Nazarova Victoria
Lego construction in kindergarten
“By constructing, the child acts,
Like an architect constructing a building
Your own intelligence."
LEGO technology is one of the modern and widespread pedagogical systems that uses three-dimensional models of the real world and a subject-game environment for the learning and development of a child.
LEGO technology is a set of techniques and methods of construction aimed at realizing a specific educational goal through a system of carefully thought-out tasks made from a variety of construction sets. Lego. It combines elements of play and experimentation. It can be used with children from 3 to 7 years old.
Target:
Promote development in children preschool age abilities for technical creativity, provide them with the opportunity for creative self-realization through mastering LEGO construction.
Educational tasks:1. Learn to compare objects by shape, size, color, patterns, differences and common features in designs.
2. Learn to create various designs according to a sample, according to a model, according to conditions, according to drawings and diagrams, according to a plan, according to a theme.
Developmental tasks:
Develop fine motor skills of the hands.
Develop memory, attention, ability to compare.
Develop imagination and creative thinking.
Educational tasks:
To instill in children the ability to build carefully.
Cultivate a desire for active activity and communication.
Project implementation stages
1. Setting a goal
2. Activity planning
Choice of activity
Material selection
Choosing a method of activity
3. Implementation of the plan
4. Project presentation
5. Analysis.
9 slide I started my work with the creation lego center in the group. My parents helped me with this. At the beginning, my parents bought us a simple construction set. lego, and then lego"Hollow. Also, the d/s was given a designer set "Klix". To help parents with constructive activity At home and preparing projects, I developed reminders with methodological recommendations.
Games LEGO can truly interest a child of any age. They develop children's imagination and curiosity. As research has shown, designers LEGO stimulate children's the brain to process and assimilate information from the environment, and also effectively develop the child’s motor skills. Games LEGOs develop children's intelligence, helping to better understand the world and interaction with him. In addition, they develop in the child a sense of responsibility for their creations, stimulate children's creativity , provide insight into the bigger picture (and the world in general). By matching blocks, the child will learn colors, shapes, counting, etc.
Children playing with construction sets LEGO, also develop self-confidence and better adapt to the world around them, including physical, cultural and social aspects. They learn to interact with other people and behave appropriately in various situations that may arise in everyday life.
DUPLO - sets of simple blocks that are twice the size of regular, standard LEGO blocks and are intended for young children.
Klix is a unique innovative construction set created for the all-round development of a child. This educational toy challenges children's imagination and creativity, develops logical thinking and fine motor skills.
A distinctive feature of the Clix construction set is that it allows the child to build endless fun models: from space rocket to a pirate ship, from a small bird to a powerful elephant. There will be no limit to your child's imagination.
All sets are compatible and complementary, as they consist of basic blocks, which, with a sufficient number of them, allow you to build anything you can imagine.
Bright multi-colored parts made of durable hygienic plastic will be connected and separated by the child’s hands thousands of times, while emitting a characteristic sound - "cry!". That is why the toy got its name.
Educational wooden construction sets for children are now available in most families with children. This toy has many advantages.
Eco-friendly items. Wood is one of the most popular materials. Wood is not only environmentally friendly and safe, but even useful in many cases. For construction sets, paints without harmful substances are usually used, so in general, such toys are suitable for children of different ages and for children prone to allergies;
durability and strength. If you drop a plastic toy from a great height, it may break or break. Wooden construction parts are usually more durable. Children throw them, drop them, but nothing happens. This is especially important when kids play.
LEGO Design Principles
From simple to complex;
Accounting age characteristics children
Taking into account the individual capabilities of children in mastering communication and constructive skills;
Activity and creativity - use effective methods and targeted activities aimed at developing children's creative abilities;
Complexity of problem solving - solving constructive problems in different types activities: gaming, cognitive, speech;
Effectiveness and guarantees - implementation of the child’s rights to receive help and support, guarantees positive result regardless of the age and level of development of children.
Forms of organizing training for preschool children in design
Design according to sample
2. Design from a model
3. Design according to conditions
4. Design using simple drawings and visual diagrams
5. Design by design
6. Design according to the theme
16 slideConstruction based on a model is that children are offered samples of buildings made from parts of building materials and construction kits, and are shown how to reproduce them.
This form of education ensures direct transfer of ready-made knowledge and methods of action to children, based on imitation. It is difficult to directly connect such construction with the development of creativity.
Slide 17 Design according to the model is as follows. Children are presented with a model as a model, in which the outline of its individual elements is hidden from the child (the model can be a structure covered with thick white paper). Children must reproduce this model from the building material they have. Thus, the child is offered a certain task, but is not given a way to solve it.
Design using simple drawings and visual diagrams. The modeling nature of the activity itself, in which external and individual parts are recreated from the details of building material functional features real objects, creates opportunities for the development of internal forms of visual modeling.
Slide 18 Design according to conditions.
It is as follows: without giving children a sample of the building, drawings and methods of its construction, they determine only the conditions that the building must meet and which, as a rule, emphasize its practical purpose (for example, to build a bridge of a certain width across the river for pedestrians and vehicles, a garage for cars or trucks cars, etc.).
19 slide Design according to plan, compared to design according to a model, has greater opportunities for developing children’s creativity, for demonstrating their independence: they decide for themselves what and how they will design. But creating a plan for a future design and its implementation is a rather difficult task for preschoolers: their plans are unstable and often change in the process of activity.
20 - 21 slides
Over the course of the year, my children and I created
various projects.
Lego- design easily integrates with almost all areas educational activities and comprehensively develops children. It can be included as an element in the OOD structure according to « Speech development» , "Reading fiction", "Development of elementary mathematical representations» , and etc.
Visual models are created in the course of various activities. Created Lego- children use buildings in role-playing games and theatrical games. They create conditions for the development of speech, creativity and have a beneficial effect on the emotional sphere.
Lego- elements can be used in didactic games and exercises aimed at developing speech, thinking, memory, and tactile perception. For example:"Wonderful bag", "Remember and Repeat" and etc.
Slide 23 A variety of LEGO constructors allows you to engage with students of different ages and various educational opportunities.
24 slide With children 3-4 years old, LEGO is used - sets, mostly large in size, with simple connections of parts.
At the first stage, it is necessary to get acquainted with lego parts. Next, teach children to classify design elements, show options for fastening, combining, and spatial arrangement of parts. Children at this age should be able to follow the teacher’s verbal instructions in the process of action with Lego - designer. A certain construction may not always be the result of productive (constructive) activities at this stage.
At the second stage, focusing children’s attention on the design process, it is necessary to develop their ability to identify spatial features in objects. characteristics: “high turret - low turret”, “thick brick - thin plate”, as well as the color of parts and buildings (red, yellow, green, blue, white, black, brown, etc.) and shape (square, rectangle).
Construction by children 3-4 years old is carried out according to the teacher’s model, according to the topic. Organizing a productive (constructive) activities with preschoolers according to the principle of age appropriateness, you can conduct educational games of such a nature as “Sort out the construction kit parts by color”, “Find a piece of the same color as the one on my card.”, “Find a designer part by description”, “Pass around a piece of this shape and this color.” and etc.
The result of productive (constructive) the activities at the second stage will be simple lego - building(hero or inanimate object). Of course, any lego- the building must be played out. Most often, it can serve as the beginning of a role-playing game. Playing out lego- the construction will contribute to the formation of a subjective position and creativity in children.
With children 4-5 years old in the process of productive (constructive) activities work with lego- it becomes more complicated by the designer. Medium-sized construction sets are used, with increasingly complex connections of parts. At this age, children can already be offered cards with a color image of a future building, according to which they must complete it, which contributes to the development of thinking in children. Children can also design according to a theme, according to a model, according to a plan, according to the simplest conditions. Will be relevant games: “Find the same one”, “Guess by touch”, “Building a tower”, “Different paths”, “Fence”, etc.
In older preschool age, a wide variety of different types Lego constructors(from large ones with simple connection of parts to smaller ones with a complicated degree of connection of parts). Due to the age characteristics of children of this age, you can use graphic tasks, complicated diagrams and models of future buildings, design according to conditions, according to design, according to the topic.
Children 5-7 years old in lego- games are more independent. They can take on the role of a leader and distribute roles independently. Therefore, group games are available to them of different nature “Whose team will build faster...”, "We are building lego- construction according to the scheme" etc. In children of this age, it is necessary to develop a sense of collectivism, thinking, the ability to work using cards, diagrams, models individually, in pairs, and enrich the content of role-playing games based on created buildings.
Senior preschool children are introduced to programmable mini-robots "Smart Bee". They use interactive equipment, microscopes, cameras, and video cameras in educational activities.
Forms of summing up the results of the implementation of an additional educational program and monitoring activities are the participation of children in project activities and in exhibitions of students’ creative works.
Lego Construction is an effective educational tool that helps unite the efforts of teachers and families in solving the issue of raising and developing a child. When playing together with parents, the child becomes more diligent, efficient, purposeful, and emotionally responsive.
Working with parents
Exhibitions of joint works
Participation in online competitions
Presentation of material on this topic at the stand, in booklets
Consultations
Replenishment LEGO corners in a group
I visited the Moscow International Education Salon and was impressed by the designer there "Fanclastic"
Fanclastic. A unique designer made in Russia.
We can be proud of our manufacturers: block constructor Fanclastic™ is a unique educational game for children that has no analogues in the world. Unlike the classic children's construction sets, this construction set uses an original three-dimensional method of connecting elements, which endlessly expands the possibilities of assembly. 3D models - easy!
The parts bend a little, so it is possible to make them even flexible designs: You can build a big wheel from a construction set!
Fanclastic provides the strongest connection of parts among all plastic construction sets, which makes it possible to create volumetric models up to 3 meters high! Moreover, the assembled models are distinguished not only by high strength, but also mobility: take it and play.
Results of work
The volume of the program is designed for 32 weeks, with a load of 1 time per week. The duration of continuous direct educational activities for children from 4-5 years old is no more than 20 minutes.
As a result of mastering the program, children learned to name construction parts (plate, brick, wheel, special elements: frames, doors, fences). Learned about the structural properties of building parts (stability, shape, size) They are able to identify parts of different types of transport, name their shape and location in relation to the largest part. They are able to analyze a building sample and independently change buildings. Children have an idea of the various buildings and structures around their homes, kindergarten, about the simplest architectural forms.
Used Books
1. E. V. Feshina « Lego construction in kindergarten»
2. "Senior Teacher's Handbook" 2012-№2
3. L. V. Kutsakova “Design classes
from building material"
With the help of Lego construction sets, kids can create their own unique world, simultaneously mastering complex mathematical knowledge, developing motor coordination, fine motor skills, and training their eye. Design classes stimulate curiosity, develop imaginative and spatial thinking, activate fantasy and imagination, awaken initiative and independence, as well as interest in invention and creativity. The teacher faces the most important task - to create the necessary conditions to involve children in an exciting activity that allows them to reveal the potential abilities of their pupils.
Goals of teaching Lego construction in kindergarten, specific tasks and techniques
Lego construction is a type of productive activity based on creative modeling () using a wide range of universal Lego elements. The use of Lego constructors helps to achieve serious educational goals, since in the process of exciting creative and educational play, favorable conditions are created that stimulate the comprehensive development of a preschooler in accordance with the requirements of the Federal State Educational Standard.
During the design process, favorable conditions are created that promote the comprehensive development of preschool children
Lego technology is an example of the integration of all educational areas both in organized educational activities and in children’s independent activities. Let us give an example of the intersection of educational and educational areas in the process children's design:
- - the child selects and counts out the parts required in size, color, configuration.
- Development of speech and communication skills - the child replenishes the dictionary with new words, communicates with adults in the process of construction, asks specific questions about various subjects, clarifies their properties.
- Correctional work has a beneficial effect on the development of the child as a whole (fine motor skills, memory, attention, logical and spatial thinking, creativity, etc. are developed).
- Educational work - playing together with other children and with adults helps the child become more organized, disciplined, purposeful, emotionally stable and efficient, thus playing a positive role in the process of preparing the child for school.
Video: speech therapy session using Lego
https://youtube.com/watch?v=kZKBvR1K99Y Video can't be loaded: Speech therapy session using LEGO. (https://youtube.com/watch?v=kZKBvR1K99Y)
Objectives of the Lego Method
Junior preschool age (2–4 years):
- learn to distinguish and correctly name the parts of the Lego constructor “Duplo” (brick, beak, bridge, base of the car, semicircle, oval, etc.);
- introduce elementary mental operations of analyzing buildings according to the following parameters: shape, size, color of parts, learn to compare objects;
- create a simple structure according to a sample and specified conditions, for example, a fence for a farm, a garage for a car;
- replenish the dictionary with new phrases: long (short), wide (narrow) path of blue color;
- develop fine motor skills and hand-eye coordination while attaching construction kit parts.
With children 3–4 years old, Lego sets with large elements and simple connections of parts are used
Middle preschool age (4–5 years):
- to develop knowledge about symmetry, proportions, the concept of part and whole;
- teach construction using Lego cards;
- remember and freely use the names of Lego parts in speech.
In the middle group, medium-sized design elements are used, diagrams, photos and pictures with images of models are used
Senior and preparatory groups:
- stimulate children's technical creativity;
- teach modeling based on drawings and your own ideas;
- develop the ability to independently solve technical problems;
- introduce the basics of computer modeling.
When working with older preschoolers, you can use complex models made from small parts
Basic ideas of Lego technology:
- from simple to complex;
- taking into account age and individual characteristics;
- creativity and effectiveness;
- development of creative abilities;
- an integrated approach that involves a synthesis of teaching, gaming, and developmental activities.
Features of practical use taking into account the age of children:
- With children 3–4 years old, Lego sets with large elements and simple connections of parts are used.
- With children 4–5 years old, the design becomes more complicated, medium-sized elements are used, and more complex options for connecting parts are used. In the middle group, color photos and pictures with images of models are used, according to which children must build. Creative activity is carried out according to a theme, a model, a plan and the simplest conditions.
- At 6–7 years old, various types of Lego constructors are offered for technical creativity, from large ones with simple connections of elements to the most miniature ones with complex execution techniques. When working with older preschoolers, you can use tasks in the form of graphic diagrams, complicated models of future buildings, work based on design, conditions, and various thematic tasks.
One of the forms of implementation of the Lego method is a festival
Forms of implementation of the Lego method in kindergarten:
- Scheduled lessons (10–15 minutes per younger group, 20 minutes in middle school, 25–30 minutes in high school and preparatory classes).
- Individual work of a teacher in pairs with a child or with a subgroup of children (once a week no more than 40 minutes):
- preparing a child for a competition;
- working with gifted or underdeveloped children.
- Long term and short term projects, whose participants may be:
- educator;
- children and parents.
- Everyday independent design, construction game in free time from scheduled classes.
- Festivals, competitions, quizzes.
- Club work, which is carried out by teachers of a preschool institution.
Theatrical play develops imagination and creativity
Techniques for working with children during design classes using a block constructor
The following pedagogical techniques are used in the learning process:
Work according to the schemes can be offered to preschoolers in game form
- Creative design based on a plan or a drawn model. Such classes are practiced with older preschoolers who have already mastered the basic techniques, and they can be offered work using pictures, photographs depicting an object on a favorite topic.
Video: Lego technologies in working with preschoolers
https://youtube.com/watch?v=mnP3H_YRZzo Video can’t be loaded: “Lego technologies in the implementation of educational programs” (https://youtube.com/watch?v=mnP3H_YRZzo)
Design methods relevant for preschool children
Ways to teach preschoolers how to design:
- according to the model;
- by model;
- according to the conditions;
- according to cards-schemes;
- by free design;
- thematic design.
Photo gallery: examples of cards, instructions and models for Lego construction
Scheme of a post and a fence Options for designing figures Schemes of posts Instructions for constructing a Lego flower Lego animal models Boat models Man models Service transport models Instructions for assembling a conveyor An example of a drawn diagram Models of Lego structures Instructions for constructing a helicopter The simplest diagrams of Lego crafts
What types of Lego building classes are there?
A competitive activity is a competition that is held in a playful way.
Table: card index of Lego building lesson topics
| Lesson topic | Type of activity | Program tasks |
| “The kindergarten is happy for children” | Lesson according to plan in the middle group |
|
| "My favorite toys" |
|
|
| "Autumn forest" | Introductory lesson in the younger group |
|
| "Fruits" |
|
|
| "Cargo Van" |
|
|
| "Building a house" | Introductory lesson in the senior group |
|
| "Flowering Plants" | Complex lesson in the middle group |
|
| "Bird feeders" | Lesson according to the scheme in the middle group |
|
| "Forest Dwellers" | Complex lesson in preparatory groups e |
|
| “Once upon a time there lived one little man” | Thematic lesson in the middle group | This is a unique list
|
| "Lego Sports" | Project in senior and preparatory groups |
|
| "My street" | Middle group project |
|
| "I will always be attentive" | Complex lesson in the middle group |
|
| "Transport" | Thematic lesson in the senior group |
|
| "Drawbridge" | Thematic lesson in the middle group |
|
| "Spaceship" | Lesson according to the scheme in the preparatory group |
|
| "House for the Dog" | Introductory lesson in the middle group |
|
| "Pets" |
|
|
| "New Year card" | Thematic lesson in the preparatory group |
|
| "Farm Animals" | Complex lesson in the middle group |
|
| "Space" | Complex lesson in the senior group |
|
| "Sunny city" | Complex lesson in the senior group |
|
| "Military equipment" | Complex lesson according to the scheme in the preparatory group |
|
| Quest “Together with Dad” | Participants: middle and senior preschoolers, parents, teachers |
|
| "Favorite fairy tale characters" | Complex lesson in the middle group |
|
| Project "Flower - seven-colored" | Participants: middle and senior preschoolers, parents |
|
| "We invite you to the museum" | Final lesson in the form of an exhibition of works for parents and teachers |
|
Video: lesson on Lego construction in a senior group on the topic “Space travel”
https://youtube.com/watch?v=S32sMRKQ9WM Video can't be loaded: Open lesson on light engineering (https://youtube.com/watch?v=S32sMRKQ9WM)
Photo gallery: examples of completed crafts and structures
Crafts on the theme “Sea voyage” Crafts on the theme “Journey to Africa” Flower in mosaic technique Helicopter in mosaic technique Crocodile in mosaic technique Collective project “City of the Future” Exhibition of creative works Collective project “ Fairy tale» Collective project “Geese-Swans” Collective project “Children’s Playground” Collective project “Kindergarten of the Future” Decorations for role-playing game"Kolobok" Collective project "Summer Olympic Games"
Organizing and conducting classes with Lego in kindergarten
A lesson in kindergarten has its own logical structure:
- The organizational stage is a motivating start in a playful way (up to 5 minutes).
- The main stage (from 10 minutes in the junior group to 25 minutes in the preparatory group) is the most active practical part of the lesson, which includes the following activities:
- showing a sample, the teacher explaining step-by-step instructions, analyzing the card diagram;
- independent work of children according to a model, scheme or creative design; preschoolers can work individually, in pairs or as part of a small subgroup;
- physical education, video exercises with Lego men, outdoor games, finger or breathing exercises, which will help you relax, and then return to exciting design with fresh energy.
- The final, final stage (up to 5 minutes) - reflection, cleaning of workplaces, organizing an exhibition of children's works. The analysis is carried out taking into account the following criteria:
- neatness, symmetry, integrity and attractive appearance designs;
- technical skills;
- degree of independence of the work done;
- determination, discipline, hard work, sense of camaraderie and emotional responsiveness shown while working on the project.
Where to begin
It is important to conduct the organizational part of the lesson in an unusual, interesting, exciting and creative way. A bright, intriguing beginning will help to form a positive attitude towards the lesson and the teacher, create a favorable emotional mood, liberate the children and awaken the desire to experiment and create.
- To activate cognitive interest, search activity and attention of preschoolers, the teacher in the introductory part of the lesson usually uses rich and varied motivating material in combination with pedagogical techniques:
- a moment of surprise - the introduction into dialogue with children of a toy character, a favorite fairy-tale hero, who will ask for help, puzzle and delight, and invite children on an exciting journey to a fairy-tale land;
- video message from a fairy-tale or fictional character;
- poems and riddles;
- reading a fragment of a work of fiction;
- didactic and outdoor games;
- educational conversation and discussion of issues;
- problematic situation;
music, viewing pictures, demonstrating presentations, videos or animated films.
It is important to conduct the organizational part of the lesson in an unusual, interesting, exciting and creative way.
| Lesson topic | Table: examples of the motivational part of the lesson |
| “Journey to Lego Land” (problem situation) | Video message from residents of Lego Country: "Hello guys! The insidious wizard broke all the rides in our favorite park fun games and entertainment. Now our residents have stopped smiling and become very sad. We ask you to visit our country, help us renovate the amusement park and bring back the smiles of all Lego people.” |
| "Circus" (problem situation) | An impromptu circus consists of chairs arranged in a semicircle. Children take seats in four multi-colored sectors, according to the tickets, which are Lego pieces of red, blue, green and yellow. On the screen is the plot of a circus performance, a teacher in a clown costume introduces the children to the problem: “Guys, an accident happened at the circus, all our trained animals disappeared. The show will be cancelled. Will you help bring back our top artists?” The children agree, and the happy clown offers to show a few tricks with Lego parts (didactic games). |
| Didactic fairy tale on the theme “Traffic Light” | This activity will help you not only master the basics of design, but also become familiar with the rules of behavior on the road. Once upon a time there lived three friends: the little bunny Mitya, the bear cub Fedya and the little fox Lizonka. One day they decided to play ball on the playground, and the playground was across the street. Friends stopped near the road and began to think about how to get to the other side. The bunny's dad noticed their confusion and told them how to cross the road safely and correctly. The pedestrian crossing is painted with white stripes (zebra). It turns out that the crossing has its own important boss named Traffic Light, who commands pedestrians and cars. You can recognize it by three circles that light up in turn. If the red eye is on, you need to stand still. A yellow eye means “attention” - cars begin to slow down, and pedestrians prepare to move. When the light turns green, you can safely cross the road. |
| “Building gates” (discussion of issues in the younger group) | Let's see what construction parts our trucks brought. What is this? (bricks) What can you build with bricks? (gates, steps, houses) What kind of gate do we have? Are they durable, comfortable and beautiful? (show picture) What are the gates for? (so cars can drive in and out) What kind of gates need to be built to allow large vehicles to pass through? (wide and tall) Do you want to build a gate? Think about what kind of cars your gate will accommodate. |
| “Dunno came to visit us” (moment of surprise) | Dunno came to visit the guys with a suitcase, but it turns out that a “key” will help open it, which will be the solved riddle. After completing the task and opening the suitcase, the children find a construction set and diagram cards. Dunno sees the mysterious details for the first time and does not understand at all what can be made from them. The teacher asks the children to come up with and construct interesting and beautiful models, and then tell Dunno about them. |
Fascinating educational games will create a favorable emotional mood
Table: games for classes using the Lego method
| Name of the game | Description |
| "Magic dictation" | Geometric mosaic, which helps to consolidate the concepts of spatial perception: above - below, right - left. Following verbal instructions, children independently place Lego pieces on the plate. |
| "Collect a chain" | The game develops the ability to compose the simplest logical chains of alternating parts, selected by color, shape, size. |
| The game reinforces the names of parts, develops attention and memory. | |
| Drawing up a variety of symmetrical patterns. | |
| "Mystery Guest" | Construction of a simple model following verbal instructions in the form of a dictation. |
| "Magic Path" | When building a path, you must follow the rules, for example, each player continues the logical chain by installing a brick of the same color or size. |
| “Collect the parts” (outdoor game) | Children are divided into two teams of players, each of which has its own piece of a certain color, for example: two by two blue and two by four red. Players take turns transferring parts from one box to another, and the team that completes the task faster wins. |
| "Lego Men" | The men in red suits symbolize vowel sounds, and the men in blue suits symbolize consonants. By changing the places of the “little men”, the child receives new sound combinations and new syllables. In the future, Lego men will be replaced by red and blue bricks, with which you can create diagrams of words and sentences. |
| Role-playing game "Space travel" | The game is aimed at developing cognitive interest, interaction skills and constructive abilities. The teacher invites the children to prepare for a flight to the orbital station, explaining along the way that this is a space home for scientific research. Before the flight, astronauts receive assignments from engineers, doctors, biologists, and astronomers. Children, together with their teacher, select a team of astronauts, a group of doctors who will prepare the astronauts for the flight. Then engineers, designers and builders are appointed who will create the aircraft according to the drawn model. The designers plan the sequence of their actions: they build a platform from plates, fuel sections from bricks, the body and nose of the rocket from cylinders and a cone. The astronauts are given the task: to sketch oncoming planets, stars, and to study the behavior of plants in space. The rocket sets off on a journey, doctors, engineers and designers monitor the flight, the radio operator is responsible for uninterrupted communications. |
| "Balance" (outdoor game) | The child puts a Lego brick on his head, the other children give him tasks, for example, sit down twice, take three steps forward, turn right, spin around. If a child completes three tasks and does not drop the piece, then he has won and is awarded a prize. |
| "Jump to the toy" | Pre-designed and prepared toys (houses, bridges, towers, cars, etc.) are placed around the playroom. At the signal, children begin to move towards the toys. The child who reaches the goal first wins. |
| "Continue the story" | Children, together with the teacher, determine who they will write a story about and choose figures from a set. The teacher begins the phrase, the children select or construct the right toy, then everyone comes up with the continuation and ending of the phrase. |
| "Room for toys" | Children choose cards with furniture design diagrams, discuss with the teacher each option, the purpose of the piece of furniture, and the sequence of actions. |
| "Who knows how to do what" | Children look at an animal figurine from a set and name its actions, for example, a mouse - runs, jumps, gnaws; kitten - purrs, tumbles, drinks milk, scratches, plays with a ball; puppy - barks, plays, wags its tail, runs, etc. |
| "Find a toy" | The teacher lays out the pre-prepared crafts, then asks the children to answer questions and find the constructed toy, for example, which toy is on the left? What's below? What's to the right? |
| "One-many" | The goal of the game is to consolidate the skills of forming the genitive plural forms of nouns. The teacher lays out simple buildings made by children (houses, flowers, cars, etc.) on the table and builds a conversation on this topic. |
| The teacher lays out small structures (fish, chickens, cubes, etc.) on two plates and asks the children to place the required number of figures on the plates. | |
| "Teremok" (director's play) | The teacher invites the children to design figures of heroes fairy tale story and play out the fairy tale. During the task, children characterize the hero, think through and create an image, pronounce words on his behalf, the teacher directs the children’s work, and asks leading questions if necessary. |
| “The Yard” (to the fairy tale “Chicken” by K. Chukovsky) | The teacher invites the children to go to the poultry yard. Children remember who they can meet there, together they create heroes and come up with their own fairy tale plot. |
Video: Lego fairy tale “Teremok”
Photo gallery: examples of Lego games
The “Draw a Detail” game develops sensory and logical thinking The “Magic Patterns” game is aimed at creating a variety of symmetrical patterns Designing according to a pattern develops color perception and spatial thinking The “Colorful Columns” game reinforces knowledge of colors Adding numbers develops spatial thinking and counting skills When building paths, you must follow conditions on the card When filling out the squares, you must follow the rules Designing according to the conditions shown on the table develops logical thinking Solving mathematical examples strengthens counting skills “Logical chain” develops thinking “Assemble according to the picture” teaches you to think spatially “Assemble a number slide” develops counting skills
Video: cartoon about Lego cars
Poems about Lego
- Lego is a smart game
Attractive, cunning.
It's fun to play here
Build, compose, search!
I invite all my friends
Collect Lego quickly.
It's also interesting for adults:
It's good to play with Lego! - One, two, three - add up the parts,
So that they become a machine.
Build a garage. After
Don't forget to build a house.
You can go to the very threshold
Pave another road
Select a location for the bridge -
That will be beauty!
From the constructor of this
Whatever you do, everything works! - Cars, robots, animals,
Your friends, your girlfriends.
Pirates, castles and miners,
And trains, and the whole city!
Your favorite heroes -
On land, in the air, at sea.
You will open up a whole world with them -
You will go, fly, build...
And into this world - cheerful, bright,
Where are the magical gifts?
You plunge into the sea from the shore:
Welcome to the LEGO world! - Lego is a fantasy world!
A world of ideas and diversity.
Studying the diagrams in it,
It might turn out to be a house.
Or we'll build a castle
Where does the big dragon live?
He is guarding the princess
And he growls like fire at everyone.
Lego develops hands
And it doesn’t stop us from dreaming.
And I’ll tell you about Lego
This is the best game! - There are millions of spare parts here!
We are Lego champions!
Do you want to cheer up?
Start playing Lego.
You can build everything from Lego,
The main thing is to use your imagination.
We have a Lego constructor,
You won't be bored with him,
We build cars and houses
And we advise everyone to play.
Lego is beautiful!
We build different houses from cubes
And the car and the garage,
A house, a ship, even a school.
Lego is simply “super” class!
Now we don't run at all
We don't want to at all
Because in "super" Lego
We play as a group! - The boy was, oh, mischievous!
And now it’s completely different.
When they bought him Lego,
Oleg is unrecognizable now.
He doesn't look like himself
He barely looks at the drawing,
And the robot is already walking,
Instead of a nose there is a long trunk,
Colored pattern on the sleeves.
Our designer is a dreamer,
Plays for hours
How calm my mother felt.
She is happy for Oleg!
Buy Lego for your kids!
Table: example of a lesson-project on Lego construction in the preparatory group “Let’s build an amusement park”
| Author | R.R. Bodanova |
| Target | Create a children's park using the LEGO-DUPLO constructor. |
| Tasks |
|
| Preparatory stage | Preliminary work (motivation to collect information). Last week we reminisced about how we spent our summer. Many children visited different children's amusement parks. Share your impressions. - Every city has parks. People walk there, trees and flowers grow, there are fountains. In the summer I went to Luna Park with my family. This is a children's amusement park. There were roller coasters, a children's railway, a Ferris wheel, and attractions. In a cafe in the park, we ate ice cream and drank cola. Have any of you been to the children's park yet? - I was in the children's park “Fairytale Island”. There was also a Ferris wheel, various carousels, you can ride a Japanese bicycle, ATV, or scooter. There was also a pond in which swans swam. We fed them. We also ate ice cream in the cafe. Educator - All children visit children's parks with great pleasure and this topic is very interesting to us. Each park in the city has its own name, its own history of creation, for example: one of the “founders” of the idea of creating the “Wonderland” park in Moscow is landscape architect V.I. Ivanov (Explains the meaning of the word landscape). What is a park? Why are children's parks called children's parks? (homework assignment). |
| Organizational part | Operating rules 1.During work, do not shout, disturb or push each other; 2. Make changes to buildings under an agreement with the architect. Educator - When creating a model of a super-market from LEGO constructors, we became acquainted with such professions as an architect and an engineer. In order to begin construction, it is necessary, as before, to distribute roles in our project. We decided to select a chief architect, and then engineers responsible for each park facility. Main architector - Let's discuss what will happen in our park. I propose to create a playground with carousels and swings in the Children's Park. Vitaly: We need to make a roller coaster. Svetlana: Let there be a zoo in our park. It's so interesting! Victor: Let's also make a pond. I saw how beautiful it is. It will have swans and a bridge. Alena: We need to create an Ice Cream cafe and toy stores. Stepan: A vehicle fleet also needs to be created. Lyudmila: And decorate our park with flowers, flower beds, beautiful trees. Ivanna: Let's make a scene with benches. Main architector - Let's summarize: a playground with carousels and swings; sandbox with slides zoo; pond cafe "Ice cream"; car park; toy store, landscaping, putting up benches. Main architector - Before you start building the park, you need a plan. Let the entire territory of the park be this sheet of paper (Whatman paper, A1). Let's agree on what color we will use for our buildings. They discuss which building - what color and put it on the plan (attach it). Pink - swing; yellow - slide; blue - attractions; blue - bridge over the pond; gray - zoo cages; red - cafe; beige - benches; brown - toy stores. The result was a model of the Children's Park. Main architector - Now let’s determine on the diagram where the trees and flowers will be located. A landscape designer is responsible for the landscaping of our park. The children are discussing. - Everyone will make a proposal where their object will be located on the diagram. Play using symbols. The chief architect compares it with the plan and claims. Execution of buildings. Discussion within groups. The architect ensures that the rules are followed. |
| Main part | Independent work of children. |
| Final part | Main architector - All the guys finished construction and arranged it according to plan. Landscape architects begin work. We present the project to the jury. They can distribute parts of the presentation between engineers, or the chief architect can present everything. - In order to answer the question of what a park is, my parents and I looked at a children’s encyclopedia, the book “Why”, and in the group we watched films about a car park, a technology park, and about the Disneyland park. We learned that parks are different, but it is important who they are for. If for cars it is a car park, if cars come for a while it is a parking lot; There may be technology parks, and this means that the park houses various equipment. The children's park is called a children's park because there is a lot of entertainment for children. Such parks must have carousels, car parks, a Ferris wheel, i.e., attractions. We present to your attention our group’s children’s park project. The park has toy shops, cafes, carousels, a pond with a bridge, and a car park. Anyone who wants can go and admire the swans in the park, someone can swing on the swing. So we answered main question: A children's park is called a children's park because all parks have entertainment for children, children come there to have fun. There you can jump, run, shoot, ride, and eat ice cream. We also built our own park for children. It contains the following objects (listed). Thus, we believe that the goal has been achieved. During the construction of the park, all proposals can be taken into account. Thank you for your attention! The jury is asked no more than two clarifying questions. The jury consists of students from preparatory group No. 2. The chairman of the jury is a teacher. |
Lego is not easy funny toy, this is a wonderful tool that helps enrich the child’s inner world, revealing it personal characteristics, manifestation of creative potential and realization of opportunities. A variety of activities using Lego technology provide real chance Each child will develop logical and spatial thinking, imagination, independence and skills of interaction with peers, and teachers will captivate children with technical creativity. Creative play will help to better understand the child, and therefore develop effective remedy to solve problems of both the child and the teacher.
Share with your friends!Work plan for teacher self-education on the topic:
« LEGOdesign in older preschool age, as a means of developing children’s technical creativity"
Subject:“LEGO construction in older preschool age as a means of developing children’s technical creativity”
Direction: social and personal
Group: older
Beginning of work: 09/01/2016
End of work: May 26, 2017
Self-education form: individual
Target: introducing preschoolers to children's scientific and technical creativity through LEGO construction and robotics.
Tasks:
1. Cognitive: to promote the development of cognitive interest in LEGO construction and robotics.
2. Educational: to develop skills in LEGO construction, to facilitate the acquisition of initial experience in solving design problems. Introduce preschoolers to the technical aspects of robotics.
3. Developmental: develop creative activity, imagination, desire to create and invent, initiative and independence in making optimal decisions in a variety of situations. Develop visual perception, logical thinking, working memory, fine motor skills, spatial orientation.
4. Educational: to cultivate communication skills, friendly relationships, discipline, and a sense of responsibility.
Expected results:
For the teacher, the foundations of pedagogical skills, professionalism and creativity will be formed:
the ability to analyze scientific and methodological literature, increasing one’s theoretical and practical knowledge, skills and abilities;
mastering innovative pedagogical technologies of LEGO construction and robotics as a means of developing children’s technical creativity;
the ability to activate creative abilities and skills; disseminating their experience and achievements through information and educational sites, applying the acquired knowledge in practice during the organization of direct educational activities.
Children will develop:
creative abilities, communication skills, the ability to design according to a diagram and sample, to synthesize acquired knowledge;
social skills in the process of group interactions, experience in solving design problems through LEGO construction and with elements of robotics;
the degree of independence, initiative, cognitive and creative activity will increase.
Main questions:
studying psychological and pedagogical literature on LEGO construction and robotics (the history of LEGO construction and robotics);
the relevance of using design in the educational process with preschoolers;
goals and objectives of LEGO construction and robotics in teaching preschool children;
stages of work on introducing LEGO construction and robotics into the educational activities of children of senior preschool age;
groups of skills formed by design;
features of LEGO construction and robotics for preschool children;
the role of parents in children's design activities;
practical implementation of LEGO design and robotics programs;
studying the teaching experience of other teachers;
implementation of innovative activities in educational process with preschool children.
Relevance: On modern stage– significant technical achievements that entail significant changes in all spheres of human life, when complex electronic, technical mechanisms and objects surround a person everywhere, such a type of productive activity as LEGO construction is becoming increasingly popular in preschool educational institutions when working with preschoolers . The relevance of using LEGO pedagogy in the educational process with preschoolers:
LEGO is one of the most famous and widespread pedagogical systems, widely using three-dimensional models of the real world and a subject-game environment for the learning and development of a child.
Play is the most important companion of childhood. LEGO allows children to learn through play and learn through play.
LEGO constructors are today indispensable materials for classes in preschool institutions. Children love to play in free activities.
During educational activities, children become builders, architects and creators; while playing, they come up with and implement their ideas. Starting with simple figures, the child moves further and further, and seeing his successes, he becomes more self-confident and moves on to the next, more complex stage of learning.
Also, the use of LEGO constructors in organizing the educational process makes it possible to introduce children to technical creativity, which contributes to the formation of the inclinations of engineering and technical thinking, and also gives children the opportunity to show initiative and independence, the ability to set goals and cognitive actions, which is a priority in the light of introduction of the Federal State Educational Standard for Educational Education and is fully consistent with the objectives of developmental education. Promotes the development of attention, memory, thinking, imagination, communication skills, the ability to communicate with peers, enrichment of vocabulary, and the formation of coherent speech.
Educational areas in kindergarten do not exist in a “pure form”. Their integration always occurs, and with the help of LEGO construction it is easy to integrate cognitive development, which includes technical construction with artistic and aesthetic development, and creative construction with social and communicative development and with other educational areas.
In the process of mastering LEGO construction, which combines elements of play and experimentation, preschoolers also learn the basics of modern robotics, which contributes to the development of technical creativity and the formation of scientific and technical orientation in children. LEGO construction combines with the basics of robotics: “ Cognitive development" and "Artistic and aesthetic development", which makes it possible to build a process with the integration of educational areas:
Promotes children's sensory development through the use of details different shapes, painted in primary colors;
Development and improvement of higher mental functions (memory, attention, thinking, emphasis is placed on the development of such mental processes as analysis, synthesis, classification, generalization);
is an excellent tool for the intellectual development of preschool children, ensuring the integration of educational areas (speech, cognitive and social-communicative development);
allow the teacher to combine education, upbringing and development of preschool children in the game mode (learning and learning in the game);
form cognitive activity, promote the education of a socially active personality, develop communication and co-creation skills;
combine play with exploration and experimental activities, provide the child with the opportunity to experiment and create his own world, to show initiative and independence.
unity children's group, the formation of a feeling of sympathy for each other, because children learn to solve problems together, distribute roles, and explain to each other the importance of this constructive solution.
Basic principles of useLEGO– technologies:
Accessibility and visibility;
Consistency and systematicity of training and education;
Taking into account the age and individual characteristics of children;
LEGO construction develops children's creativity and encourages them to create different things from standard sets of elements - as different as a child's imagination can go. Unlike computer games, a quick change of plot, pictures in which the child’s psyche is overloaded, children play with LEGO constructors at a pace that is convenient for them, come up with new plots again and again, assembling other models. A variety of LEGO constructors allows you to engage with students of different ages and different educational abilities: parts of different sizes, shapes and colors, people of different professions and nations, animals (domestic, wild, hot countries... etc.), transport, various mechanisms and structures .
Statement and justification of the problem of innovative self-education:
In the practice of kindergartens, there is an acute problem of organizing work to intensify cognitive interest in technical creativity and the formation of initial technical skills. When solving this problem, teachers are faced with the lack of necessary special conditions in the institution for the development of design and robotics. With the introduction of the Federal State Educational Standard for Educational Education, the following contradictions were identified, and in particular between:
The requirements of the Federal State Educational Standard, which indicate the active use of constructive activities with preschoolers, as activities that contribute to the development of children's research and creative activity and the insufficient equipment of the kindergarten with LEGO constructors, as well as the lack of organization of targeted systematic educational activities using LEGO constructors and robotics;
The need to create an innovative subject-development environment in preschool educational institutions, including one that promotes the formation of initial technical skills in preschoolers, scientific and technical creativity, and the lack of a program for working with children with new generation construction sets;
Increasing demands on the quality of a teacher’s work and teachers’ incomplete understanding of the influence of LEGO construction and robotics on the personality development of preschool children.
Therefore, these contradictions indicate the need to introduce LEGO construction and robotics into the educational process of kindergarten, which makes it possible to create favorable conditions for introducing preschoolers to scientific and technical creativity through LEGO construction and robotics and the formation of initial technical skills.
Stages of self-education implementation:
First stage(organizational and theoretical: September – October 2016) – study of the possibilities of introducing LEGO construction and robotics into the educational process with preschoolers, analysis of existing conditions, familiarization and selection of a design and robotics program acceptable in terms of technical support, advanced training, organization of initial material technical support of the LEGO Center.
Second phase(cumulative-practical: November - May 2017) - practical implementation of design activities: organizing the work of the LEGO Center, solving organizational issues for the wider use of the capabilities of the LEGO Center in the educational process with older preschoolers: implementation of parent-child projects, master- classes on working with children, parents, teachers; identifying and eliminating problems that arise during the work process.
Third stage(final: May 2017) – dissemination of experience, presentation of the results obtained.
Long-term work plan for self-education for 2016 – 2017
| Term | Stage | Reporting form |
|
| September October | Organizational - theoretical | 1. Study of regulatory documents 2. Studying the experience of introducing LEGO construction and robotics into the educational process with preschoolers. Introduction to design programs for older preschoolers, articles and educational literature on this topic. 3. Drawing up a long-term plan, developing a system of measures aimed at solving the problem. 4. Forecasting results. | Consultation for parents “The importance of construction from building materials in the mental development of a child”, memo for parents “What is LEGO construction?” |
| November - May | Cumulative - practical | 1. Studying the methodology of LEGO technology, construction and robotics on the Internet. 2. Webinar “Use of Lego Education “WeDo” educational constructors in working with students aged 6-10 years” 3. Introduction of design and robotics into the educational process with older preschoolers. 4. Selection of necessary equipment, materials, production of educational games. 5.Creation of a subject-spatial environment and equipment for robotics classes. 6.Formation of technical vocabulary for children. 7. Posting of poster information for parents “Information about the project” 8. Master class for teachers, 9. Consultations for teachers. Design of a photo exhibition "My first robot" 10. Participation in competitions and exhibitions at various levels. 11. Involving parents in organizing a LEGO center in the group. | Consultation for parents “Constructor Lego: how to play, what to choose?” Consultation for teachers “LEGO construction in kindergarten”. An open event for kindergarten teachers using LEGO construction. Didactic game cards, technology cards. |
| Final | 1. Self-analysis and self-assessment of the work done in your group. 2. Analysis of the implementation of the self-education plan. 3. Generalization of experience on this topic through a presentation, speech, show. 3. Planning activities and development prospects. | 1. Presentation “LEGO construction in older preschool age as a means of developing children’s technical creativity.” 2. Publishing your own experience pedagogical activity on the institution’s website and on the social network of educators |
Analysis of the process of professional self-education:
What questions caused difficulty in the process of study and practice;
Difficulties of children;
Definition of new tasks;
Did the plan justify itself, practical conclusions.
Studying educational and methodological literature and Internet resources:
1. A. Bedford " Big Book LEGO" - Mann, Ivanov and Ferber, 2014
2. E.V. Feshin “Lego - construction in kindergarten” - M.: Creative Center “Sfera”, 2012.
3. Catalog of sites on robotics - a useful, high-quality and most comprehensive collection of information about robotics. [Electronic resource] - Access mode: free http://robotics.ru/
4. L. G. Komarova, We build from Lego / L. G. Komarova. – M.: Mosaika-Sintez, 2006.
5. L.V. Kutsakova, Design and artistic work in kindergarten / L.V. Kutsakova. – M.: Creative Center “Sfera”, 2005.
6. " LEGO design in kindergarten" Fenshina E. V. manual for teachers - Moscow, Sfera, 2011.
7. M.S. Ishmakova “Design in preschool education under the conditions of the introduction of the Federal State Educational Standard” - IPC Mask, 2013.
8. O.V. Dybina, We create, we change, we transform / O. V. Dybina. – M.: Creative Center “Sfera”, 2002.
9. Program additional education“Robot” - Dymshakova Olga Nikolaevna
(http://dohcolonoc.ru/programmy-v-dou/9316-programma-robotjonok.html)
10. Project “Development of design and educational robotics in institutions of general and additional education in Sochi for the period 2014-2016.” (http://sochi-schools.ru/sut/im/d_114.pdf)
11.Work program “Robotics in kindergarten” (http://detsad139.ru/doc/pr_robototechnika.pdf)
12. Website of the Ministry of Education and Science of the Russian Federation/Federal state educational standards: http://mon.gov.ru/pro/fgos/
13. Website of the Institute of New Technologies / PervoRobot LEGO WeDo: http://www.int-edu.ru/object.php?m1=3&m2=62&id=1002
14. “Formation of skills in constructive play activities children using LEGO» Luss T.V. - Moscow, Vlados, 2003
Reasons for introducing LEGO into the educational process 1. MDOU is a participant in the regional project “Small Academy of Sciences” 2. Introduction of FGT to the structure of the basic general education program preschool education which are based on: -system-activity approach; -integrative approach
Purpose of the program: Development of creative abilities, design skills, all aspects of speech; education of individuals capable of independently setting themselves tasks and solving them, finding original ways solutions. Objectives: 1. To develop preschoolers’ interest in modeling and design, to stimulate children’s scientific and technical creativity. 2. Learn to see the design of an object, analyze its main parts, their functional purpose. 3. Develop a sense of symmetry and aesthetic color scheme of buildings. 4. Strengthen children’s knowledge about the world around them. 5. Improve children’s communication skills when working in pairs, teams, and sharing responsibilities. 6. Identify and ensure further development of gifted, talented children with out-of-the-box thinking, abilities in constructive activities.
Correctional tasks: development of lexical and grammatical means of speech within the framework of certain lexical topics; development of sensory concepts; mastering sound-letter analysis of words; formation of spatial orientation; development and improvement of higher mental functions; training of fine differentiated movements of fingers and hands; formation and consolidation of certain “sanogenic states”
Expected result: 1. Formation of design skills in children. 2. Nurturing a creative personality. 3. Development of speech and communication skills of children. 4. Development of gifted, talented children with non-standard thinking and abilities in constructive activities.
The program involves 12 classes per year. The content of the program is included in the blocks “Joint activities with a teacher”, “Independent activities of children”, and is implemented through the following forms: -Individual with a teacher; -Spontaneous collective LEGO games; -Independent design according to the plan, according to diagrams, according to drawings; -Didactic games.
1.Developed guidelines on organizing work with children of middle, senior and preparatory groups. 2. Compiled forward planning working with children on LEGO construction for all age groups. 3. Lesson notes on LEGO construction have been developed for all age groups. 4. A diagnostic of the constructive activity of children for all age groups has been compiled, in which the levels of development and criteria for examining the development of the constructive activity of children with LEGO are highlighted.
III block Interaction with parents Compiled long-term plan interaction with parents Forms of work with parents: Open events; Exhibitions of joint works; Participation in an online competition; Game libraries; Design of stand material; Consultations; Replenishment of LEGO corners in groups.
State budgetary educational institution
secondary vocational education (SSUZ)
"Chelyabinsk Pedagogical College No. 2"
Educational and methodological center
Reviewed
at a meeting of the PCC
Chelyabinsk, 2014
Lego construction in kindergarten
Methodical manual / comp. V.N. Mamrova - Chelyabinsk, 2014. - .
The methodological manual includes the content of educational activities for children of primary, secondary, senior and preparatory school groups. Its goals are the development of children's design abilities, aesthetic taste, the formation of cognitive and research activity, and the desire for mental activity. The manual will help develop in children initiative, independence, observation, curiosity, resourcefulness, and the ability to work in a team.
Chelyabinsk
pedagogical
college number 2
Content
Explanatory note………………………………………………………...5
Analysis of psychological and pedagogical literature on the problem………………….8
Concepts about professional knowledge, skills, abilities…………………...10
Conditions for the formation of professional knowledge, skills, abilities......13
Psychological prerequisites and ways to form students’ readiness for work…………………………………………………………..24
Bibliography……………………………………………………..35
Explanatory note
Activity is the first condition for the development of cognitive processes in a student. 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 play tool for children is quite wide.
Indeed, LEGO sets have proven themselves as educational products all over the world. LEGO is used as a universal visual aid and educational toys. The universal designer encourages mental activity and develops hand motor skills. Which is especially important for students with special educational needs.
The implementation of Lego construction 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 constructors allows you to engage with students of different ages and different educational abilities.
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. Special attention is devoted to the development of logical and spatial thinking. Pupils learn to work with the proposed instructions, develop the ability to cooperate with a partner, and work in a team.
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, the implementation of this program as part of additional education helps the development of communication skills and creative abilities of students through the active interaction of children during group project activities.
Educators carry out the teacher’s tasks, test the assembled models and analyze the proposed designs. Next they perform independent work on a topic proposed by the teacher.
The teacher’s assistance in this form of work comes down to determining the main areas of work, advising students, as well as helping those who, due to their physical and educational capabilities, cannot work independently.
Construction is carried out by students in the form of project activities, which can be individual, pair 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 involves that 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.
Lego construction as a means of developing spatial thinking in preschool children
Let us consider the psychological and pedagogical conditions for the development of design abilities in conditions of the preschool educational institution. It is important to introduce creativity into the formation of constructive skills when performing individual jobs in interaction with significant adults. The child works with great activity, with significant thought, if he is faced with the task of changing the size or shape of a product, thinking about the number of necessary parts, changes in design, in the sequence of the entire process of changing the product. It is advisable to prepare for children different designs of the same products, which will direct the children’s creative initiative. Let us outline the main stages of development of design abilities using the example of working with a lightweight construction set:
Planning upcoming activities, presenting the progress of work on apperations, describing the features of the final result of the product.
Mastering the elements of graphic literacy: briefly describe a model, be able to sketch a drawing, describe a sketch of a product.
Independent design.
Mastering specific design skills in interaction with teachers and children.
Self-monitoring during construction and mutual checking of children on the implementation of the model in accordance with the drawn up tasks and the planned manner.
Determining the purpose of the resulting product. In addition to understanding the purpose of the product, the design takes into account the functions and specific requirements for a particular product.
It must be emphasized that the development of design abilities activates the child’s thought processes, generates interest in new things. creative thinking assigned tasks, to ingenuity and independence. Design gives rise to initiative, the desire to search, and forms strong-willed qualities. It is for this reason that the main requirement for design activity is the creative nature of the activity in the interaction of children and adults, the optimal level of difficulty in designing for the performer of the product, sustainable motivation and ensuring a positive emotional mood during and at the end of the design activity.
If the child’s activity is creative, not routine, then it constantly makes him think and becomes quite attractive to the child.
As soon as the child begins to sit independently, significant adults can actively begin to develop the child's first building abilities. We are talking about preparatory “elements” of such complexity and useful activity like design. Any activity of collecting, breaking, building is an excellent training base for future logic and intelligence. Spatial thinking and imagination come from trying to stack cubes, build Easter cakes in a sandbox, or assemble a boat out of paper and matches. All of these games develop design skills.
Design activity for the youngest children is the knowledge of the dimensions and properties of objects, how something can be connected to something. The following games can be suggested as games that develop the design abilities of young children: “putting toys in place”, “putting toys to bed”, “games with construction sets”. Let's take a closer look at games with a constructor. With the help of a construction set, children can realize any fantasies, build their own unique world, and without even thinking, master the most complex physical and geometric laws, develop motor skills, coordination of movements, and the eye. Games with a constructor develop:
Imaginative thinking (thinking that is responsible for creating a certain image of the child’s imagination, embodying this image in reality, the child realizes his plans);
Spatial thinking (the child learns in practice the various spatial relationships of elements: to the right - to the left, above - below; learns to understand the correspondence of details: if one object is higher, and another is lower);
fine motor skills, eye (develops small muscles of the hand, learns to measure muscle efforts, trains the eye);
Fantasy and imagination (invents, invents, creates, embodies, transforms, etc.);
The ability to design (the child not only understands the location of parts, but also begins to understand how to create this or that object).
Lego and its prototypes are mandatory attributes of preschool play activities, ranging from large blocks to standard parts for tabletop creativity. With the help of such details, children learn to construct not only according to a diagram, but also realize their ideas by building cities, stations and playing out their inventions.
Lego is used in kindergarten not only as a leisure game, but also as an optional interaction. Lego construction with programming elements is an organization of interaction where children not only assemble intricate structures, but also create programs using personal computer, which put the models into action. So, for example, a crocodile opens its mouth, a lion sits on its hind legs and growls, and a ship rocks and holds together during a storm.
Working with the Robolab Lego constructor also develops PC programming skills. This construction set is intended for older schoolchildren. Concerns that this type of construction set would be difficult for children aged 5 to 7 years old were not confirmed in practice. Working with WeDo significantly simplifies the development of a new constructor.
Concepts about professional knowledge, skills and abilities
Professional knowledge is the result of knowledge of facts, phenomena of professional activity, their connections, properties and relationships. Each student must be highly prepared for immediate and correct use their knowledge when performing professional tasks. The totality and quality of a student’s professional knowledge must correspond to his future specialty and functional responsibilities.
Professional success depends on skills. A skill is perfect mastery of an action, an automated component of conscious activity. The more skills you have, the more successful and easier your work is. A person who has perfect skills has the opportunity to focus on the main thing, show creativity in his activities, and carry them out with great quantitative and qualitative indicators.
The student needs skills related to solving various issues of his future professional activity. It is difficult to name a profession that does not require sensory, motor, mental (intellectual), speech, teamwork and communication skills.
Sensory skills relate to the functioning of the senses (vision, hearing, etc.) and in general to sensory cognition (reading instruments, determining distances, identifying substances by smell, etc.).
Motor skills are the result of mastering movements. They are needed for reading, writing, doing laboratory work, playing musical instruments, etc.
Mental skills are manifested when performing mental tasks (skills in analyzing incoming information, understanding a task, assessing the situation, developing and making decisions, etc.). Mental skills incorporated into a particular activity make it more rational and productive.
Speech skills are automated components of speech activity. They are included in oral, written and speech communication. Collective activity skills are the result of mastering the norms, rules and conditions for successful interaction between specialists, the result of completing a common task. Collective action skills - consolidation, fixation by all team members of the tempo and rhythm of common activity. These skills ensure synchronicity, consistency and efficiency of the entire team. Communication skills are established expressive movements and actions involved in communicating with other people. They contribute to establishing contacts, mutual understanding, and creating a good emotional and business tone of communication.
All of these types of skills are closely related to each other. In the activities of any specialist, they appear in unity, although they can play different roles depending on the tasks and conditions of the activity. Students' skills should cover the most important operations typical for their future specialty, as well as reactions and actions necessary for teamwork.
Skill is most clearly manifested in the successful use of knowledge and skills, in correct use them in a new and challenging environment. Each specialist needs many flexible skills related to different aspects of his work.
A skill manifests itself more clearly in repeated conditions, while a skill allows a person to creatively use skills in a new environment. In contrast to a skill, skill presupposes clear self-control, activity of consciousness, and mastery of generalized methods of performing various tasks. The formation of skills requires conscious exercises in the application of knowledge and skills in a gradually more complex environment, a systematic combination of theoretical and practical training of students. Professional knowledge, skills, and abilities must form a system that covers the most important aspects of professional activity.
Goals and objectives of Lego construction
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.
Developmental:
create conditions for the development 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.
Planned result
During the Lego construction work, the child should know:
main details of the Lego constructor (purpose, features);
the simplest fundamentals of mechanics (stability of structures, joint strength, types of joints 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.
Approximate thematic planning for 1st and 2nd year classes
1 year of classes
Getting to know the designer.
Getting to know Lego parts.
Game activity with a constructor.
Brick Explorers
Continuation of acquaintance with Lego.
Shape and size of parts
Bonding options
Traveling through Legoland.
Types of fasteners
Color research.
Mold Researchers
Various shapes details
Lego Dictionary
Design on a free theme
My favorite flower
Planar modeling
Design on a free theme
Transport modeling
Wheels, wheel axle (assembly rules)
Construction of transport according to schemes
Independent design
Games with vehicle models
Preparation of works for participation in exhibitions and competitions
Project development. Sketch.
Participation in an exhibition or competition.
2nd year of classes
Traveling through Legoland.
Repeating the shape and color of LEGO parts
Shape and size of parts
Bonding options
Design on a free theme
In the animal world
Domestic and wild animals
Designing animal models
Stability of structures.
Monitoring the stability of structures. Building a tower.
Ladder
Concept of equilibrium
What kind of transport is there?
Conversations about the types and purposes of transport
Project development. Sketch.
Design according to sample
The street is full of surprises (traffic rules)
Military equipment
Air Transport
Railway transport
Ancient castles
Favorite fairy-tale characters
Lego city
Final lessons
Execution of projects as planned
Methods and techniques used with children
The main form of conducting classes is a workshop.
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 sample, - students complete the task in the sequence proposed by the teacher (according to the scheme), using certain skills;
- independent design to 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 playful 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 created Lego buildings 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 application of 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.
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 for 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 step by step diagram
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.
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