At the present stage of the development of society, whenthe state began to understand that the general prosperity of the country depends on the personal potential of each individual person, the methods of raising children at the pre-school stage are undergoing significant changes. First of all, the authoritarian-command style of mentoring is disappearing, showing its extreme inefficiency and even harmfulness, since it significantly limits the freedom of thinking and creative potential of the child, preventing his self-determination and self-realization in the future. But you can not just "drop everything old" without offering anything in return. Therefore, the leading teachers and psychologists developed an entirely new method of interacting with the younger generation, named project activity in the kindergarten.
The uniqueness and value of this approachis that the project activity in the kindergarten motivates the child to look for answers to the questions of interest to him, getting new knowledge and skills in the process of searching for the skills of communication, social adaptation, preparation for the school curriculum. Adults who act as positive leaders only skillfully provide relevant activities through planning in the kindergarten. The group of "adult leaders" includes not only the employees of preschool institutions themselves, but also the parents themselves, who designate an important role in kindergarten activities. Thus, the barrier between education in a kindergarten and home upbringing is smoothed out. The cognitive process of the growth of the luggage of knowledge and the personality of the child in this case flows continuously, as if by itself and becomes a habitual way of life for the child.
At the same time, together with the absolutely necessaryeducational component, the project activity in the kindergarten is focused on the individual psychophysiological characteristics of each child, respect for him as an independent person, taking into account his interests and abilities. It is thanks to these features, which are, in fact, a humanistic approach to the upbringing of children, which has already become the standard in many developed countries, that the project activity in the kindergarten on the one hand forms children as self-sufficient and harmonious individuals capable of independent thinking and self-improvement, and with the other side - fully fully preserves a full-fledged childhood, which, as is known, happens only once.
Planning in kindergarten is carried outcollectively under the supervision of the head and, in theory, should pursue a single goal: the development and approval of a specific plan for the week, month, quarter, etc. The period during which the project activity in a kindergarten of a certain type will be carried out. Accordingly, at the end of the designated period, the results of the activity must be summed up, with corrective actions taken, if necessary.
Types of projects for whichthe activities of preschool institutions may have numerous options that give considerable freedom of choice and can be divided according to the nature of the dominant method (research, information, gaming, practice-oriented, etc.), by the role that determines the child's participation in the program (executor, customer, expert, full participant from development to summing up), on communicative tasks (within their own group, involving other groups, including other age groups, family members, outside public organizations yy), in terms of numbers (from individual to frontal with the involvement of other DOW), according to terms (briefly - medium- and long-term).
Planning must necessarily includea presentation of the kindergarten, which is designed in a visual and accessible form to show parents and other interested persons all the directions in which the project activity in the kindergarten will be carried out, as well as all its advantages.