Objective of the project: get acquainted with the principle of creating a collective project, involve each participant in an active cognitive and creative process.

The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. The most effective means is children's project activities.

It's no secret that preschool children are explorers by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, and independently seek new information about the world are traditionally considered as the most important features of children's behavior. Research and search activity is the natural state of a child; he is determined to understand the world. To explore, discover, study means to take a step into the unknown and unknown.

“Looking at the beautiful and hearing about the beautiful, a person improves,” the ancient Greeks said. Therefore, we must surround the child with beauty - with everything beautiful we can! Nature can give us everything we need to raise children. How many wonderful sensations and impressions you can get from communicating with nature! How many colors, shapes, sounds, transformations you can see and hear in it!

The topic of the developed project was chosen taking into account the age characteristics of young children and the amount of information that can be perceived by them. This children's research project is aimed at children acquiring experience in their own experimental research activities, children's awareness of their interests, the formation of skills to realize them, the acquisition and application of new knowledge by children in life.

The project “The world around you with your own hands” consists of mini-projects dedicated to the seasons: “Golden Autumn”, “Oh, winter-winter...”, “Red Spring”, “Red Summer”.

We began work on this project with an excursion to the Winter Garden.

On walks with children we observed nature: we looked at plants, compared the leaves of different trees. An indispensable assistant in our walks was a magnifying glass, through which we looked at everything, from a blade of grass to an ant. Of course, we collected natural materials: leaves, sticks, branches. We dried and prepared colorful leaves for the autumn project “Golden Autumn”. Children, together with their parents, took part in excursions and prepared materials based on the results of these excursions, and participated in the production of joint crafts for creative exhibitions.

In art classes we learned how to use scissors. The children cut a plastic bag, from which we then formed a lake.

Wild animals “settled” in our autumn forest, mushrooms “grew”, which the children made themselves, and tits and sparrows, also made with their own hands, “flew in”. And a mother and her daughter made a snow-white swan.

We used the finished project “Golden Autumn” in classes on the world around us.

As soon as the first snow fell, work began on the next mini-project “Oh, winter, winter...”.

I decided to conduct an experiment. They took a glass, filled it with snow with the children and put it on the window and began to wait. After some time, the snow in the glass began to fill with water (melt!). Imagine the children’s surprise when they suddenly discovered that snow was “made” of water and therefore could melt. And besides, the water is dirty. So you can't eat snow!

This simple experiment aroused such curiosity in the children that they became actively interested in the nature of things. After a long and heated discussion about the properties of snow, they decided to make snowdrifts from cotton wool, and loose snow from foam plastic. The foam was crushed and the branches were covered with it. The result was trees covered with snow. They made snowmen, bunnies, and huts from plasticine. The result is a winter landscape.

We started working on the “Red Spring” project in early March. They brought branches into the group, put them in the water and began to observe them. Gradually, the buds on the branches began to swell, and the children learned that with the onset of spring, the buds swell on the trees and leaves appear from them. The sun is already starting to warm up, the snow is melting, icicles appear on the roofs of houses. We embodied all these observations during the walk in the project. Our parents helped us. The children happily told their mothers about their observations.

Parents have become active participants in the educational process. Interaction with the family allowed us to achieve the greatest results in working with preschoolers.

The mini-project “Red Summer” was depicted in the form of a village yard where pets live. We compared domestic animals with wild ones: where they live, what they eat, how they prepare for winter, what role they play in people’s lives.

During the year, we examined all the seasons: characteristic features, features. Children observed nature and embodied their knowledge gained from this in projects.

In the process of working on this project, children were engaged in productive activities aimed at developing coherent speech, based on means of developing fine motor skills: modeling, appliqué, drawing. And the children experienced a variety of feelings: they were happy about the beautiful image that they themselves created, they were upset if something didn’t work out. But most importantly; By creating a collective project, children acquired various knowledge; clarified and deepened ideas about the world around us. In the process of work, they began to understand the properties of objects, remember their characteristic features and details.

In the course of work, children acquired knowledge and skills that facilitate children’s assimilation of specific information about plants, animals, and natural phenomena, allowing them to instill in them environmental skills and respect for the environment and the natural world. Children developed research skills, developed cognitive activity, independence, creativity, and communication.

All this contributes not only to the knowledge of the beautiful in nature, but also in oneself, the affirmation of human dignity, kindness, empathy for all living things, interest in the surrounding world, natural phenomena; understanding of the uniqueness of living things, practical skills in humane treatment of them.

Using the project method in working with preschoolers helps to increase the child’s self-esteem. By participating in the project, the child feels significant in a group of peers, sees his contribution to the common cause, and rejoices in his successes.

The project was implemented in a playful way with the inclusion of children in various types of creative and practically significant activities, in direct contact with various objects of the surrounding society (excursions, games on objects of the social environment, practically useful activities). In the future, work on this project will be complicated and continued.

During this time, we all learned about the world, made discoveries, were surprised, disappointed, made mistakes, corrected them, and gained experience in communication. But each of us walked the path of discovering the unfamiliar, previously unknown, and together we did one thing: we studied and taught each other. Despite my teaching experience, I am convinced every time that repetition is impossible. Each child is unique, and what we do as teachers is unique, we cannot and will not be able to do what we have already done with previous children. All that remains is experience and knowledge. Why repeat? A new fairy tale, a new game, a new discovery of a wonderful world in bright, living colors will come to open the way to the heart of a little inquisitive, tireless explorer.

The following project is often asked at school: to make a model of our galaxy. ? Exactly! Try making it from simple materials at hand, such as cardboard. The exciting process not only improves work skills, but also introduces the child to the basics of astronomy. He should pay attention to recognize the planets and place them in the right places. The Star World set will help you understand this issue.

It will be interesting to create a dynamic model - it both illustrates the location of astronomical bodies and demonstrates their movement. As in reality, cardboard planets rotate in orbits around the Sun and around their own axis. Use this manual as visual material for school or kindergarten - the original craft will arouse keen interest among children!

How to make a solar system with your own hands: master class with photos

What you need to prepare for the craft:

• corrugated cardboard
• scissors and stationery knife
• decorative tape
• PVA glue
• needles and carnations

Additionally, you will need paints. To make the planets look more realistic, print the template on a color printer.

STEP 1. Cut out 9 circles of different diameters from cardboard and color each of them. Use rich colors that are associated with space - black, dark blue, purple.

STEP 2. Once the paint has dried, place the circles on top of each other and staple in the center. We used part of a sushi stick; A toothpick or any other rod is also suitable for this.

STEP 3. Cut out stars from decorative tape or colored paper and stick them on the base. Experiment with sizes and shapes!

STEP 4. Cut out the printed images of the planets and glue them onto cardboard circles of the appropriate size.

STEP 5. Secure them to the base using nails. The hat is stuck into the base of the circle, and the planet is placed on the needle. Glue the rings of Saturn onto thin cardboard and connect them to their owner with needles.

Nature and man-made world: didactic games for children, cards for downloading. educational video for children about living and inanimate nature.

Nature and the man-made world: a didactic game for children

From this article you will learn how to introduce your baby to the world around him, how to explain what living and inanimate nature is, what the man-made world is and how they differ, what educational and educational games will help you.

Today I am pleased to introduce another reader of the “Native Path” site and a participant in the competition. She is not only a mother of many children, but also a student at a pedagogical college and a kindergarten teacher by profession. Marina has prepared a game for readers of “Native Path” to familiarize children with the world around them.

I give the floor to Marina: “My name is Smirnova Marina Anatolyevna. I’ve been on the “Native Path” website for a short time—about a year. I live in the village. Chastoozerye. I have three children, a 4th year student at a pedagogical college. I work as a kindergarten teacher. I’m interested in beadwork, drawing (both with pencils and paints), plasticineography, modular origami, sewing simple felt toys for activities, making various crafts, etc. I recently started making educational games for children.” And today Marina Anatolyevna shares with us two games and cards for them.

The natural world and the man-made world. Living and inanimate nature

In didactic games, children not only clarify their ideas about the world around them and the need to take care of it, but also develop: coherent speech, cognitive interest, the ability to analyze, compare, generalize, group objects, and children’s attention.

In didactic games, children learn that the objects around them are different.

Some objects are made by man (the man-made world), while other objects are created by nature (the natural world).

The natural world is also very diverse. There is living nature, and there is inanimate nature.

To the natural world include stars and the Moon, forests and mountains, grass and trees, birds and insects. These are those objects that exist outside of man; he did not make them with his own hands or with the help of machines and tools.

• To inanimate nature include snow and sand, a ray of sun and stones, clay and mountains, rivers and seas.
• Towards living nature include plants, fungi, animals and microorganisms.

To the man-made world include our clothes and shoes, houses and vehicles, tools and hats and much more, shops and other buildings around us, stadiums and roads.

How to explain to children how the natural world differs from the man-made world and how living and inanimate nature differ from each other?

It is very well explained to children what nature is and how living and inanimate nature differ in my favorite program for children about the world around us, “Shishkina School. Natural History". Watch this educational and fun program for kids with your children. Play the game with its characters, discuss their answers and mistakes.

What kingdoms does the natural world consist of?

Children will learn about this from the program“Shishkina School” on the topic “Kingdoms of Nature”, and together with the animal heroes of the program, they will guess riddles about the inhabitants of these kingdoms

And now that your baby has learned what nature is, how to distinguish the natural world from the man-made world, how to distinguish living and inanimate nature, let's play a didactic game and consolidate and clarify children's ideas about the world around them. And Marina’s games and cards will help us with this.

Didactic game 1. “Living and inanimate nature”

Material for the game

• Pictures depicting objects of living and inanimate nature (planet earth, duckling, forest, butterfly, mushroom, mountains, etc.)
• Red and green cards (for each child)
• Two dolls or other toys.

Progress of the game

Create a play situation with toys. Two toys (dolls) quarreled and cannot separate the pictures. Ask the children: “How can we reconcile our dolls? How can you share these pictures between Katya and Masha?” Children discuss how they can help their toys.

Draw the children's attention to the cards - hints, remember what they mean. The duckling is the world of living nature. And mountains are a world of inanimate nature. The child helps the dolls divide the pictures correctly.

• You can give pictures to dolls, for example, give cards to Masha doll with images of living nature, and give cards to Katya doll with images of inanimate nature.
• Or you can enter conditional icons. The duckling card is green and the mountain card is red. Invite the children to cover the pictures depicting living nature with green squares (like the duckling), and cover the pictures depicting inanimate nature with red cards (like the “mountains” card).
• If the game is played with a group of children, then the adult gives each child a set of pictures and red and green cards for laying them out.

The children’s task is to correctly divide all the pictures into two groups.

Doll Masha and Katya each take their pictures and thank the children for their help, praising them for being very smart and inquisitive.

Download pictures for the game “Living and Nonliving”

Didactic game 2. Nature and the man-made world

In this game, children will learn to distinguish objects of the natural world from objects made by human hands, classify pictures, reason and draw conclusions, and describe objects.

Materials for the game

For the game you will need pictures depicting objects of the natural and man-made world (anthill, mirror, bell flower; electric lamp, etc.).

Progress of the game

A group of children is playing. You can also play in pairs “adult and child”.

Each child receives from an adult a set of pictures depicting various objects of the man-made world. An adult shows a picture of a natural object.

For example, an anthill is the home of ants. Children look among their pictures for objects of the man-made world that look like an anthill. For example, a pair for an anthill can be a modern house, a birdhouse, a stable, or a poultry house, made by human hands. Or perhaps your child will find another pair and be able to prove that it is suitable, because... similar to the original picture in some way.

You need to not only guess and find the right picture, but also prove that this picture matches the picture shown to adults.

Examples of such pairs in cards for the game:

• bell flower (natural world) - bell (man-made world),
• the sun is a light bulb,
• hedgehog - metal brush - comb with long teeth,
• live butterfly - a butterfly for a festive costume,
• planet Earth - toy ball,
• cobweb - fishing nets,
• swallow with wings - airplane with wings,
• cancer claws - pincers as a human tool,
• snowflake and snowflake - lace napkin,
• A living mouse is a computer mouse.

To form children’s ideas about phenomena and objects of the surrounding world, about their relationships in nature

Continue to develop children’s knowledge and ideas about the seasons; about seasonal changes in nature.

Teach children to acquire new information through experimentation.

To develop children’s ability to draw conclusions and inferences, and then, based on accumulated experience, to implement them in independent creative activities.

Enrich children's vocabulary.

(Slide No. 5) Development.

Develop cognitive processes (memory, attention, imagination).

Develop the ability to reflect your observations and knowledge in creative activities.

Develop fine motor skills while implementing creative ideas.

To develop children’s work and independent skills, a sense of teamwork and responsibility for the work performed.

(Slide No. 6) Education.

Foster activity and a desire to participate in the entire implementation of the project.

Cultivate an interest in the world around you and a desire to learn something new.

Foster a humane, caring attitude towards the environment.

(Slide No. 7) Project participants: teachers and children of the second younger group, parents.

(Slide No. 8) Project implementation period: long-term (one year)

Project implementation stages:

(Slide No. 9) Problem.

While walking with children on the site, the children looked at the plants and observed the life of insects. A magnifying glass, once brought by one of the children, became an indispensable assistant in our walks. They looked at everything through it, from a blade of grass to an ant. In the evening, leaving for home, the children vied with each other to tell their parents about their impressions. And in order to preserve these vivid childhood impressions of what is happening around us, at a parent meeting, together with our parents, we decided to develop a project “The world around us with our own hands.”

Stage I. Preparatory.

1. Development of a long-term plan for each mini-project.

2. Selection of the necessary methodological and fiction literature.

Stage II. Project implementation.

(Slide No. 10) One morning a fairy-tale character, the Little Mouse, appeared in the group - the Surprised One, who immediately became friends with the children. He told them about the amazing world of nature and offered to make a piece of this amazing beauty with their own hands in his group. The children readily agreed, they settled him in a corner of nature and experimentation. Our hero participated in all the conversations and experiments, he brought the children tasks and amazing stories, listened carefully to the children's stories about their impressions of excursions with their parents, walks and observations. This hero became not just a toy for the children, but a real friend with whom they could consult, turn to him with requests, and share the joy of new discoveries.

Implementing the mini-project “Golden Autumn”, during conversations and reading fiction: stories, poems, children learned about the first autumn changes in nature, about changes in the lives of people, animals and birds, insects at this time of year, made various observations, during which we learned new names of plants and garden flowers. (Slide No. 11). They also collected natural materials: leaves, sticks, branches, and dried colorful leaves for crafts. (Slide No. 12;13). During the drawing and appliqué classes, we tried an unconventional method, using straws, ink and dry leaves, to depict an autumn tree. All kinds of caterpillars, turtles, and little men were made from natural material (Slide No. 14). Children, together with their parents, took part in excursions and prepared materials based on the results of these excursions, in the form of small crafts, from which we designed the exhibition “Golden Autumn has come to us” (Slide No. 15). The final event was a small presentation of these works, where children and their parents shared their impressions and joy from working together.

(Slide No. 16). As soon as the first snow fell, work began on the next mini-project “Crystal Winter”. Throughout the winter, we observed natural phenomena: snow falling, frosty patterns on glass, frost on trees; Based on the behavior of the birds that arrived at the kindergarten sites, we tried to feed them, and together with the parents, we hung feeders on our site. (Slide No. 17). During the experimental activities, they carried out various experiments with water and snow: they took glasses, filled them with snow together with the children and put them on the window, and waited. After some time, the snow in the glass began to fill with water (melt!). Imagine the children’s surprise when they suddenly discovered that snow was “made” of water and therefore could melt. And besides, the water is dirty. This means you can’t eat snow! This simple experiment aroused such curiosity in the children that they actively began to take an interest in the nature of things: they painted snow in different colors, made colored pieces of ice, and then laid out various shapes and patterns from them. After a long and heated discussion about the properties of snow, we decided to sculpt snowmen and a hedgehog during a walk with our parents (Slide No. 18). During art classes we made several works on a winter theme (Slide No. 19). At home, the children and their parents completed several works - models of winter areas, and then talked about what they had done. The final event was a literary evening of poems and riddles on the theme: “Oh, this winter is winter...”

(Slide number 20). We started working on the “Spring Motifs” project in early March. They brought branches into the group, put them in the water and began to observe them. Gradually, the buds on the branches began to swell, and the children learned that with the onset of spring, the buds swell on the trees and leaves appear from them. The sun is already starting to warm up, the snow is melting, icicles are appearing on the roofs of houses. During the walk, we enjoyed watching the first flowers of sea buckthorn and lilac bloom, learning about medicinal plants on our site: touching and sniffing mint, examining the mother and stepmother, watching the first birds return home and settle in a birdhouse on the site. The children told their parents and their friend Little Mouse - Surprised - about their impressions of the observations. During art classes, they embodied these impressions in their works “First Leaves”, “Bouquet for Mom”, “Flower Meadow”, “Spring in the Forest”. (Slide No. 21). They decided to complete the project with a competition of joint works of children and parents on the theme: “Spring motives.” (Slide No. 22) Children and parents made their own landscapes from plasticine, and the jury determined the best child-parent work. The competition ended with a friendly and cheerful tea party, where the parents expressed great gratitude to the organizers of this project, as they began to communicate more with their children, understand them, and learned about their interests, skills and abilities in creative activities.

Before we started implementing the summer mini-project, we thought for a long time about what would interest children, what we could do to captivate them. Then one of the children asked the question “How do you get a cucumber?” We had to tell for a long time how and what this cucumber is made from. In order for the children to understand all this, we decided that they should see this from their own personal experience, growing their own crops. (Slide No. 23). Having named our mini-project “What summer brought us...”, developed a plan for its implementation, we got to work. Together with the parents, they planted a vegetable garden on the kindergarten site, where they planted vegetable seedlings. (Slide No. 24). All summer the children raised them, cared for them, watched them grow. And how much joy there was when the first small fruits appeared from the flowers. The children looked at them with delight and waited for these crumbs to turn into real fruits. After harvesting, we decided to revive our cucumbers and tomatoes, zucchini and pumpkins. (Slide No. 25) Exhibition of creative crafts “What summer brought us...” became the final event of this mini-project.

(Slide No. 26). Expected results.

In the course of work, children acquired knowledge and skills that facilitate children’s assimilation of specific information about plants, animals, natural phenomena, and allow them to instill in them environmental skills and respect for the environment and the natural world. Children have developed research skills, cognitive activity, independence, creativity, and communication. Parents have become active participants in the educational process. Interaction with the family allowed us to achieve the greatest results in working with preschoolers.

Project effectiveness assessment.

During the year, we examined all the seasons: characteristic features, features. Children observed nature and embodied their knowledge gained from this in projects. In the process of working on this project, children were engaged in productive activities aimed at developing coherent speech, based on means of developing fine motor skills: modeling, appliqué, drawing. And the children experienced a variety of feelings: they were happy about the beautiful image that they themselves created, they were upset if something didn’t work out. But most importantly; By creating a collective project, children acquired various knowledge; clarified and deepened ideas about the world around us. In the process of work, they began to understand the properties of objects, remember their characteristic features and details. Using the project method in working with preschoolers helps to increase the child’s self-esteem. By participating in the project, the child feels significant in a group of peers, sees his contribution to the common cause, and rejoices in his successes. During this time, we all learned about the world, made discoveries, were surprised, disappointed, made mistakes, corrected them, and gained experience in communication. But each of us walked the path of discovering the unfamiliar, previously unknown, and together we did one thing: we studied and taught each other. Working with children, I am convinced every time that repetition is impossible. Each child is unique, and what we do as teachers is unique, we cannot and will not be able to do what we have already done with previous children. All that remains is experience and knowledge. Why repeat? A new fairy tale, a new game, a new discovery of a wonderful world in bright, living colors will come to open the way to the heart of a little inquisitive, tireless explorer.

(Slide No. 27). Prospects for project implementation. The project can be used by educators and preschool education methodologists who implement the education and development of children under the “Childhood” program.