Supporting children's initiative in project activities. Kindergarten teachers, school teachers and educators

Supporting children's initiative in project activities

Anfisa Matveeva

Supporting children's initiative in project activities

A preschool child is a tireless researcher who wants to know everything, understand everything, figure everything out, he has a unique, special vision of the world around him, he looks around at what is happening with delight and surprise and discovers a wonderful world, where there are many interesting objects and things, events and phenomena, so many secrets and unknowns.

The Federal State Educational Standards indicate that one of the main principles of preschool education is to support children's initiative in various activities .

The purpose of the work is to identify the features of project activities and the stages of its implementation in preschool educational institutions.

Indicators of the development of initiative and independence of an older preschooler are: the desire to solve problems of activity without help from other people, the ability to set a goal for an activity , carry out basic planning, implement what was planned and get a result adequate to the goal, as well as the ability to show initiative and creativity in solving emerging tasks. And the teacher faces an important task - to develop a comprehensive system model aimed at supporting children's initiative in project activities .

The most effective form of work to develop initiative and independence is the implementation of project activities of various types , namely the independent acquisition of knowledge when solving practical problems or problems that require the integration of knowledge from various subject areas.

initiative in children has been and remains the most pressing. And these are precisely the qualities that are the basis for the development of a person’s character. That is why in preschool age it is necessary to help the child reveal his “I”

, learn to express your opinion, take
initiative , and not act on the orders of adults.
Modern children live in the era of informatization and computerization. In a rapidly changing life, a person is required not only to possess knowledge, but also, first of all, to be able to obtain this knowledge himself, operate with it, and think independently. Initiative is manifested in all types of activities , but most clearly in communication, objective activity , play, and experimentation. This is the most important indicator of children's intelligence and its development. Initiative is an indispensable condition for improving all cognitive activities of a child , but especially creative ones.

An enterprising child strives to organize games, productive activities , meaningful communication, he knows how to find an activity that suits his own desires; join the conversation, offer an interesting activity to other children. In preschool age, initiative is associated with the manifestation of curiosity, an inquisitive mind, and ingenuity. An initiative child is distinguished by meaningful interests.

How to develop initiative ?

1. Give simple tasks (remove the Fear of “I can’t handle it”, develop initiative .

2. Give tasks that are interesting or those in which the child has a personal interest in doing something.

3. Support initiatives (be prepared to pay for mistakes and failures)

4. Learn to respond competently to your own mistakes.

One of the technologies that develop children's initiative , in my opinion, is project activity . Also N. E. Veraksa in the program “From birth to school”

recommends the active use of this technology in work, since the use of the
project in preschool education can significantly increase children’s independent activity, develop creative thinking, children’s ability to independently find information about an object or phenomenon of interest in different ways and use this knowledge to create new objects of reality.
Project activities involve the integration of educational areas, which makes it possible to consider any topic in a multifaceted and deeper way. The project , implemented according to the principles of the Federal State Educational Standard, assumes a partnership model. Thus, the teacher acts as a creator of conditions that provide choice, an adviser, an assistant, a friend.

Projects in preschool educational institutions are , as a rule, educational in nature. project from start to finish . Therefore, teaching the necessary skills and abilities is the main task of educators. It is important for the teacher to organize children's activities a way that the pupil exercises himself in the ability to observe, remember, compare, act, and achieve his goal. Something that is attractive, funny, interesting, arouses curiosity and is fairly easy to remember. We should not forget that the material with which the child did something himself is especially easy to remember and retains for a long time in memory: he felt, cut, built, composed, depicted. Children should gain experience in creative, exploratory activities , putting forward new ideas, updating previous knowledge when solving new problems.

To develop projects , we use a form of individualization of children's learning and development - children's advice . The children's council is a general meeting of a group of children together with teachers. Everyone gets the opportunity to talk about events in their lives, describe their experiences, share desires, and also receive new information from others. At the initiative of children and adults, we plan topics, upcoming classes, establish group rules, maintain a positive mood, conduct various kinds of games and exercises (speech, articulation, elements of psycho-gymnastics, joint singing, reading, etc.)

After several such children's councils, a certain algorithm for planning and conducting a children's council . Thus, many successful projects have come to life . For example, research - “Magic Salt”

,
“What is snow?”
,
“What a miracle are soap bubbles”
,
“My great-grandmother is our pride”
, creative ones - “The
Cuckoo Tale”
,
“The Great Patriotic War”
.

Let's look at the Children's Council planning algorithm on the topic

“Yakut folk song “Saadyaay ous”

Stages of planning Role of the teacher Questions that can be asked

I initiate a general discussion at the children's council so that the children find out what they already know about a certain subject or phenomenon. I act as a moderator, helping children discuss, negotiate, make choices and make decisions. What's your mood?

Who wants to ask a question right away?

Who wants to share news (impressions, ideas, doubts?

How can this news help us?

What made you happy (surprised, upset?

I involve children in actively putting forward ideas, discussing possible options for action and, ultimately, in choosing the topic of an educational project . I support children's initiative and creativity , demonstrate a partnership style of relationships, a positive emotional attitude, and anticipation of success based on the value of joint actions.

I help children make consistent choices on their own. Introduction to the topic of the project . Listening to folk songs. Song selection.

—Have you heard folk songs before?

- What is this song about?

-Let's decide together how to play this song.

-How would you perform this song?

-What is the mood of the song?

Making a plan I ask those who want to share their thoughts about what they know, want to know about the chosen topic, what they plan to do to find out. These statements become the basis of a plan of educational work developed jointly by children and adults.

I bring all the children’s ideas into the general plan along with the ideas of adults. What have you and I already managed to do (find out, what to learn?

What do you want to do?

What do you expect to do today?

What do you want to know, what do you want to learn?

Where do you start?

How long does it take to complete the entire plan?

Let's implement our plans. I briefly tell you what I offer them.

I plan my activities together with the children as a model .

I help children plan their activities , remembering that the child has the right to freely act, move, communicate, join and leave groups, play (I record the children’s choices)

Throughout the day I ask about results, successes and failures. Listening to a song. Learn a song, a melody. Learn to sing on your own. Choral performance. Proposals for implementation. At this stage, the children suggested introducing the image of a bull.

We hold a final council. We sum up the results and outline the prospects together with the children. I support children’s desire to share their achievements and failures.

My task is to make sure that every child experiences a feeling of deep satisfaction - his work is important and noted by everyone.

Who wants to talk about the work done?

What difficulties did you encounter?

What was the most interesting thing?

What did you manage to do today?

What was the easiest thing to do?

We believe that the children's council is the place , time, form where competencies and key competencies are most naturally formed and manifested.

Of course, the initiative and creativity of our children depends on the activity and creativity of our parents. They eagerly support all our projects and endeavors , sew costumes, prepare scenery, and do experiments with their children.

Conclusion: For me, the topic of creating conditions to support children's initiative is modern and relevant. Our future belongs to independent, proactive children .

MAGAZINE Preschooler.RF

"Project activity as a tool for developing children's initiative."

Shoshina E. Teacher of the highest qualification category “MBDOU TsRR-kindergarten “Bell”, Abakan

Goal: Creation of a social development situation during the seminar “Project activity as a tool for the development of children's initiative .

The main goal of the master class held today is to further increase your motivation to master the project method as one of the tools for developing children's initiative.

“There are three paths to reason before a person: the path of reflection is the most noble; the path of imitation is the easiest; the path of personal experience is the hardest path" .

A child is a tireless researcher; he wants to know everything, understand everything, and figure everything out.

The Federal State Educational Standards indicate that one of the main principles of preschool education is to support children's initiative in various activities.

Main activities,

in which the child can express himself and develop himself as an individual

Communication
A game
Cognitive and research activities
Project activities
Productive activity
Communication and others.

In preschool age, it is necessary to help the child reveal his “I” , learn to express his opinion, take initiative, and not act on the orders of adults; the child is required not only to possess knowledge, but also, first of all, to be able to obtain this knowledge himself, operate with it, and think on one's own.

What is “Children’s Initiative and Independence?”
How to develop initiative and independence in preschoolers?
How to create conditions for supporting and developing children's initiative and independence? Today we will consider these questions.

Independence is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior;

Initiative is a special case of the desire for independence, changing forms of activity or way of life. This motivational quality is also considered as a volitional characteristic of human behavior; manifests itself in all types of activities.

Initiative from the Latin initium (beginning) is an initiative, the first step in any business; internal motivation for new forms of activity; a leading role in any action.

Children's initiative and independence are manifested in the free activity of children according to their choice and interests. The opportunity to play, draw, design, compose, etc., in accordance with one’s own interests, is the most important source of the emotional well-being of a child in kindergarten.

The development of independence involves several steps

The first stage is when the child acts in his usual conditions, without reminders and help from adults (we wash our hands before and after eating; we say “hello” , “goodbye” , “thank you” , “please” ; put toys back in place; put things in order in the room, etc.).

The second stage is when the child independently uses familiar methods of action in new conditions (clean up order in the group; sweep grandma’s floor, etc.).

Third stage – long-distance transfer is possible. The rules have been mastered, and the child uses them in any situation.

Characteristic features of developed independence:

a) the ability to do work on one’s own initiative (water the flowers if the soil is dry; when you see a mess, eliminate it);

b) the ability to perform work without outside help, without the constant supervision of an adult;

c) consciousness of actions, the presence of basic planning (the ability to understand the purpose of the work and foresee its result);

d) the ability to give an adequate assessment of one’s work and exercise basic self-control.

How to develop initiative?

Give tasks that are interesting or those in which the child has a personal interest in doing something.
Creating a situation of success for each child: (It’s very simple, I’ll help you, you’re a creative child, you’ll succeed).

How to support children's initiative?

Provide children with independence in everything that does not pose a threat to life and health, helping them realize their own plans;
Celebrate and welcome even the smallest successes of children; 3. Do not criticize the results of the child’s activities and himself as an individual;
To form in children the habit of independently finding interesting activities for themselves;
Keep various entertainment attributes publicly available.

What conditions need to be created to support children's initiative?

The developing subject-spatial environment should be diverse in its content;
The educational and gaming environment should stimulate the development of children's search and cognitive activity;
The content of the developmental environment should take into account the individual characteristics and interests of children;
Parents should be aware of everything that happens in the child's life.

One of the technologies that develop children's initiative is project activity. For our preschool teachers, project activities are one of the ways to implement thematic weeks in a preschool.

As a way to organize activities with children and parents,

What do we mean by project? A segment of a group’s life during which children, together with adults, carry out exciting, exploratory and educational creative work.

The project method is based on the free activity of children. The method allows the development of children’s communicative qualities: the ability to negotiate, respond to ideas put forward by others, the ability to cooperate, and accept someone else’s point of view.

The main pedagogical task is to provide children with the opportunity to show and support initiative.

Children's free activity is carried out after they make a choice, plan their actions, choose a place of work and a partner.

To develop projects, you can use a form of individualization of children's learning and development - children's advice. (Morning gathering). The children's council is a general meeting of a group of children together with teachers. Everyone gets the opportunity to talk about events in their lives, describe their experiences, share desires, and also receive new information from others. At the initiative of children and adults, we plan topics and upcoming classes.

Projects in preschool educational institutions are, as a rule, educational in nature. Due to their psychophysiological development, preschoolers are not yet able to independently create their own project from start to finish, so the teacher acts as a creator of conditions that ensure choice, an adviser, an assistant, a friend.

How can projects be classified?

Projects can be classified on the following basis

research project ( “In the footsteps of Christmas tree decorations” , “Why leaves fall in autumn” )

The following methods and techniques can be used during research projects:

experiments
observation
search experiment
descriptive.

Preschoolers conduct experiments and experiments, finding out the nature of things and the essence of some phenomena, which are subsequently formalized in the form of exhibitions, presentations, albums or newspapers.

practice-oriented ( “Let’s decorate the group (area) for the holiday” , “Knizhkina hospital”, etc.); reveal socially important problems, the result of the activity has a social connotation. Such projects are implemented subject to a clearly thought-out structure, high-quality distribution of roles and proper organization at each stage of implementation.
creative ( “Gift for Mom for March 8th” , “New ending to fairy tales” ). They are implemented in the format of a children's party, theatrical performance, interior decoration, 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.
gaming (the plot-role-playing game “Visiting Grandma” ).

They are carried out with elements of 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, imagining themselves as a fairy-tale character, an animal, heroes of literary works or cartoons.

Informational - During the work, children collect and analyze information, and then, based on it, prepare a product and present it. As a result, they learn to generalize and analyze, work with information, and share information received about a phenomenon or object with others.
Complex - in their content they combine several types at once.

When working with children using the project method, it is important to comply with the following requirements for its use:

The presence of a problem that is significant for children in research and creative terms.
Practical, theoretical, cognitive significance of the expected results.
Independent activity of children.
Using research methods and techniques: experiments, observations, experimentation and others.

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Kindergarten No. 32 “Yolochka”

Children's initiative is manifested in the free independent activity of children according to their choice and interests. The opportunity to play, draw, design, compose, etc., in accordance with one’s own interests, is the most important source of a child’s emotional well-being in kindergarten.

Taking into account that the activity organized by the child independently or with the help of an adult has different aspects (work, communicative, play, cognitive-research, etc.), then it will correspond to various areas of initiative. There are four main areas of initiative:

creative initiative (involvement in a story-based game as the child’s main creative activity, where imagination and imaginative thinking develop);
initiative as goal-setting and volitional effort (involvement in various types of productive activities - drawing, modeling, design, which require efforts to overcome the “resistance” of the material, where voluntariness and the planning function of speech develop);
communicative initiative (the child’s involvement in interaction with peers, where empathy and the communicative function of speech develop);
cognitive initiative - curiosity (involvement in experimentation, simple cognitive and research activities, where the ability to establish spatio-temporal, cause-and-effect and genus-species relationships develops)

Children's independent activity occurs mainly in the morning and in the afternoon. The position of the teacher is to support and encourage the child’s initiative in emotional communication (always respond to the child’s desire to receive friendly attention, support, affection). Encourage children's initiative and independent actions.

In developing children's initiative and independence it is important:

develop children’s active interest in the world around them, the desire to acquire new knowledge and skills;
create a variety of conditions and situations that encourage children to actively use knowledge, skills, and methods of activity in their personal experience;
constantly expand the scope of tasks. Gradually put forward more complex tasks for children that require intelligence, creativity, the search for new approaches, and encourage children's initiative;
train the will of children, support the desire to overcome difficulties, and bring the work started to the end; • guide preschoolers to achieve good results. It is necessary to pay special attention in a timely manner to children who constantly show negligence, haste, indifference to the result, and who tend not to complete the work;
“dosage” assistance to children. If the situation is similar to the one in which the child acted before, but he is restrained by the novelty of the situation, it is enough to simply hint and advise him to remember how he acted in a similar case.
support in children a sense of pride and joy from successful independent actions, emphasize the growth of capabilities and achievements of each child, and encourage them to show initiative and creativity.
Encourage the cognitive activity of each child, develop the desire to observe, compare, and examine the properties and qualities of objects.
show attention to children’s questions, encourage and encourage their cognitive activity, creating situations for independently searching for solutions to emerging problems.
support the desire for positive actions, contribute to the formation of positive self-esteem, which the child begins to value.
gain the opportunity to participate in a variety of activities: in games, motor exercises, in activities to examine the properties and qualities of objects and their use, in drawing, modeling, verbal communication, in creativity (imitation, imitation of animal images, dance improvisations, etc.) ;
specifically saturate children’s lives with problematic practical and educational situations in which children need to independently apply the techniques they have mastered;
create various situations that encourage children to show initiative, activity, and jointly find the right solution to the problem;
create situations in which preschoolers gain experience of friendly communication and attention to others;
create situations that encourage children to actively apply their knowledge and skills, sets them increasingly complex tasks, develops their will, supports the desire to overcome difficulties, bring the work they have started to completion, and aims to find new, creative solutions
show children the growth of their achievements, instill in them a feeling of joy and pride from successful independent, proactive actions. Areas of initiative. Ways to support children's initiative. Creative initiative (involvement in a story-based game as the child’s main creative activity, where imagination and imaginative thinking develop) - supporting children’s spontaneous play, enriching it, providing play time and space; - support for children’s independence in activities specific to them. Initiative as goal setting and volitional effort (involvement in various types of productive activities - drawing, modeling, design, which require efforts to overcome the “resistance” of the material, where arbitrariness and the planning function of speech develop) - support for children independence in various types of visual, design, constructive activities; — creating conditions for children to freely choose activities, participants in joint activities, materials Communication initiative (the child’s involvement in interaction with peers, the communicative function of speech);
support by adults for the positive, friendly attitude of children towards each other and the interaction of children with each other in different types of activities; - establishing rules of behavior and interaction in different situations; cognitive initiative; curiosity (involvement in experimentation, simple cognitive and research activities, where the ability to establish spatio-temporal, cause-effect and generic relationships is developed); - creating conditions for children to make decisions and express their feelings. and thoughts; — creating conditions for children to freely choose activities, participants in joint activities, and materials.

3-4 years Activities of the teacher to support children's initiative

Create conditions for the implementation of each child’s own plans and ideas.
Tell children about their real and possible future achievements.
Celebrate and publicly support any children's successes.
To encourage children's independence in every possible way and expand the scope.
Help your child find a way to achieve their own goals.
Maintaining the desire to learn how to do something is a joyful feeling of increasing skill.
During joint activities, be tolerant of the child’s difficulties and allow him to act at his own pace.
Do not criticize the results of children’s activities, as well as themselves.
Take into account the individual characteristics of children, strive to find an approach to shy, indecisive, conflict-ridden, unpopular children.
Respect and value every child regardless of his achievements, strengths and weaknesses.
Create a positive psychological microclimate in the group, show equal love and care to all children: express joy when meeting them; use affection and warm words to express your attitude towards the child; show delicacy and tact.

4-5 years Teacher’s activities to support children’s initiative

Encourage the child’s desire to build his own first conclusions, listen carefully to all his reasoning, and show respect for his intellectual work.
Create conditions and support the theatrical activities of children, their desire to change clothes (“dress up”).
Provide conditions for musical improvisation, singing and movement to popular music.
Create an opportunity in the group, using furniture and fabrics, to build “houses” and shelters for games.
Negative assessments can only be given to the child’s actions and only one on one, and not in front of the group.
It is unacceptable to dictate to children how and what they should play; impose game plots on them. The developmental potential of the game is determined by the fact that it is an independent activity organized by the children themselves.
The participation of an adult in children’s games is useful if the following conditions are met: children themselves invite an adult to the game or voluntarily agree to his participation; The plot and course of the game, as well as the role that the adult will play, are determined by the children. And not a teacher; The nature of the role is also determined by the children.
Involve children in decorating the group for the holidays. Discussing different possibilities and proposals.
Encourage children to form and express their own aesthetic assessment of what they perceive, without imposing the opinions of adults on them.
Involve children in planning the group's daily life.

5 – 6 years The priority area of initiative is outside the situation – personal communication. Activities of the teacher to support children’s initiative:

Create a positive psychological microclimate in the group, equally showing love and care to all children; express joy when meeting; use affection and warm words to express your attitude towards the child.
Respect the individual tastes and habits of children.
Encourage the desire to create something according to your own design; draw children's attention to the usefulness of the future product for others and that joy. Which he delivered to someone (mom, grandmother, dad, friend).
Create conditions for a variety of independent creative activities for children.
If necessary, help children solve problems in organizing the game.
Involve children in planning the group's life for the day and for the longer term. Discuss the choice of performance for production, song, dance, etc.
Create conditions and allocate time for independent creative or cognitive activities of children according to their interests.

6-8 years The priority area of the initiative is learning. Activities of the teacher to support children’s initiative:

Introduce an adequate assessment of the result of the child’s activities while simultaneously recognizing his efforts and indicating possible ways and means of improving the product.
Calmly react to the child’s failure and offer several options for correcting the work: re-execution after some time, completion; improvement of parts, etc.
Tell your children about the difficulties that you yourself experienced when learning new activities.
Create situations that allow the child to realize his competence, gaining respect and recognition from adults and peers.
Recommendations for teachers to support children's initiative
Ask the children to show the teacher and teach him the individual achievements that everyone has.
Maintain a sense of pride in your work and satisfaction with its results.
Create conditions for a variety of independent creative activities for children.
If necessary, help children solve problems when organizing games.
Involve children in planning the group’s life for the day, week, month. Take into account and implement their wishes and suggestions.
Create conditions and allocate time for independent creative or cognitive activities of children according to their interests. “The balance of adult and child initiative is achieved not through a rigid separation of the spheres of adult dominance and child freedom, but through the flexible design of partnership activities, where both parties act as central figures in the educational process and where pedagogical interests and the interests of a specific group of preschoolers meet, and are not opposed »

Recently, the issue of using innovative technologies in preschool educational institutions has been increasingly raised.

Today the focus is on the child, his personality, and his unique inner world. A necessary condition for the development of a child’s personality is communication with adults and peers, which is associated with innovative technologies in organizing the process of development of children’s speech, namely its communicative side. The development of speech is associated with the formation of both the personality as a whole and all mental processes.

The activities of our preschool institution are aimed at developing communication skills in preschoolers, a culture of communication, the ability to briefly and clearly formulate thoughts, obtain information from various sources, and create a language environment that promotes the emergence of natural needs for communication.

Speech activity and initiative of preschoolers is a property of the child’s personality, manifested in the ability to perceive and understand the speech of others, independent, varied, proactive use of speech in communication, and active language acquisition.”

To develop the speech activity and initiative of preschool children, we implement both research and project activities.

The purpose of research activity is to understand the essence of a phenomenon, truth, discover new patterns, etc. Research involves putting forward hypotheses and theories, their experimental and theoretical testing.

The purpose of project activities is the implementation of the design concept. Projects can be without research (creative, social, informational).

The Federal State Educational Standard for Preschool Education states that one of the main principles of preschool education is to support children’s initiative in various types of activities. It is in research activities that a child learns to ask questions of an adult, he likes to experiment, and he gets used to acting independently.

When organizing research work on the development of speech activity and initiative of preschoolers, it is necessary to follow certain rules:

1. Develop in children the ability to act independently and independently;

2. Do not restrain children’s initiative;

3. Don't do for them what they can do;

4. Do not rush to make value judgments.

The position of the teacher is to support and encourage the child’s initiative.

To develop the speech activity and initiative of preschoolers, I work in the research group in the following areas:

Educational activities with children. For the consistent step-by-step development of children's research abilities, I conduct experiments and experiments. Children learn in classes to set goals, solve problems, put forward hypotheses and test them empirically, and draw conclusions. They experience great joy, surprise and even delight from their small and large “discoveries”, which give them a feeling of satisfaction from the work done.

2. Joint activity of an adult with children (observations, work, artistic creativity). In the spring, children plant onions and flower seeds, observe how plants develop, and come to the conclusion of what plants need to grow. Acquaintance with water occurs in the process of household work (washing hands, faces, toys).

3. Independent activity of children in restricted moments. It is important for the teacher to organize children’s activities, including independent activities, so that the student exercises his ability to observe, remember, compare, act, and achieve his goal. Something that is attractive, funny, interesting, arouses curiosity and is fairly easy to remember. We should not forget that the material with which the child did something himself is especially easy to remember and retains for a long time in memory: he felt, cut, built, composed, depicted.

4. Collaboration with parents. I build my communication with parents on the basis of cooperation, which brings them closer together and allows us to discover some new aspects of the child’s personality. Organized work with the family helps to focus parents on the need to maintain inquisitiveness and curiosity in the child. Children are happy to tell their parents about their discoveries and ask them to find new information and do something together.

The connection between experimentation and speech development can be seen when formulating a goal, during a discussion of the progress of an experiment, when summing up results and giving a verbal report of what was seen and done. The ability to clearly express one’s thoughts, draw conclusions, and formulate conclusions facilitates the experiment and contributes to the development of speech. During the experimentation process, the child needs to answer the following questions: How do I do this? Why do I do it this way and not otherwise? Why am I doing this, what do I want to know what happened as a result? In the process of experimentation, children get the opportunity to satisfy their inherent curiosity (why? why? how? what will happen if?), to feel like scientists, researchers, discoverers. At the same time, the adult is not a teacher-mentor, but an equal partner, which allows the child to show his own research activity.

I would also like to draw your attention to the project method, which can compensate for the problem of communication deficits, as well as become an effective means of speech development for preschool children. Today, design occupies a special place in preschool education. .

The project method in a preschool educational institution can be represented as a way of organizing the educational process, based on the interaction of the teacher and students, a way of interaction with the environment, and step-by-step activities to achieve a solution to the problem.

The following types of projects are used in the practice of modern preschool institutions:

Research projects require a well-thought-out structure, are completely subordinated to the logic of the research, involve putting forward a proposal for solving the identified problem, developing ways to solve it, including experimental ones. During the project, children experiment, conduct experiments, discuss the results obtained, draw conclusions, and present the research results in the form of newspapers, reports, and video sketches;
creative projects, as a rule, do not have a detailed structure of the joint activities of the participants; it is only outlined and further developed. The final result can be designed as a script for a video film, dramatization, holiday program, children's design, almanac, album. The presentation of the results can take place in the form of a holiday, an oral journal, a video film, dramatization, a sports game, or entertainment;
The structure of role-playing and game projects is also just being outlined and remains open until the work is completed. Children take on certain roles determined by the nature and content of the project. These can be literary characters or fictional heroes, imitating social or business relationships, complicated by situations invented by the participants. For example, children take on the character of a fairy tale and solve the problem in their own way. This type of project turns out to be effective for the speech development of preschool children;
information-practice-oriented projects are initially aimed at collecting information about some object or phenomenon; It is expected that project participants will become familiar with this information, analyze it, and summarize the facts. Pupils collect information, discuss it and implement it, focusing on social interests; the results are presented in the form of stands, newspapers, and stained glass windows.

Speech and communication accompany all types of children’s activities (play, work, cognitive-research, productive, musical and artistic, reading) and are an integral part of them. Therefore, the teacher has enormous opportunities to constantly work on the development of children’s speech within the framework of any interdisciplinary project.

Work on the project is distributed in stages as follows:

Stage I : includes the activities of the teacher - formulation of the problem, determination of goals and objectives, selection of material; children's activities - entering into the problem.

At stage II: practical activities take place to achieve the set goal (reading books, dramatization, recording the results in the form of newspapers and albums, joint activities of children and adults).

At stage III: the result of the project is presented - in the form of a presentation, show, theatrical performance.

Stage I of the implementation of my innovative project “They read to us - we play”

II - III : Reading Russian folk tales . D/game “Who’s missing?”

D/game "Fairy Tales". Reading K. And Chukovsky “Fedorino’s grief” - D/game “Collect the picture”

Thus, the use of the project method in preschool education as one of the methods of integrated teaching of preschoolers can significantly increase children’s independent activity, develop creative thinking, contribute to the enrichment and activation of children’s vocabulary, the development of coherent speech, and the development of the planning function of speech. It also makes the educational system of a preschool educational institution open to the active participation of parents.

Main sources:

1. Gavrilushkina O.P. Development of communicative behavior of preschool children in a kindergarten. // Child in kindergarten, 2003

2. Kovaleva, M. N. Psychological conditions for the development of speech activity of primary schoolchildren. Text. : author's abstract. dis. . Ph.D. Psychol. Sciences: 19.00.07 / M. N. Kovaleva; Psychol. Institute of Ros. acad. education. M., 2005

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