Pedagogical projects in additional education. Design technologies in additional education of children. Work on the topic

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

Introduction
The formation of an individual essentially depends on a set of conditions characteristic of a particular 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 states 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 personality, the use of new technologies aimed at socializing 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 the first elementary information in the family. Then the school and additional education take over the socialization of the individual.
For successful socialization, it is necessary to teach schoolchildren to develop a readiness for expedient actions in new life circumstances, therefore, the question of the possibility of managing this process in conditions of additional education using design technologies is relevant.
The development and socialization of a personality 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 that are adequate to it. One of the effective methods of pedagogical support for the socialization of students is design technology.
This work aims to study the use of design technologies in the classroom in the organization of additional education as a condition for the socialization of schoolchildren.
The object of research is design technologies in the classroom in the organization of additional education.
The subject of design technologies in the classroom in the organization of additional education as a condition for the socialization of schoolchildren.
The hypothesis suppose that one of the conditions for the socialization of schoolchildren is the use of design technologies in the classroom in the organization of additional education
Tasks
to 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;
to identify the features of the use of design technologies in the classroom in the organization of additional education;
analyze the experience of using design 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 different forms educational activities.
Research methods:
Theoretical: description, analysis, generalization, systematization, bibliography.
Empirical: the study of advanced pedagogical experience, the study of the products of children's creativity, observation, conversation.
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 an individual essentially depends on a set of conditions characteristic of a particular 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 independently making decisions in a situation of choice, capable of cooperation, of constant self-improvement, capable of learning all his life and adapting to rapidly changing conditions using new technologies, to be professionally mobile.
The goal of education in accordance with the new approaches is personal development. Changing the target settings of education also presupposes a new interpretation of the essence of upbringing, where the priority is: the development of the actual capabilities of the individual, his abilities and needs, the readiness for self-knowledge, self-realization. Education as a management of the process of socialization of the individual (A.V. Mudrik, D.I. Feldstein), this interpretation reflects the main idea of ​​education.
The processes of upbringing and socialization proceed in parallel and, at first glance, independently of each other. Therefore, the problem is to ensure the influence of the upbringing process on the process of socialization of the individual. What these processes have in common is that they are aimed at becoming, at 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 specific 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 assimilating and reproducing culture, which occurs in a person's interaction with spontaneous, relatively directed and purposefully created living conditions at all stages.
For successful socialization, it is necessary to teach students to develop a readiness for appropriate actions in new life circumstances, so the question arises about the possibility of managing this process.
Among the conditions for the successful socialization of a child, one can single out
the presence of an emotionally comfortable atmosphere in the group (class);
creating favorable conditions for the child's socialization process, in particular to ensure psychological comfort in the team;
ensuring close interaction between teachers and parents;
building relationships of partnership 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 of additional education for children have great potential. The educational process in the organization of additional education for children contributes to the emergence of such interaction and relations of students of creative association with each other, with the teacher, in which the creative efforts of the individual are realized to achieve the goal, the planned result is achieved.
The use of a variety of teaching methods and techniques makes it possible to interest schoolchildren, as well as to make the educational process more accessible and socially significant. Person-centered learning, collaborative learning, level differentiation, collaborative learning, and project-based methodologies to some extent solve problems learning motivation and development of skills, as well as create a creative atmosphere in the team.
A teacher can do a lot in the formation of a personality. Having found out the inclinations and abilities of the child, having studied the environment and getting to know the family where the child is brought up, the teacher creates the conditions for his development. The main thing in this should be the relationship of understanding with the child, only then the teacher will be able to direct him to the path of self-education, to involve him in work, 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.
On the present stage modernization of the education system in Russian Federation great attention is paid to the development of new ways of education, 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 set and solve problems to solve 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, to acquire and apply knowledge, to think carefully about decisions made and clearly plan actions, to effectively cooperate in groups of diverse composition and profile, to be open to new contacts and cultural ties.
The modern education reform in Russia, associated with the implementation of a personality-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 concepts: pedagogical technology, educational technology, teaching technology. They correlate, obviously, as well as categories: pedagogy, education and training. The broadest concept is pedagogical technology, it covers the processes of education, training and upbringing. Educational technology is associated with the organization of educational systems and educational institutions. Teaching technology and upbringing technology describe the activities of the teacher and students, respectively, in the educational and upbringing 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 for the design, organization and conduct of the educational process, which is thought out in every detail, with unconditional provision of comfortable conditions for students and teachers."
The project method as a pedagogical technology includes a set of research, search, problem methods. It is always focused on the independent activity 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 their application and acquisition of new ones (sometimes through self-education). The active involvement of the student in the creation of certain projects gives him the opportunity to master new ways of human activity in the socio-cultural environment.
In Russia, interest in the project method increased in the 90s, during the period of educational reform, democratization of relations at school. In connection with the need, they began to develop active forms of cognitive activity of students.
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 up to 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 the following principles project activities implemented in 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 benchmark 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 surrounding world and one's place in it, i.e. a model of the way of comprehending the meaning of life, where one of the key competencies is project competence.
The formation of project competencies in students is facilitated by the use of teaching practice new educational technologies. Among them, of course, is the project method.
The technology of project-based teaching is an alternative technology that is opposed to the classroom-lesson system, in which ready-made knowledge is not given, but the technology of protecting individual projects is used. Project learning is indirect, and not only the result is valuable here, but to a greater extent the process itself.
Project activity can be used in the classroom as a method and as a technology for a separate type of activity. A method is a way to achieve a goal, an activity that is ordered in a certain way. The use of the project methodology assumes that this method will be the main one in the teacher's pedagogical activity. The project can be considered as a technology, as it has a goal, certain stages, clearly defined in time and the expected result. Let's consider the project activity from the point of view of technology.
The objectives of the application of project activities are:
the ability to independently design your knowledge;

Development of cognitive, creative skills of students;
the ability to navigate the information space;
development of critical thinking.
The project is based on the solution of any problem, which provides, on the one hand, the use of various methods, on the other, the integration of knowledge and skills from various fields of science, technology, technology, and creative fields. The project involves not only awareness of the problem, but also the process of its disclosure, solution, which includes a 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”, ie. concrete practical result, ready to use.
In the process of working on an educational project, students:
learn to independently represent their 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 solutions to the problem and alternative evidence based on known methods activities.
The attractiveness of the project method is due to the pragmatic focus on results. It can be seen, comprehended, applied in real practice. The use of the project method allows in practice to carry out personality-oriented learning, using a variety of didactic approaches, to activate interest and involvement in work, to realize the set pedagogical goals at all levels.
Currently, in educational institutions, much attention is paid to the project activities of students. Research and design work, have become one of the main forms of work for many students, they are creative, search, research in nature, help in the development of independence, individuality of the child.
According to the Modernization Concept Russian education for the period up to 2020 "Analysis of the state of theory and practice of additional education, allowed to expand the known definitions of the concept of" educational competence "is a set of social experience, knowledge, skills and abilities that ensure the readiness of students to solve research problems with an unformulated condition."
Organizations of additional education for children are one of the elements of the educational system and at the present stage of development of education, they play a large role in the formation of the project competence of students. In the organization of additional education for children, educational activities
1.It is aimed at the development of personal motivation for knowledge and creativity, health promotion; on professional self-determination, adaptation of pupils to life in society; on the formation of their common culture.
2. The needs of children, the needs of the family, other educational institutions, children's and youth associations, national and cultural traditions are taken into account.
3. The main educational program being implemented is an additional educational program.
4. Conditions are created for the disclosure of the creative potential of children.
5. Organized and held mass events with children.
The effectiveness of the application of project activities in additional education lies in the fact that:
there is the development of creative thinking as a prerequisite for the implementation of project activities;
the role of the teacher is changing qualitatively: his dominant role in the process of appropriating knowledge and experience is eliminated, he has to not only and not so much teach, but help the child, learn, guide him cognitive activity;
elements are introduced research activities;
personal qualities of students are formed, 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, the ability to feel team member;
students are included in the “acquisition of knowledge” and their logical application (personal qualities are formed - the ability to reflect and self-esteem, the ability to make a choice and comprehend both the consequences of this choice and the results of their 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 familiarized yourself with the materials on sites on the Internet on this topic, it should be noted that additional education allows the introduction of modern design technologies in order to master the modern standard by students, implemented from the point of view of a competence-based approach to the formation and development of end-to-end universal educational actions that are a condition for their further socialization.

Experience in the use of design technologies in the classroom in the organization of additional education as a condition for the socialization of schoolchildren
Design technologies in theoretical classes
Design technologies ensure the successful assimilation of knowledge, skills and abilities, the formation of a picture of the world and competencies in any subject area of ​​knowledge.
When planning theoretical classes in the organization of additional education, the peculiarity of using design technologies is that it qualitatively changes the role of the teacher. His dominant role in the process of appropriation of knowledge and experience is eliminated, he has to not only and not so much teach, but help the child, learn, direct his cognitive activity.
This is most clearly seen in the development of the theoretical lesson "Basics of designing clothes for dolls" in the association "Techniques of arts and crafts" for processing sewing materials (age 1-4 grades).
The purpose of the lesson is to form knowledge on designing clothes and create favorable conditions for enhancing the cognitive interest of students, the realization of their abilities. Among the tasks aimed at the socialization of students can be distinguished: 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. Developing tasks - to contribute to the development of communication skills, the ability to live in a team. Career guidance - to promote the formation of professionally important personality traits, the formation of personal and professional self-determination through the development of cognitive and professional interests.
It is important to note the predicted outcomes of the session. When creating favorable conditions for enhancing the cognitive interest of students and realizing their abilities in a playful way, students will have knowledge of designing clothes and skills of working in a group, team.
Planning active teaching methods at all stages of the lesson allows the teacher to realize, for the benefit of the students, the set objective goals, as well as the goals of education, development and socialization. A lesson with the use of gaming technologies allows the teacher, in the role of a consultant, mentor, senior friend, to gradually receive the planned results of the students' activities in the classroom.
To organize the lesson, small groups of "troika" are formed, where students carry out various interactions, Feedback in which, it affects the effectiveness of communication. Working in small groups of three makes it possible for each child to open up, as well as to hide some inaccuracies in the work.
The use of playful teaching methods at each stage, as well as the role of the teacher as a senior friend, leads to increased motivation. Reflection, planned at each stage of the lesson, allows you to record the result of students in mastering new material. The student conducts the analysis of the assessment of the activity in the lesson independently. When developing such lessons throughout the course of training using the technology of active teaching methods, the teacher will be able to systematically carry out not only training, but also education, development, and socialization of students, which makes it possible for them to successfully adapt in an independent life in the future.

Short description course of the lesson:

The beginning of the lesson. Dating method. The method of goal setting. A method of clarifying expectations and concerns.
Work on the topic. The method of presenting information, entering the topic. Method "Info-guessing". There is a poster with a silhouette of a dress on the blackboard, in its center there is the title of the theme "Basics of designing clothes for dolls." The teacher names the topic of his message and says that this silhouette is divided into six sectors, each of which has a letter written and the word dress can be read from the letters vertically. Starting from the first sector (under the letter "p"), the teacher opens the title of the topic section, which he will now start talking about during the message. Having finished the presentation of the material on the first section of the topic, he opens the second, and so on. The clearly presented sectors gradually open up, and all sections of clothing design (in this case, dresses) appear before the students - this is the choice of style, choice of fabric, construction of a pattern, cutting out fabric parts, sewing products, and finishing.
Next is the relaxation method, the method of discussing the topic.
Completion of the lesson. Reflection method and method of transition to everyday life.
During the lesson, students acquire knowledge of designing clothes, the ability to plan their activities according to the design stages. As well as the skills of working in a group, the ability to self-analyze their activities in the classroom.
Recommendations: The development of the lesson "Basics of designing clothes for dolls" can be used in the development of any technological project, which is a product. Formation into small groups makes it possible for each child to open up, where various 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 play methods.
Conclusion: The peculiarities of the use of design technologies in the classroom in the organization of additional education is that there is the development of creative thinking as a prerequisite for the implementation of project activities; personal qualities of students are formed, the ability to work in a team is developed, to take responsibility for a choice, a decision, to share responsibility, to analyze the results of activities, the ability to feel like a member of a team.
The expediency of using design 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 educating socially successful school graduates.
Design technologies in practical training
In the training program of the "Techniques of arts and crafts" association of artistic orientation, more than 70% is devoted to practical training. In the classroom, girls make various souvenirs, decorative panels, toys with their own hands. To create souvenirs for holidays, participation in exhibitions on arts and crafts, workshops are held in our association. Teaching children to work, you cannot teach everyone the same way. An individual and differentiated approach is needed, taking into account the possibilities and real conditions of the development of each child. This opportunity is provided by the project method, the elements of which are successfully applied in practical classes.
Creative design or the implementation of creative projects in the classroom in the "Techniques of arts and crafts" association 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 that has novelty.
In order to socialize students, the lesson on the topic "Workshop" Easter Joys "was developed using active teaching methods (https://cloud.mail.ru/public/7Qtk/B4yFtAvJh). The main purpose of the workshop is to organize the creative activity of students, aimed at making souvenirs and creating conditions for enhancing the cognitive interest of students. The main tasks of the workshop correspond to the successful socialization of students. These include: promote the unification of children in creative socially significant activities, the development of communication skills, the ability to live in a team; contribute to the formation of a personality capable of self-improvement, self-development; create places of success for workshop participants; foster 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 competitions of design works "Inspiration", "Talantokha", "Co-creation of talent", "Art-talent", etc.
Among the conditions for the successful socialization of a child, the provision of close interaction between teachers and parents, building partnerships and willingness to work in a socially-oriented process are noted. In the association "Technics of DPI" a tradition has developed, together with mothers to conduct family workshops 3 times a school year. The theme of the workshops is different: "Decoration of the festive table", "Fairy braid girlish beauty", "Workshop of the Snow Maiden", " Spring mood"," Doll amulet "and others. Parents, or rather mothers, with the support of a teacher, conduct workshops on their own, share their personal experiences.
The main goal of such classes is the joint creative activity of adults and children, where mothers, together with their daughters, are engaged in practical project activities, and the task of the teacher is to facilitate the unification of parents in creative socially significant activities together with children, to create conditions for enhancing cognitive interest. During the workshop, its participants communicate, talk about their hobbies. Communication of workshop participants, parents and children on the principles of acceptance, trust, recognition of the child. The lesson ends with the protection and demonstration of the created product, finished work present at the exhibition, conduct a photo session.
I invite well-known dpi masters in our city to conduct master classes. When conducting a master class, the mentor organizes, guides the independent work of students. During the master class, the participants communicate, the girls who have already made their crafts demonstrate them. In addition, the participants of the master class share their experience in making gifts made in different techniques- this is patchwork, knitting, crocheting, burning on fabric, embroidery.
Recommendations: The development of the lesson - the "Easter Joys" workshop can be used by both teachers of additional education and teachers primary grades, technology teacher in the classroom with students on making souvenirs. The theme of the workshop can be different and correspond to any holiday date. The teacher, at his discretion, can apply other play methods at all stages of the lesson. In the classroom, the teacher excludes the official assessment of the work, but through socialization, the presentation of the work gives the students the opportunity to evaluate the work themselves and correct mistakes.
Output: The condition for the successful application of design technologies in practical classes is the provision of sufficient motivation that can arouse interest in the content of the problem, as well as the creation of conditions for students to achieve the social experience necessary for life in society. Thanks to this method, creative, active, comprehensively developed personalities develop, capable of learning independently, finding solutions. Productive activity in the classroom in additional education contributes to the development of thinking and abilities of students, the development of creative skills and the ability to design, identify the needs of their family, educational institution, society in products and services.
Design technologies in a short-term career guidance program.
Creation and provision of the necessary conditions for personal development, professional self-determination and the formation of students' interest in professional activities is the main goal of the vocational guidance program “Professions of my city.
The program is based on an integrated approach, which is associated with the choice of a profession and the construction of an individual trajectory of education based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests.
The pedagogical expediency of the program lies in the fact that it is aimed at developing the child's special abilities of his choice. The program combines in one lesson different kinds activities, also developing skills of professional activity, taking into account individual abilities. In the classroom, students get acquainted with the essence of technological culture and culture of work, with the world of professions, with the professions of garment production, their demand in the labor market.
The work noted that the processes of education and socialization proceed in parallel, and they are aimed at becoming, at social and professional self-determination of the individual.
Let's consider the tasks of the vocational guidance program “Professions of my city. Fashion designer ”from this point of view.
Learning tasks: to acquaint students with the world of professions, with professions; promote the development of special and technological knowledge by students, knowledge about modeling and design, about professions and specialties. Educational: promote the development of a responsible attitude to the process and results of work; the ability to work in a team; contribute to the formation of a technological and environmental culture, a culture of work. Promote the development of children's emotional and aesthetic perception of the world; to provide support in the development of children's readiness for professional self-determination, interest in the profession, identification of individual characteristics of students. Developing - to promote the development of imaginative thinking and creative activity in children, curiosity and interest in search activity. Among the tasks 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 students, is a combination of educational activities and practical tasks, makes it possible to reveal personal interest, assess the level of motivation, build relationships through communication and practical activity.
The program “Professions of my city. Fashion Designer ”contains a theoretical part and practical work, which include diagnostics for professional self-determination. Theoretical information is presented using traditional informational forms - lectures, conversations with presentations, instruction in combination with demonstration of special techniques, actions, visual aids and provide a conscious implementation of practical work. As well as active forms of learning, these are vocational guidance games, testing, demonstration of basic practical techniques, trial and error method, independent implementation of practical tasks. In the classroom, students get acquainted with the psychophysiological and personal qualities necessary to work in a particular field of activity. And also with the basic techniques of production, technological processes of sewing production specialists. The formation of special knowledge and skills is carried out together with educational and vocational guidance activities, which corresponds to the conditions for the successful socialization of students - providing psychological comfort in the team; building relationships of partnership and willingness to work in a socially-oriented process.
By the end of the course, students have acquired the following competencies. They will know:
rules for choosing a profession; general theoretical information;
labor safety and industrial sanitation rules;
the content and nature of work in various 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 the ways of obtaining vocational education; analyze the professiogram; perform the simplest practical operations inherent in a clothing designer; use tools and devices.
Recommendations: The program “Professions of my city. Fashion Designer ”can be used by teachers of additional education and general education schools in conducting professional tests, as one of the components of other programs in various spheres of life related to the social and professional analogues of the region.
Output: The use of design technologies helps the teacher in creating problem situations in the classroom, which activate the independent activity of students by their resolution, as a result of which there is a creative mastery of professional knowledge, skills, abilities; development of thinking abilities, conscious self-change, self-education, which contributes to professional self-determination, social formation.
Social engineering
Modern social design is one of the most effective ways of development civil society... What is social design? 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 in society, apply the knowledge gained in later life, and find non-standard solutions.
Social projecting in further 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 in the joint creative activity of adults and children contributes to effectively cooperating with other people, becomes an urgent integral need in life, in society.
From the experience of implementing social projects with joint creative activities of adults and children, two projects can be distinguished.
The first social project "Do-it-yourself holiday" (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" (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 holidays, organize and hold joint holidays in the Kapelki orphanage, make the life of young residents of the orphanage brighter and more joyful. Children and adults, both from the orphanage and from the Center, jointly developed sketches of models, selected material for their sewing. 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 the orphanage to sew about 20 costumes, and for the educational institution to purchase equipment, stationery and consumables. At the expense of the article "Class Prize", the girls visited the theater, played bowling, and swam in the pool in winter. In addition, on the basis of this project, the students of the association presented the project "New Year's Fireworks" at the Scientific and Production Complex "First Steps to Science", where the girls demonstrated the results of their practical activities, presented the results of the questionnaire survey of children from the orphanage.
Children from large families, where there are 3-4 schoolchildren. And every new school year, parents collect them for school. A problem arises in the family: how to dress their students for school at the lowest material cost. And so, the second social project "School time" appeared, which was presented in the 2010 city competition public projects on patriotic education of children, adolescents and youth of the city of Mezhdurechensk "Mezhdurechensk is a city in which I want to live!" The project became the winner of the Municipal Grant 2010 competition and a certificate for 20,000 rubles was issued for its implementation. Project goal: organization of 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 (employees of the Center, parents) and children - students of the Center. The project participants are mothers and children from large families, members of the public organization "Union of Large Families and Mothers" in the city of Mezhdurechensk. As a result of the organization of joint activities of children and adults, a school uniform was made and restored, in which they began to study 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 outside of it, which served to further develop the project. The teaching and learning 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 - to my school" in the nomination "Not only study") of the International Development Institute "EcoPro" of the Educational portal "My University", faculty of "Project activities and fundraising", where in December 2010 the project " School years ”was awarded a diploma of the III degree.
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. To this end, in November 2011, the project “Creation of a sewing workshop“ School Years ”was developed and presented on the website of the project“ My Teacher ”with the support of the Charitable Foundation“ Who Else But Me? ”. The project “Creation of 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 according to the project, with the use of which creative workshops are still being held.
Recommendations: The development of a social project after school hours makes it possible for the entire creative team to develop, create places to demonstrate success for project participants, improve the material and technical equipment of the educational process.
Output: 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, experience of interacting with other children and adults. The joint activities of adults and children have a positive impact on their spiritual formation, contributes to the development of key competencies, forms practical social skills, design skills, and contributes to life self-determination.
Conclusion
Thus, having studied and analyzed the psychological and pedagogical literature on the conditions of the socialization of schoolchildren through project activities, the features of the use of project technologies in the classroom in the organization of additional education were identified. It can be noted that additional education allows the introduction of modern design technologies in order to master the modern standard by students, implemented from the point of view of a competence-based approach to the formation and development of cross-cutting universal educational actions, 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 expediency 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 educating socially successful graduates through theoretical, practical classes, extracurricular activities(social engineering) and professional tests. In the course of classes, students form key universal educational actions, not only educational and cognitive, but also personal, communicative and social. The activities organized in the classroom provide a wide opportunity for organizing 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; personal qualities of students are formed, the ability to work in a team is developed, to take responsibility for a choice, a decision, to share responsibility, to analyze the results of activities, the ability to feel like a member of a team.
Thus, we can conclude that one of the conditions for the socialization of schoolchildren is the use of design technologies in the classroom in the organization of additional education, which confirms the hypothesis.
Output: The success of the application of design technologies in the classroom in additional education is the provision of 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. Design technologies stimulate practical design activities of students, allowing them to form the entire set of key competencies. Productive activity in the classroom in additional education contributes to the development of thinking and abilities of students, the development of creative skills and the ability to design. Thanks to this method, creative, active, comprehensively developed personalities develop, capable of learning independently, finding solutions and applying the acquired knowledge and skills in real life situations. Undoubtedly the most effective way development of social competence and self-determination of students is the use of design technologies.

Bibliography

1. Law of the Russian Federation "On Education in the Russian Federation" dated December 29, 2012 N 273-FZ.
2. The concept of long-term socio-economic development of the Russian Federation for the period up to 2020 dated November 17, 2008 No. 1662-r.
3.Kulnevich, S.V. Modern lesson. Part 1 [Text]: scientific and practical guide for teachers, methodologists, heads of educational institutions, students of pedagogical institutions, IPK students / S.V. Kulnevich, T.P. Lakocenina. - Rostov n / a: Publishing house "Teacher", 2006. - P.244-251.
4.Kupriyanov, B.V. Education and socialization in institutions of additional education for children [Text]: / B.V. Kupriyanov // Additional education and upbringing .– 2006.– № 7.– P. 3-7;
5.Mudrik, A.B. Socialization of man [Text]: textbook. manual for stud. higher. study. institutions. - M .: Publishing Center "Academy", 2004. 304 p.
(6) Pavlova, M.B. Technology. Method of projects in technological education of schoolchildren. [Text]: a guide for the teacher / M.B. Pavlova, J. Pitt, M.I. Gurevich, I.A.Sasova - M .: Ventana - Count. - 2003 .-- 296s.
7.Polat, E.S. Project method: history and theory of the issue [Text] / E.S. Polat // School technologies. - 2006. - No. 6. - S.43-47.
8. Order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897 "On approval of the federal state educational standard of basic general education."
9.Romanovskaya, M.B. Method of projects in the educational process [Text]: Toolkit/ M.B. Romanovskaya. - M .: Center "Pedagogical search", 2006. - 160p.
10.Sasova, I.A. Technology. The method of projects in the technological education of schoolchildren [Text]: a guide for the teacher. - Moscow: Ventana Publishing Center - Graf. - 2008 - 294 p.
11. Sergeev, I. S. How to organize the project activities of students [Text]: a practical guide for employees educational institutions/ I.S.Sergeeva. - 3rd ed., Rev. and add. - M .: ARKTI, 2006 .-- 80 p.
12. Serikov, V.V. Education as a type of pedagogical activity [Text]: textbook. manual. for stud. higher. study. institutions / V.V. Serikov; under. Ed. V.A. Slastenin, I.A. Kolesnikova. - M .: Academy, 2008 .-- 256s.
13. Slastenin, V. A. Pedagogy [Text]: a textbook for students of pedagogical educational institutions. 4th ed., Stereotype. / V. A. Slastenin, I. F. Isaev, A. I. Mishchenko, E. N. Shiyanov. - M., 2005 .-- 172 p.
14. Solodukhina, N.N. Preparation for the exam in geography based on project activities [Text]: / NN Solodukhina, OA Khlebosolova // Geography at school. - 2008. - No. 2 - P.51-53.
15. Social education in institutions of additional education for children [Text]: textbook. manual for university students / B.V. Kupriyanov et al. / Ed. A.B. Mudrik. M .: Academia, 2004 .-- 239 p.
16.Federal Agency for Education Yaroslavl State Pedagogical University named after KD Ushinskiy [Electronic resource] / YaGPU, Department of educational information technologies. Educational technologies. Study guide.
17. Shevchenko, N. I. Pedagogical technologies: socialization of schoolchildren in social studies lessons [Text]: / N.I. Shevchenko - M .: OOO "TID" Russian word- RS ", 2008.-208s.

Creative report script in DDT

INTERDEPENDENT CREATIVE PROJECT in DOD "Seasons"

Explanatory note. In the context of the implementation of the Federal State Educational Standard, the use of educational technologies actually becomes the guarantor of the achievement of the modern quality of education. On the other hand, the humanization of education requires a rethinking of the goals, values, content and technologies of teaching in terms of their appeal to the personality of the child, to the preservation of his mental and physical health. This means that developmental and student-centered learning technologies should be the leading ones.
Project activities Is a didactic means of enhancing cognitive and creative development 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. With the help of 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 enables 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 the set task - solving a certain PROBLEM that is significant for students and designed in the form of some kind of final PRODUCT.
The technology of project activity allows you to teach children:
- to think independently,
- find and solve problems, using knowledge from different fields for this purpose,
- predict the results and possible consequences different solutions,
- to establish causal relationships.
The design modeling of the program material is designed for the maximum independence of the acquisition of knowledge by children, for the recognition of the right for each child of significant autonomy, his own pace of work and his own specific way of mastering knowledge.
The purpose of this project is to systematize, deepen, generalize the child's personal experience, to master new methods of action, 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 position of the teacher. From a bearer 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 the student on the implementation of the project;
- joint activities of students;
- joint activities of students with their parents.
The material is intended for teachers of additional education, teachers of fine arts, methodologists; can be useful for students of pedagogical higher and secondary educational institutions.
Recommended for use in working with children of senior preschool and junior school age... The project can be implemented both within one group, and unite several groups, as well as cover all children's association in complex.

Project participants: students on an additional educational program, parents, teachers, experts.
Target: To systematize and deepen children's ideas about seasonal changes in nature. Stimulate the development in children of fantasy, imagination, abilities for applied and artistic creativity.
Arouse additional interest among educators in creative work with their pupils.
Tasks:
- Form cognitive interest to nature, to cultivate a respectful attitude towards it.
- To 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 the year;
- about the system of adaptability of plants and animals in accordance with seasonal changes in the main environmental factors;
- to concretize ideas about adaptability to seasonal changes in a person;
- knowledge of the rules of behavior in various situations typical for a given season.
- It is coherent to talk about the observed natural phenomena, to compose creative stories and fairy tales on natural history topics, to use a speech-proof.
- To stimulate the development of imagination, imagination, abilities for applied and artistic - - Fostering cultural and environmentally friendly behavior.

Project stages:

AUTUMN
- introduction to the problem: "trees fall asleep - nature withers"
- preparation of visual and didactic material: paintings for viewing I. Brodskaya "Fallen leaves", "Autumn fog", I. Levitan " Golden autumn", I. Grabar" Autumn Day "," Ryabinka ", F. Vasiliev" Swamp in the Forest ", V. Polenov" Golden Autumn ", I. Shishkin" Autumn ", Posters about nature protection.
- plan of the
Topic, timing of the goal Ways to achieve the goal Equipment Continuity
Educational institution - family
Target walk to the park. Leaf fall. Examining the autumn tree.
Painting:
- "Bunches of mountain ash"
- "Autumn Blazing Foliage"
(printing in natural forms)
(September - October) - to show children the variety of colors of autumn, to reveal the concept of "leaf fall";
- the formation of children's ideas about the main signs of autumn (a decrease in the length of the day, it is cold, leaves are flying around, it is raining, insects are hiding, birds are flying away);
- to clarify ideas about the main parts of the tree (trunk, branches, leaves, roots);
- foster interest in nature, observation, aesthetic perception
- a conversation about autumn;
- Examination of trees;
- watching falling leaves
- d / and "Leaves", "1, 2, 3 - run to the tree", "Leaf fall";
- questions for children;
- collection of leaves for the herbarium;
-creative storytelling "Interview with autumn forest»;
- reading poems about autumn;
- p / and "Autumn in the forest";
- plastic sketch "I am a maple leaf";
- psycho-gymnastics "Walk in the autumn forest" Objects for observation on the site near the school, in the park, etc.
- Reading poems about autumn;
- collection of bouquets from leaves;
- looking at trees on the way to school
Fruits. Vegetables.
Painting:
- "Autumn still life"
- "Gifts of Autumn"
(seal with cork, potato seals)
- "A bowl of fruit"
(September - November) - teach children to distinguish and name fruits and vegetables by color, shape, size, surface nature, color, smell, taste;
- develop memory, attention;
- teach survey actions;
- To cultivate interest in the environment, patience, endurance - riddles about vegetables, fruits;
- examination of vegetables, fruits;
- survey of objects;
- d / and "Know the taste"
"Wonderful bag"
"Tops-roots"
“Guess what is gone”;
- psycho-study "Turnip" - vegetables, fruits for research;
- "Wonderful bag";
- tray, napkins, forks;
- materials for visual activities
- memorizing riddles about vegetables, fruits;
- involve parents in collecting vegetables, fruits for the lesson
Signs of late autumn. Insects, forest animals in late autumn.
Painting:
- "Hedgehog" (drawing with crumpled paper)
- "Wonder Animals"
"Spider webs 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 in children ideas about the life of forest animals in late autumn;
- to expand the knowledge of children about preparing insects for winter;
- to develop the ability to distinguish between forest animals, insects by essential characteristics, to classify, to name;
- to cultivate a respectful attitude towards objects of living nature - reading poems about autumn;
- riddles about animals, forest inhabitants, insects;
- the teacher's story about the life of forest animals in late autumn with illustrations
- a story about how insects prepare for winter;
- questions for children to clarify knowledge;
- physical education minutes "Wolf-top", "I am a red fox";
- psycho sketches "Butterfly", "Beetle";
- d / and "Who moves how?"
"Who has which house?"
"Learn by description" - objects of animate and inanimate nature;
- illustrations depicting forest animals, insects;
- cards for didactic games
- materials for visual activities - a walk to the park;
Reading works by A. Plescheev "Boring picture", "Autumn has come"
- reading works about forest animals, insects (fairy tales, stories, poems, riddles);
- viewing the encyclopedia "Wild Animals", "Insects"
Gloomy autumn. Excursion to the park. Trees in late autumn.
Painting:
- "Trees can be sad too"
- "Autumn landscape"
- "Autumn magic rain" - to consolidate the knowledge of children about the most typical features of late autumn,
- the formation of the ability to establish causal relationships between seasonal changes in living and inanimate nature;
- develop observation skills, logical thinking, the ability to compare;
- to cultivate a respect for nature, interest in the environment, the ability to admire the beauty of the autumn landscape - a conversation about autumn;
- Consideration of objects of animate and inanimate nature;
- questions to children on the systematization of knowledge;
- finger gymnastics "Song of Autumn Rain";
- d / and "Tell me a word", "Run to a tree and a bush",
"Tree-bush", "Draw for the artist",
"Dress the tree for the season";
- p / and "Where does the tree grow?" - Objects of observation;
- organization of excursions
- landscape painter Nikolay Romadin
- materials for visual activities - conducting a joint excursion with parents
Mushrooms. Berries (forest, garden).
Painting:
- "Autumn Fantasy"
- "Gifts of Autumn" (Diatype - apply a light layer of paint on a smooth surface of the cardboard with a swab of fabric. Put a sheet of paper on top and draw something with a pencil or stick. On the side that was pressed against the cardboard, a print is obtained)
- "The bear has mushrooms in the forest, I take berries ..."
- "Kingdom of mushrooms"
- (September) - the significance of the forest in human life;
- distinguish and name the most common edible and inedible mushrooms and berries;
- learn the golden rule of the mushroom picker "Not sure - don't take it";
- benefits and danger to humans - didactic games and exercises:
"Continue my offer"
"What will happen to mushrooms if ...?"
"From what word did the name of the mushroom come from?"
"Find out the name of the juices"
"Guess by the description"
"What's superfluous?"
"Yes and no"
"Harvest the harvest"
- illustrations, natural objects for viewing (observe safety measures)
- Reading M. Prishvin "The Last Mushrooms"
- V. Zotov "Summer mushroom, autumn mushroom, false mushroom, mushroom, pig" (from the book "Forest Mosaic")
- materials for visual activities - joint walks with children in the forest, park
Birds.
Painting:
- "Birds on Branches"
(October) - to clarify and expand ideas about the common features of birds (structure, mode of movement)
- to clarify ideas about the diversity of birds: migratory, wintering, waterfowl;
- foster a caring attitude towards birds - looking at illustrations;
- riddles about birds;
- listening to the audio recording "Sounds of the surrounding world";
- teacher's story about birds native land;
- questions for children to clarify knowledge;
- d / and "Learn by description"
"The fourth extra"
"Each bird in its place"
"Birds, beasts, insects"
"Flies - does not fly"
"Collect the picture";
- psycho-sketch "Sparrow" - illustrations depicting birds: woodpecker, cuckoo, crow, dove, sparrow, magpie, owl;
- audio recording "Sounds of the surrounding world" - - materials for visual activities
- memorizing bird riddles;
- bird watching in nature

Assessment of the level of knowledge
K. Balmont "Autumn in the yard"
I. Bunin "Listopad"
V. Dahl "The Old Man"
S. Yesenin "The fields are squeezed, the groves are bare ..."
V. Zotov "Summer mushroom, autumn mushroom, false mushroom, mushroom, pig" (from the book "Forest Mosaic")
S. Marshak " All year round»
A. Pushkin "Already the sky breathed in autumn"
G. Skrebitsky "Autumn"
A. Tvardovsky "Forest in autumn"
E. Trutneva "Autumn"
F. Tyutchev "There is in the autumn of the original ..."

Systematization of knowledge about autumn (decrease in the length of the day, decrease in air temperature, flight of birds). Expansion of ideas about the state of plants (modified stems, variety of color of leaves, flowers, variety of fruits and seeds), about the adaptation of seeds to distribution. The reason for the falling leaves.
Migratory and waterfowl, their behavior in autumn (flocking, flight, foraging).
Pond (freezing of water, feeding fish and birds by passers-by).
The diversity of the autumn forest: mushrooms, berries.
Systematization of ideas about the diversity of insects (features of appearance, structure, habitats, modes of movement, feeding, reproduction) using models.
Autumn is divided into two periods: the 1st period is the time of ripening of late fruits and the appearance of autumn coloring of trees. Leaf fall begins. This period ends with a picture of golden autumn.
2nd period - the spreading of the fruits of the maple and linden begins. Trees are crumbling, branches are exposed. Frogs, lizards, snakes, bats are preparing for winter. Insects disappear, and after them and carnivorous 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 as if talking, there will be a good autumn. Cold, damp, it often rains. Departure of cranes to Pokrov (October 14) - by early winter. The goose took off - there will soon be snow.

Thematic days:
- Connoisseurs of autumn nature.
- Competition "Clever and clever".
- Game - journey "On a visit to autumn".
- D / I: "Why are mushrooms called that?", "Harvest a crop", "What is from what?" "," What happened first, then what? "
- Crossword "Autumn".
- Games, quizzes, contests.
World of music:
- A. Vivaldi "Autumn" (from the cycle "Seasons")
- P.I. Tchaikovsky "Autumn" (from the cycle "Seasons")
- from the movie "Office Romance" - "Autumn"
- I. Krutoy "Lullaby for Sasha"
- Video clip "The Coast of Russia" (A. Klevitsky / N. Denisov) - isp. VITAS

- Game - journey "On a visit to Berendey"
- KVN
Exhibitions of children's drawings:
- "Colorful Autumn"
- "A Tale of Autumn"
Flower exhibition "Bright colors of autumn" (joint production of flower compositions with parents)
Exhibition of handicrafts from natural material"Gifts of Autumn"
Collection of the herbarium "Leaves, seeds, fruits"
Photo exhibition "I and nature"
WINTER
1. Organizational and preparatory:
- introduction to the problem: "oh, you, winter-winter"
- preparation of visual and didactic material: paintings for viewing I. Brodskaya "Forest in winter in the snow", N. Ulyanov "Bullfinches", A. Savrasov "Winter landscape", "Hoarfrost", "Winter", I. Grabar "February Azure" , V. Kurdyukov “Winter in Lyubim”, K. Korovin “Winter”, A. Ryabushkin “Winter Morning”, A. Plastov “First Snow”, K. Yuon “The End of Winter. Noon ", V. Vasnetsov" Snow Maiden ", Posters about nature conservation, prints, landscape linocuts.
- plan of the
Topic, timing of the goal Ways to achieve the goal equipment Continuity educational institution- a family
Excursion to the winter park. Drawing "Spread the winter-winter with its 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 in winter;
- develop the ability of children to establish relationships in nature: winter came - it became cold - snow fell, the river froze - plants disappeared - insects hid - birds flew away;
- to develop cognitive interest, memory, voluntary attention, speech-proof;
- to educate a respect for nature, sensitivity to the perception of the beauty of the winter landscape - the teacher's story with an examination of objects of animate 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 sketch "Snowdrift";
- d / and "When does it happen?"
"1,2,3 - run to the tree"
- physical education "White, pure snow is falling" - objects of animate and inanimate nature;
- illustrations on the topic;
- riddles about winter natural phenomena;
- cups with snow, ice materials for visual activities
- walks in the winter village (city);
- monitoring of precipitation;
- memorizing poems about winter;
- reading works about winter S. Marshak "Pours, Pours Snow", L. Voronkova "Snow is Falling",
"Madame Blizzard" (German fairy tale)
F. Tyutchev "The Enchantress Winter"
- Watching the movie "Twelve Months"
Plants in winter. Drawing "Birch"
"Frosty tree"

"Branches of spruce or pine with cones"
(December - February) - to clarify and expand children's knowledge about plants in winter (deciduous ones have dropped their foliage, conifers are green; the grass is "sleeping" under a snow blanket);
- develop the ability to independently identify cause-and-effect relationships;
- to develop an aesthetic perception of the surrounding nature - riddles about winter, winter phenomena of nature;
- the teacher's story;
- examination of illustrations (structure, arrangement of branches, color of the trunk, needles);
- questions for children;
- research activities during a walk;
- d / and "Guess by the description";
- psycho study "Herringbone" - illustrations for viewing
materials for visual activities - walks in the park, forest;
- memorizing poems and winter songs;
- joint production of handicrafts from natural material
Animals in winter
Drawing "Animals - Snowlings"
(December) - to deepen the knowledge of children about wild and domestic animals, about adaptability to seasonal changes in nature;
- develop an interest in animal life in winter;
- to develop the ability to establish essential features for generalization, filling them with specific content;
- foster respect for animals - riddles about wild animals;
- a conversation about changes in the behavior of animals in winter with a look at the illustrations;
- d / and "Name by description"
"Traces";
- questions of a search, clarifying nature;
- stories of children about the life of wild animals in winter;
- memorizing proverbs;
- children's story about the work of people with an examination of illustrations
- physical education "For 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 activities - determining from a footprint in the snow to whom this footprint belongs;
- reading the works of O. Vysotskaya "Snow Rabbit"
I. Sokolov-Mikitov "Belyak"
E. I. Charushin "Fox"
R.N. s. "Winter house of animals"
S. Kozlov " Winter's tale»
- observation of animals
Birds in the winter. Drawing "Bullfinches on the branches"
"Gzhel bird"
(January) - to deepen children's ideas about wintering and migratory birds;
- develop logical thinking;
- to cultivate a love for birds, a desire to help them in winter - questions of a search and clarifying nature;
- viewing illustrations;
- stories of children about the life of birds in winter;
- d / and "Name the bird"
"Lotto"
"Assemble the cut picture"
- solving a crossword puzzle - illustrations of birds;
- pictures for d / and
- materials for visual activities - bird watching;
- making feeders;
Z. Aleksandrova "Snowball"
S. Yesenin "Sparrows"
K. Ushinsky "The Caught Bird"
Winter holidays
« New Year"," Christmas "," Shrovetide "
Drawing "Christmas tree"
"Ded Moroz and Snegurochka"
"How fun it was at the Christmas tree holiday" "Christmas carols"
"Winter entertainment"
(December - February) - continue to acquaint children with 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 their Motherland, 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 objects of folk art - 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 activity - memorizing poetry for the holidays;
- costume making;
- singing and listening to Russian folk songs;
- cooking treats;
- giving gifts to relatives
The season is winter.
Frost, snow, ice.
Drawing on the fairy tale "Twelve months"
"Winter landscape"
"What kind of stars are carved on the coat and on the scarf?"
(February) - to clarify and systematize children's knowledge about winter and its signs, draw logical conclusions from the teacher's observations and messages, answer questions;
- to develop the ability to establish cause-and-effect relationships between observed phenomena and objects, to make their own conclusions about natural phenomena in winter;
- foster a sense of empathy for native nature - observation of real objects;
- viewing illustrations and paintings and talking about winter;
- reading of F. Tyutchev's poem "In the Enchantress Winter ...";
- riddles about natural phenomena in winter;
- physical education minutes "Wind and Bunny" "White, pure snow is falling";
- d / and "When does it happen?" - illustrations and pictures about winter;
- audio recording for relaxation;
- audio cassette "Seasons";
- encyclopedia "Weather"
- materials for visual activities - walks in the winter park, forest;
- observation of natural phenomena while walking;
- photographs of winter landscapes;
- drawings about winter;
- skating on a skating rink, ice track, from a snowy mountain
- assessment of the level of knowledge
- selection fiction:
Z. Aleksandrova "Snowball", "Santa Claus"
V. Berestov "Ice"
Br. Grimm "Lady Blizzard"
V. Dahl "The Old Man"
S. Yesenin "Porosha", "Birch", "Sparrows"
S. Kozlov "Winter's Tale"
S. Marshak "All year round"
N. Nekrasov "Frost Red Nose"
V. Odoevsky "Moroz Ivanovich"
V. Oseeva "On the skating rink"
A. Pushkin "Winter Morning"
I. Surikov "Winter"
F. Tyutchev "Enchanting winter ..."
Riddles, proverbs, sayings.
2. Productive (technological).
Systematization of knowledge about winter, winter phenomena in living and inanimate nature. Determination of weather by signs. The beauty of the winter landscape; snow (color change: bluish, bluish, yellow depending on lighting); snowflakes (viewing through a magnifying glass) in different weather; fancy patterns on the windows (with a repetition of them in children's drawings). Blizzard, blizzard, thaw.
Wintering birds. Behavior and habits. The need for feeding, what they eat (guess by the shape of the beak), appearance.
Fishermen on the banks of a reservoir, river, lake. The thickness of the ice layer, the formation of wormwood.
Trees (bark - cork layer), frost protection. The beauty of trees in any weather.
Cycle of observations of water, ice, snow, steam.
Footprints in the snow of a person, birds, domestic animals, animals; traces of sledges, skis, cars, etc.
Folk sayings and signs:
A lot of snow - a lot of bread.
Frosty winters - hot summers, snowy winters - rainy summers.
A pillar of smoke - to frost.
Frost on trees - to frost.
Feed the birds in winter - they will repay you with a good summer.
Long icicles - for a long spring.

Thematic days:
- Connoisseurs of winter nature.
- Competition "Clever and clever".
- Game - journey "On a visit to Grandfather Frost".
- D / I: "What time of year?", "Who will guess when it happens?", "Finish the sentence", "What happened first, what then?"
- Crossword "Winter".
- Games, quizzes, contests.
World of music:
- A. Vivaldi "Winter" (from the cycle "Seasons")
- P.I. Tchaikovsky "Winter" (from the cycle "Seasons")
- Relaxation music "In harmony with nature"
Project result ( practical way out):
Cultural and leisure activities:
- Entertainment "Winter fun"
- Game - travel "Ski ride"
- KVN
Exhibitions of children's drawings:
- All-Russian competition children's drawing "Winter 2015"
- "Zimushka-winter"
- "Winter patterns"
Exhibition of handicrafts from natural materials "Winter in the forest"
Bas-relief "Tree in winter"
Photo exhibition "I 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 I. Brodskaya "March", "April", I. Levitan " Big water"," High water "," The first greens. May", " Blooming apple trees", A. Gritsay" High water "," The first days of May ", A. Rylov" Green noise ", F. Vasiliev" Thaw ", S. Gerasimov" The ice has passed ", I. Grabar" March snow ", K. Yuon" March sun ”, Nature conservation posters, prints, landscape linocuts.
- plan of the
Topic, timing of the goal Ways to achieve the goal Equipment Continuity educational institution - family
Nature in the spring. Excursion to the spring park.
Painting
"Early spring"
"Water is a mirror of nature"
"Native nature in the work of Russian artists - Spring Day"
(March - May) - to clarify and systematize knowledge about the characteristic features of spring; continue to develop an understanding of the links between the phenomena of animate and inanimate nature;
- develop the ability to establish causal relationships;
- foster interest in the surrounding nature, aesthetic experiences from the spring awakening of nature - observation of the phenomena of inanimate nature;
- observation of herbaceous plants, trees, shrubs;
- a conversation about spring changes in nature;
- riddles about spring;
- questions of a comparative, search and causal nature;
- d / and "Seasons"
"So and not so"
- proverbs and sayings about spring;
- problem situation "Birches are crying too" - objects for observation;
- reproductions of paintings for viewing;
- audio recording of P.I. Tchaikovsky "The Seasons"
- materials for visual activities - a joint walk to the park;
- viewing television weather forecasts;
- observation of temperature changes in the air
Animals in the spring.
Painting
"In the animal world"
"My favorite animals" - animal painters
(April) - systematize ideas about the habitats of wild animals, insects, domestic animals; teach to apply specific knowledge about the behavior, needs, habits of animals for proof; to teach to understand the connections between the phenomena of inanimate nature and the life of animals;
- to educate the ability to reason, reflect judgments in a detailed speech - a conversation about changes in the life of domestic and wild animals;
- riddles about animals;
- physical education "St. John's Carp"
“We dance while sitting”;
- d / and "Name the animal";
- Consideration of illustrations about the life of animals;
- questions for children;
- problem situation "Good - bad" - illustrations depicting animals;
- Pets;
- materials for visual activities - joint walks with children, observation of the surrounding nature
Birds.
Painting
"The starlings have arrived"
"Small birds"
Collage
"Spring has come - birds have arrived"
(April - May) - to expand knowledge about migratory birds, structural features, lifestyle, nutrition; teach to establish causal relationships (between lifestyle and habitat);
- develop observation, the ability to reflect the selected features in comparative judgments;
- arouse a desire to peer into familiar objects, create conditions for closer observation - a conversation about birds;
- riddles about birds;
- examination of illustrations, teacher's story;
- d / and "Name the bird"
"Wintering and migratory birds"
"Flies - does not fly"
"What a bird"
- dramatization of K. Ushinsky's story "The Caught Bird";
- listening to the audio recording "Birdsong";
- problem situation "What would you do if ..." - illustrations of different birds;
- Encyclopedias "Birds";
- audio recording of "Voices of Birds";
- materials for practicing arts and crafts - Reading the work of K. Ushinsky "The Caught Bird";
- making birdhouses;
- observation of a living object;
- mini-presentation of the collage;
- participation in a drawing competition
Spring flowers and herbs.
Painting
"Snowdrops"
"The willow is all fluffy"
"Blooming spring"
Origami
"Beautiful tulips"
(April - May) - repeat the main signs of spring; recognize and name garden, meadow flowers and herbaceous plants;
- develop observation skills;
- educate an ecological worldview
- conversation;
- d / and "Spring flowers and herbs"
"Guess the plant"
- crossword puzzle "Spring" - illustrations of garden and meadow herbaceous plants;
- materials for practicing arts and crafts - walking along the streets of the village, observing the first flowers;
- selection of information about spring flowers, herbs;
- experiments on germination of seeds
Climate
(May) - to form in children an idea of ​​what the climate is; broaden the understanding of diversity climatic zones;
- develop observation skills;
- foster interest in the world around them - questions to clarify the knowledge of children about the weather;
- the teacher's story;
- physical education "Rain";
- viewing illustrations, weather calendar;
- folk signs- illustrations on the topic;
- encyclopedia "Weather";
- nature calendar - viewing TV weather forecasts;
- monitoring the air temperature outside, for precipitation
- assessment of the level of knowledge
- selection of fiction:
A. Block "In March"
V. Bianchi "Sinichkin Calendar"
V. Dahl "The Old Man"
S. Marshak "All year round"
A. Maikov "Spring", "The Swallow Has Run Up"
N. Nekrasov "Grandfather Mazai and the Hares"
E. Nosova "Like a crow on the roof got lost"
A. Pleshcheev "Spring"
N. Sladkov "Spring Joys"
I. Surikov "The sun is shining brightly"
F. Tyutchev "Spring Waters", "Spring Thunderstorms"
A. Fet "The whole pussy willow", "Spring rain"
Riddles, proverbs, sayings.
2. Productive (technological).
Systematization of knowledge about spring, spring phenomena in living and inanimate nature. Determination of weather by signs. The beauty of the spring landscape. Snow change 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 the further growth of plants.
Migratory birds... Behavior and habits. The need for feeding, what they eat (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. Sap flow of plants. Blossoming of hazel, alder, willow, budding birch; larch crown (pink and green cones, yellow spikelets). Blooming fruit trees (cherry, apple, pear - flower comparison).
The appearance of the first forest flowers (blue scrub, anemone, violet, goose onions, coltsfoot), the growth of perennial plants (tulip, peony, lily, etc.).
The appearance of butterflies (lemongrass, urticaria, mourning). Insects (a large number of flies, mosquitoes, etc.). The first thunderstorm, thunder, a change in nature before the thunderstorm. The first spring shower.
A body of water (drift of ice, 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 cycle of observing branches.
Folk signs and sayings:
Long icicles - for a long spring.
Early arrival of rooks and larks - by warm spring.
I saw a starling - spring is at the porch.
In the spring the rain grows, and in the fall it rot.
Spring is red with flowers, and autumn with bread.
The sun warmed the earth - do not be late with the sowing.
A lot of water - a lot of grass.
Thematic days:
- Connoisseurs spring nature.
- Competition "Clever and clever".
- The game "Spring is Red has come to visit us."
- Crossword " Spring drops».
- Games, quizzes, contests.
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)
- Relaxation music "In harmony with nature"

Project result (practical way out):
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 competition of children's drawing "Birds are small"
- "Blooming Spring"
- "The world smiles - nature is renewing"
Poetic evening "Russian poets about spring"
Origami "Beautiful tulips"
Mini-presentation: collage "Spring has come - birds have arrived"
Photo exhibition "I and nature", "Spring in our village (city)", "Birds of our land"
Reports on the spring, on the life of animals in the spring.

SUMMER (work can be done at summer camp or in the first weeks of autumn).
1. Organizational and preparatory:
- introduction to the problem: "the hot sun rises - summer leads by the hand"
- preparation of visual and didactic material: paintings for viewing 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 storm has passed", B. Kustodiev "Volga. Rainbow ", I. Shishkin" Edge of deciduous forest ". Nature conservation posters, prints, landscape linocuts.
- plan of the
Topic Goals Ways to achieve goals Equipment Continuity educational institution - family
Ecology and plants. Red Book, plants of our region. Painting
"Plants of the Red Book" - to form in children the concept of what the "Red Book" is and why it was created; help to remember several plants from it;
- to consolidate the knowledge of children about the structure of plants, to teach to identify and resolve contradictions, problem situations, sketch the structure of trees, shrubs, grasses; to form ecological knowledge about plants;
- develop the ability to establish causal relationships, the dependence of the state of plants on environmental conditions;
- cultivate a consciously correct attitude towards plants - Comparison of trees, shrubs, grasses;
- d / and "Rules of conduct 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 marks;
- development of rules of behavior in nature;
- drawing plants;
- psycho-gymnastics "Flower";
- staging “Through the pages of the“ Red Book ”- environmental signs;
- illustrations depicting plants;
- illustration of plants in the Red Book;
- pictures depicting plants of a forest, meadow, field, garden;
- materials for visual activities - consultation for parents "Rules of conduct in nature";
- collection of information about reserves;
- examination of the Red Book of Russia
Elements of the world: water, air, earth, fire
Painting
"Posters about the protection of life and health" - to expand and systematize the knowledge of children about the elements of the world: water - the water cycle in nature, the properties of water; air - experiments, properties of air; land - ideas about mountains, volcanoes, plains, minerals; Fire - characteristic signs;
- develop logical thinking, creative imagination, cognitive interest;
- to cultivate interest in the environment, curiosity, ecological worldview - a conversation about planet Earth;
- questions to children to clarify ideas about water, air, fire;
- a teacher's story about minerals;
- scheme "Water cycle in nature";
- d / and "Count"
"Sinking - not sinking"
"Air properties" "What to do if ..."
- study "Earth", "Fire";
- riddles about water, air, earth, fire;
- psycho-gymnastics "Wind";
- reading popular science articles on nature and ecology:
"World around us"
"The value of water in nature"
- glasses with clean and dirty water;
- cups with different kinds soil;
- strips of paper, a balloon;
- illustrations of tornado, tornado;
- diagram of the water cycle in nature;
- globe, map;
- collection of stones and minerals;
- illustrations depicting mountains, volcanoes;
- candle;
- materials for visual activity - reading encyclopedic literature, viewing illustrations;
- collection of information on the rules of conduct on the water, with fire, in a strong (hurricane) wind;
- 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 Conservation Day environment
Painting
"We are friends of nature!" - to consolidate students' knowledge about the culture of behavior in nature;
- to teach to correctly evaluate their actions and the actions of others;
- to educate careful and good relations to nature and to each other - the game-journey "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;
- contests "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;
- sketches, entertainment are best done in summer in natural conditions, complementing the natural vegetation with decorations of an anthill, a Christmas tree, flowers;
- Lapwood, grass, colors on which children sit or tear should be decorative;
- materials for visual activities - joint walks in the park, forest;
- holding events with the participation of parents
The forest and its inhabitants.
Painting
“Mighty nature is full of wonders” - to continue to form ideas about the forest as a green house of plants and animals, about the interconnections, interactions and interdependence of living organisms with the habitat;
- develop attention and observation;
- to educate a respectful attitude towards the surrounding nature, curiosity, the ability to admire the beauty of the forest - riddles about the animals and plants of the forest;
- d / and “Hunter and Shepherd;
- ecological story "Sunday in the forest";
- game-journey "On a visit to Berendey";
- holiday "Forest is our wealth";
- competition "Mighty nature is full of wonders" - illustrations depicting forest animals and plants;
- herbarium medicinal plants;
- natural material for making compositions;
- songs about the forest, birds, animals, plants;
- material for visual activities - joint walks in the forest;
- collection of plants for herbarium;
- collection of natural material;
- reading fiction of natural history content
- assessment of the level of knowledge
- selection of fiction:
S. Baruzdin "Fishermen"
A. Block "Summer evening"
V. Bianchi "Sinichkin Calendar"
V. Berestov "Merry Summer"
A. Vvedensky "Song of the Rain"
V. Viktorov "Wider circle"
V. Dahl "The Old Man"
B. Dubrovin "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. Maikov "Summer Rain"
S. Mikhalkov "Walk"
M. Plyatskovsky "It's called nature", "Don't tease the 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. Determination of 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, food, place in the ecological chain).
Forest and garden flowers (annual and perennial). Similarities and differences, structure, benefits to 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.
Stork on the roof - peace in the house.
If he killed one tree, plant forty.
Spark of mascara before the fire, ward off trouble before it hits.
Groves and forests are a beauty of the native land.
Thematic days:
- Bird Day.
- June 5 - World Environment Day.
- Competition "The Earth is our native home".
- Games "Round dance of forest plants", "In the kingdom of Berendey".
- D / I: "What time of year?", "Who will guess when it happens?", "Finish the sentence", "What happened first, what then?"
- Games, quizzes, contests.
World of music:
- A. Vivaldi "Summer" (from the cycle "Seasons")
- P.I. Tchaikovsky "Summer" (from the cycle "Seasons")
- songs: "Do not tease the dogs" (music by E. Ptichkin, lyrics by M. Plyatskovsky)
"Red Book" (music by D. Tukhmanov, lyrics by B. Dubrovin)
"Don't pick flowers" (music by Y. Antonov, lyrics by M. Plyatskovsky)
"The Earth is Our Home" (music by V. Dobrynin, lyrics by R. Rozhdestvensky)
"Lapwing by the road" (music by M. Iordansky, lyrics by A. Pryselets)
- Relaxation music "In harmony with nature"
Project result (practical way out):
Cultural and leisure activities:
- "The Earth is our native home"
- "Birds are our friends"
- KVN
- entertainment "Secrets of Nature"
Exhibitions of children's drawings:
- All-Russian competition of children's drawing "We have a rest and create"
- "Mighty nature is full of miracles" "
- "Who in the world is more than anyone else"
Origami "Beautiful flowers"
Photo exhibition "I and nature"
Posters about nature conservation, life safety, made by children.

According to the proposed methodological development teacher planning educational activities, combines a series of classes in several disciplines, linked by a single project. The project, begun in the lesson, can be traced in all other types of activities in a specific period of time, which corresponds to the integrity of the perception of the world, creates a complete and versatile picture of it.
Each topic can be worked out during 2-5 lessons, as well as in free time (walking, looking at illustrations, reading fiction, etc.).
The main stages of project creation are as follows:
1. Organizational and preparatory stage:
- Preparation for work on a project,
- Problem selection,
- Collection of information,
- Development of your own solution to the problem.
2. Technological (main) stage:
- Implementation of the action plan.
3. The final stage:
- Preparation for project defense,
- Project presentation,
- Reflection (analysis).
In many ways, the result of the student's work depends on his interest, therefore, in the classroom, it is important to activate the child's attention, to encourage him to activity with the help of additional stimuli: 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, it follows freely - independent activity of children with the presented didactic material, exercises for relaxation, relaxation, physical education minutes, creative tasks, etc.
The final part (the expected results of the application of the methodological products).
This teaching aid will provide an opportunity to comprehensively develop the individuality of each child, the ability to act independently, to think creatively. The result of work for students can be drawings, crafts, applications, albums with creative assignments, reports, concerts, performances, holidays, etc.
Literature:
1. Astafieva E. O. Didactic game"Seasons" - magazine "Preschool Pedagogy" / May, June / 2006.
2. A great book to read in kindergarten... - M .: OLMA Media Group, 2007.
3. Vohrintseva S. The world around us: didactic material. - publishing house "Fantasy Country", 2006
4. In union with nature. Eco - nature games, activities and entertainment with children. - M .: Ileksa, Stavropol: Service School, 1999.
5. Galperstein L. Ya. Animals: popular scientific edition for children / Il. A. G. Vorobyov, V. A. Goryacheva, A. N. Sichkar, L. Kh. Nasyrov; - M .: OOO Rosmen-Izdat, 2000.
6. Gates Phil Undiscovered secrets of the earth. - translation from English by I. I. Viktorova - Moscow "Rosmen", 1998
7. Goricheva V.S., Filippova T.V. We will stick the sun, sky and flower on the leaf / 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-comp. V. Yu.Dyachenko and others - Volgograd: Teacher, 2007
9. Ivanova AI Environmental observations and experiments in kindergarten: The world of plants. - M .: TC Sphere, 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 .: Enlightenment; SPb .: SpetsLit, 2005
12. Kuzin VS, Kubyshkina "Fine Art" complex. Grades 1 - 4: textbooks for educational institutions - M .: Bustard, 2011
13. Lotto for children and parents "Twins". Didactic material for the development of memory, attention, thinking. - SPb., LLC "Umka"
14. The natural world and the child. (Methodology environmental education preschoolers): ed. L. M. Manevtsova, P. G. Samorukova. - SPb .: "Childhood-press", 2000
15. Molodova L.P. primary school... - 2nd ed. - Minsk: LLC "Asar", 2001
16. My first encyclopedia - a series - compiled by S.P.Shatalova, artist A. Mosalov - M., ONYX 21st Century Publishing House LLC, 2001
17. Nishcheva N.V. Live 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 ideas in preschoolers. - artists N.A.Vashchenko, I.F.Dukk, N.V. Dubrovskaya - SPb., CHILDHOOD - PRESS, 2008
18. Ruzanova Yu. V. Development of hand motor skills in non-traditional visual activity: Techniques for performing work, planning, exercises for physical education. - SPb .: KARO, 2007
19. Utrobina K. K., Utrobin G. F. Fascinating drawing using the poke method: We draw and learn about the world around us. - M .: "Publishing house GNOM and D", 2005
20. Fefilova Ye. P., Potorochina Ye. A. Lesson-based developments in the course "The World Around". + The ABC of nature in poetry, riddles, counting rhymes, outdoor games. M .: "VAKO", 2006
21. Shorygina T. A. Birds. What are they? What are the animals in the forest? A journey into the natural world and the development of speech. A book for teachers, tutors and parents. - M., "Publishing house GNOM and D", 2000

Changes in modern times public life require the development of new ways of education. The emphasis is transferred to the upbringing of a truly free personality, the formation in children of the ability to think independently, to acquire and apply knowledge, to think carefully about the decisions made and to clearly plan actions, to effectively cooperate in groups that are diverse in composition and profile, and to be open to new contacts and cultural ties. This due to the introduction of methods and technologies into the educational context of educational institutions based on the project activities of students.

The main feature of the project method is learning on an active basis, through the purposeful activity of the pupil, corresponding to his personal interests.

Currently, the project method is widely implemented in the school education system. The possibilities 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;
• the presence of individual forms of work of the teacher and the student - group and individual sessions and consultations, offsite events, seminars and conferences;
• a variety of activities and a wide range of development and learning directions offered to children.

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

• problematization (considering the problem field and highlighting subproblems, formulating the leading problem and setting objectives arising from this problem);
• goal setting and planning of the child's content activities;
• introspection and reflection (the effectiveness and success of solving the project problem);
• manifestation of creativity and communication skills
• presentation of the results of their activities and progress of work;
• presentations in various forms, using a specially prepared design product (layout, poster, computer presentation, drawings, models, theatricalization, video, audio and stage performances, etc.);
• search and selection of relevant information and assimilation necessary knowledge;
• practical application of the accumulated knowledge and skills in various, including atypical, situations;
• selection, development and use of a suitable technology for manufacturing a design product.

Project activities in the Palace of Children and Youth Creativity are carried out in accordance with technology - in stages. Work on a project begins with setting goals. Competently formulating goals is a special skill. These goals are the driving force behind each project, and all the efforts of its participants are aimed at achieving them. First, the most general goals are determined, then gradually they are more and more detailed until they descend to the level of the most specific tasks facing each participant in the work. If you do not spare the time and effort for goal setting, the work on the project in this case will turn into a step-by-step achievement of the set goals from the lowest to the highest. In this case, the project activity is 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 Great Victory"And the saved world remembers:"

At the beginning 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 who live many years after the end of the Great Patriotic War need to remember this? ? And what does it mean to remember the war? "

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

We came up with a proposal to unite and do something to each individually and at the same time together - together.

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

The teachers together with the children responded to our appeal. Someone has been supporting the veterans of the Great Patriotic War for several years, while others have thought about the war for the first time.

The purpose of the project: creation of conditions for the social realization of the personality of pupils, civil formation.

Tasks:

in training:

• acquaintance and development of the project method in the context of additional education
• formation of the ability to search and select relevant information
• the formation of the ability to apply the accumulated knowledge and skills in various situations;
• to give an idea of ​​the universal ways to achieve the result that work, regardless of the specific content

in education:

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

in development:

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

DEFINITION OF APPROACHES.

Pedagogical Council.

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

Design is a joint educational and cognitive, creative or play activity with a common goal, agreed methods, methods of activity aimed at achieving a common result.

Stages of work on the project.

1. Pre-project (preparatory).

Target definition, identification Problems, formulation of the project topic, forecasting the result

2. Stage of planning work on the project.

3. Analytical stage.

Collecting information, systematizing data, setting up an experiment, making models (models, scenarios).

4. Generalization stage.

Presentation of the result, choice how the result is presented

5. Final stage.

Presentation of the results obtained, understanding the results.

Typology of projects.

1. Research.

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

2. Creative.

They do not have a detailed structure, it develops along the way, the final result is clearly planned

3. Games.

The structure is only 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 the selection of information about any object. Methods for obtaining and processing information are being considered.

5. Practice-oriented.

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

Design features

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

PREPARATORY STAGE (pre-project).

Development of a phased work on a project

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

"And the saved world remembers:"

Stage.	Content.	Dates of the event.
1. Preparatory stage.	Dive into the topic of the project. Methods and forms: conversation showing a video clip meetings with the participants of the Second World War watching films and documentaries about the war	October 19 - October 31
2. Stage of planning work on the project	Determine the form and content of your personal participation in the common project. Possible forms or ways of presenting the result are - product: computer presentation; play; stand; video film; pano; exhibition (art, photography, arts and crafts, etc.); musical and literary living room; family archive; individual and joint compositions (choreographic, musical, poetic)	November 1 - November 9; submit your application!
3. Stage of implementation of the plan.	Business meeting participating educators project. Work according to individual plans. In the course of work, it is possible to present the current result (collected material, presentation, composition, drawings, etc.).	November
4. Generalization stage.	Round table (meeting of project leaders and participants in order to discuss ongoing work, exchange experience 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 where all projects dedicated to the 65th anniversary of the Great Victory will be presented.	May

STAGE OF IMPLEMENTATION OF THE CONSIDERED

Examples of projects of collectives.

Team.	The form of the final result.	Name.
Choral studio "Malinovka" Folklore ensemble "Ryabinushka" ORNI "Rosinka"	Music lounge	"Let us bow to the great, those years"
Art studio "Synthesis"	Author's exhibition	"Victory Day"
Ceramics and Modeling Studio	Collective exhibition	"Dedicated to the winners"
Studio "Patterns"	Collective panel	"Beauty will save the world"
Children's Science Club	Collection of postcards	"Do-it-yourself congratulations"
Computer class "Alkor"	Author's projects	"Songs of the war years" "Battle of Kursk" "Artillery weapon"
Tapestry and batik workshop	Author's work	"Half an hour before the 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"
Studio for early creative development "Harmony"	Album	"Family chronicle"
KSP "Nadezhda"	composition	"Songs of War"
RVO "Nadezhda"	Social projects: A minute of silence	"To be remembered"
Chess section "Kaissa"	Wall newspaper	"Defense of Moscow"
Ensemble "Arabesque"	Composition	"Revival"
Ensemble "Aquarelle"	Composition	"Roads of war"
Karate section	Photo album	"Way to victory"
Contemporary dance workshop	Composition	"Letters of War"

GENERALIZATION STAGE.

Round table of project participants

Address to the participants of the Round Table.

We are going to exchange experience and summarize the intermediate results of the project of the Palace of Creativity, dedicated to the 65th anniversary of the Great Victory.

It's time for the most active action!

If you and your team have not yet joined our common cause, you can: make invitation tickets to our Forum to collect information about relatives and friends - participants of the Second World War, whom we can invite to our Forum.

Round table work program.

Progress in preparing projects in children's associations

From the experience of creating a project

• pupils of the computer class "Alkor"
• pupils of the uneven-aged squad "Nadezhda"
• pupils of the water sports club "Aquarius"
• pupils of the orchestra of Russian folk instruments "Rosinka"

Proposals of collectives for joint work: Workshop of contemporary dance, Children's scientific club.

Preparation for the presentation of the project.

FINAL STAGE.

Forum of pupils, teachers and parents of the Palace of Creativity.

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

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

Children and adults from 28 collectives of the Palace took part in our project. This is the result of the joint efforts of children and their parents and grandparents. From the family archives, relics stored for years have been extracted, information about people who have passed the terrible tests of the war, about the course of hostilities has been 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 the participants and guests of the Forum.

Presentation of the program and a commemorative badge.

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

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

17.00- 18.15 Musical and poetic composition.

Solemn rewarding of the Forum participants and pupils of the Palace 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 in the form of newspapers, albums, stands about 32 participants in military events - relatives of the inmates of the Palace;
• Decorated exhibitions of drawings and handicrafts on military topics;
• Based on the results of the search work, material was collected about 22 Heroes of the Soviet Union buried at the Preobrazhensky cemetery. Their names appeared on the mass graves of the memorial;
• Meetings were held with veterans of the Great Patriotic War in Moscow, Kursk, Moscow, Podolsk regions;
• 18 concerts were given for veterans and participants of the Second World War in military units Moscow, Kursk, Moscow, Podolsk regions;
• A Minute of Silence was held at the Common Graves of the Preobrazhensky 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" squadron; parents; school representatives;
• The Nadezhda detachment of different ages took part in the Solemn lighting of the Eternal Flame at the Preobrazhensky cemetery and traditionally exhibited Guard of honor May 9 at the Eternal Flame;
• Trips to places of military glory were conducted by the clubs "Aquarius" and "Azimut", the material is presented at the stands;
• Choreographic compositions were staged: "Renaissance"; "Roads of War"; "Letters of War";
• Creative project of collectives of the music department: musical and literary living room "Let us bow to the great, those years" with the active participation of the pupils' relatives;
• Hand-made greeting cards and presented to relatives - participants of the Second World War; sketches of postcards, design was thought out and implemented by the pupils of the Children's Science Club;
• The author's projects of the pupils of the computer club "Alkor": "Songs of the war years", "Kursk battle", "Artillery weapons", "Monuments".

Natalia Tsingler
Creative project "Territory of Creativity"

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

Creative project

« Territory of creativity»

Additional education teacher

Highest qualification category

town of Mezhdurechensky

annotation

Project« Territory of creativity» :

By method: practice-oriented.

By the number of participants: pupils of the vocal association "Sibiryata", vocal teacher, teacher - choreographer.

By the nature of contacts: center of additional education, contacts with the family, with a general education school, with cultural institutions, social protection population, church parish.

By time: long term (1 year).

Focus:

The project focused on vocal and choral work with pupils of the vocal association (all age groups) and is aimed at popularizing folk and pop art. In conditions the project the collective of pupils of the vocal association is working on the creation of joint vocal numbers, that is, pupils of different age groups do one common cause, which contributes to the cohesion of the team, responsibility for a common cause, and adult vocalists act as mentors for younger pupils. In the course of work, knowledge in the field of musical art is expanded. Favorable conditions are created for creative activities of the vocal group.

BACKGROUND AND THE NEED FOR DATA PROJECT

The project designed for pupils of a vocal association "Sibiryata"... Children are engaged in this association of different ages (preschoolers and pupils of school age 7 - 17 years old)... There are three age groups in the association, which are engaged in a thematic curriculum corresponding to the age level. When working with vocalists, it was not uncommon for it to be necessary to perform a vocal number by the entire composition of the association, or by an uneven-aged duet or trio. This method of work fruitfully affected the work of the vocalists and was very interesting to the pupils. In addition, it should be noted that when on stage children of different ages perform a joint vocal number, this brings 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 the 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, activates creative the powers of reason and the energy of thinking even in the most inert children. The foundation of aesthetic culture is being laid for development, which requires the organization of new models of education, therefore, a new quality of the process of developing musical abilities. The solution to these issues is possible by introducing children to the art of music through singing as the most accessible type of musical activity. In the process of singing, the whole complex of musical abilities is successfully formed, emotional responsiveness to music, and the child's experiences are enriched. In addition, educational tasks related to the formation of the child's personality are being solved. Modern science has proven that children engaged in singing activities are more responsive, emotional, receptive and sociable. Voice control gives the child the opportunity to instantly express his feelings in singing, and this emotional outburst charges him with vital energy.

Novelty the project consists in next:

An integrated learning approach.

Integration - (lat)- restoration, replenishment, unification of parts into a whole (integer is a whole, moreover, 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 in uniting different age groups, or soloists of different ages. The results of integration learning are manifested in the development creative thinking of pupils.

Target the 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, possession of various sound attacks, pure intonation, etc.).

To form the skills of adequate and expressive performance of vocal music;

To teach pupils the techniques of stage movement, acting.

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

Developing:

Develop teamwork skills;

Develop personal and communication skills.

Educational:

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

To cultivate an aesthetic taste, performing and listening culture.

Health-preserving component programs:

Build an educational process that contributes to strengthening, as well as improving the health of children;

Master ways of self-regulation, support healthy way life.

Staffing and management project

To implementation the project the specialists of the center for additional education will be involved - the director, deputy director for teaching and educational work, the methodologist of the center for additional education, the parents of the pupils, the teacher-choreographer.

Director - carries out general management project.

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

Supervisor the project- is the organizer and implementer the project.

Choreographer teacher - organizes work on mastering the skills of stage movement.

Cooperation with partner organizations (perform concert activities):

CDC "Rondo"

RDKI "Konda"

Schools of the Kondinsky district

CPN "Fortune"

Cooperation with the local Orthodox religious organization

The parish of the Church of the Icon of the Mother of God "Joy of All Who Sorrow"

Description of activities during the project

Preparatory stage (Term: September - 2015):

1. Selection of vocal material for performance.

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

At this stage, work is carried out on learning vocal pieces in groups, and then a summary rehearsal takes place. (where all the vocalists are present)... Here, work is already underway on the production of the work and the integral sound of the collective. These rehearsals are held as needed (1 - 2 times a month for 2 hours).

To implement this the project the work includes works and events shown in the table (this plan can be adjusted).

Planned piece for joint performance Participants Events Dates

"Cheering" Moose. Alexandra Ermolova, lyrics Vadima Borisova Average and senior group District festival "Friendship of Peoples"

"Heart of my land" Duet - Tsyngler N. N. and Bidzheva Milana

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

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

"Christ the baby had a garden" Junior, middle, senior group. Concert event - "Holy Easter" April

"Angels of Hope" Junior, middle, senior group. Report concert of the center april

The final stage (Term: May 2016):

Analysis of activities at all stages the project, correlating the results with the tasks set;

Creation of a bank of pedagogical experience (report).

In the process of implementation the project the following problems may occur

Risk factor Ways to overcome

Deficiency of vocal repertoire Use of Internet resources

Insufficient training of pupils

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

Missing classes:

Due to illness

Other reasons Working together with parents

As a finished product the project is planned

Replenishment of the card index of musical and performing repertoire;

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

Prospects for the dissemination of results the project:

Concert activities of the pupils of the association;

Competitive activity of the pupils of the association;

Dissemination of teaching experience (pedagogical communities, seminars, teacher's website, etc.)