Child-parent project for children 6-7 years old “The Secret of Creating Cartoons”

Child-parent project for children 6-7 years old “The Secret of Creating Cartoons”

Introduction

What do children love most in the world? Well, of course, cartoons! Our childhood is closely connected with cartoons. In the context of the modernization of education and the transition to the Federal State Educational Standard for Preschool Education, the issue of creating conditions in kindergarten that would contribute to the disclosure of the potential and creative realization of each child, and also satisfy the desire of parents of kindergarten students to receive a quality education and harmonious development of their children, becomes relevant. Creating a cartoon and even a small cartoon studio on the basis of a preschool educational organization fully meets this requirement. A cartoon is a fairy-tale world that helps a child develop, fantasize, learn to empathize with characters, learn rules of behavior, and learn to be friends. Cartoons are a very effective tool for child development. Only if it's a good cartoon. With their help, you can engage your child in the learning process. And we also really love watching cartoons. We have also long dreamed of creating our own cartoon. But how to create it? Where to start? What are the secrets of creating cartoons?

Duration: 1 week.

Project type: research and creative.

Participants: child, parents.

Child's age: 6 - 7 years.

Relevance: All teachers know how important it is for children to be interested in engaging in one activity or another, so that their faces radiate joy and their eyes glow with delight. How to achieve such an effect? One of the most important conditions for the successful development of children's creativity is diversity and variability in working with children. The novelty of the environment, a variety of materials, new and original technologies interesting for children, the opportunity to choose - this is what helps prevent monotony and boredom in children's activities, and ensures the liveliness and spontaneity of children's perception and activity. It is important to create a new situation each time so that children, on the one hand, can apply previously learned skills, and on the other, look for new solutions and creative approaches. In search of methods to promote the development of a child’s creative thinking, I turned to animation. Project goals: Reveal the secrets of creating cartoons. Create a cartoon with your own hands.

Objectives: To introduce children to the history of the origin and development of animation.

• Introduce children to the technology of creating animated films.
• Expand children's knowledge about professions: screenwriter, director, animator, cameraman, sound engineer.
• Develop coherent speech skills.
• To develop stable skills of collective cooperation in preschoolers.

Research problem:

Practical significance of the project

The experience gained by children during the implementation of the project, through independent practical activities, contributes to the further development of cognitive thinking and creative abilities of children in the process of research activities.

Description of the stages of work on the project

1. Preparatory stage.

Determine the main areas of work. Systematization of material on this issue. Studying scientific literature on this issue.

2. Main stage. Day 1 - Selection of fiction, encyclopedic literature. Day 2 – Work with parents (conversations to create an exhibition of drawings of my favorite cartoon characters, making a poster).

Day 3 – Choosing the type of cartoon and the theme of the cartoon. Day 4 – Distribution of professional roles.

Day 5 - Making a cartoon background.

Day 6 – Making cartoon characters. Day 7 – Creating a cartoon.

3. Final stage.

7 day - prepare the collected material and arrange it in the form of an exhibition and multimedia presentation.

Conclusion

During the work, we got acquainted with the history of the development of animation and learned that:

More than 100 years have passed since the release of the first cartoon, but their popularity does not fade.

We learned what types of animation exist and that cartoons can be classified: by duration, by method of creation.

Animation is a collective art, time-consuming and very labor-intensive, despite all modern technologies. To create a cartoon, you need a whole team of specialists: a producer, screenwriters, animator director, animators, junior animators, artists, a cameraman, a sound engineer, actors for voicing characters.

We studied the process of creating a cartoon and realized that knowing the basic secrets of creating cartoons, you can create your own cartoon.

Thus, we were able to achieve the goal of our research. The hypothesis we put forward at the beginning of the study was confirmed: with the support of adults, we were able to create our first cartoon.

The knowledge gained during the study made it possible to increase the children’s interest in the art of animation. In the future, we dream of creating many more cartoons in different techniques.

As a result of this project, we learned a lot about how the cartoons we all love are created.

Conclusion: with available technical support, anyone can make a cartoon, but shooting cartoons is a very painstaking job!

Bibliographic list of sources used:

1. Timofeeva L. L. Project method in kindergarten. "Cartoon with your own hands." – St. Petersburg. PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2011.

2. Great encyclopedia of knowledge. Publishing house Eksmo.2010

3. Internet resources

wikipedia.org

Video.yandex.ru#how to shoot a cartoon with a camera#

veriochen.livejournal.com/121698html

Academician D.S. Likhachev once wrote that love for one’s native land, one’s country begins with love for family. And today we must restore our ancient values ​​of caring for family and home. The family influences the child and introduces him to society. We, adults, must help children understand the importance of family, cultivate love and respect for its members, and instill a sense of attachment to home. Unfortunately, in many modern families too little attention is paid to raising children.

The interaction of parents and teachers in the upbringing of preschool children is the mutual activity of responsible adults. It is obvious that the old forms of contact with parents are gradually becoming obsolete. Modern parents, first of all, demand respect for themselves; they are literate, informed, but at the same time very busy. Therefore, they do not want any unnecessary information. Parents' employment is the main problem in the interaction between kindergarten and family. Thus, there is a need to find new approaches to organizing work on the interaction of a preschool educational institution and the families of pupils.

In the practice of modern educational organizations, only traditional forms of work to interact with families are often used, such as: consultations, exhibitions, parent meetings, and, most rarely, conferences, open days, which are held irregularly, and the topic does not always coincide with the content. Parents do not actively participate in such events. Innovative approaches to interaction with the families of pupils are needed, since the use of various forms of work with the parents of pupils helps parents become active participants in the educational process, from “spectators” and “observers” to become active assistants to the teacher.

In order for parents to become interested in the life of the kindergarten and become active participants in the educational process, it is advisable to use one of the unique and effective forms of interaction between the preschool educational institution and the family - project activities. This unique tool not only ensures co-creativity between children and adults, but also ensures cooperation and mutual assistance between teachers and parents. It is a means of integrating preschool educational institutions and families.

The project method is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, during which the child learns about the world around him and embodies new knowledge into real products. The essence of the “project method” in education is such an organization of the educational process in which students acquire knowledge and skills, experience in creative activity, an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks of projects that have not only cognitive, but also pragmatic value. “Everything I learn, I know, why I need it and where, and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills.

The project method is based on the idea of ​​focusing the cognitive activity of preschoolers on the result that is achieved in the process of joint work between the teacher and children on a specific practical problem (topic).

In kindergarten, projects can only be for children and adults. Children, parents, teachers, and preschool specialists take part in such projects. This form is interesting because the joint collection and production of attributes, games, competitions, and presentations reveal the creative potential of children and attract parents to participate.

During the implementation of the project, interaction and creative collaboration occur between parents and children. The atmosphere of fun and games allows you to throw off the shackles of self-control and show your best side. By getting to know their loved ones better, children and parents become closer to each other, which naturally affects the results of their activities.

The foundations of project activities were laid at the beginning of the twentieth century in the pedagogical works of D. Dewey, W.H. Kilpatrick, E. Collings and others. At the same time, domestic innovative teachers S. T. Shatskiy, V. N. Shulgin, M. V. Krupenina, V. V. Ignatiev and others. The authors studied the conditions and methods of introducing and applying project activities in the practice of working with preschool children. In 2000, the active use of project activities began in domestic preschool educational organizations. The teachers believed that project activities could ensure intensive development of creative initiative and independence in children’s learning and would establish a connection between theory and practice.

Veraksa N. E. identifies three main types of project activities: creative, research and normative, each of them has its own characteristics, structure and characteristic stages of implementation. In practice, preschool educational institutions often plan and organize research and creative projects.

Project activities are aimed not only at developing the child’s personality, but also at developing his creative and cognitive abilities, the ability to plan and navigate the information space, work in a team, and carry out the process of learning the necessary information, which should be supported by the real result of the work. N. E. Veraksa said: “project activity has a pronounced coloring and ultimately becomes one of the few socially significant actions available to a preschooler.”

Another feature of this method is that it is targeted, both in the process of interaction and in the final result. Project activity can be represented as a way of organizing the learning process, based on the interaction of the teacher, student and his parents, in step-by-step practically significant activities. The child gains knowledge and skills in the process of careful planning and implementation of gradually more complex practical exercises (projects) and achieves his goal together with the teacher and parents.

In the process of project activities, various tasks are solved: educational, creative, psychological, educational, since they can have different topics and content. Children's knowledge about the world around them expands. In addition, children’s general abilities – cognitive, communicative and regular – develop. A variety of play activities also develops, children’s friendly relationships are formed and strengthened, they become more attentive to each other, and begin to be guided not only by their own opinions, but also by established norms. Thus, the child acquires the qualities of a socially competent person.

Child-parent relationships develop and improve through the joint implementation of a plan. Parents develop an analytical view of the practice of raising and educating children. The position of parents and educators will become more flexible. Children become interesting to parents as partners in joint activities. Now they are not spectators and observers, but active participants in various events. Fathers and mothers feel more competent in raising children. This involves carrying out research and creative projects. Involving parents in joint project activities gives them the opportunity to gain new experience in modeling their own parental behavior, enrich their teaching experience, and discover unknown sides of their own child’s personality.

Project activities also have a huge impact on the teacher. Design forces the teacher to constantly be in the space of possibilities, which changes the worldview and excludes the use of standard actions, requiring personal and creative growth. In this situation, the teacher becomes an attractive communication partner. The teacher designs, plans a system of influences on the child, and predicts the result. The interest of parents in achieving their goals serves as a real help to the teacher. Interaction and cooperation of parenting adults has a positive effect on the all-round development of the child.

With the help of project activities, you can reach a new level of interaction with the family of pupils, change the relationship in the “children - parents - teacher” system. Parents will begin to see teachers as their assistants in education and training, and the kindergarten will become a partner for them. Thanks to this, an atmosphere of mutual respect and understanding of each other is created.

Thus, project activity is an optimal, innovative and promising method. The introduction of project activities into the practice of preschool educational institutions will significantly increase the independence and activity of children, develop their creative and analytical thinking, the ability to find interesting information about a subject or phenomenon and use the acquired knowledge in reproducing new projects. Based on a personality-oriented approach to teaching and upbringing, project activities should ultimately contribute to the personal development of the child.

Adults, in turn, need to help the child discover a problem or provoke its emergence, awaken interest in it and lure children into a joint project. Child-parent pedagogical projects will contribute to the establishment of partnerships with the child’s family and will help in solving pressing problems in the upbringing and education of children in the community of parents and teachers. The attitude of parents will change, both towards the teacher and towards the preschool educational organization as a whole, which in turn will ensure high-quality results of teaching activities.

Project “School for Parents. We are together!"

Municipal autonomous educational institution

"Chemical-technological school "SinTez"" Perm

Project “School for Parents”.

Leaders:

Mantsigonyan Angela Ravilyevna – primary school teacher of the MAOU Chemical-Technological School “SinTez”, Perm, Perm Territory

Participants:

Teachers, parents and students of primary school.

Deadlines:

September 2021 – May 2021

Formulation of the problem

The tasks facing the education system today increase the responsibility of parents for the effectiveness of the educational process in educational institutions, since it is the parent community that is directly interested in improving the quality of education and development of their children.

Our school conducted a survey of 87 parents and 134 children, which revealed that the most preferred activity of parents with their children is watching television programs with adult content, even non-educational ones. The established fact states a lack of cognitive information for children. Some parents (37%) have the opportunity to pay attention to the cognitive activity and development of their child’s intellectual abilities at least once or twice a week, 28% - only on weekends, 7% - daily, 4% - during vacation and only 4% of respondents indicated that they did not have such an opportunity at all.

The main reasons preventing parents from paying attention to education and the development of learning motivation in children are:

— lack of time due to high professional employment – ​​51%,

— lack of special knowledge, skills and abilities in pedagogy – 32%;

— 23% of parents believe that their child already receives enough information at school;

— 21% – indicate an insufficient level of their development and education;

- 15% - admitted their own inertia;

- 6% of parents noted that they did not see the point in this.

In such a situation, it is possible to increase the degree of parental activity only under the condition of continuous organized interaction between the educational institution and the family.

A contradiction has emerged

between the desire of parents to have a smart, educated and developed child and the lack of time, lack of special knowledge, skills and abilities for the formation of cognitive activity in primary school children.

Project goals:

Creation of psychological and pedagogical conditions for testing and implementing an effective model of interaction between parents and educational institutions for the development of intellectual and cognitive abilities and increasing motivation for the educational process among students.

Tasks

:

Organize interaction between teacher - parents - students to develop skills of educational independence and development of cognitive activity of younger schoolchildren through the involvement of the family in the educational process of the school institution and joint activities in extracurricular activities.