Problem: Children who are not accustomed to eating vegetables often refuse vegetable dishes during meals in kindergarten.
Relevance: We all know that the influence of nutrition on human health is enormous. It is generally known that food is one of the the most important factors environment, affecting our health, performance, mental and physical development and longevity. Hippocrates, who lived in ancient Greece, said the following: “Often, the father of a disease is unknown, but its mother is food.”
According to the Federal State Educational Standard, one of the main tasks in preschool education is to take care of preserving and strengthening the health of children, developing in them elementary ideas about a healthy lifestyle, instilling in them basic healthy habits, including healthy eating habits. You just have to think about healthy eating child, the thought immediately arises about the benefits of vegetables and fruits for the human body. Everyone understands that they are an important component of proper nutrition. But, unfortunately, children who have not been taught to eat vegetables at home often refuse vegetable dishes during meals in kindergarten. Therefore, teachers and parents face the problem: “How to accustom children to unloved and previously unfamiliar products?”
Objective of the project: Improving the quality of children's nutrition by accustoming them to vegetable dishes.
Tasks:
1) expanding children’s understanding of vegetables, their taste and significance for the human body;
2) creating an environment that instills in children a positive attitude towards vegetable dishes;
3) creation of conditions conducive to improving the quality of catering;
4) accustoming children to the dishes offered by the preschool institution;
5) formation of cultural and hygienic skills and useful habits in children;
6) development of positive emotions in children during eating;
7) involving children in active participation in didactic games, fun games, game situations related to the topic “Vegetables”;
8) convincing parents to change the approach to organizing meals at home; involving parents in joint activities on the topic “Vegetables”;
9) transmission of teaching experience to the teaching community.
Project type: playful, educational.
Project duration: short-term
Project participants: children 3-4 years old, teachers, parents.
Game motivation:“How we made friends with vegetables.”
Expected results:
For children:
1) improving the organization of food quality (the child eats vegetable dishes with desire);
2) positive changes in emotional terms during the eating process (the child happily “meets” vegetables on his plate);
3) increasing the level of awareness of eating certain foods (the child understands why they need to eat vegetables and why it is so important);
4) increasing interest in activities and games on the topic “Vegetables” (the child responds with pleasure to games on this topic, uses the acquired knowledge in independent activity).
For educators:
Increasing the professional competence of teachers in working with children of the second junior group.
For parents:
Changing the approach to organizing meals at home:
1) the desire to ensure continuity in the organization of nutrition in kindergarten and at home;
2) introduction of vegetable dishes into the home diet;
3) a creative approach to table setting and serving vegetable dishes;
4) teaching children to be independent.

Project implementation plan.

1.Preparatory stage:
1) goal setting (identifying a problem, defining goals, objectives);
2) studying material on the topic in various sources;
3) project development, search for solutions to project problems.
2.Main stage (practical activities to solve the problem, planning joint activities):
1) use of material on the topic “Vegetables” in educational activities;
2) creation of manuals, didactic games on the topic “Vegetables”;
3) planning activities in regime moments(practical exercises, game situations, reading fiction);
4) organizing work on the fairy tale “Why is Carrot Sad?”, writing fairy tales about vegetables, creating the book “Friendly Vegetables”;
5) production of flat and three-dimensional puppets for the theater on the theme “Vegetables”;
6) work with parents (involving parents to participate in the fairy tale “Why is Carrot Sad?”, family club “Eat Right - Gain Strength”, consultations, photo exhibition “What Our Kids Love”, creation of the magazine “Delicious Recipes”);
7) final event “How vegetables and I became friends.”
3. Final stage:
1) summing up;
2) description of work experience on the topic “Healthy Eating Week”;
3) presentation of work experience at the city fair of pedagogical ideas.

Project implementation report.
Tale of the week “Why is Carrot sad?”

The real find was story of the week “Why is the carrot sad?” The fairy tale made it possible to unite the whole week with one plot and make the conversation about vegetables exciting and long-lasting. A “garden” was set up in the locker room: a fence was attached to the wall, the sun shone above it, and clouds floated by. And then one Monday a sad Carrot appeared in the garden. The children and I were talking about why she was sad? And they came to the conclusion that she was bored alone. “It would be nice if she had friends.” We talked with the children about what was growing in the garden, remembered the vegetables they knew and began to wait... And in the morning, when they arrived at kindergarten, the children saw cabbage next to the carrots. Carrot was already smiling a little. That day, a cabbage toy appeared in the group, before lunch the kids enjoyed watching a theatrical performance - the fairy tale “How Cabbage Saved the Hare”, and in their plates they found cabbage salad. The children became interested and began to wait next day. So next to Carrots were: Cabbage, Onions, Potatoes, Beets. At the end of the week, the main character smiled cheerfully among her friends.

This fairy tale was unusual and had this secret: every day with the arrival of one or another vegetable, information about the vitamins it contained appeared next to it, and Carrot’s smile became wider and wider.
It is worth adding that thanks to this idea, the morning in the locker room began with a conversation about vegetables. The children themselves started talking about the newly “arrived” vegetable, and their parents willingly supported them. In addition, mothers and fathers became interested in the information offered and shared their experiences with each other. So in the morning the kids received a positive mood for their next “meeting” with vegetables.
Helped us “make friends” with vegetables puppet show . We sewed new dolls - vegetables. The dolls turned out bright, interesting and immediately attracted the attention of the children. The dolls are made in two versions: flat and based on them - three-dimensional. We used planar ones in the fairy tale of the week “Why is Carrot Sad?”, three-dimensional ones when telling fairy tales, when showing a puppet theater, as well as in the game “Vegetable Garden”, which was invented by the children themselves. Vegetable dolls have become favorite toys.

Tales about vegetables.

During the preparation for the project, we composed tales about vegetables : “Brave Men”, “How Beetroot Was Looking for Friends”, “Hardworking Carrot” and others. It turned out whole book called "Friendly Vegetables".

Educational activities.

Educational activities during this period were also devoted to the topic “Vegetables”. The following classes were conducted:
— "Vegetables": consolidation of knowledge about vegetables: name, appearance, taste. ( Educational area « Cognitive development(FCCM)");
- retelling fairy tales "Turnip"(Educational field “Speech development”);
— “What a garden”: compiling groups of subjects and selecting one from many (Educational area “Cognitive development (FEMP)”);
— “Let’s collect vegetables in a bag” : developing the ability to draw oval and round objects with pencils (Educational field “Artistic and aesthetic development”).

New didactic game.

In the process of work, we created new educational game “Helper glove.”
Target: consolidate the ability to recognize vegetables, name them, determine color, size; develop speech, attention; cultivate interest in games on the topic “Vegetables”.
“Helper glove”: a cloth glove to which dummy vegetables are attached. The children were happy to put on the glove, and believe me, how much more interesting it became to guess riddles about vegetables, practice determining color, size, and so on.

Game situations, practical exercises.

Remembering that teaching children in younger age occurs indirectly in exciting activities, we often used this form of work as creating situations . And to effectively consolidate self-service skills, we used practical exercises .
Target: development of positive emotions during meals; developing the ability to use cutlery; fostering a culture of behavior at the table.
1) Game situation “A Spoon came to us.” Goal: to develop the ability to hold a spoon correctly; cultivate table manners.
2) Practical exercise " Beautiful napkins" Purpose: to form an idea of ​​table setting; develop the ability to fold napkins; develop fine motor skills hands; cultivate interest in serving.
3) Game situation “Who is mine” best friend? Carrot came to visit, she is looking for friends. (Carrot salad.) Purpose: to create a desire to eat carrot salad; develop positive emotions while eating; cultivate habits healthy image life.
4) Game situation “Mr. Zucchini”. Goal: to create a desire to play a new educational game. The zucchini “brought” a helper glove and offers to play.
5) Practical exercise “Learning to hold a spoon.” Goal: to develop the ability to hold a spoon correctly; cultivate table manners.

Independent activities of children.

During independent activities, children were offered coloring books, cubes, outlines on the topic “Vegetables”, illustrations, natural vegetables for viewing, role-playing games “Vegetable shop”, “Family”, “Waiting for guests” were organized.

Observing the germination of onions.

Observing the germination of onions diversified our activities.
Target: fostering a correct attitude towards health; the formation of primary ideas that the plant is alive and needs water, light, and heat to grow; that during development it changes (roots and leaves appear and grow).
On the day when Onions appeared in our “garden,” we organized a joint activity in the group to plant onions in order to observe their germination. Each child brought an onion from home and, with the help of the teacher, planted the onion in a glass of water. And to increase interest in observation, the children attached plasticine eyes, a nose, and a mouth to the bulb. The result was funny faces. There was such surprise on the kids’ faces when a few days later they saw the roots growing on the onion! The green bow feathers that appeared also brought them much joy.
On the day of Luka's arrival, before lunch, we showed another fairy tale. This time, its main character was, of course, Onion. During lunch, the children were given onion feathers to go with the soup, and the teacher reminded the children that onions protect the body from various diseases, especially colds and flu.

Final event“How vegetables and I became friends.”

Target: generalize knowledge about vegetables; create good mood; cultivate healthy eating habits.
At this event, children recited poems about vegetables, solved riddles, played, and danced.

Interaction with parents.

Organization of meals for children in preschool institution must be combined with proper nutrition child in the family. This requires clear continuity between parents and kindergarten. We tried to convince parents that the food their children receive outside of kindergarten should be as close as possible to the diet they receive in kindergarten and complement it. For this purpose, parents were invited to family club . Here they not only learned information about healthy eating, but also tasted vegetable dishes offered by the chef.
The next task is to remind parents of the importance of vegetables for the growth and development of the child. For this purpose, we prepared consultations “Good appetite”, “Vegetables and vitamins”, booklets “Fresh vegetables and fruits are the main source of vitamins for a child” were developed with the participation of parents.
Another step was the development of parents creative approach on the issue of nutrition. How to teach your baby to eat vegetables, making it interesting? On our advice, mothers started getting creative in the kitchen. As a result, we have a book of recipes for children's vegetable salads with colorful photographs and descriptions, where each mother shared her finds.
We always try to convince parents that their children need love and care, which is manifested not only in the maintenance of the child, but also in joint activities . Therefore, one of the tasks was to involve parents in joint activities with their children: making crafts from vegetables. “Mr. Zucchini came to visit us (teacher’s craft). Who else came to us?” The children happily showed off their crafts and told who they made them with and how interesting it was.
Since a child’s refusal to eat is often associated with the inability to use cutlery, we advised parents to teach their child to be independent at home. To this end demonstrated a practical exercise “I myself,” advised me to be patient and consistent during the training process.
We have also prepared for parents photo exhibition , in which they posted photographs of children during meals and told what every child in the group likes to eat in kindergarten.
Parents were happy to join our work: they showed interest in the information we provided, willingly talked with their children on the topic “How healthy vegetables are,” and discussed with each other existing problems, helped each other with advice, shared experiences in teaching children to eat healthy food.

Conclusions.

Properly organized nutrition forms rational eating behavior in children and lays the foundations of a nutritional culture. During the implementation of the project, we observed positive changes in children in the emotional sphere, as well as our children’s appetite improved, the quality of self-care skills increased, and their interest in learning increased. We are glad that our children with great desire We started eating vegetable dishes and we hope that this will improve their health.

Nomination “Methodological work in preschool educational institutions”

Problem.It has been proven that the child best absorbs the knowledge that the child acquired in practical activities.Unfortunately, in preschool educational institutions, experimentation is used unreasonably rarely, especially in early preschool age.The importance of a child’s independent research activity is underestimated, despite his positive sides, despite the active development of this area in preschool education.

Despite the fact that in experimental activities there are more opportunities for self-knowledge and self-determination of the child, for personal growth and the revelation of his individuality, teachers are reluctant to use this method in everyday activities, leaving it for open classes and mass entertainment events.

Relevance of the project.Preschoolers are natural explorers. And this is confirmed by their curiosity, constant desire to experiment, desire to independently find a solution to a problem situation.

Experimentation gives children real ideas about various aspects of the object being studied, enriches the child’s memory, activates his thought processes, and includes an active search for solutions to problems.

Younger preschoolers, getting acquainted with the world around them, strive not only to look at an object, but also to touch it with their hands, tongue, smell it, and knock it. Children tear paper, take apart toys, play with sand, water and snow.

In everyday life, children often experiment with various substances themselves, trying to learn something new. They watch objects falling into the water (drowning or not drowning), testing icicles with their tongue in severe frost, etc.Exploratory behavior for a preschooler- the main source of obtaining ideas about the world. We, adults, must actively help him in this.

Objective of the project: develop cultural practices of showing interest younger children preschool age to knowledge and research, to support the desire to manifest independence and initiative, curiosity.

Tasks:

1. Introduce children to some properties of water, air, light, paper.
2. Develop your own learning experience.
3. Support children's initiative, independence, and intelligence.
4. Encourage friendly relationships during research activities.
5. Form a cultural practice of showing interest and desire to expand your horizons.

Project type: information and research, group.

Participants: teachers, children, parents.

Implementation deadlines: short-term (1 week).

Predicted result: development of the content of cultural practices to implement the project’s objectives:

• manifestation of sustainable cognitive interest in experimentation;
• developing the ability to consciously select objects and materials for independent activities;
• displaying initiative and creativity in solving assigned tasks;
• manifestation of mutual assistance, active social interaction;
• high-quality and interested participation of parents in the implementation of the project.

Main section of the program: social and communicative development.

Organization of activities within the project

Preparatory stage:

• problem formulation;
• determination of relevance, purpose and objectives;
• selection of methodological and fiction literature;
• selection of experiments for a given age;
• selection of equipment for conducting experiments.

Main stage:

• organization of subject-development environment,
• conducting experiments, experiments in a group and on a walk,
• individual work with children,
• independent experimental activities,
• outdoor games,
• reading fiction,
• conversations,
• productive activity of children.

The final stage:

1. Making a card index of experiments.

2. Exhibition of crafts made by parents and children.

Project technological map

Social and communicative development

Cultural practices
Kinds
Integration of c.p.: Practices of game interaction, Communication practices	Games:“Find out who called?”“It happens - it doesn’t happen.” D/exercise: “Find and bring a paper object.” Gaming exercises:“Turn the circle into a sun, an apple, a ball, a wheel, etc.” Problematic situations: “The toy is lost in the sand, you need to find it by digging with a shovel and without spilling the sand.” “How and why does water flow?” Conversation - exercise"Taste and properties of food." Di"Catch up with your shadow"

Cognitive development

Cultural practices
Kinds
Integration of c.p.: Knowledge of the world and self-knowledge, Free practice of children's activities, Communication practices, Identification and interaction of the child with the surrounding society.	Experimental activities: "Blowing Soap Bubbles" "Battleship" “We lock the air into a ball” "Air Movement" “Snow and ice are water that has changed its state under the influence of temperature,” "Water has no taste or smell" "Clear water", "Steam is also water" "Water without form" “Water can be cold, warm, hot,” “How to make sure the water is clear” "Paper and Water" "Paper Comparison" "Can paper be dangerous" "Light heavy" Games with balloon and straw Experimentation games: "Smart Nose" "Tongue Helper" Game-experience"Colored Ice" Game - experience with snowflakes Study: “What’s in the box?”, “What’s in the bag?” "Roll the ball" Experiment “Obedient Breeze”

Speech development

Cultural practices
Kinds
Integration of c.p.: Communication practices, Knowledge of the world and self-knowledge	Conversations: "Magic Air" "What do you know about yourself" “Why do we need water?” "What happens from paper" "On the meaning of light" Reading: poem "Air" Permyak E. “About the nose and tongue.” Boyko T. “Sun” Fairy tale “Visiting the Sun” Kozlov S. “Sunny Bunny and Little Bear” K. Ushinsky “Sun and Rainbow” Heuristic conversations: “What does a spoon, a plate, a piece of bread, a napkin look like?” “What foods have water in them?”

Artistic and aesthetic development

Physical development

Cultural practices
Kinds
Integration of c.p.: healthy lifestyle, Practices of game interaction	Finger gymnastics “Skillful Hands”, “Dog and Cat”. Outdoor games: “Owl”, “Bubble”, “Planes”, “We- droplets!”, “Run where the wind blows” Breathing exercises “Wind”, “Blow on a flower”, “Drive away the bumblebee” Gymnastics for the eyes“A drop one, a drop two...” Games with paper airplanes, plumes and pinwheels. Physical education minute"Rainbow-arc". Game m/n:"Cold-hot."

Interaction with parents

Cultural practices
Kinds
Integration of c.p.: Knowledge of the world and self-knowledge, Communication practices	Introducing parents to the purpose of the project and types of joint activities for its successful implementation. Organizing joint activities with children at home : Conduct simple experiments at home with children. make crafts from paper. Organizing a conversation with parents “What can’t and what should be done to maintain children’s interest in cognitive experimentation.” Involve parents in replenishing the experimentation center with new educational literature.

Distribution of activities by activity centers

Theater Activity Center: making characters for the shadow theater “The Tale of the Stupid Mouse.”

Center for Experimental Activities:preparation of all materials necessary for research activities(soap bubbles, paper different types, paper boats, air balloons, water containers, straws, screen for shadow theater).

Project implementation results (result):

The content of children’s cultural practices has expanded:

• a stable cognitive interest in experimentation appeared;
• increased ability to consciously select objects and materials for independent activities
• demonstrated initiative and creativity in solving assigned problems, and the ability for mutual assistance.
• Parents' interest in taking part in the implementation of the project has intensified.
• a recommendation was made for parents: “The role of the family in the development of the cognitive interests of a preschooler”
• a card file of experiments for practical activities has been compiled.
• An exhibition of paper crafts made by parents and children was organized.

List of literature:

1. A. Dietrich, G. Yurman “Why”
2. Van. Cleve J. "200 experiments"
3. Dybina O.V., etc. The unknown is nearby: entertaining experiences and experiments for preschoolers / O.V. Dybina (chief editor). - M.: TC "Sfera", 2001.
4. L. L. Sikoruk “Physics for kids.”
5. Nikolaeva S.N. Methodology environmental education in kindergarten. M., 1999.
6. Nikolaeva S.N. Education of ecological culture in preschool childhood. M., 1995.
7. Perelman Ya.I. Entertaining tasks and experiments. Ekaterinburg, 1995.
8. “Design and organization of cultural practices in preschool childhood” / author M.V. Korepanova - Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy preschool education, Dean of the Faculty of Preschool and Primary Education, Volgograd State Social and Pedagogical University.
9. Ryzhova N.A. Ryzhova Sorceress - water. M., Linka-Press, 1997
10. Smirnov Yu.I. A book for talented children and caring parents. St. Petersburg, 1998
11. What is it? Who it? M., 1996.

Project activities in the second younger group kindergarten "These lovely fairy tales"

Author: Khramtsova Svetlana Yuryevna, teacher
place of work: Municipal government preschool educational institution Kuibyshevsky district - kindergarten "Bell", Kuibyshev, Novosibirsk region

Project activity "These lovely tales"

RELEVANCE OF THE PROJECT.
Speech formation is one of the main tasks of speech education of a preschooler, as it plays a large role in the formation of personality. To develop a child’s speech, it is necessary to use various games, activities, and fairy tales. Fairy tales are excellent material for teaching speech development to preschool children. Children take a lot of different knowledge from fairy tales: their first ideas about the world around them, about the relationship between man and nature; fairy tales allow them to see good and evil.
The characters in fairy tales are well known to children, their character traits are clearly expressed, and the motives for their actions are clear. The language of fairy tales is very expressive, rich in figurative comparisons, and has simple forms of direct speech. All this allows you to involve the child in active speech work.
PROBLEM.
IN last years There is a sharp decline in the level of speech development of preschool children. One of the reasons for the decline in the level of speech development is the passivity and ignorance of parents in matters of children's speech development. But the participation of parents in speech development the child plays a colossal role.
OBJECTIVE OF THE PROJECT.
Developing interest in fairy tales, creating conditions for the active use of fairy tales in children's activities, involving children in active speech work.

PROJECT OBJECTIVES
Contribute to the formation of interest in books, works of oral folk art- fairy tales.
Develop children's speech activity and enrich their vocabulary.
To teach how to reflect the content of fairy tales in games, dramatizations, and theatrical activities.
To develop emotional responsiveness, attention, and curiosity in children.
Learn to play friendly, together, without quarreling.
Give parents knowledge about the influence of fairy tales on a child’s speech through mobile folders and information on the website.
Invite parents to actively participate in the project.

PROJECT IMPLEMENTATION STAGES

PREPARATORY STAGE.
choice of topic.
project implementation planning.
preparatory work of teachers.
MAIN STAGE.
interaction between teachers, children and parents.
FINAL STAGE.
final event: entertainment “Visiting a fairy tale.”
PROJECT PARTICIPANTS
Children 3-4 years old.
Educators.
Parents.
EXPECTED RESULTS.
Children know well the fairy tales “The Wolf and the Seven Little Goats”, “Teremok”, “Turnip”, “Masha and the Bear”, “Kolobok”.
In the process of becoming familiar with fairy tales, the vocabulary is activated and coherent speech develops.
Familiarization with fairy tales contributes to the development of productive activities.
Children will develop an interest in games and dramatizations.
Parents take an active part in project activities, masks depicting fairy tale heroes; didactic game “Find the fairy tale heroes”; finger theater; puppet theater, selection of coloring pages “Heroes of fairy tales”
Parents are familiar with the influence of fairy tales on the child’s speech.
PROJECT TYPE.
COGNITIVE SPEECH.

PROJECT DURATION
SHORT TERM - one week
SUBJECT OF STUDY
FAIRY TALES

FORMS OF IMPLEMENTATION.
Conversations with children and parents;
Organization of thematic centers for the project;
Game activity;
Carrying out work on visual arts;
Reading, listening and watching fairy tales.
Cooperative activity on design.
Organization of physical leisure activities.
SUBJECT DEVELOPMENT ENVIRONMENT
masks for fairy tales “Turnip”, “Teremok”, “Kolobok”;
didactic game “Find the fairy tale heroes”;
puppet theater “The Three Little Pigs”;
selection of coloring pages “Heroes of fairy tales”

STAGES OF THE PROJECT IMPLEMENTATION.
I preparatory
Studying literature on the topic.
Clarification of the formulation of the problem, topic, goals and objectives.
Consultation for parents through mobile folders.
Selection of visual teaching aids.
Replenishing the book corner.
I I main
FORMS OF WORK
PROGRAM SECTION. FORMS AND METHODS. TARGET
Working with parents:
Consultation "The importance of fairy tales in a child's life"
Consultation "Child and Book".
Selection of coloring pages on the theme “Russian folk tales”
Promotion: “Read me a bedtime story”
Making masks for fairy tales Promote the active participation of parents in project activities. Provide information about the significance of the influence of fairy tales on a child.

Cognitive and research activities. “On a visit to a fairy tale.” Cultivate interest and love for fairy tales.

FEMP "The Adventures of Pinocchio"
Continue to form elementary mathematical concepts.

Speech activity “Journey to the land of fairy tales” Develop the ability to answer the simplest questions of the teacher. Develop and activate children's speech.

Modeling NOD “Gingerbread for Little Goats”. Promote the development of fine motor skills of the fingers.

Drawing GCD based on the fairy tale “Teremok”. Cultivate interest in the activity, hard work, accuracy, and friendly relations.

Application of GCD based on the fairy tale "Turnip". Improve teamwork skills;
Strengthen the skills of careful spreading and gluing.

Physical development of NOD "Kolobok". Consolidation of what has been learned in the main types of movements. Improve group gaming skills.

Joint activity Reading, listening and watching fairy tales (audio and video recordings): “Kolobok”, “Turnip”, “Teremok”, “The Wolf and the Seven Little Goats”
Conversations with children: “My favorite fairy tale”, “Rules for communicating with a book”
Learning finger gymnastics “Teremok”, “Turnip”, “Kolobok”.
Solving riddles about fairy tales and fairy-tale heroes
Role-playing game "Hospital for Books."
Theatrical games:
puppet and finger theater, masks,.
Didactic games:
“Heroes of fairy tales”, “Find by description”
"Magic bag"
Outdoor games “At the bear in the forest”, “Fox”
Round dance games:“Dance bunny…”

Construction: “House for animals based on the fairy tale “Teremok”.

Strengthen children's knowledge about the content of Russian folk tales.
To develop in children the ability, with the help of a teacher, to repeat the most expressive passages from a fairy tale.

Create a game situation that promotes the formation of emotional responsiveness, activate speech, and promote emancipation.

III final
Final event: Entertaining leisure time “Visiting a fairy tale.” Create a game situation that promotes the formation of emotional responsiveness.

Download Project activities in the junior group

Project in the second junior group “Our younger friends”

Explanatory note

Environmental education and education of children is extremely current problem present time: only an ecological worldview, ecological culture living people can lead the planet and humanity out of the catastrophic state in which they are now.

Environmental education is also significant from the perspective personal development child - properly organized, systematically carried out in educational institutions has an intense impact on his mind, feelings, and will.

The natural world contains great opportunities for the comprehensive development of children. Thoughtful organization of training, walks, and special observations develops their thinking, the ability to see and feel the colorful diversity of natural phenomena, to notice large and small changes in the world around them. Thinking about nature under the influence of an adult, a preschooler enriches his knowledge and feelings, he develops a correct attitude towards living things, a desire to create rather than destroy. Communication with nature has a positive effect on a person, makes him kinder, softer, awakens him best feelings. The role of nature is especially great in raising children.

In a preschool institution, children are introduced to nature, what happens in it, different time years of changes. On the basis of acquired knowledge, such qualities as a realistic understanding of natural phenomena, curiosity, the ability to observe, think logically, and have an aesthetic attitude towards all living things are formed. Love for nature, skills of caring for it, for all living things.

This project is a unified system of systems, which includes preliminary work, work with parents, with children. Planned activities with children contribute to the formation of humane feelings, broadening their horizons, developing speech, vocabulary, instilling hard work and a sense of responsibility towards a living being.

The project can be used by teachers of primary and secondary preschool age in their work with children. The project is used for environmental development preschoolers, instilling care and love for living things.

Project "Our Younger Friends"

“Do no harm!” is one of the commandments of human communication with nature. Raising young preschoolers in the spirit of environmental conservation is one of the aspects of environmental education in kindergarten. Love, understanding and care are what nature expects from every person. It is advisable to begin to cultivate these feelings precisely in early childhood Therefore, today environmental education in preschool educational institutions is given due attention.

Relevance of the project:

Communication with animals, if it occurs uncontrollably, can bring not only benefits, but also harm to the developing personality of the child. A child’s attitude towards an animal and his purposeful action may turn out to be incorrect for a number of reasons. First of all, the child does not know what can be done and what cannot be done, what is harmful for the animal and what is beneficial. In addition, in close contact with an animal, the baby will definitely want to satisfy his curiosity and involve him in the game. Without adult supervision and guidance, such communication can be harmful and even dangerous for both the animal and the child.

Project type: research - creative

Project participants: children of the younger group, teachers, parents.

Problem: ignorance of the rules of communication between a child and pets.

Target: formation of an interested, caring attitude towards pets, clarification and consolidation of the names of pets, making parents active participants in project activities.

Tasks:

1) To develop children’s knowledge about pets

2) Give an idea of ​​the needs of animals for their growth and development

3) To develop feelings of empathy for all living things, the ability to make basic conclusions and conclusions

4) Increase parents’ knowledge about caring for animals.

Expected results:

Children understand how to care for pets.

Instilling in children love and respect for animals.

Parents' desire to have a pet.

Making a photo album “Pets”

Making a wall newspaper “My favorite pet”

Integration of educational areas:

- “Communication”, “Reading fiction”, “Socialization”, “Health”.

Interaction with family:

Questioning, individual conversations, creation of the album “Pets”, consultation for parents, exhibition of the wall newspaper “Our Little Friends”.

Preliminary work:

Search work to select illustrative material on the topic: “Pets”

Learning poems about pets.

Finger gymnastics “Kitten”,

Acquaintance with the literary work of S. Mikhalkov “Puppy”, E. Blaginin “Kitten”.

Making riddles.

Conducting outdoor and didactic games.

Watching the cartoon “Who Said MEOW”

Project implementation plan.

Monday- opening of the project week.

1. “Four-legged friends” - looking at illustrations. Introduce children to pets.

2. “Like our cat” - finger painting. Teach children to create images using finger painting, develop fine motor skills, and cultivate accuracy.

3. Listening to the song “Lucy the Dog.” Cultivate a friendly attitude towards younger friends, empathize.

Tuesday

1. Reading poems about pets. Teach children to listen to poetry. Learn one simple poem.

2. Watching the cartoon “Who Said MEOW.” Using TSO. Give children the joy of watching a cartoon.

3. Outdoor game “Cat and Mice”. Continue to teach children to find their place when signaled. Develop dexterity and evasiveness.

Wednesday

1. Morning exercises “Kitty”

2. “Magic pictures” - drawing with a candle. Continue to teach children how to receive an image unconventional technique drawing.

3. Finger gymnastics “Kitten” - to develop fine motor skills of the hands.

4. Didactic lotto game “Pets” - to consolidate children’s knowledge with the most frequently encountered animals.

Thursday

1. Thematic conversation “Our younger friends.” Continue to introduce children to pets, develop children’s horizons, and cultivate a friendly attitude towards them.

2. Reading fiction S. Mikhalkov “Puppy”, E. Blaginina “Kitten”

3. Making and guessing riddles - teach children to listen carefully and understand the riddle, pay attention to the rhymes of the clue.

Friday- closure of project activities

1. Multimedia “That’s what they are, our younger friends.” The presentation provides information about pets, Interesting Facts from life. – Give children the joy of watching a cartoon, teach them to share their impressions.

2. Looking at the photo album “Pets”

The results of the project are as follows:

1) Increased interest among parents in getting a pet for their children

2) Pets appeared in 4 more families.

3) Children have become more responsive and attentive to pets (according to parents’ stories). The guys now have responsibility for the good condition of the animals. Who live at their home. Not only the ability and desire arose, but also the need to do a good deed for the sake of an animal: feed, water, clean a cage or bowl on time, provide assistance.

4) Making a photo album for children

5) Making a wall newspaper for children and parents “Our Little Friends.”

REPUBLIC OF KARELIA

municipal budgetary preschool educational institution

Petrozavodsk urban district

« Kindergarten general developmental type with priority

carrying out activities on physical development children No. 12 “Dolphin”

(MDOU "Kindergarten No. 12")

Project " Multicolored a week »

FOR THE SECOND YOUNGER GROUP

"Pearls" (group no. 1)

Teachers: Kurilina E. A.

Yarovaya V. E.

Passport creative project“Colorful week” for children of the second junior group “Pearls”

Project participants: Children, parents, teachers, specialists.

Project type:

According to the dominant activity in the project: creative.

Content: educational.

According to the number of project participants: group (15-25 people, everyone).

By duration: short-term (1 week).

By the nature of contacts: child and family, within the preschool educational institution.

According to the profile of knowledge: multi-subject.

According to the nature of the child’s participation in the project: a participant from the inception of the idea to the receipt of the result.

Composition of the project team: The project leaders are educators.
Participants are children and parents of the “Pearls” group.

Objective of the project:

Fixing all colors and the ability to find objects of a given color around you.

Project objectives:

Strengthen children's knowledge of the color spectrum.

Learn to distinguish colors and compare them with objects.

Practice your ability to talk about color.

Develop imagination and the ability to see the characteristic features of objects.

Learn to group objects according to given characteristics, learn to work according to a model.

Learn to group objects by color.

Develop color perception, attention, observation, expand knowledge about the materials that make up objects.

Relevance of the problem:

Didactic games aimed at sensory development children (in particular, for the development of a sense of color) have great potential: they allow children to be introduced to the qualities and properties of objects, in this case color.

In the process of various didactic games, children learn to identify the color of objects, name shades and colors, compare objects by color, and group them by similarity in color. All these activities develop and consolidate children’s knowledge and ideas about color and contribute to the formation of a sense of color. Didactic games that precede visual activity prepare children for a more free and accurate reflection of colors and shades in drawing and appliqué.

Children operate with existing knowledge about color, which is acquired, systematized, and enriched during the game. With the help of the game, the child gains new knowledge about a particular color. At the same time, during the game, children's color vocabulary is activated.

The project includes 3 stages: preparatory, main, final.

This project is significant for all its participants:

Children : receive and put into practice safety rules.

Teachers: continuing to master the design method - a method of organizing rich children's activities, which makes it possible to expand the educational space, give it new forms, and effectively develop the creative and cognitive thinking of preschoolers.
Parents: expand opportunities for cooperation with their children, prepare material for teaching their children.

Estimated distribution of roles in the project team:

Educators: organize educational situations, joint productive activities, counseling parents
Children: participate in educational and play activity.
Parents: prepare material for teaching children, consolidate the knowledge acquired by children in practice.

Providing project activities:

Fiction. Drawing paper. Coloring pages. Colored pencils, paints, gouache, brushes. Toys.

Expected outcome of the project:

Children correctly distinguish and name colors.

Stages of work on the project:

Preparatory stage

Determining the theme of the project. Formulation of goals and definition of tasks. Selection of materials on the project topic. Drawing up a plan for the main stage of the project.

Main stage:
Educational activities for OO " Artistic creativity" - didactic game "Let's get to know each other - (I am Red, Orange, Yellow, Green, Blue, Blue,)", didactic games: "Colored Ribbons", "Funny Beads". Examination of illustrations “What color is what”, O.s. “What is your favorite color?”

Educational activities for OO " Physical Culture"- didactic game "Colorful balls". Reading fiction “Multi-colored fairy tales”, “The seven-flowered flower”.

Educational activity for the NGO "Trud" - didactic game "What are objects made of."
Educational activities for the NGO “Cognition\Ecology” - conversation “Favorite houseplant”.

Educational activities for the OO “Cognition\Mathematics” - d. and “Fold the pattern”.
Educational activities for the NGO “Safety” - p.i. "Traffic light".

Working with parents - creating visual materials for children. Consultation on the topic “Studying colors with children 3-4 years old.”

The final stage: Educational activities for the NGO “Artistic Creativity” - drawing competition, drawing up a project portfolio.

Interim report preparatory stage project.

The first stage of design is preparatory, during the period of this stage: This stage was implemented over three days.
Determining the theme of the project. Formulation of goals and definition of tasks.
Selection of materials on the project topic. Drawing up a plan for the main stage of the project. A plan for the main design stage has been drawn up.

Interim report of the main stage of the project.

This stage was implemented within 1 week, during which time the following was organized: (list of completed activities).

Interim report of the final stage of the project.

Design of material in the parent's corner. Drawing up a project portfolio. Preparation for the final event - a holiday for mothers.

Report on project activities:

In the process of various didactic games, children learned to identify the color of objects and group them according to their similarity in color.

The project gave a great impetus to development children's creativity and imagination, the level of coherent speech increased.

Children's sympathy has increased, and the group's team has rallied.

The children received psychological relief and relief from emotional stress.

Parents were involved in the pedagogical process, and interest in cooperation with preschool educational institutions increased.

In conclusion, I would like to note that all the assigned tasks were successfully completed, children and parents took an active part in the implementation of the project. The result has been achieved.

Implementation of the “Colorful Week” project

I. Involvement in activities.

Announcement of the implementation of the “Colorful Week” project.
Monday - Red color.
Tuesday - green color.
Wednesday- Blue colour.
Thursday – yellow color.
Friday - Colorful day. The final event is a holiday for mothers.

II. Living the theme of the week.

Event names

Monday

The first day of the red gnome. (Red color)

Lesson on speech development “Visiting toys.”

Telling “colorful” tales; "Journey to a Red Fairy Tale."

Didactic games "Colored Cups and Saucers", “Put a butterfly on a flower”, “Tie strings to the balls”, “Let’s collect the balls by color”, “Fold the picture”;

Making a ladybug from cardboard and plasticine (plasticineography).

Outdoor games “Hen and Chicks”, “Chickens and an Angry Cockerel”, “Planes”, “I’ll go to the garden through the raspberries”.

Homework: Draw a red fruit or vegetable at home.

Second day of the green gnome. (Green color)

Application "Frog".

Telling “colorful” fairy tales: “Journey to a green fairy tale.”

Reading poems that mention color;

Coloring chickens with paints

Outdoor games “Hen and Chicks”, “Chickens and an Angry Cockerel”, “Airplanes”, “I’ll go to the garden through the raspberries”

Homework: Bring a craft using Green colour.

The third day of the blue gnome. (Blue color)

Drawing " Blue flowers».

Telling “colorful” fairy tales: “Journey to a blue fairy tale.”

Reading poems that mention color;

Didactic games “Match the dishes by color”, “Put the butterfly on the flower”, “Tie strings to the balls”, “Let’s collect the balls by color”, “Fold the picture”;

Coloring flowers with paints.

Outdoor games “Chickens and an angry cockerel”, “Planes”

Homework: Draw cornflowers or bells at home.

The fourth day of the yellow (orange) gnome. (Yellow)

Lessons on the formation of elementary mathematical representations"Shapes and Colors."

Telling “colorful” tales; "Journey to the Yellow Fairy Tale."

Reading poems that mention color;

Didactic games “Match the dishes by color”, “Put the butterfly on the flower”, “Tie strings to the balls”, “Let’s collect the balls by color”, “Fold the picture”;

Coloring chickens with paints

Outdoor games “Shaggy Dog”, “Bunnies and Fox”, “I’ll go to the garden through the raspberries”.

Homework: Color or design as a chicken applique.

Different colored day.

Final event. Holiday for mothers “Multi-colored flowers for mothers.” Fixing all the colors of the week.

Carrying out outdoor games:

“Assemble toys by color” (in a group).

How to play: Scatter toys on the floor. Place a basket or box on a chair and offer at the signal, collect toys of the color that I name.

“Shaggy Dog” (on a walk).

This game is more fun to play with a group. One child pretends to be a dog. At the same time, he sits on his haunches and pretends to be sleeping. The rest of the children walk around him. Someone reads the lines:

Here sits a shaggy dog,

Wrapping your nose in your paws.

Quietly, quietly he sits:

He's either dozing or sleeping.

Let's go to him and wake him up

And let's see what happens.

On the last lines, the “dog” wakes up and begins to “bark” and catch up with the children. The first one caught becomes a dog.

The game “Flower - seven-colored”, “Jumping from hoop to hoop”, “Find your color”. Giving gifts to mothers (holiday crafts - cards). Treats for children at the end of the event.

Bibliography

Let's play./ Ed. A.A. Carpenter. M.: Education, 1991.

Kalinina T.V. First successes in drawing. Flowers and Herbs. – St. Petersburg: speech, educational projects; M.: Sfera, 2009. – 64 p.

Nishcheva N.V. Multi-colored fairy tales: A cycle of classes on speech development, the formation of color perception and color discrimination in preschool children: Teaching. methodological manual summary – 48 p.

Useful tasks for children 3-4 years old.