Structural-functional model of methodological support for project activities of older preschoolers in kindergarten

The urgency of the problem of organizing methodological support for project activities of pre-schoolers in kindergartens is due to the high educational potential for intellectual, social and creative development of children at senior preschool age. Nevertheless, in practice, project activities in kindergarten are often formal in nature: the teacher offers children and parents the topics of projects (or chooses it himself), distributes tasks to parents, coordinates their implementation, and thinks over the most effective presentation of the project product. As a result, the essence of project activity is distorted as a developing means of education and upbringing, co-creation of teachers, preschoolers and parents. The current situation is largely due to the weak organization (or lack) of methodological support for the educational process in kindergartens. The article proposes a structural-functional model of methodological support for the project activities of older preschoolers, which includes three interrelated modules: information-analytical, content-organizational, evaluative-reflexive. The main condition that ensures the effectiveness of the project activities of older preschoolers in kindergarten is building relationships of social and pedagogical partnership between the parents (family) of pupils and teachers of the kindergarten in order to integrate the resources of partners and coordinate joint actions to successfully solve pedagogical problems and achieve predictable results. The use in educational practice of a structural-functional model of methodological support for the project activities of older preschoolers will make it possible to realize the high educational potential of project activities for the comprehensive harmonious development of pupils and will contribute to the organization of productive interaction between the subjects of the educational process.