Creative project “The Magic World of Fairy Tales” (compensatory preparatory group with OHP)

Project “Visiting a Fairy Tale”

• May 6, 2016

Conference “Project activity in an educational institution - 2016”
Nomination “Pedagogical project in a preschool institution”

“Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart.” V.A. Sukhomlinsky

A fairy tale is a necessary element of a child’s spiritual life. Entering the world of miracles and magic, the child plunges into the depths of his soul. Fairy tales, introducing children to the circle of extraordinary events and transformations that occur with their heroes, express deep moral ideas. They teach kindness towards people, show high feelings and aspirations. Meeting children with fairy tale heroes will not leave them indifferent. As a result of empathy, the child acquires not only new knowledge, but also, most importantly, a new emotional attitude towards the environment: people, objects, phenomena. From fairy tales, children draw a lot of knowledge: their first ideas about time and space, about the connection between man and nature, the objective world.

The “Visiting a Fairy Tale” project is carried out as an exciting, playful, creative activity aimed at enhancing communication between children and adults. An integrated approach allows you to develop in unity the child’s speech, cognitive activity, creativity, communication skills, and emotional responsiveness.

The project is aimed at nurturing a love for fairy tales and developing the creative abilities of preschoolers through organizing joint activities between children and adults (parents, teachers).

Statement of the problem: nowadays, most children are brought up not on fairy tales, but on modern cartoons. Most parents don't have time to sit down with their child and read a book. Child psychologists consider this a big omission of adults in raising their children.

Data obtained during a survey of preschool children and parents indicate that very little time is devoted to reading children's books at home. But in fact, a fairy tale is one of the most ancient means of moral and aesthetic education, and also forms the behavioral stereotypes of future members of adult society. Therefore, we decided to devote a little more time to fairy tales in the development and upbringing of our children.

Justification of the problem: adults (parents, teachers) do not give due importance to the important role of fairy tales in raising children.

The relevance of the project is determined by the fact that its implementation includes the use of various forms of joint activities of children and adults (teachers, parents): a family creative competition of fairy tales of their own composition “Once upon a time ...”, theatrical creative performances by teachers of the preschool educational institution “Parade of Fairy Tales”.

The novelty of the project lies in the use of various types of joint creative activities of children and adults.

Project goal: revealing the value of joint creativity of project participants through the development of sustainable interest in a fairy tale as a work of art, creating conditions for the realization of the creative potential of project participants.

Project objectives:

for children:

• develop the ability to expressively read poetry, dramatize episodes of fairy tales;
• enrich and expand children's vocabulary;
• develop imaginative thinking, imagination, and creative abilities in children;
• develop children’s communicative competence and the ability to communicate with adults in different situations;
• cultivate feelings of friendship and collectivism.
• cultivate a culture of speech,

for parents:

• creating favorable conditions in the family for the development of the child, taking into account the children’s experience acquired in kindergarten;
• development of joint creativity between parents and children;
• develop in parents the ability to see the child as an individual, respect his opinion, and discuss upcoming work with him;
• to interest parents in the life of the group and kindergarten, to arouse a desire to participate in it;

for teachers:

• development of the child’s creative potential;
• show parents the knowledge and skills children acquired during the project.

The project is short-term , its implementation is designed for 2 months (March-April).

Project participants: students (pupils of preschool educational institutions), parents (legal representatives), teaching staff of preschool educational institutions.

The project is built on the following general didactic principles: accessibility, age-appropriateness, purposefulness, variability, scientific character, participation of interested parties.

The project schedule is built in 3 stages:

• preparatory , which includes interviewing children and parents, drawing up a work plan;
• the main one, during which the joint work of project participants is carried out according to the plan,
• the final stage, where project participants summarize the experience gained and broadcast it to society.

Project resources:

Expected results:

For children:

• developing children's interest in fairy tales;
• consolidating the ability to apply one’s knowledge in conversation and coherent statements;
• fostering a sense of friendship and collectivism;
• get an emotional response from your work.

For teachers:

• design of a common book of fairy tales based on the results of a creative family competition of fairy tales of one’s own composition “Once upon a time...”;
• producing joint creative works with children and parents;
• project presentation;
• formation of a desire to continue project activities;
• design of the project.

For parents:

• meaningful time spent with the child, desire to take part in joint activities, common interests;
• increasing the level of awareness of parents about the activities of preschool educational institutions;
• strengthening parent-child relationships.

Project “Visiting a Fairy Tale”

Author: Evgenia Pavlovna Mitkina, deputy head of the municipal budgetary preschool educational institution of the municipal formation "City of Arkhangelsk" Combined kindergarten No. 96 "Sosenka" (1st qualification category for the position of "teacher", teaching experience 6.5 years).

Visiting a fairy tale: project

Martynenko N.G., Tolstykh T.V. Visiting a fairy tale: project // Owl. 2020. N1 (19). URL: https://kssovushka.ru/zhurnal/19/ (date of access: 10.10.2020).

Order No. 529333

Project passport:

Project title: “Visiting a fairy tale”

Authors of the project: Natalia Gennadievna Martynenko, Tatyana Vladimirovna Tolstykh – educators.

Type of project: role-playing - gaming, creative.

Project implementation period : medium term (2019 – 2020)

Project participants: young children, teachers, parents, musicians. worker, physical worker, iso. worker.

Base, project implementation: MBDOU DS "Kalinka", Volgodonsk.

Relevance: Early preschool age is the most favorable period for the comprehensive development of a child. At 3-4 years old, children actively develop all mental processes: perception, attention, memory, thinking, imagination and speech. During this same period, the formation of basic personality qualities occurs. Therefore, none of the children's ages requires such a variety of means and methods of development and education as the younger preschool age.

One of the most effective means of developing and educating a child in early preschool age is theater and theatrical games. Play is the leading activity of preschool children, and theater is one of the most democratic and accessible forms of art, which allows solving many pressing problems of pedagogy and psychology related to artistic and moral education, the development of personal communicative qualities, the development of imagination, fantasy, initiative and etc.

The educational possibilities of theatrical activities are wide. By participating in it, children get acquainted with the world around them through images, colors, sounds, and skillfully posed questions force the children to think, analyze, draw conclusions and generalizations. Improvement of speech is also closely related to mental development. In the process of theatrical play, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonation structure are improved. The role played and the spoken lines put the child in front of the need to express himself clearly, distinctly, and intelligibly. His dialogic speech and its grammatical structure improve.

Theatrical activity is a source of development of feelings, deep experiences of the child, and introduces him to spiritual values. They develop the child’s emotional sphere, make him sympathize with the characters, and, in addition, allow him to develop the experience of social behavior skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation. Favorite heroes become role models and identification. It is the child’s ability to identify with his favorite image that has a positive impact on the formation of personality traits.

Hypothesis:

If you introduce young children to theatrical activities, this will allow: the most harmonious development of mental processes; solve many problematic situations indirectly on behalf of a character; overcome timidity, self-doubt, shyness; to introduce pupils to fiction, to form in them a love and interest in books.

Formulation of the problem:

The importance of theatrical activities cannot be overestimated.

Theater is the only activity that preserves and cultivates folk wisdom, regardless of nationality. In an indirect form, it teaches children to be honest and kind, purposeful and hardworking, capable of truly appreciating and loving the richness of their native word. It is a unique means of developing children's artistic and creative abilities. At the same time, despite the existing research in this area, raising children through theater is slowly and not always successfully implemented in practice. Often the theater turns into an optional, auxiliary event that can only entertain. These contradictions determine the choice of topic for our project.

Objective of the project:

• Develop children's mental processes:
• Cognitive (sensation, perception, attention, memory, imagination, thinking, speech);
• Emotional (emotions, feelings);
• Strong-willed (decision making, overcoming difficulties, managing one’s behavior)
• Introduce fairy tales through various types of theater
• Promote the intellectual development of children through fairy tales.

Project objectives:

1. encourage children to become interested in the proposed activities,
2. involve children in joint theatrical activities,
3. develop an understanding of different types of theater,
4. develop mental processes,
5. help timid and shy children engage in theatrical play.

Expected results:

• Children's vocabulary will expand;
• will develop in children:
• communication skills;
• internal needs to use table and finger theaters;
• the ability to convey the character of a character through intonation expressiveness of speech, facial expressions, and gestures will be formed;
• Children will develop an interest in theatrical activities;
• the pupils’ ability to holistically perceive various types of theater, to assimilate its content, and emotional responsiveness to it will develop;
• Children's vocabulary will be activated, auditory attention and onomatopoeia will develop;
• children will have a positive attitude towards routine moments;
• a system of work on the use of various types of theater will be formed;

• tabletop theaters: “Teremok”, “Kolobok”, “Turnip”;
• finger theater: “Teremok”, “Turnip”, “Ryaba Hen”;
• flat theater: “Three Bears”;
• plot pictures based on fairy tales: “Teremok”, “Kolobok”, “Turnip”, “Rock Hill”, “Three Bears”;
• didactic games: lotto “Fairy Tales”, “My Favorite Fairy Tales”, coloring pages based on fairy tales.

Timing and stages of project implementation

Stage 1 – preparatory (August – September)

Stage 2 – main (September 2020 – May 2020)

Stage 3 - Final