The Moscow project “Kurchatov Center for Continuous Convergent Education” was developed as part of the implementation of the project for the modernization of regional general education systems and is aimed at improving the quality of education.

The implementation of the project began in educational organizations in Moscow in 2011. In 2012-2013, educational equipment was supplied to schools and additional education institutions. 37 schools in the city became participants in the project, and today they have received equipment for laboratories of physics, chemistry, biology and geography to provide education for schoolchildren at both the basic and specialized levels, as well as for the implementation of group and individual educational projects.

Presentation on the topic: "Kurchatov project..."

The project “Kurchatov Center for Continuing Interdisciplinary Education” (Kurchatov Project) brings together the efforts of more than 500 teachers from 37 educational organizations in Moscow, representing all administrative districts of Moscow, the resources of all network institutions of the Moscow Department of Education, and specialists from the National Research Center “Kurchatov Institute”.

The project is implemented in accordance with the principles:

• Education based on fundamental concepts.
• Convergent education in laboratory complexes.
• Cooperation with the National Research Center "Kurchatov Institute".
• Development of interdistrict resource centers for convergent education.
• Assessing the effectiveness of project implementation based on high achievements of students.

A project office has been created to coordinate the actions of project participants. Composition of the project office:

• National Research Center "Kurchatov Institute".
• Moscow Department of Education.
• City Methodological Center of DogM.
• Representatives of educational organizations of the Kurchatov project.

The head of the project office is Elena Valerievna Kuznetsova, Deputy Director of the State Medical Center for Educational and Medical Sciences.

The roadmap for the development of the Kurchatov project includes:

• Conducting seminars on the development of the project “Kurchatov Center for Continuing Convergent Education”.
• Holding an “Open Day” at the National Research Center “Kurchatov Institute”.
• Conducting excursions, master classes and practical classes at the sites of the National Research Center "Kurchatov Institute".
• Conducting training seminars and lectures for teachers and students.
• Conducting a scientific and practical conference “The Kurchatov Project - from knowledge to practice” for subject teachers, students and other representatives of educational organizations.
• Conducting a competition of design and research works of students: “Kurchatov project - from practice to knowledge.”
• Carrying out independent diagnostics of educational results of students in mathematics and physics.
• Development of the Kurchatov Project section on the mosmetod.ru website.

At the moment, more than 500 items of laboratory and electronic equipment, as well as specialized furniture for equipping convergent laboratories, have been supplied to educational organizations of the Kurchatov project. These laboratories are planned to be used as resource centers for nearby schools. Project laboratories can be implemented both in individual subjects and in the form of laboratory complexes: nanotechnological, meteorological, biological and chemical, environmental monitoring complex, etc.

Educational organizations of the Kurchatov project use equipment to educate more than 25,000 schoolchildren, operate 146 clubs, and conduct 52 elective courses; teachers and students carried out 16 field practices. Students from the project schools completed almost 300 design and research projects, which they presented at conferences and competitions at various levels. More than 200 teachers have completed advanced training courses according to programs developed within the framework of the Kurchatov project. Teachers from educational organizations took part in more than 90 conferences at various levels.

Currently, more than 50 methodological developments of teachers participating in the implementation of the Kurchatov project have been published on the website of the City Methodological Center, in collections of articles, on the websites of educational organizations and other external resources.

Educational organizations of the Kurchatov project have developed external relations not only with the National Research Center “Kurchatov Institute”, but also with other scientific organizations, institutions of higher professional education, organizations developing environmental topics, manufacturing enterprises, as well as enterprises that supply equipment for the Kurchatov project.

Students of educational organizations of the Kurchatov Project most often choose physics, chemistry, biology or geography for in-depth study within the framework of natural science or technology classes.

Regulatory support of the project:

1. Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”
2. Federal State Educational Standard of Basic General Education
3. Federal State Educational Standard of Secondary (Complete) General Education
4. Decree of the President of the Russian Federation “On measures to implement state policy in the field of education and science” dated 05/07/2012 No. 599.
5. Order of the Ministry of Education of Russia dated 03/05/2004 N 1089 (as amended on 01/31/2012) “On approval of the federal component of state educational standards of primary general, basic general and secondary (complete) general education.”
6. The concept of educational and scientific-methodological activities of the Kurchatov Center for Continuing Interdisciplinary Education.
7. Materials of the seminar on the organization of educational and practical classes for students in the modern engineering environment of an educational organization dated December 8, 2017

Pedagogical technologies are being actively improved, and developmental teaching methods are becoming extremely popular. The term “educational project” is increasingly used in descriptions of teaching methods. These are teachers and students, which is aimed at solving a specific problem that plays an important role for all participants in the process.

Such a project can be a gaming or creative activity, as well as a series of educational and cognitive tasks. According to teachers, it is with their help that it is easiest to introduce development methods into the learning process, which provide for obtaining new information based on what was previously learned by students.

What is a project and what is it for?

If you ask any teacher, he will answer that an educational project is a large number of activities that together solve a whole package of problems. First of all, we are talking about students acquiring completely new knowledge, skills and abilities. Projects can be related not only to education; everything will depend on what goal the creators have set for themselves. For example, if the goal is to cultivate kindness and compassion in children, then the activities may include trips to shelters, orphanages, nursing homes and communication with residents of these organizations.

In some cases, such a project is understood as a series of activities aimed at forming a model, system, or even an entire object. As a rule, this interpretation is used in classes that require students to have a large number of practical skills and abilities - in lessons of chemistry, physics, computer science, technology, etc. In some cases, when forming this set of activities, parents of students are also involved in the work, who, are usually privy to everything. Each project must have its own purpose, otherwise it will not make sense.

How to define a goal?

The goal of the educational project will directly depend on what the teacher wants to teach his students. It is desirable that the set of activities developed by the teacher benefits not only the students, but also himself. In modern pedagogy, there has been a tendency to introduce quests into educational activities, and an increasing number of teachers are trying themselves in this niche.

If we consider quests as an opportunity to modify the usual way of doing things, then all participants in the project gain new experience and emotions. The children are satisfied that the lesson is interesting, and the teacher, using a new technique, tries to record their own worldviews, as well as the feelings and emotions of their students. Based on the data obtained, the teacher conducts an analysis and makes a decision whether it is worth carrying out a similar set of activities in the future or not.

Design

Once you have decided what the purpose of your school project will be, it’s time to start preparing it. First of all, we are talking about the formation of stages through which students must go in order to reach the goal set for them. The teacher, as a rule, does not voice these stages, especially if it concerns developmental teaching methods, where students independently come to the desired conclusion based on their own scientific experience.

When the stages are formed, you need to prepare all the necessary conditions for the tasks to be completed. We are talking about preparing resources and tools; in addition, the teacher, even before the start of the implementation of the planned set of activities, must determine for himself and for all participants in the process the criteria that will determine the effectiveness of the work done.

Structure: where to start?

The project must have a logically structured structure, which must take into account all the advantages and risks of its implementation. You should always start with an analysis of current affairs; you need to determine the problem that you will solve with the help of your set of measures. As a rule, during a preliminary study of the situation, several contradictions are identified that require prompt resolution.

The next stage is the formation of ideas that must be implemented within the framework of an invented set of activities. Next, you need to decide what the general meaning of your project is and its goals; for this you need to answer the question - why should it be implemented? It is important that the answer to this question be very clear and understandable for both the teacher and all participants.

Structure: important points

The next stage in drawing up a project plan is creating a list of tasks that need to be completed within its framework, as well as a register of the resources needed for this. Next, you need to decide what results you expect from the implementation of a set of planned activities, as well as how exactly you will evaluate the fact of completion or failure. Once the planned results are formed into a single picture, it is necessary to think about the consequences that may occur both in case of successful completion of the project and its failure.

These consequences can be both educational and socio-cultural. For example, if a teacher visited a glass factory with his class, and his workers did not mince words during the excursion, there is a chance that the children will take them into their vocabulary. Thus, from an educational point of view, the project has been completed, but the socio-cultural consequences may negatively affect the behavior of students. The next stage is clear planning for the implementation of your set of activities, right down to the time of its start and completion.

How to prepare for the presentation of your development?

Educational projects for teachers are created not only to conduct experiments with students, but also to exchange experiences. Preparing for a presentation is in many ways similar to creating a diploma or course work and consists of an introduction, theoretical and practical parts, as well as a conclusion. A written outline of the project must be accompanied by a list of references and necessary appendices.

In the introduction, you need to identify the contradictions found during the initial analysis, formulate a problem based on them, put forward a hypothesis and indicate ways to solve it. In this way, you can formulate which you will adhere to in the future.

Presenting the development: theory and practice

The practical part can be formatted as a description of the activities that the teacher will carry out together with his students. You can independently determine the conditions in which you will carry out the work; this can also include the structuring of the project and a description of the methods that will be used in the work. Here you need to determine the goals of the work, the planned result and the ways in which you will achieve them.

What to write in the conclusion?

The project plan assumes that the conclusion will indicate materials that relate to its implementation. Here you should also indicate the results of the analysis that was performed after the completion of the project, as well as evaluate its effectiveness according to previously selected criteria. As criteria, you can use the desire for creativity in students, the development of motivation and needs, project manageability, etc.

If the design is carried out correctly, the teacher can reveal his socio-professional and subject-matter competence in his work. As a result, the teacher should have a detailed description of all the activities that were carried out during the implementation of the project.

How do you evaluate the presentation of such a project?

An educational project is an excellent opportunity to participate in various pedagogical competitions. To prepare as best as possible, you need to know about the evaluation criteria for these jobs. The most important of them is relevance, which implies the need to study the issue at hand for the development of modern education. To get the maximum score in this section, you need to clearly formulate the problem, justify your ideas, and justify the relevance and social significance of your project.

Another criterion is innovation. To comply with it, you must indicate the novelty of the technologies you used. It is advisable that all the ideas that you demonstrate in the project are original and accessible for further dissemination. The work should also indicate the risks and consequences that the teacher sees when implementing his own project.

Another criterion is realism. Here you need to describe the impact that the results of your completed project can have on the educational process. It is enough to describe the predicted result, indicate data on the provision of resources and clarify whether developmental teaching methods are used in your work. You will also need to provide information about whether the students themselves will be able to find a solution to the problem if you periodically throw leading questions at them.

How to choose a topic?

Topics for educational projects should be selected based on a number of principles. This is especially important for those students who are taking part in such an event for the first time. Try to choose individual topics for your students, allocate a certain time for each student and discuss with him his interests, aspirations and desires. It is important that the proposed idea for the project is meaningful and modern for the child; he should be able to be proud of his own work done.

If you have a wide range of opportunities, it might be a good idea to let your students work with experts in the field being studied. At the same time, it is necessary to help children formulate their requests and needs in such a way as not to take up unnecessary time from their senior colleagues. Also consider the presence or absence of resources that may prevent the student from completing work on time.

Speaking about topics, you can invite children to make new discoveries with the help of modern technical means. For example, children can track the behavior of various biological organisms under a microscope and record the process on video. Another option is an interdisciplinary approach, namely, research at the intersection of two or more disciplines. For example, you can study the letters of Russian rulers using the Old Church Slavonic and Old Russian alphabet.

Who to work with?

Work on an educational project can be carried out in a variety of ways. A teacher can work only with his own students, he can also interact with their parents, and he can involve third-party subject teachers who are interested in this topic in his projects. The work options are numerous and varied, the main thing is to choose the right one.

Another important factor is that if you have decided to work together with fellow teachers within any educational project, you need to immediately divide the roles between the participants. Each of them must be responsible for their part of the activities, and the form of control must be established quite strictly. If you are doing a joint project with your parents, the situation becomes more complicated, since they are working on your work only in their free time, and this may be seriously lacking. It is easiest to do a project with children; it is only important to convey to them in a timely manner the importance of the event and establish control points.

Project as a form of lesson

In a sense, an educational project is a way to gain new knowledge in an unusual way. Project activities automatically imply the presence of non-traditional forms of lessons, which include round tables, presentations, defenses of independently completed scientific works, role-playing games, brainstorming, etc. In this case, everything depends on the teacher and on his ability to correctly choose the most convenient form of teaching lesson, based on the age of the children and the complexity of the material.

In modern pedagogy, there are several types of classes, the most popular of which are combined. At such lessons, homework is checked along with previously studied material, a new topic is discussed, and then it is consolidated. For an educational project, the type of class that only involves learning new material is most suitable. You can also add components that focus on using new skills and knowledge that would normally be covered in separate lessons.

Pitfalls (project implementation)

If you decide to start implementing educational projects, you should remember the large number of difficulties that may arise along the way. First of all, this is a lack of control, and in some cases - its excess. You cannot force students to participate in a project, otherwise they will not be able to understand its idea, and in the end, all parties will lose. You should also pay special attention to your colleagues with whom you created the project; if they lose interest in it, then quite a large amount of work will fall on you at the most inopportune moment.

The main aspect that must be taken into account when working with children is their desires, interests and needs. If a teacher does not know what his students dream of, it means that he does not have sufficient contact with them, which should help in carrying out not only project, but also standard teaching activities. To obtain the necessary information, you can use business games, questionnaires, testing, as well as modeling situations that children may encounter outside the school classroom.

Conclusion

Modern educational projects are used not only in schools, but also in colleges, technical schools and universities. The teacher must be prepared for the fact that he will have to spend a fairly large amount of time on the implementation of his brainchild. The most difficult thing a teacher can face when working on a set of their own activities is failure. If this does happen, it is important to analyze the situation in a timely manner and identify the reasons for the failure. And, of course, you should remember that a negative result helps you develop and become more professional.

It should be understood that an educational project is not only a way to realize teaching ambitions; some teachers completely forget about this, especially in those cases when it is really successful. It may happen that a set of activities that one teacher successfully uses does not work for another, and this is a normal phenomenon, since the audience of the project may be radically different and have its own characteristics.

Tue, 03/17/2015 - 17:27 | CDT KRUGOZOR

Department of Education

administration of the Sergiev Posad municipal district

Moscow region

Municipal budgetary educational institution

Additional education for children Center for children's creativity "Krugozor"

Educational project

Activity development CDT "KRUGOZOR"

on the social development of pupils

"Child and Society"

Designed by:

Director of CDT "Krugozor" Voronova Marina Borisovna

Deputy Director for HR Sukhova Svetlana Yurievna

1. Explanatory note.

1.1 Philosophical and methodological justification of the project.

A large, diverse, colorful world surrounds our children from early childhood. How to find out everything about it, how to navigate it, what should a little man do with his desires and questions?

As a rule, starting from infancy, you need to be like everyone else: compulsory attendance at kindergarten, which is not always your favorite, mandatory schooling in standard subjects, which are not always desired. How not to lose your “I” in all this, how to make sure that the general mass notices you, and does not miss the talents that are inherent. How to find and determine what is most interesting for a child in the world? How can you learn to feel comfortable in any life situation, strengthen your “I” and self-esteem? Who will help the child in his social development in society? How many parents think about these questions, and cannot always find answers to them.

And here it comes to the aid of both children and parents additional education.

Information sheet.

Additional education for children , in the recent past, out-of-school education is a unique phenomenon of the education system. Throughout history, the attitude towards out-of-school education and its participation in the education and upbringing of a person has constantly changed from complete non-recognition to being given the main role. Progressive thinkers, first in philosophy and then in pedagogy, considered out-of-school education as a stage at which a person considers himself in the process of constant creativity, determines his vocation, individuality, and place in life. The system of additional education occupies a special place among educational institutions, as it represents a harmonious unity of knowledge, creativity and communication between children and children and children with adults. This is an effective system for the social development of a child, with a rich variety of social connections and a favorable atmosphere for everyone’s self-knowledge and self-education.

A necessary condition for the work of the Krugozor Children's Creativity Center is freedom of choice child type of activity, teacher, training program, the ability to change them. From this point of view, the system of additional education has more favorable opportunities compared to school.

Having before him a sufficient variety of educational associations, the child can choose, he may be interested in new roles, relationships in which he is able to achieve success and which may influence his future choice.

Additional education is not regulated by any standards; its content is determined social order children, parents, other social institutions (the same school).

CDT "Krugozor" provides the child with a wide variety of activities in a variety of areas: artistic, aesthetic, sports, patriotic and many others, which are based on additional educational programs of various levels and directions. The advantage of these programs is that they create an opportunity for differentiated and varied education, the development of individual educational routes that allow the child to independently choose the path to mastering the type of activity that is most interesting to him at the moment.

Performance socio-pedagogical functions is one of the main tasks facing the institution.

Social and pedagogical activities are social protection, assistance and support for children, their health improvement, rehabilitation, recreation, compensation, adaptation, assistance in vocational guidance and many other functions that allow the child to feel like a full-fledged member of society.

Having identified in the program of activities and development of the institution child socialization As one of the main tasks, the teaching staff of the Center was faced with the need to develop an educational project on this topic.

1.2. Project goals and objectives

Objective of the project:

Creation of the necessary conditions to improve the quality and efficiency of the institution in providing social protection, assistance and support to pupils of the Krugozor CDT.

Project objectives:

• Determining the quality of work carried out in the CDT in the field of socialization of pupils;
• Introduction of new social and pedagogical programs into the practice of the CDT;
• Ensuring variability of educational programs;
• Creating conditions for the possibility of success in the chosen field of activity;
• Providing modern, relevant and meaningful leisure;
• Introduction of methods for diagnosing the results of social and pedagogical activities in the CDT.

The project implementation is aimed at:

Creating optimal conditions for the existence and development of a child, through ensuring that each student realizes his or her inner potential, self-development, and self-activation; organizing cooperation with the child’s environment; organization for the protection of children's rights.

1.3. Information about the activities of the CDT

The municipal institution of additional education for children, the Center for Children's Creativity "Krugozor", was founded in 1988 and operates on the basis of the Law of the Russian Federation "On Education", license of the Ministry of Education of the Moscow Region A No. 184788, registration No. 56517 dated June 17, 2005, Model Regulations on educational institution of additional education for children, Sanitary and epidemiological requirements for institutions of additional education for children, Charter of the institution, approved additional educational programs.

The activities of the Krugozor CDT are carried out in the following areas:

• Cultural
• Social and pedagogical
• Artistic and aesthetic
• Tourism and local history
• Military-patriotic
• Physical education and sports

The center implements the following additional educational programs:

• Typical
• Adapted
• Modified
• Complex
• Copyright

The individual-personal basis of the institution’s activities makes it possible to satisfy the needs of specific children, using the potential of their free time.

The activities of the Center are focused on implementing the comprehensive potential of the educational process in the institution:

• Training
• Education
• Development

The work of the Krugozor CDT is aimed at creating conditions for the personal, creative development of children, their adaptation in modern society, professional self-determination and is carried out through the following activities:

Cognitive;

Value-based value;

Communicative;

Leisure.

Analyzing the work being done in this direction, the conclusion follows that there are certain difficulties in the work, which include:

1. In the complexity and diversity of social connections, as well as in the joint activities of the teacher and children, and children with children.
2. Age and social heterogeneity of the children's group.

Despite the fact that work on the social development of pupils is given a priority place in the activities of the CDT, it is chaotic in nature, is carried out separately, is not properly recorded, analytical work is not carried out, which entails uneven distribution of efforts and does not have efficiency in activities and good results in almost all types of directions:

Information on the effectiveness of activities and the number of additional educational programs aimed at social development:

Based on the above, we can draw certain conclusions that in order to improve the quality of work, it is necessary to develop and introduce new targeted social programs focused on:

• Development of civic, patriotic qualities.
• Pre-vocational and initial vocational training.
• Recreation, compensation and communication of children, as well as their health.
• Involving children from social risk groups to visit the Children's Center.
• Social adaptation of pupils.

2. Practical implementation block

2.1.Characteristics of project participants

This educational project is intended for a wide range of participants, which includes:

Administration of the CDT (organizers and project managers);

Teachers of the CDT (participants, organizers and those responsible for the conduct and implementation of educational and cross-cutting programs);

Children, teenagers and youth of the Center (participants);

Parents of pupils ( participants and assistants in organizing work on the project);

Educational institutions of the city and region ( cooperation in terms of holding joint socio-cultural events, exchange of experience);

Preschool institutions of the city and region (cooperation in terms of holding joint socio-cultural events);

Institutions of culture and physical culture ( cooperation in terms of holding joint socio-cultural events, exchange of experience);

Local lore and historical museums ( cooperation in terms of holding joint socio-cultural events);

2.2. Organization of project work

The organization and content of project activities is determined by the teaching staff in accordance with:

• regulatory documents of the institution;
• social order;
• educational programs;
• interests and capabilities of students;
• pedagogical personnel potential;
• material and technical conditions.

The organization of any activity, including social and pedagogical, can be represented in the form of a certain algorithm, i.e. a sequence of actions, stages, steps that must be completed in order for the work to be successful. Educational project on the social development of students "Child and Society" also has its own algorithm:

• diagnosis of the condition;
• determining ways to achieve goals and objectives;

• modeling of pedagogical and administrative activities, determining the content of work;
• programming, development and implementation of both pedagogical additional educational programs and cyclical, end-to-end programs of the institution;
• planning work in order to specify the time for their implementation and streamline actions;

· organizational activities aimed at implementing the plan;

• Diagnostics of results – tracking of progress towards the set goals.

This educational project has the status of a long-term one, designed for a long number of years, since the socialization of children is a constant and ongoing process.

The cross-cutting programs included in the project have specific implementation periods and are also designed for at least five years.

Additional educational programs of teachers aimed at helping a child in social development have a implementation period from 1 year to 5 years.

Cultural and leisure programs last from one to two years and are constantly changing and improving.

Children are encouraged to visit two or more studios, as well as move from one association to another, in order to find an interesting, exciting activity for them, where they can realize themselves most fully, thereby helping them in self-determination and finding themselves.

2.3.Forms and methods of work on the project.

The forms of current work on the socialization of pupils are presented at different levels:

Organization of activities of the educational association

(studios, groups, sections).

Organization of a separate form of work (mass, leisure, cyclical, and so on).

Work on the project includes educational and educational activities based on the implementation of educational programs in various areas.

Each program, to one degree or another, contains social and pedagogical tasks, which can be divided into five main areas:

1. Development of creative potential and personal self-affirmation.

2. Organization of health improvement for pupils.

3. Organization of pre-vocational training.

4. Organization of social adaptation.

5. Organization of recreation, compensation and communication for children.

In addition to the implementation of additional educational programs, it is necessary to conduct cultural and leisure activities through:

• Organization of unified mass affairs of the Center.
• Conducting end-to-end leisure and gaming programs.

All organizational work in the above areas can take place in the following forms of activity:

forms of working with children

- massive - is considered as a single children's team of the entire institution;

- collective- work in groups and associations;

- individual- implementation of an individual and person-oriented approach.

forms of work with parents:

Involving parents in the organization of the educational and educational process;

Development of a culture of family education.

2.4.Organization of work on social and pedagogical programs

The organization of work according to programs can take place as at the studio level, i.e. training in additional educational programs of various directions, which include elements of social and pedagogical activities, and in educational programs at the Center level.

Particular attention is planned to be paid to the cross-cutting programs of the Krugozor CDT, which can be classified as follows:

Social adaptation program

"I am a talented child"

Focused on mastering the experience of creative or any other activity in the field of practical actions on the path to mastery, supporting gifted children.

Goal: creating conditions that ensure the identification and development of gifted children.

The program is designed for children aged 7-18 years.

Implementation period from 2007.

Life Safety Program

"Be healthy!"

Aimed at protecting the child’s health, both physical and psychological.

Target- contribute to the formation of a strong position - leading a healthy and safe lifestyle.

The program is designed for children aged 3-15 years.

Implementation period from 2008.

Program for adaptation and development of preschool children

"Our kids"

The program includes comprehensive educational programs aimed at preschool children.

Target- formation of communication skills, adaptation to the ability to work in a team, health promotion, preparation for school.

The program is designed for children aged 3-7 years.

Implementation period from 2008

Social and pedagogical support program

"Together"

Focused on children with disabilities and social risk groups.

Target- aimed at creating conditions for successful socialization.

The program is designed for children 10-18 years old.

Implementation period from 2009.

Vocational Guidance Program for Teens

"One Hundred Roads"

Aimed at helping the student identify the most interesting type of activity for him.

Target– social support and preparation of the student for choosing a profession.

The program is designed for children aged 12-16 years.

Implementation period from 2010.

2.5. Organization of work on social and leisure programs and events.

As part of the educational project, throughout the academic year, the Center is recommended to hold events of varying scale and content.

In addition to the current educational activities and educational process, the CDT already has a number of traditional events in which the entire adult and children’s team participates to one degree or another.

These events are included in the social activities of the center; they can also be modified according to the requirements of time, relevance, new opportunities and technologies, social order, in connection with adjustments and additions.

Holiday dedicated to the Day of Knowledge

"Talent Fair"

At this festival, all studios, sections and associations of the CDT can be represented, where the achievements, knowledge and skills of students are demonstrated, explanatory and advisory work is carried out with parents, as well as activities to attract children to the CDT.

The goal is to promote meaningful leisure for children and parents in their free time.

Educational and entertaining game

"Game Marathon"

Every year the game takes place under different themes and has several rounds. Studios and associations of CDT take part in the game.

The goal is to introduce children to culture, ethics, history, and traditions through competitive activities.

"New Year's fireworks"

A number of holidays, competitions, competitions, tournaments dedicated to the New Year celebration. Children from boarding schools for children with disabilities are invited to the main New Year's performance (during the year, studios and associations go to visit children with concerts, exhibitions, etc.)

The goal of the events is to unite the children's community of the CDT into a single children's team through inclusion, empathy and friendliness.

Regional festival of fine arts

“There is sun in every drawing!”

The festival is held throughout almost the entire academic year, the participants are educational institutions of the city and region.

The goal is to identify and support talented children in the field of fine arts.

"In a healthy body healthy mind"

A series of events consisting of sports games, Health Day, and quizzes on life safety.

The goal is to distract from the negative influence of the street, improve the health and ennoblement of the pupils’ social circle, and form a healthy lifestyle.

"Creative Rainbow"

Activities for the preparation and participation of studios in choreography, vocals, decorative and applied arts, art creativity as part of the regional event dedicated to the Day of Science and Creativity. Preparation and holding of regional events.

The goal is to identify and support students’ talents and abilities, develop

striving to become better.

"Sports Outlook"

Conducting a mini-football tournament for the CDT prize among primary school students in the city and district.

Holding a family chess tournament “Mom, Dad, I am a sports family!” among pupils and parents of the CDT.

The goal is to promote a healthy and active lifestyle.

Final celebration

“I am a talented child!”

The final event, which includes a demonstration of all the best and most interesting things that happened during the school year. The main event of the holiday is the awarding of students, where diplomas are received mainly not for high achievements, but for personal qualities, first successes, hard work and activity in the life of the Krugozor CDT.

The goal is to develop personal motivation for creativity and knowledge, to stimulate children, both pupils of the Center for Children's Education and not, to engage in meaningful pastime.

3. Diagnostic results

social and pedagogical activities of the CDT

3.1. Organization of monitoring of social and pedagogical results of activities

Diagnostics of the results is carried out using a monitoring and evaluation system, that is, by comparing the results obtained with the expected ones through the following stages:

1. Analytical activities of the project implementation.
2. Determination of evaluation criteria and effectiveness of results.
3. Application of diagnostic methods and questioning of children and parents.
4. Collection and analysis of data on the implementation of end-to-end educational and leisure programs, which in turn have specific goals, objectives, methodology and expected results.
5. Assessments - diagnostics of learning outcomes (knowledge, abilities, skills).
6. Assessing the level of education (the level of sociality, morality of the child through diagnostics, testing, participation in game programs, etc.).
7. The effectiveness of the implementation of social and pedagogical functions (level of health improvement, social protection, adaptation, correction, communication skills, etc.)

The subject of the assessment is:

• compliance of the results with the goals of the social development of children and the requirements of additional educational programs;
• compliance of student achievements with normative results; safety of the contingent of children;
• satisfaction of parents and children with the results of the activities of both the Krugozor CDT as a whole, and individual associations and teachers.

Criteria for assessing the effectiveness of the result.

Value orientations have a three-level structure:

• Cognitive– the level of the child’s mastery of social knowledge, skills, abilities, development of abilities, intelligence.
• Emotional– the level of the child’s motivation for knowledge and social creativity, social-volitional aspirations. The degree of interest of the child in activities, resistance to the influences of an antisocial environment.
• Behavioral (activity)– the level of social and moral activity and behavior, as well as mastering the system of social roles. The degree of effectiveness, productivity, optimality of costs. Involvement in different types of activities, collectivism. Degree of prospects for a future profession.

3.1. Expected results

The specifics of the work on the educational project for the social development of pupils is multidisciplinary and has various directions, in connection with this, the expected result of the work on the project is complex result, which should be organically combined in the implementation of educational and socio-pedagogical functions, namely:

• providing the child with knowledge of a healthy lifestyle. Acceptance of universal human values ​​in relation to health, the presence of a humane orientation towards the health of others, resistance to the influence of bad habits, etc.
• the implementation of social adaptation of children in the process of sociocultural and leisure activities can give results such as the formation of norms of social behavior and activity, the emergence of motivation for knowledge and creativity, mastery of universal human values ​​in relation to social interaction, etc.
• The ability to determine for the child the path of further learning, development and activity in the future.
• Realization of the child’s creative, intellectual and physical needs during out-of-school time.

The implementation of the project will allow:

1. Activate the work of the teaching staff on the social adaptation of students.
2. Strengthen creative ties between the teaching and children's staff of the CDT and institutions of the city, district, and region.
3. Systematize work to involve children from the “risk group” in various activities.
4. Create the necessary database of children in need of social and pedagogical support.
5. Improve education, work and interaction with parents.
6. Make adjustments and amendments both to the project itself and to the programs that are included in it.

4. Project implementation conditions

For the successful implementation of the project, the following conditions are necessary:

Staffing:

• social teacher and teacher-psychologist;
• teachers - organizers in areas of activity;
• qualified additional education teachers;
• heads of structural departments;
• methodologist in social and pedagogical direction.

Information and methodological support:

• study of experimental scientific literature;
• development of methods and programs in the field;
• organization of pedagogical workshops, seminars and master classes;
• development of diagnostic materials and conducting sociological research;
• review of periodical literature.

Logistics:

The presence of an environment sufficient for self-disclosure, exchange of experience and testing of new forms of activity, as well as:

• required number of training areas;
• assembly hall, sports hall, conference hall;
• organizational technique.

Financial support:

It is expected to be carried out with the support of the Education Department of the administration of the Sergiev Posad municipal district, as well as at the expense of parental funds and sponsorship.

Control over the use of funds is carried out by the head of the institution.

5. Information resources

Literature:

· Bayborodova L.V. Interaction between teachers and students in the school community: Textbook. I: YAGPU, 1991.

· Bocharova V.G. Pedagogy of social work. M.: Argus, 2002.

· Additional education for children. Sat. regulatory documents 1991-1993. Part 1. M.: 1995.

· Zolotareva A.V. Additional education for children. Ya.: Academy of Development, 2004.

· Russian Pedagogical Encyclopedia: In 2 vols. M.: Great Russian Encyclopedia, 1993.

· Social development of students: From the course Pedagogy of Personality/Ed. M.I. Rozhkova. Yaroslavl: YaGPU, 1996.

· The system of work of an educational institution with gifted children, Volgograd: Teacher, 2007.

· Standard regulations on educational institutions for additional education of children/Approved by Decrees of the Government of the Russian Federation No. 233 of March 7, 1995 and No. 212 of February 22, 1997. /Bulletin of Education. 1997. No. 6. P. 16.

Regulatory documentation of CDT "Krugozor":

· CDT archive.

· Diagnostic and analytical materials.

· Regulatory documents of CDT "Krugozor":

· Charter of the municipal educational institution of additional education CDT "Krugozor".

· Development program 2014-2019. CDT "Krugozor".

· Program of activities 2014-2019. CDT "Krugozor".

· Educational program of the institution.

· Pedagogical programs of additional education in areas.

· Regulations on the institution's Board of Trustees.

To successfully implement this project it is necessary:

· Introduction of a social teacher, psychologist, and methodologist to the staff of the institution.

· Increasing training space.

· Expansion of the material and technical base (purchase of office equipment, sports props, costume facilities, educational furniture).

· Improving the work of the information and methodological office.

Educational project “Let the Word Sound” for schoolchildren from 6th to 11th grade

Project implementation stages:

Artistic and aesthetic development
Reading fiction.
Organization of independent search by teenagers for a reading program.
Going to plays, literary events.
Joint conversations, discussions about watched events.
Participation in competitions, festivals, city events.
Touring trips.
Conducting poetry duels.
Expected results.
Children: The participation of teenagers in this project will broaden their horizons, develop an interest in reading classical literature, and increase interest in the genre of “fiction reading”.
Parents: Increasing the level of communication with children, establishing trusting relationships.

Educational project

on initial technical modeling

“Development of constructive activity and technical creativity of preschoolers through LEGO - construction of Lego Park»

Explanatory note

Modernization of preschool education assumes that the goal and result of the educational activities of preschool institutions will not be the sum of knowledge, abilities and skills, but the abilities and qualities acquired by the child, such as those set by the target guidelines of the Federal State Educational Standard for Preschool Education. Achieving such results is possible through updating the content of preschool education and technologies used in educational activities. LEGO construction and robotics represent a new, relevant pedagogical technology that is at the intersection of promising fields of knowledge: mechanics, electronics, automation, construction, programming and technical design. This technology is activity-oriented. Activity is the first condition for the development of cognitive processes. In order for a child to actively develop, it is necessary to involve him in activities. The educational task is to create conditions that would provoke children's action. Such conditions are easy to implement in the LEGO educational environment.

LEGO construction is a type of modeling creative and productive activity. The range of use of LEGO from the point of view of a constructive and playful tool for children is quite wide.

Indeed, LEGO construction sets have proven themselves as educational products all over the world. LEGO is used as a universal visual aid and educational toys. The universal construction set stimulates mental activity and develops hand motor skills. Which is especially important for children with special educational needs.

LEGO construction classes will begin to form in preschoolers a holistic understanding of the world of technology, the structure of structures, mechanisms and machines, their place in the world around them, as well as creative abilities. The implementation of this Project allows you to stimulate interest and curiosity, develop the ability to solve problem situations - the ability to investigate a problem, analyze available resources, put forward ideas, plan solutions and implement them, and expand your active vocabulary.

The variety of LEGO construction kits allows children of different ages and educational abilities to engage with them.

Construction is closely related to the sensory and intellectual development of the child. It is of particular importance for improving visual acuity, accuracy of color perception, tactile qualities, development of small muscles of the hands, perception of the shape and size of an object, space. Children try to establish what an object is like and how it differs from others; master the ability to measure the width, length, height of objects; begin to solve constructive problems “by eye”; develop imaginative thinking; learn to imagine objects in different spatial positions, mentally change their relative positions. In the course of classes, work is being done on the development of the intellect of imagination, fine motor skills, creative inclinations, the development of dialogic and monologue speech, and the expansion of vocabulary. Particular attention is paid to the development of logical and spatial thinking. Preschoolers learn to work with the given instructions, develop the ability to cooperate with a partner and work in a team.

This Project has a scientific and technical focus and is designed for children aged 3-7 years.

For preschool children, playful forms of learning are necessary.

Play is a necessary companion for childhood. With LEGO, children learn through play. Children are tireless designers, their creative abilities are original. Students construct gradually, “step by step,” which allows them to move, develop at their own pace, and encourage them to solve new, more complex problems. The LEGO constructor helps a child bring his ideas to life, build and fantasize. The child works enthusiastically and sees the end result. And any success stimulates the desire to learn.

In addition, LEGO construction helps develop communication skills and creativity through active interaction between children during group project activities.

For LEGO construction classes, there is no strict division of teaching time and a fixed order of topics: the teacher solves this problem himself, in accordance with the conditions of the educational institution and the educational capabilities of the students.

Construction can be carried out by students in the form of project activities; it can be individual, paired and group.

Three main types of design can be distinguished:

• according to the model
• according to the conditions
• by design

Design according to sample- when there is a ready-made model of what needs to be built (for example, an image or diagram).

When designing according to conditions- there is no sample, only the conditions that the building must meet are specified (for example, a house for a dog should be small, and for a horse - large).

Design by design involvesthat the child himself, without any external restrictions, will create an image of the future structure and embody it in the material that is at his disposal. This type of construction develops creativity better than others.

Goals and objectives

Target:

To promote the development of technical creativity in preschool children, to provide them with the opportunity for creative self-realization through mastering LEGO construction.

Tasks:

Educational:

• promote the formation of knowledge about counting, shape, proportion, symmetry, the concept of part and whole;
• create conditions for mastering the basics of design;
• contribute to the formation of knowledge and ability to navigate the technique of reading elementary diagrams.

Educational:

• create conditions fordevelopment of attention, memory, imaginative and spatial thinking;
• promote the development of the child’s creative activity;
• contribute to broadening your horizons and developing ideas about the world around you.

Educational:

• promote the development of the ability to draw up an action plan and apply it to solve practical problems, analyze and evaluate the work done;
• promote the development of organizational and volitional qualities of the individual (patience, will, self-control);
• create conditions for the development of interpersonal communication skills and collective creativity.

Conditions for the implementation of the assigned tasks

The work is designed for preschool children, starting from the 2nd junior group.

LEGO construction is carried out in different types of activities: routine moments, direct educational activities, independent activities.

In addition to activities with children, the system of activities includes work with parents.

Expected results

As a result of the Project implementation, children should

Know:

• main parts of the LEGO construction set (purpose, features);
• the simplest fundamentals of mechanics (stability of structures, joint strength, types of connection of mechanism parts);
• types of structures: flat, volumetric, fixed and movable connection of parts;
• technological sequence of manufacturing simple structures.

Be able to:

• carry out the selection of parts necessary for design (by type and color);
• design, focusing on the step-by-step scheme for manufacturing the structure;
• design according to a model;
• with the help of a teacher, analyze, plan upcoming practical work, and monitor the quality of the results of one’s own practical activities; independently determine the number of parts in the design of models; realize a creative idea.

Meta-subject resultsThe project is the formation of the following universal learning activities (ULA):

Cognitive UUD:

• identify, distinguish and name objects (constructor parts),
• build your activities according to the conditions (construct according to the conditions set by an adult, according to a model, according to a drawing, according to a given scheme and build the scheme yourself),
• navigate your knowledge system: distinguish the new from the already known,
• process the information received: draw conclusions as a result of the joint work of the entire study group, compare and group objects and their images.

Regulatory UUD:

• be able to work according to the instructions given,
• determine and formulate the purpose of the activity in the lesson with the help of the teacher.

Communication UUD:

• be able to work in pairs and in a team; be able to talk about the construction,
• be able to work on a project in a team and effectively distribute responsibilities.

Project implementation mechanism

Stage I - organizational, its goal is to create conditions for the implementation of the project, evoke positive emotions, and motivate children's activities.

Work at this stage was carried out in the following areas:

Firstly, an appropriate subject-development environment has been created, taking into account age, gender, and individual characteristics.

Secondly, independent children's play activities were organized, in which preschoolers gained experience in creating various structures from LEGO construction sets. It is necessary to ensure the safety of the building for some time (instilling a value attitude towards the results of labor).

Thirdly, parents were informed about LEGO construction work and were invited to participate in joint activities with children.

Stage II - practical, the goal is the implementation of a work plan in accordance with the age of the children, preschoolers mastering ways of acquiring new knowledge in collaboration with the teacher and independent children's activities.

Activity algorithm

1. Planning activities, determining the result.

2. Determination of the design features of the model.

3. Independent production of the model (design).

4.Self-control and mutual verification, comparison of your own model with a sample, determination of the value of the product (for whom it was made).

5. Analysis of the finished product, evaluation of children’s work.

6. Playing off children's buildings (products).

To develop the cognitive and creative activity of preschoolers, the following design methods were used: according to a model; cards with models; own plan; the teacher's assignment to all children; child tasks for all children and the teacher; children's tasks for each other; teacher's tasks for parents and children.

The principle of a thematic approach to planning work in preschool educational institutions allows you to integrate constructive activities into the content of other educational areas (in the blocks “Joint activities with a teacher”, “Independent activities of children”).

The teacher’s activities at this stage are aimed at stimulating the mental activity of children, providing individual assistance, and coordinating activities between all participants.

Stage III - generalizing, the goal is systematization, structuring of information and integration of acquired knowledge; building a general logical diagram of conclusions for summing up. The teacher’s activity at this stage is to provide reflection and interpretation of monitoring results, determine the effectiveness of work, identify prospects and develop a further strategy for cooperation in this area.

The forms of summing up the results of the Project implementation are the participation of children in project activities and in exhibitions of creative works.

Project support

Methodological support

The following methodological materials are used to implement the Project:

• approximate long-term planning;
• methodological literature for teachers;
• information network resources on methods of conducting classes and selection of product manufacturing schemes;
• illustrations by topic;
• poems, riddles on class topics.

Logistics support

Constructor sets are used to conduct classes series LEGO-DUPLO, magnetic construction sets CLICK, SUPERMAG PLUS.

To more effectively organize the student’s workplace, mobile platforms with a limited perimeter and sorting containers for parts are used.

Methods and techniques used in classes

To maintain interest in primary technical modeling classes, various forms and methods of conducting classes are used.

Conversations, from which children learn information about modeling objects;

- work according to the sample, - students complete the task in the sequence proposed by the teacher (according to the scheme), using certain skills;

- independent designto consolidate theoretical knowledge and make your own unforgettable discoveries;

- collective work, where children can work in groups, pairs, all together.

When organizing work, it is necessary to try to combine play, work and learning, which will help ensure the unity of solving cognitive, practical and gaming problems. Game techniques, riddles, counting rhymes, tongue twisters, and thematic questions also help with creative work.

Using LEGO for constructive and play purposes

Children use the created LEGO buildings in role-playing games. To develop full-fledged constructive creativity, it is necessary that the child have a preliminary plan and be able to implement it, and be able to model. Children draw the ideas implemented in buildings from the world around them. Therefore, the brighter, more holistic, and more emotional their impressions of the world around them are, the more interesting and varied their buildings will become. And vice versa, LEGO helps to see the world in all its colors, which contributes to the development of the child.

One of the manifestations of creativity is the ability to combine familiar elements in a new way. Working with LEGO elements stimulates and develops the potential creative abilities of each child, teaches him to create and destroy, which is also very important. To destroy not aggressively, not thoughtlessly, but to ensure the creation of something new.

Independent constructive play activity of preschool children is immature and requires not only guidance from the teacher, but also a certain correctional and developmental influence on children.

The buildings created from LEGO can be used in theatrical games, which are very popular with preschool children: they create conditions for the development of speech, creativity and have a beneficial effect on the emotional sphere.

LEGO elements can be used in educational games and exercises. (The game “Wonderful Bag”, in which children develop tactile perception and speech. The game “Remember and Repeat” is aimed at correcting memory and thinking.)

Using LEGO in the diagnostic process

Another important area of ​​application for LEGO is its use in diagnostics. A method such as observing spontaneous and collective spontaneous play and individual games provides a lot of important information to the teacher about the problems that arise during the game.

Free constructive play activity of children with LEGO allows not only to quickly establish contact between the teacher, children and parents, but also to more fully reveal some of the child’s characteristics, from the point of view of the formation of the emotional-volitional and motor spheres, to identify the child’s speech abilities, and to establish the level of his communication skills .

In the process of constructive play activities, the teacher, relying on the involuntary attention of children, activates their cognitive activity, improves the sensory-tactile and motor spheres, forms and corrects behavior, develops the communicative function and interest in learning.

It should be noted that any constructive play activity with LEGO preschool children requires qualified guidance from the teacher.

Monitoring educational results

1 . Level of development of skills and abilities.

• Skill in selecting the necessary parts (by shape and color)

High (++): Can independently, quickly and without errors select the necessary parts.

Sufficient (+): Can independently, but slowly, without errors, select the necessary part.

Average (-): Can independently select the required part, but very slowly, there are inaccuracies.

Short (--): Cannot select the required part without the help of a teacher

Zero (0): Complete absence of skill

• Ability to design from a sample

High (++): Can independently, quickly and without errors design according to a model.

Sufficient (+): Can independently correct errors at an average pace and design according to a model.

Average (-): Can design according to a model at a slow pace, correcting mistakes under the guidance of a teacher.

Short (--): Does not see mistakes when designing according to a model; can design according to a model only under the supervision of a teacher.

Zero (0): Complete absence of skill

• Ability to design according to a step-by-step scheme

High (++): Can independently, quickly and without errors, design according to a step-by-step scheme.

Sufficient (+): Can independently correct errors at an average pace and construct according to a step-by-step scheme.

Average (-): Can construct according to a step-by-step scheme at a slow pace, correcting mistakes under the guidance of a teacher.

Short (--): Cannot understand the sequence of actions when designing according to a step-by-step scheme; can design according to the scheme only under the supervision of a teacher.

Zero (0): Complete lack of skill.

Thematic planning

Junior group

Middle group

Senior group

Preparatory group

During the academic year, minor changes in the long-term plan are possible.

Thus, LEGO construction is a type of modeling intellectual creative and productive activity that, through exciting creative play, ensures the harmonious development of the personality of a preschool child. The implementation of this Project in the educational process of a preschool educational institution ensures a rich experience for the child during preschool childhood, eventfulness, cooperation between an adult and a child, ensures coherence in team work, develops an algorithm of actions to achieve the goal, and increases the professional and personal growth of teachers and parents.

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