Project on socialization in kindergarten. Pedagogical project on social and communicative development for children of the senior group for career guidance
SOCIAL-EDUCATIONAL PROJECTS
Project– a developed idea for implementation.
- a project whose participants are not only teachers, but also other social groups and structures: children, parents, school, Department of Education, Government, media.
is an open educational space organized in such a way that, in the process of active participation in transforming the surrounding world, social success is achieved by participants who have demonstrated certain personal qualities.
Socio-pedagogical projects, as a rule, are characterized by their length in time. They are designed to work with children and parents throughout the school year. Not to mention cooperation with special departments of the Administration, with the media, etc. A social and pedagogical project, having begun in one academic year, can continue from year to year, degenerating into the organization of a museum or into its own, author’s direction in work (this happened with our project “We are the descendants of the winners”).
My article about social and pedagogical projects preschool can be read in the magazine “Obruch” No. 42007.
The kindergarten under my leadership achieved great results in establishing partnerships between teachers and parents, parents and children, and, finally, between the preschool institution and other social structures of the district, working together with the families of pupils on social and pedagogical projects.
Almost every academic year, starting from 2005-2006, kindergartens under my leadership: No. 1405 (Zelenograd), and then kindergarten No. 1734 (South-Eastern Administrative District), worked on original social and pedagogical projects.
2005-2006 academic year - “My kindergarten yard”
2006-2007 academic year - “A beautiful playground for preschool children”
2007-2008 academic year - "My dream city"
2009-2010 academic year - “We are the heirs of the winners”
2010-2011 academic year - “Dreaming about space”
2011-2012 academic year - “A Tale for Life” (dedicated to creativity
Astrid Lindren)
2012-2013 academic year - “I am a city dweller”
Here are examples of some of the projects carried out at the preschool educational institution.
SOCIAL-EDUCATIONAL PROJECT
“MY KINDERGARTEN YARD”
At the beginning of the 2005-2006 academic year, the teaching staff of the kindergarten set itself the task: within the framework of experimental work in cooperation with parents, involve the families of pupils in the improvement of the territory of the institution. We developed the Regulations for the “My Kindergarten Yard” competition, which listed the following guidelines parents who volunteered to participate in the project.
The main condition for participation in the project is the desire, first of all, for the child to contribute to the improvement of the territory of the kindergarten.
We wish you good luck and inspiration!
33 families took part in the project. The presented works were evaluated in various categories: drawings, collages, layouts, computer technologies. The works were evaluated by the children themselves and their parents, as well as by a competent jury consisting of preschool education specialists.
At the final stage - during the final of the competition, which was held in the premises of the Panfilov District Administration of Zelenograd, a “presentation” was organized - children and their parents presented their works. Best works were awarded certificates and prizes. The prizes were presented by the Head of the Administration and the Head of the District Education Department.
In 2007, during the “Days of Moscow Education”, the socio-pedagogical project “My Kindergarten Yard” was presented at the All-Russian Exhibition Center and the kindergarten staff was awarded a Certificate from the Department of Education of the City of Moscow and the Committee on Architecture and Urban Planning of the City of Moscow.
SOCIAL-EDUCATIONAL PROJECT
“BEAUTIFUL PLAYGROUND FOR PRESCHOOL CHILDREN»
In the 2006-2007 school year, the kindergarten team worked on the “Beautiful Playground for Preschool Children” project.
One of the main objectives of the project was designated as follows: “Strengthening connections between kindergarten No. 1405 and school No. 718 in order to strengthen the continuity of educational institutions.”
This time, the creators of the competition works were schoolchildren - former graduates of our kindergarten. In anticipation of the upcoming work to improve the territory of the kindergarten, teachers of the preschool institution invited schoolchildren to create sketches for painting the promenade verandas.
56 students, from 5th to 11th grade, took part in the competition.
During the finals of the competition, preschoolers themselves chose the best sketches and voted for them. All project participants were awarded certificates, diplomas and valuable gifts from the District Administration.
(You can read more about the project “Beautiful Playground for Preschool Children” in my article “Social and pedagogical project: new opportunities.” “Hoop” No. 4, 2007).
“Love for the Motherland begins with family”
F. Bacon
SOCIAL-EDUCATIONAL PROJECT
"WE ARE THE DESCENDANTS OF WINNERS"
Project organizer:
GOU kindergarten No. 1734
Project participants: preschool children, parents and family members of pupils, teachers and administration of the kindergarten, preschool department of the South-Eastern Educational Institution.
Project goals and objectives:
Project implementation timeline: 2009-2010 academic year
2010-2011 academic year (continued)
2011-2012 academic year (continued)
2012-2013 academic year (continued)
RELEVANCE:
The need for a qualitative change in approaches to patriotic and civic education of the younger generation.
EXPECTED RESULT:
1. Awareness of kindergarten students about their relatives who participated in the Second World War and the desire to learn as much as possible about their family members, about the family tree of the family.
2. Instilling in children a sense of pride in their family, in their Motherland.
3.Formation in parents of a responsible attitude towards the interests of children;
understanding the importance of positive examples on the formation of a child’s personality.
4. Establishing partnerships between all project participants: parents of students, kindergarten teachers, and the district Department of Education.
PROJECT IMPLEMENTATION STAGES
1st stage – preparatory(September - December 2009)
Work of the teaching staff:
Work with parents of students:
Direct participation of parents in the work on the project (“homework”):
2nd stage(January-February 2010)
Collaborative work of a creative group of kindergarten teachers, parents and kindergarten students:
3rd stage – final(March-May 2010)
Joint work of the preschool department of the South-Eastern Educational Institution and the administration of the State Educational Institution.
Compilation joint plan work of the preschool department of the South-Eastern Educational Institution and the State Educational Institution of Kindergarten No. 1734 for 2010; inclusion in it:
SOCIAL-EDUCATIONAL PROJECT
“WE ARE THE DESCENDANTS OF WINNERS»
During the matinee dedicated to Defender of the Fatherland Day, February 23, the children themselves told their friends about their relatives. And during the celebration of Victory Day in May, veterans - relatives of the children who are now living today - were invited to the children's party. (You can read more about the work on the project in the magazine “Obruch” No. 3, 2010 in my article “We are the descendants of the winners”). For the implementation of the social and pedagogical project “We are the heirs of the winners,” the teaching staff of kindergarten No. 1734 (and I, as the author of the project) was awarded a commemorative medal approved by the prefecture of the South-Eastern Administrative District “For contribution to the preparation of the celebration of the 65th anniversary of the Victory in the Great Patriotic War.” Patriotic War."
Our future is, first of all, our children. How they grow up is largely determined by the participation of every Russian citizen in their upbringing. It is no coincidence that in our country for many (the best!) years education was called “national”. Departure from this principle led our country to decline and discord between generations. Today, you and I can become agents of reviving the honorary title of “national” for Russian education. And it is possible to do this with the help of social and pedagogical projects.
Davydova Irina Vadimovna
Research project
"Problems of socialization of children in kindergarten»
Petropavlovsk, 2015
Children immediately and naturally become accustomed to happiness,
for they themselves are by nature joy and happiness.
V.M.Hugo
One of the complex and key problems of pedagogical theory and practice is the problem of personality and its development. Formation and socialization. This problem has various aspects, therefore it is considered by many sciences: philosophy, sociology, physiology, anatomy, psychology, etc.
Pedagogy studies and identifies the most effective conditions for the development, formation and socialization of the individual in the process of training and education. Social development associated with mental health (improving memory, thinking, will, character); spiritual (moral formation, change of consciousness); intellectual (deepening and expanding knowledge, intellectual growth) changes.
A person, being born as an almost exclusively biological being, in the process of development turns into a social being, into a personality as a subject of relationships and social activity. The environment is a determining factor in the formation of personality; a person in the process of life is gradually socialized precisely under the influence of the environment, especially those social groups, with whom he communicates, who make up his immediate environment. Socialization lasts throughout life and occurs in conditions of both spontaneous and purposeful interaction of a person with the environment.
Education is designed to correct the nature of environmental influence. In the process of education, consciously controlled socialization is carried out. Education streamlines the flow of influences on a person and creates conditions for accelerating socialization. In essence, education in a broad sense, as a social function, as a process of sociocultural reproduction of a generation, is socialization. And education is like pedagogical process, a directed impact on personality development, is a function of one of the agents of socialization - educational institution.
We are also exploring the need for cooperation between a preschool institution and a family. We consider this aspect of the problem of socialization of preschool children to be especially relevant. Currently, in Kazakhstani society there is increased attention to the family from everyone social institutions. This is explained by the objective processes developing in society, the humanization and democratization of sociocultural relations, the growing understanding of the priority of the family in the development, upbringing and socialization of children. In various contexts it sounds that the family must finally become in our society not just a value, but the number one value, that the family is our new national idea. In this regard, it is necessary to direct all efforts to restore family systems, cultivate mutual understanding in families, improve the pedagogical culture of parents, and improve the educational potential of the family.
This study dedicated to preschool educational institutions as an institution of socialization.
The relevance of research: fThe formation and development of the younger generation has always been the most important problem of society. The significance and relevance of this problem in modern conditions are increasing due to the fact that society itself is at a transitional stage of development. In the renewal of all spheres of modern society, the socialization of a person’s personality comes to the fore, that is, his assimilation with early age values of the society or community in which he is to live. A person’s value orientations are intended to determine his socialization as a social motivation of behavior associated with the needs of the individual.
Today, kindergarten is the first step on the path to personality development, so it is very important to determine what problems exist during the socialization of children in a preschool institution and ways to solve them. Consequently, there was a need to study this topic and explore the problems of socialization of children in kindergarten.
Purpose of the study:
- find out the features of personality development in kindergarten. To achieve this goal, we will consider the essence and tasks of the education process, as well as such a component of the education of preschoolers as play. Since the process of socialization of a child occurs on the basis of his activity essence, and the most significant aspect of socialization in a preschool institution is play activity.
- creating favorable conditions for the introduction of new forms and methods of increasing efficiency educational process, through interaction with the preschooler’s family.
Working on the problem of socialization of preschool children, we came to the conclusion that in order to solve the problem of ensuring the socialization of the individual, purposeful interaction between the preschool educational institution and the family is necessary, with the involvement of social objects in the work.
To solve this problem, the goal was chosen: creating favorable conditions for the introduction of new forms and methods of increasing the effectiveness of the educational process, through interaction with the family of the preschooler.
We have identified the followingtasks :
Identify favorable conditions for the introduction of new forms and methods of increasing the effectiveness of the educational process.
To develop and introduce into the practice of preschool educational institutions various forms and methods of interaction between kindergarten and family.
To promote the active involvement of parents in the educational process of kindergarten.
According to the objectives, the parameters of the development of children’s socialization were determined preschool age and psychological comfort of children’s stay in a kindergarten group.
At the beginning of the work, a range of problems were identified, such as:
disrespect for the names of peers;
inability to defend one's point of view;
children's ignorance of their rights;
inability to behave in a conflict situation;
inability to evaluate one's actions;
disrespect for the results of people's labor;
misunderstanding by parents of love as the basis of family relationships.
The “Family Drawing” technique aims to: identify features intra-family relations; the child’s attitude towards his family members, his perception of them and his role in the family, as well as those characteristics of the relationship that cause anxious and conflicting feelings in him.
You can start working with DED (direct educational activity) “Kindergarten is our home.” Goal: to cultivate respect for the work of adults, to show that kindergarten is like a family; just like in a family, there are adults who take care of the children; generalize children's knowledge about the professions of kindergarten employees (cooks, nurse) ; cultivate respect for the work of adults; continue to develop a positive attitude towards kindergarten; educate children good relations children call each other affectionately, tenderly, develop positive emotions in children. Before the lesson, preliminary work must be carried out, which included: thematic excursions around the kindergarten (introduction to the work of a nurse, laundress, cook); viewing illustrations; reading fiction: “The hippopotamus who was afraid of vaccinations”, “Children about professions”; We played with the children the games “Cooking a Delicious Lunch”, “Hospital”, “Family”, “Kindergarten”. Use: game exercise"Make a family." Children are offered mock-up figures or pictures depicting children, adults, and elderly people from which they needed to create a family photo; playing out situations that give children the opportunity not only to talk about it, but also to live it emotionally.
During the formative stage, work should be done with parents to develop high self-esteem in the child.
The main forms of work for kindergarten and family should be chosen as traditional forms of work:
consultations,
survey,
conversations.
So are non-traditional forms:
joint leisure activities, holidays,
participation of parents in exhibitions,
organization of open days.
One of the forms of working with parents at the present stage is holding various competitions, question-and-answer evenings, etc. Such forms of work allow parents to clarify their pedagogical knowledge, apply it in practice, learn about something new, exchange knowledge with each other, discuss some problems of child development.
Perhaps nothing else brings teachers and parents closer together than the joint leisure time of children and parents, where everyone is a full participant. When preparing such events, parents are involved in almost all stages of preparation:
exchange of ideas, practical advice about the upcoming holiday;
assistance in developing the script;
learning poems, songs, dances, working on a role;
assistance in decorating the premises;
tailoring festive costumes;
preparation of individual numbers;
making surprises and gifts, etc.
This approach encourages creative cooperation between parents, children and educators, eliminates alienation between them, and instills confidence in success. collaboration, solves many problems
EXPERIENCE PERFORMANCE
The effectiveness of the experience shows that when re-examining children using the “Kindergarten” method and the “Family Drawing” method, many other methods of working in preschool educational institutions and the work done, at the beginning of the year children are usually not fully adapted to the social environment, kindergarten, there were problems parents with children, children behave aggressively towards peers and parents, and after the work done, the children’s behavior changes. Children begin to trust each other and the teacher more, and treat their peers with kindness.
Thus, work aimed at socializing a preschool child in the context of interaction between kindergarten and family has a positive effect and parents begin to independently cooperate with the kindergarten, friendly attitude to teachers and specialists.
Thus, we can draw the following conclusion that experience in the socialization of children has shown that the main criterion for the socialization of a child should be the degree of development of independence, initiative and creativity of the individual. Childhood is not only the happiest and most carefree time of a person’s life. This is the period of the most intensive formation of personality and what did not work out in childhood cannot be made up for by an adult.
Play as a means of educating preschoolers
The leading activity of a preschooler is play. It is here that, in interaction with the teacher, the main new formations are formed that prepare the child for the transition to primary school age.
Play is the work of children. During the game, kids are seriously engaged in mastering new sensory and motor skills. Play expands a child’s knowledge of himself and the world, giving him a sense of mastery over what surrounds him.
Being an exciting activity for preschoolers, play is at the same time the most important means of their education and development. But this happens when it is included in an organized and controlled pedagogical process. The development and formation of the game to a large extent occurs precisely when it is used as a means of education.
Guided by the requirements of the “Kindergarten Education Program,” the teacher selects and plans program content that should be learned by children in games, clearly defines didactic and gaming tasks, actions and rules, and the expected result. He, as it were, designs the entire course of the game without destroying its originality and amateur character.
By including play in the pedagogical process, the teacher teaches children to play and create, according to A. S. Makarenko, “ good game" Such a game is characterized by the following qualities: educational and cognitive value of the content, completeness and correctness of the reflected ideas; expediency, activity, organization and creative nature of game actions; obedience to the rules and the ability to be guided by them in the game, taking into account the interests of individual children and all players; targeted use of toys and play materials; goodwill of relationships and joyful mood of children.
By directing the game, the teacher influences all aspects of the child’s personality: his consciousness, feelings, will, behavior, and uses it for the purposes of mental, moral, aesthetic and physical education.
During the game, children's knowledge and ideas are clarified and deepened. In order to fulfill one or another role in the game, the child must translate his idea into play actions. Sometimes knowledge and ideas about people’s work, specific actions, and relationships turn out to be insufficient, and there is a need to replenish them. The need for new knowledge is expressed in children's questions. The teacher answers them, listens to conversations during the game, helps the players find mutual understanding and agreement.
Consequently, the game not only consolidates the knowledge and ideas that children already have, but is also a unique form of active cognitive activity, during which they, under the guidance of the teacher, acquire new knowledge.
By organizing the game and directing it, the teacher influences the group of children and, through the team, each child. Becoming a participant in the game, the child is faced with the need to coordinate his intentions and actions with others, to obey the rules that are established in the game.
In order to use the positive influence of play and prevent the occurrence of unwanted games, it is necessary to teach children to distinguish between what is good and what is bad, to cultivate an active desire for good and dislike for bad. To this end, the teacher, through play and in play, reveals to children the meaning of certain positive facts, evaluates them, makes the children want to imitate them, and thereby shapes their attitude towards what is displayed in the game.
The quality of preschool education largely depends on both a correctly designed system of developmental tasks and an adequate communication strategy and interaction between adults and children. When developing communication with children, it is necessary to take them into account age characteristics, and individual inclinations and interests, and the specifics of the type of activity in which an adult interacts with children.
Talking about game interaction and communication between an adult and children, we must keep in mind, first of all, their joint play, then activities, work.
It is through play that personal contacts are established with the child. This is the path to person-centered interaction with the child. This is pedagogical professionalism.
Children's play includes two main types: story play and play with rules. The specificity of the plot game lies in the conditional, substitutive nature of the actions. Such games allow the child, in an imaginary situation, to carry out any actions that attract him, role functions, and get involved in a variety of events.
Games with rules differ significantly from those with a plot. This is a fairly tough activity - where rules are mandatory for participants (movement games, didactic games).
Complementing each other, both types of games turn out to be a very effective developmental tool that is difficult to replace with other forms of activity.
The well-being and development of children in a preschool institution depends entirely on the adults who work with them.
Modern forms of environmental organization in a number of kindergartens provide for the equipment of the premises of the preschool institution and the area for various forms pedagogical work with children and implementing different types of children’s activities in games.
Based on the position of personality-oriented pedagogy, communication with a child is understood as pedagogical interaction, which is realized with the direct participation of an adult (educator) in children’s games. However, as observations show, despite the fact that modern psychology and pedagogy have freed the game from the narrow didactic function of “development of knowledge”, this attitude is still a stereotype of the consciousness of the majority of preschool teachers and kindergarten administration (results of interviews in course work, observations of the practical activities of preschool teachers).
Limiting the game often to didactic functions entails the same “teacher” type of relationship between the teacher and the children: the teacher directs the game, and the children follow his instructions. The short periods of time remaining from strictly regulated activities and games do not satisfy the requirements associated with free, relaxed interaction between an adult and children.
In the practice of preschool teachers, there is an inflexible use of other premises, which provokes educational and disciplinary forms of work with children. Play corners with permanent displays and themes that significantly reduce children's interest do not promote interaction in play.
Undesirable stereotypes include traditional play corners for story games with constant types and plots of “Hospital”, “Mail”, “Shop”, “Steamboat”, etc., which introduce cliches into children’s games that impede the expression of independence, creativity, and initiative of children. The content of play spaces should be mobile, regularly updated in accordance with information received from the teacher as part of mastering program tasks, creating conditions for children’s creative activity, creativity, implementation individual characteristics and children's abilities.
In order for children to master gaming skills, adults (teachers, parents) must play with them. Often this does not happen for the following reasons that hinder the renewal of the work of the kindergarten: teachers’ focus on training sessions as a priority form of work with children; lack of content adequate to the needs of children’s modern requirements, allowing them to establish joint, relaxed activities in the game; a strict daily routine that does not provide children with the opportunity to play; insufficient information for children to contribute to the development of the plot of games.
A child’s emotional comfort depends not only on his relationships with close adults, but also on relationships with peers.
The positive attitude of peers and their favorable assessments are largely determined by how freely the child makes contacts and whether he knows how to develop an interesting joint game. First, the adult, developing the game with the child, explains all the game actions, explains the rules and encourages the child to do this. There is a common belief among educational practitioners that young children cannot play together. Of course, in younger age The interaction of preschoolers is still very short-lived and must be supported by adults. At the same time, explaining game plans to each other and coordinating with each other is a difficult task even for older preschoolers. Therefore, it is necessary to clearly understand that joint independent play of children can only unfold in small microgroups (3-4 people); with the help of adults, play spaces are created indoors where children can play without interfering with each other.
So far, in preschool institutions, this position does not find a place in working with children. Despite the fact that a sufficient number of preschool educational institutions have created favorable conditions for mastering increasingly complex skills, the capabilities of the children themselves have not been realized.
Educators do not have the skills to form play actions in children. In this process, there is spontaneity, where the organization of children’s lives is not purposeful. Teachers’ lack of skills in person-oriented interaction with children does not allow them to fully implement the basic principles of cooperation pedagogy.
If a teacher manages to control and improve ways of communicating with a child, show attention and a responsive attitude towards him, patiently and kindly listen to each child, treat him kindly, etc., then in the process of interaction in the game he does not have control over individual approach, thereby restraining the manifestations of his creative abilities and initiative. Some teachers lack the professional ability to maintain the position of an equal partner when interacting with children in play.
Thus, it turned out that the main area of application of the teacher’s efforts during the working day is educational activities, from which children get tired, lose their cognitive activity, and are deprived of the opportunity to communicate and interact with each other.
The teacher spends a lot of time and energy preparing classes. The subject of the classes is not productive, conducive to the development of the game, game motivational situations, action, i.e. The informational part of the classes does not encourage children to develop game plots. The vast majority of educators noted that after the classes they had a feeling of relief, as if the main day's work had been done (10-30 minutes each, 2-3-4 classes).
As you can see, the focus only on classes entails the distribution of the teacher’s efforts not in favor of other forms of work, namely the play activities of children.
Can a teacher structure classes in such a way that his children can continue their independent play activities?
Moreover, when dealing with a large group of children ( frontal exercises, which are still practiced in preschool educational institutions), the teacher inevitably faces situations where it is necessary to streamline the behavior of children, relieve their excessive excitement, and sometimes tension and fatigue. And it (excitement) is inevitable if children’s activities during the day are not organized correctly.
By the nature of an adult’s behavior in these situations that irritate him, one can indirectly judge the presence of signs of “professional fatigue”, as a result of which, for the most part, educators are not ready to join as a partner in a joint casual play activity with kids. The teacher does not have the necessary knowledge about children’s activities and content adequate for children’s needs for this form of work.
Creating a flexible daily routine taking into account children’s health, their interests, creative needs, and individual developmental characteristics;
Reorientation of preschool teachers from reproductive methods of interaction with children in play to productive ones; creating conditions for a developing environment (according to children’s interests);
Understanding the pedagogical interaction between an adult and a child in a game as one of the best professional qualities teacher;
Using gaming techniques in the learning process;
Recognition in preschool educational institutions of priority independent play activities aimed at the creative, creative, cognitive activity of a preschooler.
Play arises as a result of certain social conditions of a child’s life in society. Adults contribute to the spread of children's play by providing children with new information, specially created conditions (toys, play spaces where the child can play, play equipment, etc.), which are passed on from generation to generation, turning the game into part of the culture of society. In the course of the socio-historical development of mankind, play is becoming increasingly important for the formation of a child’s personality. With its help, children master the experience of interacting with the world around them, assimilate moral norms, methods of practical and mental activity developed by the centuries-old history of mankind. The figurative reflection of real life in children's games depends on impressions and the emerging value system.
Play activity, as proven by A.V. Zaporozhets, V.V. Davydov, N.E. Mikhailenko, is not invented by the child and is given to him by an adult who teaches the child to play, introduces him to socially established methods of play actions (how to use a toy, objects - substitutes, other means of embodying the image, performing conditional actions, constructing a plot, obeying game rules, etc.). Having mastered the techniques of various games in communication with adults, the child then generalizes the gaming methods and transfers them to other situations. This is how play acquires self-propulsion and becomes a form of the child’s own creativity, and this determines its developmental effect.
Thus, play is a means of comprehensive education and development of children.
Bibliography
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Project Information Card
Organization: Municipal autonomous preschool educational institution "Child Development Center" - kindergarten "Fairy Tale".
Address: Ya NAO, Gubkinsky, microdistrict 4, building 24.
Project Manager: Kadochnikova O.V.
Type, type of project: intergroup, social, short-term.
Target: creation of pedagogical conditions for the formation legal framework a preschool child in a preschool educational institution.
Tasks:
- Formation of communication skills.
- Enrichment and expansion of ideas about the world around us.
- Level up communicative competence.
- Systematization of knowledge that stimulates the development of cognitive and creative abilities.
- Activation of the desire to seek solutions problem situations.
- Increase the competence of parents of pupils on problems civic education and families.
- To improve the professional competence of teachers in matters of legal education of preschool children in accordance with current trends development of modern society.
Brief summary of the project:
Accumulation of an information base on the topic of early socialization of children (legal education) 3 – 7 years old.
Enrichment with stimulating activating didactic material.
Teaching preschoolers the necessary communication skills.
Organization and conduct of joint activities in regime moments aimed at educating the legal consciousness of preschool children.
Reflection of knowledge in various types of activities (visual, mental, gaming, theatrical).
Dates: november
Children's age: 37 years.
Form: daytime (within the framework of the organization of the pedagogical process in Everyday life).
Expected results:
— increasing the level of legal culture of parents, teachers and students;
— formation of moral behavior skills;
— increasing the social competence of preschool children;
— expanding the horizons of pupils;
— optimization of the use of TSO;
- manifestation of positive emotions from participation in public speaking, from the desire for fair relationships in various types of activities;
— involvement of parents in pedagogical DOW process, assistance in the formation correct attitude parents to the development of their child, strengthening the interest of parents in cooperation with the kindergarten.
When interacting with children to form the beginning of a creative attitude towards universal human values, the following activities:
Play activity – makes the child feel like an equal member of human society. In the game, the child gains confidence in his own abilities, in the ability to get real results.
Research activities – enables the child to independently find a solution or refutation of his own ideas.
Fine - allows the child, through work and imagination, to get used to the world of adults, to get to know it and take part in it.
Subject– satisfies the child’s cognitive interests at a certain period, helps to navigate the world around him.
Observation– enriches the child’s experience, stimulates the development of cognitive interests, gives rise to and strengthens social feelings.
Communicative (communication) – unites an adult and a child, satisfies the child’s various needs for emotional closeness with an adult, for his support and evaluation.
Design– activates independent activity child, ensures the unification and integration of different types of activities.
Constructive – makes it possible to form complex mental actions, creative imagination, and mechanisms for controlling one’s own behavior.
Thus, each type of activity contributes to the process of legal education of preschool children.
Pedagogical methods and means , used in the process of project implementation:
1. Methods that increase the cognitive activity of preschool children:
- comparison method;
- elementary analysis;
- modeling and design method;
- project activity method;
- question method - asking questions to children; cultivating the ability and need to ask questions, formulate them competently and clearly;
- the repetition method is the most important didactic principle, without the use of which there will be no strength of knowledge in the education of feelings;
- solution logical problems;
- experimentation.
2. Methods aimed at increasing the emotional activity of children when acquiring knowledge:
- gaming techniques – increase the quality of assimilation of cognitive material and help consolidate feelings;
- surprise moments and elements of novelty – emotionally prepare the child for learning, sharpen the child’s desire to unravel the secret or simply be happy.
3. Methods and techniques that help establish communication between different types activities:
- accepting suggestions and teaching a method - the teacher not only emotionally talks about a person’s invention, but should also make children want to try their hand at inventing;
- conversation is the connecting link.
4. Methods of correction and clarification:
- repetitions, exercises, observations, experimentation - allows you to find out what and how children understood in the content of the knowledge imparted to them, and help in the correct understanding of this knowledge;
- method of generalized answer to a question: individual conversation, comparative analysis, assessment, clarification, joint search for a way out of the situation, discussion of the method of action.
Implementation plan
The first stage is preparatory.
- Drawing up an activity plan.
- Selection of visual poster information for the parent corner.
- Selection of works of art for reading and discussion with children.
- Development of notes for conversations and classes.
- Selection of material for a business game with teachers.
The second stage is the main one.
Parents' actions:
Get acquainted with visual information in the parent corner.
- Picking up required material at the request of the teacher (photos, magazine clippings...).
— They take part in the design of the exhibition of drawings “My Family.”
Teacher actions:
— Stimulates children's interest using the questioning method.
— Plans further activities.
— Creates conditions for project activities (subject-developing environment).
— Offers creative homework assignments:
take a photo with the whole family, draw a picture of the family.
— Organizes an exhibition of drawings and a photo exhibition.
— Conducts conversations with children in a circle (open questions, complete the sentence).
— Communicates with children in free activities: reads to children, teaches poems and riddles to children; look at photo albums, illustrations, organize play activities.
Children's actions:
— They answer questions, ask themselves.
- Listen, observe, draw, tell stories, play, communicate with parents, peers, teachers.
They draw conclusions, generalize, learn to analyze, compare, and compose stories.
— Help the teacher in designing exhibitions and wall newspapers.
- They express their opinions and reason.
- They teach poetry.
The third stage is the Methodological day.
Methodical day dedicated to World Day children and the day of adoption of the Convention on the Rights of the Child.
Goal: formation in children elementary ideas about their rights and freedoms, developing respect and tolerance for other people and their rights.
Methodical day program.
Preliminary work: setting up information stands for parents in groups; release of the wall newspaper “My Rights”.
Interaction with children
10.00 – 10.10 radio newspaper “Our Rights”
Group: junior “Right to family”
Activity:
Conversation: “Who do you live with?”
Looking at family photos, learning nursery rhymes about family.
Finger gymnastics"My family".
Reading RNS "Teremok", "Three Bears".
S/r games “Come to visit us”, “Mothers and daughters”
Responsible: educators.
Middle: “We are so different” (name)
Activity:
Modeling "Treats for a friend."
Construction of “The House Where I Live”.
S/r games “Family”, “Hospital”.
D/i “Call kindly”, “Radio”, “Make a request”.
Creative games: “When I become an adult.”
Reading poems by A. Barto
Responsible: educators
Senior: “Childhood Glade” (technology of choice)
Activity:
Drawing on the theme “My Dream”.
Telling tales: " Swan geese", "Morozko", "12 months", "Little Red Riding Hood", "The Three Little Pigs".
D/i “We compose a fairy tale”, “Come up with another ending to the fairy tale”
Quiz “Name the fairy tale hero.”
Dramatization of the fairy tale “Zayushkina’s hut”
Watching the cartoon "Moidodyr"
Responsible: educators
Preparatory: “Our rights and responsibilities”
Activity:
Conversation “What is duty, what is right?”
“I am a citizen of Russia”
Interview game “Tell me about yourself”, “What is friendship?”
D/i “Which of the heroes violates the law?”, “Good and bad.”
Homework: review your birth certificate, passport.
Exhibition of educational books (encyclopedias, dictionaries, maps...)
Reading: “The Ugly Duckling” by G. K. Andersen
S/r games: “School, library”
Responsible: educators
Interaction with teachers.
Business game “Through the pages of the Convention and Declaration.”
Goal: updating the content and methods of working with children on legal education in the process of creating a system of problem, game and cognitive situations in various types of activities.
Interaction with parents.
Consultation: “The ABCs of Rights and Responsibilities”
Fact Sheet: Declaration of the Rights of the Child
Application:
Radio newspaper “Our Rights”
On November 20, 1989, the Convention on the Rights of the Child was adopted. It consists of 54 articles that reveal the rights of every person from birth to 18 years of age to development, protection from violence and exploitation.
All people - young and old - have rights, and no one has the right to violate them.
Rights and responsibilities live side by side. If there are rights, then there are responsibilities. And we shouldn’t forget about it.
Today, guys, you will walk through the pages of your favorite fairy tales and see: where your favorite characters are offended, that means their rights are violated, and where they are cheerful, happy, laughing, then their rights are respected.
The law went to wander around the world.
He has special features:
Code, Declaration and Law,
Constitution and various statutes.
Students should know them
Teachers and presidents.
Everyone must do them
And don’t deprive each other of your rights.
3. So that children learn and develop,
So that their rights are not violated,
We teach the law with all our might,
After all, we are the ones who live in Russia!
It’s so good that there are rights!
The rights will remain forever.
They will help the person
The world will be restored forever.
Moms and dads all over the country
We should have known this a long time ago.
Their children have rights
For example, reading books.
Also for care, affection
And to life, as if in a fairy tale,
Still the right to be happy
In our very better world!
Business game with teachers
“Through the pages of the Convention and Declaration”
Prepared by: Bedenko A.I.
The relevance of the problem of human rights, and especially of children, is beyond doubt. The right to life, dignity, personal integrity, freedom of conscience, opinions, beliefs, etc. is the necessary conditions harmonious existence modern man.
Global changes taking place in the political and social life of our country have necessitated the search for new approaches to raising children. You and I must educate an active citizen of our country, and a person becomes such when he has a developed sense of dignity, the ability to resist cruelty and vulgarity, when he knows how to defend his rights.
To answer the question: “How many rights does a child have?” let us turn directly to the text of the Convention. It states that all rights apply to all children without exception, and the state is obliged to protect the child from any form of discrimination and take the necessary measures to protect his rights.
Every person in modern world, and even more so, a teacher, educator, must know his rights, respect and protect them from encroachment. Otherwise, what can we teach others without having the knowledge ourselves?
Exercise.
Highlight the rights that children enjoy in accordance with Russian legislation.
Right to education.
The right to health care, the right to use the most advanced health care services and means of treating illnesses and restoring health.
The right to rest and leisure.
The right to create a family.
The child's right to participate in play and entertainment events appropriate to his age, to freely participate in cultural and creative life and to engage in the arts.
The right to freedom of expression, including the right to freely seek, receive and impart information and ideas of any kind.
The right to elect and be elected to bodies of state power and local self-government.
The right to freedom of thought, conscience, religion.
The right to freedom of association and freedom of peaceful assembly.
Right to privacy.
Right to use benefits social security, including social insurance.
The right to protection from all forms of physical or mental violence, insult, or abuse, neglect or neglect, exploitation, including sexual abuse.
In order to develop in children basic ideas about rights and freedoms, respect and tolerance for other people, it is important not only to provide knowledge, but also to create conditions for their practical application.
And for this purpose, the leading types of activities for preschoolers are selected: playful and artistically productive.
As illustrative examples Fairy tales, poems, proverbs and sayings are used to illustrate this or that right or concept.
Game "Magic Chest".
To summarize, I suggest that you familiarize yourself with this form of working with children, such as the game “Magic Chest,” and play.
Rules. Objects are taken out from the chest one by one, symbolizing familiar human rights. It is necessary to determine which right each subject represents.
Birth certificate
What kind of document? What right does it remind you of?
(Right to name)
heart
What right can the heart signify? (right to care and love)
House
Why do you think the house ended up here? What right does it remind you of? (Right to property)
Envelope
What does this envelope remind you of? (No one has the right to read other people's letters)
Primer
What right does this book remind you of? (About the right to study)
Toy duckling and duck
What do these toys remind you of? (About the child’s right to be with his mother)
All people - young and old - have rights, and no one has the right to violate them.
I suggest you do exercise “Warm the bird”, which will help you express your love and give someone the warmth and tenderness of your heart.
Stand up please. Place your palms together, imagining that you are holding a bird in your hands. To warm it up, breathe on your palms, press them to your chest... and release the bird into the wild.
Now you feel how nice it is to take care of someone - and how responsible it is.
I hope that the topic of the business game did not leave any of you indifferent, and that you learned something new and necessary for yourself.
THE PROJECT ACTIVITY AS AN INSTRUMENT OF POSITIVE CHILDREN’S SOCIALIZATION IN PRE-SCHOOL EDUCATIONAL INSTITUTION
Elena Tokach
Russia, St. Petersburg
Natalia Bobkova
music Teacher of State Budget Pre-School Educational Institution Nursery School No. 127 of Vyborgskiy District, St. Petersburg,
Russia, St. Petersburg
Elena Ershova
nursery School Teacher of State Budget Pre-School Educational Institution Nursery School No. 127 of Vyborgskiy District, St. Petersburg,
Russia, St. Petersburg
Natalia Panaksheva
nursery School Teacher of State Budget Pre-School Educational Institution Nursery School No. 127 of Vyborgskiy District, St. Petersburg,
Russia, St. Petersburg
ANNOTATION
In their article, the authors offer a personal view on the problem of socialization of children in a team. The lack of communication leads to the fact that the current younger generation has poorly developed communication culture skills. Project activities in preschool educational institutions are proposed by the authors as a tool for solving this problem.
ABSTRACT
In the article, the authors offer a personal view on the issue of children’s socialization in a group. Lack of communication leads to the current younger generation has poorly formed skills of the communicative culture. The project activity in preschool educational institution is offered by the authors as a tool to solve this problem.
Keywords: project activities, positive socialization.
Keywords: project activity; positive socialization.
IN modern society Teachers and psychologists were faced with the acute problem of socialization in children's groups. What is the reason? Progress predetermines new forms of communication through computers and gadgets. This leads to people escaping reality and immersing themselves in an illusory virtual world.
Children were the first to experience the negative sides of computer progress. The situation has become the norm: dad is on the computer, mom is on the phone, the child is either left to his own devices or is busy mastering a new computer game. The warm ones have gone into the past family traditions: reading books, home gatherings, joint culinary creativity, organization of collective family leisure, handicrafts, lullabies before bed.
It’s a shame for the younger generation, who do not know the magic word “yard” in its educational meaning, where the foundations of socialization were born, based on highly moral human qualities: kindness, nobility, mercy. In an environment of different ages, such vital personality traits were formed as the ability to make friends, sacrifice something for the sake of friends, rejoice in the victories of others and endure one’s own defeats with dignity.
Modern reality with its progressive technologies amends the ways of interaction between people, in particular between children. When a child joins a team, he experiences enormous difficulties in communication. The child’s personal space has grown to such a size that it resembles D. Defoe’s hero Robinson Crusoe on a desert island.
We are teachers - practitioners for whom the team is a living organism; every year we note a deterioration in the “health state” of this organism. What “diseases” do modern children’s groups suffer from? On the one hand, the child’s focus on his own “I” to the detriment of others, on the other hand, unmotivated aggression towards other members of the team. From the point of view of teachers, the reason is due to the lack of communication skills and satiety with material goods. Children lose interest in communication, independent games, and joint activities.
Initial socialization skills are usually formed in the family. Unfortunately, parents often replace their own daily communication with their children with purchasing new expensive toys, watching cartoons, having fun with animators, thus trying to “buy off” their own children, and thereby depriving them of the ability to easily and harmoniously socialize in a modern children's team .
What do we mean by the concept of socialization? Socialization is the child’s ability to interact with people around him (with peers, adults and family), to build his behavior and activities, taking into account his own needs and the interests of others.
There are ripened contradictions in society, the ways of eliminating which are formulated in a fundamentally new direction for the development of the education sector. On January 1, 2014, the Federal State Standard of Preschool Education came into force. “The standard is not just new, it is the first in the history of preschool education normative document regulating relations in the field of education that arise during the implementation of the preschool education program." The Federal State Educational Standard is, first of all, addressed to us teachers. What goals does he direct us towards? Modern preschool education should develop in children competent personal qualities and skills that allow the child to successfully interact with peers and adults in the modern world. “The social and communicative development of preschool children is considered as necessary educational field, providing the most important direction for the child’s development. As one of the components, it includes improving communication skills and interaction with peers, and developing readiness for joint activities with them. This process should be aimed at a holistic system of targets related to the child’s obtaining a variety of positive communicative experiences and the development of various communication skills." The educational standard of the new generation sets challenges for teachers new goal– creating conditions for full support of children’s self-disclosure and their positive socialization. What kind of socialization is appropriate to call positive? Positive socialization is the child’s mastery of cultural norms, means and methods of activity, cultural patterns of behavior and communication with other people, familiarization with the traditions of the family, society, and state, which occurs in the process of cooperation with adults and other children, aimed at creating the prerequisites for the child’s full-fledged activity in a changing world.
What components of positive socialization can be identified? The first is the emotional well-being of the child in any team; second – a positive perception of the world around us; third – the communicative competence of the preschooler; fourth – the development of children’s social skills according to their age. Preschool age is “the initial period of a child’s awareness of himself, his motives and needs in the world of human relations.”
The complex process of personality formation cannot be left to chance.
Problems personal development The child is concerned not only by us teachers, but also by the interests of parents, who are aimed at ensuring that the child entering the world becomes self-confident, creative, proactive, and most importantly happy, kind and successful.
Master the norms of moral behavior; teach not only to defend your point of view, but also to accept someone else’s; take into account the desires, tastes, feelings of other people, “establish interpersonal contacts”, get out of conflict situations with dignity; gaining self-confidence, adequately assessing one’s own capabilities, positively perceiving both one’s own failures and the failures of other people - this is the demand of society at the present stage.
Only with constant interaction of all participants educational process(children-family-teachers) the foundation for the formation of a spiritual and moral personality is formed.
The formation of positive socialization skills in preschoolers is based on acquiring new experiences with pleasure, joy and is necessarily accompanied by positive emotions.
Having studied numerous approaches and methods that allow us to implement the tasks set for us in the field of positive socialization, we have identified certain tools that are of interest not only to us, but also to other participants in the educational process. The most effective method in a preschool educational institution, in our experience, is the method of project activities. Why?
To answer this question, we must consider what the advantages of this method are. This form of work is not new for pedagogy in general; rather, it is innovative in the field of preschool education.
Everything new seems incomprehensible and frightening, but the one who walks will master the road. Analyzing our activities in new conditions, we concluded that the form of work that brings together all types of activities and involves all participants in the educational process, including all components of positive socialization, is project activity.
Project activity in a preschool educational institution is an activity specially organized by adults and carried out by children, culminating in the creation creative works.
Projects at preschool educational institutions vary in duration and focus. In terms of duration, they are short-term, medium-term, long-term. Based on our own experience, the most effective in terms of productivity and maintaining the interest of project participants are projects lasting 3–6 months.
By thematic focus, the following types of projects are most often found in kindergarten:
- research and creative: based on experimentation, searching for answers to problematic questions, the product of this project is the creative work of children, games - dramatizations, collages, exhibitions of crafts;
- gaming: aimed at enriching the gaming experience of children, through literary plots, positive examples of social reality, examples of intra-family traditions, the result of this type of projects is the expansion of the thematic range of children's games, replenishment of the gaming environment with attributes made by the hands of children and parents, the production of thematic homemade books ;
- information-practice-oriented: based on the collection of information by project participants and its practical application, focusing on the social interests of a specific age group, the product of this type of project is layouts, models, thematic albums;
- creative: aimed at revealing creative potential and abilities of children, support for initiative, imagination, courage of children’s thoughts, the result of this activity is the participation of children and parents in various open creative events: skit parties, festivals, theater weeks, books, songs, holidays, themed evenings of entertainment.
The implementation of projects is based on the method of drama-hermeneutics, which is the culmination of the socio-game teaching method. And it is not surprising that project activities have found their place in preschool pedagogy, because it is in preschool age, according to classical teachers, that play is the main activity of the child.
Analyzing our own work experience, we can safely recommend including in project activities both children from one group and several age groups, which has a positive effect on the formation of a communicative culture. We found creative projects especially interesting, the final event of which is large concerts, festivals, holidays that unite children, parents, teachers, invited guests, which allows expanding the circle of social partnership by uniting interests. “Interaction with social partners with the aim of creating an open educational space, effective organization of educational activities, socialization of children, broadening their horizons is considered as an urgent direction for the development of a preschool educational organization.” Thanks to such projects, the kindergarten turns into one friendly family, a team of like-minded people, united by a common idea and creative impulse. At the same time, project participants get the opportunity to show their bright individuality, expand the scope of their own communication, and feel like a significant part of a single organism.
It is also worth noting the influence of project activities on the socialization of parents. As a rule, parents join the project with a certain amount of skepticism. But living through all stages of the project on equal terms with their children and teachers, being not outside observers and performers, but initiators and creative leaders, they dramatically change the vector of their views on the value of project activities. Parents themselves turn into children, enslavement, isolation, aggression, and arrogance go away. There is a desire to communicate, play, create, create.
Why do we consider project activities an important tool for positive socialization? Project activities establish contacts in various combinations: adult-child, child-child, family-child, teacher-parents; gives the child ideas about planning his own activities, the opportunity to pose a question (problem) and determine solutions, i.e. makes him socially competent; expands children's horizons, inquisitiveness of mind, creativity, cognitive qualities; equips the child with tools that allow him to solve any creative and, of course, practical problems; provides an opportunity for children of different ages to collaborate and learn from experience; gives parents the opportunity to understand the existing and gain new experience in constructing their own parental behavior, transmitting to children knowledge, attitudes and values, examples of competent behavior; allows children to feel important and allows parents to see the success of their children.
Project activity in kindergarten is a source of positive emotions, promotes the development of communication processes, immerses the child in an atmosphere of joy and creativity, creates the foundation for the formation of a creative person, resistant to the unexpected. life situations less susceptible to stress and disappointment, who knows the formula for success in society - the ability to communicate with people. And according to Antoine de Saint-Exupéry, the only true luxury is the luxury of human communication.
Bibliography:
- Agafonova I.N., Knyazeva N.A., Tsvetkova E.V., Kornienko O.S. Development of interaction in pairs in preschoolers preparatory group// Directory of a senior teacher of a preschool institution. – 2015 – No. 4 – P. 34–41.
- Gidrevich E.V. Social partnership of preschool educational institutions as a factor in improving the quality of preschool education // Directory of a senior teacher of a preschool institution. – 2014 – No. 7 – P. 20–25.
- Likhacheva E.N. Formation of adequate self-esteem in preschool children in preschool settings. Diagnostics, training program. Toolkit. – SPb.: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2013. – 80 p.
- Mayer A.A., Timofeeva L.L. Using facilitation technology to build effective interaction between subjects in preschool educational institutions // Directory of a senior teacher of a preschool institution. – 2014 – No. 4 – P. 25–33.
Positive socialization of children of senior preschool age in project activities
(additional general development program)
1. Explanatory note……………………………………………………3
2. Curriculum………………………………………………………………………………9
3. Curriculum and thematic plan…………………………………………..…..10
4. Contents of the program……………………………………………………………..11
5. List of references…………………………………………………….19
Explanatory note
“Childhood is the most important period of human life, not preparation for a future life, but a real, bright, original, unique life. And who led the child by the hand during childhood, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”
(L.N. Tolstoy)
In modern society, teachers and psychologists are faced with the acute problem of socialization in children's groups. What is the reason? Progress predetermines new forms of communication through computers and gadgets. This leads to people escaping reality and immersing themselves in an illusory virtual world.
Modern reality with its progressive technologies amends the ways of interaction between people, in particular between children. When a child joins a team, he experiences enormous difficulties in communication.
Initial socialization skills are usually formed in the family. Unfortunately, parents often replace their own daily communication with their children with purchasing new expensive toys, watching cartoons, having fun with animators, thus trying to “buy off” their own children, and thereby depriving them of the ability to easily and harmoniously socialize in a modern children's team .
Socialization is the process and result of an individual’s assimilation and active reproduction of social experience, carried out in communication and activity.
Currently, for teaching staff of preschool educational organizations, the issue of organizing activities to create conditions for positive socialization and individualization of preschool children in accordance with the Federal State Educational Standard is relevant.
In accordance with the Federal State Educational Standard for Education, social and communicative development is aimed at assimilating norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; formation of positive attitudes towards various types labor and creativity; formation of the foundations of safe behavior in everyday life, society, and nature [clause 2.6. Federal State Educational Standard DO order dated October 17, 2013 N 1155].
Modern preschool education should develop in children competent personal qualities and skills that allow the child to successfully interact with peers and adults in the modern world. “The social and communicative development of preschool children is considered as a necessary educational area that provides the most important direction for the child’s development. As one of the components, it includes improving communication skills and interaction with peers, and developing readiness for joint activities with them. This process should be aimed at a holistic system of targets related to the child’s obtaining a variety of positive communicative experiences and the development of various communication skills.”
The educational standard of the new generation sets a new goal for teachers - creating conditions for full support of children’s self-discovery and their positive socialization. What kind of socialization is appropriate to call positive?
Positive socialization is the child’s mastery of cultural norms, means and methods of activity, cultural patterns of behavior and communication with other people, familiarization with the traditions of the family, society, and state, which occurs in the process of cooperation with adults and other children, aimed at creating the prerequisites for the child’s full-fledged activity in a changing world.
What components of positive socialization can be identified? The first is the emotional well-being of the child in any team; second – a positive perception of the world around us; third – the communicative competence of the preschooler; fourth – the development of children’s social skills according to their age. Preschool age is “the initial period of a child’s awareness of himself, his motives and needs in the world of human relations.”
The formation of positive socialization skills in preschoolers is based on acquiring new experiences with pleasure, joy and is necessarily accompanied by positive emotions.
Having studied numerous approaches and methods that allow us to implement the tasks set for us in the field of positive socialization, we have identified certain tools that are of interest not only to us, but also to other participants in the educational process. Most effective in conditions of preschool educational institution, in our experience, is the method of project activity.
Project activity is a form of work that brings together all types of activities and involves all participants in the educational process, including all components of positive socialization - this is project activity.
Project activities in preschool educational institutions are activities specially organized by adults and carried out by children, culminating in the creation of creative works.
It is also worth noting the influence of project activities on the socialization of parents. Parents themselves turn into children, enslavement, isolation, aggression, and arrogance go away. There is a desire to communicate, play, create, create.
Why do we consider project activities an important tool for positive socialization? Project activities establish contacts in various combinations: adult-child, child-child, family-child, teacher-parents; gives the child ideas about planning his own activities, the opportunity to pose a question (problem) and determine solutions, i.e. makes him socially competent; expands children's horizons, inquisitiveness of mind, creativity, cognitive qualities; equips the child with tools that allow him to solve any creative and, of course, practical problems; provides an opportunity for children of different ages to collaborate and learn from experience; gives parents the opportunity to understand the existing and gain new experience in constructing their own parental behavior, transmitting to children knowledge, attitudes and values, examples of competent behavior; allows children to feel important and allows parents to see the success of their children.
Project activities in kindergarten are a source of positive emotions, promote the development of communication processes, immerse the child in an atmosphere of joy and creativity, create the foundation for the formation of a creative person, resistant to unexpected life situations, less susceptible to stress and disappointment, who knows the formula for success in society - the ability to communicate with people . And according to Antoine de Saint-Exupéry, the only true luxury is the luxury of human communication.
This program “Positive socialization of children of senior preschool age in project activities” is intended for children of senior preschool age. The program includes seven sections; work in each section is carried out in the form of project activities, and the result of the work is the finished products of joint activities of students, teachers and parents.
Target: preschoolers’ mastery of initial ideas of a social nature and their inclusion in the system social relations society.
Tasks:
1) formation of the idea of children of senior preschool age about the social roles that he performs in society, the state and the world;
2) the formation of moral and cultural values through joint activities with peers and adults;
3) involving parents of preschool children in the process of positive socialization of their children;
4) increasing competence preschool employees in matters of positive socialization of preschool children in project activities;
5) updating the information environment of the institution for organizing positive socialization of preschool children through design technology.
Expected results:
developing a child’s positive attitude towards himself, other people, and the world around him;
creating conditions for the child to develop a positive sense of self - confidence in their abilities;
introducing children to the values of cooperation with other people: providing assistance in recognizing the need of people for each other, planning joint work, subordination and control of their desires, coordinating opinions and actions with partners in activities;
formation of the child’s communicative competence – development of communication skills, coherent speech and lexical and grammatical categories;
formation of social skills in children: mastering in various ways conflict resolution, negotiation skills, taking turns, establishing new contacts.
Syllabus.
The peculiarity of this program is that the activities for its implementation are not clearly regulated and are carried out in the form of preparation and presentation of projects on relevant topics.
Section 1. “I am a man”
Section 2. “I am a friend”
Section 3. “I am a family member”
Section 4. “I am a kindergarten student”
Section 5. “I am a resident of the city of Kemerovo”
Section 6. “I am Russian”
Section 7. “I am an inhabitant of planet Earth”
Educational and thematic plan.
Section 1. “I am a man.”Product of project activity: album “I am growing”, folder “The Secret of the Name”.
Section 2. “I am a friend.”
Product of project activity: concert “Friendship begins with a smile.”
Section 3. “I am a family member.”
Product of project activities: exhibition “Genealogical Family Tree”.
Product of project activities: collective work “Model of a kindergarten”, film “Kindergarten is our home”.
Product of the project activity: photo album “Favorite Corner of Kemerovo”.
Section 6. “I am Russian.”
Product of project activity: oral magazine “Russia is my homeland”.
Product of project activity: “Atlas of the Huge World”.
Section 1. “I am a man.”
Project title: “What do I know about myself?”
Game activity.“How are they similar”, “I can - I can’t”, “Wind-up toy”, “ Wonderful pouch”, “What is it like”, “Fix the mitten”, “A wind-up toy”, “Who will reach the goal faster”, “How are they similar and how are they different”, “What is it like”, “Find a pair”, “Guess who it is? ", "Make the figure of a girl (boy)", "Pick up clothes", "Magic path", "Who knows more about themselves", "Find out who it is", "What comes first, what comes next."
Communication activities. Conversations on the topic: “Me and my name”, “My mood”, “What I feel”, etc.
Sensory games aimed at familiarizing with the capabilities of the human body: “Find out by taste”, “Determine by touch”. Examination of the demonstration material “I’m growing”, “My height and weight” (excursion to the medical office - anthropometry), finding common signs and differences between an adult and a child, viewing the albums “I’m growing”.
We draw with our fingers, we draw with our palms, an applique of palms “Magic palms”.
“My Wonderful Nose” by E. Moshkovskaya, “Tannins of Achievement” by V. Oseev, “Bad” by V. Oseev, “Dreamers” by N. Nosov, “The Secret Becomes Revealed” by V. Dragunsky, “Flower - Seven Flowers” by V. Kataev, etc. .
Let's learn to take care of ourselves.
Construction."Tree of Emotions" from waste materials, "Mood Screen".
Musical activity.“Smile” M/f “Little Raccoon” Sl. M. Plyatskovsky, music. V. Shainsky, film "Little Raccoon", "Birthday" Film "Cheburashka" Sl. A. Timofeevsky, music. V. Shainsky, film "Cheburashka".
Motor activity.“Let's play with the ears” (ear massage), complex breathing exercises, articulation gymnastics complex “The Tale of the Tongue”.
Section 2. “I am a friend.”
Project title: “Friendship begins with a smile.”
Game activity. Game "Magic Ball". (Rules children's communication), “Rays of Sunshine”, “Pump and Ball” (game in pairs), “Recognize a friend by description”.
Learning "Mirilochka". Verbal exercise “Complete the sentences.” Conversation “How to play and not quarrel”, “The one who gives in is smarter.”
Cognitive and research activities. Interview with a friend.
Visual activities.
Productive activity (drawing portraits) “Guess my friend.” Cooperative activity children and parents - release of mini-newspapers “Draw a proverb about friendship.”
Perception of fiction and folklore. Reading a poem followed by a conversation “I won’t give you anything” (N. Naydenova). Reading fiction: Russian folk tale“The Fox and the Crane”, Estonian fairy tale “Everyone will get his own”. Reading fiction “A Lesson in Friendship”, “ A true friend» M. Plyatskovsky. “Offenders”, “Blue Leaves”, “Who Punished Him” by V. Oseev.
Self-care and household work. Running errands in a “Friendly Patrol” pair.
Construction. Productive activity (manual labor) “Gifts for my friends.”
Musical activity.“True Friend” (lyrics by M. Plyatskovsky, composer - Savelyev B.), “It’s fun to walk together” (Lyrics: M. Matusovsky, composer V. Shainsky), “Smile” (Lyrics: M. Plyatskovsky, Music: V . Shainsky), “If a friend is next to you” (Words: M. Plyatskovsky, Music: V. Shainsky), “ Music game"Together it will be more fun."
Motor activity. Cooperation games: “The Blind Man and the Guide”, “Cobweb”, “Confusion”, “Hoop”, “Obstacle Course”.
Section 3. “I am a family member.”
Project title: “My family is my pride.”
Game activity.“Who should I be?”, “Fill up the picture”, “Determine the age”, “Complete the sentence”, “Who is older?”, “Who is younger?”, “Correct Dunno”, “Family relations”, “One, two, three, four, five...who I want to talk about”, “What do they affectionately call you at home?” Role-playing games: “Family”, “Hospital”, “Shop”.
Communication activities. Conversations: “A day off in my family”, “How I help at home”, “What do your parents do” (using an album), “How do we relax”, “What is family tree my family”, “How I help my parents”
Cognitive and research activities. Quiz “In which fairy tale do families meet?”
Visual activity. Drawing "My Family".
Perception of fiction and folklore.“Sister Alyonushka and brother Ivanushka”, “Swan Geese”, “Blue Cup” by M. Matveev, “Warm Bread” by K. Paustovsky, “The Tale of a Smart Mouse” by S. Marshak, “The Seven-Flower Flower” by V. Kataev, “ Mom's work" E. Permyak, "What crafts smell like" D. Rodari, "Mama's Daughter" V. Belov, "Kostochka" K. Ushinsky, " old grandfather and granddaughters" by L. Tolstoy, "How Vovka helped out the grandmothers", A. Barto, "Grandmother's hands are shaking" V. Sukhomlinsky, "The Stolen Name" by Shorygina T.A.
Self-care and household work. Diary of household chores “Helping Mom.”
Construction.“The House We Live In” (from waste material).
Musical activity.“Song about happiness” (Music: Pavel Khairulin, lyrics: Natalya Kamyshova, music: Lyudmila Skryagina), “My family” (Music and lyrics: Alexander Ermolov), “My friendly family” (Lyric: Tatyana Ryadchikova, music: Alexander Komarov , Spanish Daria Ushakova).
Motor activity. Morning exercises “Friendly Family”, finger exercises “Mouse Family”.
Section 4. “I am a kindergarten student.”
Project title: “Our favorite kindergarten.”
Game activity. Educational game “I know a lot of... (names of plants in the group).” Making attributes for a role-playing game in kindergarten. S/r game “Kindergarten”, “Kitchen”. Making the game “Guess who it is?” (about employees).
Communication activities. Video interviews with employees about their work, their attitude towards it, and towards the kindergarten. Rules of behavior in kindergarten. Stories on the topic “Why I love kindergarten”, “My favorite games in kindergarten”, “My favorite teacher (employee)” (to choose from).
Cognitive and research activities. Excursion “My kindergarten”.
Visual activity. Modeling “My favorite toy”. Gifts and souvenirs for d/s employees. Collage “Professions of kindergarten employees”, albums about preschool employees(with parents, if desired). Drawing on the theme “My favorite kindergarten.
Perception of fiction and folklore. Poems “Katya in the nursery” (Z. Alexandrova), “Kindergarten” (N. Yaroslavtsev), “Preschool children” (I. Gurina), “Your second home” (G. Shalaeva), “Kindergarten” (O. Vysotskaya ), “To kindergarten” (A. Vishnevskaya), “Our favorite kindergarten” (E. Grudanov).
Self-care and household work. Labor in a group room.
Construction. Construction of a kindergarten building. Plan - map of the walking area.
Musical activity. Song “Kindergarten” (words by T. Volgina, music by A. Filippenko), “House with windows to childhood” (N. Agoshkova), “Kindergarten” (T. Kersten).
Section 5. “I am a resident of the city of Kemerovo.”
Project name: “My city Kemerovo.”
Communication activities. Correspondence tour of the city of Kemerovo (viewing photographs and postcards). A story on the topic “My favorite corner of the city of Kemerovo” (preparation with parents).
Cognitive and research activities. My hometown. History of my city. Symbols of the city of Kemerovo. Presentation “Monuments of the city of Kemerovo”.
Visual activity.“Houses on our street”, “Urban transport”.
Perception of fiction and folklore. Works of writers from Kemerovo Peter Mazikin. “The sun kisses us”, Nina Glushkova “Rucheek”, Vera Lavrina “What is more necessary? What tastes better?
Construction."Bridges", "City Microdistrict".
Musical activity. Anthem of the city of Kemerovo.
Section 6. “I am Russian.”
Project name: “Traditions of the Russian people.”
Game activity. Folk game"Chickens." Thematic role-playing game “Fun Fair” - to form ideas about the fair, how folk festival, understanding the essence of the holiday, its cultural characteristics.
Communication activities. Conversation on the topic “Russian folk instruments.” Discussion of proverbs: “Small, but distant”, “You can’t cross a finger.” Learning calls. “Items from Grandma’s Chest” (writing descriptive stories).
Cognitive and research activities. Communication using the presentation “How they dressed in the old days”, “History of the origin of names and surnames”, “Visiting Russian masters”.
Visual activity. Modeling from plasticine “Izbushka”.
Coloring "Dymkovo Toy". Expanding children's understanding of folk crafts. Plasticineography “Zhostovo tray”. Expanding children's understanding of folk crafts. Modeling of the “Filimonovskaya whistle” from plasticine. Introducing children to the craftsman traditions of the Russian people.
Perception of fiction and folklore. Telling the fairy tale “Winged, furry and oily.”
Self-care and household work. Examination of objects of labor and handicraft - to introduce the purpose and use of tools, to cultivate interest in the history of the Russian people.
Construction. Russian folk costume.
Musical activity. Listening to Russian folk melodies and songs (“Dancing”, “Merry Russian”, “There was a birch tree in the field”, “Porushka-Poranya”, “Barynya”, “Like on thin ice”, “In the forge”, “Soldiers, brave guys”) ").
Motor activity. Russian folk outdoor games “Geese-geese”, “Granny-Hedgehog”, “Grandma and Pie”. Outdoor games: “Cabbage”, “Rooster Fight”. Outdoor games "Blind Man's Bluff and the Bell", "Chains", "Silence".
Section 7. “I am an inhabitant of planet Earth.”
Project title: “Earth is our home.”
Game activity. Didactic games on Ecology “Living and inanimate nature”, “Whose house”, “Who eats what?”.
Communication activities. Conversations on the topics: “Nature conservation”, “Rules of behavior in nature”, “What is the Earth”. Learning riddles about the Earth, forest, sea, globe. Learning proverbs and sayings about the Earth.
Cognitive and research activities. Planet Earth is in danger, experiments with water, soil, air. Design of an album of children's works “Green Pharmacy in Kindergarten”.
Visual activity. Posters: “Take care of your city!”, “Let there always be heaven”, “There is only one nature among us!”. Teamwork children using the applique “Multi-Colored Earth”. Examination and conversation of reproductions of paintings Shishkin I. I. “Morning in a Pine Forest”, Vasnetsov V. M. “Ivan Tsarevich on a Gray Wolf”, Vasnetsov V. M. “Three Heroes”, Aivazovsky I. K. “Sea Shore”, Reshetnikov F. P. “A deuce again”, Savrasov A. K. “The rooks have arrived.”
Perception of fiction and folklore. Y. Demyanskaya “House of the Earth”, V. Orlova “Common House”, Y. Akim “There is one planet - a garden”, A. Tomilin “How people discovered their planet”, K. Bulychev “Girl from the Earth”. Reading N. Sladkov’s book “The Multi-Colored Earth.” Reading and discussion of stories about animals: M. Prishvin “Squirrel Memory” “Hedgehog”, V. Bianchi “Masters without an Ax” N. Sladkov “Woodpecker”, “Mysterious Beast”, etc.
Construction. Dwellings of different peoples. Design of homemade books “My favorite plant”
Musical activity. Spring lullaby of a cricket (I. Egikov - Y. Kushak), Cheerful guests (S. Banevich - E. Ruzhentsev), Cheerful musician (A. Filippenko - T. Volgina) What miracles! (A. Filippenko - N. Berendgof), Goslings (German song, arrangement by T. Popatenko, trans. A. Kuznetsova), Africa (lyrics and music by Y. Kharchenko), Birch (E. Tilicheeva - A. Abramov) , In a wooden shoe (A. Sukhanov - Norwegian folk, translated by Yu. Vronsky), Merry Roads (L. Bakalov - Yu. Polukhin).
Motor activity. Entertainment in the pool on the theme: “Water around us.” Physical exercise “Elephant”, “Monkeys”, “Hares”, “The bear got out of the den”, “Squirrel exercise”, “Giraffe”. Finger gymnastics “Berries”.
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