contributes to the normal formation of the speech apparatus and language abilities of the child. This is confirmed by speech therapists, who in recent years have recorded a rapid increase in the number of specific problems in this area.

It is necessary to properly organize the process of collecting information: this work should be exciting, it cannot tire the trainees. The educator or teacher should create such conditions in which it would be most comfortable and easy for children to work.

Project implementation

It is important to remember that design and research activities in preschool educational institutions should actively use not only the creative method of cognition. Experiments are very important, during which the child receives invaluable scientific experience, which will certainly be useful to him in later life. In general, the uniqueness of the project method lies in the fact that it contributes to the versatile development of the student's personality: the child becomes an integral, comprehensively developed personality with a well-developed self-esteem and the ability to be responsible for all his actions.

As for the incentive motives for research activities, discussions of a problematic topic should act in such a role. This not only helps the child discover new aspects and nuances of the topic of interest to him, but also allows the whole team to be involved in the discussion. This is very useful in any case, as the "joint mind" can help in solving really difficult problems.

Presentation

The project activity of the educator ends preschool organization presentations on the topic. During this event, the creative potential of each preschooler is perfectly revealed, and all the information that children received during the work on their project finds practical application. The task of the educator is to ensure that each child can talk about the work he has done, comprehend everything that has been done, and also feel pride in his successes.

It is extremely important that children acquire the skills of speaking in front of an audience, as well as master non-verbal communication techniques (specific facial expressions, gestures, etc.).

Reflection

As the activity of the child increases, the position of the educator or teacher in relation to him may change. In general, these are banal provisions of student-centered ways of learning. They tell that at first the teacher has the role of a teacher and organizer at first, and then a mentor and spotter who only directs children's aspirations in the right direction.

Average work plan for a project

It should be noted that most often creative project activities in preschool educational institutions are organized within the framework of specially designated classes. They have a strictly defined structure and include the following steps: creating a positive motivation for students, introducing the problem and telling about its importance, as well as developing a step-by-step plan for solving the problem, which is formed in the course of research activities. After that, the results are discussed and the data obtained are systematized. If possible, children can demonstrate the acquired skills in practice.

The following types of projects can be implemented (by duration): long-term (from one to three years), for several months, for a month, a week (weeks), and also for several days or even for a day.

So, let's describe the indirect sequence of work on some task:

• Depending on the needs and abilities of a particular child, the teacher sets the task (after consulting with his own ward).
• Next, the teacher involves students in the process of solving the problem.
• Next, you need to captivate schoolchildren and even their parents with the task assigned to them as much as possible.
• The parent committee and teachers' council should be involved in the decision. Project activity in the preschool educational institution is a public task!
• If there is such a need, you can seek help from some narrow specialists in this field.
• In addition, the project activities of the teacher in the preschool educational institution also involve further joint work with parents: together with them, you need to draw up a detailed plan of the event.
• The child himself at this time (using help) collects all the necessary information.
• At the same time, he conducts observations, participates in thematic games and visits the necessary excursions.
• The teacher should not forget that at this time children should receive homework.
• It is very important to encourage in every possible way the independent actions of both the children themselves and their parents, who can search for material through independent “investigation” in a given area.
• After that, the teacher organizes a presentation of the project, in which the children tell all the information that they managed to obtain and systematize.
• The teacher makes a final speech, if necessary, speaks at the pedagogical council.

conclusions

Thus, during the implementation of the project, each child develops a certain position on a specific issue, children get the opportunity to reveal their creative streak, to show everyone their individuality. All this has an extremely favorable effect on the development of the child's personality, contributes to the formation of normal self-esteem. Simply put, projects ideally prepare preschoolers for their further education at school and even university.

Municipal budgetary preschool educational institution "Kindergarten of supervision and improvement No. 108", Saratov

A project in a preschool educational institution - what is it? Types of projects used in kindergarten.

Prepared by the teacher

I qualification category

Senina Yulia Viktorovna

2017

What is project work in kindergarten?

Even at the beginning of the twentieth century. Professor Collings, organizer of a long experiment in one of the rural schools Missouri, proposed the following classification of training projects:

"game" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);

"excursion" aimed at studying the problems associated with surrounding nature and social life;

"narrative", during the development of which children learn to convey their impressions and feelings in oral, written. Vocal (song), artistic (picture), musical (piano playing) forms;

"constructive", aimed at creating a specific useful product: knocking together a birdhouse, a cooked children's breakfast, arranging flower beds.

By the end of the twentieth century. New types of projects have been developed. E. Polat (1999) characterizes projects in accordance with their typological characteristics: the number of participants, the dominant method, the nature of contacts, the method of coordination, and duration.

Focusing on these features, the author offers his own version of the typology of projects that are relevant for preschool education.

1. According to the dominant method: research, creative, informational, game, adventure, practice-oriented.

2. By the nature of the content: include the child and his family, the child and nature, the child and the man-made world; child, society and its cultural values.

3. By the nature of the child's participation in the project: customer, expert, performer, participant from the inception of an idea to obtaining a result.

4. By the nature of contacts: carried out within one age group, in contact with another age group, within the preschool educational institution. In contact with family, cultural institutions, public organizations (open project).

5. By the number of participants: individual, pair, group and frontal.

6. By duration: short-term, medium-term (medium-term) and long-term).

The project sounds kind of official and scientific, doesn't it? But in fact, this word hides the name of one of the methods for implementing the tasks of developing and educating preschoolers. The project activity is joint work educator, parents and children over the study of some issue.

The goal and objective of the projects is to promote the development of independent thinking in children, the ability to make decisions, look for answers, plan, anticipate the result and learn to cooperate with other people. The teacher gives some task to the children, feasible for their age, and teaches how to solve it and how to present the result of the solution.

Preschoolers cannot develop a project on their own, in kindergarten we do everything together. Usually this type of activity is purely educational in nature, we use the project as a tool for learning, gaining knowledge and enrichment life experience. This method has only recently been applied to preschool education, it is considered progressive and effective for today's children.

Development and education in the preschool format is carried out mainly through gaming activities, so the projects have a creative, playful focus. The most effective is the group research activity of children.

Project topics are varied.

Well, for example, the theme "Family Tree" or "My Family" is the running theme for children's projects. This project can be implemented in different ways - in the form of a collective panel with photographs of the family of each child in the group, or a painted large tree, or an exhibition of children's works on the theme of the family of children.

The point is not to give the children a finished project, but to give them a topic and help determine the way the project will be implemented: what materials to use, whom to ask for help, how to design the product of the project, how to present it. And this applies not only to children of the senior and preparatory groups. Toddlers also do projects that they can handle.

For those who want to make a project according to all the rules

The features of the pedagogical and educational system in Russia are such that each of our steps must be strictly in accordance with the Federal State Educational Standard. Therefore, even such a creative undertaking as writing a project requires compliance with the methodological recommendations of the Ministry.

In order not to look for information for a long time, I suggest looking at the UchMag online store, since there is absolutely any methodical literature, including excellent tutorials on our topic:

"Projects in the preschool educational institution: the practice of teaching children 3-7 years old";

"Innovative pedagogical technologies. Method of projects in preschool educational institution ";

"Projects in preschool education: theory and practice of child development";

“Projects in preschool. The practice of teaching children 3-7 years old. Program for installation via the Internet»;

“Development Program of the Preschool Educational Establishment. CD for computer: innovative educational project»;

For preschool educators, given the modern requirements for a preschool teacher, in such manuals you can find everything that is necessary for competent planning and implementation of pedagogical activities: how to draw up a project, what to take into account, how to formalize the results, etc.

Types of projects in kindergarten

In the current practice of kindergartens, the following types of projects are used:

Research with a creative bias: the guys find out some information, for example, why the snow melts in spring, and the results are drawn up in the form of drawings, wall newspapers, stage scenes, etc .;

Creative tasks are also cognitive in nature, but the results of the study are presented in the form of a theatrical performance, performance, children's holiday;

Socio-informational: the guys explore the subject of the project and draw up the result in the form of a newspaper, folder, poster, installation;

Role-playing or playing: the guys solve the task of the project by means of a familiar fairy tale, getting used to the roles of characters, presenting the result of the study in the form of a role-playing plot.

According to the method of project implementation, group, individual, intergroup, complex

Given the age-related psychological characteristics of preschoolers, project coordination should be flexible, i.e. the educator unobtrusively directs the work of the children, organizing the individual stages of the project.

All projects are carried out within the preschool educational institution, as a rule, between groups of participants, but there are also personal, individual projects (in visual and verbal art). Since the leading activity of a preschooler is a game, 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: "The World of the Theater", "Hello, Pushkin!", "Echo of the Centuries", "Book Week", etc.;

intergroup: "Mathematical collages", "The world of animals and birds", "Seasons", etc.;

creative: "My friends", "In our Neskuchny garden",

"Favorite Tales", "The World of Nature", "Rowans of Russia", etc.;

group: "Tales of Love", "Know Yourself", "Yugan Gems", "Underwater World", "Merry Astronomy", etc.;

individual: "Me and my family", "Family tree", "Secrets of the grandmother's chest", "Fairytale bird", etc.;

research: "The World of Water", "Respiration and Health", "Nutrition and Health", etc.

It may seem that these projects are something too difficult for preschoolers. But preschoolers are just getting acquainted with this type of activity, preparing for independent research that they will conduct at school.

Research projects

According to E. Polat, they require a clear structure, defined goals, the relevance of the subject of research for all participants, social significance, thoughtful methods for processing the result. In recent years, research projects have been actively conquering the space of general education schools, institutions of additional education, and are increasingly interested in preschool educational institutions.

Information projects

Objectives: to collect information about some object, phenomenon, and then to acquaint the participants with it, analyze and summarize the observed facts.

The structure of the information project: obtaining and processing information, the result (report, an album with drawings and photographs), presentation.

Creative projects

They do not have a detailed structure of the joint activities of the participants. It is only outlined, and then it develops, obeying the final result, the interests of the project participants. Educators and children agree on the form of presentation of the results (fairy tale, film, dramatization, holiday, interior design). However, the design of the results of the project requires a well-thought-out structure in the form of a film script, a concert program.

Creative projects are diverse, as are the types of artistic and productive activities mastered by children. In terms of content, they reflect the relationship: child - family; the child is nature; the child is a man-made world; child – society and its cultural values.

It is possible to classify creative projects according to the predominant motive (expression of a subjective attitude, bringing joy, providing assistance, joint creativity or activity); by the dominant type of creativity (playing, visual, constructive, artistic and speech, artistic and design, theatrical, musical); according to the form of presentation of the result (panel, construction, performance, decoration, cartoon, concert, holiday, presentation).

Game (adventure) projects

The structure of game projects is only being outlined, the participants assume certain roles, due to the nature and content. These can be literary characters or fictional characters imitating social or business relationships in imaginary situations.

The degree of creativity in such projects is high, but role-playing is still the dominant activity.

Practice-oriented projects

They are distinguished by a clearly defined expected, socially oriented, result of the participants' activities. A practice-oriented project requires a well-thought-out structure and organization of work at individual stages (adjustment of efforts, discussion of results and ways to implement them in practice, project evaluation).

Open Projects

The most common design within the same age group. Teachers and children do not experience difficulties, because they know each other's creative abilities and social qualities well; have an idea of ​​the subject-spatial environment of the group. However, you should not close yourself in your team. Contacts with another age group are necessary for the child for his social development, expanding the scope of communication. Participation in a joint project with another group enriches children with new experiences, allows them to experience new emotions, win sympathy from the people around them. A similar process occurs in the age-mixed group. Under such conditions, younger preschoolers have the opportunity to learn the world with the participation of elders, and older children acquire the experience of socially approved behavior by adults.

It is more difficult to organize contacts and projects within the preschool educational institution (for example, "Day of laughter", "Week of a fairy tale"). They require a high level of development of managerial (creative, organizational) skills among teachers, since it is necessary to determine the actual problem, think over the conditions and form of children's or children's-adult projects.

The most difficult are open projects that are implemented in contact with the family, cultural institutions, and public organizations. But it is they that give a high result in the development of the child, expanding the space of his life.

Individual and collective projects

Individual project - carried out autonomously, designed to enrich the cultural experience of the child; with its help, the ability to overcome obstacles in solving a problem is monitored (composing and illustrating a fairy tale). The value of individual design

is undeniable, since the child learns to take the initiative, experience mistakes and achievements, and demonstrates abilities.

However, children are collectivists at heart, they want to interact with peers and adults. essential feature psychological characteristics any person is the ability to participate in collective activities, to jointly find ways to solve problems. The formation of sustainable skills of collective cooperation among preschoolers is facilitated by the constant and purposeful involvement of children in the creation of common works. Children learn to unite in subgroups, discuss together ways to implement the plan, plan and coordinate their actions in stages, distribute duties and tasks among themselves, help each other, worry about the quality of not only their part of the work, but the whole.

The experience of collective creativity is acquired against the background of joint positive emotional experiences that contribute to the development of friendly relationships between children.

Children feel unhappy when they are out of the group. Therefore, for child development, paired, group, frontal projects are needed.

Pair project - carried out by a pair (pairs) of participants. Children acquire the skills of cooperation, learn to act together in the same space, solve a common problem, choose adequate solutions.

group project - carried out by a group of participants (from 3 to 10-12 people).

Frontal (collective) project - performed by the whole team.

Short term projects - aimed at solving a small problem or part of a larger one. They can be implemented in one or more specially organized classes, as part of joint activities with adults or independent children's activities (study of the properties of ice; study of the artist's activity in the workshop).

Medium length projects - designed to solve the problem within a few days, weeks (preparation for a holiday, travel); writing and staging a story).

Long term projects (from one to several months) - solve a major problem, which requires effort and sufficient time to overcome (for example, researching one's pedigree).

Have you seen foreign films, where children prepare some projects, often make volcanoes, various devices, bring a pet to kindergarten and talk about it? Such activities are extremely useful for children, as they broaden their horizons, activate cognitive activity, and reveal their creative and scientific abilities.

The name - projects - sounds very serious to our ears. In fact, for children, this is just one type of work that requires research and presentation of the result. Both short-term and long-term projects are designed to increase the child's self-esteem, since initially an adult is set to recognize the value of any result of a child's research.

It's not the point of trying to get a perfect research result from a child, say, on the topic of a favorite toy. The point is to instill in him an interest in research and analysis of the processes that are happening around us. Arousing curiosity and healthy curiosity in kids is the task of children's projects.

The tasks of research activity are specific for each age.

In early childhood, these are:

The entry of children into a problematic game situation (the leading role of the teacher);

Activation of the desire to look for ways to resolve the problem situation (together with the teacher);

Formation of the initial prerequisites for research activities (practical experiments).

At the senior preschool age it is:

Formation of prerequisites for search activity, intellectual initiative;

Development of the ability to determine possible methods for solving a problem with the help of an adult, and then independently;

Formation of the ability to apply these methods, contributing to the solution of the task, using various options;

Development of the desire to use special terms, conducting a constructive conversation in the process of joint research activities.

Thus, the method of projects in working with preschoolers today is an optimal, innovative and promising method that should take its rightful place in the system of preschool education. The methodological foundations of project activity discussed above give an idea of high degree adaptability of innovative technologies to the specifics of preschool educational institutions.

The use of the project method in preschool education as one of the methods of integrated teaching of preschoolers can significantly increase the independent activity of children, develop creative thinking, the ability of children to independently, different ways find information about an object or phenomenon of interest and use this knowledge to create new objects of reality. And does the same educational system Kindergarten is open to the active participation of parents.

The specificity of using the project method in preschool practice is that adults need to “lead” the child, help to detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project. Based on a student-centered approach to education and upbringing, in the end, it should contribute to the development of individual creative activity of teachers in the development of strategies, tactics and technology of the educational process, promote the personal development of pupils, and ensure high-quality results of pedagogical activity.

The prospects of the project method in the DOE system lies in the fact that it makes it possible to develop observation and analysis of phenomena, comparison, generalization and the ability to draw conclusions, creative thinking, the 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.