Creative research project “The Magic World of Paper”

MAGAZINE Preschooler.RF

Creative research project “The Magic World of Paper”

Prepared by: Almira Mavletzyanovna Karamullina, teacher.

Project type: long-term, group.

Age group: children of senior preschool age.

Project participants:

Pupils of the senior, preparatory group: participation in search, research, experimental activities, making exhibits from paper for a mini-museum.

Educator: analysis of literature on the topic of the project, development of notes to familiarize students with types of paper, its properties, purpose, etc.; design and organization of educational activities with children.

Parents (legal representatives) of pupils: participation in the creation of mini-museum exhibits, creation of a unified educational environment as part of the project.

Problem: Children are explorers by nature. Research and search activity is the natural state of a child; he is determined to understand the world around him, he wants to know it. From early childhood, children are attracted to paper for its diversity, unusualness, and versatility. And this interest of children in paper led me to the project “The Magic World of Paper” . Why "magical" ? Because a child, in order to reveal the properties of paper, performs truly wonderful transformations, opens the curtain of history, and makes interesting things.

The choice of the project topic is also not accidental. It is due to the fact that 2017 is called the Year of Ecology in Russia. The life of a modern person without paper would not be complete. We come across paper and products made from it every day. Many of our actions are related to paper. Sometimes we no longer notice how we do not treat paper with care and do not save it. And preschool children, due to their age, do not understand the scale of this problem of Humanity. If you give every child from preschool age the opportunity to experimentally, through their own research activities, study paper, which on the one hand is a world of unusual beauty, on the other - the cause of the death of forests - then the child, at a minimum, will love it, will want not only to protect and save paper , but the tree and forest from which it is made.

Goal: creating conditions for the development of cognitive activity of preschool children through expanding children's ideas about paper, its types, properties, and the possibilities of its use by people.

Tasks:

Introduce the variety of types of paper, its properties, the wide range of uses of paper by people: give the child the opportunity to really, independently discover the magical world of a sheet of paper, comprehend the properties, structure, enjoy the palette of colors, combinations of different shapes and sizes.
Develop a imaginative idea of the capabilities of objects, learn to design and model, find unexpected options for their use.
Expand children's ideas about the world around them, clarify children's ideas about the museum as a place for storing historical objects.
To develop in children an awareness of the need to take care of paper and an understanding of the limited nature of the resource.
To form the prerequisites for search activity and intellectual initiative.
Activate children's speech activity.
Develop skills in artistic and productive activities.

Relevance:

The surrounding reality appears before the child in all its diversity: nature, man, the man-made world, etc. Introducing children to everything that society lives is a task that humanity has been solving since the need to pass on the experience of the previous one to each subsequent generation began to be realized.

The objective world has a great influence on the emerging needs of a little person and serves as a kind of support for him in communicating with other people. The subject introduces the child into the world of adults, “informs” him about this world, enriches the content of social experience and influences all-round development. Objects are characterized by characteristics that the child perceives through sensory means, i.e. visually, tactilely, tactilely and through mental operations. This is what ensures the development of his personality.

According to O.V. Dybina, children’s cognitive activity is realized in activities. It is search activity that is capable of mobilizing the strength of preschoolers in understanding reality, independently discovering its connections, relationships, patterns, and in transforming experience.

Hypothesis:

The use of a variety of effective methods to familiarize themselves with the properties, quality and types of paper increases children’s interest in the surrounding reality and the desire for independent knowledge.

Expected Result:

Acquaintance with the history of the creation of paper, generalization of knowledge about paper - as a material that has certain properties and qualities, acquaintance with new types of paper (copier, sandpaper, tracing paper), increasing children's interest in understanding the world around them.
Consolidation of knowledge about cause-and-effect relationships between the ecological state of the Earth and human life;
Enrichment of the subject-spatial environment of the group.
Improving relationships between children, between adults and children.

Project content:

Stage 1 – preparatory

The teacher formulates the problem and goals of the project, after which the product of the project is determined. Introduces children into a game or story situation, and then formulates tasks.

The tasks of children at this stage of the project are: getting into the problem, getting used to the game situation, accepting tasks and goals, as well as supplementing the project’s goals. The last point is very important, since one of the important tasks of a teacher is to develop an active life position in children; Children should be able to independently find and identify interesting things in the world around them.

Search for information: encyclopedias “Pochemuchka” , “I explore the world” (section “History of the creation of paper” , “Use of paper” ), Internet resources.
The teacher’s story “Journey to the Past” (introduction to birch bark) and experimental research activities, which is more convenient to write on - paper or birch bark.
Examination of illustrations, photographs, museums, exhibits, ready-made paper crafts, activation of vocabulary on the topic.
Exercise-conversation in a circle “What is paper used for, where is it used, what kind is it? ”

Stage 2 - activity

At this stage, the teacher (in addition to organizing activities) helps children competently plan their own activities in solving assigned tasks.

Children are united into working groups, and roles are distributed.

Forming an island for studying different types and grades of paper (scissors, water containers, paints, pencils, stencils, glue). “Paper Collector” : expand children’s understanding of different types and grades of paper. Search for paper of different textures. Making a collection of paper.
Making a lapbook “This Amazing Paper” , a mini-museum “The Magic World of Paper” (location in the playroom).
Activation of cognitive activity. Conversations with the presentation “Origin of paper” , “How is paper made today?” , conducting experiments with paper “Comparison of Paper” , examining the collection “Types of Paper” , organizing and holding an “Evening of Tricks with Paper” .
Activation of children's speech activity and play experience. Organization and conduct of open organized educational activities on the topics: “Paper Sorceress” , “Acquaintance with copy paper” . Organization and conduct of didactic games: “Magic Paper” , “Paper Fairy” , “What has changed?” , “Find something similar” , “First, what then?” , “What kind of paper is it made from?” , exercise “Wonderful bag” (guess the type of paper by touch). Speech games: “Finish the sentence” “Say the opposite” , “Paper, paper, paper” , “It doesn’t happen like that” . Plot-role-playing games “Excursion to a paper factory” , “Paper products store” . Situational conversations: “What will happen if the forest that is used to make paper runs out?” , “Do I need to collect waste paper?”
Activation of children's productive activities. Familiarizing children with the plastic properties of paper, with different types and textures of paper in artistic and productive activities: Reading B. Zhitkov “Where did paper come from?” , reading poems by S. Mikhalkov “A Blank Sheet of Paper” , B. Okudzhava “Paper Soldier” , solving riddles about paper. Drawing “The leaf was white, it became colored . Application “Let's decorate a paper napkin” . Construction - origami “Hello, Kitty” , “Rook” , “Paper Peonies” , “Heart for Mom” .
Interaction with parents:

Selection of information and visual materials about paper.

Joint production of crafts with children for the mini-museum “The Magic World of Paper” .

Consultations for parents “Paper fantasy” , “Making toys together” , “The influence of experimental activities on the development of a child’s cognitive activity” .

Stage 3 – final

The results of the work on the “Magic World of Paper” are presented in the form of a mini-museum “The Magic World of Paper” and an exhibition “Paper Crafts” . The teacher prepares a presentation on the project activities and conducts it. Children actively help in preparing a mini-museum and an exhibition of crafts, after which they present the product of their own activities to the audience (parents and teachers).

During the project, indicators of cognitive development significantly improved. Children's cognitive activity and desire to learn something new about the world around them have accumulated. The introduction of the project method gave positive results in organizing educational work with children: children’s moral qualities such as thrift, care, accuracy, and hard work improved.

Next >

Project “In the wonderful world of paper and fabric”

January 15, 2013

Competition “My Pedagogical Initiative - 2012”
Nomination “Methodological work in preschool educational institutions”

Introducing children to everything that society does is the most important task of all generations.

The central issue of the project is creating conditions for the development of preschool children through familiarization with the properties and qualities of paper and fabric. The project clearly traces the relationship between the cognitive development of a preschooler through cognitive and research activities. The project contributes to the development of pupils’ horizons, the formation of cognitive activity, and respectful attitude towards working people.

The goal of the project: development of cognitive abilities and cognitive activity of children of primary preschool age, through familiarization with the properties of paper and fabric.

Formulation of the problem:

The choice of the project topic was not accidental. One day, two dolls came to the children’s group. One doll was wearing a paper dress, and the other was wearing a fabric dress. The dolls argued among themselves: who has the better dress? They turned to the children for help. The children's opinions were divided and it turned out that many of the children did not know what fabric was.

Experimental activity with fabric and paper

This is how the idea of the project arose and a great desire to pass on to each child not only knowledge about paper and fabric, but also to bring them to the understanding that both paper and fabric are very necessary and useful, only they have different purposes.

Project type:

According to the dominant activity in the project: research, gaming.
Content: pedagogical.
According to the composition of participants: group.
By duration: short-term, 6 days.

Venue: MBDOU No. 15, group No. 7, wardrobe maid's office.

Objectives of project activities:

Area “Cognition”: help children learn about the properties and qualities of paper and fabric; develop cognitive interest in research activities, the desire to learn new things; develop research skills.
Area “Communication”: develop connected speech, activate and enrich vocabulary.
Area “Artistic Creativity”: train children in careful painting, in the ability to paste ready-made shapes, creating an image of a fox; learn how to create a pattern for a dress, how to make an airplane out of paper.
Area “Labor”: to cultivate a value attitude towards the work of adults, to introduce them to the profession of a seamstress.
Area “Safety”: introduce children to safety precautions when working with scissors and a needle.
Area “Socialization”: develop children’s play activities; ability to work in a team, participate in joint experimental activities.
Area “Physical Education”: develop speed, agility, and the ability to quickly respond to the teacher’s signal.
Developmental: develop memory (memorizing poetry), thinking, logic (draw conclusions), attention (ability to see the main thing).

Project stages:

Organizational and preparatory.
Basic.
Final.

Project participants: teacher Anna Andreevna Agisheva, children of the second junior group, their parents, wardrobekeeper Vera Grigorievna Kostyleva.

Expected results:

Enriching children with knowledge about the properties and qualities of paper and fabric will help them identify features such as function (method of use) and purpose (ability to satisfy needs) in objects.

Relevance:

The objective world has a great influence on the emerging needs of a little person and serves as a kind of support for him in communicating with other people. Through the object, the baby learns that the world has different properties and qualities. The child masters ways of acting with objects, and this helps him acquire “power” over the world in which he lives. The subject introduces the child into the world of adults, “informs” him about this world, enriches the content of social experience and influences all-round development.

The formation of attitudes towards the objective world is reflected in the studies of R.I. Zhukovskaya, R.I. Zinchenko, I.I. Rozanova, who studied the process of instilling a caring attitude towards the results of the work of adults and developing in children a feeling of gratitude to an adult for caring about them. The objective world in their works is seen as a means of instilling such moral qualities as thrift, care, accuracy, hard work, the habit that every thing has its place, and the awareness that adults work hard to create things, so the results of their labor must be preserved.

Objects are characterized by characteristics that the child perceives through sensory means, i.e. visually, tactilely, tactilely and through mental operations. This is what ensures the development of his personality.

Therefore, children 3–4 years old need to be introduced to the objective world in the process of actions with objects, i.e. allow children to feel, stroke, break, tear, bend, squeeze, throw, lift, etc.

Appendix 1. Full text of the work

Appendix 2. Project presentation

Author: Agisheva Anna Andreevna, teacher of the first qualification category of MBDOU No. 15, Kovrov, Vladimir region, teaching experience 10 years.