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FEATURES OF PROJECT ACTIVITY WITH PRESCHOOL CHILDREN
Saduakasova A.
Pavlodar Pedagogical University, teacher Malekbaeva A.
Pavlodar Pedagogical University, teacher
Abstract
Today in education the priority role is played by methods and technologies of training which activity has productive, creative, search character. Here in the first place is the project activity of pupils. Project activity of preschool children is a unique tool of cooperation between children and adults and a way to implement an individual approach to education, contributes to the integration of educational areas in the pedagogical process. In this article the method of designing preschool education is considered. The article defines the features of project activities in preschool education. Stages of project activity are defined. It also describes the joint work of children with a teacher in project activities. Project, project words are given explanations. The paper reflects the ways and methods of implementation of project activities in the PO.
Keywords: project, design, design technology, pedagogical innovation, collaboration, independent work, motivation, pedagogical technology.
The creation of a modern system of preschool education is aimed at the full development of the personality of each child. The creation of a modern system of preschool education always places high demands on the educational process. Former values and priorities, goals and pedagogical tools will be reconsidered. The tasks of pedagogical activity are to bring up a person who is able to socialize, think independently, access and apply knowledge (not only to learn), to think carefully about the decisions made, to plan independently.
The implementation of these tasks depends on the formation of a teacher who is able to work effectively with the child, to develop his communication skills and business acumen, to abandon authoritarianism in the educational process, to develop the desire to act independently. One of the most effective tools for solving these problems of preschool education is the method of pedagogical project , a form of planning and organization of educational work that contributes to the formation of teachers' competencies, their research skills, creativity, forecasting, search for innovative tools and thus improving the quality of education is considered.
The project method involves, firstly, the solution of a problem, and secondly, the achievement of a result. The project method is a way to achieve didactic goals by fully elaborating a problem that must be completed in some way, with a clear, significant, practical result. At the heart of the project method is the essence of the
concept of «project», its pragmatic orientation to the result that can be obtained by solving a problem of any practical or theoretical significance.
Like upbringing and education, the pedagogical field is not an ontological concept applied in project activities. However, the ability to project in man appeared in the earliest stages of development of society. Initially, project was closely related to life activities, not divided into individual activities. «Every action is not instinctive, impulsive ... it is directed, it is carried out purposefully on the basis of its initial project» [1, p. 240].
At the philosophical level, project is considered to be the result of the action of spiritual knowledge.
Social project is a utopia, in different centuries there are outstanding ideas, which are found in the pedagogical components. Aristotle, Thomas More, T. Campanella, R. Owen work, we find the ideal image of a «new family of people.» The ideal in this case is the purpose of the project. (man, student, structure of people's lives) There are many examples in life and literature that prove that man has the ability to project himself. (For example, N.G. Chernyshevski, the protagonist of the novel «What to do?» Rahmetova). All this allows us to say that pedagogical project is a special type of activity.
There are a number of definitions of the concept of «project» in the scientific literature. For example,
V.S. Bezrukova considers pedagogical project as «preliminary work on the main activities of students and teachers». This definition reflects the general algorithm for planning the pedagogical process of the teacher. According to V.V. Kraevsky, «pedagogical project is a form of social goal setting». However, by this definition, the activities of «project» and «planning» are identified with each other, and it is not stated that each of them has its own meaning. Pedagogical project is not only the teacher's lesson planning, but also the creation of a logical structure of the educational process.
V. A. Bolotov, E. I. Isaev, V. I. Slobodchikov, N. A. Shaidenko defines pedagogical project in the context of «the development of new forms of teachers, student associations, new content and technologies of education, new methods and technologies of pedagogical activity and thinking».
N. V. Borisova points out that project is the process of creating and implementing educational projects.
A. N.Dahin considers project to be «the act of creating (creating, planning, projecting) a system, object or model».
Thus, the project is observed at different levels in the environment, life activities, the environment is actively involved in its research. It has long been established in the history of culture as a source of development of project activities in the field of education and various specialized active pedagogy. Three hundred years ago, the great Czech thinker, the founder of theoretical and pedagogical John Amos Comenius believes that in order to teach effectively, the teacher must be motivated to conduct research. «People need to be taught to study the heavens and the earth and other necessary things, to learn by themselves, not by learning from books, as long as they remember the knowledge and understanding of others,» he wrote [2, p. 138].
Such ideas eventually developed in many works of famous philosophers and educators. In particular, the French philosopher Jean-Jacques Rousseau, the author of the famous pedagogical novel «Emil, or About Up-bringing» said that our first teachers were our hands, feet and eyes. He suggested that when communicating with children, ask clear questions and give them the opportunity to solve them. «Let him know what he understands, not what you say, and let him invent science, even if he can't memorize it». «We need to come across the experiment by chance, we need to create tools to test it» [3, p. 211]. Rousseau believed that it is necessary to use game motivation to stimulate the student's ability to think independently, to control production, to stimulate knowledge.
In the works of the Great Swiss teacher I. G. Pestalozzi, experimental works United with the surrounding phenomenon at the level of thinking with the child are fully written. It was believed that the mind develops better in practical lessons, because then there are various mistakes. From ancient times, authenticity and quality solutions are considered in pedagogy as a key to education.
The project method always assumes the solution of the problem. The solution of the problem, on the one hand, involves the use of collections, different methods and textbooks, on the other hand, presupposes the need
to integrate knowledge and its application in different disciplines, the use of creative abilities and technologies in solving professionally oriented tasks. The project method, as a pedagogical technology, presupposes a set of research, exploration, problem-solving methods and creativity. «Where do I need all that I know and learn, why do I need it, how can I use this knowledge?» - is the main thesis of the modern interpretation of the project method. The basis of the project method is the pragmatic orientation of the concept of the project to the result in solving theoretical and practical problems. To achieve such a result, it is necessary to have the ability to think independently, to find a problem and solve it, to use knowledge in different areas for this purpose, to predict the outcome and the outcome of various solutions [4, p. 19].
The use of the project in the practice of preschool education is considered as a pedagogical innovation, as the project method is based on the idea of result-oriented cognitive activity of preschool children, which is achieved in the process of joint work of teachers and children on specific practical problems (topics). In this case, solving a problem or working on a project means applying the necessary knowledge and skills from different sections of the preschool education program and getting significant results.
Thus, project activity is a special type of intellectual and creative activity; a set of operations, operations to master a particular area of practical or theoretical knowledge, a specific activity; The way to achieve the didactic goal through the detailed development of the problem (technology), which must end with a concrete, practical result, formalized in one way or another.
Project activity is a didactic tool to increase the cognitive and creative development of the child and a tool for the formation of personal qualities of the child. The knowledge gained by children during the project will benefit their personal experience. By experimenting, the child seeks answers to questions and thus develops creative abilities and communication skills. Using the project as a joint development activity of children and adults, teachers organize educational activities in an interesting, creative and effective way.
The peculiarity of project activities in the system of preschool education is that the child still can not find contradictions in the environment on their own, can not formulate the problem and define the goal (idea). Therefore, in the educational process of the preschool organization, the design activity is of a cooperative nature, which involves children and teachers of the preschool organization, as well as parents.
The level of children's participation in project activities depends on the age of children: in small groups children control the activities of teachers and parents, in middle groups - children begin to participate in the project, adults - full participants in the project.
Parents become direct participants in the educational process, enriching their pedagogical experience.
Choosing a topic is the first step of the educator in working on the project. The second step is a thematic planning for a week on the chosen issue, which takes into account all types of children's activities: play, practice, speech, work, communication and more. During
the development of the content of lessons, games, walks, observations and other activities related to the project topic, educators pay special attention to the organization of the environment in groups, preschools in general. When the basic conditions for working on the project are prepared (planning, environment), the joint work of the educator and the children begins.
The project method includes the following types of activities: research activities - project activities - scientific and technical creativity.
Research activities in preschool organizations allow you to organize learning so that the child can ask questions and find answers to them.
The peculiarity of this method is that the teacher does not provide ready-made knowledge, organizes cognitive activity and helps the child to acquire practical skills that will help him to act in different life situations.
Project implementation involves several systematic stages:
• motivation (arousal of interest);
• defining the goals and objectives of the project;
• project implementation (What do I know? What do I want to know? How can I know?);
• control;
• project presentation;
• evaluation.
At each stage, the teacher's interaction with children is person-centered. Project activity planning: «What is the project for?», «How is the project activity implemented?», «How to achieve the result of the project activity?», «How is the project result presented?» begins with the following questions.
Successful implementation of this method can be carried out only under the following conditions:
• take into account the age characteristics of children;
• knowledge of the content of the model program in the field of education;
• determination of expected results;
• organization of material-developmental environment.
Project technology focuses on the interaction of participants in the educational process: educator-child, child-child, children-parents. There can be joint-individual, joint-interactive, joint-research activities.
Theme:
• interesting for the child;
• to be fulfilled, to be profitable;
• must be unique;
• the work must be done as soon as possible.
The method of project involves the interaction of
the educator with preschool children: video text, business games, presentations, round tables (project implementation issues), case-study method (translated from English, case - case, situation): positional analysis of the situation, each research work includes species [5, p. 40].
Types of results of project activities: M. B. Zuikova, L. S. Kiseleva, T. A. Danilina, T. S. Lagoda summarized the historical experience of project work with preschool children and outlined the main stages of development of the project method:
1. Goal setting: the teacher helps the child to choose the most pressing issue for a certain period of time.
2. Project development - action plan to achieve the
goal:
• who to turn to for help. (adults, teachers);
• what sources of information can be found;
• what items to use (accessories, equipment);
• learn what to work with to achieve the goal.
3. Project implementation is a practical part.
4. Conclusion - definition of tasks for new projects [6, p. 80].
During the development and implementation of pedagogical projects, teachers have the opportunity for self-development and self-expression, which provides the need for the individual to go from project to project in stages of growth. Project changes the role of educators in the management of the pedagogical process: they are not free performers of individual specialists, but active participants.
Working in creative groups helps to work in a team. A self-analytical approach to the practice of education and training of children is developed. Teachers are free to choose methods and actions to achieve their goals. Even unsuccessful projects contribute to the development of professionalism.
Working in creative groups helps to work in a team. A self-analytical approach to the practice of education and training of children is developed. Teachers are free to choose methods and actions to achieve their goals. Even unsuccessful projects contribute to the development of professionalism.
Project technology is a unique tool for ensuring the interaction and creativity of children, teachers and parents, a way to implement individual-oriented approaches to preschool education.
Thus, the project method is relevant and very effective. It allows the child to experiment, accumulate knowledge, develop creative abilities and communication skills, which will allow him to successfully adapt to the changing conditions of schooling. In the project activity the formation of the child's subjective position is carried out, his individuality is revealed, his interests and needs are realized, which in turn contributes to the personal development of the child. This corresponds to the current social order.
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