Activities of a speech therapist teacher in a preschool educational institution in the context of the implementation of the Federal State Educational Standard.

Activities of a speech therapist teacher in a preschool educational institution in the context of the implementation of the Federal State Educational Standard. Article on speech therapy

The changes that have taken place in our country in recent years have led to changes in the education system. A new “Law on Education in the Russian Federation” was adopted, and in accordance with its requirements, Federal State Educational Standards for preschool education were developed and approved.

Supporting the diversity of childhood through creating conditions for the development of the abilities of each child is the main idea of the Federal State Educational Standard for Education. Give the child the opportunity to develop at his own pace. Modern children are different from us, therefore, it is increasingly difficult to establish interaction between a child and a parent, a child with a teacher, a child with society.

In accordance with the Federal State Educational Standard for Educational Education, the teaching staff of the preschool educational institution itself chooses the main educational program, partial programs, technologies, forms, methods and techniques of work and creates its own model of the pedagogical process.

We are interested in the model of correctional and developmental activities in preschool educational institutions. The task of this holistic system is to organize the educational activities of a preschool educational institution as a system that ensures a high, reliable level of speech and mental development of a preschooler, which includes the following aspects: diagnostic, preventive and correctional and developmental. The creation of such a system is only possible with the cooperation of various specialists. If there are children with disabilities (severe speech impairments, etc.) in a preschool educational institution, the main educational program of the preschool educational institution partially includes programs that take into account all the specific features of the learning and development of these children, such as the flexibility of deadlines for mastering educational material, special approaches , methods and techniques aimed at mastering the educational program. It is possible to adapt the general education program for the successful acquisition of knowledge by children with disabilities.

The effectiveness of correctional work depends on the cooperation of all specialists, on an integrated approach to solving this problem. That is why interaction between doctors, psychologists, and teachers is so important.

In groups for children with special health needs, the main task of correctional work is the actual correction of deficiencies in the development of various categories of children with disabilities and assisting them in mastering the general education program.

In modern correctional pedagogy, in the context of the implementation of the Federal State Educational Standard, the teacher-speech therapist solves problems, focusing on the zone of proximal development of each child, taking into account his psychological, age and individual capabilities, interests; organizing activities that stimulate speech development, thinking, and imagination. The speech therapist teacher is constantly in contact with the families of students, promoting their direct involvement in the educational process, and provides them with advisory assistance.

Today, to be successful, a speech therapist teacher must have the ability to solve non-standard situations, be ready to change, be responsible and independent in decision-making, study the developed regulatory documents, analyze his work and make the necessary changes to it.

It is important for speech therapists to focus their activities on the indicators of the activity approach of the standards: - giving socially and personally significant character to the results of education; — children’s learning is more flexible and durable; — increasing motivation and interest in learning; — providing conditions for general cultural and personal development based on the formation of universal educational activities.

The components of speech therapy support are: - prevention of speech disorders;

— speech therapy diagnostics;

— correction of speech defects; - formation of all aspects of speech; — development of non-verbal mental functions; — development of the emotional-volitional sphere; — formation of the child’s moral attitudes.

Areas of activity of a speech therapist teacher in a preschool educational institution: diagnostic, correctional and developmental, informational and educational, consulting.

The objectives of the diagnostic direction are:

- timely identification of children in need of speech therapy assistance;

— early diagnosis of developmental disorders and analysis of the causes of adaptation difficulties;

- comprehensive collection of information about the child based on diagnostic information: study of the development of the emotional-volitional sphere and personal characteristics, socialization of the developmental situation and conditions of family education, adaptive capabilities of the level of socialization, systematic comprehensive monitoring of specialists over the level and dynamics of development, analysis of the success of correctional and developmental work ;

— examination of children’s speech in order to determine an individual correction plan;

The correctional and developmental direction includes:

- selection of optimal correctional programs, methods, teaching methods and techniques for the development of a child with disabilities that meet his special educational needs;

— organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties; -work as part of a psychological, medical and pedagogical council; -conducting intermediate corrective diagnostics, monitoring the dynamics of children’s development.

The information and educational (methodological) direction includes:

-various forms of educational activities (lectures, conversations, printed material, -conducting thematic presentations for teachers and parents to explain the individual typological characteristics of various categories of children with disabilities. In this direction, information and educational tools and techniques are widely used that help improve speech therapy literacy , both teachers and parents.

-increasing professional competence. - speech therapists’ speeches at the Moscow Region;

— conducting open speech therapy classes;

-speeches at parent meetings; — publication of articles in the media, participation in forums on speech therapy websites; -work on the topic of self-education; — ensuring continuity on issues of children’s speech development between the preschool educational institution and the school; — replenishment of the office with new teaching literature, production and updating of visual aids.

Advisory work includes:

-development of joint, substantiated recommendations on the main areas of work with children with disabilities, common for all participants in the educational process;

- consulting by specialists to teachers on the choice of individually oriented methods and techniques for working with children with disabilities;

-consulting assistance to the family in matters of choosing an upbringing strategy and methods of corrective education for a child with disabilities.

The joint activities of specialists are planned in such a way that teachers, when building a system of correctional work, build their activities with the child on the basis of general pedagogical principles, not isolating, but complementing and deepening the influence of each. The goals of correctional education determine the organization, methodological techniques and content of classes, taking into account the knowledge and skills accumulated by children in the process of correctional work of a speech therapist teacher in sections of the program. The system of correctional and developmental activities provides for individual, subgroup, frontal forms of work, as well as independent activity of a child with special needs in a specially organized environment. The speech therapist teacher is the organizer and coordinator of all correctional and developmental work, draws up a comprehensive thematic plan together with other specialists, conducts the actual correctional work on the development of all speech components, promotes speech therapy of routine aspects and directly organized educational activities, helps the child’s personal growth, the formation of a confident behavior, adaptation in society, and in the future – successful learning at school

Within the framework of the new standards, the designated goals, objectives, and areas of activity of the speech therapist teacher are directly reflected in the system of correctional and speech therapy support for children. Thus, the activity strategy of a speech therapist teacher is associated with updated standards and is the main line of interaction between specialists in the general education system.

Today, the standard of preschool education places special demands on the activities of a modern speech therapist teacher: he must bring a positive mood when communicating with children, colleagues, and parents, which allows him to establish communication connections and resist stressful situations.

MAGAZINE Preschooler.RF

“Organization of the work of a speech therapist in the context of the introduction of the Federal State Educational Standard for Educational Education”

Prepared by: teacher-speech therapist of the highest qualification category Svetlana Viktorovna Shumova, Municipal preschool educational institution “Combined kindergarten No. 1”

Changes have occurred in the preschool education system in recent years: a new “Law on Education in the Russian Federation” and Federal State Educational Standards for Preschool Education have been adopted. For the first time in the history of our country, preschool education became the first level of education.

The new requirements that the legislation puts into understanding the work of a speech therapist at the present stage are to rebuild their activities with knowledge of new technologies, new rules, and new approaches to organizing their own work.

Speaking about the work of a speech therapist within the framework of the federal state standard, I would like to dwell on those documents that regulate the work of a speech therapist.

In our work we are guided primarily by:

Law of the Russian Federation “On Education” No. 273 F3
Federal Law “On Special Education of Persons with Disabilities”
“Model regulations on a preschool educational institution”
Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education .

These are the main documents regulating the activities of both correctional teachers in general and speech therapists in particular. They relate to the field of general education, and standards, federal and state requirements that would directly relate to correctional education do not currently exist. There are only draft laws, public hearings and public discussions of the draft concept of the Federal State Educational Standard for students with disabilities are taking place. This standard was developed by specialists from the Institute of Correctional Pedagogy and KP RAO in Moscow. This standard has been discussed, but so far this standard has not been accepted, because the issue of integration, the question of where children with developmental problems, in particular children with speech problems, should be widely discussed, are now being widely discussed. pathology, intellectual disability. The issue is being resolved, and this project is supported by the government. Everyone is inclined to believe that inclusion is inclusion, but there are categories of children who cannot be taught in any way in the general education school system, in particular, the category of children with intellectual disabilities. Currently, the system of correctional education and defectology is preserved and this standard, discussed, adjusted, and not yet adopted, is freely available on the ICPRAO website.

A feature of the Federal State Educational Standards project for primary general education for children with speech impairments is that the decision to choose an educational route is given not to the general program, but to a specific specialist who will work with the child and depends on the requests of the parents, on an objective picture of the child’s physical and mental status. The more complex the structure of the defect, the more the program becomes variable, the greater the proportion of life competence, i.e. formation of vital skills. Minimum programs for children with speech pathology. For preschoolers, these are T.B. programs. Filicheva, G.V. Chirkina, G.A. Porridge. For schoolchildren, for children with dysgraphia, with dyslexia there is no such thing. Only the recommended options are for practicing speech therapists, who in each specific case build their work in relation to the strategy of correctional and speech therapy work with the contingent of children who came to them at the educational institution.

Paragraph 2.6 of the Federal State Educational Standard defines the directions of development and education of children (educational areas):

social and communicative development
cognitive development
speech development
artistic and aesthetic development
physical development.

I would like to dwell on “speech development”. Although this area is separated into a separate one, we can find interdisciplinary connections in the implementation of all these areas. For example: physical development includes motor development, development of general motor skills. Where there is no general motor skills when correcting phonetic disorders in dysarthria in children, where there is general motor skills, there is fine motor skills, there is articulation, where there is speech therapy, there is physical education. If we are talking about artistic and aesthetic development, then it is understood that children are developing musical abilities, if these are musical abilities, then this is the work of a music director, and if this is the work of a music director and speech therapist, then this is a lesson in logorhythmics; without logorhythmics, classes with children with stuttering.

Speech development includes:

mastery of speech as a means of communication
enrichment of the active dictionary
development of coherent speech, grammatically correct dialogical and monologue speech, development of speech creativity
development of sound and intonation culture of speech, phonemic hearing
acquaintance with book culture, children's literature, something that we do not deprive of attention in the structure of a speech therapy lesson when we say that any lesson should be built within the framework of one lexical topic, united by a common game plot.
listening comprehension of texts from various genres of children's literature. This is a hint at the development of impressive speech, at the understanding of spoken speech, including that implemented in children's literature, in written and speech creativity.
the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write (prevention of dysgraphia, dyslexia, written language disorders in general. Fully taken into account in this section, in this direction in the structure of the educational program of a preschool educational institution.

In this area, all the areas of work that we, speech therapists, work with are defined.

The content of the work will depend on who we work with, on the age and individual characteristics of the children, and is determined by the goals and objectives of the program. It will be reflected in the general education program and the partial speech therapist program. It can be implemented in communication, in play, in cognitive and research activities. This provides an opportunity for creativity, i.e. this can be done in any type of activity in a group, office, or in the structure of classes of other specialists. But no one forbids conducting traditional speech therapy classes, which will later turn into a class-lesson system at school. Seatedly sitting at the table, and not lying on the floor, in front of a mirror and in the structure of traditional communication, teacher-student, child with speech pathology - speech therapist, child-adult. Both in group, subgroup and individual forms of work.

The main idea of the Federal State Educational Standard for Education is to support the diversity of childhood by creating conditions for the development of the abilities of each child. Each child will develop at the pace that is characteristic of him. Modern children are different from us, therefore, it is increasingly difficult to establish interaction between a child and a parent, a child with a teacher, a child with society.

Unfortunately, at present, a generation of children is growing, often indifferent to speech activity, demonstrating a dislike for difficult tasks, avoiding regular efforts and difficulties in general. Speech communication for such children is not personally significant.

There is also a “fading” of parental initiative - another pressing problem of today. That is why the search and introduction into practice of new forms of work with preschoolers and their parents is so important.

Children with speech disorders are often mentally unstable; they have an unstable psycho-emotional state, decreased performance and fatigue. Speech therapy classes for such children are hard work. It’s nice when children go to classes with a speech therapist with joy and desire, in anticipation of what awaits them today. What can await them? An attractive environment in the workspace of the speech therapist teacher, aesthetic design, game teaching aids, this is the only way to interest the child and invite him to dialogue.

In these changing conditions, we preschool teachers need to be able not only to freely navigate a wide range of modern technologies, but also to effectively implement them.

In accordance with the Federal State Educational Standard, the educational process must be based on age-appropriate forms of working with children.

It is possible to involve a child in activities only when he is interested, when he is passionate and plays. What is the main form of work with preschool children and the leading type of activity? Of course it's a game. If play is the main activity for a child, it means that we, as teachers, need to switch to play, what kind of game? A game that was built on the initiative of children, that is, an exciting, meaningful game. To achieve this, I tried to create a content-rich environment for the implementation of productive, exciting, educational and creative joint activities with children.

Currently, the interest of teachers (speech therapists, educational psychologists, educators) in the use of sand games in working with children has increased significantly.

Light tables for sand painting have become especially popular now. It's not really a game though. Working with sand develops tactile sensations and hand motor skills.

Sand drawing is ideal for activities with hyperactive and overly excitable children. The sand therapy method is especially suitable for children who, for whatever reason, refuse to complete various tasks in traditional classes.

The natural need of children to play with sand gave me the idea to use a sandbox in my work. Partial transfer of speech therapy classes to the sandbox provides a greater educational and educational effect than standard forms of training.

Firstly, the child’s desire to learn something new, experiment and work independently increases significantly.

Secondly, when playing with sand, tactile sensitivity develops as the basis of “manual intelligence” .

Thirdly, in games with sand, all cognitive functions (perception, attention, memory, thinking), as well as speech and motor skills, develop more harmoniously and intensively.

Fourthly, object-based play activities are improved, which contributes to the development of role-playing games and the child’s communication skills.

Along with this, it is known that sand absorbs negative mental energy and has a relaxing effect.

This is how a box of sand appeared in my speech therapy office. For games and activities in the sandbox - a lot of figures no more than 8 cm high on different lexical topics. These are people, animals, vehicles, marine life, etc. toys from Kinder Surprises . Also various natural materials (sticks, fruits, seeds, shells, etc.).

A tablet for drawing with sand with backlight (they write syllables, draw (without light), make up a story based on the actual picture they drew, draw vegetables, fruits, trees.

I add details to the sand box, and we get “Color Parallels” -

I add mystery to the situation, asking the question: “How can you find out what is hidden under the sand without touching it?” . At the same time, I offer children various objects as a hint: a stick, a tube, a stone, a string, etc. I give you a plan diagram in which, using symbols, it is indicated where the objects are located. The guys agree on who reads the diagram (for example, the first object is in the yellow row, in the second cell from the top, etc.), and who finds the objects using a brush. Next, the pairs determine and pronounce where the sound is hidden. Objects are placed in different sections of the sand table: objects with sounds at the beginning of the word are placed in the right, and at the end of the word in the left. At the same time, spatial concepts are developing, thereby increasing the effectiveness and quality of activities (productive, creative, cognitive).

With the help of “Merry Men” , which are a latex ball filled with sand, thanks to which it can take different shapes.

I give the children a task: when they hear the sound “C” , make a smile, when there is no sound - sadness (the corners of the lips are lowered). So, with the help of facial expressions, they convey the emotions of “little people” and at the same time develop auditory memory.

I teach students the skill of syllable synthesis. I display the “little men” in pairs (the first blue one next to the red one with the symbol for the sound “A” , in the form of a mouth - a large circle). The child connects the sounds and receives the syllable “SA” . Similar work is carried out with other vowel sounds.

I use play exercises with sand in individual speech therapy work with children, as well as as an element of a subgroup lesson.

Experience shows that the use of sand therapy allows even “complex” child to open up, maintain the preschooler’s ability to work longer, and also increase interest in speech therapy classes.

Along with this, it is known that sand absorbs negative mental energy and has a relaxing effect.

One of the non-traditional speech therapy technologies is Su-Jok therapy (“Su” – hand, “Jock” – foot)

The famous teacher V.A. Sukhomlinsky once said that a child’s mind is at his fingertips. And these are not just nice words. The thing is that in the human brain the centers responsible for speech and finger movements are located very close. By developing fine motor skills, we activate neighboring areas of the brain responsible for speech. And the formation of speech contributes to the development of thinking.

In correctional and speech therapy work, Su-Jock therapy techniques can be used as a massage for dysarthric disorders, for the development of fine motor skills of the fingers.

Massage with a special ball. Since there are many biologically active points in the palm of your hand, an effective way to stimulate them is to massage them with a special ball. By rolling the ball between their palms, children massage their arm muscles. (Stroke my palms, hedgehog! You’re prickly, so what! I want to stroke you, I want to get along with you).

Each ball has “magic” ring.

We put the rings on the fingers one by one and massage them (finger game “boy-finger” - Boy-finger, Where have you been? I went to the forest with this brother, cooked cabbage soup with this brother, ate porridge with this brother, sang songs with this brother) .

Absolutely safe - incorrect use never causes harm - it is simply ineffective.

In my work I also use I. Lykova and I. Maltseva’s “Logical Baby” tablets with sets of cards with exercises for children to master primary literacy.

I widely use ready-made picture-graphic diagrams and plans for stories by Bardysheva T. Yu., Monosova E. N.

The authors note that the most effective methods and technologies for the development of coherent speech are those based on building a coherent statement with the help of visual images (object pictures, stimulus symbols, from which a sentence diagram and a story plan are made up. Coherent speech in this case is formed using pictures -graphic diagrams. Thanks to this technique, children will be able to adequately use various types of sentences, retell texts and compose stories based on picture-graphic plans independently.

“Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly . (K. D. Ushinsky).

Recently in my work I began to use such a form of work as a laptop. I decided to design games and speech material on sound reinforcement in the form of a laptop that is now fashionable. A laptop is a homemade book - a folding bed or a thematic folder with different pockets and moving parts. It collects material on a specific topic. At the same time, a finished lapbook is not just a craft. This is the final stage of sound work that the child has done on the topic. At each stage of work on consolidating sound, according to my instructions, children, together with their parents, make pockets for games, select games, riddles, tongue twisters, pictures and other materials for games. The lapbook “Visiting Shipelochka” presents games and exercises aimed not only at automating the sound [sh], but also tasks for the development of phonemic awareness, sound analysis and synthesis, the prosodic side of speech, and grammar. All work with a laptop contributes to the enrichment of vocabulary, the development of thinking, visual perception, memory, attention, and fine motor skills.

We live in the information age. Computerization has penetrated almost all spheres of life and activity of modern man. Therefore, the introduction of computer technology in education is a logical and necessary step in the development of the modern information world as a whole. In accordance with the Concept of introducing new information technologies into preschool education, the computer should become the core of the developmental subject environment in kindergarten. Therefore, it is important to create a system of work using a computer for the development of a child and, above all, the formation of his psychological readiness for life and activity in a society that widely uses information technology. For a preschool child, play is the leading activity in which his personality is manifested, formed and developed. And here the computer has ample opportunities, because correctly selected educational computer games and tasks are, first of all, a gaming activity for a child, and then an educational one. Children receive an emotional and cognitive charge that makes them want to consider, act, play, and return to this activity again. This interest underlies the formation of such important structures as cognitive motivation, voluntary memory and attention, and the prerequisites for the development of logical thinking.

Special computer games “Learning to speak correctly” , “Games for tigers”, etc. “Speech games” for the interactive whiteboard.

Recognizing that the computer is a new powerful tool for the intellectual and creative development of children, it is necessary to remember that it should only complement the teacher, and not replace him.

As a speech therapist teacher, I use ICT in my work to:

Selection of illustrative material for classes and for the design of stands, groups, offices (scanning, Internet, printer, presentation).
Selection of additional educational material for classes, familiarization with event scenarios.
Getting acquainted with periodicals and the work of other teachers.
Preparation of group documentation and reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.
Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings, master classes, and “Round tables” .
Exchange of experience: creating your own mini-sites on popular portals, publishing materials on teaching activities on various sites.

In my practice, I actively use Internet resources as the main source of self-education. In order to meet the standard of a modern specialist, she registered mini-sites on well-known portals on the Internet.

In practical activities, I use presentations for children and their parents, colleagues as part of open events (classes, joint project activities with preschool teachers).

The preschool education standard places special demands on the activities of a speech therapist teacher. A modern speech therapist is obliged to bring a positive mood when communicating with children, parents, and colleagues, which allows them to establish communication connections and resist stressful situations.

And the innovative technologies that I use in my own speech therapy practice are based on the priority areas of the Federal State Educational Standard for Educational Education.

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Speech therapy work at school according to the Federal State Educational Standard article on the topic

Speech therapy work at school according to the Federal State Educational Standard.

Federal State Educational Standard (FGOST) for primary education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009. No. 373, defines a system of new requirements for the structure, results, and conditions for the implementation of the main educational program.

Much attention in the new Standard is paid to the formation of universal learning activities (UDA) in the initial period of training, since this period is the foundation for subsequent successful training. In elementary school, students should develop the basic ability to learn, which is based on:

· Communicative UUD: listen and engage in dialogue, participate in collective discussion, integrate into a peer group, build communicative interaction;

· Cognitive UUD: process received information, provide it orally and in writing.

Particular importance is attached to the formation of communicative actions that are necessary for the child to communicate in society (school), with loved ones (home) and peers. The maturity of communicative educational skills determines the development of the child’s ability to regulate behavior and activity, and understand the world.

In this context, the importance of speech therapy work in secondary schools as a special type of assistance to children experiencing difficulties in communication and learning cannot be overestimated. At the same time, a new assessment of the role of school speech therapists and the introduction of something new into the content of speech therapy work is required.

In the past, the main goal of primary education was considered to be learning to read, write, and count, and the criterion for success was the level of development of these skills in children. Today, along with knowledge of the main components, the program content of training includes an activity component (formation of educational skills in personal, regulatory, and, of course, cognitive and communicative spheres). The criterion for successful training is the achievement of the planned results of mastering the main educational program: personal, meta-subject and subject results.

The peculiarity of speech therapy work is that it is aimed at helping children who have difficulty achieving subject results (writing, reading). Thus, timely and effective logocorrection work prevents or minimizes difficulties in achieving meta-subject results (formation of communicative and cognitive learning tools).

Also, the Standard places special emphasis on preventive speech correction work with children at risk. The Federal State Educational Standard also points to the mandatory consideration of the individual age, psychological, and physiological characteristics of children, to the need to create a system of comprehensive assistance to children with disabilities and special conditions for their education and upbringing. An increasing number of modern children fall into the risk group category: frequently ill children (somatically weakened), pedagogically neglected, without pre-school preparation, with mild developmental disabilities, children from dysfunctional families, etc. Increased vulnerability of the organization of special compensation for developmental difficulties.

The Standard's requirements for the conditions for implementing an educational program are also determined by a new approach to organizing speech therapy work - an approach from the position of pedagogical management. The new conditions for the implementation of the Federal State Educational Standard make special demands on the organization of the actual professional activity of a speech therapist teacher - the organization of activities taking into account self-management. Self-management is understood as the teacher’s purposeful and conscious management of his own professional and pedagogical activities, as well as the process of personal and professional improvement and development. This will optimize the use of working time and will become the foundation for increasing the efficiency of all speech therapy work.

Thus, the goal of the work of a speech therapist within the framework of the Federal State Educational Standard is to provide assistance to students who have impairments in the development of oral and written speech (of a primary nature) in mastering general education programs, promoting the development and self-development of the individual, preserving and strengthening the health of students.

The result of speech therapy (together with general pedagogical) should be the formation of key competencies of students: educational, personal, communicative, informational.

The main objectives of speech therapy work are the following:

expanding the volume of vocabulary and learned grammatical means for the free expression of thoughts and feelings in the process of verbal communication;

development of the ability to self-esteem based on observation of one’s own speech;

mastering techniques for selecting and systematizing material on a specific topic;

developing the ability to independently search for information; development of the ability to transform, store and transmit information obtained as a result of reading or listening.

Literature:

Speech therapy work at school: a manual for speech therapists and additional teachers. Education, educators and parents /O.A. Ishimova, O. A. Bondarchuk. – M.: Education, 2012. (We work according to new standards).

December 27, 2022

Let's sum up the “Year of Science and Technology”

2021 in Russia has been declared the Year of Science and Technology. This was a good reason for holding various events in kindergarten that helped attract children's attention to scientific discoveries and technological achievements, as well as familiarize themselves with scientific literature. After all, the more students are passionate about science, the greater the potential for technological development the country will have. Preschoolers make discoveries every day, exploring the world around them. Thematic conversations, quizzes, experiments, and experiences are held with students.

In 2022, the preschool educational institution implemented projects of various types. In the process of participating in project activities and participating in cognitive development games, our students learned to look for answers to their questions.

In the younger group (group No. 11, teacher Bulgakova E.I.), an educational project in the field of natural history was implemented, touching on issues of environmental education; older groups chose the following topics for project activities: “Entertaining mathematics” (group No. 8, teachers Morozova E.A. ., Popova L.A.), “Dietetics: the benefits of cereals” (group No. 9, teacher Savina L.M.), as well as “Magic Leaves” group No. 3 (teachers Chepiga O.V., Travina M.V. ), the preparatory groups organized project activities in the direction of “Experimentation is interesting!” (group No. 7 teachers Mozgovaya TV., Khryukina O.V.) and “Anatomy. How am I structured?” (group No. 5, teachers Lazareva Yu.A., Pavlichenko S.Ya.). As we see, the scientific world of a preschooler is very diverse and multifaceted; young researchers are equally interested in playing logical mathematical games and learning about the importance of traditional Russian porridge for human health, conducting various interesting experiments with water and air and playing the story game “Polyclinic” , which employs doctors who know a lot about the structure of man and his health, observe seasonal changes in nature and learn about the causes of these changes from a biological point of view.

With regular work and close interaction with their parents, children develop intellectual curiosity, a thirst for new knowledge, interest in the world around them and a desire to gain new experiences.

Science and technology is a topic for more than one year. This topic must be used regularly in working with children, and not stop there. Just go forward.

Groats

Experiments group No. 7

Group project No. 11

Project Fun Mathematics