Article
Projects in kindergarten
Korobova Tatyana Vladimirovna,
teacher of State Budgetary Educational Institution "Pedagogical College No. 4
"
St. Petersburg
Introduction
One of the main tasks modern system education, according to the Federal State Educational Standard for Preschool Education, is to reveal the abilities of each child, to educate an individual with creative thinking, ready for life in a high-tech information society, with the ability to use information Technology and lifelong learning. Only such an individual can become successful in life. In the context of the implementation of a project in a preschool educational institution, each child independently strives for active activity, and an adult expects a positive, unique creative result from him. Therefore, it is in project activities in preschool educational institutions that it is possible to educate a creative personality with creative thinking, and it is possible to fully develop the cognitive activity of preschool children.
This article briefly reveals theoretical basis implementation of projects in a preschool educational institution and proposes an approximate structure for teachers to prepare a report on a project carried out in a preschool educational institution. The article will be of interest to teachers of preschool institutions and students of Pedagogical Colleges and Universities studying in the specialty "Preschool Pedagogy".
Project method
According to the definition of the American educator, the founder of the project method, William Hurd Kilpatrick, a project is any action performed with all the heart and with a specific purpose. A project is a set of actions specially organized by teachers and carried out by children and adult participants in the project. Children, teachers, and families take part in project activities in preschool educational institutions. Project activity, like no other, supports children's cognitive initiative in conditions kindergarten and families, and it is project activity that allows this initiative to be formalized in the form of a culturally significant product.
The project method is a teaching system in which children acquire knowledge in the process of planning and performing increasingly complex practical tasks - projects. The project method always involves students solving some problem. This way of working is suitable for children aged four years and older.
Methods for developing projects in preschool educational institutions
1. System web according to the project
All types of children's activities and forms of joint activities during the project are listed. All of them are distributed according to educational areas, clause 2.6. GEF DO:
Social and communicative development;
Cognitive development;
Speech development;
Artistic and aesthetic development;
Physical development.
Also, the system web indicates forms of interaction with family and social partners during project activities, forms of joint activities within the project during sensitive moments.
2. Model of three questions WHAT DO I KNOW? WHAT DO I WANT TO KNOW? HOW TO FIND OUT?
WHAT DO I KNOW? - PROBLEM. Find out what children already know about the topic.
WHAT DO I WANT TO KNOW? - DESIGN. Plan for the project topic.
HOW TO FIND OUT? - SEARCH FOR INFORMATION. Sources of new knowledge, i.e. funds for the project.
3. The image “We are seven” (according to Zair-Bek)
We are concerned... (a fact, a contradiction, something that attracts attention is formulated).
We understand... (a conscious problem to solve and guiding values are presented).
We expect... (a description of the expected goals - results is given).
We assume... (ideas, hypotheses are presented).
We intend... (context of actions planned in stages).
We are ready... (a description of the available resources of various types is given).
We are asking for support... (the justification for the necessary external support for the implementation of the project is presented).
Classification of thematic projects in preschool educational institutions
1.By dominant activity in the project:
Research - creative
Rolevo - gaming
Creative
Informational (practice-oriented)
2. By subject area:
Mono-projects (one educational area)
Integrative (two or more educational areas)
3. By the nature of coordination:
Direct
Hidden
4. By the nature of contacts:
With pupils of the same group
With students from several groups
With pupils from all preschool educational institutions
5. According to the duration of the project (depending on the level of interest of the children, determined by the teacher):
Short-term (1 – 3 weeks)
Medium duration (up to a month)
Long-term (from a month to several months)
Types of projects in preschool educational institutions (according to L.V. Kiseleva)
1. Research - creative. Children experiment and present the results in the form of newspapers, dramatization, children's design(layouts and models).
2. Rolevo - gaming. Elements of creative games are used, children enter into the image of fairy tale characters and solve problems in their own way.
3. Informational (practice-oriented). Children collect information and implement it, focusing on social interests (group design and design)
4. Creative. Registration of the result of the work in the form of a children's party, children's design, etc.
What is a "project"?
Every project has “five Ps”:
Problem;
Design (planning)
Search for information;
Product;
Presentation
But in fact, every teacher organizing a project in a preschool educational institution should have the sixth “P” of the project - this is his Portfolio, i.e. a folder in which all work materials are collected, including drafts, daily plans, notes and others teaching materials, used during project activities.
At the end of the projectevery preschool teacher organizing project activities,must prepare a report on the project, which often causes difficulties. Using the proposed approximate structure for preparing a report on a project carried out at a preschool educational institution, you, dear colleagues, can easily do this.
An approximate structure for teachers to prepare a report on a project carried out in a preschool educational institution using the project’s system web
1. Title page- project name, project type, project time frame, project author.
2. Project topic and its origin.
3. Project objectives(educational, developmental and educational): for children, for teachers (not only for educators, but possibly also for music directors, physical education directors, speech therapists, etc.), for family members.
4. System web of the project.
5. Expected results of the project: for children, for teachers, for family members.
6. Brief summary of the project:
* Preparatory stage – actions of children, actions of teachers, actions of family members
* Activity stage – actions of children, actions of teachers, actions of family members
* The final stage - the actions of children, the actions of teachers, the actions of family members
7. Project Product Description: for children, for teachers, for family members
8. Project presentation– demonstration of the project products to others (it is appropriate to place photographs of the project product here).
DEAR COLLEAGUES, I WISH YOU CREATIVE SUCCESS IN YOUR PROJECT ACTIVITIES WITH PRESCHOOL CHILDREN!
List of used literature
From the first day of his life, a child begins to explore this world. In preschool age, a child is constantly faced with concepts that are still completely unknown and new to him. It's no secret that four- to five-year-old children are very interested in everything that surrounds them. But not everything a child can explore on his own, and here a teacher comes to his aid. Educators very often resort to the method of problem-based learning, which involves the use of various tasks, mind games, searching for answers to questions that interest children.
Using an integrated method of teaching preschoolers is an innovative and very effective approach. This method allows you to achieve amazing results in the process of raising children.
This teaching method is characterized by combining all classes with one topic. For example, a teacher decides to tell children about domestic animals and their role in human life. At one of the cognitive cycle classes, he talks about what functions animals perform. Then, in classes devoted to the development of cultural and spiritual values, the teacher devotes a special place to stories about how images of domestic animals are often found in the works of writers, poets and artists.
There are a lot of options for which teacher will use the integration approach.
Here are just a few of them:
If a kindergarten switches to a project-based method of activity, then the transition must be carried out smoothly, step by step. In particular, the following sequence is recommended:
Planning in kindergarten: what does it include?The teacher who is preparing the project must refer to a specific plan. Here is an example of one of these:
The planning method can be used in next sequence:
Projects are currently classified according to the following criteria:
What types of projects are there in kindergarten?As a rule, preschool educational institutions resort to the use of the following types of projects:
A priority direction in the development of a preschooler’s personality is play activity. Because it is to her that children are most inclined.
One thing is also worth paying attention to other types of projects, namely:
Projects are also distinguished by their duration. Some projects are completed in one lesson, they are called short-term. Others can be implemented only in a few lessons, which is why they are considered medium in duration. Projects can also be lengthy and involve full integration.
The development of the free creative personality of a preschooler is the main goal of the project method. Of course, the methods for implementing the assigned tasks and formed plans (and the plans and tasks themselves) depend on many factors, but the main points still remain common.
In particular, this methodology is faced with the following development tasks:
Projects in kindergarten became especially relevant after new educational standards were introduced into preschool education.
The founder of design technology is considered to be the teacher, psychologist, and politician John Dewey.
The essence of this pedagogical methodology is that the teacher comes up with a project aimed at solving a specific research problem. Then it is introduced into work with children. Kids enjoy searching activities.
Project in kindergarten in senior group involves joint creative or playful activities aimed at developing initiative, independence, dedication, and responsibility in the younger generation.
There are five stages:
The teacher himself performs the last stage, accumulating materials from his students.
What projects can be used in kindergarten? Let's look at the main options:
When choosing forms of work, the teacher must take into account individual age characteristics preschoolers. Children are characterized by increased physical activity, so projects are associated with play activities.
All projects in kindergarten are divided by duration into:
A teacher can work with one child (individual activity) or with a group of preschoolers (team work).
A project in kindergarten in the senior group is an excellent way to involve children in active creative activities. This kind of work contributes to the formation of cognitive interest in preschool children and helps the teacher to build for each pupil.
For example, projects in kindergarten make it possible to correct speech problems in children and develop communication skills.
How to organize activities correctly? To answer this question, we present finished projects in kindergarten. For example, in some preschool institutions there are special speech therapy groups.
The project on the topic “Onions: tasty, healthy, interesting” is intended to develop the ability to find certain information, write reports, and design newspapers.
Among the main tasks that the teacher sets:
Such projects in kindergarten promote joint activities between children and adults. The result will be the creation of an information newspaper about onions.
The participants in this project will be preschoolers, their fathers and mothers, a teacher, and a music worker.
Ready-made projects in kindergarten involve the use of special equipment and visual materials. For example, the project in question will require seedlings and work equipment.
In the information corner, the teacher adds material on topics related to onions: proverbs, riddles, growing tips.
You can start such a kindergarten group project with a role-playing game in which children choose their responsibilities themselves. Someone will plant onions, another kid will water. They also select a child (group of children) who will engage in creative activities: applications, drawings.
The teacher organizes an exhibition for children on the topic “Work in our garden.” Selected for her information material: postcards, newspaper clippings, educational games, fiction.
A medical worker is preparing a lecture on the benefits of onions for a parent meeting. The teacher chooses message topics with the children on which they will draw up creative works.
After the completion of the project, the results of the activities are summed up, a newspaper is issued, and delicious onion dishes are presented.
The music worker organizes accompaniment for the award ceremony for the best chefs.
Small projects in kindergarten are an integration version of the educational program. This technique involves the use of various techniques that contribute to a deep understanding of the topic. Project work helps teachers increase the efficiency and effectiveness of an educational project.
As part of the implementation of projects in state preschool institutions according to the second generation Federal State Educational Standard, children receive independent work skills, the teacher acts as a tutor.
The process of solving the problem set by the teacher captivates the preschooler so much that he learns to plan work, control individual stages, and predict results. Among the main tasks that the project methodology successfully solves, we note the stimulation of the natural curiosity of preschoolers by increasing their self-esteem.
Children who took an active part in research activities in a preschool educational institution are much more successful and active than their peers during school life.
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: creating 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 based on scientific principles her construction:
SELECT THE NECESSARY PRINCIPLES FOR PROJECT
The principle of developing education, the purpose of which is the development of the child. Developing 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 of preschool age, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of children of preschool age;
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 activities of children not only within the framework of 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 primary school. Compliance with the principle of continuity requires not only and not so much the mastery of children by a certain amount of information and knowledge, but the formation in a preschooler of the qualities necessary for mastering educational activities - curiosity, initiative, independence, volition, etc.
Solutions project:
SELECT WHAT YOU NEED
Think out « 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 Incomplete 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 teacher (s) quite high.
Informational 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 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";
A 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 of the work of the preschool educational institution (the created conditions, the level of the child’s preparation for school, the child’s interest in educational process).
2. Compliance of learning conditions for preschool children with SanPiN standards.
3. Awareness of parents about 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 ....
Project activities in kindergarten in the context of the implementation of the Federal State Educational Standard for preschool education.
Kemerovo 2016
Project activities in kindergarten in the context of the implementation of the Federal State Educational Standard for preschool education [Text] / N. A. Lukonenko, N. A. Kultaeva, T. V. Kolmakova, O. Yu. Nazarova, L. A. Luchsheva, A. Yu. Luchsheva . - Kemerovo, 2016. - 56 With.
Lukonenko Natalya Anatolyevna, teacher of the Moscow Regional Preschool Educational Institution No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
Kultaeva Natalia Aleksandrovna, teacher of the Moscow Regional Preschool Educational Institution No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
Tatyana Viktorovna Kolmakova, teacher at MADOU No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
Nazarova Olesya Yuryevna, teacher of the Moscow Preschool Educational Institution No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
Ludmila Aleksandrovna Luchsheva, teacher at MADOU No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
Anna Yuryevna Luchsheva, teacher of the Moscow Preschool Educational Institution No. 241, combined kindergarten “Academy of Childhood”, Kemerovo
The projects can be used by kindergarten teachers.
| Introduction | |
| Research and gaming project in the junior group “Vodichka and I are best friends.” | |
| "Fauna of Africa." Short term project for older children. | |
| "Water Sorceress" Short-term educational project in a preparatory group. | |
| "The Secret of the Volcano" Short-term educational project in a preparatory group. | |
| “It’s a miracle - a seed turned into a tree.” Long-term educational - practical project in the senior group. | |
| “It warms a mother’s heart better than the sun.” Short creative project in the older group. |
Introduction
“What I hear, I forget.
What I see - I remember.
What I do - I understand"
Confucius.
A modern preschool organization, in the context of the introduction of the Federal State Educational Standard for Educational Education and a huge flow of information, requires methods of organizing educational activities that would form an active, independent and proactive position in preschoolers.
A modern preschooler needs to be able to acquire knowledge on his own; he must have developed research and reflective skills. The teacher needs to develop skills that are directly related to the experience of their application in practical activities.
The task is difficult, but solvable. All of the above can ensure the use of the project method in kindergarten practice.
It is the project method that makes it possible to shift the emphasis from the process of children passively accumulating a sum of knowledge to their mastery of various methods of activity in conditions of the availability of information resources. This is facilitated by a personality-oriented approach to upbringing and education. Based on a person-oriented approach to upbringing and education, the project method develops cognitive interest in various areas knowledge, develops cooperation skills.
In European languages, the word “project” is borrowed from Latin and means “thrown forward,” “protruding,” “conspicuous.” Translated from Greek, a project is a path of research.
A number of authors, such as L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuikova, consider project activities as a variant of an integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction of the teacher and pupil, step-by-step practical activities to achieve the set goal.
In modern times, this term is associated with the concept of “problem”. The project method is understood as a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with the obligatory presentation of these results.
Using the project method in preschool education can significantly increase children’s independent activity and develop creative thinking, the ability of children to independently, in different ways, find information about an object or phenomenon of interest and use this knowledge to create new objects of reality. It also makes the educational system of preschool educational institutions open to the active participation of parents.
The basis of this method is the independent activity of children - research, cognitive, productive, during which the child learns about the world around him and brings new knowledge to life.
The implementation of any project involves the following main stages:
Choosing the goal of the project - the teacher helps children choose the most interesting and feasible task for them at their level of development.
Project development - drawing up an action plan to achieve a goal: who to turn to for help, sources of information are determined, materials and equipment for work are selected, what objects will learn to work with to achieve the goal.
Project execution - the practical part of the project is carried out.
Summing up - a debriefing is carried out, results are assessed and tasks are identified for new projects.
Projects come in different types:
Creative - after the project is brought to life, the result is formalized in the form of a children's party.
Research - children conduct experiments, after which the results are presented in the form of newspapers, books, albums, and exhibitions.
Game projects are projects with elements of creative games, when children take on the role of fairy tale characters, solving problems and tasks in their own way.
Informational - children collect information and implement it, focusing on their own social interests (design of a group, individual corners).
The introduction of the project method in our kindergarten began several years ago.
To achieve results in this direction, we are trying to master new technology perfectly, which allows us to change the style of working with children, increase children's independence, activity, curiosity, involve parents in the educational process, create substantive - spatial environment in accordance with the requirements of the project method.
The practice of the first projects has proven the effectiveness of this method in the development and upbringing of children.
In our opinion, the project method is relevant and very effective. It gives the child the opportunity to experiment and synthesize acquired knowledge. Develops creative abilities and communication skills, which allows him to successfully adapt to the changed situation of preschool education.
We present to your attention a number of projects carried out by our creative group of like-minded people.
MADOU No. 241 combined kindergarten
"Childhood Academy"
Research and gaming project in the junior group “Vodichka and I are best friends”
Developed and implemented:
teacher Lukonenko N.A.
Kemerovo 2013
Research and gaming project in the junior group« Vodichka and I are best friends»
Project Manager: Lukonenko Natalya Anatolyevna, teacher of the junior group “Smeshariki” MADOU No. 241 d/s apt.
The work on the project is carried out within the framework of the sections of the approximate basic educational program of preschool education of our preschool educational institution.
Age of project participants: children from 3 to 4 years old.
Project participants: teacher and pupils of the group, PDO for visual activities, laundry worker, parents of pupils.
Project type: mid-term, group, research and creative, interdisciplinary.
Project problem: children's awareness of the properties and importance of water in the lives of people, animals and plants.
Objective of the project: familiarizing children with the properties and importance of water in the life of living beings.
Project objectives:
Development in children of elementary natural science concepts about water and its properties.
Formation of one’s own cognitive experience in the process of studying this topic, children’s mastery of methods and techniques necessary for design and research activities such as: observation of objects inanimate nature, conversations, looking at illustrations, experiments, experiments.
Development of creative and communication abilities in preschool children.
Fostering respect for the water resources of our planet.
Relevance of the project there is no doubt, since children's experimentation has enormous developmental potential (during the experiment, the child's memory is enriched, his thought processes are activated, since there is a constant need to perform operations of analysis and synthesis, comparison, classification and generalization, and an ecological culture is formed).
Expected result:
Enriching children's horizons on this topic, developing environmental and moral education.
Children's understanding of the properties of water is expanded experimentally.
Intensifying work with parents and additional education specialists.
Literary series: small folklore, fairy tales by K. I. Chukovsky “Moidodyr”, “Fedorino’s Mountain”, fairy tales by S. Prokofiev “About a Gray Cloud”, “The Magic Basket”, poem by A. Barto “The Dirty Girl”, Slovak folk tale“Visiting the Sun”;
Musical series: audio recordings “Sounds of water in nature”, video recording - cartoon “Kapitoshka”;
Demo series: didactic doll “Droplet”, albums, postcards, illustrations on the topics “Water in Nature”, “Human Use of Water”, photo exhibition equipment, toys, attributes for classes.
Practical results of the project: exhibition of drawings on the topic: “Cloud and Rain”, “Rain drip-drip-drip”, photo exhibition on the topic: “Vodichka and I are best friends”, presentation of the work done.
| Project stage | Activities of a teacher | Children's activities | Parents' activities |
| Stage I. Formulation of the problem. | Setting goals and objectives: Goal: to familiarize children with the properties and importance of water in the life of living beings. Objectives: to teach children to draw conclusions based on experiments, to participate in feasible practical activities, to consolidate knowledge about the meaning of water and its properties, about the role in the lives of people and animals, to cultivate a caring attitude towards the planet’s water resources. | Children are getting into trouble. | Reading literature to children on this topic, watching videos, conversations on this topic. |
| Stage II. Preparatory | 1. Work on preparing the photo exhibition “Vodichka and I are best friends.” 2. Making a “Droplet” doll. 3. Collection of waste and natural materials. 4. Collection of illustrations depicting rain, snow, water and other water bodies. 5. Selection of material for practical games and activities, selection of audio and video material for classes. 6. Making attributes for games and activities. | Get used to the game situation. | Assistance to teachers in selecting material for classes, assistance in preparing for a photo exhibition. |
| Stage III. Project work. | 1. Integrated lesson “Visiting a droplet” (the role of water in the lives of people and animals). 2. Game with water “Funny Bubbles” (we get bubbles by blowing air through a straw into a glass of water). 3. Integrated lesson together with a specialist in the art activity “Multi-colored droplets” (experience in coloring water with gouache and finger painting). 4. Integrated lesson “I didn’t drink tea - what power” (introduction to hot water and the process of brewing tea). 5. Integrated lesson “Miracle - steam” (experience “Transition of water into a gaseous state (steam) and from steam into water”). 6. Observations of water in nature “Reflection in a puddle”, “Blue ice”, “A little white snow fell”. 7. Integrated lesson together with an arts specialist “Rain, rain, let it rain” (drawing rain). 8. Lesson - the game “Bathing the Katya doll” (an experience of turning water from hot to warm). 9. Integrated lesson “Droplet - piece of ice - droplet” (experience of turning water into ice and ice into water). 10. Experience “The snowball melts - a stream will run” (show children not only the process of snow melting, but also the production of dirty water as a result of this, focusing on the fact that for this reason it is strictly forbidden to put snow in the mouth). 11. Playing with water “Funny Bubbles” (preparing a solution to produce soap bubbles). 12. Integrated lesson together with an art specialist. Drawing with non-traditional materials: “Clouds and rain” (foam rubber, finger painting), “Rain drip-drip-drip” (finger painting). Classes are conducted to the music “Sounds of Nature” and the song “Rain”. 13 Reading the work “Moidodyr” by K. I. Chukovsky. 14. Reading the work “Fedorino’s Mountain” by K.I. Chukovsky. 15. Excursion to the laundry (show children another role of water in people’s lives). | A series of practical activities both in kindergarten with a teacher and at home with parents. | Repeat the experiments at home, make beads for the Snow Maiden with the children (multi-colored pieces of ice on a string). |
| Stage IV. Summarizing. | Creation of a photo exhibition “Vodichka and I are best friends”, presentation of the work on the project. | Ability to apply acquired knowledge in everyday life. | View a presentation of project work during a parent-teacher meeting. |
Belaya K. First steps.
Vasilyeva M.A., Gerbova T.V., Komarova T.S. Methodological recommendations for the education and training program in kindergarten.
Zherdeva E.N. Young children in kindergarten.
Zelenina T.N. Introducing young children to nature.
Photo report of the work done:
"Kapelka" came to visit
Preparing for experiments with water
Without water everything dies
What will happen on the planet if we behave like this?
We ask the faint of heart to leave!
Monitoring the process of water boiling, its transition to a gaseous state and back
Integrated lesson with an art specialist
African fauna
Short-term project for older children
teacher
Kultaeva N.A.
Kemerovo 2016
Relevance of the project:
Many children do not know the names of other countries and representatives of flora and fauna. In order to broaden the horizons of children, we adults must tell children not only about life in our country, but also the life of residents of other countries, as well as representatives of flora and fauna, and other climatic zones. The fauna of hot countries is very diverse and attractive to children.
Objective of the project:
To give children a basic understanding of the peculiarities of the geographical location and climate of Africa; to form ideas about the relationships, interactions and interdependence of living organisms with their environment.
Project objectives:
To form basic ideas about the features of nature and the climatic zones of the African continent (desert, savannah, tropical forest)
To give children a basic idea of the African desert, to introduce them to the flora and fauna of the savannah, and to form an idea of the tropical forest.
Expand your horizons, enrich your children’s vocabulary, and develop connected speech.
Cultivate a desire to share knowledge with each other.
Develop children’s cognitive abilities and actively involve them in creative and exploratory activities.
Education of moral behavior.
Organize joint cognitive and productive activities with parents.
Project type: research and creative.
Integration of educational areas:“Cognitive development”, “Social and communicative development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”.
Project implementation mechanism.
| Project stages | Timing of project stages | Tasks of the project stages |
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| (preparatory) | 1.Introduce children to geographical location Africa, its climate and animals. 2. Contribute to the organization of joint activities between parents and children. |
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| (basic) | 1.Improve skills, imagination and fantasy. 2. Introduce children to the works of writers about animals in Africa. |
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| (final) | 1. Cultivate accuracy, the ability to complete the work started. 2.Summarize your experience on this topic. |
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Expected Result:
Involving children in the interesting and fascinating natural world of Africa. Knowledge of the names of animals and plants, the location of the continent of Africa on the map. Creating a favorable atmosphere for independent study of the flora and fauna of Africa together with parents.
Project implementation plan.
| Participants | Implementation period |
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| Stage 1. Preparatory. |
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| 1. An educational conversation about Africa and the animals living in it. | Get children interested in this topic. | Teachers, children. | ||||
| 2. Consultation for parents “Animals of hot countries.” | Expand parents' horizons on this topic in order to consolidate children's learning skills. | Educators, parents. |
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| Stage 2. Basic. |
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| 3. Lesson on speech development “Animals of Africa” | Strengthen the ability to form new words (names of animals, their babies, etc.). Cultivate a love for animals. | Teachers, children. | ||||
| 4. Mathematics “Animals of hot countries” | Consolidation of quantitative and ordinal accounts; consolidation of knowledge about geometric shapes. Find out the names of African animals. | Teacher, children. | ||||
| 5. Reading fiction K. Chukovsky “Aibolit”, R. Kipling “Baby Elephant” | Expand children's knowledge about the world around them, in particular about Africa. Develop curiosity and horizons. | Teacher, children. | ||||
| 6. Drawing “Animals of Africa” | Clarify children's knowledge about animals in Africa. Cultivate accuracy in working with paints and pencils. | Teacher, children. | ||||
| 7. Children's story about a drawn animal. | Continue to teach children logic, coherence, and sequence of statements, develop children’s creative abilities, encouraging them to come up with various options for events not depicted in the picture. | Teachers, parents, children. | ||||
| Stage 3. Final. |
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| 8. Making a model “Fauna of Africa” | Cultivate accuracy and the ability to finish what you start. To interest children more creatively and widely use knowledge about the life around them. Summarize your experience on this topic. | Teachers, children. | ||||
Bibliography
O. Alexandrova. “My First Encyclopedia” Publishing house Iris Press. 2008
M. Borisenko. "Animals of hot countries." Publishing house Paritet Series. 2008
G. Banaru. “Where it’s always hot.” Publishing house "Karapuz". 2010
E. Valk. "Preschoolers about animals." Publishing house "Teacher". 2010
Galperstein. "My first encyclopedia." Publishing house Rossman - Publishing house. 2008
V. Kalashnikov. Encyclopedia “Wonders of Nature” Publishing house, Moscow, “White City. 2008
E. Prati. Translation by I. Tsibidov. "Animal. Encyclopedia for children." Machaon Publishing. 2010
L. Shaitanov. “First lessons 5+, animals of hot countries.” Publishing house "Dragonfly Series". 2010
Drawing animals of Africa. 
Making a layout.
MADOU "Kindergarten of a combined type No. 241"
Sorceress water
in the preparatory group
teacher
Kolmakova T.V.
Kemerovo 2016
“Water stands apart in the history of our planet. There is no natural body that could compare with it in its influence on the course of the main, most ambitious geological processes. There is no earthly substance - mineral, rock, a living body that would not contain it. All earthly matter is permeated and embraced by it.” Vernadsky
Project topic: "Water Sorceress"
Project type: research, creative, group
Duration: short-term (03/14/2016 - 03/28/2016).
Object of study: water.
Subject of study: properties of water.
Age children for whom the project is designed: 6-7 years old
Project participants: children, teacher Kolmakova T.V.
Research methods and techniques: observation, conversation, experiment, analysis and synthesis of results.
Equipment: transparent vessels of different shapes, transparent glasses (2 for each child), spoons, a bowl of water, aprons (for each child and teacher), napkins, food coloring, ice, hot water, basin with water, projector.
Target:
Enriching preparatory group children’s understanding of the meaning of water and its properties and states. Fostering a caring attitude towards water as the source of life for humans and all life on Earth.
Tasks:
Continue to introduce children to the most important component of nature - water.
Develop the ability to observe, analyze, compare, identify characteristic, essential features of living and inanimate nature, natural phenomena, determine the basic properties and states of water. Develop cognitive abilities, creative imagination, communication skills.
Create conditions for developing skills in conducting laboratory experiments and research activities.
Develop a conscious, careful attitude towards water as important natural resource.
Expected result
Increased interest in GCDs containing demonstration experiments, elements of independent experimentation, and long-term observation-experiments
Development of coherent speech, ability to build complex sentences, draw conclusions.
Fostering an ecological culture.
Careful attitude towards water resources.
Relevance of the project
Water is the first and favorite object for study by all children. Children come into contact with water from the first days of life. And as soon as they begin to understand something, they start playing with water.
It is very important to teach people, and especially children, our future generation, to be careful about water. Water plays a huge role in our lives; it is our constant companion.
It is important that the child can evaluate human behavior in nature and express his opinion on this problem. And we must create conditions for the child to communicate with nature and for feasible activities.
The project was developed due to the particular relevance of the problem of educating preschoolers’ environmental culture. A huge role in organizing this problem is assigned to the environmental education of children. Today, environmental awareness and respect for nature have become the key to human survival on our planet. In addition, environmental education for children has enormous potential for their comprehensive development.
Fostering an ecological culture is a long way to developing the right ways to interact with nature. Children need to be taught the skills of environmentally conscious attitudes in everyday life and taught to use water carefully and economically. Pay attention to the fact that even such a familiar object as water is fraught with a lot of unknowns. All this emphasizes the relevance of this project.
Project stages:
Organizational and preparatory:
select and study methodological literature on the topic of the project;
replenish the development environment;
selection of fiction on the topic;
selection of encyclopedias, maps;
development of a project implementation plan;
compiling card files of riddles, poems, sayings;
compiling a file of experiments with water;
preparation of equipment for experiments with water.
Practice-indicative (see project implementation plan):
Experimental activities;
Observations on walks;
Reading fiction;
Artistic creativity;
Didactic games;
Games experiments;
Observations on walks.
Final-reflective
Final lesson on the topic “Wonders of Water” (see Appendix No. 1)
Creation of a card index “Experiments and experiments with water”;
Summing up the work done.
Project implementation plan:
| Monday | |||||
| Morning conversation, statement of the problem “Is life possible without water?” GCD "Water in human life" Experimental activity "Where is water contained?" Reading fiction: G. H. Andersen "The Little Mermaid" | GCD "Life under water" Experimental activity: “Properties of water” (fluidity, transparency, water-solvent) Making the model "Inhabitants of the Sea" Didactic game"Not really" | GCD "Journey of a Drop" (Water cycle in nature) Experimental activity: "Cloud formation" Artistic creativity: drawing "Rain, rain, drop" Reading fiction: fairy tale of the peoples of Siberia "Water of Life" | GCD " Different water" (three states of water, structure, properties) - problem: "Why don't Icebergs sink?" Experimental activity: "Properties of ice" Story-director's game "Arctic Journey" Didactic game "Good-bad" | Experimental activity "Water evaporation. Where does fog come from" Artistic creativity: application "Clouds - white-maned horses" Didactic game: "Who can collect it faster?" Fiction: poems by A.S. Pushkin "About the Sea" |
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| NOD "River of our city. Use of water. Kama hydroelectric station"" Reading fiction: memorizing the poem "Have you heard of water?" Artistic creativity: drawing "Jellyfish and fish" Experimental activity "Observation of surface tension", "Buoyancy force". (Appendix 2) | NOD "Sea Wonders", "Why is the water salty?" Artistic creativity: modeling "Inhabitants of the Sea" Story-director's game "Brave Sailors" Experimental activity: "Water has power" (research on water pressure" (Appendix 2) | GCD "Reservoirs of our planet" Artistic creativity: drawing "A Tale about the inhabitants of the sea or river" (book production) Experimental activity: “Let’s transfer water” (use of a pipette, straw, syringe) (Appendix 2) Reading fiction: A.S. Pushkin "The Tale of the Fisherman and the Fish" | GCD "Why do we swim and ships don't sink?" (formulation of the problem) Experimental activities: "Investigation of objects for buoyancy", "Observation of surface film" Didactic game "Name as many as possible" Artistic creativity: drawing "Goldfish" | GCD: quiz "In the world of water" Artistic creativity: modeling (team work) "Sea adventures" Experimental activity: “Formation of soap bubbles”, “Weakening of surface tension” Final lesson “Wonders of water” (Appendix 1) |
Result
During the implementation of the project, children's knowledge and ideas about water, its properties, and significance for all living things expanded. Most children were active in cognitive, experimental, and productive activities. Seven children gave presentations prepared together with their parents on various topics related to water. The developing subject-spatial environment has been replenished with children's encyclopedic literature, children's presentations, printed board games, and figurines of sea inhabitants for a desktop layout.
Bibliography:
Program “From birth to school” edited by Mu: MOSAIC-SYNTHESIS, 2011. - 336 pp.
Tugusheva G. P., Chistyakova A. E. “Experimental activities of children of middle and senior preschool age”: Toolkit. - St. Petersburg. : CHILDHOOD - PRESS, 2011.
A. I. Ivanova “Methodology for organizing environmental observations and experiments in kindergarten”: A manual for workers of preschool institutions. - M.: TC Sfera, 2003.
N. N. Avdeeva, G. B. Stepanova “Life around us” Yaroslavl. - 2003
Vinogradova N. F. “Stories - riddles about nature: a book for children 5-6 years old / N. F. Vinogradova. - 2nd ed. edited - M.: Ventana - Graf, 2012.
Shorygina T. A. “Conversations about water in nature” Methodological recommendations. - M., Sfera shopping center, 2013.
Nikolaeva S.N. Young ecologist: Program for educating children’s ecological culture. - M.: New school, 1999
MADOU No. 241 “Combined kindergarten”.
THE SECRET OF THE VOLCANO
Short-term educational project
in the preparatory group
teacher
Nazarova O. Yu.
Kemerovo 2016
Project implementation base: pupils of the preparatory group, parents of pupils of MADOU kindergarten No. 241.
Project implementation timeline: 2 weeks.
Objective of the project: Implementation in the educational process of cognitive and experimental activities of children of senior preschool age, through familiarization with the natural phenomenon - a volcano.
Project objectives:
Give an idea of volcanoes, their structure, reasons for their occurrence.
To develop the cognitive activity of children in the process of independently performing experiments according to the scheme.
Help students understand why volcanoes are formidable natural phenomena.
Develop the ability to compare, analyze, draw conclusions, and broaden the horizons of students.
Strengthen children's ability to work with a map and globe.
Encourage children to “read” encyclopedias, get acquainted with new phenomena and factors.
Give an idea of active, dormant and extinct volcanoes.
Activate and formulate concepts: magma chamber, vent, crater, lava, eruption
Search for effective methods and techniques that contribute to the formation of ideas about the integrity of the surrounding world
Teach children to listen to each other, accept and develop the ideas of peers and adults, and interact creatively.
Formation of an active position among parents in the upbringing and education of children.
Hypothesis:- ability to create an artificial volcano.
Project participants: teacher Nazarova O.Yu., children, parents.
Object of study- volcanoes.
Materials and equipment:
Projector, laptop, plastic cups (for each child), deep plastic plates (for each child), soda, washing up liquid (any), red paint, vinegar, model of a volcano, small spoons (for each child), pipettes (for each child ), green and red cards, a diagram of the sequence of work, aprons, sleeves.
Relevance of the project:
Educational activities in a preschool institution is aimed at developing the child’s personality as a whole (the ability to compare and generalize one’s own observations, to see and understand the beauty of the world around him), as well as to improve children’s speech and their thinking.
Knowledge about volcanoes helps a child understand that on earth and in our country there are such natural objects as volcanoes, which affect the earth's climate, living organisms, and changes in the earth's topography.
Knowledge is not an end in itself in education, but it is a necessary condition for developing such an attitude towards the world around us, which is emotionally effective in nature and is expressed in the form of cognitive interest.
Educational process will become effective only when the parent takes an active part in this work. The family has a decisive influence on the development of the child's basic personality traits.
Project Implementation Plan
| Stages of project implementation | Activities | |||
| teacher | children | parents |
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| Preparatory | Informational | Collection and analysis of information about the needs and abilities of children; Selection of methods, methods and techniques for studying personal changes in children; Informing parents about the implementation of this project; A selection of methodological, reference, encyclopedic and fiction literature; Design of an information and reading corner in the group; | Monitoring children's knowledge on the following issues; What is a volcano? What types of volcanoes do you know? What is the difference between active, dormant and extinct volcanoes? What is lava? What is magma? Do you know what a vent is? What harm do volcanoes cause? Are there any benefits from volcanoes? What is an eruption? Do you know what a crater is? Which countries and cities have volcanoes? Reading encyclopedias on the topic “Volcanoes”; Discussion of goals on this topic; Examination of illustrations; Guessing riddles, puzzles, reading poems | Message to parent meeting about the upcoming project (topic, goal, project objectives); Information for parents in the information corner: Questionnaire " The world your child"; |
| Practical | Social | Joint planning of activities (where to start). Preparing an educational video. Organization of activities, assistance in solving assigned tasks. Development of notes educational events Compiling a card index of poems and riddles about volcanoes | Watching educational videos “Stones from fire”, “What is a volcano”, “Name of volcanoes”; Location of volcanoes on earth - working with a globe; Visit to the library. Topic: "Mystery" natural phenomenon. In the world of a volcano" | Looking at the volcano with the child, placed in newspapers, magazines, photographs. Look at photographs of different volcanoes and read interesting facts about them |
| Cognitive - research | Organization of children's research activities Conduct a series of educational events | Legend about ancient god"Vulcana" How are volcanoes formed? The destructive power of volcanoes. Prediction of eruptions Lava transformation. | Joint activities at home. Together with your child, draw a picture “Volcanic eruption” Learn a poem"Volcano" Volcanoes began to "volcano" - Participation in a photo competition"Family of Volcano Explorers" |
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| Prepare material for research "Stones of volcanic origin" Practical assistance to children, creation of conditions and motivation Directing and monitoring the implementation of the project Conducting an educational conversation “How do volcanoes form?” At the upper boundary of the mantle, where the pressure is less than at greater depths, the mantle material melts in places, forming a source of magma. If in earth's crust a crack is formed that reaches the source of magma, the pressure decreases. Magma, saturated with gases, seems to boil, turning into a fiery liquid mass, rushes upward, widening the crack, and pours out onto the surface. Its temperature is more than +1000C. The erupted magma is called lava. Prepare material for conductingtrying: purchasing small bottles of mineral water. | Participation in the study "Stones of volcanic origin": Children's participation in the experience. Take a bottle of sparkling mineral water. Shake it and open the cap. Water with gases will rise sharply and pour out of the bottle. |
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| Experimental - search | Selection and production of materials for productive activities Observing students in project activities. Collecting information through the media on preparation for a seminar-workshop for parents. Conducting safety briefings during experimental activities Preparing for an open lesson for the teaching staff Preparing material for the newsletter | Joint activities of children with the teacher Conducting the “Volcanic Eruption” experiment; | Joint activities at home. Together with your child, color the diagram of the volcano and label its parts. Cognitive task Try to find with your child on a map where volcanoes are located in our country and in the world, and what color they are indicated by. Joint experimental activities Strengthen your child’s knowledge of “why does a volcano erupt?” Through experience: Issue of newsletters,“What experiments to conduct at home with children?” |
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| Creative | Preparation of materials for children's creative activities Development of a summary of “Volcanic eruption” Demonstration of a master class for kindergarten teachers Design of an exhibition of children's creative works Preparation of material for the design of the creative wall newspaper “All about volcanoes” | Gouache drawing “Secrets of the volcano” Sculpting a volcano Participation in creative work "Miracle dough" Making a volcano from salt dough, coloring the volcano. | Creative task at the request of the child Together with your child, sculpt a model of a volcano from plasticine or salt dough (you can cut it in section), or write a poem (fairy tale) about a volcano. Participation in a seminar-workshop“The child’s creative talent in experimental and research activities” |
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| Final | Control and evaluation | Repeated collection and analysis of students' knowledge. Processing of obtained monitoring results. Studying parents' opinions about the benefits of the group project. Analysis of an innovative project in kindergarten and its effectiveness. Preparing a presentation for the teaching council Making future plans | Participation in the conversation “What worked and what didn’t” Repeated monitoring of children's knowledge on the following issues. | Written survey: *How did the “Secrets of the Volcano” project influence your child? * “What new and interesting things did you learn during the implementation of the project?” * How do you evaluate the results of the project, using a 5-point system? * What topic would you suggest for further design in the group? |
Project result
Based on the work done to create conditions and conduct experimental research activities in the group on the topic: “The Mystery of the Volcano,” the following conclusions can be drawn that, in comparison with the beginning of the study of this topic and the results obtained after the experiments, the level of theoretical knowledge in children has increased and practical skills (by 67%).
The set goals and objectives of the project were realized, each child independently performed the experiment and clearly saw the result of their activities.
The relevance of this project can be determined based on the results of this type of research and experimental activity. Carrying out such non-traditional events evokes in children a lot of positive emotions, more vivid, memorable impressions, creates a desire to evoke a lot of new, interesting things, and visually represent this or that phenomenon. Expands children's horizons, develops a variety of children's knowledge and skills, both theoretical and practical.
Thus, the conclusions made during the implementation of the project indicate its scientific nature and practical significance. About the prospects for the further development of children, their cognitive activity.
The results of the project will be of interest to teachers preschool, parents who care about the cognitive and research activities of preschool children. This work can be demonstrated at methodological associations for educators and additional education teachers.
Bibliography:
3. Gushchenko I.I. Volcanic eruptions around the world. -M.: Nauka, 1979. (302 pages)
4. Publishing house "Makhaon", 2013. Series "Children's encyclopedia "Makhaon"" (128 pages)
5. Lebedinsky V.I. Volcanoes are a formidable natural phenomenon. - M.: Academy of Sciences of the Ukrainian SSR, 1963. (108 pages)
6. Lebedinsky V.I. Volcanoes and man. - M.: Nedra, 1967. (204 pages)
7. Kovinko L. Secrets of nature - it’s so interesting! - M. Linka-Press, 2004. (72 pages)
8. Organization of experimental activities of preschool children./ Under the general. Ed. Prokhorova L.N. -M.: ARKTI. (64 pages)
MADOU No. 241 “Combined kindergarten”.
“Miracle - a seed turned into a tree”
Long-term educational and practical project in the senior group
teacher
Luchsheva L.A.
Kemerovo 2016
Where there was an empty place, where there was nothing,
Let everyone plant a tree and not forget it.
V. Berestov.
Abstract of the project.
The project is aimed at developing an ecological culture in children and adults, and is intended for implementation with children of senior preschool age in a kindergarten.
Introduction.
For many centuries, humanity has lived next to amazing living creatures - trees. The condition of these plants and their appearance reflect the ecological situation in which they live. We are so accustomed to their proximity that we rarely think about how important they are for the lives of people and all life on Earth. Everyone knows that trees are the lungs of the Earth, a source of oxygen in the air, and therefore a source of human health. It is important not only to know and be able to use these wonderful properties of trees, but it is also necessary to learn how to preserve what nature gives us.
Relevance.
Trees surround us all the time, but most modern children and adults do not pay attention to them. Preschoolers show much greater interest in animals and bright, beautifully flowering plants. Trees are sometimes not of such interest, because they consider them to be inanimate creatures, and therefore of little interest. But environmental education begins with getting to know the objects of the immediate environment that the child encounters every day. Trees are an excellent object for phenological observations. It is so interesting to watch how a small sprout will first hatch from a small seed, and then grow and gradually grow into a large one. beautiful tree, which will live for hundreds of years!
Analysis of the situation
You can often see the barbaric attitude of people towards trees, when both adults and children just break branches, carve their names on the trunk, damage the bark while collecting birch sap, and cut down trees. Often, children's careless and sometimes cruel attitude towards nature is explained by their lack of necessary knowledge. A child in preschool age is able to consciously understand and accept basic information about the benefits of trees for insects, birds, animals, humans and the rules of behavior in nature. Studying nature only from photographs and pictures will not give a child much, but touching nature, living communication with nature is the key to nurturing a sustainable interest in nature in children and caring for it.
Formulation of the problem.
Children show little interest in trees, do not know how they grow, and have no idea where their seeds are hidden. We researched what trees grow around the kindergarten, near our house, in the city and found out that very few oak trees grow, and whether they can grow in our region. Then a problematic situation arose: “Can you and I grow oak trees?” Children had the opportunity to plant their own tree from seed and care for it.
Project goals:
1. To develop a caring attitude towards the natural world around us and a desire to take part in experimental activities.
2. Introduce tree species.
3.Grow oak seedlings at home.
4. Show the development of the seed at various stages of growth.
5. Show the importance of light, water and heat for development and growth.
6. Develop observation skills, the ability to experiment, and draw conclusions.
Software tasks:
1. To form an idea about different types of trees, the variety of varieties and their purpose.
2. Arouse in children a cognitive interest in growing new trees.
3. Create a desire to observe changes in plant growth depending on conditions.
4. Learn to create an experimental situation, make the necessary sketches.
5. Arouse interest in experimentation and research activities.
7. Plant and observe the development of the oak tree.
8. If the experiment is successful, compose “Tips on Growing Oak Trees” for other guys who want to grow an oak tree.
Expected Result:
After the experiment, draw a conclusion about what factors contribute to the growth and development of plants (Light, water, heat).
The project has practical significance: landscaping the territory of the kindergarten.
Project type: educational-practical
Project duration: long term
Project participants: Teacher, older children and parents.
Focus of work: Research.
Forms of work:
Examination, comparison, experience, observation, care, watering, loosening, planting in the ground, experiment, classification of material.
In the fall, we taught the children the theme of the week about trees, where we learned about the types of trees and their seeds. During the lesson we looked at oak seeds, i.e. acorns. The children asked the question: “How do sprouts appear from an acorn with a hard shell, and then a big tree grows?” So we decided to plant acorns. The largest acorns were selected. All selected acorns were washed under running water and put part of the acorns in the water, the other part in a wet napkin. The children checked every day to see if the sprouts had sprouted. Of course, we didn’t get any sprouts, as the children were very impatient to plant them.
We planted acorns on November 25 in order to plant them on the territory of the kindergarten in the spring and at the same time find out whether they will germinate in the winter at home.
The topic interested everyone. This is relevant, since our kindergarten works on environmental education. The subject of the study was oak. Start of the study: November.
Main content.
Information on this topic was collected from various sources: encyclopedias, reference books, and the Internet.
Oak and its structure.
How an oak tree grows. Oak is a perennial wild woody plant.
Oak grows slowly. At first (up to 80 years) - stronger in height, later - in thickness. Oak trees grow well where there is plenty of light. Foresters say:
“Oak grows well in a fur coat, but with an open head.” The "open head" is the top of the oak tree. The tree loves its top to be illuminated by the sun. The oak tree needs to be surrounded by shrubs and low trees. This is his “fur coat”. They create a side shadow for the oak tree and thereby accelerate its growth in height. Some species tolerate drought well, are quite winter-hardy and have little soil requirements.
An oak forest is called an oak forest. It’s very easy to breathe here, because oak trees give off a lot of oxygen. An oak tree lives for 300-400 years, and sometimes even lives up to 2000 years. Some trees reach 40 meters in height with a girth of 6-7 meters. The oak has strong, large roots that go deep into the ground and branch widely to the sides. Therefore, it stays firmly in the ground and no storm can knock it down. The branches of the old oak are thick, they spread far to the sides. The crown is dense. There is a lot of shade under the oak tree. The leaves are simple, serrated. They are easy to recognize. The oak leaf blade is large, oblong, with deep grooves. The leaves are attached to the branches by short petioles. The oak blossoms at the end of May, at the same time as the leaves bloom. The flowers are small and inconspicuous, forming earrings. The fruit of the oak tree is an acorn. Each acorn is placed in a special cup - a plus, a “cap”. Each acorn contains one seed. Acorns ripen in the fall. The tree grows well from a stump. It begins to bear fruit at the age of 15-60; it is more active in open areas than in plantations. Fruits abundantly every 4-8 years. It reproduces mainly by acorns. For sowing, use acorns collected in the same year, as they quickly lose their viability.
Oak propagation.
By autumn, fruits - acorns - ripen on the oak tree. The plus (“cap” on the acorn), which previously protected the base of the growing acorn, no longer holds the ripe fruit on the tree, and the acorn falls to the ground. Its cotyledons contain a lot nutrients, and it sprouts quickly. A root appears from the top of the acorn, which then turns down into the depths. Frosts, cold winds, and bright rays of the sun are dangerous for oak tree seedlings. Young oak trees need the protection of other trees. Having grown stronger, the oak tree pushes aside its sheltering neighbors with its powerful crown. Now he is not afraid of either the sun or hurricanes. A powerful oak root goes deep into the ground.
A forest bird, the jay, often feeds on acorns. That's what they call it - the acorn jay. This is a motley bird the size of a jackdaw. The jay picks the acorn with its beak and flies further into the forest. Somewhere a jay will sit on a tree, press an acorn to a branch with its paw and begin to peck at it. An acorn can easily slip out and fall to the ground. And now a young oak tree grows in a new place.
Wood mice keep up with the birds. A family of mice drags up to 30 kg of acorns into their holes for the winter. It is unlikely that all this goodness will be eaten. Some of the acorns will definitely germinate, and then young shoots of oak trees will reach for the sky and the sun.
Loves to eat acorns and squirrels. She hides the acorns for the winter, often forgets about them, and they too can germinate in a new place.
Jay, Mouse, and Squirrel help people grow new oak trees.
It turns out that it is best to plant young oak trees on stumps! To do this, the stump is drilled to the ground, fertilizer is added into the resulting hole and the trees are planted in soil briquettes. This is very profitable, since there is no need to uproot stumps in forest clearings. And after a few years, when the young oak tree gets stronger, the stump will rot.
Use of oak trees.
Oak has a very strong and durable wood with a beautiful pattern. It is dense, strong, elastic, preserves well in the air, in the ground and under water, moderately cracks and warps, pricks easily, and is resistant to rot and household fungus.
In shipbuilding. In ancient times, huge oak trunks were split into two parts using wedges, and then a boat was hollowed out of each. Such an all-wooden vessel could accommodate 50 - 60 people. Only oak was suitable for making such boats.
In furniture production, construction.
Possessing great strength and having a beautiful pattern, oak wood is still highly valued. It is used to make furniture, parquet, barrels for pickling vegetables, and log houses for wells that do not rot for a long time.
On the leaves of some oak trees, with the help of insects, ink nuts are formed that contain tannic acid. This acid is used for tanning leather and preparing paints.
A coffee drink is prepared from acorns.
Oak trees are very beautiful, so they are often planted for landscaping cities.
Oak leaves and branches are used as livestock feed.
In medicine. Oak contains tannin, which accelerates blood clotting, improves stomach function and heals wounds, and is used for gargling and mouthwash, for burns and frostbite.
A decoction of acorn shells is used to treat hematoma, skin diseases, eczema, varicose veins, etc.
Acorns have a bactericidal, enveloping, antitumor effect. But few people know that oak leaves have much greater uses.
This is truly nature's treasure trove.
Oak leaves have an anti-inflammatory effect. Even in ancient times, they were applied to wounds, and they healed quickly.
In the old days, warriors made weapons from oak: clubs, spears.
Oak brooms for baths are made from its branches.
Particularly valued bog oak. People submerged entire oak trunks under water for many years. The oak that was (stained) under water acquired an amazingly beautiful color of wood, from which carved decorations, furniture for palaces, even thrones for kings were made.
Oaks and the Red Book.
Some types of oaks are listed in the Red Book, such as the jagged oak is listed in the Red Book of Russia with the status rare view.
Sessile oak is included in the Red Book of Russia and the states of Belarus and Lithuania.
Oak on the coats of arms of cities. Oak is famous not only in Russia. Some cities and states have depicted oak trees on their coats of arms. It symbolizes strength, power, confidence, protection, durability, courage. Here are some of them. Coat of arms of Estonia, Coat of arms of Tsivilsk (Chuvashia), Coat of arms of France, Coat of arms of Italy.
In Kemerovo we have oak trees in different areas: On Stroiteley Boulevard, on Volkov Square, near the Philharmonic, on Institutskaya Street, Lenin Ave. 108A, in the Park of Miracles. Many people plant oak trees on their personal plots.
Poets and writers wrote about oak trees in their works.
A) A.S. Pushkin, the great Russian poet, loved oak.
Remember the lines: Lukomorye has a green oak tree,
Golden chain on oak volume.
Both day and night the cat is a scientist
Everything goes around and around in a chain.
B) In I. A. Krylov’s fable “The Pig under the Oak Tree,” the oak tree is also the main character. Pig under the ancient oak
I ate my fill of acorns to satiety;
Having eaten, I slept under it;
Then, having cleared her eyes, she stood up
And she began to undermine the roots of the Oak tree with her snout.
She, stupid, did not understand that without roots the tree would die and she would lose her delicious acorns. Again, oak was chosen here for a reason. Here the oak is a symbol of the universe, the basis of the foundations.
Conclusion of the theoretical part:
1. Oak is one of the hardiest and unpretentious trees.
2. Oak is a tree associated with the history and literature of our country. It is a symbol of strength, courage and endurance.
3. The information obtained gives hope for a possible successful result of the planned experiment.
We put forward a hypothesis - we made an assumption: is it possible to grow an oak seedling from an acorn at home?
How will the acorns behave in the winter after planting: will they sleep until spring, as in nature, or will they sprout?
1. We addressed these questions to the children and their parents and conducted a survey. Their opinion was divided: some said that the oaks would die in the warmth, while others said that maybe they would sprout, but they would stop growing.
2. Our research: To conduct the experiment, we selected the strongest and healthiest acorns, which I collected from relatives on summer cottage in the fall (early October) 2015.
3. Seed preparation: 18 acorns were selected from the total number of acorns. Wash the seeds in running water, then soak one part of them in warm water, and the other part of the acorns was placed in a wet napkin. The prepared seeds were soaked for 4 days, changing the water daily and moistening the napkin. During this period, some acorns swelled, and the shells of several burst.
4. On November 25, 2015, we planted acorns in prepared, moistened soil. But there were 20 children in the group that day, and there were 18 acorns. We decided to take 2 more dry acorns so as not to offend anyone. And conduct an experiment: “Which acorns will germinate faster?” Once again they spilled the soil and covered it with cellophane film.
5. For two months we moistened the soil twice a week as it dried out.
The children were observed weekly, but there were no shoots. My children and I began to despair that nothing would come of it.
7. After another week, these oak trees grew up, produced their first leaves, and sprouts of other acorns appeared. In mid-February, their number increased to 8 pieces. At the beginning of March, four more acorns sprouted, making a total of 12 acorn sprouts, but we hope that the rest will also sprout.
8. In the second ten days of March, the oak trees grew a little, the leaves increased in size. For some reason, one oak tree has white leaves, but it grows like all the others.
9. In the third decade of March, the last sprouts of oak trees appeared. There are 20 of them in total.
All the planted acorns have sprouted, which means the children “ light hand", or the seeds were very good. But one oak tree still has pale yellow leaves. We don’t know why. Maybe because his brothers blocked the light for him. Let's try to move it to a lighter place.
8. In the spring, when warm days come, we will plant oak trees on the territory of our kindergarten and begin to watch their growth.
8 The hypothesis that it is possible to grow oak trees at home has been confirmed.
Our goal project work achieved.
We have collected a large number of material about oak.
Together with my parents, we collected a folder, in it we placed proverbs and sayings about oak, riddles and poems, myths and legends, illustrations of paintings by famous Russian artists. As well as medical and culinary recipes oak related topics and tips from our group on how to best grow oak trees.
Bibliography:
Encyclopedia “I want to know everything” (about everything in the world) Publishing House Reader's Digest Germany 2001;
Encyclopedia “Great Atlas of Nature of Russia”, JSC “Egmont Russia Ltd”, 2003.
Petrov V.V. " Vegetable world our Motherland", Moscow, 1991;
Yaroshenko A.Yu. “How to grow a forest”, Greenpeace, 2004.
Encyclopedia "Planet Earth", publishing house "Rosman" 1999.
Information from the Internet: http://sadisibiri.ru/dubi-v-kuzbasse.html http://eknigi.org/hobbi_i_razvlechenija/10006-kak-vyrastit-les.html
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MADOU No. 241 “Combined kindergarten”
“It warms a mother’s heart better than the sun”
Short-term creative project in the senior group
teacher
Luchsheva A.Yu.
Kemerovo 2016.
Relevance:
Cultivate a friendly attitude towards mother, respect for the older generation, respect for family values.
How many stars are there in the clear sky!
How many ears of corn are there in the fields!
How many songs does the bird have!
How many leaves are on the branches!
Only the sun is the only thing in the world!
There is only one mother in the world!
And indeed, everyone in the world has one mother. And she is the one who does everything to make us happy. We go to her with our problems. She will always understand, console and reassure you. No matter how much we talk about mom, it won’t be enough. It is important that children understand what their mother means in the fate of each of them, what role she plays in the family. In addition, in a conversation with children, I was able to find out that almost all children know and can tell what their mothers do at home, about their joint activities with them, but children do not know where and who their mothers work, not all children can tell about my mother's hobbies.
Target: To develop a conscious understanding of the importance of mothers in the lives of children.
Tasks:
1. Deepen children’s knowledge about the role of mother in their lives;
2.to promote team unity between parents and children, to involve parents in working on the project;
3.Promote the development of speech through expressive reading of poems, proverbs, composing stories about mother;
4.Develop creative abilities, the desire to give gifts to mom;
5. Cultivate a kind, caring attitude towards mother.
Educational area: Familiarization with the environment, moral and patriotic education
Interdisciplinary connections:
Educational field "Socialization". Mastering initial ideas of a social nature and including children in the system of social relations. Development of gaming activities, formation of gender and family affiliation.
Educational field "Labor". Formation of a positive attitude towards work. Development labor activity, the formation of primary ideas about the work of adults (mothers).
Educational area "Cognition". Development of cognitive interests, intellectual development. Formation of a holistic picture of the world, expansion of horizons.
Educational field "Communication". Mastery in constructive ways and means of interaction with other people. Development of free communication with adults. Development of all components oral speech.
Educational area “Reading fiction”. Formation of interest and need for reading (perception) of books. Development of literary speech, introduction to verbal art, formation of primary value ideas.
Educational field "Artistic creativity". Formation of interest in the aesthetic side of the surrounding reality, the need for self-expression. Development of productive activity, children's creativity, familiarization with fine arts.
Methods and techniques:
Visual:
Consideration of illustrative material
Showing illustrations
Actions with objects
Verbal
Word games and exercises
Reading fiction
Learning poems by heart
Making and solving riddles
Conversations with children
Practical
Didactic games and exercises
Visual games - activities
Gaming
Questions for children
Actions for children's choice
Reminder
Correction
Mom, like the sun! Mom, like the sky!
Mother is water, without which you cannot live!
So be always healthy,
So be always happy
So always be loved,
My mommy!
Project type: Short-term creative, group, game.
Project participants: children, parents, educators, additional education teacher.
Problem: Soon there will be a holiday - Mother's Day. What's the best way to congratulate your mother?
II. Project development.
1. Bring this problem to the attention of project participants.
2. Select methodological and fiction literature (poems, proverbs), illustrated material on this topic.
3. Select materials, toys, attributes for play activities.
4. Select materials for productive activities.
5. Draw up a long-term action plan.
III. Project implementation
| Kind of activity | Subject - game environment |
|
| Conversation with children “Let's talk about mom” | Help children understand how much time and effort housework takes from mothers, tell them that mothers need help. | Illustrations on the topic. |
| Didactic game "Professions" | Expand children's understanding of women's professions, remind about the importance and significance of work, teach to correlate the actions of people various professions | Cards with a picture of a person of a particular profession and cards with the attributes that are necessary. |
| Role-playing game “Family (Mom and children)” | Improve the relationship between mother and child. | Attributes for role-playing games. |
| Announcement of a drawing competition (fathers and children) “Mom’s portrait”, “Warmth of a mother’s hand” (mothers and children) | Development of creative abilities. | Drawings are made on A4 sheet. |
| Reading fiction. A. Barto “Separation”, “Mom Sings” N. Sakonskaya “Talking about Mom” V. Berestov “Feast of Mothers” E. Blaginina “Mother’s Day” E. Uspensky “If I were a girl” B. Emelyanov “Mom’s hands” K. Kubilinkas “Mother” E. Moshkovskaya “I offended my mother... Artyukhov "Difficult Evening" Demykina G. “Mom” Mikhalkov S. “What do you have?” Rajab U. “Mommy” Tsyferov G. “How to become big” | Recall previously covered works with the children and introduce them to new ones. Through works of art, cultivate love and respect for mother. | Illustrated books with works by the listed authors. |
| Making holiday cards for mothers (applique, design) | Create simple plot compositions. Develop creative imagination. | Colored cardboard, paper, scissors, glue. |
| Reading poems about mother (by children). | Poems about mom. |
|
| Children's stories about their mothers. | To develop the ability to write short stories of a creative nature on a topic proposed by the teacher, to cultivate a sense of pride in their mothers. | Photo of mother (optional). |
| Reading and memorizing proverbs about mother. | Introduce children to proverbs about mothers and explain their meaning. | Illustrations for proverbs. |
| Decor Photo vernissage “In the arms of mother” | Develop children's creative abilities; cultivate a kind, caring attitude towards mother. | Album, photographs of children with mothers, colored pencils, felt-tip pens. |
| Conversations and consultations with parents | To cultivate a culture of respectful and attentive attitude towards mother, grandmother, sister, and women in general. | |
| Presentation for children “Mother’s Day of Russia” | Strengthen close, trusting relationships between child and mother | Computer, screen |
| Questioning parents | To identify the willingness of parents to cooperate with teachers on the issue of nurturing love for mother. Is this work necessary? Why? | |
| Interviewing children | Reveal your attitude towards your mother. | |
IV. Summing up the project.
Presentation of the project (working with parents).
Photo vernissage “In the arms of mother.”
Exhibition of handicrafts “Mom’s Golden Hands”.
Tea drinking with mothers.
Presenting mothers with gifts made by children and diplomas from the teacher.
Articles in the parent’s corner “Mother’s Day: history and traditions”, “Proverbs and sayings about mother”.
Conversations with parents on these topics. Carrying out joint activities between the child and the mother in manual labor (making toys, pictures, decorating, etc.).
