A unified project for the establishment of additional education as a way to solve socially significant problems of education. Creative project “Territory of Creativity Pedagogical projects in additional education

INTER-SUBJECT CREATIVE PROJECT in the kindergarten "Seasons"

Explanatory note. In the context of the implementation of the Federal State Educational Standard, the use of educational technologies actually becomes a guarantor of achieving modern quality of education. On the other hand, the humanization of education requires a rethinking of the goals, values, content and technologies of education in terms of their appeal to the child’s personality, to the preservation of his mental and physical health. This means that the leading technologies should be developmental and personality-oriented learning.
Project activities– this is a didactic means of activating the cognitive and creative development of the student and at the same time the formation of certain personal qualities. The knowledge acquired by children during the implementation of the project becomes the property of their personal experience. Using the project method, the main goal of education is achieved - the development of the child’s personality as a continuous restructuring of his experience. The project method allows children to accumulate experience on their own, and this experience becomes a driving force for the child, on which the direction of further intellectual and social development of the individual depends.
The technology of project activity is a set of techniques, actions of students in their specific sequence to achieve a given task - solving a certain PROBLEM, significant for students and formalized in the form of a certain final PRODUCT.
The technology of project activities allows you to teach children:
- think independently,
- find and solve problems, using knowledge from different fields for this purpose,
- predict the results and possible consequences of different decision options,
- establish cause-and-effect relationships.
Project modeling of program material is designed to maximize the independence of children in acquiring knowledge, to recognize the right of each child to significant autonomy, their own pace of work and their own specific way of acquiring knowledge.
The purpose of this project is to systematize, deepen, and generalize the child’s personal experience, to master new ways of acting, to understand the connections and dependencies that are hidden from them in everyday affairs and require special conditions and guidance from the teacher for mastering. The implementation of the project method in practice leads to a change in the teacher’s position. From a carrier of ready-made knowledge, he turns into an organizer of cognitive, research activities of students.
Design is focused on the joint activities of participants in the educational process in various combinations:
- joint activities of the teacher and student to implement the project;
- joint activities of students;
- joint activities of students with parents.
The material is intended for additional education teachers, fine arts teachers, methodologists; may be useful for students of pedagogical higher and secondary educational institutions.
Recommended for use in working with children of senior preschool and primary school age. The project can be implemented within one group, or unite several groups, and also cover the entire children's association as a whole.

Project participants: students in additional educational programs, parents, teachers, experts.
Target: Systematize and deepen children’s understanding of seasonal changes in nature. Stimulate the development of children's imagination, imagination, and abilities for applied and artistic creativity.
Arouse additional interest among teachers in creative work with their students.
Tasks:
- To form a cognitive interest in nature, to cultivate a caring attitude towards it.
- Form a generalized idea of ​​the signs of the season:
- about the state of inanimate nature;
- about the main weather phenomena typical for a given time of year;
- about the system of adaptation of plants and animals in accordance with seasonal changes in the main environmental factors;
- to concretize ideas about human adaptability to seasonal changes;
- knowledge of the rules of behavior in various situations typical for a given season.
- Talk coherently about observed natural phenomena, compose creative stories and fairy tales on natural history topics, use evidence-based speech.
- Stimulate the development of fantasy, imagination, applied and artistic abilities - - Nurturing cultural and environmentally literate behavior.

Project stages:

AUTUMN
- introduction to the problem: “trees fall asleep - nature fades”
- preparation of visual and didactic material: paintings for viewing by I. Brodskaya “Fallen Leaves”, “Autumn Fog”, I. Levitan “Golden Autumn”, I. Grabar “Autumn Day”, “Rowanka”, F. Vasiliev “Swamp in the Forest” ", V. Polenov "Golden Autumn", I. Shishkin "Autumn", Posters about nature conservation.
- plan
Topic, timing Goals Ways to achieve the goal Equipment Continuity
Educational Institution - Family
Targeted walk to the park. Leaf fall. Looking at an autumn tree.
Drawing:
- "Bunches of Rowan"
- "Autumn Burning Foliage"
(printing with natural shapes)
(September - October) - show children the variety of colors of autumn, reveal the concept of “leaf fall”;
- formation of children's ideas about the main signs of autumn (decreasing day length, cold, leaves flying away, raining, insects hiding, birds flying away);
- clarify ideas about the main parts of a tree (trunk, branches, leaves, roots);
- cultivate interest in nature, observation, aesthetic perception
- conversation about autumn;
- Looking at trees;
- watching falling leaves
- d/i “Leaves”, “1, 2, 3 – run to the tree”, “Leaf fall”;
- questions for children;
- collecting leaves for the herbarium;
-creative storytelling “Interview at the autumn forest”;
- reading poems about autumn;
- p/i “In the forest in autumn”;
- plastic sketch “I am a maple leaf”;
- psycho-gymnastics “Walk in the autumn forest” Objects for observation in the area near the school, in the park, etc.
- Reading poems about autumn;
-collecting bouquets of leaves;
- looking at trees on the way to school
Fruits. Vegetables.
Drawing:
- “Autumn Still Life”
- “Gifts of Autumn”
(printing with cork, potato seals)
- "A bowl of fruit"
(September - November) - teach children to distinguish and name fruits and vegetables by color, shape, size, surface character, color, smell, taste;
- develop memory, attention;
- teach examination actions;
-Cultivate interest in the environment, patience, endurance - riddles about vegetables, fruits;
- examining vegetables and fruits;
- inspection of objects;
- d/i “Taste it”
"Wonderful bag"
"Tops-Roots"
"Guess what's missing";
- psycho-essay “Turnip” - vegetables, fruits for research;
- “Wonderful bag”;
- tray, napkins, forks;
- materials for visual arts
- learning by heart riddles about vegetables and fruits;
- involve parents in collecting vegetables and fruits for classes
Signs of late autumn. Insects, forest animals in late autumn.
Drawing:
- “Hedgehog” (drawing with crumpled paper)
- “Wonder Animals”
“Cobwebs fly by with spiders in the middle”
(blotography)
- “Who lives in the autumn forest?”

(November) - teach children to observe seasonal changes in nature;
- to form children’s ideas about the life of forest animals in late autumn;
- expand children’s knowledge about preparing insects for winter;
- develop the ability to distinguish forest animals and insects by essential characteristics, classify, name;
- cultivate a caring attitude towards objects of living nature - reading poems about autumn;
- riddles about animals, forest inhabitants, insects;
- a teacher’s story about the life of forest animals in late autumn with illustrations shown
- a story about how insects prepare for winter;
- questions for children to clarify their knowledge;
- physical education lessons “Wolf-wolf”, “I am a red fox”;
- psychostudies “Butterfly”, “Bug”;
- d/i “Who moves how?”
“Who has what house?”
“Find out by description” - objects of living and inanimate nature;
- illustrations depicting forest animals and insects;
- cards for educational games
- materials for visual arts - a walk in the park;
Reading the works of A. Pleshcheev “A boring picture”, “Autumn has come”
- reading works about forest animals, insects (fairy tales, stories, poems, riddles);
- review of the encyclopedia “Wild Animals”, “Insects”
Gloomy autumn. Excursion to the park. Trees in late autumn.
Drawing:
- “Trees can be sad too”
- "Autumn landscape"
- “Autumn Magic Rain” - consolidate children’s knowledge about the most typical features of late autumn,
- developing the ability to establish cause-and-effect relationships between seasonal changes in living and inanimate nature;
- develop observation, logical thinking, ability to compare;
- to cultivate a caring attitude towards nature, interest in the environment, the ability to admire the beauty of the autumn landscape - a conversation about autumn;
- examination of objects of living and inanimate nature;
- questions for children on systematizing knowledge;
- finger gymnastics “Song of Autumn Rain”;
- d/i “Say a word”, “Run to the tree and bush”,
“Tree-bush”, “Complete the drawing for the artist”,
“Dress the tree according to the season”;
- p/i “Where does the tree grow?” - objects of observation;
- organization of excursions
- landscape artist Nikolai Romadin
- materials for visual arts - conducting a joint excursion with parents
Mushrooms. Berries (forest, garden).
Drawing:
- "Autumn Fantasy"
- “Gifts of Autumn” (Diatypia - apply a light layer of paint to the smooth surface of the cardboard with a cloth swab. Place a sheet of paper on top and draw something with a pencil or stick. On the side that was pressed to the cardboard, an impression is obtained)
- “The bear has mushrooms in the forest, I take berries...”
- “The Kingdom of Mushrooms”
-(September) - the importance of forests in human life;
- distinguish and name the most common edible and inedible mushrooms and berries in the area;
- learn the golden rule of the mushroom picker “If you’re not sure, don’t take it”;
- benefits and dangers for humans - didactic games and exercises:
"Continue my sentence"
“What will happen to the mushrooms if...?”
“What word does the name of the mushroom come from?”
"Find out the name of the juices"
"Guess by description"
“What’s extra?”
"Yes and no"
"Gather the Harvest"
- illustrations, natural objects for viewing (observe safety precautions)
- Reading M. Prishvin “The Last Mushrooms”
- V. Zotov “Summer honey fungus, autumn honey fungus, false honey fungus, saffron milk cap, pigwort” (from the book “Forest Mosaic”)
- materials for visual arts - joint walks with children in the forest, park
Birds.
Drawing:
- “Birds on the branches”
(October) - clarify and expand ideas about the general characteristics of birds (structure, method of movement)
- clarify ideas about the diversity of birds: migratory, wintering, waterfowl;
- cultivate a caring attitude towards birds - looking at illustrations;
- riddles about birds;
- listening to the audio recording “Sounds of the world around us”;
- the teacher’s story about the birds of his native land;
- questions for children to clarify their knowledge;
- d/i “Find out by description”
"The Fourth Wheel"
"Every bird in its place"
"Birds, animals, insects"
"It flies - it doesn't fly"
“Collect a picture”;
- psycho-essay “Sparrow” - illustrations depicting birds: woodpecker, cuckoo, crow, dove, sparrow, magpie, owl;
- audio recording “Sounds of the surrounding world” - - materials for visual arts
- learning riddles about birds;
- bird watching in nature

Assessment of knowledge level
K. Balmont “Autumn in the yard”
I. Bunin “Falling Leaves”
V. Dahl “The Old Man of the Year”
S. Yesenin “The fields are compressed, the groves are bare...”
V. Zotov “Summer honey fungus, autumn honey fungus, false honey fungus, saffron milk cap, pigwort” (from the book “Forest Mosaic”)
S. Marshak “All Year Round”
A. Pushkin “The sky was already breathing in autumn”
G. Skrebitsky “Autumn”
A. Tvardovsky “Forest in autumn”
E. Trutneva “Autumn”
F. Tyutchev “There is in the original autumn...”

Systematization of knowledge about autumn (decreasing day length, lowering air temperature, birds flying away). Expanding ideas about the state of plants (modified stems, variety of colors of leaves, flowers, variety of fruits and seeds), about the adaptation of seeds to distribution. Cause of leaves falling.
Migratory and waterfowl, their behavior in autumn (flocking, flying away, foraging).
Reservoir (water freezing, feeding fish and birds by passers-by).
Diversity of the autumn forest: mushrooms, berries.
Systematization of ideas about the diversity of insects (features of appearance, structure, habitats, modes of movement, nutrition, reproduction) using models.
Autumn is divided into two periods: 1st period is the time of ripening of late fruits and the appearance of autumn coloring of trees. The leaves are starting to fall. This period ends with a picture of golden autumn.
2nd period – dispersion of maple and linden fruits begins. Trees crumble and branches are exposed. Frogs, lizards, snakes, and bats are preparing for winter. Insects are disappearing, followed by insectivorous birds. Winter freezes at night. Autumn ends when the rivers stop.
Autumn signs: Autumn time - a bird from the yard. If the cranes fly high, slowly and seem to be talking, it will be a good autumn. It's cold, damp, and it rains often. The departure of the cranes to Pokrov (October 14) means early winter. The goose began to fly away - there would soon be snow.

Thematic days:
- Connoisseurs of autumn nature.
- Competition “Smart Men and Women.”
- Game – journey “On a visit to autumn”.
- D/I: “Why are mushrooms called that?”, “Harvest the harvest”, “What is what?”, “What time of year?”, “Who can guess when this happens?”, Let’s bring back the memory of autumn,” “Finish the sentence ", "What happened first, what came next?"
- Crossword “Autumn”.
- Games, quizzes, competitions.
World of music:
- A. Vivaldi “Autumn” (from the cycle “The Seasons”)
- P.I. Tchaikovsky "Autumn" (from the cycle "Seasons")
- from the film “Office Romance” - “Autumn”
- I. Krutoy “Lullaby for Sasha”
- Video clip “Coasts of Russia” (A. Klevitsky / N. Denisov) – Spanish. VITAS

- Game – journey “Visiting Berendey”
- KVN
Exhibitions of children's drawings:
- “Colorful autumn”
- “A Tale of Autumn”
Flower exhibition “Bright colors of autumn” (joint production of flower arrangements with parents)
Exhibition of crafts made from natural materials “Gifts of Autumn”
Collection of herbarium “Leaves, seeds, fruits”
Photo exhibition “Me and Nature”
WINTER
1.Organizational and preparatory:
- introduction to the problem: “oh, you winter-winter”
- preparation of visual and didactic material: paintings for viewing by I. Brodskaya “Forest in Winter in the Snow”, N. Ulyanov “Bullfinches”, A. Savrasov “Winter Landscape”, “Rime”, “Winter”, I. Grabar “February Blue” , V. Kurdyukov “Winter in Lyubim”, K. Korovin “In Winter”, A. Ryabushkin “Winter Morning”, A. Plastov “First Snow”, K. Yuon “End of Winter. Noon”, V. Vasnetsov “Snow Maiden”, Posters about nature conservation, prints, linocuts of landscape nature.
- plan
Topic, timing Goals Ways to achieve the goal equipment Continuity educational institution - family
Excursion to the winter park. Drawing “The winter-winter has spread out her snow-white patterns”
"Winter landscape"
(December) - Expand and streamline children’s ideas about seasonal changes in nature, the natural and climatic conditions of our region, the differences between trees from each other in winter;
- develop children’s ability to establish relationships in nature: winter came - it became cold - snow fell, the river froze - plants disappeared - insects hid - birds flew away;
- develop cognitive interest, memory, voluntary attention, speech-proof;
- to cultivate a caring attitude towards nature, sensitivity to the perception of the beauty of the winter landscape - a teacher’s story with an examination of objects of living and inanimate nature;
- reading poems about winter, memorizing the signs of winter;
- riddles about winter, about winter natural phenomena;
- experiments with snow and ice;
- search questions;
- psycho-essay “Snowdrift”;
- d/i “When does this happen?”
“1,2,3 – run to the tree”
- physical education lesson “White, pure snow is falling” - objects of living and inanimate nature;
- illustrations on the topic;
- riddles about winter natural phenomena;
- cups with snow, ice, materials for visual arts
- walks around the winter village (city);
- monitoring of precipitation;
- memorizing poems about winter;
- reading works about winter by S. Marshak “Snow is pouring, pouring”, L. Voronkova “Snow is falling”,
"Mistress Blizzard" (German fairy tale)
F. Tyutchev “The Enchantress in Winter”
- Watching the movie “Twelve Months”
Plants in winter. Drawing "Birch"
"Frozen Tree"

“Spruce or pine branches with cones”
(December – February) - clarify and expand children’s knowledge about plants in winter (deciduous trees have lost their leaves, coniferous trees are green; the grass “sleeps” under a blanket of snow);
- develop the ability to independently identify cause-and-effect relationships;
- develop an aesthetic perception of the surrounding nature - riddles about winter, winter natural phenomena;
- teacher’s story;
- examination of illustrations (structure, location of branches, color of trunk, needles);
- questions for children;
- exploratory activities during a walk;
- d/i “Guess by description”;
- psycho-essay “Herringbone” - illustrations for viewing
materials for visual arts - walks in the park, forest;
- learning poems and winter songs;
- joint production of crafts from natural materials
Animals in winter
Drawing “Animals - Snow Cubs”
(December) - deepen children’s knowledge about wild and domestic animals, about adaptation to seasonal changes in nature;
- develop interest in the life of animals in winter;
- develop the ability to establish essential features for generalization, filling them with specific content;
- cultivate a caring attitude towards animals - riddles about wild animals;
- a conversation about changes in animal behavior in winter, looking at illustrations;
- d/i “Name by description”
"Footprints";
- questions of a searching, clarifying nature;
- children's stories about the life of wild animals in winter;
- learning proverbs;
- children’s story about people’s work looking at illustrations
- physical education minutes “To the Christmas tree”
“The Wind and the Bunny” - illustrations depicting wild and domestic animals;
- professions of people caring for wild and domestic animals
materials for visual arts - determining by the imprint of a footprint in the snow who this footprint belongs to;
- reading the works of O. Vysotskaya “Snow Rabbit”
I. Sokolov-Mikitov “Belyak”
E. I. Charushin “Fox”
R.N.s. "Winter quarters of animals"
S. Kozlov “Winter's Tale”
- animal observation
Birds in winter. Drawing “Bullfinches on branches”
"Gzhel bird"
(January) - deepen children’s understanding of wintering and migratory birds;
- develop logical thinking;
- cultivate a love for birds, a desire to help them in winter - questions of a searching and clarifying nature;
- viewing illustrations;
- children's stories about the life of birds in winter;
- d/i “Name the bird”
"Lotto"
“Assemble a cut picture”
- solving a crossword puzzle - illustrations of birds;
- pictures for d/i
- materials for visual arts - bird watching;
- production of feeders;
Z. Alexandrova “Snowball”
S. Yesenin “Sparrows”
K. Ushinsky “Caught Bird”
Winter holidays
“New Year”, “Christmas”, “Maslenitsa”
Drawing “Christmas tree”
"Ded Moroz and Snegurochka"
“How fun it was at the Christmas tree festival” “Christmas carols”
"Winter fun"
(December - February) - continue to introduce children to the customs and traditions of the Russian people, note the characteristic features of each holiday;
- develop interest in Russian culture and its traditions;
- to cultivate love for one’s homeland, for Russian folklore - the teacher’s story about folk ritual holidays;
- viewing illustrations; content questions;
- round dance games;
- reading signs, proverbs and sayings;
- Russian folk games;
- examination of folk arts and crafts - holiday illustrations, postcards;
- collections of poems by Russian poets corresponding to the theme of the holiday;
- festive costumes;
- audio recording of P. Tchaikovsky “The Seasons”;
- a festive treat corresponding to the theme of the holiday
- materials for visual arts - memorizing poems for the holidays;
- production of costumes;
- singing and listening to Russian folk songs;
- preparing food;
- giving gifts to relatives
The time of year is winter.
Frost, snow, ice.
Drawing based on the fairy tale “Twelve Months”
"Winter landscape"
“What are those stars carved on the coat and on the scarf?”
(February) - clarify and systematize children’s knowledge about winter and its signs, draw logical conclusions from the teacher’s observations and messages, answer questions;
- develop the ability to establish cause-and-effect relationships between observed phenomena and objects, make your own conclusions about natural phenomena in winter;
- cultivate a sense of empathy for native nature - observation of real objects;
- looking at illustrations and paintings and talking about winter;
- reading of F. Tyutchev’s poem “In the Enchantress in Winter...”;
- riddles about natural phenomena in winter;
- physical education lessons “The Wind and the Bunny” “White, clean snow is falling”;
- d/i “When does this happen?” - illustrations and paintings about winter;
- audio recording for relaxation;
- audio cassette “Seasons”;
- encyclopedia "Weather"
- materials for visual arts - walks in a winter park, forest;
- observation of natural phenomena during walks;
- photographs of winter landscapes;
- drawings about winter;
- skating on a skating rink, ice track, from a snowy mountain
- assessment of knowledge level
- selection of fiction:
Z. Aleksandrova “Snowball”, “Santa Claus”
V. Berestov “Icy conditions”
Br. Grimm "Mistress Blizzard"
V. Dahl “The Old Man of the Year”
S. Yesenin “Powder”, “Birch”, “Sparrows”
S. Kozlov “Winter's Tale”
S. Marshak “All Year Round”
N. Nekrasov “Red Nose Frost”
V. Odoevsky “Moroz Ivanovich”
V. Oseeva “On the Ice Rink”
A. Pushkin “Winter morning”
I. Surikov “Winter”
F. Tyutchev “In the Enchantress in Winter...”
Riddles, proverbs, sayings.
2. Productive (technological).
Systematization of knowledge about winter, winter phenomena in living and inanimate nature. Determining the weather by signs. The beauty of the winter landscape; snow (color change: bluish, bluish, yellow depending on lighting); snowflakes (viewed through a magnifying glass) in different weather; fancy patterns on the windows (with their repetition in children's drawings). Blizzard, blizzard, thaw.
Wintering birds. Behavior and habits. The need for feeding, what they feed on (guess by the shape of the beak), appearance.
Fishermen on the shore of a reservoir, river, lake. The thickness of the ice layer, the formation of polynyas.
Trees (bark – cork layer), frost protection. The beauty of trees in any weather.
A series of observations of water, ice, snow, steam.
Footprints in the snow of humans, birds, domestic animals, animals; traces from sleds, skis, cars, etc.
Folk sayings and signs:
A lot of snow means a lot of bread.
Frosty winter – hot summer, snowy winter – rainy summer.
Smoke in a column means frost.
Frost on trees means frost.
Feed the birds in winter - they will repay you with goodness in summer.
Long icicles - for a long spring.

Thematic days:
- Experts in winter nature.
- Competition “Smart Men and Women.”
- Game - journey “Visiting Grandfather Frost”.
- D/I: “What time of year?”, “Who can guess when this happens?”, “Finish the sentence”, “What happened first, what happened next?”.
- Crossword “Winter”.
- Games, quizzes, competitions.
World of music:
- A. Vivaldi “Winter” (from the cycle “The Seasons”)
- P.I. Tchaikovsky "Winter" (from the cycle "Seasons")
- Music for relaxation “In harmony with nature”
Project result (practical output):
Cultural and leisure activities:
- Entertainment “Winter Fun”
- Game – trip “Ski trip”
- KVN
Exhibitions of children's drawings:
- All-Russian children's drawing competition “Winter 2015”
- “Winter-winter”
- “Winter patterns”
Exhibition of crafts made from natural materials “Winter in the Forest”
Bas-relief “Tree in winter”
Photo exhibition “Me and Nature”, “Winter Landscape”
SPRING
1.Organizational and preparatory:
- introduction to the problem: “how to wake up from sleep”
- preparation of visual and didactic material: paintings for viewing by I. Brodskaya “March”, “April”, I. Levitan “Big Water”, “Flood”, “First Greens. May”, “Blossoming Apple Trees”, A. Gritsai “Flood”, “First Days of May”, A. Rylov “Green Noise”, F. Vasiliev “Thaw”, S. Gerasimov “The Ice Has Gone”, I. Grabar “March Snow ", K. Yuon "March Sun", Posters about nature conservation, prints, linocuts of landscape nature.
- plan
Topic, timing Goals Ways to achieve the goal Equipment Continuity educational institution - family
Nature in spring. Excursion to the spring park.
Drawing
"Early spring"
“Water is the mirror of nature”
“Native nature in the works of Russian artists – Spring Day”
(March – May) - clarify and systematize knowledge about the characteristic signs of spring; continue to develop an understanding of the connections between living and inanimate natural phenomena;
- develop the ability to establish cause-and-effect relationships;
- cultivate interest in the surrounding nature, aesthetic experiences from the spring awakening of nature - observation of the phenomena of inanimate nature;
- observations of herbaceous plants, trees, shrubs;
- conversation about spring changes in nature;
- riddles about spring;
- questions of comparative, exploratory and cause-and-effect nature;
- d/i “Seasons”
“So and not so”
- proverbs and sayings about spring;
- problematic situation “Birch trees also cry” - objects for observation;
- reproductions of paintings for viewing;
- audio recording of P.I. Tchaikovsky "Seasons"
- materials for visual arts - a joint walk in the park;
- viewing television weather forecasts;
- monitoring air temperature changes
Animals in spring.
Drawing
"In the animal world"
“My favorite animals” - animal artists
(April) - systematize ideas about the habitats of wild animals, insects, and domestic animals; teach to apply specific knowledge about the behavior, needs, habits of animals for evidence; teach to understand the connections between inanimate natural phenomena and animal life;
- cultivate the ability to reason, reflect judgments in detailed speech - a conversation about changes in the lives of domestic and wild animals;
- riddles about animals;
- physical education session “Zverobik”
“Dancing while sitting”;
- d/i “Name the animal”;
- looking at illustrations about animal life;
- questions for children;
- problem situation “Good - bad” - illustrations with images of animals;
- Pets;
- materials for visual arts - walks with children, observation of the surrounding nature
Birds.
Drawing
"The starlings have arrived"
"Small Birds"
Collage
“Spring has come - the birds have arrived”
(April - May) - expand knowledge about migratory birds, structural features, lifestyle, nutrition; teach to establish cause-and-effect relationships (between lifestyle and habitat);
- develop observation, the ability to reflect highlighted features in comparative judgments;
- create a desire to peer at familiar objects, create conditions for closer observation - a conversation about birds;
- riddles about birds;
- examination of illustrations, teacher’s story;
- d/i “Name the bird”
"Wintering and migratory birds"
"It flies - it doesn't fly"
"What kind of bird"
- dramatization of the story by K. Ushinsky “Caught Bird”;
- listening to the audio recording “Birdsong”;
- problem situation “What would you do if...” - illustrations of different birds;
- Encyclopedia “Birds”;
- audio recording of “Bird Voices”;
- materials for arts and crafts classes - Reading the work of K. Ushinsky “The Caught Bird”;
- production of birdhouses;
- observation of a living object;
- mini-presentation of a collage;
- participation in a drawing competition
Spring flowers and herbs.
Drawing
"Snowdrops"
“The willow is all fluffy”
"Blossoming Spring"
Origami
"Beautiful tulips"
(April – May) - repeat the main signs of spring; recognize and name garden, meadow flowers and herbaceous plants;
- develop observation skills;
- cultivate an ecological worldview
- conversation;
- d/i “Spring flowers and herbs”
"Guess the plant"
- crossword puzzle “Spring” - illustrations of garden and meadow herbaceous plants;
- materials for arts and crafts activities - walks along the streets of the village, observing the first flowers;
- selection of information about spring flowers and herbs;
- experiments on seed germination
Climate
(May) - to form in children an idea of ​​what climate is; expand the understanding of the diversity of climatic zones;
- develop observation skills;
- cultivate interest in the world around us - questions to clarify children’s knowledge about the weather;
- teacher’s story;
- physical education session “Rain”;
- examination of illustrations, weather calendar;
- folk signs - illustrations on the topic;
- encyclopedia “Weather”;
- nature calendar - viewing television weather forecasts;
- monitoring the air temperature outside and precipitation
- assessment of knowledge level
- selection of fiction:
A. Block “In March”
V. Bianchi “Sinichkin calendar”
V. Dahl “The Old Man of the Year”
S. Marshak “All Year Round”
A. Maykov “Spring”, “The Swallow has rushed”
N. Nekrasov “Grandfather Mazai and the Hares”
E. Nosova “Like a crow got lost on the roof”
A. Pleshcheev “Spring”
N. Sladkov “Spring joys”
I. Surikov “The sun is shining brightly”
F. Tyutchev “Spring Waters”, “Spring Thunderstorm”, “Winter is angry for good reason”
A. Fet “The willow is all fluffy”, “Spring rain”
Riddles, proverbs, sayings.
2. Productive (technological).
Systematization of knowledge about spring, spring phenomena in living and inanimate nature. Determining the weather by signs. The beauty of the spring landscape. Changes in snow in March (loose, dark: spongy, dirty, grainy). The speed of snow melting (on paths or on asphalt, in the shade, in the sun). Icicles, thawed patches, streams. Drying of the soil, the appearance of the first shoots on it and further growth of plants.
Migratory birds. Behavior and habits. The need for feeding, what they feed on (guess by the shape of the beak), appearance. Arrival of birds (rook - starling, lark, finch - swallows, cuckoos, swifts, etc.). Breeding chicks, catching insects.
Pruning trees in gardens. Plant sap flow. Flowering hazel, alder, willow, birch buds opening; larch crown (pink and green cones, yellow spikelets). Flowering fruit trees (cherry, apple, pear - comparison of flowers).
The appearance of the first forest flowers (blue woodleaf, anemone, violet, goose onion, coltsfoot), the growth of perennial plants (tulip, peony, lily, etc.).
The appearance of butterflies (schimongrass, urticaria, mourning grass). Insects (a large number of flies, mosquitoes, etc.). The first thunderstorm, thunder, change in nature before the thunderstorm. First spring rain.
Body of water (ice drift, cracks in the ice, movement of ice floes downstream). Water frogs, underwater grass, fish (catfish, crucian carp, roach, fish fry, their behavior in times of danger).
A series of observations of branches.
Folk signs and sayings:
Long icicles - for a long spring.
The early arrival of rooks and larks means a warm spring.
I saw a starling - spring is at the porch.
In the spring the rain grows, and in the fall it rots.
Spring is red with flowers, and autumn with bread.
The sun has warmed the earth - don’t be late with sowing.
Lots of water - lots of grass.
Thematic days:
- Experts in spring nature.
- Competition “Smart Men and Women.”
- Game “Red Spring has come to visit us.”
- Crossword puzzle “Spring drops”.
- Games, quizzes, competitions.
World of music:
- A. Vivaldi “Spring” (from the cycle “Seasons”)
- P.I. Tchaikovsky "Spring" (from the cycle "Seasons")
- song “Spring has come” (music by Z. Levina, lyrics by L. Nekrasova)
- Music for relaxation “In harmony with nature”

Project result (practical output):
Cultural and leisure activities:
- “Clear-red, come spring”
- “Birds are our friends”
- KVN
- entertainment “Spring walk in the forest”
Exhibitions of children's drawings:
- All-Russian children's drawing competition “Small Birds”
- “Blossoming Spring”
- “The world smiles – nature is renewed”
Poetry evening “Russian poets about spring”
Origami “Beautiful tulips”
Mini-presentation: collage “Spring has come - the birds have arrived”
Photo exhibition “Me and Nature”, “Spring in our village (city)”, “Birds of our region”
Reports about spring, about the life of animals in spring.

SUMMER (work may be carried out at a summer camp or in the first weeks of autumn).
1.Organizational and preparatory:
- introduction to the problem: “the hot sun is rising - summer is leading by the hand”
- preparation of visual and didactic material: paintings for viewing by I. Levitan “Lake”, A. Plastov “Haymaking”, “Summer”, C. Monet “Field of Poppies”, “Haystack”, P. Cezanne “House with a Red Roof” , K. Korovin “Landscape”, V. Zagonek “The thunderstorm has passed”, B. Kustodiev “Volga. Rainbow”, I. Shishkin “Edge of a deciduous forest”. Posters about nature conservation, prints, linocuts of landscape nature.
- plan
Topic Goals Ways to achieve the goal Equipment Continuity educational institution - family
Ecology and plants. Red Book, plants of our region. Drawing
“Plants of the Red Book” - to form in children the concept of what the “Red Book” is and why it was created; help you remember several plants from it;
- consolidate children’s knowledge about the structure of plants, teach them to identify and resolve contradictions and problem situations, sketch the structure of trees, bushes, grasses; to form ecological knowledge about plants;
- develop the ability to establish cause-and-effect relationships, the dependence of the state of plants on environmental conditions;
- cultivate a consciously correct attitude towards plants - Comparison of trees, shrubs, herbs;
- d/i “Rules of behavior in nature”
“Name the plant and where it grows”
- the teacher’s story about the Red Book; examination of the plants of our region listed in the Red Book;
- consideration of environmental signs;
- development of rules of behavior in nature;
- drawing plants;
- psycho-gymnastics “Flower”;
- dramatization “Through the pages of the Red Book” - environmental signs;
- illustrations depicting plants;
- illustration of plants from the Red Book;
- pictures depicting plants of a forest, meadow, field, garden;
- materials for visual arts - consultation for parents “Rules of behavior in nature”;
- collection of information about nature reserves;
- review of the Red Book of Russia
Elements of the world: water, air, earth, fire
Drawing
“Posters about the protection of life and health” - expand and systematize children’s knowledge about the elements of the world: water - the water cycle in nature, the properties of water; air – experiments, properties of air; earth - ideas about mountains, volcanoes, plains, minerals; fire - characteristic signs;
- develop logical thinking, creative imagination, cognitive interest;
- cultivate interest in the environment, curiosity, ecological worldview - conversation about planet Earth;
- questions for children to clarify their ideas about water, air, fire;
- teacher’s story about minerals;
- diagram “Water cycle in nature”;
- d/i “Count”
"Drowning - not drowning"
“Properties of air” “What to do if...”
- sketch “Earth”, “Fire”;
- riddles about water, air, earth, fire;
- psycho-gymnastics “Wind”;
- reading popular science articles about nature and ecology:
"The world around us"
"The importance of water in nature"
- cups with clean and dirty water;
- cups with different types of soil;
- strips of paper, balloon;
- illustrations of a tornado, tornado;
- diagram of the water cycle in nature;
- globe, map;
- collection of stones and minerals;
- illustrations depicting mountains, volcanoes;
- candle;
- materials for visual arts - reading encyclopedic literature, looking at illustrations;
- collecting information about the rules of conduct on water, with fire, in strong (hurricane) winds;
- collection of clippings from newspapers and magazines on the topic;
- writing reports;
- inventing a fairy tale or story about one of the elements;
- reading fiction
June 5 – World Environment Day
Drawing
“We are friends of nature!” - consolidate students’ knowledge about the culture of behavior in nature;
- learn to correctly evaluate your actions and the actions of others;
- to cultivate a caring and kind attitude towards nature and each other - the travel game “The Earth is your home”;
- evening of leisure
"We are friends of nature"
“To protect nature means to protect the Motherland”;
- “Field of Miracles” about nature;
- competitions “The Earth is our native home”;
- popular science articles about nature:
“Everyone is responsible for nature”
“From the history of nature conservation activities” - posters about nature conservation;
- skits and entertainment are best carried out in the summer in natural conditions, supplementing the natural vegetation with decorations of an anthill, a Christmas tree, and flowers;
- Spruce branches, grass, colors that children sit on or pick should be decorative;
- materials for visual arts - joint walks in the park, forest;
- holding events with the participation of parents
Forest and its inhabitants.
Drawing
“Mighty nature is full of wonders” - continue to form ideas about the forest as a green home of plants and animals, about the interconnections, interactions and interdependence of living organisms with their habitat;
- develop attention and observation;
- cultivate a caring attitude towards the surrounding nature, curiosity, the ability to admire the beauty of the forest - riddles about animals and plants of the forest;
- d/i “Hunter and Shepherd;
- environmental story “Sunday in the Forest”;
- travel game “Visiting Berendey”;
- holiday “Forest is our wealth”;
- competition “Mighty nature is full of wonders” - illustrations depicting forest animals and plants;
- herbarium of medicinal plants;
- natural material for making compositions;
- songs about the forest, birds, animals, plants;
- material for visual arts - joint walks in the forest;
- collecting plants for the herbarium;
- collection of natural materials;
- reading fiction with natural history content
- assessment of knowledge level
- selection of fiction:
S. Baruzdin “Fishermen”
A. Block “Summer Evening”
V. Bianchi “Sinichkin calendar”
V. Berestov “Happy Summer”
A. Vvedensky “Song about Rain”
V. Viktorov “Wider circle”
V. Dahl “The Old Man of the Year”
B. Dubrovin “The Red Book”
S. Kozlov “Such a tree”
N. Krasilnikov “Guest in the Forest”
I. Maznina “Let’s be friends”
S. Marshak “All Year Round”
A. Maykov “Summer Rain”
S. Mikhalkov “Walk”
M. Plyatskovsky “It’s called nature”, “Don’t tease dogs”, “Don’t pick flowers”
R. Rozhdestvensky “The Earth is our home”
L. Tatyanicheva “Bird cherry”
Riddles, proverbs, sayings.
2. Productive (technological).
Systematization of knowledge about summer, summer phenomena in living and inanimate nature. Determining the weather by signs. The beauty of the summer landscape.
Birds. Behavior and habits, what they eat (guess by the shape of the beak), appearance. Benefit.
Forest and garden trees (structure, nutrition, place in the ecological chain).
Forest and garden flowers (annual and perennial). Similarities and differences, structure, benefits for humans.
Insects (a large number of flies, mosquitoes, butterflies, etc.). Butterflies from the Red Book.
Folk sayings and signs:
Life is given for good deeds.
Good deeds adorn a person.
Plants are the decoration of the earth.
A stork on the roof means peace in the house.
If you destroy one tree, plant forty.
Spark the carcass before the fire, avert trouble before it strikes.
Groves and forests are the beauty of our native land.
Thematic days:
- Bird Day.
- June 5 – World Environment Day.
- Competition “The Earth is our home.”
- Games “Round Dance of Forest Plants”, “In the Kingdom of Berendey”.
- D/I: “What time of year?”, “Who can guess when this happens?”, “Complete the sentence”, “What happened first, what then?”, “Confusion”, “So and not so.”
- Games, quizzes, competitions.
World of music:
- A. Vivaldi “Summer” (from the cycle “Seasons”)
- P.I. Tchaikovsky "Summer" (from the cycle "Seasons")
- songs: “Don’t tease the dogs” (music by E. Ptichkin, lyrics by M. Plyatskovsky)
“The Red Book” (music by D. Tukhmanov, lyrics by B. Dubrovin)
“Don’t pick the flowers” ​​(music by Y. Antonov, lyrics by M. Plyatskovsky)
“The earth is our home” (music by V. Dobrynin, lyrics by R. Rozhdestvensky)
“There’s a lapwing on the road” (music by M. Iordansky, lyrics by A. Prishelets)
- Music for relaxation “In harmony with nature”
Project result (practical output):
Cultural and leisure activities:
- “The earth is our home”
- “Birds are our friends”
- KVN
- entertainment “Secrets of Nature”
Exhibitions of children's drawings:
- All-Russian children's drawing competition “Let's relax and create”
- “Mighty nature is full of wonders”
- “Who is the most in the world”
Origami “Beautiful Flowers”
Photo exhibition “Me and Nature”
Posters about nature conservation and life safety, made by children.

According to the proposed methodological development, a teacher, when planning educational activities, combines a series of classes in several disciplines, interconnected by a single project. The project started in class can be traced in all other activities in a specific period of time, which corresponds to the integrity of the perception of the world, creating a complete and diverse picture of it.
Each topic can be worked on during 2-5 lessons, as well as in free time (walking, looking at illustrations, reading fiction, etc.).
The main stages of creating a project are the following:
1. Organizational and preparatory stage:
- Preparation for work on the project,
- Selecting a problem,
- Collection of information,
- Developing your own solution to the problem.
2. Technological (main) stage:
- Implementation of the action plan.
3. Final stage:
- Preparation for project defense,
- Presentation of the project,
- Reflection (analysis).
In many ways, the result of a student’s work depends on his interest, so during classes it is important to intensify the child’s attention, to motivate him to activity with the help of additional incentives: a game, a surprise moment, a request for help, musical accompaniment. After a short frontal work in the form of a presentation of the material, children follow freely - independent activity of children with the presented didactic material, relaxation exercises, relaxation, physical education minutes, creative tasks, etc.
The final part (expected results of using methodological products).
This methodological manual will provide an opportunity to comprehensively develop the individuality of each child, the ability to act independently and think creatively. The result of work for students can be drawings, crafts, applications, albums with creative tasks, reports, concerts, performances, holidays, etc.
Literature:
1. Astafieva E. O. “Didactic game “Seasons” - magazine “Preschool Pedagogy” / May, June / 2006.
2. A big book for reading in kindergarten. – M.: OLMA Media Group, 2007.
3. Vokhrintseva S. The world around us: didactic material. – publishing house “Fantasy Land”, 2006
4. In union with nature. Ecology - nature history games, activities and entertainment for children. – M.: Ilexa, Stavropol: Service School, 1999.
5. Galperstein L. Ya. Animals: popular science publication for children / Ill. A. G. Vorobyova, V. A. Goryacheva, A. N. Sichkar, L. Kh. Nasyrova; - M.: Rosmen-Izdat LLC, 2000.
6. Gates Phil Undiscovered secrets of the earth. – translation from English by I. I. Viktorova – Moscow “Rosman”, 1998
7. Goricheva V. S., Filippova T. V. We will paste the sun, sky and flower onto a piece of paper / Artists M. V. Dushin, V. N. Kurov. – Yaroslavl: “Academy of Development”, “Academy, K”, 2000.
8. Natural science, fine arts, artistic work: thematic planning of classes / author. V. Yu. Dyachenko and others - Volgograd: Teacher, 2007
9. Ivanova A.I. Ecological observations and experiments in kindergarten: World of Plants. – M.: TC Sfera, 2005
10. Fine arts. Grades 1 – 8: detailed thematic planning according to the program of V. S. Kuzin / authors-compilers O. V. Pavlova, G. P. Popova. – Ed. 2nd, rev. – Volgograd: Teacher, 2010
11. Kudryavtseva T. A. I live in Russia!: a book for family reading - M.: Education; St. Petersburg: SpetsLit, 2005
12. Kuzin V.S., Kubyshkina Complex “Fine Arts”. Grades 1 – 4: textbooks for general education institutions – M.: Drofa, 2011
13. Lotto for children and parents “Twins”. Didactic material for the development of memory, attention, thinking. – St. Petersburg, Umka LLC
14. The natural world and the child. (Methods of environmental education of preschool children): ed. L. M. Manevtsova, P. G. Samorukova. – St. Petersburg: “Childhood-press”, 2000
15. Molodova L.P. Ecological holidays for children: Scientifically - a methodological manual for kindergarten teachers and primary school teachers. – 2nd ed. – Mn.: Asar LLC, 2001
16. My first encyclopedia - series - compiled by S. P. Shatalova, artist A. Mosalov - M., LLC Publishing House "ONICS 21st century", 2001
17. Nishcheva N.V. Living nature. In the world of animals, In the world of plants, Lesson notes for a series of demonstration posters for the development of natural science concepts in preschoolers. - artists N. A. Vashchenko, I. F. Dukk, N. V. Dubrovskaya - St. Petersburg, CHILDHOOD - PRESS, 2008
18. Ruzanova Yu. V. Development of hand motor skills in non-traditional visual activities: Techniques for performing work, planning, exercises for physical education minutes. – St. Petersburg: KARO, 2007
19. Utrobina K.K., Utrobin G.F. Fascinating drawing using the poke method: Drawing and learning about the world around us. – M.: Publishing House GNOM and D, 2005
20. Fefilova E. P., Potorochina E. A. Lesson developments for the course “The World around us.” + The ABC of nature in poems, riddles, counting rhymes, and outdoor games. M.: “VAKO”, 2006
21. Shorygina T. A. Birds. What are they? What animals are in the forest? Journey into the natural world and speech development. A book for teachers, tutors and parents. – M., “Publishing house GNOM and D”, 2000

Article "The use of design technologies in classes in the organization of additional education as a condition for the socialization of schoolchildren"

Introduction
The formation of personality significantly depends on the totality of conditions characteristic of a certain socio-economic situation. Currently, in the process of reforming society, the role and functions of education are changing. Thus, the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ notes that “... education is a single, purposeful process of education and training...” [Chapter 1, Article 2.1], where “... education is activities aimed at personal development, creating conditions for self-determination and socialization of the student...” [Chapter 1, Article 2.2]. Thus, the goal of education in accordance with new approaches is the development of the individual, the use of new technologies aimed at the socialization of the individual in modern society.
Socialization of the individual begins from the first years of life and ends by the period of civil maturity of a person. A person receives his first basic information in his family. Then the baton of socialization of the individual is taken over by school and additional education.
For successful socialization, it is necessary to teach schoolchildren to develop readiness for appropriate actions in new circumstances of life, therefore the question of the possibility of managing this process in the conditions of additional education using project technologies is relevant.
The development and socialization of the individual cannot be carried out independently; it is necessary to purposefully influence it, creating psychological and pedagogical conditions for this - through the content of educational subjects and technologies and methods adequate to it. One of the effective ways to provide pedagogical support for the socialization of students is project technology.
This work aims to study the use of design technologies in classes in the organization of additional education as a condition for the socialization of schoolchildren.
The object of the study is design technologies in classes in additional education organizations.
The subject of design technologies in classes in the organization of additional education as a condition for the socialization of schoolchildren.
Hypothesis Let us assume that one of the conditions for the socialization of schoolchildren is the use of project technologies in classes in the organization of additional education
Tasks
study the collection of factual material on the conditions of socialization of schoolchildren through project activities;
analyze psychological and pedagogical literature on the research problem;
identify the features of using design technologies in classes in the organization of additional education;
analyze the experience of using project technologies in the organization of additional education as a condition for the socialization of schoolchildren;
develop recommendations for teachers on the use of design technologies in various forms of educational activities.
Research methods:
Theoretical: description, analysis, generalization, systematization, bibliography.
Empirical: study of advanced pedagogical experience, study of children's creativity products, observation, conversations.
Content analysis of basic concepts
A graduate of a modern school is interested in obtaining the knowledge that he needs for successful integration into society and adaptation in it. Therefore, the goal of education today is, if not social maturity, then their maximum possible socialization. The formation of personality significantly depends on the totality of conditions characteristic of a certain socio-economic situation.
As a result of studying psychological and pedagogical literature and pedagogical experience in this direction, the graduate must be educated, moral, communicative, capable of making independent decisions in a situation of choice, capable of cooperation, constant self-improvement, capable of learning throughout life and adapting to rapidly changing conditions using new technologies, be professionally mobile.
The goal of education in accordance with new approaches is personal development. A change in educational targets also presupposes a new interpretation of the essence of education, where the priority becomes: the development of the actual capabilities of the individual, his abilities and needs, readiness for self-knowledge and self-realization. Education as management of the process of socialization of the individual (A.V. Mudrik, D.I. Feldshtein), this interpretation reflects the main idea of ​​education.
The processes of education and socialization proceed in parallel and, at first glance, independently of each other. Therefore, the problem is to ensure the influence of the education process on the process of socialization of the individual. What these processes have in common is that they are aimed at the formation, social and professional self-determination of the individual.
Socialization as adaptation to certain social conditions.
Socialization is not adaptation to the environment, but integration into a certain environment.
These are not contradictory formulations, but a characteristic of two different forms of socialization: adaptation and integration, which, as A.V. Mudrik emphasizes, depend on the nature of the individual’s interaction with the social environment. Based on the subject-subject approach, A.V. Mudrik proposes to consider socialization as the development and self-change of a person in the process of assimilation and reproduction of culture, which occurs in the interaction of a person with spontaneous, relatively guided and purposefully created living conditions at all stages.
For successful socialization, it is necessary to teach students to develop readiness for appropriate actions in new circumstances of life, so the question arises about the possibility of managing this process.
Among the conditions for successful socialization of a child are:
the presence of an emotionally comfortable atmosphere in the group (class);
creating favorable conditions for the process of socialization of the child, in particular to ensure psychological comfort in the team;
ensuring close interaction between teachers and parents;
building relationships of partnership cooperation and willingness to work in a socially oriented process.
When creating conditions for the successful socialization of children, taking into account the social order of society and parents, organizations for additional education of children have great potential. The educational process in the organization of additional education for children contributes to the emergence of such interaction and relationships between students of a creative association with each other, with the teacher, in which the creative efforts of the individual are realized to achieve the goal, and the planned result is achieved.
The use of a variety of teaching methods and techniques makes it possible to interest schoolchildren, as well as make the educational process more accessible and socially significant. Personally-oriented learning, collaborative learning, level differentiation, collective learning methods and project-based methods to a certain extent make it possible to solve the problems of educational motivation and skill development, as well as create a creative atmosphere in the team.
A teacher can do a lot in the development of personality. Having identified the child’s inclinations and abilities, studied the environment and gotten to know the family where the child is being raised, the teacher creates conditions for his development. The main thing in this should be a relationship of mutual understanding with the child, only then will the teacher be able to direct him on the path of self-education, involve him in business, in work, in creativity, art. To achieve this, the teacher is looking for appropriate approaches, forms and methods. The use of design technologies in the classroom contributes to the successful socialization of children.
At the present stage of modernization of the education system in the Russian Federation, much attention is paid to the development of new methods of education and pedagogical technologies. They contribute to the development of the student’s personality, his creative initiative, the development of the skill of independent navigation in information fields, the formation of a universal ability to pose and solve problems to resolve problems that arise in life - professional activity, self-determination, everyday life. It becomes important to educate a truly free personality, to develop in children the ability to think independently, acquire and apply knowledge, carefully consider decisions made and clearly plan actions, effectively collaborate in groups of diverse composition and profile, and be open to new contacts and cultural connections.
The modern education reform in Russia, associated with the implementation of a student-oriented approach, has caused a number of serious changes in our usual practice of teaching and raising children:
updating the content of education;
introduction of new pedagogical technologies that ensure personal development.
In the pedagogical literature there are the following concepts: pedagogical technology, educational technology, learning technology. They correlate, obviously, just like the categories: pedagogy, education and training. The broadest concept is pedagogical technology; it covers the processes of education, training and upbringing. Educational technology is related to the organization of educational systems and educational institutions. Teaching technology and educational technology describe the activities of the teacher and students, respectively, in the educational and educational process.
Pedagogical technology is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of a predicted result in the changing conditions of the educational process (V.A. Slastenin).
Pedagogical technology is “a model of joint activities thought out in all details for the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.”
The project method as a pedagogical technology includes a set of research, search, and problem-based methods. It is always focused on independent activities of students - individual, pair, group, which students perform for a certain period of time.
The project method is a pedagogical technology focused not on the integration of factual knowledge, but on its application and acquisition of new ones (sometimes through self-education). The student's active involvement in the creation of certain projects gives him the opportunity to master new ways of human activity in the sociocultural environment.
In Russia, interest in the project method intensified in the 90s, during the period of educational reform and democratization of relations in school. Due to the need, active forms of cognitive activity of students began to be developed.
Today we are returning to the project method at a new stage. The concept of long-term socio-economic development of the Russian Federation for the period until 2020 in the development of education notes that “... A necessary condition for the formation of an innovative economy is the modernization of the education system. The development of the education system should be based on such principles of project activity, implemented in the priority national project “Education”, as the openness of education to external demands, the use of project methods, competitive identification and support of leaders who successfully implement new approaches in practice...”
In this case, the guideline for the goal of additional education may not be “a graduate model that meets the norms and requirements,” but a route model. This is nothing more than a project, a way of comprehending oneself, comprehending the world around us and one’s place in it, i.e. a model of the path to understanding the meaning of life, where one of the key competencies is project competence.
The development of design competencies in students is facilitated by the use of new educational technologies in teaching practice. Among them, of course, is the project method.
Project-based learning technology is an alternative technology that is opposed to the classroom-lesson system, in which ready-made knowledge is not given, but technology for protecting individual projects is used. Project-based learning is indirect, and here it is not only the result that is valuable, but to a greater extent the process itself.
Project activities can be used in lessons as a method and as a technology for a separate type of activity. A method is a way to achieve a goal, an activity ordered in a certain way. The use of project methodology assumes that this method will be the main one in the teacher’s pedagogical activity. A project can be considered as a technology, as it has a goal, certain stages, clearly defined in time and an expected result. Let's consider project activities from a technology point of view.
The objectives of using project activities are:
the ability to independently construct one’s knowledge;

Development of cognitive, creative skills of students;
ability to navigate the information space;
development of critical thinking.
The project is based on solving a problem, which involves, on the one hand, the use of various methods, and on the other, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields. A project involves not only awareness of the problem, but also the process of revealing it and solving it, which includes clear planning of actions, the presence of a plan or hypothesis for solving this problem, a clear distribution of roles (group work), i.e. tasks for each participant, subject to close interaction. The result of the completed project must be “tangible”, i.e. specific practical result, ready for use.
While working on an educational project, students:
learn to independently present their existing knowledge and skills in a new situation;
see new problems in a familiar situation;
recognize the structure of an object and its new functions;
independently combine known methods of activity into new ones;
find different ways to solve a problem and alternative evidence based on known ways of doing things.
The attractiveness of the project method is due to its pragmatic focus on results. It can be seen, comprehended, and applied in real practical activities. The use of the project method makes it possible to implement personally oriented learning in practice, using a variety of didactic approaches, to intensify interest and involvement in work, and to realize the set pedagogical goals at all levels.
Currently, in general education institutions much attention is paid to the project activities of students. Research and design work has become one of the main forms of work for many students; they are creative, exploratory, exploratory in nature, and help in the development of independence and individuality of the child.
According to the Concept of modernization of Russian education for the period until 2020, “Analysis of the state of the theory and practice of additional education made it possible to expand the well-known definitions of the concept of “educational competence” - this is a set of social experience, knowledge, skills and abilities that ensure students’ readiness to solve research problems with an unformulated condition” .
Organizations of additional education for children are one of the elements of the education system and at the present stage of educational development, they are assigned a large role in the formation of students’ project competence. In the organization of additional education for children, educational activities
1.Aimed at developing the individual’s motivation for knowledge and creativity, improving health; on professional self-determination, adaptation of students to life in society; on the formation of their common culture.
2. The needs of children, the needs of families, other educational institutions, children's and youth associations, and national and cultural traditions are taken into account.
3. The main educational program being implemented is the additional educational program.
4.Conditions are created to unleash the creative potential of children.
5. Mass events with children are organized and held.
The effectiveness of using project activities in additional education lies in the fact that:
there is a development of creative thinking as a prerequisite for the implementation of project activities;
The role of the teacher changes qualitatively: his dominant role in the process of appropriating knowledge and experience is eliminated; he has to not only and not so much teach as help the child, learn, and guide his cognitive activity;
elements of research activities are introduced;
personal qualities are formed in students, which develop only in activity and cannot be learned verbally (group projects, when a small team “works” and in the process of its joint activity a joint product appears, the ability to work in a team, analyze the results of activities, and the ability to feel team member;
students are involved in the “acquisition of knowledge” and their logical application (personal qualities are formed - the ability to reflect and self-esteem, the ability to make choices and comprehend both the consequences of this choice and the results of one’s own activities).
Thus, we see that the organization of additional education has great opportunities for organizing and implementing project activities that contribute to the socialization of students.
Conclusion: Having studied the scientific and methodological literature, having read the materials on websites on the Internet on this topic, it should be noted that additional education allows the introduction of modern design technologies in order for students to master the modern standard, implemented from the point of view of a competency-based approach to the formation and development of end-to-end universal educational actions that are a condition for their further socialization.

Experience in using design technologies in classes in the organization of additional education as a condition for the socialization of schoolchildren
Design technologies in theoretical classes
Project technologies ensure the successful acquisition of knowledge, skills and abilities, the formation of a picture of the world and competencies in any subject area of ​​cognition.
When planning theoretical classes in the organization of additional education, the peculiarity of using project technologies is that it qualitatively changes the role of the teacher. His dominant role in the process of appropriating knowledge and experience is eliminated; he has to not only and not so much teach as help the child, learn, and guide his cognitive activity.
This is most clearly seen in the development of a theoretical lesson “Basics of designing clothes for dolls” in the association “Techniques of Decorative and Applied Arts” on processing sewing materials (students in grades 1-4).
The purpose of the lesson is to develop knowledge of clothing design and create favorable conditions for activating the cognitive interest of students and realizing their abilities. Among the tasks aimed at the socialization of students can be identified: educational tasks - to promote the formation and development of independence, the ability to objectively carry out self-analysis, to promote the formation of skills to work in a group, team, cooperation skills, the development of tolerance and mutual understanding. Developmental tasks - to promote the development of communication abilities and the ability to live in a team. Career guidance - to promote the formation of professionally important personality qualities, the formation of personal and professional self-determination through the development of cognitive and professional interests.
It is important to note the predicted results of the lesson. By creating favorable conditions for activating students' cognitive interest and realizing their abilities in a playful way, students will develop knowledge of clothing design and skills to work in a group or team.
Planning active teaching methods at all stages of the lesson allows the teacher to realize the set subject goals, as well as the goals of education, development and socialization, for the benefit of students. A lesson using gaming technologies allows the teacher, in the role of a consultant, mentor, senior friend, to gradually obtain the planned results of students’ activities in the lesson.
To organize the lesson, small “troika” groups are formed, where students carry out various interactions, feedback in which affects the effectiveness of communication. Working in small groups of three gives each child the opportunity to open up and also hide any inaccuracies in the work.
The use of game-based teaching methods at each stage, as well as the role of the teacher as a senior comrade, leads to increased motivation. Reflection planned at each stage of the lesson allows you to record the students’ results in mastering new material. The student conducts an analysis of the assessment of activities in the lesson independently. When developing such classes throughout the entire course of study using the technology of active learning methods, the teacher will be able to systematically carry out not only training, but also the upbringing, development, and socialization of students, which makes it possible for them to successfully adapt to independent life in the future.

Brief description of the lesson:

Start of class. Dating method. Goal setting method. A method for clarifying expectations and concerns.
Working on the topic. Method of presenting information, entering into a topic. Method "Info-guessing". A poster with a silhouette of a dress is placed on the board, with the title of the topic “Basics of Designing Clothes for Dolls” in the center. The teacher names the topic of his message and says that this silhouette is divided into six sectors, on each of which a letter is written and from the vertical letters you can read the word dress. Starting from the first sector (under the letter “p”), the teacher opens the name of the section of the topic that he will now begin to talk about during the message. Having finished presenting the material on the first section of the topic, he opens the second and so on. The clearly presented sectors gradually open up, and students are presented with all sections of clothing design (in this case, dresses) - this is the choice of style, choice of fabric, construction of a pattern, cutting of fabric parts, sewing the product, final finishing.
Next is the relaxation method, the method of discussing the topic.
End of the lesson. The method of reflection and the method of transition to everyday life.
During the lesson, students acquire knowledge of clothing design and the ability to plan their activities according to the design stages. As well as skills in working in a group, the ability to conduct self-analysis of one’s activities in class.
Recommendations: The development of the lesson “Basics of designing clothes for dolls” can be used when developing any technological project, the product of which is a product. Forming into small groups gives each child the opportunity to open up, where different interactions affect the effectiveness of communication, but it is desirable that the group consists of no more than five people. The teacher, at his discretion, can add other gaming methods.
Conclusion: The peculiarities of using project technologies in classes in the organization of additional education is that the development of creative thinking occurs as a prerequisite for the implementation of project activities; The personal qualities of students are formed, the ability to work in a team, to take responsibility for choices and decisions, to share responsibility, to analyze the results of activities, and the ability to feel like a member of a team is developed.
The feasibility of using project technologies in theoretical classes in the organization of additional education lies in the fact that the key universal educational actions that are formed during the lesson are not only educational and cognitive, but also personal, communicative and social. The socialization of students is carried out, in particular, through the implementation of an additional general education program, which is aimed at raising socially successful school graduates.
Design technologies in practical classes
In the artistic-oriented training program of the association “Techniques of Decorative and Applied Arts”, more than 70% is devoted to practical classes. During classes, girls make various souvenirs, decorative panels, and toys with their own hands. To create souvenirs for holidays and participate in arts and crafts exhibitions, our association holds workshops. When teaching children to work, you cannot teach everyone the same way. An individual and differentiated approach is required, taking into account the capabilities and real conditions of development of each child. This opportunity is provided by the project method, elements of which are successfully used in practical classes.
Creative design or implementation of creative projects in classes in the association “Techniques of Decorative and Applied Arts” takes a leading place. In this case, a creative project is understood as an educational and labor task that activates the activities of students, as a result of which they create a product with novelty.
In order to socialize students, the lesson on the topic “Easter Joys Workshop” was developed using active teaching methods ( https://cloud.mail.ru/public/7Qtk/B4yFtAvJh). The main goal of the workshop is to organize students' creative activities aimed at producing souvenirs and creating conditions for activating students' cognitive interest. The main tasks of the workshop correspond to the successful socialization of students. These include: promoting the unification of children in creative socially significant activities, the development of communication abilities, and the ability to live in a team; contribute to the formation of a personality capable of self-improvement and self-development; create places to demonstrate success for workshop participants; to cultivate interest in the culture of the foundations of folk traditions and the history of Russia.
Students present their creative projects at city, All-Russian and International design competitions “Inspiration”, “Talent”, “Co-Creation of Talent”, “Art Talent”, etc.
Among the conditions for successful socialization of a child, ensuring close interaction between teachers and parents, building relationships of partnership cooperation and willingness to work in a socially oriented process are noted. The DPI Techniques association has developed a tradition of holding family workshops together with mothers 3 times a school year. The themes of the workshops are different: “Decoration of the festive table”, “Brown braid maiden beauty”, “Snow Maiden’s Workshop”, “Spring mood”, “Doll amulet” and others. Parents, or rather mothers, with the support of a teacher, conduct workshops on their own and share their personal experiences.
The main goal of such classes is the joint creative activity of adults and children, where mothers and their daughters engage in practical project activities, and the teacher’s task is to promote the unification of parents in creative socially significant activities together with children, to create conditions for activating cognitive interest. During the workshop, its participants communicate and talk about their hobbies. Communication between workshop participants, parents and children on the principles of acceptance, trust, and recognition of the child. The lesson ends with the defense and demonstration of the created product, the finished work is presented at an exhibition, and a photo session is held.
I invite well-known artists in our city to conduct master classes. When conducting a master class, the mentor organizes and directs the independent work of students. During the master class, the participants communicate, the girls who have already made their crafts demonstrate them. In addition, master class participants share their experience in making gifts made in different techniques - patchwork, knitting, crocheting, burning on fabric, embroidery.
Recommendations: The development of the lesson - workshop “Easter Joys” can be used by both additional education teachers and primary school teachers, technology teachers in classes with students on making souvenirs. The theme of the workshop can be different and correspond to any holiday. The teacher, at his discretion, can use other gaming methods at all stages of the lesson. In the classroom, the teacher excludes formal assessment of work, but through socialization and presentation of work, he gives students the opportunity to evaluate the work themselves and correct mistakes.
Conclusion: The condition for the successful use of design technologies in practical classes is to provide sufficient motivation that can arouse interest in the content of the problem, as well as to create conditions for students to achieve the social experience necessary for life in society. Thanks to this method, creative, active, comprehensively developed individuals develop, capable of learning independently and finding solutions. Productive activities in classes in additional education contribute to the development of students’ thinking and abilities, the development of creative skills and the ability to design, identify the needs of their family, educational institution, and society for products and services.
Design technologies in a short-term career guidance program.
Creating and providing the necessary conditions for personal development, professional self-determination and the formation of students’ interest in professional activities is the main goal of the career guidance program “Professions of my city.
The program is based on an integrated approach, which is associated with the choice of profession and the construction of an individual educational trajectory based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests.
The pedagogical feasibility of the program lies in the fact that it is aimed at developing the special abilities of the child of his choice. The program combines various types of activities in one lesson, also developing professional skills taking into account individual abilities. In classes, students get acquainted with the essence of technological culture and labor culture, with the world of professions, with the professions of clothing production, and their demand in the labor market.
The work noted that the processes of education and socialization proceed in parallel, and they are aimed at the formation, social and professional self-determination of the individual.
Let's consider the objectives of the career guidance program “Professions of my city. Fashion designer" from this point of view.
Educational objectives: to introduce students to the world of professions, to professions; to promote students' acquisition of special and technological knowledge, knowledge of modeling and design, professions and specialties. Educational: promote the development of a responsible attitude towards the process and results of work; ability to work in a team; contribute to the formation of technological and environmental culture, work culture. To promote the development of children's emotional and aesthetic perception of the world; provide support in developing children’s readiness for professional self-determination, interest in the profession, and identifying individual characteristics in students. Developmental - to promote the development in children of imaginative thinking and creative activity, curiosity and interest in search activities. Among the objectives of the program, search activity is considered, i.e. The teacher uses design technologies when conducting classes.
This program fulfills the tasks of practice-oriented assistance in acquiring personal experience for students, is a combination of educational activities and practical tasks, provides an opportunity to discover personal interest, assess the level of motivation, and build relationships through communication and practical activities.
Program “Professions of my city. Clothing designer" contains a theoretical part and practical work, which includes diagnostics on professional self-determination. Theoretical information is presented using traditional information forms - lectures, conversations with presentations, instruction in combination with demonstration of special techniques, actions, visual aids and ensure the conscious implementation of practical work. As well as active forms of learning, these are career guidance games, testing, demonstration of basic practical techniques, trial and error, and independent completion of practical tasks. During the classes, students become familiar with the psychophysiological and personal qualities necessary to work in a particular field of activity. And also with the basic techniques of production and technological processes of clothing production specialists. The formation of special knowledge and skills is carried out in conjunction with educational and career guidance activities, which corresponds to the conditions for the successful socialization of students - ensuring psychological comfort in the team; building relationships of partnership cooperation and willingness to work in a socially oriented process.
By the end of the course, students will master the following competencies. They will know:
rules for choosing a profession; general theoretical information;
labor safety and industrial sanitation rules;
content and nature of work in different fields of activity;
requirements for personality and professional qualities;
economic working conditions, labor regime, labor technology;
medical contraindications.
In practice they will be able to: correlate their individual abilities with the requirements of the profession; use information about ways to obtain vocational education; analyze the professional profile; perform the simplest practical operations inherent in a clothing designer; use tools and devices.
Recommendations: Program “Professions of my city. Clothing designer" can be used by teachers of additional education and secondary schools in conducting professional tests, as one of the components of other programs within various spheres of life related to socio-professional analogues of the region.
Conclusion: The use of design technologies helps the teacher in creating problem situations in the classroom that activate students’ independent activities to resolve them, as a result of which creative mastery of professional knowledge, skills, and abilities occurs; development of thinking abilities, conscious self-change, self-education, which contributes to professional self-determination and social formation.
Social design
Modern social design is one of the most effective ways to develop civil society. What is social engineering? This is not only a project based on a hypothesis to achieve specific results in the social sphere, it is the preparation of a successful graduate who will be able to adapt to society, apply the acquired knowledge in later life, and find non-standard solutions.
Social design in additional education is mainly an extracurricular activity. The main goal of the social projects that were implemented in the association of the Center for Children's Creativity is the joint creative activity of adults and children. Social design, with the joint creative activity of adults and children, contributes to effective cooperation with other people and becomes an urgent integral need in life and in society.
From the experience of working on the implementation of social projects with joint creative activities of adults and children, two projects can be distinguished.
The first social project “Holiday with your own hands” (2008-2009 academic year) became the winner of the fifth competition “One Hundred Cool Projects”, which was held by the United Company “Russian Aluminum” and the Charitable Organization “Center for Social Programs” Foundation (CSP, Krasnoyarsk) . The main goal of this project was to organize joint creative activities of adults and children to make festive costumes for children's holidays, develop scenarios for children's parties, organize and hold joint holidays in the “Kapelki” orphanage, and make the lives of the little residents of the orphanage brighter and more joyful. Children and adults, both from the orphanage and the Center, jointly developed sketches of models and selected materials for sewing them. The girls of the association, under the guidance of teachers, were engaged in sewing costumes.
80,000 rubles were allocated for the implementation of the DIY Holiday project, which made it possible for an orphanage to sew about 20 costumes, and for an educational institution to purchase equipment, stationery and consumables. Thanks to the article “Class Award,” the girls went to the theater, played bowling, and swam in the pool in the winter. In addition, on the basis of this project, students of the association presented the “New Year’s Fireworks” project at the Scientific and Production Complex “First Steps into Science”, where the girls demonstrated the results of their practical activities and presented the results of a survey of children from the orphanage.
Our Center educates children from large families, where there are 3-4 schoolchildren each. And every new school year, parents gather them for school. A problem arises in a family: how to dress their students for school at the least possible cost. And so, the second social project “School Time” appeared, which was presented in 2010 at the city competition of public projects for the patriotic education of children, adolescents and youth of the city of Mezhdurechensk “Mezhdurechensk is the city in which I want to live!” The project won the “Municipal Grant - 2010” competition and a certificate for 20,000 rubles was issued for its implementation. The goal of the project: to organize joint creative activities of adults and children aimed at sewing and updating clothes for schoolchildren. The social project “School Time” was carried out by adults (Center employees, parents) and children - students of the Center. Project participants are mothers and children from large families that are members of the public organization “Union of Large Families and Mothers” in the city of Mezhdurechensk. As a result of organizing joint activities between children and adults, school uniforms were made and restored, in which they began classes in the new school year.
The acquired skills of joint cooperation between children and their parents continued in the future, both in the formed creative group and beyond, which served as a basis for the further development of the project. The teaching and student staff of the Center have planned the implementation of the next project “School Years”. They submitted it to the competition of school projects (“My class - my school” in the category “Not only studies”) of the International Development Institute “EcoPro” Educational portal “My University” Faculty of “Project Activities and Fundraising”, where in December 2010 the project “ School Years” was awarded a third degree diploma.
We did not stop at this achievement; for the work of the formed creative group with the cooperation of children and adults, new modern equipment was needed. For this purpose, in November 2011, the project “Creation of a sewing workshop “School Years”” was developed and presented on the website of the “My Teacher” project with the support of the “Who else but Me?” Charitable Foundation. The project “Creating a sewing workshop “School Years”” was finalized in accordance with the requirements of the organizers of the project competition, and in April 2012 we were allocated funds (85,000 rubles) for the purchase of equipment. In June 2012, our creative team received equipment for the project, using which creative workshops are still held today.
Recommendations: Developing a social project outside of school hours provides an opportunity for the entire creative team to develop, create places to demonstrate success for project participants, and improve the material and technical equipment of the educational process.
Conclusion: The implementation of social projects in the educational process accelerates the socialization of students. Social design gives students the opportunity to gain personal experience in socially significant activities and experience interacting with other children and adults. The joint activities of adults and children have a positive impact on their spiritual development, promotes the development of key competencies, develops practical social skills, design skills, and promotes self-determination in life.
Conclusion
Thus, having studied and analyzed the psychological and pedagogical literature on the conditions of socialization of schoolchildren through project activities, the features of the use of project technologies in classes in the organization of additional education were identified. It can be noted that additional education makes it possible to introduce modern design technologies in order for students to master a modern standard, implemented from the point of view of a competency-based approach to the formation and development of end-to-end universal educational activities, which are a condition for their further socialization.
Having analyzed the experience of using design technologies in the organization of additional education, it is necessary to note the feasibility of their use in the classroom as a condition for the socialization of schoolchildren. Where the socialization of students can be carried out, in particular, through the implementation of an additional general education program. The program is aimed at raising socially successful graduates through theoretical, practical classes, extracurricular activities (social design) and professional tests. During classes, students develop key universal learning actions, not only educational and cognitive, but also personal, communicative and social. Activities organized in the classroom provide a wide opportunity to organize productive interaction between an adult and a child, based on the principles of creative cooperation. There is a development of creative thinking as a prerequisite for the implementation of project activities; The personal qualities of students are formed, the ability to work in a team, to take responsibility for choices and decisions, to share responsibility, to analyze the results of activities, and the ability to feel like a member of a team is developed.
Thus, we can conclude that one of the conditions for the socialization of schoolchildren is the use of project technologies in classes in the organization of additional education, which confirms the hypothesis.
Conclusion: The success of using design technologies in classes in additional education is to provide sufficient motivation that can arouse interest in the content of the educational process. This is the creation of conditions for students to achieve the social experience necessary for life in society. Project technologies stimulate practical project activities of students, allowing them to develop the entire set of key competencies. Productive activities in classes in additional education contribute to the development of students’ thinking and abilities, the development of creative skills and the ability to design. Thanks to this method, creative, active, comprehensively developed individuals develop, capable of learning independently, finding solutions and applying acquired knowledge and skills in real life situations. Undoubtedly, the most effective way to develop students' social competence and self-determination is the use of project technologies.

Bibliography

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Script for a creative report in DDT

The changes taking place in social life today require the development of new methods of education. The emphasis is shifted to the education of a truly free personality, the formation in children of the ability to think independently, obtain and apply knowledge, carefully consider decisions made and clearly plan actions, effectively collaborate in groups of diverse composition and profile, and be open to new contacts and cultural connections. This due to the introduction of methods and technologies into the educational context of educational institutions based on students’ project activities.

The main feature of the project method is learning on an active basis, through the student’s expedient activities that correspond to his personal interests.

Currently, the project method is quite widely introduced into the school education system. The capabilities of this technology in the system of additional education are used to an insignificant extent. Meanwhile, additional education is the basis for the development and implementation of design technologies, since it has the following mandatory features:

• flexible educational programs, built in accordance with the specifics of the task being performed, the inclinations and abilities of a particular student;
• availability of individual forms of work for the teacher and student - group and individual classes and consultations, off-site events, seminars and conferences;
• a variety of activities and a wide range of development and learning areas offered to children.

Project within the framework of additional education is an integrative didactic means of development, training and education, which allows students to develop and develop specific skills in design and research, namely to teach:

• problematization (considering the problem field and identifying subproblems, formulating the leading problem and setting tasks arising from this problem);
• goal setting and planning of the child’s meaningful activities;
• self-analysis and reflection (effectiveness and success of solving the project problem);
• manifestation of creativity and communication skills
• presentation of the results of its activities and progress of work;
• presentations in various forms, using a specially prepared design product (layout, poster, computer presentation, drawings, models, theatrical performances, video, audio and stage performances, etc.);
• searching and selecting relevant information and mastering the necessary knowledge;
• practical application of accumulated knowledge and skills in various, including atypical, situations;
• selection, development and use of suitable technology for manufacturing a design product.

Project activities at the Palace of Creativity for Children and Youth are carried out in accordance with technology - in stages. Work on a project begins with setting goals. Competently formulating goals is a special skill. It is these goals that are the driving force of each project, and all the efforts of its participants are aimed at achieving them. First, the most general goals are determined, then gradually they become more and more detailed until they descend to the level of the most specific tasks facing each participant in the work. If you spare no time and effort in goal setting, work on the project in this case will turn into a step-by-step achievement of your goals from lower to higher. In this case, project activities are brought to the level of technology.

An example of such work is the integration project of the Palace of Creativity, dedicated to the 65th anniversary of the Great Victory “And the saved world remembers:”

At the beginning of the school year, we thought: “War, everything connected with it, is a sacred topic for most people living in our country. But what does this mean for every person? Do young people living many years after this need to remember this? "The end of the Great Patriotic War? And what does it mean to remember the war?"

Probably, our memory should be expressed by some specific action, an effort of hands, soul, mind - deed.

We made a proposal to unite and do something for everyone individually and at the same time together - together.

This is how the idea of ​​our common project was born:

Teachers and children responded to our appeal. Some have been supporting veterans of the Great Patriotic War with concrete actions for several years now, while others are thinking about war for the first time.

The goal of the project: to create conditions for the social realization of the students’ personality and civic formation.

Tasks:

in training:

• acquaintance and mastery of the project method in the conditions of additional education
• developing the ability to search and select relevant information
• developing the ability to apply accumulated knowledge and skills in various situations;
• give an idea of ​​universal ways to achieve results that work regardless of the specific content

in education:

• formation of value orientations of students’ personalities,
• understanding the history of the Fatherland and caring attitude towards veterans of the Great Patriotic War
• fostering a sense of responsibility for the results of a common cause;
• fostering tolerance and mutual assistance;
• formation of moral qualities of the individual, first of all, respectful attitude towards people around him;

in development:

• development of teamwork skills;
• development of goal setting and reflection skills

DEFINITION OF APPROACHES.

Pedagogical Council.

Project activity - technology of additional education. Theory of the issue.

Design is a joint educational, cognitive, creative or gaming activity that has a common goal, agreed upon methods, methods of activity, aimed at achieving a common result.

Stages of work on the project.

1. Pre-project (preparatory).

Defining the goal, identifying Problems, formulating the project theme, predicting the result

2. Project planning stage.

3. Analytical stage.

Collecting information, systematizing data, setting up experiments, making models (layouts, scenarios).

4. Generalization stage.

Registration of the result, choice way to present the result

5. Final stage.

Presentation of the results obtained, comprehension of the results.

Typology of projects.

1. Research.

They require a well-thought-out structure, goals and methods of research, experimental work, methods for processing results

2. Creative.

They do not have a detailed structure, it develops as work progresses, the final result is clearly planned

3. Gaming.

The structure is just outlined and remains open until the end of the project. Participants take on roles determined by the content of the project. These can be literary characters or fictional characters that imitate social and business relationships.

4. Informational.

Aimed at collecting information about an object. Methods for obtaining and processing information are being thought through.

5. Practice-oriented.

A clearly defined result, a carefully thought-out structure with coordination of work stages. Of particular importance is the presentation followed by evaluation of the result.

Design Features

• originality and uniqueness
• focus on achieving specific goals
• limited time
• clarity of execution of interrelated actions
• the result is socially and practically significant

PREPARATORY STAGE (pre-project).

Development of stage-by-stage work on the project

Palace of Children and Youth Creativity, dedicated to the 65th anniversary of the Great Victory

"And the saved world remembers:"

Stage.	Content.	Dates.
1. Preparatory stage.	Immersion in the topic of the project. Methods and forms: conversation showing a video clip meetings with WWII participants watching feature films and documentaries about the war	October 19 - October 31
2. Project planning stage	Determine the form and content of your personal participation in the overall project. Possible forms or ways of presenting the result - product: computer presentation; play; stand; video film; pano; exhibition (art, photography, arts and crafts, etc.); musical and literary lounge; family archive; individual and joint compositions (choreographic, musical, poetic)	November 1 - November 9; submit your application!
3. Stage of implementation of the plan.	A business meeting participating teachers project. Work according to individual plans. As you work, it is possible to present the current result (collected material, presentation, composition, drawings, etc.).	november
4. Generalization stage.	Round table (meeting of project managers and participants to discuss ongoing work, exchange experiences and summarize intermediate results) Registration of results and preparation of their presentation at the final forum.	February-April
5. Final stage.	Day of Remembrance. A forum at which all projects dedicated to the 65th anniversary of the Great Victory will be presented.	May

IMPLEMENTATION STAGE

Examples of team projects.

Team.	The form of the final result.	Name.
Choral studio "Malinovka" Folklore ensemble "Ryabinushka" ORNI "Rosinka"	Musical living room	"Let's bow to the great ones, those years"
Art studio "Sintez"	Author's exhibition	"Victory Day"
Ceramics and sculpture studio	Collective exhibition	"Dedicated to the winners"
Studio "Patterns"	Collective panel	"Beauty will save the world"
Children's Science Club	Postcard collection	"Congratulations with your own hands"
Computer class "Alcor"	Author's projects	"Songs of the War Years" "Battle of Kursk" "Artillery Weapons"
Tapestry and batik workshop	Author's work	"Half an hour before victory"
Beadwork workshop "Edelweiss"	Collective panel	"Memory"
"Folk arts and crafts"	Author's exhibition	"War through the eyes of children"
Club "Aquarius"	A stand based on the results of trips to places of military glory	"On the roads of memory:"
Club "Azimut"	Intellectual marathon	"Great Patriotic War"
Early creative development studio "Harmony"	Album	"Family Chronicle"
KSP "Nadezhda"	composition	"War Songs"
RVO "Nadezhda"	Social projects: Minute of silence	"To be remembered"
Chess section "Kaissa"	Wall newspaper	"Defense of Moscow"
Ensemble "Arabesques"	Composition	"Renaissance"
Ensemble "Watercolor"	Composition	"On the Roads of War"
Karate section	Photo album	"Way to victory"
Modern dance workshop	Composition	"War Letters"

GENERALIZATION STAGE.

Round table of project participants

Address to the participants of the Round Table.

We have gathered to exchange experiences and summarize the interim results of the Palace of Creativity project dedicated to the 65th anniversary of the Great Victory.

The time has come for the most active action!

If you and your team have not yet joined our common cause, you can: make invitation cards to our Forum; collect information about relatives and friends who participated in the Second World War, whom we can invite to our Forum.

Program of work of the Round Table.

Progress in preparing projects in children's associations

From the experience of creating a project

• students of the Alcor computer class
• Pupils of the multi-age group "Nadezhda"
• pupils of the water sports club "Aquarius"
• students of the orchestra of Russian folk instruments "Rosinka"

Group proposals for joint work: Contemporary Dance Workshop, Children's Science Club.

Preparation for project presentation.

FINAL STAGE.

Forum for students, teachers and parents of the Palace of Creativity.

A forum is a place where like-minded people meet, people united by a common cause.

Our Forum brought together children and adults from different groups of the Palace, engaged in various activities related to music, sports, choreography, and computer technology. But the theme of the Great Patriotic War and the Great Victory of our people in this terrible war united us.

Children and adults from 28 groups of the Palace took part in our project. This is the result of the joint efforts of children and their parents and grandparents. Relics kept for years were extracted from family archives, information about people who went through the terrible trials of war, and about the course of hostilities was collected and comprehended.

Each presented work of our Project is a tribute to the memory of the dead and gratitude to the living who participated in the Great Patriotic War.

Forum program:

16.00 Meeting of Forum participants and guests.

Presentation of the program and commemorative badge.

16.00 - 17.00 Exhibition of design works. Author's presentations.

Presentation of diplomas to participants of the complex project of the Palace of Creativity “And the saved world remembers:”

17.00- 18.15 Musical and poetic composition.

Ceremonial awards ceremony for Forum participants and Palace students at the end of the academic year.

The overall result of the unified project of the Palace of Creativity “And the saved world remembers:”:

• 28 children's associations took part in the project; 560 pupils; more than 300 parents and relatives;
• Historical material was collected, presented in the form of newspapers, albums, stands about 32 participants in military events - relatives of the Palace students;
• Exhibitions of drawings and crafts on military topics were organized;
• Based on the results of the search work, material was collected about 22 Heroes of the Soviet Union buried at the Preobrazhenskoye Cemetery. Their names appeared on the memorial's mass graves;
• Meetings were held with WWII veterans in Moscow, Kursk, Moscow, Podolsk regions;
• 18 concerts were given for veterans and participants of the Second World War in military units of Moscow, Kursk, Moscow, Podolsk regions;
• A Minute of Silence was held at the mass graves of the Preobrazhenskoye Cemetery on December 6, in which 200 people participated: WWII veterans; members of the "Nadezhda" squad; residents of the Preobrazhenskoye district; graduates of the "Nadezhda" detachment; parents; school representatives;
• The multi-age squad "Nadezhda" took part in the ceremonial lighting of the Eternal Flame at the Preobrazhenskoye Cemetery and traditionally set up a Guard of Honor on May 9 at the Eternal Flame;
• Hikes to places of military glory were conducted by the Aquarius and Azimut clubs, the material was presented at stands;
• Choreographic compositions staged: "Renaissance"; "Roads of War"; "War Letters";
• Creative project of the music department groups: musical and literary lounge “Let us bow to the great ones of those years” with the active participation of relatives of the students;
• Hand-made greeting cards and presented to relatives who participated in the Second World War; postcard sketches and designs were thought out and brought to life by students of the Children's Science Club;
• Author's projects of students of the Alcor computer club: "Songs of the War Years", "Battle of Kursk", "Artillery Weapons", "Monuments".

Natalya Tsingler
Creative project “Territory of Creativity”

Municipal autonomous educational institution of additional education "Center for Further Education"

Creative project

« Territory of creativity»

Additional education teacher

Highest qualification category

Mezhdurechensky town

annotation

Project« Territory of creativity» :

By method: practice-oriented.

By number of participants: students of the vocal association "Siberians", vocal teacher, teacher-choreographer.

By the nature of contacts: center for additional education, contacts with family, with secondary schools, with cultural institutions, social protection of the population, church parish.

By time: long term (1 year).

Focus:

The project focused on vocal and choral work with students of the vocal association (all age groups) and is aimed at popularizing folk and pop art. In conditions project a group of vocal association students is working to create joint vocal performances, i.e. students of different age groups do one common thing, which promotes team cohesion, responsibility for a common cause, and adult vocalists also act as mentors for younger students. In the course of work, knowledge in the field of musical art expands. Favorable conditions are created for creative activities of the vocal group.

PREREQUISITES AND NEED FOR THIS PROJECT

The project designed for vocal group students "Siberians". This association includes children of all ages. (preschoolers and schoolchildren aged 7 – 17 years). There are three age groups in the association, which study according to an educational thematic plan of the appropriate age level. When working with vocalists, it was often necessary to perform a vocal number by the entire composition of the association, or by a duet or trio of different ages. This method of work fruitful affected the work of the vocalists and was very interesting to the students. In addition, it should be noted that when children of different ages perform a joint vocal performance on stage, this sends a good message to the audience.

Thus, project -« Territory of creativity» , aimed at joint creation pupils of different age groups of the vocal association (this is a performance in a mixed ensemble and duets of different ages).

Relevance project- The musical development of children has an irreplaceable impact on the overall development: the emotional sphere is formed, imagination, will, fantasy develops. Perception sharpens, activation creative strength of mind and energy of thinking even in the most inert children. The foundation of aesthetic culture is laid for the development, which requires the organization of new models of education, and therefore a new quality of the process of development of musical abilities. These issues can be resolved by introducing children to the art of music through singing as the most accessible type of musical activity. In the process of singing activity, the entire complex of musical abilities, emotional responsiveness to music are successfully formed, and the child’s experiences are enriched. In addition, educational tasks related to the formation of the child’s personality are solved. Modern science has proven that children involved in singing activities are more responsive, emotional, receptive and sociable. Mastering a voice gives a child the opportunity to instantly express his feelings through singing, and this emotional outburst charges him with vital energy.

Novelty project is next:

Integrated approach to learning.

Integration - (lat)- restoration, replenishment, unification of parts into a whole (integer - whole, and not a mechanical connection, but interpenetration, interaction, mutual vision.

There are many types integration: by methods, techniques, methods, levels, directions. In this project integration consists of uniting different age groups, or soloists of different ages. The results of integration learning are manifested in the development creative pupils' thinking.

Target project- Formation in children of a sustainable interest in singing and performing vocal skills through active musical creative activity.

Tasks:

Educational:

Form vocal skills (correct and natural sound production, singing breathing, correct articulation, clear diction, mastery of different sound attacks, clear intonation, etc.).

To develop skills in adequate and expressive performance of vocal music;

Teach students the techniques of stage movement and acting.

Involve in concert activities (participation in competitions and festivals for children creativity) ;

Developmental:

Develop teamwork skills;

Develop personal and communication skills.

Educational:

To educate a team of like-minded people who use individual, creative opportunities to achieve a holistic, harmonious sound in the process of performing activities.

To cultivate aesthetic taste, performing and listening culture.

Health-saving component programs:

Build an educational process that contributes to strengthening and improving the health of children;

Master the methods of self-regulation and support a healthy lifestyle.

Staffing and Management project

Towards implementation project Specialists from the additional education center will be involved - the director, deputy director for educational work, methodologist of the additional education center, parents of students, teacher-choreographer.

Director – carries out general management project.

Deputy director for educational work and methodologist of the center of additional education - provide methodological support project, conducts diagnostic techniques: testing, comparison, questioning.

Supervisor project– is an organizer and implementer project.

Teacher choreographer – organizes work on mastering stage movement skills.

Cooperation with partner organizations (carry out concert activities):

FTC "Rondo"

RDKI "Konda"

Schools of Kondinsky district

TsZN "Fortune"

Cooperation with a local Orthodox religious organization

The arrival of the Church of the Icon of the Mother of God "Joy to all who mourn"

Description of activities during project

Preparatory stage (Term: September – 2015):

1. Selection of vocal material for performance.

5. Developing a plan for joint activities of a teacher with children, creating conditions for joint activities of children, planning interaction with partner organizations within project.

At this stage, work is carried out on learning vocal works in groups, and then a consolidated rehearsal takes place (on which all vocalists are present). Here work is already underway directly on the production of the work and the holistic sound of the group. These rehearsals take place as needed. (1 – 2 times a month for 2 hours).

To implement this project the work includes works and events shown in the table (this plan is subject to adjustment).

Planned work for joint performance Participants Events Dates

"Majestic" Music Alexandra Ermolova, lyrics. Vadim Borisova Middle and senior groups District festival "Friendship of Peoples"

"The Heart of My Land" Duet - Tsingler N. N. and Bidzheva Milana

"Holy holiday", from the repertoire of the children's ensemble "Rainbow" Junior group and preschool group Concert program "Nativity" January

"The Light of the Christmas Star", words by Irina Filimonova, music by Anna Petryasheva. Junior, middle, senior groups.

“Christ the Child Had a Garden” Junior, middle, senior groups. Concert event – "Holy Easter" April

"Angels of Hope" Junior, middle, senior groups. Reporting concert of the center April

The final stage (Term: May 2016):

Analysis of activities at all stages project, correlation of results with assigned tasks;

Creation of a bank of teaching experience (report).

In the process of implementation project The following problems may occur

Risk factor Ways to overcome

Deficit of vocal repertoire Use of Internet resources

Insufficient preparation of students

(different age and psychological characteristics of pupils) Finding a suitable vocal repertoire, facilitating vocal parts.

Absenteeism:

Due to illness

Other reasons Working together with parents

As a finished product project is planned

Replenishment of the card index of musical and performing repertoire;

Variety of vocal numbers, according to the composition of performers and stylistic direction

Prospects for dissemination of results project:

Concert activities of the association's students;

Competitive activities of the association's students;

Dissemination of teaching work experience (teaching communities, seminars, teacher’s website, etc.)