We welcome spring project preparatory group. Project "Spring" senior group
Project "Spring"
By dominant activity: cognitive.
By number of participants: group.
Nature of contacts: among one group.
By duration: medium term.
Applicant: older children .
Problem:
Children have not developed knowledge about spring changes in living and non-living nature. Children do not know how to compare different periods of spring; they have not developed a caring attitude towards the awakening nature. Children have no idea about the first flowers of spring. Children have little knowledge about migratory birds, about their life in the spring. Children do not know how to establish the simplest connections between the conditions of the upcoming external season and the behavior of animals, birds, and the state of vegetation. Level reduced speech development, active, passive vocabulary is small, grammatical structure speech is impaired. There is no coherence of speech when constructing a detailed statement. I think the reason is that there are not enough materials on this topic, little attention is paid to this topic in the kindergarten curriculum. This topic especially does not receive attention from parents at home.
Relevance:
A child must grow up to be a master and feel responsible for all the living nature that surrounds him. Save, the world around us for their descendants. And we - adults, educators, teachers - must give the necessary knowledge, teach them to take care of and love nature from an early age.
Goals:
To consolidate knowledge about spring changes in living and non-living nature: to develop the ability to compare different periods of spring: to cultivate a joyful, caring attitude in children towards awakening nature; a desire to learn more about the natural features of your region.
Tasks:
Establish the simplest connections between the conditions of the upcoming spring season and the behavior of animals, birds, and the state of vegetation; Develop the desire to communicate with peers during play activities; To form the need for reading as a source of new knowledge about the environment; Develop the ability to communicate with adults, answer questions about what you read, and conduct a dialogue; Strengthen the health of children, introduce them to a healthy lifestyle; Develop cognitive activity, thinking, imagination, communication skills; Develop productive activity children, improve their skills in drawing, modeling, appliqué, and develop creative abilities; To form primary ideas about the expressive capabilities of music, its ability to convey various emotions and moods.
Reflection :
As part of the project, the work turned out to be educational. Project activities are planned taking into account the integration of areas, helping children to master and comprehend new knowledge acquired with the help of parents and educators. Expanding your horizons and ideas about the world around you. Children have mastered specific knowledge. We learned to draw concrete conclusions. We realized that we need to protect nature, admire it, and not destroy it. Children began to share the information they received from various sources with other children. Parents became interested in the results and products of the project
Criteria for assessing diagnostic results.
Project stages
Project stages
People's activities
Activities of a teacher
Interaction with family
Organizational
Get used to the game situation. Learn games, poems, riddles, proverbs, sayings, folk signs.
Reveals the problem. Identifying the problem through a game situation. Defines the goal, outlines tasks to achieve the goal.
Give a positive response to a significant problem.
Activity planning
In experimental and productive activities, they seek new knowledge about the project being studied and share it with their comrades.
Prepares aids for the project (games, conducts conversations, reads books, conducts experiments, observations, thematic excursions). Conducts training through various games (didactic, mobile, finger games). Conducts productive activities, thinks through practical, experimental activities.
Individual lessons about the project being studied. Making costumes for the theatrical performance: “We’ll live until spring.”
Final stage– expected result
Children use the acquired knowledge freely. They are used in everyday life. They are able to explain the results of observations of experiments, certain phenomena, based on acquired knowledge, skills, and experience. Participation in an open lesson. Application of acquired knowledge. Screening of dramatizations “We’ll Live Until Spring”
They will use the generated material on the topic in further work. Open lesson. Album “Seasons” Little books: “Migratory birds in spring”.
Organize an exhibition on the topic. Make little books on the topic: “Migratory birds in spring.”
Project Implementation Plan
Educator-
ny areas
Joint activities of teachers and children, taking into account the integration of educational areas
Organization of a developmental environment for children’s independent activities
Interaction with parents
Directly educational activities
Educational activities in the solution
Group
Individual
Health
Health escaping technologies: massage, finger games, physical education minutes. (see card index)
"Getting to know the rules healthy image life, healthy and unhealthy habits"
Conversation:
“What do you know about the human body, some organs and their functions?
nirovaniye".
“Treat your body with care”
Rules of prevention and health protection,
Conversation: “First aid for injuries, bruises, the first signs of illness.”
Individual work with such children as: Danil A, Danil G, Vika R, Sasha A, Yulia N.
Review the rules of a healthy lifestyle, healthy and unhealthy habits.
In regular moments, consolidate the rules of a healthy lifestyle (useful ones - daily routine, nutrition, sleep, walks, gymnastics, physical education)
Supplement the physical education corner with massagers, physical education equipment,
vaniyam. Make up icons, symbols, diagrams according to the rules of lifestyle.
Invite parents and take part in the manufacture of various massagers to complement the physical education corner with them.
Safety
Conversation: What dangers lurk on the street in the spring: “Safety rules in outdoor games” “Behavior on the water, in the sun”
“Rules for safe behavior while walking” “Edible and non-edible mushrooms, berries, herbs”
Acquaintance with literary works
according to
howling topic.
Repeat the rules of safe behavior in nature, on the street. Learn to establish a connection between thoughtless-
careless and
actions and their negative consequences
Viyami.
Create playful and practical problem situations during a walk, thus initiating the manifestation of safe behavior skills.
Organize a corner: “Safe situations, and useful tips"How to behave correctly while walking or on the street." "Safety on the Great Dane."
Invite parents to take part in a game - a trip, a quiz, according to the rules of safe behavior.
Social
tion
Role-playing game: “Home”
Goal: to awaken adults to depict everyday actions and work processes in the plot. To promote the desire to combine everyday and literary events in one plot. Reading And learned
body literature. Conversations based on the content of what was read.
Games are simulations.
The goal is to teach children to convey various play images expressively and in detail, imitate characteristic movements, convey various emotional
ny states.
Game experimenting with water. Testing of ships.
Theatrical games: “Merry round dance” based on the poem by S. Gorodetsky “Spring Song”.
Game - imitation: “Animals and birds welcome spring.”
Individual work with children such as: Andrey P, Egor A, Daniil S, to help children think through possible play situations related to the theme “spring”.
Lera Zh. Danil A. Yana Ch: help fix
create thoughtful situations and events using pictographs
physical writing. Lera J. Christina B. Igor K. develop the ability to convey the actions, relationships and mood of the characters. Use means of expression
ness.
The outdoor playground is used for active, varied creative play activity while walking.
Registration playground on the street for various games and observations. Production of attributes for games.
Participation in a competition of crafts from various waste material, papers.
Topic: “Testing ships” Involve parents in the design of the site, group on the street.
Work
Labor in nature: Dig and loosen flower beds.
Plant flowers.
DI. "Plant a garden bed"
The goal is to teach reproduction
use icon symbols to show the order of the labor process when planting. Role-playing game "Dacha"
Making attributes for the game "Dacha".
Goal: to learn to reflect the face of adults in the game, to include real labor processes. Consider
using tools that people use to make garden beds and plant seedlings.
Individual work with children such as: Danil G, Vika G. Andrey P. Yana Ch. Teach children to use tools correctly
tami.
Plant a mini garden on the property for children to be productive.
Set up a mini garden and flower bed for carrying out labor processes and observations.
Involve parents in the design and creation of flower beds and mini-gardens on the site.
Cognition
Rassmat-
Drawing pictures and illustrations reflecting the beauty and diversity of nature in spring.
Getting to know photographs and videos
real about the life of animals and plants in the spring, in the natural environment.
D.I.: “Confusion”, “Who lives where”, “Find out by the trail”, “pick up what suits”, “Exhibition of spring flowers”.
Enrich ideas about the world around us, memorize poems of folk signs, nursery rhymes, sayings about spring. Targeted excursion, excursion to the spring park.
Experiments: observations of cut branches of various trees, what happens to the branches after a few days? Do leaves appear on all branches at the same time? Why? Is nature coming to life at the same time? Drawing up a thematic bouquet “Snow-
nicknames." Reinforce the numbers 1-10, ordinal and counting backwards. Exercise in task mode.
Individual work with children such as: Tanya G. Sasha S. Danil A. Igor K. help memorize verses and sayings about spring.
The territory of the kindergarten is used for observing spring landscapes of nature.
Create a homemade book with your children about the spring season. Setting up an exhibition in a book corner.
Find pictures, illustrations, photographs about spring nature, or draw.
Communi-
cation
Compiling a narrative
creative stories about the season of spring, using poetry. Inventing fairy tales and riddles about spring. Learn to convey the characters’ character and mood through facial expressions and gestures.
D.I.: “Chain of words”
Learn to select words for a given sound, highlight the initial and final sounds.
Fantasies, fairy tales, mini-essays on the topics:
"Spring has come"
"The Arrival of Birds"
“What will you do if you see birds’ nests being destroyed?”
Individual
work with children such as: Tanya G. Misha S. Andrey P. Vika G. Egor A. consolidate the ability to select words for a given sound, highlight the initial sound and final sounds. With children such as Danil A. Sasha A. Igor K. Vika P., consolidate the ability to write a story about spring, based on a diagram
Walks, observations of seasonal changes in living and non-living nature in the spring. Identification of the main signs of spring.
Compound-
creating a diagram about spring, inventing
sign symbols.
Help the children compose and come up with riddles about spring, and arrange them in the form of drawings.
Reading fiction
literature
Memorizing poems about spring: A. Pleshcheev: “Wow, the snow is melting, the streams are flowing”
A. Pushkin: “Nature with a clear smile...”
Y. Akim: “The first butterfly sat on the bench”
Nursery rhymes: “Spring, spring is red,” “Mother Spring is coming.”
Folk signs and sayings about spring. Reading the stories of G. Skveitsky “Four Artists”.
Individual work with children such as: Andrey P. Julia N. Vika P. Vika K. help children memorize poems about spring. Learn to read them expressively.
While walking while reading fiction, highlight seasonal changes in the spring, highlight the main features.
Ideas-
learning signs, diagrams, symbols for memorizing poems about spring. Organize an exhibition of books by Russian poets who wrote about spring
Help organize a book exhibition, select books on the topic.
Artistic creativity
Application.
“The most beautiful flowers for mom” to learn how to cut out circles, different sizes, colors and create a beautiful composition.
“Butterfly”, learn to cut out a butterfly by bending a rectangle, additionally gluing patterns on the wings.
“Spring song of the starling”, consolidate the techniques for cutting out eyes. Learn to convey the spring color.
“Spring in the Forest” teaches how to more accurately convey the landscape using techniques such as cut-out appliqué.
MOLDING
“Birds”, “First Flowers”, “ Ladybug", "Butterfly", teach to sculpt according to the idea, transfer characteristic features, use a grid in your work...
Develop artistic taste.
Designed
tion
"Bee", "Caterpillar".
DRAWING
“Spring Landscape”, “First spring flowers", "Awakened insects."
Individual
work with such children as: Slava M. Artem L. Egor A. Vika G. Reinforce the techniques of bending in half, cutting out the desired shape.
On a walk, consider-
to paint the spring landscape.
Organizing an exhibition of landscapes about spring by such artists as:
V. Byakishev: “Blue Spring”
L. Borodonaya:
"April"
V. Byalyshukiy
“Spring day”, etc.
Help organize exhibitions of artists on the theme “Spring”
Physical culture- V.D . dvigator
Running relay:
"Collect birdhouses"
P/N with ball
"When it happens"
P/N with running:
“Hunters and Beasts”, “Migration of Birds”.
Physical education
just a minute:
"Spring"
Individual
great work with children such as: Slava M. Vika G. Andrey P. running exercise, catching a ball.
While walking, consolidate the words and movements Physical education
minutes: “Spring”
Supplement the physical education corner with attributes for P/I games.
Invite parents to take part in the production of masks and attributes for outdoor games.
Music by V.D. – musical and artistic
bathroom
Learning songs about spring. Listening to music.
Individual
great work with children such as: Lisa U. Nastya T. Vova V. Learn the words of the song.
At a special moment, consolidate the words of songs about spring.
Supplement the music area with musical instruments (noise)
Invite parents to make noise instruments from waste material together with their children.
Forecast of possible negative consequences and ways to correct them
Negative consequences
Correction methods
Not active parents
Parents meeting. Explain to the teacher the goals and objectives of the project: “Spring”
The need for parental involvement in the topic.
Lack of literature on the topic
Involve parents in creating card files and baby books on the topic
Lack of demonstrative material
Involve parents in purchasing the necessary demonstration material.
Musical instrument shortage
Involve parents in replenishing the music library.
References:
A. Pleshcheev: “The snow is already melting, streams are flowing”
A. Pushkin: “Nature with a clear smile”
B. Zakhoder: “Spring went on in secret for a long time”
Y. Akim: “I sat down on the bench, the first butterfly”
Reader for older children: “Rhymes about spring”
T. Skrelutsky: “Four Artists”
N.V. Elkina, T.I. Tarabarina: A popular guide for parents and teachers “100 riddles.”
General theme"Seasons".
Age group: senior group.
Term: 1-2 weeks of April.
By type – “Research-creative”.
By character: Child and nature.
Final event– Spring entertainment “Laughter and fun.”
Participants: Children of the preparatory group, teacher (N.M. Aleynikova, junior teacher (Lidiya Yuryevna), music director (Yuliya Igorevna Agapova), parents.
- Clarify children's ideas about seasonal changes in nature in spring.
- Encourage parents to participate in joint activities with their children, in the manufacture of birdhouses.
- To diversify children’s leisure activities, enrich their cognitive, speech, artistic and moral spheres. Make a card index based on the signs of spring.
- Learn to establish connections between living and inanimate nature (weather - the state of water, snow; season - the state of plants, the ability to establish a connection between the behavior of birds and animals), analyze, draw conclusions.
- To cultivate a caring attitude towards all living things, an interest in the flora and fauna.
- Evoke more positive emotions, feelings of admiration for nature. Clarify and expand on the lifestyle of wild animals (hare, fox, wolf, bear and squirrel). Expand your understanding of the diversity of birds (bullfinches, tits, sparrows), methods of obtaining food, and adaptation to winter living conditions.
- Create an emotional mood for children (decorating a group for spring entertainment, making gifts for guests for the holiday).
- Develop the ability to establish a friendly relationship with friends in a group and complete tasks together.
Relevance:
- The relevance of this project is that it allows, in educational conditions, educational process in preschool educational institutions to expand, enrich, systematize and creatively apply children’s knowledge about seasonal changes in the spring season.
- To introduce different states of water, experiments with water and snow in order to develop interest in educational and research activities.
- At 5-6 years old, a child more actively accumulates experience and acquires knowledge as a result of direct communication with nature and conversations with adults. That is why it is possible for a child to lay the foundations for understanding and interconnecting objects and phenomena of living and inanimate nature, the flora and fauna (the sun is shining brightly, the damp snow has turned black and has begun to melt, there are black thawed patches in the snow, the first, early flowers have appeared, ringing spring rivulets are running , noise, murmuring, ringing merrily, noise, din, fun in the trees - birds rejoice in the spring, migratory birds return, wild animals come out of hibernation, insects appear, etc.).
Motivation: On the site we find a broken twig (we talk about where it came from, why it has no leaves, we bring it to the group, put it in the water... we observe.
Group fee:
Helium flies into the group balloon painted with sunshine:
Let's play the game “Burn, Shine Clear” with the sun. Why did the sun become warmer in the spring? Who will find out and tell us?
Who can I contact? (Go to the method room; a methodologist will tell you about the planet of the sun, give you an encyclopedia to look at in a group with the kids and a map of the solar system) or the research project “Why does the sun shine brighter in spring”
Riddle: Loose snow
Melts in the sun
The breeze plays in the branches,
She came to us...
(Please note that there is no snow on the road, but there is still a lot of snow near the veranda, we are observing.)
The bear crawled out of the den,
Dirt and puddles on the road,
A lark trills in the sky
Came to visit us...
What do you know about animal life in spring? Who will find out and tell us and show us (an album about animals)
There is a broken birdhouse in a visible place (I draw your attention to it, that an unpleasant event occurred - the birdhouse was broken... Who will help repair it?
Children, together with the teacher, plan what else can be done to learn about the characteristics of birds, make feeders, organize a “bird canteen” on the site, and pour out food daily. (Who will be responsible for this?)
The teacher’s task is to help the child make a choice and plan his independent activities in the corners of the group or at home.
They discuss who will do what, with whom, in which Center and when.
- What do you want to know or do?
- Who will help you?
- In which corner (Center) will you do this?
- With whom? Do you need helpers or will you do it alone?
- How much time do you need to complete the entire plan?
- Why do you need this drawing? (Drawing birds using stencils? Where will you use it? Cut it out and glue it onto a panel.)
- How will we tell the guys about everything? (We decide to make a panel “Multi-storey forest”.)
- Who will select pictures of trees in spring for the panel?
- Who will pick up the pictures of animals?
| WHAT WE KNOW | WHAT WE WANT TO KNOW | WHAT TO DO TO FIND OUT |
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Plan - "Cobweb"
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Cognition Center
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Experimentation Center
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Development of speech and fiction:
"Spring is coming."
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Center of movement
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Spring. |
Working with parents:
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Productive activities:
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Design Center
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Artistic creativity:
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Final fee:
- Introducing children to a manufactured game (“Couples”, “Cut-out pictures about animals”).
- Presentation of the panel “Multistoried Forest”.
- Spring piggy bank.
- Show and tell about the nature calendar.
- Presentation of creative stories “Spring has come.”
- Show the bird's nests (tell us how you did it, what happened, were you satisfied with your work?).
- Presentation of the produced pages about animals.
- Show of works Relief modeling “snowdrops”.
Tatyana Tsygankova
Project for the preparatory group “Spring”
Municipal budgetary preschool educational institution kindergarten general developmental type No. 93, Tomsk
Project on the topic: « Spring»
By dominant activity – cognitive
By number of participants – group
The nature of the contacts is among one groups
Duration – medium term
Applicant - children preparatory group
Tomsk – 2018
1 Problem
Children have not developed knowledge about spring changes in living and non-living nature. Children do not know how to compare different periods spring, a caring attitude towards the awakening nature has not been brought up. Children have no idea about the first flowers spring. Children do not have much knowledge about migratory birds and their life in the spring.
Children do not know how to establish the simplest connections between the conditions of the coming external season and the behavior of animals, birds, and the state of vegetation. The level of speech development is reduced, the active and passive vocabulary is small, the grammatical structure of speech is impaired. There is no coherence of speech when constructing a detailed statement.
I think the reason is that there are not enough materials on this topic, little attention is paid to this topic in the kindergarten curriculum. This topic is especially not given attention at home by parents.
2 Relevance
A child must grow up to be a master and feel responsible for all the living nature that surrounds him. Save the world around us for our descendants. And we, adults, educators, teachers, must give the necessary knowledge, teach them to take care of and love nature from an early age. That is why we decided to dwell on this topic.
3 Object project activities
The process of developing knowledge and skills on the topic « Spring»
4 Item project activities
Formation of correct understanding "master of nature".
Consolidate knowledge about spring change in living and non-living nature: develop the ability to compare different periods spring: to cultivate a joyful, caring attitude of children towards the awakening nature; a desire to learn more about the natural features of your region.
Expand your understanding of seasonal changes in nature (nature wakes up from winter sleep, daylight hours increase, the appearance of the first grass, flowers, the arrival of birds, etc.)
Expand and deepen knowledge about the life of birds and animals in the spring.
Continue to strengthen the ability to establish the simplest connections between the conditions of the upcoming spring season.
To develop monologue, dialogic and coherent speech in children, to enrich it with new words and expressions.
7 Hypothesis
Let's assume that the implementation project will have a positive impact on cognitive, speech, communication development.
Children will acquire solid knowledge about spring changes in living and non-living nature, about the life of birds, insects, and animals in the spring.
They will easily understand the connections between the coming season and the behavior of animals, birds, and the state of vegetation.
Children will develop such a concept as concern for the awakening nature, a desire to learn more about the peculiarities of the nature of their region.
Children will begin to apply the acquired knowledge in life, share it with peers and parents.
8 Resources project
Personnel: Parents
Logistics: Audio, video players, Internet.
Illustrative material on the topic « Spring»
9 Stages project
Stages project Children’s activities Teacher’s activities Interaction with the family
Organizational Get used to the game situation. They learn games, poems, riddles, proverbs, sayings, and folk signs. Reveals the problem. Identifying the problem through a game situation. Defines the goal, outlines tasks to achieve the goal. Give a positive response to an existing problem.
Planning activities In experimental and productive activities, they seek new knowledge about what is being studied project, share them with their comrades. Produces manuals for project. Provides training through various games (didactic, mobile, finger). Conducts productive activities, thinks through practical, experimental activities. Individual lessons about the subject being studied project. Making costumes for theatrical performances submission: "We'll live to see spring»
The final stage is the expected result. Children freely operate with the knowledge they have acquired. They are used in everyday life. They are able to explain the results of observations of experiments and certain phenomena, based on acquired knowledge, skills, and experience. Show performance "We'll live to see spring» Applies the generated material on the topic in further work. Album “Seasons, books - babes: "Birds of Migratory in the spring» Organize an exhibition on the topic. Make little books on the topic
"Birds of Migratory in the spring»
10 Implementation project
Cognitive development: Deepen children's knowledge on the topic « Spring» ; to form children's interest in the surrounding reality, develop curiosity and cognitive motivation.
Social and communicative development: Develop a humanistic orientation of behavior; cultivate habits of cultural behavior; develop readiness for joint activities with peers and adults: to form the basis of safe behavior in nature.
Speech development: Develop coherent speech; consolidate the ability to conduct sound syllabic analysis of words, identify a stressed syllable. Writing narrative stories about the seasons spring. Making up fairy tales and riddles about spring.
Artistic and aesthetic development: Support the manifestation of independence, initiative, improve the components of visual activity.
Physical development: Form a conscious need for motor activity and physical improvement. Master outdoor games with rules.
12 Expected result
Expanding children's knowledge about living and non-living nature, increasing the level of moral and aesthetic education of preschoolers. Improving relationships between adults and children, children among themselves in the process of implementation collective works, leisure activities.
13 Product project
Exhibition of drawings and crafts on the theme « Spring»
Quiz on the topic « Spring is red»
Leisure « Freckle - spring»
14 Presentation project
Pageant: "We'll live to see spring» .
15 Forecast of possible negative consequences
Negative consequences Methods of correction
Inactive parents Parent meeting. Explain the goals and objectives to the teacher project« Spring» . The need for parental involvement on the topic.
Lack of literature Involve parents in creating card files and little books on the topic.
Lack of demonstration material Involve parents in purchasing the necessary demonstration material.
Lack of musical instruments Involve parents in replenishing the music library.
16 References
1 A. Pleshcheev: “The snow is already melting, the streams are flowing”
2 A. Pushkin: "Nature with a clear smile"
3 B. Zakhoder: “It took a long time spring in secret»
4 Y. Akim: “Sat down on a bench, the first butterfly”
5 Reader for seniors age: "Rhymes about spring»
6 T. Strelutsky: "Four Artists"
7 N. Elkina: A popular guide for parents and teachers "100 riddles"
8 N. V. Volchkova, N. V. Stepanova "Senior Class Notes" kindergarten group»
9 T. A. Shorygina: "What months of the year"
10 D. N. Koldina: “Drawing with children 6-7 years old”
Publications on the topic:
Summary of the integrated lesson “Spring” for the preparatory school group Program content Learn to use a plan diagram when composing a descriptive story. Consolidate knowledge about spring, clarify its signs.
Summary of the walk “Spring! Spring! And everyone is happy about her! Observation of the birch" for older children with children 5–6 years old Form of activity: joint activity of adults and children. Goal: formation of ecological ideas in senior preschool children.
Short-term project “Spring” for a preparatory school group Rita Novikova Project theme: “Spring” Project type: short-term. Project implementation period: 1 week (from April 2 to April 6, 2018). Participants.
OOD according to the principles of Carl Orff for the preparatory group “Spring is red, come soon!” An open lesson on the principles of Carl Orff for the preparatory group. Conducted by the music director of the MBDOU “Zykovsky kindergarten” Protasova.
Hello, first grass of spring! How did you bloom? Are you happy about the warmth? I know you have fun and bustle there, They work together in every corner. To put out a leaf or a blue flower Each young root is in a hurry Before the willow from its tender buds is the first to show a green leaf. Sergey Gorodetsky
The role of nature in the spiritual life of society is great. The more we recognize the beauty of our region, the more we begin to love it. Introducing children to nature is a means of education and the accumulation of knowledge about the world around them, based on sensory experience. This project is aimed at developing children’s horizons, developing their cognitive activity and moral values. We believe that the direction of the project will allow children to learn the material through joint activities, thereby making the cognitive process interesting and motivational. Work on the project is complex.
1. develop project activities of all types (research, creative, regulatory); 2. teach the child to pay attention to analyzing the effectiveness of information sources; 3. promote project activities of an individual and group nature; 4. help children symbolically display the situation, live it and express them in figurative form; 5. develop a system of productive interaction between participants in the educational process (children involve their parents in the project, communicate with each other and with the teacher); 6. expand and systematize children’s knowledge about spring; 7. develop and enrich vocabulary on the topic of the project, monologue and dialogic speech; 8. cultivate love and respect for nature; 9. develop children’s cognitive activity through didactic games; 10. develop children's creativity through productive theatrical activities; 11. support children’s initiative in independent observations.
How to most effectively build work in this direction? Forms of work Integration of narrow specialists and educators Introduction of new technologies, methods and techniques into the productive activities of children Integration of educational areas Creation of a subject-development environment Interaction with the family Interaction with other social institutions
Select and compile notes on all areas of psychology - pedagogical work with children. Search for information in the media, the Internet (cooperation with parents). Replenish the subject development environment with aids, attributes, etc. Observe natural changes. Pick up books about spring. View presentations on this topic. Select teaching aids.
1. In direct educational activities (notes): “Spring phenomena”, “Spring, spring on the street” “Examination of the painting by Yu. Levitan “Spring”. Big water" (communication); "Journey to the spring forest" - (cognition - mathematics); "Spring is coming! Make way for spring" ( artistic creativity- drawing); "Diary of observations" (art reading, artistic creativity); “Bring the larks, bring the red spring!” (artistic creativity - modeling); "Birds of Spring", "Day" spring equinox""Spring has come - welcome the kids"
Spring, spring lives and breathes all around, Spring, spring makes noise from all sides! The rooster flew up to the very ridge of the roof and crowing so loudly that the whole area could hear it. The windows are open. A warm wind blows, And light steam swirls by the river, And children noisily rejoice in the sun, And old people think about life.
What did we buy? Ability to independently organize project activities of all types (research, creative, regulatory). Find and analyze the effectiveness of using information sources. Creative approach to project activities of an individual and group nature. The ability to symbolically display a situation, experience its main meanings and express them in figurative form. Skills of interaction between participants in the educational process (involvement of parents in the project, communication with each other and with the teacher). Developed such qualities as: love for nature and animals. Expanded ideas about spring through the search engine, research activities. Knowledge about spring, signs of spring, animal life in spring.
What are we sure of? The fact is that: the skills, abilities and knowledge acquired by children will be actively implemented throughout their lives; our children will begin to take care of plants and animals in the spring; they will read poems about spring and observe nature.
Spring is coming. It was sunny in the morning and quite warm. A wide lake flowed across the yard. At noon it froze, Winter came again, The lake was covered with a crust of glass. I split the thin, ringing glass, and the wide lake began to flow again. Passers-by say: “Spring is coming!” And this is me working, breaking the ice. Agnia Barto
Project “Trees and Shrubs in Spring”. Senior group.
Author: Olga Vasilievna Yakovleva, teacher, Secondary School No. 842, Moscow
Description of work: I offer you the project “Trees and shrubs in spring” for children of the older group (5-6 years old) on the topic “Trees and shrubs in spring”. This material will be useful to teachers of the senior group. This is an educational and creative environmental project aimed at nurturing children’s interest in the nature of their native land and developing curiosity in children of senior preschool age.
Project “Trees and Shrubs in Spring”. Senior group
Integration of educational areas:
“Cognition”, “Communication”, “Reading fiction”, “Artistic creativity”, “Labor”, “Socialization” Expand children’s knowledge about the plant world. To develop an interest in the beauty of the surrounding world. To educate the moral and aesthetic feelings of a preschooler.
Expand children's understanding of the changes that occur in nature with the arrival of spring.
Develop observation skills and the ability to make independent discoveries.
Learn to record observations using drawings.
Enrich children's vocabulary, develop coherent speech.
Project type:
informational and creative.
Project implementation time: spring
Project participants:
children of the senior group, parents of pupils, teachers.
Problem:
The theme of the project was suggested by the children themselves. They became interested in what happens to trees in the spring, why leaves appear; what happens if you put a twig in water.
Project stages:
Preparatory: development of a plan for the implementation of the project, selection of literature, illustrations, material.
Main: project implementation
Methods and means of project implementation: observations on a walk, in a group; didactic games; examining paintings, illustrations depicting trees, bushes, forests, composing descriptive stories, fairy tales; direct educational activities on educational fields“cognition”, “artistic creativity”; reading fiction; work in a creative workshop; excursion to the spring forest.
Final: -creating an album creative works"Trees in Spring"
- creation of the “Birch Grove” layout
Expected results:
Expanding children's knowledge about trees and shrubs, increasing the level of moral and aesthetic education of preschoolers. Improving relationships between adults and children, children among themselves in the process of performing collective work and spending leisure time.
Work plan for project implementation
Direct educational activities
"Trees and shrubs in the forest"
Objectives: Expand children's knowledge about the diversity of the plant world, develop an interest in the beauty of the environment. Teach children to distinguish between 5-6 types of trees and shrubs, their structure (trunk, branches, leaves, roots). Expand children's understanding of the changes that occur in nature with the arrival of spring, which makes the leaf green. Give an idea of the relationship between trees and shrubs and environment. To teach to see and feel the beauty and richness of our native nature.
"How to behave in nature"
Educational field: cognition
Objectives: To form ideas about the diversity of Russia’s nature, its importance in people’s lives, and the need to protect it. Lay the foundations for environmentally conscious and safe behavior in nature.
“The fragrant bird cherry blossomed in spring”
Educational field: Communication, reading fiction, artistic creativity
Venue: Group room
Objectives: Teach children to read a poem by heart, develop figurative speech, cultivate a love of nature, strengthen the ability to cut out identical figures from paper folded like an accordion, encourage them to compose a plot composition.
Leisure “There was a birch tree in the field”
Educational field: cognition
Objectives: To introduce children to the customs and traditions of the Russian people, to talk about the importance of birch for Russian culture. Cultivate an interest in nature, the ability to admire the beauty of their native land.
Observations.
"Trees and shrubs in March"
Educational field: cognition
Venue: Site
Tasks: Draw children’s attention to the fact that near the tree trunks the snow begins to melt and thawed patches are visible. Explain that this happens because at the beginning of spring the trees have more high temperature than the surrounding air.
Examination of branches of poplar, willow, birch, spruce
Educational field: cognition
Venue: Group room
Objectives: Learn to recognize trees by their branches, distinguish branches by the color of the bark, the characteristics of the buds, their location, and smell. Offer to put them in water, mark on the branches of which trees the buds will bloom first. Help to conclude that plants need heat, light, and water.
"Polar in March"
Educational field: cognition
Venue: Site
Tasks: Examine the poplar branches with the children, pay attention to the buds, offer to compare the condition of the buds on the tree and on the branches that stand in the group. Draw a conclusion about the importance of heat for the growth and development of plants. Form the idea that a bud is a house for a leaf.
"Willow in March"
Educational field: cognition
Venue: Site
Tasks: Show children the spring awakening of plants using the example of willow, draw attention to the fact that the buds and flowers are covered with silvery down, invite them to guess why willow needs such “coats”.
Venue: Institution territory
Tasks: Invite children to observe the work of adults. Explain why shrubs are pruned and describe the characteristics of plant life in early spring.
"Swelling of buds on trees in April"
Educational field: cognition
Venue: Site
Objectives: propose to examine the buds on the branches of various trees and how they have changed. Talk about the fact that leaves on different trees do not appear at the same time, about the signs that are associated with this sequence. Suggest to mark in the observation calendar the sequence of appearance of leaves on various trees. Talk about the phenomenon of sap flow.
"Polar in April"
Educational field: cognition
Venue: Site
Objectives: Continue to introduce the trees on the site; Characterize the leaves emerging from the buds (bright green, sticky, with characteristic odor). Invite the children to find the answer to the question “Where did the buds that they recently saw on the branches of the poplar go?”
Observing the work of adults.
Educational field: labor
Venue: Institution territory
Objectives: Invite children to watch how adults whiten the lower parts of tree trunks, discuss why this work is being done.
"Early flowering trees and shrubs"
Educational field: cognition
Venue: Site
Tasks: Invite children to find trees and shrubs on which flowers have already appeared. Tell which plants and why they bloom before the leaves appear, about the signs associated with the flowering of trees. Learn to recognize trees and shrubs by the following characteristics: crown shape, location of branches, color and appearance bark, leaves, flowers. Note the abundance of insects circling around the crown of flowering trees and shrubs, talk about the “friendship” of plants and insects.
"Trees in May"
Educational field: cognition
Venue: Site
Tasks: Invite children, based on the results of observations, to talk about the flowering of trees and shrubs, about the appearance of leaves on them. Learn to compare some plants, analyze, draw conclusions.
"Lilac branch"
Educational field: cognition
Venue: Group room
Tasks: Offer to examine the branches of lilac. Learn to see the changes that have happened to them.
Observation of hatching birch buds
Educational field: cognition
Venue: Site
Objectives: Introducing the third victory of spring over winter - forest spring.
"Bird cherry in May"
Educational field: cognition
Venue: Site
Tasks: offer to examine the bird cherry, show young leaves and buds, talk about the signs associated with the appearance of leaves and flowers on the bird cherry.
Educational field: Cognition
Venue: Forest Park
Objectives: To consolidate children's knowledge about the state of deciduous and coniferous trees in the spring; cultivate the need to communicate with nature, develop a love for native nature, a desire to admire the world around us.
Work in a creative workshop
Drawing “Trees looking into the water”
Venue: Group room
Tasks: Continue to teach children to tint paper, taking into account the design of the upcoming work; continue to learn how to draw a tree silhouette; perform work using the monotype technique (display). To expand the possibilities of the “wet on wet” method of drawing as an expressive and visual means in children’s painting. Learn to compose a color composition, conveying impressions of spring using adequate expressive means. Cultivate interest in understanding nature and displaying ideas in visual arts.
Drawing “Poplar Branch”
Educational field: Artistic creativity
Venue: Group room
Objectives: Continue teaching children how to tint paper. Learn to draw a poplar branch from life. To cultivate interest in nature and the desire to reflect ideas about it using accessible visual and expressive means
Drawing “Birch Branch”
Educational field: Artistic creativity
Venue: Group room
Objectives: Continue teaching children how to tint paper. Learn to draw a birch branch from life. To cultivate interest in nature and the desire to reflect ideas about it using accessible visual and expressive means
Drawing "Willow Branch"
Educational field: Artistic creativity
Venue: Group room
Objectives: Continue teaching children how to tint paper. Learn to draw a willow branch from life. To cultivate interest in nature and the desire to reflect ideas about it using accessible visual and expressive means
Drawing "Blooming Branch"
Educational field: Artistic creativity
Venue: Group room
Objectives: Teach children to create a composition that harmoniously combines different elements (a branch and flowers on it). Introduce the method of depicting the corolla of a flower with 4-5 petals using the “dipping” technique. Create conditions for experimenting with color to obtain pink shade by mixing white with red. Develop your eye. Cultivate an interest in reflecting impressions of natural phenomena in drawings, the ability to admire the beauty of flowering plants.
Application “Birch Grove”
Educational field: Artistic creativity
Venue: Group room
Objectives: Teach children to create a composition, create trees out of paper; independently combining mastered application techniques. Use different techniques for integrating drawing and appliqué. Develop compositional skills. Cultivate an interest in reflecting impressions from natural phenomena, the ability to admire the beauty of their native land.
Homework “Write a fairy tale about a tree or bush”
Educational field: Communication, reading fiction
Venue: Group room
Objectives: Exercise the ability to invent fairy tales, develop creative imagination. Enrich child-parent relationship experience in conducting joint speech creativity
Reading poems, stories, tales about trees and shrubs
Educational field: reading fiction
Venue: Group room
Objectives: Develop an emotional response to literary works
Cultivate a love for nature.
Educational area: Reading fiction.
Venue: music hall.
Objectives: To improve children’s artistic and verbal performance skills when reading poems, to help them feel the beauty and expressiveness of the language of the work, to instill sensitivity to the poetic word, to develop artistic abilities, and to cultivate a love of nature.
Ecological games
“Which tree is the leaf from”, “Which branch are the kids from?”, “Find what I’ll describe”, “One, two, three, run to the bush!”
Educational field: cognition
Venue: Group room
Objectives: Teach children to distinguish between 5-6 types of trees, shrubs, and their structure.
Dramatization game “How beautiful the spring forest is!”
Educational area: Socialization, music, reading fiction.
Venue: Music Hall
Objectives: To teach children to stage a work of art using music, to develop the ability to convey the characters of fairy tale characters, to cultivate an emotional response to music, intonation expressiveness of speech, and to develop artistic abilities.
Release of the photo newspaper “Trees and shrubs of our city”
Educational field: Artistic creativity
Venue: Microdistrict where the students live
Objectives: Expand ideas about the flora of the city, develop the ability to see the beauty of the created image, develop the ability to aesthetically evaluate, express judgments, and justify one’s opinion. Enrich parent-child relationships with the experience of joint creativity.