Plan of project activity of dow according to fgos. Project activities in dow according to fgos

The teaching staff faces an important task: to send inquisitive and active children to school, so educators write various programs according to the established standard. They also carry out project activities in kindergarten according to the Federal State Educational Standard.

What is FGOS?

Project activity in kindergarten according to the Federal State Educational Standard, this is the interaction of teachers, children and their parents. As a result of joint work, children develop cognitive abilities and creative thinking. Children learn to independently search for information and apply it in practice.

When we are talking about the project, the educator must remember that for the child he becomes an equal partner. To create trusting relationship, the teacher must comply with certain conditions.

1. The teacher does tasks with the children - so he makes it clear that they are on the same level. The adult teacher simply shows the techniques and observes the activities of the children.
2. The child must take part in the classes voluntarily. The task of the educator is to interest children in their activities.
3. Free movement of children during classes.
4. Work on projects at your own pace.

How is it implemented

Project activities in the kindergarten are considered outside the traditional curriculum. Every project requires careful planning and attention to detail. Project activities in kindergarten according to GEF are based on the following theoretical principles:

• the focus is on the child;
• the individual pace of work of children is observed, thanks to which everyone can achieve success;
• basic knowledge is easier to digest because of its versatility.

Why is project activity in children. garden is always up to date? Because each baby has its own obvious and hidden features, and at each age there are sensitive periods. This direction allows you to take all this into account and create the necessary conditions for the maximum realization of children's opportunities.

Types of project activities in the garden

• Research. The main goal in this direction is to find answers to questions: "why", "how", etc. The preschooler does not just listen to what the teacher tells him, but also becomes a researcher himself and tries to find the answer to the question. The task of the educator is to create conditions for the child to independently search for answers.

Next, the preschooler is involved in project activities and, together with the teacher, conducts experiments, etc. Then the kid demonstrates the result of his research activities and tells how he understood the topic. The teacher also offers Mind games to consolidate the learned material.

Creative. The peculiarity of this type of project activity in kindergarten according to the Federal State Educational Standard is the duration in time and the collective nature. On the initial stage there is a discussion and choice of topic, then the teacher looks for ways to motivate each child to take part in the work.

The most difficult stage in the creative approach is the stage at which children are trying to come to a common solution, because it is still difficult for preschoolers to convey their point of view to each other. The teacher should not take sides, he should give the children the opportunity to come to an independent decision.

This will help children overcome egocentrism and reach a new level of communication. Next comes the implementation of the idea and its presentation. Not all children show the result, but elected representatives who will talk about the progress of work.

• Normative. Project activity in kindergarten according to the Federal State Educational Standard in this direction implies that children independently create a system of rules and norms in the group. These projects help to solve but are implemented exclusively by children.

Of course, this does not mean that the teacher does not control the process of creating rules. First, the educator conducts ethical conversations with the children, during which the necessary behavior is formed. There is then a discussion of the adverse effects before the rules of the group are formed.

Conclusion

Summing up, we can say that the need for project activities is due to the fact that it allows you to expand the field for children's research. It develops not only intellectual, but also communication skills, not only for children, but also for adults, so for greater efficiency project activities are included in the educational program.

Today, the system of preschool education is undergoing serious changes that have not been since its inception.
Firstly, in connection with the introduction of the new “Law on Education in Russian Federation» pre-school education becomes the first level of general education. It remains, in contrast to general education, optional, but the attitude towards preschool education as a key level of child development is changing significantly. Preschool childhood is the main and most important stage when the foundations of personal development are laid: physical, intellectual, emotional, communicative. This is the period when the child begins to realize himself and his place in this world, when he learns to communicate, interact with other children and adults.
To date, the requirements for children entering the first grade have increased, therefore, the new model of a kindergarten graduate involves a change in the nature and content of pedagogical interaction with a child: if earlier the task of educating a standard member of the team with a certain set of knowledge, skills and abilities came to the fore. Now, there is a need to form a competent, socially adapted personality, able to navigate in information space, defend their point of view, interact productively and constructively with peers and adults. That is, the emphasis is on the development of qualities and social adaptation.
The Federal State Educational Standard for Preschool Education dated October 17, 2013 No. 1155, which came into effect on January 1, 2014, states that it is necessary to develop motivational readiness for learning, and not just teach the child to read, write, etc. After preschool life, there should be a desire to learn.
Let's take a closer look at some of the points in the document that can be implemented through project activities;
Part 1 General Provisions
The Standard is based on the following principles: (here are some of them)
1.4 principles of preschool education:
3. assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;
4. support for the initiative of children in various activities;
5. cooperation of the Organization with the family;
7. formation of cognitive interests and cognitive actions of the child in various activities;
Part 2 Requirements for the structure of the educational program of preschool education and its volume
2.1. The program is aimed at:
creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development of initiative and creativity based on co-adult and peer collaboration and age-appropriate activities;
Part 3. Requirements for the conditions for the implementation of the main Educational program preschool education
These requirements are intended to create social situation development for participants in educational relations, including the creation of an educational environment that:
2. contributes to the professional development of teachers;
3.creates conditions for developing varied preschool education;
5. creates conditions for the participation of parents (legal representatives) in educational activities
- clause 3.2.5. Interaction with parents on the education of the child, direct involvement of them in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.
The project method as a pedagogical technology is a set of research, search, problematic methods that are creative in nature, that is, it is based on the development of children's cognitive skills, the ability to independently construct their knowledge, navigate in the information space, the development of critical and creative thinking.
Project work is of great importance for the development of the child's cognitive interests. During this period, there is an integration between the general methods of solving educational and creative problems, the general methods of mental, speech, artistic and other activities. Through the integration of various areas of knowledge, a holistic vision of the picture of the world around is formed.
The collective work of children in subgroups gives them the opportunity to express themselves in various types of role-playing activities. A common cause develops communicative and moral qualities.
The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge in solving practical problems or problems that require the integration of knowledge from various subject areas.
It follows from this that the chosen topic is “projected” onto all educational areas offered both in the FGT and the Federal State Educational Standards, and on all structural units educational process, through different kinds children's activities. Thus, it turns out a holistic, and not broken into parts, educational process. This will allow the child to "live" the topic in different types activities, without experiencing the difficulty of moving from subject to subject, to assimilate a larger amount of information, to comprehend the connections between objects and phenomena.
A project is a set of actions specially organized by adults and performed by children, culminating in the creation of creative works.
The project method is a learning system in which children acquire knowledge in the process of planning and executing increasingly complex tasks. practical tasks- projects. The project method always involves the solution of a problem by the pupils.
The project method describes a set of actions of the child and the methods (techniques) of organizing these actions by the teacher, that is, it is a pedagogical technology
The main thesis of the modern understanding of the project method, which attracts many educational systems, is that children understand why they need the knowledge they receive, where and how they will use it in their lives.
It is very easy to remember and understand that the project is 5 "P":
Problem;
Design or planning;
Search for information;
Product;
Presentation.
Easy to remember - five fingers. The sixth "P" is a portfolio, which contains accumulated materials (photos, drawings, albums, layouts, etc.).
There are also basic requirements for using the project method in kindergarten:
any project is based on a problem, the solution of which requires a research search;
obligatory components of the project: children's independence (with the support of a teacher), co-creation of children and adults;
development of children's communication skills, cognitive and creative skills.
The main goal of the project method in the preschool educational institution is the development of the free creative personality of the child, which is determined by the tasks of development and the tasks of the research activities of children.
General developmental tasks specific to each age:
ensuring the psychological well-being and health of children;
development of cognitive abilities;
development of creative imagination;
development of creative thinking;
development of communication skills.
Development tasks in early preschool age:
the entry of children into the problematic game situation(the leading role of the teacher);
activation of the desire to look for ways to resolve the problem situation (together with the teacher);

formation of the initial prerequisites for search activity (practical experiments).

Development tasks in senior preschool age:

formation of prerequisites for search activity, intellectual initiative;

development of the ability to determine possible methods for solving a problem with the help of an adult, and then independently;

formation of the ability to apply these methods, contributing to the solution of the task, using various options;

developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.​

Adviсe
project educator

Deeply study the subject of the project, prepare a subject-spatial developing environment.

Create game motivation based on the interests of children and their emotional response.

Introduce children to a problem situation that is accessible to their understanding and based on their personal experience.

To interest each child in the subject of the project, to support his curiosity and steady interest in the problem.

When drawing up a joint plan for working with children on a project, support children's initiative.

Tactfully consider all the options for solving the problem proposed by the children: the child should have the right to make a mistake and not be afraid to speak out.

Observe the principle of consistency and regularity in the work on the project.

During the work on the project, create an atmosphere of co-creation with the child, using an individual approach.

Develop creative imagination and children's imagination.

Creative approach to the implementation of the project; to orient children to the use of accumulated observations, knowledge, impressions.

Unobtrusively involve parents in joint work on the project, creating a joyful atmosphere of joint creativity with the child.

The final stage of the project is to carefully prepare and conduct its presentation by all participants.

AT junior groups the choice of the project is carried out by the educator, based on the interests of the children or diagnostic data.

In senior groups preschool age- the choice of the topic of the project can be carried out by both the teacher and the children, in accordance with their desires and level of development. Children are participants in planning, their questions, ideas, suggestions and life experience are important criteria for selecting project scope.

Tatyana Egorova
Project activities as a means of implementing the GEF in preschool educational institutions

Introduction

Entering the transitional period that the entire education system, including preschool education, is going through, positively perceives the new strategic guidelines outlined in GEF. The priority direction in the work is the implementation of innovative pedagogical technologies in the organization of educational activities of preschoolers, including the method project activities, as means of implementation new educational standards.

Method projects used with children from preschool age. This form of interaction between a child and an adult allows you to develop cognitive abilities, the personality of a preschooler, as well as relationships with peers. It allows me to define the tasks of learning, to form the prerequisites for cognitive activity, skills and abilities in accordance with the main lines of development.

Project activity unfolds in a problem situation and is carried out through an integrated teaching method. The variability of using the integrated method is quite diverse, in which the content should cover the following educational areas:

Social and communicative development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

Project activity reflects the following aspects of the social situation of the development of a preschool child age:

subject-spatial developing educational Wednesday;

nature of interaction with adults;

nature of interaction with other children;

the system of the child's relationship to the world, to other people, to himself.

At the stage of introduction of the Federal State Educational Standard (GEF) there was a need to connect the system and activity approach to training and education. Systems approach- this is an approach in which the educational system is considered as a set of interrelated elements. The activity approach makes it possible to realize the principle of consistency in practice. The main idea of ​​the system activity approach lies in the fact that the main result of education is the ability and readiness of the student to effective and productive activities in all sorts of social situations.

The search for new forms of work has led to the widespread use of the method project activities. Method usage project activities in preschool education allows you to form an active life position children, to develop creative thinking, the ability to independently, in a variety of ways, find information about an object or phenomenon of interest and use the knowledge gained to subsequently create new objects of reality. In addition, the method projects does educational system preschool open to direct participation of parents in the pedagogical process.

Method projects allows you to move from traditional relay knowledge transfer to active learning methods. A active activity- the most successful type of perception of information. According to psychological research, a person remembers about 10% of what he hears, 50% of what he sees, and 90% of what he does.

Method projects was briefly reflected in the pedagogical ideas of the progressive teachers of Russia at the beginning of the last century - P. F. Kapterev, P. P. Blonsky, A. S. Makarenko, S. T. Shatsky, V. N. Shulgin, N. K. Krupskaya, M V. Krupenina, E. G. Kagarova. Then, in the second half of the 30s, along with the pedagogical ideas of M. Montessori, it was banned. The method is currently projects increasingly used in the practice of kindergartens.

Relevance

On the present stage development of Russian preschool education Special attention given to development personal qualities preschooler through systemic activity approach. Project activity as a means of implementing this direction ensures the inclusion of each child in an independent cognitive activity, creating an adequate load for everyone. Method project contributes to the development of the following personal qualities: cognitive, emotional, creative potential, communicative competence.

The knowledge acquired by children during project implementation become their property personal experience. Using project as a form of joint development activities of children and adults, preschool teachers organize educational and educational activities interesting creative, productive.

feature project activities in the preschool education system is that the child still cannot independently find contradictions in the environment, formulate a problem, determine the goal (intention). Adults need "point" child, to help discover the problem or even provoke its occurrence, to arouse interest in it and "pull in" children in joint project. Therefore, in the educational process of preschool educational institutions project activity is the nature of cooperation in which children and teachers of the preschool educational institution take part, as well as parents and other family members. Parents can be not only sources of information, real assistance and support to the child and the teacher in the process of working on project, but also become direct participants in the educational process, to experience a sense of ownership and satisfaction from their successes and the successes of the child.

Kinds projects: informational, research, gaming, practice-oriented, etc.,

main goal design method in our preschool institution is the development of a free creative personality, which is determined by the tasks of development and the tasks of research children's activities. Tasks of the research activities specific to each age. So, in working with children of primary preschool age, teachers use hints, leading questions. And we provide more independence for children of preschool age.

The step of the educator in working on project:

1. Selecting a topic.

2. Thematic planning for the selected problem for the week, which takes into account all types of children's activities: play, cognitive and practical, artistic and speech, labor, communication, etc.

At the stage of developing the content of GCD, games, walks, observations and other types of activities related to the topic project, educators pay special attention to the organization environments in groups in preschool in general. We understand that Wednesday should be a background to heuristic, search activities to develop curiosity in preschoolers. When the basic conditions for working on project(planning, Wednesday, starts teamwork educator and children.

Stages project:

1. Goal setting: the teacher helps the child to choose the most relevant and feasible task for him for a certain period of time.

2. Development project - an action plan to achieve the goal:

Who to turn to for help (adult, teacher);

What sources can you find information from?

What items to use (accessories, equipment);

With what subjects to learn to work to achieve the goal.

The solution to this question can be various Events: reading books, encyclopedias, contacting parents, specialists, conducting experiments, thematic excursions. The proposals received are additions and changes to the already prepared thematic plan educator. It is important that the teacher be flexible in planning, be able to subordinate his plan to the interests and opinions of the children, including children's activities in academic plan, sacrificing some of the planned forms of work. This skill is an indicator of the high professional skill of the educator, his readiness to retreat from existing stereotypes, putting in the first place the inherent value of preschool childhood as a period of life, and only then - as a preparatory stage for the future.

3. Execution project- practical part.

Children explore, experiment, search, create. To activate children's thinking, we offer to solve problem situations, puzzles, thereby developing the inquisitiveness of the mind. It is necessary to create a situation where the child must learn something on their own, guess, try, come up with. Wednesday around the child should be, as it were, unfinished, unfinished. a special role in this case play corners on cognitive and practical activities.

4. The final stage of work on project is the presentation project.

The presentation can take various forms depending on the age of the children and the topic. project: with children of senior preschool age, final events are held in various forms. These are quiz games, themed entertainment, design of albums, photo newspapers, exhibitions, mini-museums.

During the months, weeks, days, the following were introduced in the preschool educational institution: projects:

Cognitive research projects: "Young meteorologist" "Wintering Birds", "Water".

2. Role-playing project"Seven kids and a wolf", result - showing the staging of the fairy tale on the NVK channel Bihikchaen.

3. Information - practice - oriented projects: "Suntaar - min toroobut ​​dodum", "Decorative and applied art of the SAHA people", "Sakha rub ah", "The ABC of Health", "Let's decorate our yard with flowers", "Dolls of the Peoples of the World", "Road alphabet", « "Me and my family".

4. Creative projects in kindergarten: "Herringbone - green needle"(Christmas tree made of different materials, "Yakut musical instruments» , "Cosmonautics", "Do-it-yourself toys", to the 70th anniversary Great Victory "Military equipment of the Patriotic War".

Project

The relevance of research

Until recently, the pen had only one function, like a writing instrument - to print the text we need on paper. Today its possibilities have increased. There were pens using the latest achievements in the field of IT-technologies. A modern pen can serve as a music player, can send letters to addresses. In this regard, interest arose in the study of the stages of development of the pen.

Name project"History of the Development of the Ballpoint Pen"

View project Information and research

Developers project Egorova Tatyana Sergeevna, Ivanova Nadezhda Romanovna

Participants Children, parents senior group, preschool teachers

Target project Highlight the stages of development of a ballpoint pen

Tasks project 1. Highlight the historical stages in the development of objects for writing to a ballpoint pen.

2. Identify the disadvantages and advantages of the existing writing instruments.

3. Give a comparative description of writing with different tools.

4 Prepare children to review the latest pen inventions using advances in information technology.

Deadlines and stages project implementation Short-term

Stage 1: informational and organizational (entering the problem, accepting the task, getting used to the game situation

Stage 2: practical (research, experimentation, GCD, video talks, fairy tales, stories, games, artistic creativity.)

Stage 3: final (presentation, exhibition of pens)

Expected and final results 1. Children will receive more information about the development of writing subjects.

2. They will characterize the letter with different tools.

3. Present their model of the pen of the future.

4. Children are ready for the new project"The Invention of IT Handles"

Project activity, based on a student-centered approach to training and education, contributes to the development of individual creative activities teachers in the development of strategies, tactics and technology of the educational process, contributes to the personal development of pupils, provides high-quality results of pedagogical activities.

This method affects not only and not so much the intellectual sphere of children, but also feelings, emotions, attitudes towards the world around them, their own value orientations. An atmosphere of trust is created in which children feel safe enough to think freely and express their opinions. There is no stereotype "Do like everyone else", "Tell me how everything is" etc.

Method projects can be adapted to all age groups, it is only necessary to take into account the psychological and physiological characteristics of children, to understand the interests of preschoolers at this stage. (E. S. Evdokimova).

joint project activity helps parents to master some of the pedagogical techniques necessary in family education; objectively evaluate the capabilities of their children and cooperate with them as equal partners.

Method projects in working with preschoolers today is an optimal, innovative and promising method that should take its rightful place in the system of preschool education

Literature:

1. Veraksa N. E., Veraksa A. N. Project activities of preschoolers. Handbook for teachers of preschool institutions. - M.: Mosaic - Synthesis, 2008. - 112 p.

2. Danyukova A. Do you love projects? //Hoop. - 2001. - No. 4.

3. Evdokimova E. S. Project as a motivation for learning // preschool education. - 2003. - № 3.

4. Komratova N. G. Project method in the socio-cultural education of preschoolers// Preschool education. - 2007. - No. 1.

5. Komratova N. G. Project activity: culture and ecology // Preschool education. - 2007. - No. 2.

6. Educational projects in kindergarten. Manual for educators / N. A. Vinogradova, E. P. Pankova. – M.: Iris-press, 2008. – 208 p. - (Preschool education and development).

7. Project method in activity preschool institutions: A manual for leaders and practitioners of preschool educational institutions / Ed. - compiled by: L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuykova. - 3rd ed. pspr. and additional - M.: ARKTI, 2005. - 96 p.

8. Shtanko I.V. Project activity with older preschool children. // Management of preschool educational institution. 2004, № 4.

1. Title page.

• Full name of the educational institution
• Project name
• By dominant activity: (playful, educational,creative, research, practice-oriented).

• By number of participants: ( group, collective, pair, individual)
• The nature of the contacts: (among children of one group, among children of several groups, among children of preschool educationalinstitutions).

• By duration: - short-term (1 or several lessons - 1-2 weeks); - medium-term (1 or 2 weeks-month);

• Applicant: children (age group).
• Project author: position Full name
• 20… year

2. Structure of the project.

• Problem: Describes the issue that is affected by this project.
• Relevance themes:

The formulation of the problem will go to the goal of the project . (Methodology of Svetenko T.V. "Mirror of innovative transformations in practice")

(problem, goal setting - organizational stage)

We develop the project using the technique of “three questions:

(a general discussion is held with the children and all the answers of the children are recorded, after all the children have spoken, the teacher asks the question “How can we find answers to the questions?” - organizational stage.

• Objective of the project: the expected result of the activity, expressed in positive changes in the (teacher) children that appeared due to the implementation of the project.

• Project objectives:actions or steps to achieve intermediate results aimed at achieving the goal.

3. Stages of the project.

1. Organizational.

1. Teacher (educator) - reveals the problem.

2. The teacher - determines the goal, outlines tasks for the realization of the goal.

3. Children - entry into the project.

4. Parents - cause a positive response from parents to an existing problem.

2. Activity planning.

1. Teacher - production of manuals for the project;

Conversations ( for example, about geometric shapes);

Conversations ( for example, about flowers);

Making games; selection of available games;

Education through didactic, mobile, finger games, poems, riddles,

Thinking through practical, experimental activities;

productive activity.

Reading books, contacting parents, specialists, conducting experiments, thematic excursions, recreating an object or event, classes, etc.

2. Children - learning games, poems, participation in experimental and productive activities, searching with parents and a teacher for new knowledge about what is being studied.

3. Parents - we are looking for information, we are working to create a developing group environment (on the instructions of educators), making newspapers, leaflets, compositions, etc. with children. .

3. Final

• Expected Result
• product

4. Web of the project.

By educational areas. (For example)

5. Project Implementation Plan. (main stage)

(The final stage)

6. Expected result:

Criteria for evaluating the results of diagnostics ......

(the specific knowledge and skills of children that you want to receive as a result of work on the project are prescribed and, in accordance with this, set the levels of development: high, medium, low).

Short……

Average…..

Tall…..

7. Project product:

8. Diagnosis of children at the beginning of the project.

Diagnosis of children at the end of the project.

9. Presentation of the project.

Usually, at the end of the project topic, some kind of bright event or a common cause that provides children with the opportunity to demonstrate the knowledge and skills acquired during the project, as well as to express their emotional attitude to what happened before and what is happening at the moment - this is the presentation.

10. Reflection.

• Answers to the question "What did we learn?" (after the end of the project) let the teacher understand what the children have learned.
• Analysis of individual lessons allows you to improve future projects. The educator should answer the following questions: “Which part of the project was the most successful? What needs to be changed next time? What have the children learned? What failed? Why?"
• the results of each project are discussed together with the group:

Have you learned anything new?

Did you learn anything that surprised you?

Which of the activities did you enjoy the most?

Reflection on the topic of the project is organized not only with children. but also with teachers. The teacher must answer the following questions:

What events in the topic turned out to be the most successful and effective for the implementation of the tasks set?

What needs to be changed or taken into account next time?

What worked, what didn't work, and why?

(The answers to the questions posed are described).

11. Forecast possible negative consequences and ways to correct them.

I wish you all the best in your educational endeavors!

Bibliography:

1. Sypchenko E.A. Innovative pedagogical technologies. The method of projects in the preschool educational institution. - St. Petersburg: LLC "PUBLISHING HOUSE" CHILDHOOD - PRESS ", 2012

2. Pedagogical design. Collection of results Regional competition"Pedagogical project", - Tomsk, 2011

Svetlana Sidorova
Sample project writing for preschool teachers

I. Introduction…

2. Relevance project...

3. Goals, objectives, expected results and products…

4. Abstract project...

5. Stages of implementation program project...

6. Action Plan…

7. Resources...

8. Risks and ways to overcome risks ...

9. Conclusions...

10. Literature ....

Introduction

your TEXT

Project ultimately focused on solving one main problem - ....

project the object of study is provided, which are the conditions ...., the subject of activity is the process ...

2. Relevance of creation project

your TEXT

That is why it is important to develop project...

Upbringing modern child and his cognitive abilities is a priority, overriding task preschool pedagogy, especially in modern conditions, since any country needs personalities (describe which ....

3. Goals, objectives, expected results and products

Strategic goal: creating favorable conditions for ...

Tactical targets

1. Create...

2. Form ....

3. Organize...

Expected results

4. Abstract

your TEXT

This project the following ideas:

In accordance with FGT project based on scientific principles her building:

SELECT THE REQUIRED PRINCIPLES FOR PROJECT

The principle of developing education whose purpose is the development of the child. Developmental character education implemented through the activities of each child in the zone of its proximal development;

Combination of the principle of scientific validity and practical applicability;

Unity educational, developing and learning goals and objectives of the process education preschool children, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;

The principle of integration educational areas(physical culture, health, safety, socialization, work, knowledge, communication, reading fiction, artistic creativity, music) in accordance with age capabilities and characteristics pupils, specifics and possibilities educational areas;

Solution of software educational tasks in the joint activities of an adult and children and independent activities of children not only within the framework of direct educational activities, but also when conducting regime moments in accordance with the specifics of preschool education;

Building educational process on age-appropriate forms of work with children. The main form of work with preschool children and the leading activity for them is the game.

Principles of humanization, differentiation and individualization, continuity and consistency education.

Reflection of the principle of humanization in draft program means:

Recognition of the uniqueness and originality of the personality of each child;

Recognition of unlimited opportunities for the development of the personal potential of each child;

Respect for the personality of the child by all participants educational process.

Differentiation and individualization education and education ensures the development of the child in accordance with his inclinations, interests and capabilities. This principle is implemented through the creation of conditions for education and education of each child, taking into account individual characteristics its development.

Implementation of the continuity principle education requires communication of all levels of preschool education, from early and younger preschool age to senior and preparatory to school groups. Priority in terms of continuity education is to ensure by the end of preschool childhood such a level of development of each child that will allow him to be successful in primary school. Compliance with the principle of continuity requires not only and not so much the mastery of children with a certain amount of information, knowledge, but the formation in a preschooler of the qualities necessary for mastering learning activities- curiosity, initiative, independence, arbitrariness, etc.

Solutions project:

CHOOSE WHAT YOU NEED

Think out « image of the future» , present a model of what they are going to create;

Take into account the requirements and opinions of all participants in the future being created;

Develop a system for implementing ideas based on real

practices and capabilities of a particular preschool educational institution;

Assess implementation risks project.

5. Stages of implementation draft program

Implementation project designed for __ weeks: with «_» ___ on «_» ___

No. Stages Purpose Timing

1. Preparatory design stage

2. Practical stage

3. Summarizing - productive stage

6. Action plan

№ p / p Name of events Terms Responsible

Stage 1 - Preparatory- design stage

Stage 2 - Practical stage

Stage 3 - Summarizing - productive stage

7. Resource support of the program

Legal Resources

Law of the Russian Federation "About education»

Decree of the Government of the Russian Federation "On approval of the Rules for the provision of paid educational services in the field of preschool and general education» from 07/05/2001

CHARTER DOW

SanPiNs 2.4.1.2660-10

The concept of continuous content education(preschool and elementary)

Law of the Russian Federation "About education» edited federal law dated 01.12.2007 No. 309-FZ

Order of the Ministry education and science of the Russian Federation from 23.11.2009 No. 655 "On approval and enforcement of federal state requirements to the structure of the main general education preschool programs education».

Human Resources

To work in The project involves....

By the educational qualification of the project team is as follows:

Total teachers education Secondary specialized education Incomplete higher education education Non-specialists

So way, educational the qualification of preschool teachers is quite high, able to organize upbringing and education at a sufficient level.

By age limit:

Up to 30 years Up to 40 years Up to 50 years Over 50

By teaching experience activities:

Up to 5 years Up to 10 children Up to 15 years Up to 25 years More

So way, professional level teacher (s) high enough.

Informational resources

Educational and methodical resources:

Methodical cabinet fund:

Library;

Game library;

Audio library;

Music library.

Logistics resources:…

Financial resources

Financing project is being made....

Object of financing project

All financial and economic activities are aimed at the implementation of this project SELECT REQUIRED

Item No. Name of events Estimated cost

1 Acquisition:

Sample Core Preschool Programs education;

Methodological support of programs;

Literature on the implementation of the Federal State Educational Standard in DO 1,000 rubles

2 Buy:

paper "Snow Maiden";

Printer;

Files. 4 000 rubles

3 Scientific consulting 500 rubles

4 Internet resources 900 rubles

5 Media subscription:

Newspaper "Preschool education» , Publishing House "First of September";

Magazine "Preschool upbringing» ;

Magazine "Hoop". 2 500 rubles

TOTAL 8 900 rubles

Evaluation criteria project

CHOOSE YOUR REQUIRED

1. Satisfaction of parents with the result work of preschool educational institution(the conditions created, the level of preparation of the child for school, the interest of the child in educational process).

2. Compliance with the conditions for teaching preschoolers to the norms of SanPiN.

3. Awareness of parents about the organization educational and educational preschool process.

4. Replenishment and improvement of MTB based on a comparison of MTB at the beginning and end of the year.

5. Delayed result: success pupil preschool in elementary school.

8. Risks and ways to overcome risks

Risks Ways to overcome risks

9. Conclusions:

Project should become a powerful impetus to the development of the creative initiative of preschool pedagogical teams dealing with childhood problems. ….

your TEXT

Generally project with children and parents, from my point of view, has a progressive character and will not only allow ...., but will also give impetus to development ....