At the present stage of development of society, when the 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-team mentoring style, which has shown its extreme inefficiency and even harmfulness, is becoming a thing of the past, as it significantly limits the child’s freedom of thinking and creativity, interfering with his self-determination and self-realization in the future. But you can’t just “discard everything old” without offering anything in return. Therefore, leading educators and psychologists have developed a completely new method of interacting with the younger generation, called project activities in kindergarten.
The uniqueness and value of this approach lies in the fact that the project activity in the kindergarten motivates the child to look for answers to his questions, gaining new knowledge and skills in the process of searching for communication skills, social adaptation, and preparation for the school curriculum. Adults, acting as positive leaders, only skillfully provide the relevant activities through planning in kindergarten. The group of “adult leaders” includes not only the employees of kindergartens themselves, but also the parents themselves, who play an important role in project activities in kindergarten. Thus, the barrier between kindergarten education and home education is smoothed out. The cognitive process of growing the baggage of knowledge and the personality of the child in this case flows continuously, as if by itself and becomes the usual way of life of the child.
At the same time, together with the absolutely necessary educational component, the project activity in the kindergarten is also focused on the individual psychophysiological characteristics of each child, respect for him as an independent personality, taking into account his interests and abilities. Thanks to these features, which constitute, in essence, a humanistic approach to raising children, which has become the standard in many developed countries, project activities in kindergarten, on the one hand, shape children as self-sufficient and harmonious individuals, capable of independent thinking and self-improvement, and with on the other hand, it fully preserves a full-fledged childhood, which, as you know, happens only once.
Planning in kindergarten is carried out collectively under the guidance of the head and, in theory, should pursue a single goal: the development and approval of a specific plan for a weekly, monthly, quarterly, etc. the period during which project activities in a kindergarten of a certain type will be carried out. Accordingly, at the end of the designated period, the results of activities must be summarized with corrective actions, if necessary.
The types of projects for which the activities of preschool institutions are carried out can have numerous options that give significant freedom of choice and can be divided by the nature of the dominant method (research, information, games, practice-oriented, etc.), by the role that determines the participation of the child in the program ( performer, customer, expert, full participant from development to debriefing), on communicative tasks (within his group, with the involvement of other groups, including a different age, member family, third-party non-governmental organizations) on the number (from the individual to the front with the involvement of other POC), by maturity (short - medium and long term).
The planning must necessarily include the presentation of the kindergarten, which is designed to clearly and easily show parents and other interested parties all the directions in which the project activities in the kindergarten will be carried out, as well as all its advantages.