Methodical support of the project activities of senior preschoolers in kindergarten

The relevance of the research topic is due to the contradiction between the high educational potential of project activities for the intellectual, creative, social, personal development of preschoolers and the poor organization of methodical support for project activities in preschool institutions, as a result, project activity acquires a formal character, its essence as a developing means of education and upbringing, productive interaction between teachers, preschoolers and parents is distorted. Purpose: to substantiate the need to organize methodical support of project activities in preschool institutions and develop a structural and functional model of methodological support for project activities of older preschoolers in kindergarten. Research methods: as research methods, an analytical review of scientific sources on the problem of organizing project activities of preschoolers and a modelling method were chosen. Results: methodical support is reviewed from the position of system-organized interaction of the subjects of the educational process – participants in project activities (teachers, children, parents), aimed at achieving the planned project activities, the intellectual and creative development of preschoolers, the development of psychological and pedagogical competencies of parents, mastering their pedagogical experience of interaction with children, improving the professional competence of teachers. A structural-functional model of methodological support for the project activities of older preschoolers is proposed, including three interrelated modules that reflect the logic and functions of the process of methodological support (information-analytical, content-organizational, evaluative-reflexive). It is concluded that a necessary condition for ensuring the effectiveness of the project activities of older preschoolers in kindergarten is building relationships of social and pedagogical partnership between parents (families) of pupils and kindergarten teachers in order to integrate partners’ resources and coordinate joint actions to successfully solve pedagogical problems and achieving predicted results.

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