Creative project "Family values and traditions"

Municipal budgetary preschool educational institution “General developmental kindergarten No. 2 “Luchik” in the village of Letno-Khvalynskoye, Spassky district, Primorsky Territory

I APPROVED Senior teacher of MBDOU “DS No. 2 “Luchik” ____________O.Yu.Lashun “__”_________ 2021

PROJECT “Family Values and Traditions”

Project author: preparatory group teacher Evgenia Petrovna Dyshlyuk

2018 “The child is the mirror of the family; Just as the sun is reflected in a drop of water, so the moral purity of the mother and father is reflected in the children.” V.A. Sukhomlinsky

Project topic: “Family values and traditions”

Project author: preparatory group teacher Evgeniya Petrovna Dyshlyuk Project implementation period: from 02/19/2018 to 03/23/2018 Project type : group, creative Project participants: children of the preparatory group, teacher, parents of students. Relevance : - In preschool age, the formation of cultural and value orientations occurs. — The family is the most important institution for nurturing the patriotic qualities of a child. — Children have fuzzy, unclear, unformed ideas about the family, about the levels of family value. — The preschool educational institution does not summarize material on the formation of family values in older preschoolers. — Parents underestimate the importance of family traditions. There is no consistency in raising children. The family is the source and important link in transmitting to the child socio-historical experience and, above all, the experience of emotional and business relationships between people. Taking this into account, we can rightfully assume that the family has been and will be the most important institution for the upbringing and socialization of a child. Project goal: - Formation of the moral foundations of the child’s personality, culture of communication and relationships, nurturing love for loved ones. Project objectives : Educational: - consolidate and generalize children’s knowledge about family, close and distant relatives, their relationships; - form an idea of the family tree, the origin of the family line, the surname; — deepen knowledge about the professions of family members; understand the importance of the work of adults, the characteristics of their professional activities; - show the child the importance of family and parents in his life and the life of society; — develop cognitive abilities in children, actively include them in cognitive search activities. Educational: - to cultivate the basics of moral qualities: the ability to take care of your loved ones and provide them with all possible assistance; — to develop in parents and children the ability to communicate on the basis of cooperation; feelings of family cohesion; - cultivate love, respect and trust for loved ones, a sense of mutual assistance in the family.

The object of the study is the family values and traditions of senior preschoolers, as well as their parents. The subject of the study is the families of the pupils, family relationships, family traditions and customs. Research hypothesis: Children need to be introduced to family traditions and customs, to increase interest in family values, but the content of work in kindergarten does not fully solve the problem. Theoretical significance : Consists in the development of content, methods and forms, which provides for the gradual organization of introducing children to family traditions, increasing interest in family values and the participation of parents in joint events. Practical significance : - Improving the quality of the educational process in spiritual and moral education through the organization of joint research activities of parents, children, and teachers. — Creation of a methodological piggy bank for spiritual and moral education. — Activation and enrichment of parents’ educational skills in introducing preschoolers to family traditions and values, maintaining their confidence in their own pedagogical capabilities. — Creation of conditions in the kindergarten group for generalizing material on the formation of family values in older preschoolers. — Strengthening the family connection with the kindergarten. -Formation in children of interest in their family, preservation of family traditions and customs, instilling respect for family members. Novelty Consists in the development of new strategic approaches to introducing children to family traditions, values and interaction with the family in raising a child in a kindergarten. Joint research activities of preschoolers, parents and teachers to study the history of family and clan contributes to the formation of patriotism, tolerance, cultural and value orientations, spiritual and moral development.

Expected results: - Ability to create your own pedigree. - Ability to write a story about your family and parents’ profession. — Possession of productive skills, compiling and designing a family album. — Respectful attitude towards the older generation. — Careful attitude towards family photographs. - Participation of parents in improving the subject-development environment - Improving the quality of the educational process, the learning process becomes more exciting, emotionally rich. — Creation of a methodological piggy bank on this problem. — Increasing the level of parental activity in organizing joint activities to raise children. — Parents’ confidence in their teaching capabilities will increase.

Products of project activity: - Wall newspaper “Oh, what mothers, a sight for sore eyes!” — Creative work: “The family tree of my family”, “My pedigree”. — “Family Calendar” and “Family Album” — Presentation “Family Values and Traditions” — Information Guide for Parents: “The Role of the Family in the Moral Education of Children” — Information Field for Parents: “Family Values and Traditions as a Means of Personality Education” — Pantry knowledge for parents: “My family is my wealth!” — Exhibition of creative works of children “Mom my sunshine!”

STAGES OF THE PROJECT

Stages of project implementation and deadlines Contents of activities

Project participants Organizational

02/19-03/02/18 - Collection and analysis of literature on this topic - Survey of children about their family - Drawing up a work plan - Free conversation with parents on the topic of the project - Information field for parents “Family values and traditions as a means of personal development” - Development and content project “Family Values and Traditions” Educator, parents, children Practical

03/05-03/16/18 - Collecting information about the family values of the families of the pupils (photos, stories) - Minutes of communication: “Talk about mom” - Drawing competition “Mom is my sunshine” - Interviews with children - children’s stories about their mothers: “About the most beloved in the world, I’m talking about my mother!” — Art workshop: making a wall newspaper “Oh, what mothers, a sight for sore eyes!” — Free conversation on the topic: “My loved ones,” “Traditions of our family.” — Reading poems on the topic “My family is my wealth.” - Individual communication with children “Tell me about your family” (based on pictures) - Conversation - reasoning with children on the topic: “Is it possible for a person to live without a family?” - “It’s not without reason that the proverb is said” - introducing children to proverbs about family.

— Information guide for parents: “The role of the family in the moral education of children.” — Family living room “Family values and traditions” (parents visiting children in a kindergarten group). — Fiction: reading Russian folk tales: “Sister Alyonushka and brother Ivanushka”, “Little Khavroshechka”, “Swan Geese”; works: Y. Akim “My Relatives”, V. Oseeva “Sons”. — Individual lessons with children on the topic “Family through the eyes of a child” — Minutes of communication: “A day off in our family,” “Dearest people” — Discussion of situations: “I have a big family,” “My children’s album,” “Who am I?” similar?" — Speech game “Name your relatives.” — Information campaign “Family traditions and home holidays” — A storehouse of knowledge for parents: “My family is my wealth!” Educator, parents, children Generalizer

03.19-03.23.18 - Family art studio (creative work on making a family tree): “The family tree of my family”, “My pedigree”. — Minutes of communication with children: “Did you like creating your family tree?” — Making a “Family Calendar” and a “Family Album” — Creating a presentation “My family is my wealth” Educator, parents, children Literature: 1. Dal V., Proverbs of the Russian people. A collection of proverbs, sayings, sayings, proverbs, proverbs, jokes, riddles, beliefs, etc. M., 1862; ed. 2nd. St. Petersburg, 1879; ed. 3rd, St. Petersburg, 1904, ed. 2012. 2. Rogozyansky A. Do I want or need to? About freedom and discipline in raising children. M., 2011. 3. Titov V. Game in life. – M., 2013. 4. Rivina E.K. Why introduce preschoolers to ancestry? – M.: Education, 2014. 5. Solomennikova O.A. Education and training in the senior group of kindergarten. Program and methodological recommendations / Compiled by Solomennikova O.A. / M.: Mozaika-Sintez, 2014 6. Artistic creativity and the child. — Ed. N.A. Vetlugina. – M.: Pedagogy, 2012.

Pedagogical project “Kindergarten + family”

Family and preschool are the two most important institutions for the socialization of preschool children.
Thanks to the emotional microclimate of the family, the child develops an attitude towards himself, a sense of self-worth is determined, and value orientations and worldviews appear. In a preschool institution, a child acquires the ability to interact with other children and adults, show his own activity, and receives a comprehensive education. Despite the various educational functions, close interaction between the family and kindergarten is necessary for the development of the child. Unfortunately, the child is often caught between these two most important educational institutions, finding himself in a world of conflicting demands, which affects his emotional and psychological development. To avoid such discomfort, it is necessary to create a unified educational environment, then the child will feel calmer and more confident, will be able to reveal his creative potential, and develop comprehensively. In our opinion, a unified educational environment implies not only uniform requirements for the child of the preschool educational institution and the family, but also the active participation of the family in the life of the kindergarten for the purpose of painless adaptation of the child who has just left the womb of the family, his best psychological well-being, and also for his successful socialization. In addition, close interaction between family and kindergarten allows the child to immerse himself in the space of his father’s family, to feel involved in his family, which is important for the spiritual and moral development of a preschooler. A kindergarten is the first public institution with which parents come into contact and its activities are aimed at helping families raise children. (RF Law “On Education”, Article 18, paragraph 3).

Family and kindergarten are two social institutions that stand at the origins of our future, but often they do not always have enough mutual understanding, tact, and patience to hear and understand each other.

At present, when the upbringing and development of a preschool child is greatly negatively influenced by the employment and detachment of parents, access to mass pseudoculture, weakening family ties and connections between generations, the task of moral and civic education in the educational process of a preschool educational institution has become more urgent. .

The formation of new approaches to the development of a parenting culture is based on increasing the status of the family in the eyes of parents, in the eyes of their children and teachers. In addition, teachers convey the idea that the culture of parenthood is laid down in childhood, and throughout life, before entering marriageable age, children develop a certain stereotype of family relationships, which, when grown up, children will begin to implement in their family life.

Misunderstanding between family and kindergarten falls heavily on the child. It is no secret that many parents are only interested in their child’s nutrition and believe that kindergarten is a place where they only look after their children while parents are at work. And we, teachers, very often experience great difficulties in communicating with parents for this reason.

Currently, family education is in a crisis stage. The reasons for the crisis of the modern family and family education are the media’s advertising of examples of base culture, rampant lack of culture, selfishness and violence, material values dominate over spiritual ones, so children’s ideas about mercy, generosity, kindness, justice, patriotism, and citizenship are distorted.

Observations from work experience have shown that modern parents, when raising children, increasingly need the help of specialists in the field of education and development of preschool children; many problems become relevant for them: “What should a child be taught?”, “How to play with him?” , “How to cope with his whims and disobedience?”

Working with parents is a complex and important part of a teacher’s work. Relationship with the family is vital, because parents and teachers are educators of the same children. Every parent wants that, in addition to successfully mastering knowledge and skills, the child will self-actualize, developing his creative abilities.

Reasons for the problem: in a modern family, the priority is the relationship between parents. Child-parent relationships fade into the background. There is an assignment of responsibility for the upbringing and development of the child to third parties. The organization of joint family leisure time is being simplified and family traditions are being lost.

While working on the project, we used the following principles of interaction with parents:

Goodwill.
Individual approach.
Cooperation.

Among the problems of family education, the following topical topics can be identified:

lack of understanding by parents of the intrinsic value of childhood;
parents’ inability to reflect on their own teaching activities;
identifying and correcting the causes of pedagogical errors;
insufficient information from parents about the activities of children in preschool educational institutions.

All this prompted us to organize the “Family Club” . The implementation of this project involves the participation of children, parents, educators and specialists.

Thus, this interesting form of work will help parents get to know each other better, share their experience of family education, and intensify creative communication between parents and children. The activities of the “Family Club” are aimed at implementing non-traditional forms of interaction between the preschool institution and the family.

Project passport

Type of project: information and research.

Duration of the project: long-term (from September to May).

Project participants: children, group teachers, specialists, parents of students.

Educational areas:

“Physical culture”, “Health”, “Safety”, “Socialization”, “Work”, “Cognition”, “Reading fiction”, “Artistic creativity”, “Music”.

Objective of the project:

To develop skills of cooperation, communication, co-creation between parents and children.

Project objectives:

To structure the work of educators with parents and give it a comprehensive character.
Establish partnerships with the families of pupils, join forces for the development and upbringing of children.
Develop a sense of family cohesion in children.
Create an atmosphere of mutual understanding, emotional mutual support, common interests of teachers, parents and children.
Introduce parents to methods and techniques for organizing leisure activities in the family.
Activate and enrich the educational skills of parents.

Conditions for the project:

1. Integration and differentiation of interaction between preschool educational institutions and parents with the content of the main general education program of preschool education in groups with a general developmental focus with priority implementation of activities in the cognitive and speech direction of children's development.

2. Availability of theoretical and practical knowledge among teachers.

3. Accumulation and systematization of materials on the interaction between preschool educational institutions and families.

4. Active cooperation with family and society.

Distinctive features:

The content of this project covers a very wide range of activities of preschool children, parents and teachers of preschool educational institutions, taking into account the integration of areas and thematic weeks in preschool educational institutions. The project is designed in such a way that you can use mini projects for each month separately (September - educational area Socialization, October - educational area Labor, November - educational area Physical culture, December - educational area Security, January - educational area Cognition, February - educational area Reading fiction, March - educational area Artistic creativity, April - educational area Health, May - educational area Music).

The project offers recommendations that can become a support for teachers when planning the educational process, as well as consultations, seminars and recommendations for parents.

This project can be recommended for use in the work of teachers of all types of preschool educational institutions and parents. The project does not impose requirements on the content and volume of starting knowledge, or on the level of development of the child, but requires the active participation of parents, children, and teachers in its implementation. The project was developed in accordance with federal state requirements, taking into account the organization of interaction with the families of pupils and the integration of educational areas.

Expected result:

Children

There will be an interest in something new, unknown in the world around you. Asks questions to adults, likes to experiment. Takes a lively, interested part in the educational process.
Positive relationships will be formed between children and parents, and the family microclimate will improve.
Will master the universal prerequisites for educational activities: the ability to work according to rules and patterns, listen to an adult and follow his instructions.
Basic physical qualities and the need for physical activity will be formed.
Reacts emotionally to works of fine art, works of art, and the natural world.

Parents

They realize the importance of the common requirements of family and kindergarten, and become closer to teachers and other parents.
They will attend all kindergarten events with pleasure.
Get acquainted with the traditions of the group and preschool educational institution.
They will be active participants in matinees, holidays, and games.

Teachers

They will bring the family closer to kindergarten.
They will help determine the optimal ways of interaction in the educational influence on the child.
Get acquainted with the traditions of the pupils' families.

Conclusions:

The organization of interaction between the preschool educational institution and the family in the form of the family club “Commonwealth” is an interesting modern model of working to attract parents to active participation in the educational process and helps to strengthen the connection between the preschool institution and the families of pupils. As a result of informal communication between children and adults, not only an intra-family, but also an inter-family friendly atmosphere is created, which will serve to reveal the creative abilities of children and adults.

Products:

Methodological recommendations for preschool teachers on working with families of preschool children.
Information and methodological material for parents (collection) on the development of a preschooler.

Contents of areas of work with families by educational area

Educational field "Health"

Explain to parents how family image affects the child’s health.
Factors influencing the child’s physical health: calm communication, nutrition, hardening, movement.
Negative factors (hypothermia, overheating, overfeeding, etc.) causing irreparable harm to health.
Encourage parents to read fiction and watch films together with their child.
Introduce parents to health-improving activities carried out in kindergartens.
Combine with parents and with the participation of the medical and psychological service of the d/s to create individual health programs for children and support the family in their implementation.

Educational field "Security"

Show parents the importance of developing environmental consciousness as a condition for the overall survival of man, nature, family, and all humanity.
Inform parents about their children's achievements.
Show forms of work for children's safety on the issue of child safety.

Educational field "Socialization"

To acquaint parents with the achievements and difficulties of public education in kindergartens.
Involve in drawing up an agreement on cooperation between the program and the interaction of family and family in raising children.

Educational field "Labor"

To study the traditions of labor education that have developed and developed in the families of pupils.
Carry out campaigns for improvement and landscaping of the territory of the village.

Educational area "Cognition"

Draw the attention of parents to the possibilities of the child’s intellectual development in kindergarten and at home.
Involve parents in joint research, project and productive activities with their children in the family and day-to-day activities that contribute to the emergence of cognitive activity.
Conduct joint competitions and games – quizzes.

Educational field "Communication"

To study the peculiarities of communication between adults and children in the family. Draw the attention of parents to the possibilities of developing the child’s communicative sphere in kindergarten and at home.
Involve parents in cooperation of various contents and forms (Family and parent clubs) that promotes the development of free communication between adults and children.

Educational field "Reading fiction"

Show parents the importance of reading at home by developing the child’s passive and active vocabulary and verbal creativity.
Competitions, literary lounges, meetings with poets, visits to the library. Support children's writing.
Involve parents in project activities - designing albums, newspapers, magazines, books.

September

(Children are playing - let's play together)

"SOCIALIZATION"

1. Preparatory stage (1 week)

Definition of the problem, goal and objectives.
Studying literature, selecting material, finding and establishing effective connections with parents:

— updating and concluding an agreement between the preschool educational institution and parents;

— drawing up a work plan for preschool educational institutions to work with families.

2. Main stage (2-3 weeks)

Target:

To target parents, to involve parents in an active, collaborative form in the new school year. Introduce parents and children to the plan for the year. To acquaint parents with a variety of games and give them knowledge about its implementation, materials, and tasks.

Oral journal “The role of story-based play in the development of preschool children.” Article “What role-playing games teach” (replenishment of the s.r. games in the group with manuals)
Questioning parents: “What does a child learn in play?”
Questionnaire to identify the level of teaching capabilities of parents, “Your wishes and expectations”, etc.
Joint drawing with a child at home “Who I would like to become.”
Card index of games for parents “Playing at home.”
Consultations “Rules of the game for children and parents”, “What to consider when choosing toys.”
Making attributes for role-playing games.

3. Final stage (week 4)

Joint play activity “Children play - let’s play together.”

Goal: increasing the pedagogical competence of parents on the problem of enhancing the play activities of preschoolers in a family environment.

Objectives: to show parents the importance of joint games and toys for the development of a child, to consider the rules for organizing play activities, to develop communication skills with their child during the game.

Form: traditional with elements of joint games between children and parents.

October

(Through the beautiful - to the humane)

"WORK"

1. Preparatory stage (1 week)

Definition of the problem, goal and objectives.
Invitation of parents to the round table “Educating with kindness”, selection of photographs “A smile makes a gloomy day brighter.”
Involving parents in the moral education of children and joint work.

2. Main stage (2-3 weeks)

Goal: Expanding parents’ ideas on the issue of moral, aesthetic and labor education of preschool children, improving the pedagogical culture of parents. Involve parents in the labor education of children, develop the desire to do as many useful things as possible for others.

Articles, consultations, memos: “Feeders and how to make them”, “Houses from the wind” (Help in choosing a place for feeders, installing them), “Work education of children in the family”, “Teach your child to work”, etc.
Photo exhibition “A smile makes a gloomy day brighter.”
A selection of poems about autumn, the autumn harvest.
Meeting for parents “Patience and work will grind everything down.”

3. Final stage (week 4)

Day of Good Deeds “Our Little Friends”.

Goal: Involving parents in the moral education of children and joint work. Uniting children's and adult teams.

Objectives: To introduce parents to the work experience of kindergarten teachers, to facilitate the exchange of experiences in family education, and to strengthen family relationships.

Form of implementation: Joint creativity of children and parents.

November

(So that the child grows up healthy)

"PHYSICAL CULTURE"

1. Preparatory stage (1 week)

Definition of the problem, goal and objectives.
Studying the experience of parents in preventing illness in children, the role of family and kindergarten in shaping the health of children.
Selection of literature on health protection.

2. Main stage (2-3 weeks)

Goal: Coordination of the points of view of teachers and parents on the physical development of children, to identify factors influencing the physical development of children, to convey to parents the importance of physical exercise.

Articles: “Charging positive thinking”, “Outdoor games”.
Photo newspaper “How we protect our health.”
Exchange of family experiences in physical education (story about your sports traditions).
Consultations: “On correct posture”, “The role of the family in the physical education of a child”, etc.
Joint events between children and parents: “We take our balls...”, “Gymnastics for two”, etc.

3. Final stage (week 4)

Sports festival with parents “If you want to be healthy.”

Goal: To introduce families to a healthy lifestyle, to cultivate respect for one’s health and interest in physical education through joint sports activities.

Objectives: To create conditions for various types of physical activity of children in accordance with their age and individual characteristics, to help parents awaken their child’s interest in sports, to develop in him elementary ideas about the benefits of physical activity, to create a positive emotional climate in the family.

December

(Child safety)

"SAFETY"

1. Preparatory stage (1 week)

Definition of the problem, goal and objectives.
To study the competence of parents about teaching preschoolers safe behavior in conditions of universal human survival.

2. Main stage (2-3 weeks)

Goal: Preserving the life and health of children; developing in parents a sense of responsibility for the safety of their child; pedagogical education of parents on this topic.

Design of the traveling folder “Children's fears”.
Conversations with children “Developing the skill of safe communication with strangers.”
Reminders, consultations for parents: “Alone with danger”, “Safety in your home”, etc.
Excursion to the city fire department.
Direct educational activity “Young firefighters rush to the rescue.”

3. Final stage (week 4)

1. Role-playing game “Fire friend - fire enemy.”

Purpose: To identify possible dangers for a preschool child; determine the role of parents in developing children’s safe behavior skills.

Objectives: To teach children to navigate problem situations, to introduce children to fire and its properties, to instill in children the need to take care of their safety.

Form of delivery: Seminar-workshop “Ensuring child safety.”

January

(Journey to the land of knowledge)

"COGNITION"

1. Preparatory stage (1 week)

Definition of the problem, goal and objectives.
To study parents' knowledge about mathematical and educational games. Answers to parents' questions.

2. Main stage (2-3 weeks)

Goal: Expanding contact between teachers and parents; modeling prospects for interaction in the field of “Cognition”; improving the pedagogical culture of parents. To provide in-depth knowledge about mathematical and educational games.

Consultation “Development of ideas about color, shape, size through educational games.”
Environmental campaigns: “Feeding Trough”, “Birdhouse”, “Plant a Tree”, etc.
Questionnaire for parents “What games do we use to strengthen knowledge about color, shape and size?”
Memo for parents “Features of development of children in the fifth year of life.”

3. Final stage (week 4)

Parent meeting “The journey to the land of knowledge continues.”
Quiz for children and parents “Uma Chamber”.

Purpose: Consider the age and individual characteristics of children; introduce parents to the tasks and features of educational work; teach parents to observe the child, study him, see successes and failures; give in-depth knowledge about mathematical, educational games.

Form of implementation: Meeting - travel.

February

(The Magic World of Books)

"READING FICTION"

1. Preparatory stage (1 week)

Definition of the problem, goal and objectives.
Studying the experiences of parents about the role of reading books for the comprehensive development of children.

2. Main stage (2-3 weeks)

Goal: To expand parents’ understanding of the role of books in raising a child; stimulate parents' self-education; instill reading culture skills; cultivate a caring attitude towards books.

Family newspaper “The role of books in family education.”
Folder-moving “What to do if a child does not want to listen to books read.”
Memo “What to consider when choosing a book for a child”, “How to become a good reader”.
Consultations: “How to memorize a poem with children”, “Cultivating a love of books in preschoolers.”
Creative workshop “If a book is sick.”

3. Final stage (week 4)

Theatrical performance, quiz - “The World of Fairy Tales”.

Goal: Bringing parents to the conclusion that reading books to children plays a huge role for their comprehensive development.

Form: Family living room.

March

(Magic colors)

"ARTISTIC CREATIVITY"

1. Preparatory stage (1 week)

Definition of the problem, goal and objectives.
Studying parents' experiences about the importance of games that develop color perception for preschool children.

2. Main stage (2-3 weeks)

Purpose: To familiarize parents with didactic games that develop children’s ability to perceive a system of color tones; instilling in children and parents a sense of joy from joint activities. Foster a desire to show creativity and initiative.

Thematic exhibition of crafts and drawings “Drawing with mothers.”
Design of family newspapers “We are mother’s helpers.”
Reminders, consultations: “Magic drawings”, “Unconventional drawing techniques at home”, “Drawing with your child”.
Selection of poems, drawings, wishes.
Photo exhibition “The most charming and attractive”.

3. Final stage (week 4)

Joint gaming leisure “Magic colors”.

Goal: To instill in children and parents a sense of joy from joint activities, to form in parents and children an understanding of the importance of games that develop color perception.

Form of holding: Friendly meeting.

April

(Health is fine, thanks to exercise)

"HEALTH"

1. Preparatory stage (1 week)

Definition of the problem, goal and objectives.
To study the experience of parents about protecting and strengthening the physical and mental health of children.

2. Main stage (2-3 weeks)

Goal: To form healthy lifestyle habits in children and parents; introduce parents to different types of gymnastics; develop the desire and ability to spend leisure time usefully, cheerfully and energetically.

A selection of poems and proverbs about health and sports.
Oral journal “Movement is life.”
Folder-moving “Complex of morning exercises with children and parents”, complexes of breathing exercises, for the eyes, etc.
Making sports equipment from waste material.
Consultation with specialists on the prevention of flat feet, seminar “How your baby stomps.”
Parent meeting “Creating the need for a healthy lifestyle.”

3. Final stage (week 4)

Joint leisure time “My funny ringing ball.”

Goal: To introduce parents to different types of gymnastics; promote the acquisition of practical skills for carrying them out at home; create conditions for the exchange of family experience in the physical education of preschool children.

Form of delivery: Seminar – workshop.

May

(Hello summer)

"MUSIC"

1. Preparatory stage (1 week)

Definition of the problem, goal and objectives
Analyze the results of educational, cultural and leisure activities of the “Family Club” for the academic year.

2. Main stage (2-3 weeks)

Purpose: To provide information about the success of the Family Club at the end of the school year, to prepare parents for the beginning of the next year.

Creation of a photo newspaper “It’s fun to walk together”, “We are happy because we are together.”
Quiz for parents and children “Musical palette”.
Memos and consultations for parents “Musical development of preschool children”, “Musical education in the family”, etc.
Preparation of prizes, certificates, diplomas and letters of gratitude for awarding students and parents of the group who took an active part in the life of the “Family Club”.
Learning songs on a summer theme and having fun.

3. Final stage (week 4)

Multimedia presentation of the Family Club project - Commonwealth.

Goal: Analyze the results of the joint work of the “Family Club”; thank the parents who provided great assistance to the group during the school year

Form: Creative report.

Author: Evgrafova Angela Konstantinovna, senior teacher of MBDOU “DSOV No. 76”, Bratsk, Irkutsk region.

The article is published in the author's edition

II All-Russian competition of family projects “Under the sail of the family...”

Application for participation in the Competition
Regulations on the Competition

Receipt for payment of registration fee

POSITION

about the II All-Russian competition

"Under the sail of the family..."

The interaction between teachers and families is one of the most important tasks of an educational institution. One form of cooperation with families is project activity. Today it is becoming increasingly widespread in educational institutions. The project method is relevant and very effective. It develops creative thinking and imagination, gives the child the opportunity to experiment, synthesize acquired knowledge, creativity and communication skills.

Design makes possible real cooperation between the educational institution and parents. Parents love their children, but often have a superficial interest in his life in kindergarten or school, especially if he does not have any special problems. They are more interested in the question: what did you eat, how did you do it? Answer: “Good” suits them quite well. To interest parents, involve them in the life of the educational institution, and make them allies in their work, various forms of interaction with the family are used, one of which is the implementation of family projects. A family project is a wonderful opportunity for parents to show their child their interest in his activities, to join the world of his hobbies, as the family together with the child solves a problem that is significant to them: participation in a competition, an exhibition, the creation of family coats of arms, a pedigree, a trip on an excursion, creating a presentation.

In accordance with the unified calendar of mass and methodological events for 2021 - 2021. The Center for Civil and Youth Initiatives “Idea” in Orenburg is holding the II All-Russian Competition of Family Projects “Under the Sail of the Family...” (hereinafter referred to as the Competition).

1. Purpose and objectives of the Competition

1.1 Formation of family values based on joint intellectual and creative activity of children and adults;

1.2 Contribute to the activation of joint activities of children and parents;

1.3 Involving family groups in solving social problems;

1.4 Preservation and development of continuity of family-creative relationships;

1.5 Preservation and revival of spiritual and moral traditions of family relationships - culture, lifestyle, emotional climate, educational function of the family.

2. Founders and organizers

2.1 All-Russian Center for Civil and Youth Initiatives “Idea”, Orenburg;

2.2 The organization and conduct of the Competition is the responsibility of the creative department of the Central State Medical Institute “Idea”.

3. Participants of the Competition

3.1 All interested families can take part in the competition, regardless of the age and educational institution of the child (children).

4. Dates of the Competition

4.1 The competition runs from November 12, 2021 to January 13, 2020;

4.2 Summing up the results of the competition from January 14, 2021 to January 20, 2021;

4.3 Posting information about the results on the Center’s website on January 21, 2021;

4.4 All diplomas and letters of gratitude for participation are sent electronically to the email address from which the application on January 21, 2021;

4.5 Award material will be stored in the Center’s archive until July 21, 2021, and subsequently deleted. Attention!!! Once the reward material is deleted, it will not be possible to restore it. Please download on time.

LAST DAY FOR ACCEPTING APPLICATIONS FOR PARTICIPATION IN THE COMPETITION – JANUARY 13, 2021

5. Competition nominations

The competition is held in the following categories:

“From generation to generation...” - projects are accepted that reflect the history of family heirlooms and family traditions, holidays, etc.;
“My Family’s Ecological Trail” - projects are accepted that reflect the work of introducing children to the study of medicinal plants, natural objects, observation and study of the life of animals, aquarium fish, etc., as well as projects on the use of packaging material in everyday life;
“My family in the profession” - projects are accepted that reflect the professional activities of several generations of the family;
“Creativity without borders” - projects can reflect joint family hobbies, achievements of family members in various fields - music, sports, theater, etc.;
“My family and the history of my country” - projects are accepted that tell about a trip to places related to the history of our country, as well as talk about the participation of family members in events significant for the history of our country;
Free topic - any projects that are not included in the list of previous nominations are accepted in this nomination.

6. Criteria for evaluating the competition work

When assessing work, the following are taken into account:

6.1 Compliance of the content of the work with the topic of the competition and the declared nomination;

6.2 Degree of information content;

6.3 Artistic content;

6.4 Creative imagination, originality of form, presence of author’s discoveries;

6.5 Well-chosen illustrations of the material that correspond to the content and enrich it;

6.6 Selected project style;

6.7 Participation of all family members.

7. Requirements for completing the package of documents:

7.1 All works are sent ONLY to the Competition e-mail box

[email protected] Works sent to other email addresses of the Center will not be accepted for consideration;

7.2 All files with works are signed (renamed) with the names of the participants presenting the work;

7.3 Works submitted to the Competition are not reviewed;

7.4 Attention! Works submitted to the competition must be AUTHOR'S OWN. The competition organizers do not welcome plagiarism. Copyright for the works remains with the participants of the competition. The organizing committee of the competition has the right, without notice and without explanation of reasons, to ignore the work of participants who violated the regulations of the competition;

7.5 Works are accepted only in electronic form;

7.6 Drawings are sent in the form of a scanned copy or photograph;

7.7 Crafts are sent in the form of a photograph. 1-2 clear photographs of the work;

7.8 All materials must be correctly designed (stylistic, spelling, etc.)

7.9 Video materials must be uploaded to any storage service: Yandex disk, mail cloud, any social network, etc. and send a link to the file. If the upload fails, the work is simply sent by email;

7.10 In addition to the general package of work, the institution must fill out an application form (Appendix 2). The application is sent as a separate file in Microsoft Office Excel format , filled out strictly according to the instructions (Appendix No. 3);

7.11 Attention!!!! If several participants from one institution or organization submit their works to the competition, then the application is compiled as a COMMON application. There is no need to fill out a separate application for each participant;

7.12 Attention!!!! You can take part in our events independently - not only from an educational institution. And anyone from the category of participants in paragraph 3 of these Regulations can also take part. In this case, the package of documents is provided in accordance with this Regulation. In the application, in the line NAME OF THE OU, in this case, fill in either the educational institution in which the participant studies (educates, works), or (if the participant takes independent participation), be it an adult or a child) simply the address of the place of residence without indicating the street and house numbers. For example: Moscow region, Vidnoye.

7.13 If, for objective reasons, you did not have time to submit your application within the deadlines specified in these Regulations, then applications for participation with work may be accepted within 5 working days after the deadline for accepting applications.

8. Summing up the results of the Competition

8.1 The results of the Competition are summed up from January 14, 2021 to January 20, 2021;

8.2 The winners are awarded diplomas of I, II, III degrees and all participants are given certificates. All managers and organizers listed in the application receive letters of gratitude. The best works will be published on our website https://centrideia.ru/ in the Best Works section (All-Russian media. Registration entry EL No. FS 77-76118 dated July 12, 2019, made by the Federal Service for Supervision of Communications, Information Technologies and Mass Media communications);

8.3 All diplomas, certificates and letters of gratitude for participation are sent electronically to the email address from which the application was accepted on January 21, 2021;

8.4 The need for printed diplomas must be reported to the competition organizers. Distribution of material in printed form is carried out within one month from the date of confirmation of the correctness of filling out the material and is paid additionally in accordance with clause 9.5 of these Regulations. Without confirmation of the correctness of the completed material, a printed version will NOT be sent.

9. Financing of the Competition

9.1 The Competition is financed through organizational contributions from participants. (Details for payment of the Competition, Appendix No. 1). Payment of the registration fee is made in ANY convenient way through any payment system convenient for you (cashier of any bank in Russia, post office, online payment services, terminal, etc.) using any of the Center details presented in Appendix No. 1. Payment of the registration fee can also be made without commission on our website online in the “Payment of registration fee” section.

9.2 The registration fee is 100 rubles for the participation of one family in one nomination with one work. This price includes - a diploma (certificate) for the participant based on the results of the competition + personal thanks to the supervisor of the work (if there is a manager) + personal thanks to the organizer of the competition in the educational institution (if there is an organizer) in ELECTRONIC form;

9.3 A confirmation document confirming payment of the registration fee is required. In any form. Work without a document will not be accepted. Phrases in the form: “We wrote you an SMS”,

“I paid at 9.00”, etc. - are not a document and are not accepted;

9.4 When registering collective works, it is necessary to take into account the following: if the award material based on the results of the competition is necessary for each participant, then, accordingly, an registration fee is paid for each participant and each name is entered in the application in the list of participants. If the award material is needed for a team, then the registration fee is paid 100 rubles and the full names of the participants are not listed in the application, but simply indicated something like this: a team of students (pupils, teachers), etc.. If the collective work consists of 2-3 participants and a diploma is required to be common to all, then the full names of the participants are listed separated by commas in one line in the application in the list

9.5 The registration fee for award material in printed form is + 80 rubles . (plus 80 rubles for the registration fee) for one document. (This item is only for those who need to send award material via Russian Post)

9.6 Payment from one participating institution is made in ONE payment. There is no need to fill out a separate receipt for each participant. There is no need to pay for each participant separately, so as not to overpay an additional commission. The registration fee is paid in one total amount based on the number of participants. (If the registration fee has been paid, and there are still people who want to participate in the competition, you just need to pay the registration fee and send it with a second check);

9.7 A scanned receipt for payment of the registration fee is included as a separate file in one letter with the application and the works of the Competition participants.

9.8 Corrections in the award material if there are errors. If an error is made due to your fault (in the application), correction of the award material is paid:

— 10 rubles for one corrected document, if there is an error in the participant’s full name, title of the work, nomination or in the name of the leader.

— 15 rubles for one corrected application, regardless of the number of documents, if there is an error in the name of the educational institution.

- free of charge if the mistake is our fault.

10. Reward program

10.1 Teachers and organizers who have attracted 7 participants to participate in the competition (for example: 1 work - 1 participant) are given the right (to choose) to:

1. For FREE publication of one of your works in the “Methodological piggy bank” section on the website of the All-Russian Center for Civil and Youth Initiatives “Idea” https://centrideia.ru/ with receipt of a certificate of publication of the material (All-Russian media. Registration record EL No. FS 77- 76118 dated July 12, 2019, made by the Federal Service for Supervision of Communications, Information Technologies and Mass Communications);

2. For FREE participation in this Competition for one to eighth work. For 14 works, respectively, two works for free - 15.16. Etc.

Attention! If you have chosen item No. 1 under the incentive program, then in order to publish your work and receive a certificate you need to:

1. Register on the website https://centrideia.ru/ ;

2. Independently add work to the methodological piggy bank section;

3. Fill out the application form (Appendix No. 4) and send it to our email address [email protected]

4. If you can’t do all the above on your own, write to us by email and we will help.

Attention! If you have chosen item No. 2 under the incentive program, then you simply send your work along with all the works and indicate it in the general application for the Competition to the email address [email protected]

ATTENTION! COMPETITION WORKS ARE SENT ONLY TO THE COORDINATOR'S EMAIL ADDRESS [email protected] YOU DO NOT NEED TO REGISTER ON OUR SITE FOR THIS. YOU DO NOT NEED TO ADD YOUR COMPETITION WORKS TO THE SITE IN THE METHODOLOGICAL PIGGY BANK SECTION.

Contact numbers - 88001002684 - calls from all regions of Russia are free.

Coordinator: Goryaeva Venera Renatovna.

Generalization of work experience “Family creative projects”

Family creative projects in preschool educational institutions.

Lavrova Lyubov Vladimirovna

teacher of MKDOU kindergarten "Fairy Tale"

Semiluki, Voronezh region.

Introduction:

The “Concept of Preschool Education” (1989) emphasizes that the family and kindergarten are chronologically connected by a form of continuity, which ensures the continuity of the upbringing and education of children. However, a preschooler is not a baton that the family passes into the hands of preschool teachers. What is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions.

If you build an effective technology for interacting with parents through organizing interesting forms of work based on cooperation and interaction, you can increase the level of involvement of parents in the activities of a preschool institution.

According to the Federal State Educational Standard for Education, our kindergarten “Skazka” widely uses project activities with the family based on identifying needs and supporting the educational initiatives of parents. An important principle of our work with families is: “Let your parents into kindergarten, trust them more, and they will happily live every day in kindergarten with you.”

Target:

searching for effective forms of involving parents in the activities of a preschool institution

Research methods:

— study of children’s families;

— study of family experience in raising and educating children;

- accumulation and exchange of family traditions;

— education of parents in the field of pedagogy and child psychology;

— involving parents in active participation in the activities of preschool educational institutions through the organization of family creative projects and new effective forms of work.

Results and its discussion:

As a result of the work carried out, a model of interaction with the family was developed, which was based on family creative projects.

The result of using
family creative projects in preschool educational institutions
is that parents have become active participants in the educational process.

— The relationship between parents has improved, they have found common interests.

— Parents have become interested in the work of the kindergarten and raising children.

— The nature of parents’ questions to kindergarten teachers has changed.

— Parents have mastered the necessary practical skills in raising and teaching preschool children.

— Attendance by parents at pedagogical education events has increased, and participation in competitions, leisure activities, holidays, etc. has noticeably increased.

— Parents’ understanding of the practical and educational significance of their assistance to the kindergarten in economic and pedagogical work.

— Showing interest in active involvement in planning the educational process.

Description of the experience:
Family creative projects at a preschool educational institution.
Types of projects: creative, gaming, informational and practical, research.

Stages of work on projects:

1-preparatory

— familiarizing children and parents with the problem;

— setting goals and objectives;

— planning to achieve the goal, discussion with parents;

-involvement of specialists in the implementation of relevant sections of the project.

2-main

– collection of information, design and accumulation of material;

— classes, games, productive activities, competitions, promotions, master classes;

- independent activities, creative homework assignments and other activities together with parents.

3 final

— presentation of the project, final event.

Implementation deadlines:

long-term, medium-term.

Goal of the projects:

Implementation of interaction between kindergarten and family through involvement in the creative process and exchange of family experience in raising children and family traditions.

Long-term project “Live the spring of traditions”

Competition “Family coat of arms”, “Your genealogy, baby”. Research work on the design of the album “Family Chronicle” - about your family and relatives.

Project "Me and my family"

Presentation “My Family”, family game library of the weekend club.

Project “Little discoveries in my big family”

Family gatherings, a competitive program for the exchange of family traditions,

competition “Cookbook of the group “Bees”

Project "Our Heritage"

—opening of the mini-museum “Russian Izba”, which contains exhibits of the life of the inhabitants of our region, the historical chronology of our city in documents and photographs. (link to Internet resources)

-participation in the “Dobronezhets” campaign

Project “Book of Memory”

-
participation in the All-Russian competition "Great Victory: Family Album" - magazine "Preschool Education", meeting with WWII veterans, famous people of our city. — Competition “Letter to Great-Grandfather” - a message to the Hero of the Immortal Regiment,
Project “The City Where I Live”

— organization of family excursions, photo report, album “My City” (past and present)

Project on life safety “Every little child should know from the cradle”
- sports and game quiz “Experts of safety rules”
Project “Live long”

— educational quiz “Connoisseurs of healthy eating”

Family Newspapers Project

The best experience of family education is regularly presented in the form of photo newspapers, collective works, photo montages

Project "My Feathered Friends"

— participation in the “Skvorushka”, “Feed the Birds” campaign - making birdhouses, feeders and decorating a bird town

Project “Healthy Family – Healthy Nation”

— participation of families in sporting events, the “My Sports Family” competition.

Project “Ecological trail in a preschool educational institution”

— participation of parents in the design of ecological trail objects on the group’s site.
formation of “Alumni Alley” - tree planting.
“Health Path”, weather site Project “Holidays in preschool educational institutions”

- holding family holidays in which parents are both actors and participants.

Project “Visiting a Fairy Tale”

— joint production of fairy tales, production of costumes, scenery, theater screens. Competition "Do-It-Yourself Theater"

Project "Magic Colors"

— non-traditional drawing techniques, master classes with parents “Drawing coffee”, “Transforming a blot”

Project “School of the Old Woman Shapoklyak”

— evening games for children and parents, master classes

Project “Let's Play Together”
- creation of non-traditional play equipment, mathematical screen, lacing games, cork games, simulator "Kryshkograd", - game "Glade of Friendship" - Kryshkograd, "Find Whose Shadow", "Fairytale City"
Project "Book City" - design of the book city, mini-library, “Book tree - family reading”

Conclusions:

By participating in family creative projects, children, parents and teachers receive a creative impulse to develop their abilities, as well as emotional and spiritual support. Children get the opportunity to understand this or that information, and parents, unnoticed by themselves, enthusiastically pass on their knowledge and experience.

This form of organizing communication between teachers and parents plays a dominant role in improving the psychological and pedagogical culture of parents, and therefore contributes to changing the views of parents on raising a child in a family environment. Parents see the child in an environment different from home, and also observe the process of his communication with other children and adults - invisible threads of friendship and cooperation are stretched.

Thus, a feature of family projects is the special emotional microclimate of the family, thanks to which the child develops an attitude towards himself that determines his sense of self-worth, self-confidence, pride in himself and his family.

The main criterion for the effectiveness of this experience was the activity of children and parents in all activities held in the kindergarten, and a sincere desire to continue cooperation in new projects.

Bibliography:

1. “The concept of preschool education” (1989)

2. Arnautova E.P. Teacher and family. M., 2002

3. Veraksa N.E. Project activities for preschoolers: A manual for teachers of preschool institutions / N.E. Veraksa, A.N. Veraxa. – M.: Mosaic-synthesis, 2008.

4. Glebova S.V. Kindergarten and family: aspects of interaction. - Voronezh: TC “Teacher”, 2005.

5. Doronova T.N. and others. Preschool and family are a single space for child development. M., 2001

6. Project method in the activities of a preschool institution / Author-comp. L.S. Kiseleva [and others]. – M.: ARKTI, 2006. – 96 p.

7. Internet resources

Article “The invaluable role of parents in the project activities of preschool educational institutions”

The invaluable role of parents in the project activities of preschool educational institutions.

Communication between teachers and parents of students has always been and remains a pressing issue for kindergartens. One aspect of this issue is the search for effective ways of cooperation, which is equally necessary for both teachers and parents. Parents - in order to learn to understand the world of their child, teachers - in order to more effectively assist parents in this. And today we are no longer just talking about the exchange of information between parents and kindergarten teachers about the development, successes and difficulties of the child. The goal of the preschool educational institution’s work with families is to create conditions for a favorable climate of interaction with parents, to involve the family in a single educational space, and to establish trusting, partnership relationships with parents.

Objectives of interaction with parents: work closely with the families of pupils, activate and enrich the educational skills of parents.

The relevance is determined by the fact that existing trends and regulatory changes in the implementation of the Federal State Educational Standard in preschool education require from the teacher new forms of organizing the pedagogical process in kindergarten. The search for forms of joint activity of adults (teachers and parents)

and children. And here the project method turned out to be a successful find. Today it is becoming increasingly widespread in preschool institutions.

The project method promotes the development of independent thinking and also helps the child develop confidence in their own abilities. It provides for a system of education in which children acquire knowledge and master skills in the process of completing a system of planned practical tasks. This is learning through search and cognitive activity, which is aimed at the result that is obtained when solving a problem. The project method allows you to develop an independent and responsible personality, develops creativity and mental abilities, and also promotes the development of determination, perseverance, teaches you to overcome problems that arise along the way, and most importantly, the ability to communicate with peers and adults, increases the child’s authority in front of peers and his own self-esteem . At the heart of every project is a problem. After all, the themes of the projects are born precisely from the interests of children. The project method is characterized by group activity.

Thus, the project method becomes a way of organizing the pedagogical process, based on the interaction of the teacher, parents and students between themselves and the environment.

Project activities have their own distinctive features:

It unfolds in a problematic situation that cannot be solved by direct action. For example, a child decided to draw an object and through the drawing convey his attitude towards this object,

he is faced with a design task related to research and search for forms of conveying his attitude to the subject.

Participants in project activities must be motivated.
Has a targeted nature. Since during project activities the child expresses his attitude, he looks for an addressee to whom his attitude is addressed, formalized in the form of a product.

Experience has shown that at first not all parents are willing to get involved

joint activities with teachers and children, but then, after completing some tasks, they begin to understand how important their efforts are for the children, how pleasant it is to spend time with the children. Such joint project activities help to unite the team of parents. They get the opportunity to meet and get to know the interests of other families better and even make friends. The joint implementation of any plan between the child and his parents strengthens the child-parent relationship.

The project activity of a preschooler develops in stages.

Before 5

years, the child develops at
the imitative-performing
level. The lack of necessary life experience does not allow him to fully exercise independence in choosing a problem and ways to solve it. Therefore, the active role belongs to the adult. Attentive attention to the needs of children and the study of their interests make it possible to easily determine the problem “ordered” by children. As practice shows, children are happy to complete the tasks offered by the teacher. Interest in the content of the project depends on satisfying the child’s diverse interests; fulfillment of his needs for active activity and self-expression; passion for joint activities with adults.

Algorithm of actions

Step 1 - an intriguing beginning that meets the needs of children, identification of the problem by the teacher.

Step 2: The adult determines the goal of the project and motivates it.

Step 3 is to involve children in planning activities and implementing the plan.

The 4th step is the joint movement of adults and children towards results.

Step 5 - joint analysis of the project implementation, experiencing the result.

The first attempts of children to solve a problem on their own must be noticed and encouraged, informing the child about his success: “You came up with a quick idea!”; “It’s good that you came to the rescue in time!”

This helps the child become aware of his behavior, understand what he is doing right and where he makes mistakes.

By the end of the fifth year of life, children accumulate certain social experience that allows them to move on to a new, developing

design level. At this age, independence continues to develop, the child is able to patiently listen to the teacher and peers. Relationships with adults are being restructured: preschoolers are less likely to

they turn to them with requests, more actively organize joint activities with peers, they develop self-control; They are able to adequately evaluate the actions of both their own and their peers. They accept the problem, clarify the goal, and are able to choose the necessary means to achieve the intended result.

Algorithm of actions

Step 1 is to identify (by adults or children) a problem that meets the needs of the children or both parties.

Step 2 - jointly defining the goal of the project, upcoming activities, predicting the result.

The third step is planning activities for children with little help from adults, determining the means and methods of implementing the project.

4th step - children carry out the project, differentiated help from adults.

5th step - discussion of the result, progress of work, actions of everyone, finding out the reasons for successes and failures.

Step 6 - together with the children, determine design prospects

It can be seen that at the second stage the teacher’s activity decreases somewhat. He doesn’t so much form his own ideas as he gets involved in the implementation of his students’ ideas. It is important for adults to become interested in what children are interested in and help them expand their goals and objectives.

Preschoolers not only show a willingness to participate in projects proposed by adults, but also suggest problems and topics for possible research, adventure and other projects.

The topics of projects can be very different,

however, topics based on children's interests provide better motivation and more successful learning.

A teacher who listens to children, asks them questions about what interests them, and finds many topics for organizing projects. Was there something happening in the garden or in the local community that the whole group was interested in? Has any of the children had a little brother or sister? Has the circus come to town? If some exciting event for children occurs, such as the arrival of a circus, children can choose it as the theme of their joint project. The circus theme can be developed in one group over a month or even longer. The duration of the thematic project depends on the degree of interest in it of the majority of children in the group. The degree of this interest is determined by the teacher.

One of the most effective ways to develop thematic projects involves the use of the so-called three questions model.” The essence of this model is that the teacher asks the children three questions:

What do we know?
What do we want to know?

• What should you do to find out?

First, the teacher begins a general discussion so that the children find out what they already know about a certain subject or phenomenon. As the children answer the question, the teacher writes their answers on a large sheet of paper for the group to see. You need to write down the answers of all the children and indicate their names next to them. Then the teacher asks the second question: “What do we want to know?” The answers are again written down on a large piece of paper. The children's answers determine the content of the thematic project, and all answers are recorded, no matter how stupid or illogical they may seem.

When all the children have spoken, the teacher asks: “How can we find answers to the questions?”

Methods of collecting information can be different: reading books, contacting parents, specialists, conducting experiments, thematic excursions and much more.

The results of each project are discussed with the whole group “What have we learned?”

You can ask children the following questions:

Who learned something new for themselves?

Did you learn anything that you didn't know before?
Did you learn anything that surprised you?
Which of the activities in the project did you like the most?

Based on the results of the project, the teacher can make decisions about improving and expanding such projects in the future.

There are three main types of project activities: creative, research and informational - each of which has its own characteristics, structure and characteristic stages of implementation.

Research projects are individual in nature and contribute to the involvement of the child’s immediate environment in his area of interest.

Research project activities can be divided into the following stages
.

 Involves creating a situation in which the child independently comes to the formulation of a research problem.

 The teacher creates a problem situation for all children, and then observes the children’s activities and identifies the areas of interest of each child. A special situation is created that helps the child formulate a research problem and attract parents to create a project.

 Project design. Parents help the child, but the child is the organizer.

 Project protection. Together with the parents or one child tells how the work was carried out.

An exhibition is organized, and at the end of the exhibition the projects are freely available.

Projects not only enrich preschoolers with knowledge, but also stimulate their cognitive activity.

In the course of creative project activities, a new creative product is created. It is carried out collectively or together with parents. This project differs from the previous one in its long-term nature.

The following stages can be distinguished in creative project activities.

Discussing project topics with children and parents.
The motives for children’s participation in the upcoming activity and their attitude towards it are determined.

Children express their ideas for implementing the project. The teacher notes the most original ideas as they speak, so that in the future, if the children do not reproduce them, he can remind them.

Invite children to sketch their ideas and think about what is needed to implement these ideas.

Children talk about their drawings and answer questions from the teacher and peers. At the end of this stage, the best idea is selected.

Information for parents. A drawing of the project is posted and

Name.

The teacher organizes working groups to complete the project, and parents solve technical issues.

The teacher and the children decide how best to present what they have received.

product.

The product of the creative project is presented. Such project activities are aimed at showing

to the child the significance of his efforts for others.

information-practice-oriented project activities.

Children collect information and implement it, focusing on their own interests (design of the group, individual corners, etc.).

Stages of information project activities:  Identification of children's initial knowledge.

 Information for parents about upcoming activities. Help parents in selecting fiction and non-fiction literature.

 Selection of didactic, plot-based role-playing games. Selection of experiments for conducting experimental activities.

 Design and defense of the project (together with parents or independently). The project product is presented.

theatrical project activities

What does a teacher need to know and be able to do when organizing theatrical activities?

Be able to read expressively, tell stories, look and see, listen and hear, be ready for any transformation.

An emotional attitude to everything that happens, sincerity and genuineness of feelings, intonation of voice.

Project activities can be carried out in several directions.

In the form of direct educational activities.

During classes: listen carefully to the children’s answers and suggestions; if they don't answer, don't insist. Give children the opportunity to play with a character from the work themselves, ask who seems to have succeeded and why.

In the form of a game.

Constant inclusion of theatrical games in the pedagogical process. Content and variety of topics.
Cooperation between children and adults, both in organizing the game and

during.

 In the form of pedagogical situations.

"Immersion in a fairy tale."
Joint reading and analysis of fairy tales.
Playing excerpts from a fairy tale.
Director's play (with construction and didactic
material)
.

Drawing.
Verbal, board and outdoor games.

One of the factors for successfully planning projects and presenting them to children is the professional experience of the teacher. Some topics are of particular importance to most children aged 3 to 7 years. The list of such topics includes family, pets, babies, seasons, cars, justice, favorite foods, music, and shopping. In a word, those things that children directly encounter in everyday life.

In order to organize the educational process most effectively, the participation of not only the teacher and children of the group, but also their parents is necessary.

It is with the help of parents that the developing subject-spatial environment in the group is updated. Where the main place is occupied by hand-made toys made from waste materials. Parents, children and teachers not only take part in joint activities, but also see the result of joint work, which contributes to emotional rapprochement and the formation of a holistic sensory experience. Thus, parents, participating in the implementation of the project, are not only sources

information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process.

They enrich their teaching experience, experience a sense of belonging and satisfaction in this.

There is such a variety of projects as family ones. For example: “My family tree”, “Our family

traditions”, “The Great Patriotic War in the history of my family”, etc. They have enormous developmental potential for children. And for their implementation, the participation of parents is simply necessary.

At the end of the work, it is advisable to discuss its advantages and disadvantages together and be sure to note the child’s real achievements.

Bibliography:

1. Project and research activities in a preschool educational institution: from idea to implementation: Collection of methodological materials / I.A. Syrova, O.G. Chekhovskikh. - Samara: Publishing house SFMSPU 2009. - 72 p.

2. Project method in the activities of a preschool institution: Manual // L.S. Kisileva, T.A. Danilina, T.S. Lagoda, etc. - M.: ARKTI, 2003 - 96 p.

3.Prokofieva L.B. A look at the quality of education from the perspective of a methodological approach. Collection of scientific works / L.B. Prokofieva, G.A. Voronina; edited by I.M. Osmolovskaya. - M.: ITiIP RAO, 2004. - P.503.

4. Sapranova S.I. Project activity / S.I. Sapranova // Preschool teacher. - 2008. - No. 2.

5. Sidenko A.S. Project method: history and practice of application / A.S. Sidenko // Journal “Head of Principal”. - 2003. - No. 6.

6. Timofeeva L.L. Project method in kindergarten / L.L. Timofeeva. —

St. Petersburg: Publishing House “Childhood-Press” LLC, 2011. - 80 p.

7. Shansky N.M. School etymological dictionary of the Russian language.

Origin of words / N.M. Shansky, T.A. Bobrova. - M.: Bustard, 2004. - 398 p.

8.Shtanko I.V. Project activities with children of senior preschool age / I.V. Shtanko // Management of preschool education. - No. 4. – 2004

Mayer A.A. Management of innovation processes in preschool educational institutions: Methodological manual / A.A. Mayer. - M.: SFERA shopping center, 2008. - 128 Pakhomova N.Yu. Project-based learning - what is it? / N.Yu.Pakhomova. // Methodist. - 2004. No. 1.

P.42. Pedagogical design - a resource for the development of preschool education: Collection / Responsible. G.N.Masich. - Krasnoyarsk: KIMC, 2010. - 78 p.