Project in the kindergarten in the middle group. Classes with children in kindergarten

The federal educational standard directs teachers to search for innovative technologies, tools, methods and techniques that would solve the tasks of developing the child's personality, his cognitive and creative abilities. The project in the kindergarten in the middle group is a good opportunity to realize all this by integrating different educational areas.

An interesting and useful business

In the modern understanding, the project is a certain problem that requires solution. If there is such a problem, then it remains to formulate it and create a project. Such projects, growing from the urgent issue, are more effective and effective. In fact, there are other cases - the contest of projects announced in the DOW makes teachers "come up with" a problem: on the one hand, it can encourage activity, and on the other - create a project for the sake of the project, "for a tick". If the topic is relevant, the project activity is fascinating and interesting to all participants.

When to start?

With children of what age can you implement a project in kindergarten? In the middle group, children can already be participants with the support of adults, becoming older, they become active partners of the project, but even the youngest children can be included in the project activities.

Coming to the garden, the kids are just adapting to the new conditions, so all efforts are directed to making this process as possible as possible. And already by the age of 4 - 5, having settled in the pre-school institution, children are ready for a variety of activities, including design.

In the design technology, the "child-to-adult" ratio is built on complicity. First, children closely monitor the activities of the elders and take part in it, gradually become equal partners and come to cooperation. In this article, we will look in more detail on how to properly organize projects for children of the middle group.

Activities with age

Children of four years have some features that you need to know when you include them in the work on the project.

• In children of middle age, physical capacities increase, they become more active. To send this emerging energy into the right direction will help ready-made projects. In the middle group, they can be different in subject matter, but should be accessible for understanding by four years.
• Four-year-olds often show increased excitability. Noticing such a state in the group, the teacher should take action quickly. It is best to distract the children into something interesting. Returning strength and relax, relieve stress will help properly organized activities within the project, it is good if it will be diverse - and moving, and calm, but necessarily emotionally colored. In this case, the physical and mental development of children.
• New opportunities appear in communication with peers. The project in the kindergarten in the middle group should include various games that combine, learn to interact.
• It becomes especially important for children to receive the approval of adults, to do something together, these needs can also be met in the project activity, if we involve not only teachers but also parents. In a joint venture, mutual understanding is formed, the joy of communication arises.

Who can implement the project?

Participants can become children, educators, educational specialists and parents. In the beginning of work on the project, it may seem that the children are doing what is planned by adults, but in the process it turns out that because of their age characteristics they are actively involved and can even offer and plan, can compare, analyze, explore. In a well-organized activity, children not only fulfill the rules and requirements, but also create masterpieces, create, decorate, evaluate.

How to choose the theme of the project?

The direction of projects appears sometimes unexpectedly: the subject of the project can become anything. Children of this age are interested in everything around, they want to understand what is happening. The question of the child about why the melting snowman melted can serve as an impetus to the activity. The project "Spring" in the middle group will help children learn the signs of spring, understand why the snow is getting dark and melting. In games, children's knowledge and ideas about the world around them are expanding. Working on the project, you can introduce children to literature about the spring, observe changes in nature during walks in the garden and with parents, teach poems and songs, view illustrations, pictures and photographs, conduct experiments with snow, draw, make appliqués. The project "Spring" in the middle group will help organize the creative interaction of children and parents in a variety of activities to study the spring signs.

How does the project integrate educational areas?

The project in the kindergarten in the middle group provides an opportunity to integrate the educational areas, and consequently, the full development of the child's personality. Let's look at an example of how this can be done within a single project. In the period of preparation for May 9, the "Victory Day" project will be relevant. The middle group can use different forms of work, at the same time there will be a diversified development of children:

• Cognitive development will be the study of historical facts and events, accessible to the understanding of children.
• Speech development is promoted by enriching the active vocabulary of children, acquaintance with fiction, memorizing poems, writing stories.
• The musical and literary material used in the work on the project implements the artistic and aesthetic development of children, they listen to songs of the war years, read poems, try to show themselves in artistic and creative activity (for example, through drawing).
• If the project participants are adults - parents, teachers - and children, it will allow to realize the social and communicative development of children - they interact with the adults with interest during joint events, exhibitions, a march to the monument to the dead soldiers, this should evoke bright emotional expressions.

What is the sequence of work on the project?

The initial stage is preparatory, when the problem is determined, the goals are predicted, the result is determined, program-methodical support is selected for the project implementation, the experience of other teachers on the project theme is studied. Consider, for example, "Defender of the Fatherland Day". Realizing such a project, the average group on February 23 can hold a holiday for boys and dads. The problem is how to mark the upcoming date. The goal is to congratulate future and real defenders of the Fatherland, the expected result is positive emotions of children and adults from the event.

The next stage is the diagnostic one: questionnaires, observations, studies on the state of the problem at the time of starting work on the project are conducted. In the preparation that we are considering, by February 23, parents and children can be interviewed about the form of the upcoming holiday, video interviews of children will be interesting with a request to talk about the Pope. Its moments can be demonstrated during the event.

The most interesting is the work itself on the project - the creative stage, in which, in fact, there is a joint movement towards the result. The developed scenario of the event and its conduct will constitute the essence of this stage. Perhaps additional use of other forms of work: the organization of the photo exhibition "Our grandfathers and dads", an exhibition of drawings "Our Army".

Work on the project is completed, as a rule, presentation, analysis of goals and results, study of the results of activities, evaluation of the project and the search for further development prospects. You can ask participants to leave feedback immediately after the event, or make an analysis later, taking into account everything that happened, and what could not be done.

How to work on the project?

Today's living conditions make environmental projects especially relevant. Types of activities, forms and methods of work can be different: thematic studies on the project, children's games, joint activities with adults, visual information for parents accompanying the work on the project, creative work of families. The diagnostic methods are complementary to the project: questioning and observation, as well as research methods - children become experimenters, studying the world around them.

Environmental projects may have a specific focus, for example, children and adults can plant an "Alley of the Family", make bird feeders or clean the spring of debris. Such a result will please children, they will be proud of their useful deeds done together with their parents.

What are the main advantages of the project activity?

Work on the project is an interesting, creative process, its integrated character allows us to teach children to act independently and actively, think creatively, in various ways to find knowledge and use them. In addition, the project - a great opportunity to attract parents to actively participate in the life of the garden.