Options for project activities 1st junior group. Long-term project in the junior group "Theater in a child's life" project on fiction (junior group) on the topic. Projects. Project activity in kindergarten - Project “Magic New Year”
Presented at MO
Educators
02/15/2018
EXPERIENCE
on the topic " Project activities- as an innovative method
working with preschoolers"
municipal preschool teacher educational institution"Kindergarten No. 23"
Berdnikova Victoria Viktorovna
With. Alekseevskoe, 2018
Today the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already have an idea of what a kindergarten graduate should be like, what qualities he should have. Modern pedagogical research shows that main problem preschool education – loss of liveliness and attractiveness of the learning process. The number of preschoolers who do not want to go to school is increasing; Positive motivation for classes has decreased, and children’s academic performance is falling. How to improve the situation? Becoming new system education, focused on entering the world space, requires significant changes in the pedagogical theory and practice of preschool institutions, improvement pedagogical technologies.
The use of innovative pedagogical technologies opens up new opportunities for the education and training of preschoolers, and project activities have become one of the most effective these days.
Work on the project has great value for the development of the child’s cognitive interests. During this period, integration occurs between in general ways solving educational and creative problems, general methods of mental, speech, artistic and other types of activity. Through unification various areas knowledge, a holistic vision of the picture of the surrounding world is formed.
Project - This is a set of actions specially organized by adults and performed by children, culminating in the creation of creative works.
Project method - a system of learning in which children acquire knowledge by planning and executing increasingly complex practical tasks- projects.
The project method describes a set of actions of the child and ways (techniques) of organizing these actions by the teacher, that is, it ispedagogical technology.
It is very easy to remember and understand that a project is the 5 Ps:
Problem;
Design or planning;
Information search;
Product;
Presentation.
It’s easy to remember – five fingers. The sixth “P” is a portfolio, which contains collected materials (photos, drawings, albums, layouts, etc.).
The purpose of the project activityin preschool is development free creative personality child, which is determined by the developmental tasks and tasks of children’s research activities.
Development objectives:
Ensuring the psychological well-being and health of children;
Development cognitive abilities;
Development of creative imagination;
Development of creative thinking;
Development of communication skills.
Research objectivesspecific for each age.
In early preschool age this is:
children’s entry into a problematic play situation (the leading role of the teacher);
activating the desire to look for ways to resolve a problem situation (together with the teacher);
formation of initial prerequisites for research activities (practical experiments).
In older preschool age this is:
formation of prerequisites for search activity and intellectual initiative;
development of the ability to determine possible methods solving the problem with the help of an adult, and then independently;
developing the ability to apply these methods to help solve the problem, using various options;
developing a desire to use special terms, conducting a constructive conversation in the process of joint research activities.
1. Choosing a topic is first step teacher working on the project.
2.Second step - this is thematic planning on a selected problem for a week, which takes into account all types of children's activities: play, cognitive-practical, artistic-speech, work, communication, etc.
At the stage of developing the content of classes, games, walks, observations and other activities related to the topic of the project, educators special attention pay attention to organizing the environment in groups, in the preschool institution as a whole. The environment should be the background for search activity and develop curiosity in the preschooler. When the basic conditions for working on the project (planning, environment) have been prepared, the joint work of the teacher, children and parents begins.
Stage I of project development – goal setting:The teacher brings the problem up for discussion with children and parents; as a result of the joint discussion, a hypothesis is put forward, which the teacher invites the participants in the process to confirm in the process of search activity.
Stage II of work working on a project is the development of a joint action plan to achieve a goal. First, a general discussion is held so that the children find out what they already know about a certain subject or phenomenon. For younger children preschool age the teacher can use hints and leading questions; For children of older preschool age, it is necessary to provide more independence. The solution to this question can be various activities: reading books, encyclopedias, contacting parents, specialists, conducting experiments, thematic excursions. The proposals received are additions and changes to the teacher’s already prepared thematic plan. It is important that the teacher shows flexibility in planning, manages to subordinate his plan to the interests and opinions of children, including children's activities in the curriculum, sacrificing some planned forms of work. This skill is an indicator of the high professional skill of the educator, his willingness to deviate from existing stereotypes, putting first the intrinsic value of preschool childhood as a period of life and only then as a preparatory stage for the future. After drawing up a joint action plan, the
Stage III of work on the project – its practical part.
Children explore, experiment, search, create. To activate children's thinking, the teacher offers to solve problem situations and puzzles, thereby developing an inquisitive mind. It is necessary that the teacher be able to create a situation where the child must learn something on his own, guess, try, invent something. The environment around the child should be, as it were, unfinished, unfinished. In this case, corners for cognitive and practical activities play a special role.
The final IV stage of work on the project is the presentation of the project.
The presentation may take place in various forms, depending on the age of the children and the topic of the project: final games-activities, games-quizzes: themed entertainment, design of albums, photo exhibitions, mini-museums, creative newspapers. Projects, regardless of type, creative, research, informational, open, playful, practice-oriented, etc., require constant attention, help and accompaniment from adults at every stage of implementation.
The specificity of using the project method in preschool practice is that adults need to “guide” the child, help with parental care and assistance.
The following types of projects are used in the practice of modern preschool institutions:
research and creative projects:children experiment, and then the results are presented in the form of newspapers, dramatization, children's design;
role-playing projects(with elements creative games when children take on the character of a fairy tale and solve problems in their own way);
information-practice-oriented projects: children collect information and implement it, focusing on social interests (decoration and design of the group, stained glass windows, etc.);
creative projects in kindergarten(format the result in the form children's party, children's design)
In terms of duration, they can be short-term (one or several lessons), medium-long (1-3 months), long-term (up to 1 year)
Project activity has become a bright, developing, interesting method in my work with preschoolers.Over the four years of my work as a teacher, I developed and implemented 10 projects.
Project “My Friendly Family”
One of effective ways development of cooperation between kindergarten and family is the participation of children, parents, teachers in joint projects, the result of which is the enrichment of parental experience, strengthening relationships with the families of pupils, establishing emotional contact teacher with parents. The implementation of the joint project “My Friendly Family” made it possible to enrich the educational skills of parents, improve the relationship between parents and teachers, parents and children.
establishing partnerships between the kindergarten and the families of pupils;
creation of a unified educational space kindergarten - family in the conditions of the Federal State Educational Standard;
give parents and children the opportunity to demonstrate their creativity.
Project implementationincluded several stages and took place over the course of a month.
Expected result:unification and cohesion of group families, enriching the educational experience of parents, obtaining positive impressions from participation in a joint project.
Project “Maslenitsa – Pancake Eater”
It's no secret that we have to relearn how to celebrate our traditional holidays. Once upon a time, traditions were passed down in the family from generation to generation - “from mouth to mouth”, “from heart to heart”. Preschool age is a favorable period for introducing children to the origins of Russian folk culture, capable of reviving the continuity of generations, conveying moral principles, spiritual and artistic values.
Project goal: promote the development of children's cognitive and creative activity in artistic creativity, instill in children a love for folk traditions, holidays.
Summing up the project“Maslenitsa - Pancake Eater” I would like to note, the projectintroduced the children to the traditions of Russian culture and the Russian people.Carrying out such events leaves unforgettable impressions in the souls of the child and their parents and always remembers the holidays and traditions of our country.
Projects “ABC - Health”, “A healthy baby is great”
"Taking care of your health is most important work teacher Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the cheerfulness and vigor of children.” V.A. Sukhomlinsky.
The problem of early formation of a culture of health is relevant, timely and quite complex. It is known that preschool age is decisive in the formation of the foundation of physical and mental health. After all, it is up to the age of 7 that a person goes through a huge developmental path that is not repeated throughout his subsequent life. It is during this period that intensive development of organs and the formation of functional systems organism, the basic personality traits, attitude towards oneself and others are laid. It is important at this stage to form a base of knowledge and practical skills in children healthy image life, a conscious need for systematic training physical culture and sports.
The proposed set of activities, games, and entertainment in the projects is aimed at developing in the child the value of health, a sense of responsibility for preserving and strengthening his health, and expanding knowledge and skills in hygienic culture.
Target: formation of children’s initial ideas about a healthy lifestyle, inducing an emotionally positive attitude towards games, sports exercises, competitions, sports, and joint walks in nature among children, parents, and educators.
Conclusion:
Joint short-term projects “The ABC of Health” and “A Healthy Baby is Great!” contributed to the formation of children’s ideas about a healthy lifestyle, aroused emotionally positive attitudes toward games, competitions, sports, and joint walks in nature among children, parents, and educators .
Project “Herringbone-green needle”
An important place in this project is occupied by the study and preservation of the traditions of celebrating the New Year, which helps to satisfy the cognitive interest of children and their parents in this holiday. The project is aimed at children of primary preschool age and their parents and allows you to create a joyful emotional atmosphere on the eve of New Year's holiday. Joint activities It teaches adults and children mutual understanding, trust, and makes them real partners.
Project goal: introducing children to folk culture through calendar and ritual holidays, enriching the child’s social experience through various types activities, development of creative qualities in children.
Project objectives:
- form a holistic picture of the world in younger children
preschool age;
- develop children’s cognitive and research activities;
- create the necessary conditions for a developing environment and
friendly atmosphere for all-round development
child;
- expand parents’ knowledge about the tradition of the New Year tree
and the importance of introducing children to it;
- strengthen connections preschool with family.
Conclusion .
During the implementation of this project, children were involved with interest in the educational process. This contributed to the development of children's cognitive abilities, observation and the development of creative imagination
unification and cohesion of group families, enriching the educational experience of parents, obtaining positive impressions from participation in a joint project. Children managed to develop the ability to notice the beauty of winter nature (trees covered in snow, fluffy snow, transparent pieces of ice).
Project “Books are best friends”
Fairy tales and stories, when presented correctly to children, give a lot of positive moments and give positive emotions. Spend 15-20 minutes a day on artistic expression, and your child will become bolder, more positive, more impressionable and more inquisitive. The child will be able to cope with his weaknesses on his own.Therefore, in order to attract parents to spend as much time as possible reading fiction with their children, and to develop in children the ability to listen and understand works of different genres, express emotions, and cultivate a caring attitude towards books, project activities were developed and carried out in the first younger group"Books are best friends." Project goal : exchange of information with parents about the best works of art for children, to interest parents in actively introducing their child to literature.
Tasks:
To promote interest in books and works of fiction.
To develop the ability to listen and understand works of different genres, to express emotions.
Develop elements of creativity, teach how to use what you read in other types of activities (play, productivity, communication).
Provide information to parents about the importance of reading fiction books in a child’s development.
Summing up - results.
Parents received information about the importance of fiction in the development of a child.
We made baby books.
We got acquainted with the knowledge and opinions of specialists on this issue.
Children began to treat books with care and love.
Project “Traffic Rules, We Will Observe Together”
The child becomes a participant traffic while still in the stroller. And as soon as he begins to walk, he turns from driven and passive into the most active. A child becomes a pedestrian much earlier than he is prepared for it in terms of his knowledge, efforts and development. Therefore, it is advisable to start introducing your child to the rules of the road from early years, although this is difficult to do due to the psychological and age characteristics of children early age.
My work presents the project “Traffic Rules, Let’s Follow Together!” for children of the second younger group. During the implementation of the project, children were involved in various types of children's activities: playful, creative, educational, which contributed to the development of children's interest in the topic.
Project goal : formation of fundamentals in preschool children safe behavior on the road, on the street and in transport.
Project objectives:
1. Educate children the necessary minimum traffic rules and road signs.
2. Develop vocabulary children on road vocabulary.
3. Foster basic compliance with traffic rules.
4. Intensify efforts to promote traffic rules and a safe lifestyle among parents.
Expected result:By the end of the project, children will have developed knowledge of traffic rules and safe behavior skills on the road.
Project “Sorceress Autumn”
The project “Sorceress Autumn” introduces children to the nature of the world around them. It is nature that immerses children and parents in the mesmerizing beauty of colors, sounds and smells.
Project goal: introducing children to the season “Autumn”.
Project implementation timeframe: short term.
Summing up the projectI would like to note that the method of cognitive-creative project, in the process of practical and research activities, contributes to the formation of curiosity, the ability to observe, think logically, aesthetically and carefully treat all living things.
Project "The Mystery of Friendship"
When a child grows up, begins to speak confidently and play with other children, he chooses his first friends.
A four-year-old child can already more or less clearly decide who he wants to be friends with and who he doesn’t. At this stage, show delicacy and patience, remembering that the logic of an adult and a child are completely different things.
Observing children during their communication, you can pay attention to the fact that they cannot play friendly with each other long time, quarrel, fight, sort things out, i.e. They don’t know how to just be around. It is in preschool age, when a child’s ideas about the world around him as a whole are formed, that it is important to emphasize and direct concepts and ideas about friendship in the right direction. This determines the theme of the project - “The Mystery of Friendship.”
The main goals of the project were:consolidate in children knowledge about moral concepts - friendship, kindness, develop the ability to see, understand, evaluate the actions of others, explain their judgments about friendly relationships, cultivate a willingness to help, care for others.
Project implementationincluded several stages and took place over two weeks.
Project results:
For children:
Systematize children's knowledge about kindness and friendship,
Showing children's interest in empathy, the desire to come to each other's aid.
For parents:
An atmosphere of mutual understanding has been created aimed at developing and strengthening friendly relationships
Project “Water is the source of life”
The project is aimed at consolidating and deepening children's knowledge that water is very necessary for all of nature; Plants, animals, and humans cannot live without it.
Project goal: to form in children knowledge about the importance of water in the life of all life on earth: Water source life, as well as a conscious, careful attitude towards water as an important natural resource, as well as continue to cultivate children’s interest in living nature.
Summing up the project“Water is the source of life” I would like to note thatchildren have formed basic ideas about water as the main source of life for living organisms, children gained environmental experience by interacting with nature and learned to be careful about water. The competence of parents in the field of environmental education of their children has increased. Together with children and parents, an environmental campaign “Save water and save nature from death” was held in the garden.
Conclusion.
As practice has shown, project activities are very relevant and effective. The combination of various types of children's activities in the interaction of adults and children in one whole project, consolidates the skills of pupils, helps them discover and understand the surrounding reality much faster and more deeply. Based on the children’s knowledge, observations, and impressions obtained during the project activities; focusing on personal experience child, I try to create an atmosphere of co-creation. After all, only by getting each child interested in a specific creative activity, supporting children’s curiosity and initiative, can any problem be solved. The effectiveness of this approach also lies in the fact that it gives the preschooler the opportunity to explore and experiment on his own, maintain his curiosity and interest in the problem, and also apply the acquired knowledge in one activity or another. The project method helps me reach new level interaction with parents, changes the relationship in the “children – parent – teacher” system. In project activities, valuable relationships appear in this triad: understanding each other, support and assistance in activities.
Together with our children and parents, we were so carried away by the project activity that we wrote a short quatrain:
It’s not difficult for us to tackle the project,
He carries the covenant forward!
It helps to make friends and unite,
And gives us new ideas!
Showing publications 41011-41020 of 53854.
All sections | Projects. Project activities in kindergarten
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in the younger group
"Theater in a child's life"
The fairy tale teaches us to understand goodness,
If he is bad, then condemn him,
Well, the weak need to protect him!
Children learn to think, dream,
Get answers to your questions.
Prepared by: Kuznetsova O.Yu.
Relevance of the project
Theater- a fertile and irreplaceable source of a child’s upbringing, these are the spiritual riches of culture, which, by learning, a child learns with his heart. Preschool age is the age of fairy tales. It is at this age that the child shows a strong craving for everything fabulous, unusual, and wonderful. If a fairy tale is well chosen, if it is naturally and at the same time expressively shown and told, you can be sure that it will find sensitive, attentive listeners in children. And this will contribute to the development of the little person.
Type: cognitive - speech.
Implementation deadlines: long-term project. (01/11/2018 – 03/13/2018)
Project participants: children, teachers, parents.
Age of project participants: junior group.
Resource support:
Finger Theater: “Teremok”, “Turnip”, “Kolobok”
Costumes for the fairy tale “Turnip”, “Teremok”
Story pictures
Project goal: Creation necessary conditions to introduce children to the theater. Fostering children's love for theater through the theatricalization of fairy tales.
Tasks:
1. Give to students elementary representations about the theater (about those people who perform performances, about their clothes, about the dolls that take part in the performance).
2. Continue to expand children’s understanding of the fairy tales based on which the theater is shown.
3. Introduce the features of the theater display.
4.Develop the speech of early preschool children through theatrical activities.
Implementation plan.
Organizational and preparatory stage.
Prepare for the project:
Tabletop theaters: “Turnip”, “Ryaba Hen”, etc.
Finger Theater: “Teremok”, “Turnip”, “Kolobok”, etc.
Costumes for the fairy tale “Turnip”, “Teremok”, etc.
Plot pictures based on fairy tales.
Didactic games: lotto “Fairy Tales”, “My Favorite Fairy Tales”, coloring pages based on the fairy tales “Teremok”, “Kolobok”, “Turnip”.
Main stage.
Educational areas. Activity. Forms and methods of work.
Game: 1. Plot-role-playing games: “On the roads of the city”, “Traffic rules”. Goal: To consolidate children's knowledge about behavior on the roads. Develop the ability to be polite and attentive to each other.
“Fox”, “Bear Cubs”, “Cat”, “Horse”, “Hedgehog”. Goal: To develop in children the ability to take on the role of an animal.
2. Didactic games:
"Loud - quiet." Goal: To teach children to change the strength of their voice: speak loudly, then quietly.
"Bear cubs eat honey."
Goal: To develop the articulatory apparatus of children.
"The Frog and the Little Frogs."
Goal: To develop speech attention.
"Work" 1. Assignments: “Washing toys”, “Washing doll clothes” Purpose: To develop the skills, together with an adult and under the supervision of adults, to properly care for toys.
2. Observation: Purpose: To attract children's attention to what and how an adult does, why he performs this or that action. Encourage a desire to help adults.
"Safety" life safety 1. Conversations with children “When I went with my mother then...”. Goal: Continue to familiarize children with the rules of road safety. Form the foundations of a healthy lifestyle.
2. Didactic exercises“It’s possible - it’s not,” “Show me how to do it right” Goal. Develop the ability to comply with safety rules in public places.
3. Regime moments. Goal: Continue to teach children to dress themselves in the correct sequence. Dry your hands and face with your towel. Form the habit of doing exercises daily.
"Cognitive Development" Cognitive-research and productive (constructive). Formation of a holistic picture of the world, expansion of horizons (joint activity of adults and children in free activities, in restricted moments).
1. Looking at pictures from various children's fairy tales. Target. Learn to look at pictures of animals in various activities.
2. Design of a collage based on the fairy tale “Teremok” with images of various animals:
Mouse-norushka, frog-croak, bunny-runner, little fox-sister, top-gray-barrel, bear-toed.
1. Construction of a tower for animals (fairy tales “Teremok”)
2. Modeling - egg, turnip, bun, etc. (fairy tales “Ryaba Hen”, “Turnip”, “Kolobok”).
3. Drawing - trees, a Christmas tree, falling snow, footprints in the snow (fairy tales “Teremok”, “The Wolf and the Seven Little Goats”, “Kolobok”)
Theater. Goal: To form ideas about various types of theater. Involvement in participation in theatrical activities.
1. Listening to music.
2. Singing children's songs.
3. Learning musical movements.
4. Musical works “Lullaby of the Bear”, “Song about Summer”, “Song of the Baby Mammoth”, “Song of the Little Engine from Romashkovo”, “Song about Cheburashka”, etc.
"Speech development". Joint activity of adults and children in free activities and routine moments.
1. Dramatization of fairy tales together with the teacher “Ryaba Hen”, “Turnip”, “Teremok”, etc.
2. Listening to sound recordings of children's fairy tales - “The Wolf and the Seven Little Goats”, “Kolobok”, “Turnip”, “Teremok”, “Ryaba Hen”.
“Reading fiction” Joint activity of an adult and children.
1. Children telling fairy tales “Turnip”, “Teremok”, “Wolf and Seven Little Goats”, “Ryaba Hen”, “Three Bears”.
2. Reading poems and nursery rhymes.
"Physical development". Motor. Ensure optimal physical activity of children throughout the day, using active, sports, folk games and exercise.
Round dance games: “Ball”, “Carousel”, “Bubble”. Goal: Improve basic movements; running, walking, jumping. Develop a desire to play with the teacher. Breathing exercises: “How do mice squeak? ", "Pipe", "Cockerel".
Working with parents:
1. Involving parents in participation and design of the theater corner, production of material for decorating the theater corner (drawing fairy-tale heroes).
2. Preparation of a consultation for parents: folder - moving “How a puppet theater helps in working with children who lack self-confidence”, “How to watch a play”, “A fairy tale in a child’s life”, “Theater activities in kindergarten”, “ Finger games", "Puppet therapy in working with young children."
3. Conduct parent meeting on the topic “Development of speech in early preschool children through theatrical activities.”
Final stage
The result of the project.
The children got acquainted with Russian folk tales.
Children of the first junior group learned to recognize fairy-tale characters from illustrations.
The children took part in puppet shows.
Children learned to create creative works reading images.
Children began to more often resort to active speech as an expression of their feelings and emotions.
Parents took an active part in theatrical activities.
Project product.
Exhibition of collages based on the fairy tales “Ryaba Hen”, “Turnip”, “Kolobok”, etc.
Exhibition of works “My favorite fairy tale”. Parents + Children.
Download:
Preview:
Long term project
in the younger group
theatrical activity
"Theater in a child's life"
The fairy tale teaches us to understand goodness,
To talk about people's actions
If he is bad, then condemn him,
Well, the weak need to protect him!
Children learn to think, dream,
Get answers to your questions.
Prepared by: Kuznetsova O.Yu.
Relevance of the project
Theater - a fertile and indispensable source of a child’s upbringing, these are the spiritual riches of culture, which, by learning, a child learns with his heart. Preschool age is the age of fairy tales. It is at this age that the child shows a strong craving for everything fabulous, unusual, and wonderful. If a fairy tale is well chosen, if it is naturally and at the same time expressively shown and told, you can be sure that it will find sensitive, attentive listeners in children. And this will contribute to the development of the little person.
Type : cognitive - speech.
Implementation deadlines: long-term project. (01/11/2018 – 03/13/2018)
Project participants:children, teachers, parents.
Age of project participants: junior group.
Resource support:
Finger Theater: “Teremok”, “Turnip”, “Kolobok”
Costumes for the fairy tale “Turnip”, “Teremok”
Story pictures
Project goal: creating the necessary conditions for introducing children to the theater. Fostering children's love for theater through the theatricalization of fairy tales.
Tasks:
1. Give students a basic understanding of the theater (about those people who perform performances, about their clothes, about the dolls that take part in the performance).
2. Continue to expand children’s understanding of the fairy tales based on which the theater is shown.
3. Introduce the features of the theater display.
4.Develop the speech of early preschool children through theatrical activities.
Implementation plan.
Organizational and preparatory stage.
Prepare for the project:
Tabletop theaters: “Turnip”, “Ryaba Hen”, etc.
Finger Theater: “Teremok”, “Turnip”, “Kolobok”, etc.
Costumes for the fairy tale “Turnip”, “Teremok”, etc.
Plot pictures based on fairy tales.
Didactic games: lotto “Fairy Tales”, “My Favorite Fairy Tales”, coloring pages based on the fairy tales “Teremok”, “Kolobok”, “Turnip”.
Main stage.
Educational areas. Activity. Forms and methods of work.
"Social - communicative."
Game: 1. Plot-role-playing games: “On the roads of the city”, “Traffic rules”. Goal: To consolidate children's knowledge about behavior on the roads. Develop the ability to be polite and attentive to each other.
“Fox”, “Bear Cubs”, “Cat”, “Horse”, “Hedgehog”. Goal: To develop in children the ability to take on the role of an animal.
2. Didactic games:
"Loud - quiet." Goal: To teach children to change the strength of their voice: speak loudly, sometimes quietly.
"Bear cubs eat honey."
Goal: To develop the articulatory apparatus of children.
"The Frog and the Little Frogs."
Goal: To develop speech attention.
"Work" 1. Assignments: “Washing toys”, “Washing doll clothes” Purpose: To develop the skills, together with an adult and under the supervision of adults, to properly care for toys.
2. Observation: Purpose: To attract children's attention to what and how an adult does, why he performs this or that action. Encourage a desire to help adults.
"Safety" life safety1. Conversations with children “When I went with my mother then...”. Goal: Continue to familiarize children with the rules of road safety. Form the foundations of a healthy lifestyle.
2. Didactic exercises “You can - you can’t”, “Show me how to do it correctly” Purpose. Develop the ability to comply with safety rules in public places.
3. Regime moments. Goal: Continue to teach children to dress themselves in the correct sequence. Dry your hands and face with your towel. Form the habit of doing exercises daily.
"Cognitive Development"Cognitive-research and productive (constructive). Formation of a holistic picture of the world, expansion of horizons (joint activity of adults and children in free activities, in restricted moments).
- Looking at pictures from various children's fairy tales. Target. Learn to look at pictures of animals in various activities.
- Design of a collage based on the fairy tale “Teremok” with images of various animals:
Mouse-norushka, frog-croak, bunny-runner, little fox-sister, top-gray-barrel, bear-toed.
« Artistic and aesthetic development"
1. Construction of a tower for animals (fairy tales “Teremok”)
2. Modeling - egg, turnip, bun, etc. (fairy tales “Ryaba Hen”, “Turnip”, “Kolobok”).
3. Drawing - trees, a Christmas tree, falling snow, footprints in the snow (fairy tales “Teremok”, “The Wolf and the Seven Little Goats”, “Kolobok”)
Theater. Goal: To form ideas about various types of theater. Involvement in participation in theatrical activities.
1. Listening to music.
2. Singing children's songs.
3. Learning musical movements.
4. Musical works “Lullaby of the Bear”, “Song about Summer”, “Song of the Baby Mammoth”, “Song of the Little Engine from Romashkovo”, “Song about Cheburashka”, etc.
"Speech development".Joint activity of adults and children in free activities and routine moments.
1. Dramatization of fairy tales together with the teacher “Ryaba Hen”, “Turnip”, “Teremok”, etc.
2. Listening to sound recordings of children's fairy tales - “The Wolf and the Seven Little Goats”, “Kolobok”, “Turnip”, “Teremok”, “Ryaba Hen”.
“Reading fiction” Joint activity of an adult and children.
1. Children telling fairy tales “Turnip”, “Teremok”, “Wolf and Seven Little Goats”, “Ryaba Hen”, “Three Bears”.
2. Reading poems and nursery rhymes.
"Physical development".Motor. Ensure optimal physical activity of children throughout the day, using outdoor, sports, folk games and physical exercises.
Round dance games: “Ball”, “Carousel”, “Bubble”. Goal: Improve basic movements; running, walking, jumping. Develop a desire to play with the teacher. Breathing exercises: “How do mice squeak? ", "Pipe", "Cockerel".
Working with parents:
1. Involving parents in participating in the design of the theater corner, making materials for decorating the theater corner (drawing fairy-tale characters).
2. Preparation of a consultation for parents: folder - moving “How a puppet theater helps in working with children who lack self-confidence”, “How to watch a play”, “A fairy tale in a child’s life”, “Theater activities in kindergarten”, “Finger games”, "Puppet therapy in working with young children."
3. Conduct a parent meeting on the topic “Development of speech in early preschool children through theatrical activities.”
Final stage
The result of the project.
The children got acquainted with Russian folk tales.
Children of the first junior group learned to recognize fairy-tale characters from illustrations.
The children took part in puppet shows.
Children learned to create images of what they read in creative works.
Children began to more often resort to active speech as an expression of their feelings and emotions.
Parents took an active part in theatrical activities.
Project product.
Exhibition of collages based on the fairy tales “Ryaba Hen”, “Turnip”, “Kolobok”, etc.
Exhibition of works “My favorite fairy tale”. Parents + Children.
Project activities in the first junior group on environmental education.
Short-term project “Let’s conquer the birds”
Implementation period: short-term (two weeks).Project type: informational and creative.
Project type: game.
Participants: teachers, children 2-3 years old, their parents
Relevance: children’s lack of systematic knowledge about the world around them, about birds, and about the need to take care of birds in winter.
Methodological basis: G. I. Vinnikova “Classes with children 2-3 years old”, “Complex lessons according to the program in the 1st junior group” edited by N. E. Veraksa, M. A. Vasilyeva, T. S. Komarova.
Project goal: the formation of ideas about birds as living beings in nature.
Tasks:
1. Introduce children to birds.
2. Learn to listen carefully, develop the ability for dialogical speech, learn to answer questions in a word and a sentence consisting of 3-4 words.
3. Practice onomatopoeia.
4. Enrich and activate the vocabulary on the topic.
5. Fix the method of tearing a piece of plasticine from a whole piece.
6. Foster a caring attitude towards birds.
Implementation stages:
1. Preparatory stage:
Studying methodological literature,
Selection of fiction,
Preparation of art materials for productive activity.
2. Project implementation
Children's activities:
Joint writing of the story “How we fed the birds.”
Outdoor game: “Sparrows and a car.
Bird watching.
Memorizing the poem by A. Barto “Bird”.
Examination of illustrations: “Birds”.
Modeling “Berries for Birds”.
Reading: nursery rhymes "Magpie".
Didactic game: “Who lives in the house? »
Didactic game: “Who eats what? »
Outdoor game: “Birds”.
Working with parents:
Mobile folder “Winter fun”,
Making feeders.
3. Summary:
Project activities in the first junior group.
Educational and research project “We can’t live without water”
Relevance of the development and implementation of the project: 2013 has been declared the year of environmental culture and protection environment in RT. It is necessary to cultivate an ecological culture early childhood. From natural resources For kids, the closest and most accessible thing is water. There is less water on earth, so we chose water as the object of study. In addition, March 22 is World Day water resources.
Project goal: enriching children's knowledge about water as a natural object, developing an understanding of the need to save water.
Achieving this goal is possible by solving the following tasks:
1. Give children a basic understanding of water and its impact on the world around them.
2. To form children’s cognitive activity when conducting observations and research.
3. Enrich children's vocabulary on this topic.
4. Develop emotional responsiveness to musical and literary works and bright natural phenomena.
Project type: cognitive and research.
Participants: teachers, children of the first junior group, parents, junior teacher, music director.
Implementation period: two weeks.
Planned result: expanding children's knowledge about water, its properties and its role in the world around them; enrichment of children’s active and passive vocabulary through the words: “water, water, transparent, colorless, tasteless, odorless, pours, gurgles, runs, drips, wash, wipe, pour, water, swim, wet, dry, etc.” d. "; development of cognitive interest and observation in children; taking active part in productive activities; manifestation of emotional responsiveness.
The project consists of three stages.
The first stage is preparatory.
Preparatory stage:
1. Setting the goals and objectives of the project.
2. Conversations with children to identify knowledge about water.
3. Preparation of poems, nursery rhymes, chants, riddles, games, illustrative material, using water.
4. Preparation of the necessary equipment.
5. Determination of the content, methods, forms of work with children and parents on the project.
The second stage is the main one, at which various types of children's activities were organized:
This is motor activity:
1. Outdoor game “Sunshine and Rain”, “Bubble”, “Round Dance”.
2. Complex morning exercises“Come out, water, we came to wash ourselves.”
3. Physical exercise “At the forest spring.”
Cognitive and communicative
1. Situational conversation “How to save water”, “Friends of Moidodyr” and conversations during special moments about water.
2. Conducting educational activities on educational, research, and communication activities “Properties of Water.”
3. Conducting educational activities to form a holistic picture of the world “We cannot live without water.”
4. Reading and learning poems, nursery rhymes, and calls about water with children.
5. Examination of illustrations depicting rain, various bodies of water, and swimming in them.
6. Didactic game “Bathing a doll”, “Song of water”.
Productive activities:
1. Modeling “Aquarium”.
2. Drawing with paints with elements of the application “Rain”, “Spring drops”
3. Construction of the “Boat”.
Musical activities:
1. Learning and singing the songs “Rain, rain - drip, drip, drip”, “Rain, rain is more fun.”
2. Music game in the movement “Rain on the Path”, “Sun and Rain”.
3. Tapping drops on a metallophone.
4. Listening to “Sounds of Nature” - the sound of rain, waterfall, drops, sea.
Independent activity:
1. Story games“Captains”, “Sailing on a steamboat”, “Let’s make soup (compote, porridge)”, “Let’s treat the dolls to tea.”
2. Didactic games “Fishing”, “Puzzles”, “Where can I pour water? "
3. Didactic manual"Entertaining figures."
4. Games with building material- construction of a ship, bridge.
Research activities:
1. Watching the rain from the window and catching a drop while walking.
2. Children’s games in the “Sand - Water” center - search activities “Cold, warm, hot”, “Sinking - floating”.
3. Observation aquarium fish.
Labor activity:
1. Observing the work of the teacher and carrying out work assignments: washing toys, washing doll clothes.
2. Observing the work of the teacher in caring for indoor plants and performing work assignments: watering flowers.
3. Observation of the work of the assistant teacher: how Nadezhda Dmitrievna washes the dishes, the floor.
Working with parents:
1. Consultation for parents. Fairy tale “How people offended the river.”
2. Show children at home what to cook, wash clothes, clean the apartment, water indoor plants, bathing people need water.
3. Recommend taking your children to a zoo exhibition of exotic fish.
4. “Save water” poster.
On final stage:
1. Summing up the project.
2. Exhibition of children's works.
3. Organization of entertainment “Funny Soap Bubbles”.
