TO THE PROBLEM OF USING PROJECT AND RESEARCH ACTIVITIES IN KINDERGARTEN
DOI: 10.23951/1609-624X-2017-8-42-45
The paper is dedicated to the problem of organization project and research activities in kindergarten in the context of realizing The Federal Educational Standard for Preschool Education. The goal of this research is to analyze differ ences between these activities and highlight their educational resources. The examples of incorrect organization of project and research activities in kindergarten are given. The author analyzes two articles from the magazine “Kindergarten: theory and practice” and proves that kindergarten teachers and parents often formalize children’s activities, perform the most part of the work themselves, restricting the cognitive activity of a child. The author offers a number of recommendations for preschool children’s parents about what can and can not be done at home in joint projects. Lack of understanding by teachers of the differences between project and research leads to inadequate choice of tools and methods and in addition to decreasing of educational resources in cognitive and practical activities. It is important to take into account that the project activity is an integrative activity, in which the playful, artistic, communicative and practical activities are connected. Finally, the author clarifies the thesis of teacher (parent)-child and child-child collaboration as the basic of project and research activities in the modern kindergarten.
Keywords: joint activity, cognitive activity, educational resources, project, research
References:
1. Savenkov A. I. Metodika issledovatel’skogo obucheniya mladshikh shkol’nikov [Method of research teaching of junior schoolchildren]. Samara, Uchebnaya literatura: Fedorov Publ., 2010. 224 p. (in Russian).
2. Timofeeva L. L. Problemnyy podkhod v obrazovanii starshikh doshkol’nikov [Problem approach in the education of senior preschoolers]. Detskiy sad: teoriya i praktika – Kindergarten: theory and practice, 2012, no. 6, pp. 40–49 (in Russian).
3. Rudenko I. V. Sovremennye obrazovatel’nye tekhnologii v rabote s doshkol’nikami [Modern educational technologies in the work with preschoolers]. Vektor nauki TGU – Vector of science, 2013, no. 2 (24), pp. 423–426 (in Russian).
4. Lashkova L. L., Makarenko E. V. Sotrudnichestvo detey i vzroslykh v proektnoy deyatel’nosti [Cooperation of children and adults in project activities]. Detskiy sad: teoriya i praktika – Kindergarten: theory and practice, 2012, no. 15, pp. 84–95 (in Russian).
5. Semenova N. A. Preemstvennost’ v issledovatel’skoy deyatel’nosti na raznykh etapakh obucheniya [Continuity in research activities at different stages of teaching]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, no. 5, p. 23–25 (in Russian).
6. Semenova N. A. Issledovatel’skiye deystviya kak osnova vklyucheniya doshkol’nikov v poznavatel’no-issledovatel’skuyu deyatel’nost’ [Research actions as a basis for including preschool children in cognitive and research activities]. Detskiy sad: teoriya i praktika – Kindergarten: theory and practice, 2015, no. 9, pp. 18–24 (in Russian).
7. Matyash N. V. Innovatsionnye pedagogicheskiye tekhnologii. Proektnoye obucheniye: ucheb. posobie dlya studentov [Innovative pedagogical technologies. Project training: teaching manual for students]. Moscow, Akademiya Publ., 2011. 144 p. (in Russian).
( 349.15 kB ) 
( 342.24 kB )
Issue: 8, 2017
Series of issue: Issue 8
Rubric: HUMANITIES EDUCATION
Pages: 42 — 45
Downloads: 689