The book describes a methodology for working with preschool children to organize project activities. This form of interaction between a child and an adult allows for the development of cognitive abilities, the personality of a preschooler, as well as relationships with peers.
The book is intended primarily for teachers of preschool institutions, but will undoubtedly be useful to students, teachers of psychological and pedagogical specialties, as well as to all those who are interested in the possibilities of enhancing the development of children.
Nikolai Evgenievich Veraksa, Alexander Nikolaevich Veraksa - Project activities of preschool children. Manual for preschool teachers 1
Nikolay Evgenievich Veraksa, Alexander Nikolaevich Veraksa
Project activities for preschoolers. A manual for preschool teachers
Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova
Veraksa Nikolay Evgenievich– Doctor of Psychology, Professor, Head of the Department of Social Developmental Psychology of Moscow State University of Psychology and Education, Head of the Laboratory of Pedagogy and Psychology of Abilities at the Institute for the Development of Preschool Education of the Russian Academy of Education, Editor-in-Chief of the magazine "Modern Preschool Education. Theory and Practice."
Personal website address – www.veraksaru
Veraksa Alexander Nikolaevich– postgraduate student at the Faculty of Psychology, Moscow State University. M.V. Lomonosov, lecturer at the Faculty of Social Psychology, Moscow State University of Psychology and Education, Master of Science in Psychological Counseling (University of Manchester, UK).Preface
The book offered to the reader is devoted to the issues of supporting children's cognitive initiative in preschool educational institutions and families. This topic is very relevant for a number of reasons. Firstly, a person must gain positive social experience in realizing his own plans as early as possible. The uniqueness of a person is manifested not in his appearance, but in what a person brings to his social environment. If what seems most significant to him is also of interest to other people, he finds himself in a situation of social acceptance, which stimulates his personal growth and self-realization. Secondly, the ever-increasing dynamism of economic and social relations requires the search for new, non-standard actions in a variety of circumstances. Non-standard actions are based on originality of thinking. Thirdly, the idea of harmonious diversity as a promising form of social development also presupposes the ability to show productive initiative.
This skill must be cultivated from childhood. However, there are certain difficulties on the way to its formation. One of them is due to the fact that society is a strict normative system in which a person must act according to certain rules, that is, in a standard way. Initiative always involves going beyond the framework defined by tradition. At the same time, this action must be culturally adequate, that is, fit into the existing system of norms and rules. A child who shows initiative must navigate the reality around him, understood as a certain culture that has its own history. General abilities are designed to provide such orientation. We understand abilities in the context of L. S. Vygotsky’s cultural-historical theory and activity theory. Abilities act as a psychological tool that allows the child to move in the space of culture. At the same time, we emphasize once again that the cognitive initiative represents a step beyond the boundaries of culture. But how can one demonstrate transcendence of culture in a culturally appropriate way? Project activities will help solve this problem. It is precisely this that allows not only to support a child’s initiative, but also to formalize it in the form of a culturally significant product, that is, in the form of some cultural model (or norm).
This interpretation of children's initiative and its implementation in project activities is based on research conducted under our leadership (since 2000). It was carried out in preschool educational institutions in Novouralsk and on the basis of the resource center “Little Genius” in Moscow. The results of the work showed that preschoolers can successfully carry out project activities. At the same time, there are clear positive changes in the cognitive development of children, personal growth of preschoolers is observed, which is expressed in the desire to perform original creative works. The interpersonal relationships of preschoolers change significantly, children gain experience of productive interaction, the ability to hear others and express their attitude to various aspects of reality. There are changes in the relationship between children and parents. Children become interesting to parents as partners in joint activities.
Children's cognitive initiative
One of the effective methods of working with children of senior preschool age is the method of project activity, which is based on understanding the role of the child’s personality in the preschool education system. Typically, a personality is understood as a person with his own individual characteristics (often psychophysiological, for example, aggressiveness, mobility, etc.). However, the concept of personality is associated not so much with psychophysiological qualities, but with how a person manifests himself among other people. Consequently, personality is a socio-psychological category, it is a social assessment of a person as a member of society. However, a person does not always manifest himself as an individual. In some cases, he acts in accordance with accepted norms and traditions. For example, when one person listens to another, he is adhering to a social norm. It is clear that if a person does not follow social norms, then those around him direct all their efforts to subordinate his actions to generally accepted rules. For example, if a child eats sloppily or fastens buttons incorrectly, then adults try to make sure that the child learns the appropriate rules. But when a preschooler learns to eat soup with a spoon, it can hardly be considered a unique personality.
Personality is a special social characteristic of a person, which has two features. The first is related to the fact that a person does something that distinguishes him from other people. The second feature is that this difference turns out to be important and useful to other people.
The main feature of this or that achievement lies in its novelty and connection with the need sphere. Let's give an example. The famous domestic inventor A. S. Popov created a device called “radio”. This device made it possible to transmit information wirelessly over long distances. This invention turned out to be extremely useful for a large number of people. In the same way, V. Van Gogh, who painted the painting “The Lilac Bush,” created a work that continues to delight and thereby satisfy the aesthetic needs of visitors to the Hermitage. Of course, both A. S. Popov and V. Van Gogh are extremely significant unique personalities for society.
Important characteristics of a person are a person’s thinking and imagination, which allow him to first visualize the idea of a work, consider its various options and find the best one, and then bring it to life. In fact, by creating a work, an inventor, artist, teacher embody their idea of an ideal, which at the same time becomes an ideal for the people around them. Thus, personality always involves the creation of something new, the acceptance of this new by others.
What contributes to a person’s personal development?
One of the main conditions is to support the activity of the individual. Such support is impossible without a positive social assessment of activities aimed at creating something new. As a rule, something new is the result of solving some problem in which a creative person is interested. Therefore, we can say that creative activity is the main personality trait. An equally important condition promoting personal development is adequate social presentation of the results of human activity.
Wed, 10/25/2017 - 13:30 | administrator
MUNICIPAL PRE-SCHOOL EDUCATIONAL INSTITUTION
"KINDERGARTEN No. 7" OF THE ROSHAL CITY DISTRICT, MOSCOW REGION
All-Russian competition "Pedagogical search"
Additional educational program in areas of extracurricular activities.
“Project activity” (N.E. Veraksa, A.N. Veraksa)
Rogachenko O.V.
teacher of the highest qualification category
Today the state has set a task to prepare a completely new generation: active, inquisitive. And preschool institutions, as the first step in education, already have an idea of what a kindergarten graduate should be like, what qualities he should have. It is project activities that will help connect the process of learning and upbringing with real events in the life of a child, as well as interest him and captivate him in this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, collaborate, and plan your work. Each child will be able to express themselves, feel needed, which means they will gain confidence in their abilities.
In order for a kindergarten to become successful, it, in addition to other components necessary for effective pedagogical work, must also use modern methods and new integration technologies.
Today, the project method is very common in schools, but in preschool education this method is becoming not just popular, but also “fashionable.” The project method is relevant and very effective. It gives the child the opportunity to experiment and systematize acquired knowledge. Develop creativity and communication skills, which allows him to successfully adapt to the changed situation - school learning.
Undoubtedly, the proposed “Project Activity” technology is not universal. A preschool educational institution cannot be monotechnological at all. But all the diverse technologies should form the child’s main need - self-development as a natural state.
It was revealed that the concept of “project” is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals.
A project also means an independent and collective creative completed work that has a socially significant result. The project is based on a problem; solving it requires research in various directions, the results of which are generalized and combined into one whole.
The technology is based on the idea of focusing the cognitive activity of preschoolers on the result that is achieved in the process of joint work between the teacher and children on a specific practical problem (topic).
The technology is aimed at transforming pedagogical activity, bringing educational practice into line with social needs, solving specific social problems, and independent activity of children.
The relevance of the technology lies in the fact that it helps the child gain early social positive experience in realizing his own plans. If what is most significant for a child is also of interest to other people, he finds himself in a situation of social acceptance, which stimulates his personal growth and self-realization. The ever-increasing dynamism within social relationships requires the search for new, non-standard actions in a variety of circumstances. Non-standard actions are based on originality of thinking. It is project activity that allows not only to support children’s initiative, but also to formalize it in the form of a culturally significant product.
The purpose of the technology: the development of the free creative personality of the child, which is determined by the developmental tasks and tasks of the children’s research activities.
Technology objectives:
formation of various knowledge about the world around us, stimulation of communicative, cognitive, play activity of children in various types of activities;
development of initiative, curiosity, arbitrariness, and the ability for creative self-expression.
Principles of technology:
project activity begins when direct action is impossible;
project activity, in contrast to productive activity, involves the child’s movement in the space of the possible;
project activity is based on the child’s subjectivity, that is, on the expression of his initiative, the manifestation of independent activity;
project activity involves not just the implementation of the child’s idea, but also the realization of his meanings;
project activities are targeted.
Age: senior preschool age (5 – 7 years)
Implementation period: 2016 - 2018
Technology stages:
- imitative - performing
- developing
- creative
Expected results:
as a result of mastering design technology, the level of professional skills of teachers increases and the creation of conditions for effective educational work in preschool educational institutions;
provides the opportunity to develop observation and analysis of phenomena, comparison, generalization and the ability to draw conclusions, creative thinking, logic of knowledge, inquisitiveness of the mind, joint cognitive search and research activities, communication and reflective skills and much more, which are components of a successful personality.
Literature:
1. Veraksa N.E., Veraksa A.N., “Project activities of preschool children”, Moscow, 2014
Nikolay Evgenievich Veraksa, Alexander Nikolaevich Veraksa
Project activities for preschoolers. A manual for preschool teachers
Library “Programs of education and training in kindergarten” under the general editorship of M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova
Veraksa Nikolay Evgenievich– Doctor of Psychology, Professor, Head of the Department of Social Developmental Psychology of Moscow State University of Psychology and Education, Head of the Laboratory of Pedagogy and Psychology of Abilities at the Institute for the Development of Preschool Education of the Russian Academy of Education, Editor-in-Chief of the magazine “Modern Preschool Education. Theory and practice".
Personal website address – www.veraksaru
Veraksa Alexander Nikolaevich– postgraduate student at the Faculty of Psychology, Moscow State University. M.V. Lomonosov, lecturer at the Faculty of Social Psychology, Moscow State University of Psychology and Education, Master of Science in Psychological Counseling (University of Manchester, UK).Preface
The book offered to the reader is devoted to the issues of supporting children's cognitive initiative in preschool educational institutions and families. This topic is very relevant for a number of reasons. Firstly, a person must gain positive social experience in realizing his own plans as early as possible. The uniqueness of a person is manifested not in his appearance, but in what a person brings to his social environment. If what seems most significant to him is also of interest to other people, he finds himself in a situation of social acceptance, which stimulates his personal growth and self-realization. Secondly, the ever-increasing dynamism of economic and social relations requires the search for new, non-standard actions in a variety of circumstances. Non-standard actions are based on originality of thinking. Thirdly, the idea of harmonious diversity as a promising form of social development also presupposes the ability to show productive initiative.
This skill must be cultivated from childhood. However, there are certain difficulties on the way to its formation. One of them is due to the fact that society is a strict normative system in which a person must act according to certain rules, that is, in a standard way. Initiative always involves going beyond the framework defined by tradition. At the same time, this action must be culturally adequate, that is, fit into the existing system of norms and rules. A child who shows initiative must navigate the reality around him, understood as a certain culture that has its own history. General abilities are designed to provide such orientation. We understand abilities in the context of L. S. Vygotsky’s cultural-historical theory and activity theory. Abilities act as a psychological tool that allows the child to move in the space of culture. At the same time, we emphasize once again that the cognitive initiative represents a step beyond the boundaries of culture. But how can one demonstrate transcendence of culture in a culturally appropriate way? Project activities will help solve this problem. It is precisely this that allows not only to support a child’s initiative, but also to formalize it in the form of a culturally significant product, that is, in the form of some cultural model (or norm).
This interpretation of children's initiative and its implementation in project activities is based on research conducted under our leadership (since 2000). It was carried out in preschool educational institutions in Novouralsk and on the basis of the Little Genius resource center in Moscow. The results of the work showed that preschoolers can successfully carry out project activities. At the same time, there are clear positive changes in the cognitive development of children, personal growth of preschoolers is observed, which is expressed in the desire to perform original creative works. The interpersonal relationships of preschoolers change significantly, children gain experience of productive interaction, the ability to hear others and express their attitude to various aspects of reality. There are changes in the relationship between children and parents. Children become interesting to parents as partners in joint activities.
Children's cognitive initiative
One of the effective methods of working with children of senior preschool age is the method of project activity, which is based on understanding the role of the child’s personality in the preschool education system. Typically, a personality is understood as a person with his own individual characteristics (often psychophysiological, for example, aggressiveness, mobility, etc.). However, the concept of personality is associated not so much with psychophysiological qualities, but with how a person manifests himself among other people. Consequently, personality is a socio-psychological category, it is a social assessment of a person as a member of society. However, a person does not always manifest himself as an individual. In some cases, he acts in accordance with accepted norms and traditions. For example, when one person listens to another, he is adhering to a social norm. It is clear that if a person does not follow social norms, then those around him direct all their efforts to subordinate his actions to generally accepted rules. For example, if a child eats sloppily or fastens buttons incorrectly, then adults try to make sure that the child learns the appropriate rules. But when a preschooler learns to eat soup with a spoon, it can hardly be considered a unique personality.
Personality is a special social characteristic of a person, which has two features. The first is related to the fact that a person does something that distinguishes him from other people. The second feature is that this difference turns out to be important and useful to other people.
The main feature of this or that achievement lies in its novelty and connection with the need sphere. Let's give an example. The famous domestic inventor A. S. Popov created a device called “radio”. This device made it possible to transmit information wirelessly over long distances. This invention turned out to be extremely useful for a large number of people. In the same way, V. Van Gogh, who painted the painting “The Lilac Bush,” created a work that continues to delight and thereby satisfy the aesthetic needs of visitors to the Hermitage. Of course, both A. S. Popov and V. Van Gogh are extremely significant unique personalities for society.
Important characteristics of a person are a person’s thinking and imagination, which allow him to first visualize the idea of a work, consider its various options and find the best one, and then bring it to life. In fact, by creating a work, an inventor, artist, teacher embody their idea of an ideal, which at the same time becomes an ideal for the people around them. Thus, personality always involves the creation of something new, the acceptance of this new by others.
What contributes to a person’s personal development?
One of the main conditions is to support the activity of the individual. Such support is impossible without a positive social assessment of activities aimed at creating something new. As a rule, something new is the result of solving some problem in which a creative person is interested. Therefore, we can say that creative activity is the main personality trait. An equally important condition promoting personal development is adequate social presentation of the results of human activity.
Personal support is largely related to the attitude of society towards the presented creation. Once a creative product is completed and presented to society, it ceases to be new. This phenomenon can be seen especially clearly in the example of songs written by composers. Quite often a new song, which at first struck with its novelty, loses popularity and may be completely forgotten. Support for the composer's personality is ensured by the fact that the song continues to be performed, that is, it becomes some traditional content of various social situations. In fact, the song becomes institutionalized and becomes the norm. For example, the song of Gena the Crocodile from the cartoon about Cheburashka is quite often performed at children's birthdays, although it has clearly lost its novelty.
The main task related to supporting the creativity of the individual that preschool education faces is to find forms in which such support can be provided.
Children's cognitive activity is carried out in a specific cultural space, which is a system of norms set by adults. This implies the need to consider the child’s activity in a normative situation.
Nikolay Evgenievich Veraksa, Alexander Nikolaevich Veraksa
Project activities for preschoolers. A manual for preschool teachers
Library “Programs of education and training in kindergarten” under the general editorship of M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova
Veraksa Nikolay Evgenievich– Doctor of Psychology, Professor, Head of the Department of Social Developmental Psychology of Moscow State University of Psychology and Education, Head of the Laboratory of Pedagogy and Psychology of Abilities at the Institute for the Development of Preschool Education of the Russian Academy of Education, Editor-in-Chief of the magazine “Modern Preschool Education. Theory and practice".
Personal website address – www.veraksaru
Veraksa Alexander Nikolaevich– postgraduate student at the Faculty of Psychology, Moscow State University. M.V. Lomonosova, lecturer at the Faculty of Social Psychology of Moscow State University of Psychology and Education, Master of Science in Psychological Counseling (University of Manchester, UK).Preface
The book offered to the reader is devoted to the issues of supporting children's cognitive initiative in preschool educational institutions and families. This topic is very relevant for a number of reasons. Firstly, a person must gain positive social experience in realizing his own plans as early as possible. The uniqueness of a person is manifested not in his appearance, but in what a person brings to his social environment. If what seems most significant to him is also of interest to other people, he finds himself in a situation of social acceptance, which stimulates his personal growth and self-realization. Secondly, the ever-increasing dynamism of economic and social relations requires the search for new, non-standard actions in a variety of circumstances. Non-standard actions are based on originality of thinking. Thirdly, the idea of harmonious diversity as a promising form of social development also presupposes the ability to show productive initiative.
This skill must be cultivated from childhood. However, there are certain difficulties on the way to its formation. One of them is due to the fact that society is a strict normative system in which a person must act according to certain rules, that is, in a standard way. Initiative always involves going beyond the framework defined by tradition. At the same time, this action must be culturally adequate, that is, fit into the existing system of norms and rules. A child who shows initiative must navigate the reality around him, understood as a certain culture that has its own history. General abilities are designed to provide such orientation. We understand abilities in the context of L. S. Vygotsky’s cultural-historical theory and activity theory. Abilities act as a psychological tool that allows the child to move in the space of culture. At the same time, we emphasize once again that the cognitive initiative represents a step beyond the boundaries of culture. But how can one demonstrate transcendence of culture in a culturally appropriate way? Project activities will help solve this problem. It is precisely this that allows not only to support a child’s initiative, but also to formalize it in the form of a culturally significant product, that is, in the form of some cultural model (or norm).
This interpretation of children's initiative and its implementation in project activities is based on research conducted under our leadership (since 2000). It was carried out in preschool educational institutions in Novouralsk and on the basis of the Little Genius resource center in Moscow. The results of the work showed that preschoolers can successfully carry out project activities. At the same time, there are clear positive changes in the cognitive development of children, personal growth of preschoolers is observed, which is expressed in the desire to perform original creative works. The interpersonal relationships of preschoolers change significantly, children gain experience of productive interaction, the ability to hear others and express their attitude to various aspects of reality. There are changes in the relationship between children and parents. Children become interesting to parents as partners in joint activities.
Children's cognitive initiative
One of the effective methods of working with children of senior preschool age is the method of project activity, which is based on understanding the role of the child’s personality in the preschool education system. Typically, a personality is understood as a person with his own individual characteristics (often psychophysiological, for example, aggressiveness, mobility, etc.). However, the concept of personality is associated not so much with psychophysiological qualities, but with how a person manifests himself among other people. Consequently, personality is a socio-psychological category, it is a social assessment of a person as a member of society. However, a person does not always manifest himself as an individual. In some cases, he acts in accordance with accepted norms and traditions. For example, when one person listens to another, he is adhering to a social norm. It is clear that if a person does not follow social norms, then those around him direct all their efforts to subordinate his actions to generally accepted rules. For example, if a child eats sloppily or fastens buttons incorrectly, then adults try to make sure that the child learns the appropriate rules. But when a preschooler learns to eat soup with a spoon, it can hardly be considered a unique personality.