The term "construction" means bringing various objects, parts, elements into a certain mutual position, from the Latin word constructio - construction.
By children's design, it is customary to understand a variety of buildings made of building material, the manufacture of crafts and toys from paper, cardboard, wood and other materials. By its nature, it is most similar to both visual activity and play - it also reflects the surrounding reality. The buildings and crafts of children serve for practical use (buildings - for playing, crafts - for decorating the Christmas tree, for a gift to mom, etc.), therefore, they must correspond to their purpose.
Constructive activity is a practical activity aimed at obtaining a specific, pre-conceived real product that corresponds to its functional purpose.
The "Kindergarten Education Program" assigns a significant place to design in work with children of all age groups, since it has extremely wide possibilities for mental, moral, aesthetic, and labor education.
Construction is a rather difficult activity for children. In it we find a connection with the artistic, constructive and technical activities of adults.
The constructive and technical activity of adults is characterized by the practical purpose of structures, buildings, when performing a structure, an adult preliminarily considers, creates a plan, selects material taking into account the purpose, work technique, external design, and determines the sequence of actions.
All these elements are outlined in children's design. There are also constructive problems to be solved here. Children's construction products are usually intended for practical use in the game.
A. S. Makarenko emphasized that the child’s games with toys-materials from which he constructs “are closest to normal human activity: a person creates values and culture from materials.”
Thus, the constructive activity of children is close to the constructive-technical activity of adults. The product of children's activity does not yet have social significance, the child does not bring anything new either material or cultural values of society. However, the guidance of children's activities by adults has the most beneficial effect on the labor education of preschoolers.
Children's design can be pictorial and technical.
If the product of the constructive and technical activity of adults in the main always has a practical purpose (a building for a theater, a shop, etc.), then a children's building is not always made for direct practical use. So at first the children build a zoo with enthusiasm, but as soon as it was created, the building lost all interest for them. To the question: "Why don't they play?" - one girl answered: "It is not interesting to drive people around the zoo."
Such a phenomenon, when children do not play with a completed structure or construction, can often be observed. It seems that the child is interested in the constructive process itself, as if he is mastering something new, complex, interesting in it.
But in this pictorial design, the main content of constructive and technical activity is still present. If the child does not use crafts in his practice, then, creating it, he tries to display in it, if possible, everything that is necessary for actions. The principles of creating a product of constructive activity are the same as in design.
At the same time, it should be noted that often in pictorial construction in his buildings the child achieves a much greater resemblance to the surrounding objects than when they are intended for direct practical use in the game, while in the buildings for the game the child allows more conventions.
In such a building, it is important for him that there is the most necessary for the game. For example, in the course of the game it was necessary to fly on an airplane, so the presence of a steering wheel, wings and a seat for the pilot turned out to be sufficient. It does not matter that the built aircraft looks primitive: it fully satisfies the play needs of children. Another thing is when a child seeks to show different types of aircraft. Then the children perform them with special constructive care. Thus, the nature and quality of the building does not always depend on the skills of children.
The existence of two types of children's design - fine and technical, each of which has its own characteristics - requires a differentiated approach to managing them.
The constructive activity of preschoolers is of the nature role play: in the process of creating a building or structure, children enter into play relationships - they do not just determine the duties of each, but perform certain roles, for example, a foreman, builder, foreman, etc. therefore, the constructive activity of children is sometimes called a building game.
Depending on the material from which children create their buildings and structures, they distinguish:
construction from building materials;
construction from paper, cardboard, boxes, reels and other materials;
construction from natural material.
Construction from play building materials is the most accessible and easy type of construction for preschoolers.
Details of construction kits are regular geometric bodies (cubes, cylinders, bars, etc.) with mathematically exact dimensions of all their parameters. This makes it possible for children, with the least difficulty, than from other materials, to obtain the design of an object, conveying the proportionality of its parts, their symmetrical arrangement.
There are many sets for all age groups of kindergarten: board games, for games on the floor, in the yard. Among them are thematic ones (“Architect”, “Cranes”, “Young Shipbuilder”, “Bridges”, etc.), which are used as an independent type of material for construction, and sometimes as a supplement to the main building set.
As a rule, in building sets, individual elements are fixed by overlapping each other, putting one to the other.
In addition to building kits, "Constructors" are recommended, which have more durable connection methods. Most often used wooden with the simplest methods of fastening. Metal ones are also used, in which fastenings are more complex - with the help of screws, nuts, spikes, etc.
In the Constructor game, children learn to solve more complex constructive problems, get acquainted with various ways of connecting parts, create all kinds of movable structures, while building kits are designed to build mostly fixed buildings.
Construction from paper, cardboard, boxes, reels and other materials is a more complex type of construction in kindergarten. For the first time, children get to know him in the middle group.
Paper, cardboard are given in the form of squares, rectangles, circles, etc. before making a toy, you need to prepare a pattern, lay out and stick details, decorations on it, make the necessary cuts, and only then fold and glue the toy. This whole process requires the ability to measure, use scissors. All this is much more complicated than constructing buildings by composing them from separate finished forms.
Boxes of perfume, powder, matches, pieces of colored wire, polystyrene, foam rubber, cork, etc. in fact, they are a semi-finished product. By connecting boxes and coils with glue or wire, supplementing them with various details of other material, children get interesting toys - furniture, vehicles and other products.
Natural material as a building material can be used for children's games, starting from the second junior group. This is primarily sand, snow, water. From raw sand, children build a road, a house, a garden, a hill, bridges, with the help of forms (sandboxes) - pies, etc. at an older age, children freeze colored water, preparing colored ice floes that decorate the site. From the snow they make a slide, a house, a snowman, figurines of animals.
Using natural material in their games, children get acquainted with its properties, learn to fill free time interesting activity. They learn that sand is free-flowing, but wet sand can be molded, water can be poured into different dishes, and in the cold it freezes, etc.
Starting from the middle group, children make toys from natural materials: branches, bark, leaves, chestnuts, pine cones, spruce, nutshells, straw, acorns, maple seeds, etc.
The peculiarity of crafts made from this material is that its natural form is used. Quality and expressiveness is achieved by the ability to notice in the natural material the similarity with the objects of reality, to enhance this similarity and expressiveness by additional processing with the help of tools.
This activity is especially important for the development of fantasy in a child.
The list of different types of design in kindergarten shows that each of them has its own characteristics. However, the basics of activity are the same: in each child reflects the objects of the surrounding world, creates a material product, the result of the activity is intended mainly for practical application.
In the senior group, training continues on the ability to analyze objects, highlight characteristics in them, to compare on these grounds. The ability to establish various dependencies between individual phenomena develops (dependence of the structure on its purpose, dependence of the speed of the height of the slide, etc.).
In this group, the formation of the simplest elements begins to occupy a special place. learning activities: understanding the task set by the educator, independent implementation of instructions that determine the method of action.
Children are taught to build according to a verbal description, on a proposed topic, according to conditions, according to drawings, photographs (metro station, Kremlin tower, etc.). Particular attention is paid to developing in children the ability to create designs according to plan.
Children learn a number of new constructive skills: to connect several small planes into one large one (building fences that enclose areas of various configurations), to make buildings durable, to connect rarely placed bricks and bars together, preparing the basis for floors, to distribute a complex building in height.
The acquaintance with new details and their properties continues: with plates of various shapes and sizes (long, short, wide and narrow, square and triangular), with bars, cylinders.
It is very important to teach children the ability to replace some parts with others: a cube can be easily made from two trihedral prisms, from bricks, etc.
Constructing collective buildings (zoo, street, kindergarten), children learn to work together, to combine their buildings in accordance with a single plan.
Continue to improve the ability of children to bend a sheet of paper in half, four times, in different directions, smoothing out the folds. Learn to fold thick square paper into sixteen small squares, diagonally, clearly combining sides and corners; fold the circle along the diameter and glue its cone.
Learn to work according to the finished pattern, according to a simple drawing, use scissors for incisions and cutting along the contour.
Creating paper cylinders by connecting them and figures of animals, people, children learn to convey the various positions and poses of these figures, to combine them into simple compositions.
Children are taught how to make crafts from matchboxes through their various combinations and connections.
In the manufacture of homemade toys from waste material - coils, wire in a colored winding, foam rubber, foam plastic, etc. - children get acquainted with the properties of these materials and learn how to use it in accordance with the intended design.
Children continue to be taught how to appropriately use natural material (acorns, grass, cones, maple seeds, etc.) in the manufacture of various crafts. Children master the skills of connecting individual parts with glue, matches.
They also improve in planning their activities, in the ability to work purposefully, showing independence, initiative, invention.
Children of the preparatory group for school are taught, when examining objects, to single out both their general and individual signs; identify the main parts of the object and determine their shape by resemblance to familiar geometric volumetric bodies (the lobby in the cinema has the shape of a cylinder or hemisphere, the roof has the shape of a prism, etc.).
Children learn to observe symmetry and proportions in parts of buildings with great accuracy, identifying them by eye and selecting the appropriate material; learn how to design buildings beautifully and expediently.
Pupils of this age group must be able to imagine what their construction will be, what material is better to use to create it and in what sequence they will act. Children should also be able to talk about all this.
The teacher continues to teach children to build collectively not only complex buildings, where everyone builds some kind of object, but also common ones, which are carried out by the whole group. At the same time, it is important to form the ability to agree on the topic of construction, on necessary material, the ability to build together, consulting with each other, taking into account the opinions of comrades and motivating their proposals.
Children of the preparatory group for school build complex and diverse buildings from a large number of materials, with architectural details, two or more ceilings, from photographs, from memory and according to given conditions.
In the process of constructing these buildings, it is necessary to continue to consolidate the ability to establish the relationship between the shape of an object and its purpose, the ability to independently determine the design and relative size of individual parts.
In the classes on making crafts, children consolidate the skills and abilities to work with paper obtained in the older group: fold paper in different directions, divide it diagonally, fold ready-made patterns and cut out the details according to the template.
Children in this group are taught to make various crafts - toys, using paper in combination with other materials. So, with the help of thin twine, children make fun toys from cardboard with moving parts (a cockerel with a balalaika, a bunny with moving paws), and with the help of boxes, reels, cardboard and paper they make voluminous toys (cars, cranes, tractors, houses) .
Constructing from paper, cardboard and natural materials (bark, boards, sticks, etc.), children make toys for playing with water, wind (boats, boats, barges, turntables). At the same time, the teacher teaches children to establish a connection between the shape of the object and its purpose (the barge is wide with a blunt bow, it swims slowly, but takes a lot of cargo, etc.).
By organizing classes on making crafts from natural materials, the teacher teaches children to use the natural shape of acorns. cones, branches, chestnut fruits, etc.; teaches how to give the figures expressiveness in accordance with the intended composition, fastening individual parts in various ways (glue, wire, plasticine, matches, etc.). Children make various figurines of people (from acorns), figurines of birds, fish, butterflies (from pine and spruce cones), etc. on the instructions of the educator and on his own plan. Thanks to this, children develop fantasy, fiction, and figurativeness.
When teaching children of the older group to design, you can use the building set of M. P. Agapova (supplemented), the Kommunar set (increasing the number of trihedral small prisms, cubes, bricks), as well as sets No. 2, 5 and 6 developed by the Research Institute of Toys.
The main methods of teaching children of this age group to construct from building materials are information-receptive, reproductive, research and heuristic. Children get acquainted with the objects of the image according to the model, explanation, display, preliminary, purposeful observation on walks, drawings and photographs.
However, the use of these methods primarily involves ensuring the independence of children in the search for solutions to individual constructive problems. For example, not only the building itself is a model, but also its image in a drawing or photograph ( general form); the explanation in most cases is partial, and the demonstration is used only to demonstrate new techniques.
So, organizing a lesson on the topic “Building a steamboat” in order to teach the ability to vary the use of parts, the educator informs the topic of the lesson and offers a sample - the finished construction of a steamboat, without showing the process of its creation. After examining the steamer, the children build the same one using the material they have. At the end of the lesson, the teacher notes that the children built a steamboat, like hers, but from different parts, offers to compare the buildings with each other and find the same ones.
Conducting this kind of classes requires a great and thorough preparation from the educator. He selects in advance several types of combinations of parts (4-5), using different building sets, and distributes them to the children so that those sitting at the same table have different combinations.
However, if children learn a new construction method that differs significantly from the previous one (as, for example, in a lesson on building fences that enclose areas of various configurations), then the teacher not only shows this method, but also explains in detail the entire construction process.
The teacher teaches children to independently analyze samples and objects intended for reproduction by asking them leading questions. So, when examining a sample of a slide, children identify its parts - a support, a descent, a path, a ladder, and with the question: “What needs to be done to make the slide higher (lower)?” - the educator helps the children to understand that the main constructive part, on which the location of other parts depends, is the support.
Teaching children the ability to replace some parts with others, the teacher sometimes directs them during the construction process to independently solve such problems: “Think about how you can replace the bars,” etc. such questions from adults not only activate children, but also contribute to their mental development.
In order for children to create their own constructive ideas, they need to be taught to talk about their future buildings: what, from what parts and how they will build. When analyzing these buildings, it is important to show that the design of the same object can be different depending on the building material and the methods of connecting individual elements.
In the older group, when teaching children how to design from paper, the teacher mainly uses a phased demonstration of manufacturing, showing manufacturing methods, examining the finished sample, asking children questions in order to attract their experience, etc.
The choice of methods and their application in various combinations in the classroom depends on the learning objectives and the experience of the children.
If a new method of action is used in the lesson when making crafts, then the teacher, firstly, gives the children a craft of a simple design to reproduce, and secondly, shows and explains in detail both the method itself and the sequence of its implementation. As the children master this method, the educator moves away from a detailed explanation and demonstration and uses more of the finished sample, its examination and questions to the children, activating their knowledge.
So, for example, when making crafts from cylinders, the teacher does not explain to the children the crafts of the cylinder itself, since they already know how to make this form, but with questions: “What shapes are these toys made of?”, “How to roll the strip into a cylinder?” - makes children remember the sequence of connecting parts and shows how to convey the pose of the figures (for example, for a dog to sit, its front paws are glued a little obliquely).
Or, after examining the finished sample, the teacher tells the children about parachute crafts: “Remember how to fold a square sheet of paper in half (combine sides and corners. But how to fold a circle in half?” (It is necessary that one half of the circle coincides with the other). And further invites the children to tell what needs to be done to make a parachute.However, if the children find it difficult to answer or answer incorrectly, the teacher prompts the children or corrects them.
In order to attract children's attention to new types of crafts, the teacher, a few days before class, organizes a small exhibition of samples of upcoming work in the corner of manual labor. For example, before teaching crafts from paper cylinders, the exhibition shows small compositions that combine two figures from cylinders - a fox and a hare, two bear cubs, a person leads a dog, etc., and before learning how to make crafts from foam rubber, various toys made by from this material: roly-poly, teddy bear, snowman, chicken, bunny, etc.
Examining the toys presented at the exhibition, the educator draws the attention of children not only to the similarity, but also to what parts they consist of and how these parts are fastened together, to ways of conveying poses, etc.
Sometimes the educator can use in his work an individual demonstration of some new technique, method of action. For example, after the children learn how to make foam rubber balls (gradually cutting off the corners of the foam rubber cube), the teacher shows all the children how to connect these balls to each other using wire. And when the children themselves begin to connect their balls, he shows once again how to do it directly to the one who is having difficulty.
In the classroom, the educator first of all tells the children for what purpose and why they will make this or that craft, toy, and he will definitely organize their use for their intended purpose (in the game, as a gift for kids, loved ones, when decorating a Christmas tree, etc. ).
When planning construction classes, the educator should know that it is advisable to conduct them using a variety of structural materials in all quarters, alternating with each other.
The constructive ideas of children of this age are associated with the reflection of a wide range of phenomena, while the constructive capabilities of each building complex are somewhat limited. Therefore, in addition to the recommended sets for teaching children in the previous groups, you can use sets No. 7 and 8 developed by the Toy Research Institute, thematic sets "Architect", "Leningrad", etc.
In the preparatory group for school, such methods of teaching design are mainly used, which are based on the ideas and imagination of children, the ability to perform a verbal task or be guided by a drawing, photograph, drawing. Therefore, most often only the theme of construction is offered. Children build in accordance with several conditions set before them, more complex than in the older group (for example, to build a bridge for both transport and pedestrians across a river of a certain width, or a two-story store building, or a four-story residential building with three entrances, etc.). d.).
Samples are most often given in the form of photographs, drawings, which depict buildings made of the same building material that children work with. They are offered mainly as examples. Of course, in some cases, you can use a model of construction made by a teacher, but this technique is no longer typical for teaching children of this age.
When explaining the task, the educator can use a partial demonstration - only a new way of designing. For example, the educator shows a new way of building bridges on high abutments that are rarely located: install the abutments and connect them together with long plates or bars.
Excursions and preliminary conversations occupy a special place in teaching children. Excursions are conducted not only to enrich children's ideas about the constructed objects: each excursion is aimed at preparing children's perception of those specific tasks that will be solved in the next lesson. For example, during a tour of the city (village), the teacher draws the attention of children not only to the beauty of the streets, squares, but also shows that their beauty is determined by the architecture of buildings and the way they are located on the street, square. Using the example of one of the squares, the teacher, together with the children, analyzes the spatial arrangement of buildings, their architectural features. And in the classroom, the teacher, explaining the task to the children, first of all activates their knowledge gained on the excursion, which contributes to a better understanding of the task and its meaningful implementation.
Conducting conversations at the beginning of the lesson, the teacher also tries to activate the knowledge that is necessary to solve the problem assigned to the children. For example, when building bridges, the educator reminds the children that bridges are different - for pedestrians, for transport and for pedestrians and for transport, etc., that their design depends on their purpose, like each part of it (all the children saw this when consideration of bridges and their images). Then the children tell the teacher what instructions they will build the bridge and why it should be so.
At the beginning of the lesson, in which the children will build a cinema (club), the teacher, talking with the children, highlights the main parts of the task (foyer, auditorium) and their purpose, determines the main shape of these premises (cube, prism, hemisphere), their spatial position (on the same plane or one at the top and the other at the bottom, etc.).
In order to teach children the ability to create their own structures (bridges, buildings, ships, etc.), the teacher encourages children to talk about their ideas - about the structure itself, about its purpose, about the material from which it will be created.
Children of the group preparatory to school master the manufacture of rather complex structures that require great technical skills, therefore a detailed explanation of the sequence for making crafts and a demonstration are used by the educator quite often.
So, for example, when making a house with balconies made of thin cardboard, the educator first shows the finished design of a multi-storey building with loggia balconies, and then explains the sequence of work, shows how to fold the sheet, cut it to make balconies, how to glue the house so that it turned out to be rectangular. How to make a roof, etc.
When making a turntable, the teacher also explains in detail and shows how to cut a square (at the same distance from the center to the line), how to bend the notched corners (through one) and glue one on top of the other in the center of the square, how to nail the turntable to a stick, etc. children decorate their turntables on their own.
However, if the methods of action already familiar to the children are used in the craft, then the teacher is limited to examining the sample and a partial demonstration (for example, in a lesson on making furniture from paper) or questions to the children that activate their knowledge. So, for example, in a lesson on making Christmas tree garlands, the finished samples are first examined, and then the teacher asks the children how they should be made, clarifies the answers, after which the children complete the task on their own.
If the craft is quite laborious and time-consuming, then the teacher can divide its production into two classes, as is done, for example, when crafting toys with moving parts. At the first lesson, the teacher shows one or two funny animals made by him out of cardboard, and says that the children will make the same toys for playing the theater, and today they will draw an animal that they will come up with on cardboard. Children draw and color in accordance with the plan (torso, head, paws, etc.). in the second lesson, the children, according to the demonstration and explanation of the educator, make toys from these drawings.
The organization of classes in the manufacture of toys requires a lot of preliminary preparation, which the teacher sometimes begins a few days before the lesson, involving children in this. Children not only help prepare the material - cut paper, lay it out in shape, etc., but also glue sheets of paper into tubes in advance (blanks for furniture legs), make applications of characters for fun toys, etc.
The success of the lesson by design mainly depends on careful preliminary preparation: the sooner the children think about what they want to do, what materials they will need for this, etc., the more interesting and meaningful their crafts will be.
So, for example, to make various figurines from acorns, children, together with the teacher, collect acorns of various sizes and shapes, moss, pieces of thin birch bark, corn stigmas, etc. And since the children (two by two) discuss their compositions in advance (the plot of a fairy tale, a poem), they collect this material purposefully, actively discussing its compliance with the constructive plan: acorns, large ones - for the body, small ones - for the head, twigs with different bends - for arms, legs, paws, so that in connection with the acorn it was a running, sitting, jumping figure, etc. the educator teaches children not only to select material that corresponds to their plan, but also to build a plan in accordance with the available material. He draws the attention of children to the expressiveness of the form of the gifts of nature, teaches them to see the similarity of intricately curved roots, branches with various animal figures (a running deer, heron, etc.) and, supplementing these roots, branches with other materials (plasticine, petals, seeds, berries ), enhance imagery.
Often the teacher is directly involved in the manufacture of crafts. So, when children begin to place ready-made figurines on a stand and in the feet of figurines, or when children make fish, butterflies from unopened pine cone, cuts a hole for fins and wings with a sharp knife.
Of great educational importance is the organization of an exhibition of children's works, timed to coincide with the parent meeting, the holiday of March 8, etc. children have a desire to do their job better, increased responsibility for its implementation. And involving children in the organization of the exhibition contributes to the development of their aesthetic taste.
In children aged 5-6 years, interest in design and building games increases. Children willingly build, make toys. They can already do a lot on their own.
Games of children of the older group become more interesting, more diverse. They reflect a wider range of knowledge that they acquire from direct observations of the world around them, from extensive information on radio, television, from books and adult stories. Reality in children's games is reflected much more fully. In the definition of the idea and the development of the plot, there is a great independence.
Children like that the teacher demands much more from them in work than from kids. They have elements of self-control: they notice their mistakes, inaccuracies in the image and try to correct them, they understand what they have not yet learned, what they have not mastered.
They design with great interest when they are given a specific task that requires mental effort. They are particularly satisfied and happy when they complete a task successfully.
Success in activities is also achieved by the fact that children can remember and tell how they are going to act, although they still do not succeed so easily.
The teacher helps the children to express their thoughts correctly and accurately.
The development of speech leads to the fact that the communication of children becomes more free. They willingly share their experience with their comrades, they are able to answer correctly and explain what they are doing, they are able to agree on what they will design together. In difficult cases, the educator should come to the rescue: suggest individual methods of work, clarify the characteristic features of the form, details of the depicted object, show appropriate illustrations.
The program in this group provides for the following types of construction: from building kits, paper, various boxes and natural materials. But the tasks in teaching design are increasing significantly.
Children acquire a lot of new knowledge and technical skills. So they gradually prepare for school, i.e. learn to carefully perceive tasks and perform them, independently solve a number of constructive tasks, consciously and persistently master new ways of working.
Children continue to learn to analyze samples of finished crafts, structures, highlight their essential features, group them according to the similarity of the main features, understand that distinguishing the main features in shape and size depends on the purpose of the object.
Children develop the ability to independently examine objects, to know the procedure for using them without the help of a teacher. They must be able to single out the main stages in the creation of structures and independently plan their manufacture, objectively evaluate the quality of their work and the work of their comrades, and find the causes of failures.
The educator should pay great attention to the games of children with design elements, where the techniques that they met in the classroom are fixed. At the same time, it is necessary to encourage creative initiative, invention, fantasy and figurativeness.
And in the older group, children perform work according to samples, according to the conditions proposed by the teacher, on the topic and on own will.
To construct from paper and additional material, the guys must learn how to fold the paper in half, four times, in different directions (diagonally, along the middle line, along the diameter in a circle), smoothing the folds, making cuts along the drawn lines to the next fold or line. These skills will help children do more complex work.
For the manufacture of crafts use dense white and colored paper, thin cardboard, all kinds of boxes and other materials.
At the end of the lesson, you can invite the child to look at his toy and tell if everything was done well, what difficulties were in the work and what he learned.
The teacher should diversify the tasks. For example, if a kindergarten is located near a pioneer camp, you can teach the children to make a tent from a square sheet of paper folded diagonally and cut one fold to the middle. Children glue together two triangles separated by this cut. A flag is glued on top and a door is cut out in the form of the letter "G". The rest of the attributes of the camp (sports ground, trees, mast, etc.) are performed by the children themselves, and the teacher helps with advice.
In the spring, children can be shown how, by bending paper in different directions, to make toys out of it: an arrow, a boat, a boat, a helmet (Budenovka). Arrows are good for getting to know the power of the wind, children will learn that arrows fly further with the wind, closer with the wind. You can include moments of competition in the game: whose arrow will fly farthest? Who will find the most favorable wind direction? The children will also learn that paper boats immersed in molten stearin become strong, they can swim in streams, in a pool.
To make toys from all kinds of materials, the teacher must show how to fasten matchboxes: gluing them together in a row or one above the other, or inserting one box into another (insert a vertical box into a horizontally lying box).
The first method can be shown and applied to the manufacture of a desk, wagons, lockers, the second - to make a baby stroller, cars, in particular a dump truck. The dump truck body can be movable. To do this, the strip, bent in half, is glued under the body and from above to the base. Coils can be used to make furniture, flag stands.
Children of the older group continue to make toys from natural materials.
In the corner of visual activity there should be albums with photographs of crafts made from natural material. They are necessary in order to arouse in children an interest in the independent manufacture of toys.
Any products that children make should be used in their games. You can arrange a museum, examine and analyze their own work with children. At the same time, it is necessary to single out the most interesting, expressive products, pay attention to the successful use of the material, to creative attitude to work.
Items can be used to play "shop". Then the guys select the best of them. A group of children together with an educator, called a toy selection committee, is advised on what is suitable, what is unsuccessfully performed. You can offer to complete or redo the work. Such activities of children will become an element of a creative story game.
In the construction material classes, they continue to work on teaching children some technical skills: to connect several planes into one large one, to connect bricks, bars, cylinders that are rarely placed in a row, preparing the basis for floors, to make buildings strong.
The children should master all the details of the kits well and use correct names: long, short, wide, narrow, square, triangular plasticine, large (small) cube, bar, cylinder; be able to navigate in the shape of the sides of the parts: the sides of the cube are square, the sides of the bar are rectangular, the end sides are square, etc.
Children should figure out what is better to build individual parts of a building, walls in bulky and light structures, which parts are the most stable and can be used for foundations, and which ones are suitable for windows, doors, and decorations.
In constructions, children display their generalized ideas about objects. And it is very important that the educator teaches children to be observant, the ability to peer into the world around them. Based on this, the subject of the work is determined. After city tours, it is good to invite children to build a multi-storey building, a road and show the roadway, crossing points, etc. on it.
Each topic begins with simple buildings, their content gradually becomes more complicated, in the first lessons, children mainly build according to a ready-made and semi-finished model. For example, buildings are one-, two-story, with square and rectangular bases, simple and more complex construction. As a result, generalized construction methods are formed, which allows you to go to the building according to the conditions: build a house for 2-3 dolls, a two-story building with wide windows on the ground floor, etc. It already requires quick wit, free handling of material based on a good knowledge of its features, and mastery of technical skills.
This development of each topic will prepare children for the creative solution of constructive problems in the construction of buildings in the game.
The children must complete complex buildings (a kindergarten with a plot, a zoo, a train station, a collective farm, a pioneer camp, etc.) collectively.
It is necessary that in the game children use the skills of visual activity that they have acquired (sculpting, drawing, appliqué). So, when creating a zoo, children construct cages for animals from building material, they mold the animals themselves, then paint them, and make green spaces from natural material.
By doing the task collectively, the guys learn to work in concert and together.
In the preparatory school group, the most important task is to prepare children for school.
For children of this age, designing is one of the interesting activities. They already have experience in understanding the surrounding reality, a conscious attitude to technology, to architectural monuments. They are already able to give an elementary aesthetic assessment of various structures, architectural objects. They try to be more organized in their work, they know how to reckon with the requirements of the team, to be disciplined, to control their activities.
The children of this group, as well as all other groups, are closely associated with designing with play.
The main attention is drawn to more complex forms of examining objects in order to form generalized ideas about groups of homogeneous objects and establish a connection between the form and the functions that these objects perform in life, as well as to master generalized modes of action. The examination here is also aimed at ensuring that children can see objects in different spatial positions and present the sequence of the construction process.
In this group, greater demands are made than in the previous ones on the ability of children to plan their work. They must imagine what the building will be like before doing it; think about and choose the right material.
Children should know that for successful work it is necessary:
clearly represent the object, its structure, spatial position;
have good technical skills;
see the sequence of operations necessary for the manufacture of crafts, designs.
The teacher should conduct classes in such a way that the children have an interest in acquiring knowledge. To do this, teaching the guys how to design, he must introduce them during walks to various types of transport, buildings, bridges, paying attention not only to the general structure, ways of fastening parts, but also various options the same buildings and structures, on artistic, architectural merit. Children should comment on what they saw, analyze their work and the work of their comrades.
Teaching children to work collectively is one of the important tasks of instilling in them a sense of camaraderie. To do this, the teacher invites the children to think over the idea together, select the material, distribute the work among themselves and take a responsible attitude to participation in the common work.
Particular attention should be paid to the education of organization in work, diligence. The guys get used to the order when they themselves prepare the material for the lesson in advance, they independently clean everything in place after the end of work.
In the preparatory group for school, much attention is paid to the development of the creative imagination of children. They no longer design according to a ready-made model, but according to their own imagination, sometimes referring to a photograph, a drawing. The sample is more often used to compare a voluminous toy with its planar pattern-sweep. Here, children are offered a theme and conditions that a toy, a building must meet. Moreover, the conditions themselves are more complex than in the older group, for example, to make animals from natural material that would freely fit in the cages of a zoo made of building material; from a circle cut along the radius, make a toy in which the cone will be the main part.
Of course, this group also uses a sample made by the teacher from the material with which the children work. For example, you need to show how to work with natural material, what can be done from it, what are the methods of working with it, how to fasten it, give expressiveness to a sample, etc. But in this group it is already possible to show general techniques that are useful for making different toys, and not a specific item. For example, in working with paper, the teacher explains how to make a closed or hollow box from a square sheet of paper divided into 16 small squares, and only then the children use it to make toys according to their own design. In working with building material, the teacher shows how to make a stable platform on high abutments, invites the children to think in which buildings this method is applicable. At the end of the lesson, it is necessary to sort out with the children who applied the shown technique, what are the individual solutions to the problem common to all, and note the most successful ones.
And in this group, designing is closely related to the game. Often, children have a desire to remake toys, buildings or make new ones. Of course, good toys must be preserved, and less successful ones must be corrected and improved.
To share experiences with children preparatory group work is often the result of an individual decision), exhibitions of children's work should be organized, albums should be made with photographs of buildings, toys.
To enrich the impressions of the children, you can arrange thematic albums with postcards, which depict different types cars, planes, bridges, buildings. Children will be interested in this, as they like to identify brands of cars and get to know new ones, finding similarities and differences.
So, in the group preparatory to school, in the classes of designing from paper and additional material, children need to master the following methods of work: fold a square sheet of paper into 16 small squares, then make patterns of a cube, a bar, of the same shape as boxes, and only then make them toys; divide a sheet of paper diagonally; draw a circle with a string and a pencil; make toys by folding a sheet of paper in different directions; prepare paper forms that children use as parts for making voluminous toys(cars, Christmas decorations, etc.).
From the first lessons, children are taught to make boxes from a square sheet of paper, first folded into 9 squares. Then they learn how to make a house pattern, a paper basket folded into 16 squares. If a house is being made, then they find out where it will have windows, doors, then make cuts on two opposite sides, fold and glue the pattern, add some details: a roof, a pipe, a balcony, etc.
This lesson (as well as subsequent ones) can be used to develop spatial orientation, spatial imagination, and the elementary ability to see a three-dimensional object in a planar pattern. Children need to be taught how to prepare a toy pattern on their own, the ability to highlight its main part, determine the shape, and then make it, supplementing it with details that characterize this toy. So, many different toys can be made from a cubic box: a basket, a table, a chair, a box with a lid, etc. It is important that the children themselves find which objects have the main part similar to a box and make a corresponding toy.
To consolidate the ability to see a three-dimensional object in a pattern, it is necessary that each child be able to compare this pattern with a finished product, and then make a toy on their own.
The independent completion of the task by the children will help the teacher to see how correctly the child imagines where the individual parts of the product are located on the pattern. The kids are always passionate about this kind of work.
Children 6-7 years old can make cardboard toys, some parts of which are made movable (the bunny moves its ears, Parsley waves its arms, moves its legs, etc.). For such toys, templates are prepared from thick cardboard. Children trace them on cardboard with a thin pencil, cut them out, color them, and then connect the parts with thread or wire.
To arouse children's interest in making such toys, the teacher makes 2-3 toys in the presence of the children, and then suggests trying to make the same toy themselves.
Making paper boats, boats soaked in molten sterol, turntables, pigeons is a favorite pastime for children in spring and summer. A bright spinner can be placed outside the window, and children will watch the change in wind strength.
An interesting activity for children 6-7 years old is the preparation of toys for babies. Of course, the educator needs to follow this process, help the children in time with advice on how to make this or that toy.
In the preparatory group for school, children continue to make toys from natural materials; tree bark, pine and spruce cones, nut shells, acorns, corn cob wraps, bird feathers, burdock, etc. Usually children make such toys with enthusiasm. In order to interest them even more in such work, it is necessary to acquaint the children with illustrated publications in which finished products are presented in the form of photographs, for example, postcards of exhibits from the Nature and Fantasy exhibition. It is useful to discuss with the children what they saw, to invite them to think about who the artist depicted, what he wanted to express in his work and what means he used. At the same time, the guys should dream up what else can be made from such material. In addition, children must be shown the basic techniques for making toys from various materials, the method of fastening parts, what tools should be used (for example, explain how to prepare straw so that figures of people and animals can be made from it).
Often children make toys as they play. It is necessary to encourage these attempts of children and provide them with everything necessary for work.
Construction from building kits and constructors occupies a large place in the preparatory group for school in the classroom and in games.
The “Kindergarten Education Program” pays special attention to teaching children the ability to plan not only the individual stages of creating settings, but the entire course of their work, to determine which parts of the building material are most suitable for the construction of a particular building and its individual parts.
Children in this group show a special interest in technology, which should be supported. For the game, give all kinds of "Constructors", from which they themselves will make various models of aircraft, cars with moving wheels. At the same time, the guys master the techniques of working with a wrench, mallet, nuts.
In the previous groups, the children mastered the basic design techniques. What is new is only the overlap on high abutments, which is used mainly in the construction of high bridges. Children 6-7 years old can create a building with two or more floors and supplement it with individual elements of architectural design.
Children are able to complete the construction, focusing only on a drawing, photograph, drawing. Of course, they should be simple, without unnecessary details.
If in the previous groups, when constructing buildings, children mainly created one- and two-story houses, large and small houses, then in the preparatory group for school, the children already know that there are residential and public buildings (schools, theaters, kindergartens, hospitals, stations) , all buildings, regardless of purpose, must have a foundation, walls, roof, windows, doors. Residential buildings, schools, hospitals, etc. may vary in size and architecture. Therefore, when constructing them, children do not build houses in general, but buildings for a specific purpose, for example, a railway station, a theater, a shop, etc., respectively designing them architecturally (shop windows near the store, a pediment near the theater, a beautiful facade with columns, etc. .).
Training continues on complex buildings that children perform collectively. This is a kindergarten with a plot, a pioneer camp, on the territory of which children build a mast with a flag, tents, a volleyball court, etc. more often such structures are necessary for children in the game, and it is important that they perform them according to the rules of collective construction.
Games are interesting and meaningful when children use all their skills in all types of visual activity. For example, they sculpt birds for a poultry farm, paint tablecloths for a dining room, make books, library cards, etc. for a library.
In games and construction activities, children acquire certain knowledge that is necessary in preparing for school, which is the main task of the Kindergarten Education Program.
In the design classes, the development of sensory and mental abilities of children is carried out. With proper organizational activity, children acquire not only constructive and technical skills (to construct individual objects from building material - buildings, bridges, etc. or to make various crafts from paper - Christmas toys, boats, etc.), but also generalized skills - purposefully consider objects, compare them with each other and divide them into parts, see common and different in them, find the main constructive parts on which the location of other parts depends, make conclusions and generalizations.
It is important that the thinking of children in the process of constructive activity has a practical orientation and is of a creative nature.
When teaching children to design, planning mental activity develops, which is an important factor in the formation of educational activity. Children, constructing a building or craft, mentally imagine what they will be like, and plan in advance how they will be performed and in what sequence.
Constructive activity contributes to the practical knowledge of the properties of geometric bodies and spatial relationships. In this regard, the speech of children is enriched with new terms, concepts (bar, cube, pyramid, etc.), which are rarely used in other types of activity; children practice the correct use of concepts (high - low, long - short, wide - narrow, large - small), in the exact verbal indication of the direction (above - below, right - left, down - up, behind - in front, closer, etc.). d.).
Constructive activity is also a means of moral education of preschoolers. In the process of this activity, such important personality traits as diligence, independence, initiative, perseverance in achieving goals, and organization are formed.
The joint constructive activity of children (collective buildings, crafts) plays a big role in educating the initial skills of working in a team - the ability to pre-negotiate (distribute responsibilities, select the material necessary to complete the construction or crafts, plan the process of their manufacture, etc.) and work together without interfering with each other.
Abstract of a design lesson in a group preparatory to school.
Construction of a bridge across the river for pedestrians and vehicles.
Software content. To form in children the ability to design (create an idea) an object in accordance with specific conditions, the ability to analyze these conditions and, in accordance with them, control their practical activities.
The methodology of the lesson. At the beginning of the lesson, a short conversation is held in order to clarify the children's ideas about various bridge designs. The teacher invites the children to remember which bridges they observed, looked at in the pictures, which ones they built before, how they differed from each other and what they had in common, the same (common parts - supports, driving part, slopes, railings, but of different shapes, for example , at the bridge for transport, the slopes are gentle, and at the pedestrian one - steps, etc.).
Then the teacher draws the attention of the children to the material they have (a sheet of blue paper - a river, two cars, figures of people) and offers to build a bridge across the river (shows a sheet of paper) of such a width that pedestrians can walk on it on both sides and cars can drive in different sides. In the process of completing this task, the teacher makes sure that the children control the length of the bridge and its width, passing two cars at once. In the analysis of children's buildings, those of them are especially noted that not only meet all the specified conditions, but also have an original design solution.
Making various crafts and toys for children to give to their mother, grandmother, sister, younger friend or peer brings up a caring and attentive attitude towards relatives, comrades, a desire to do something pleasant for them. It is this desire that often makes the child work with special diligence and diligence, which makes his activity even more full-blooded and brings him great satisfaction.
Finally, constructive activity is of great importance for the education of aesthetic feelings. When children get acquainted with modern buildings and with some architectural monuments that are accessible to them (the Kremlin, Grand Theatre etc.) artistic taste develops, the ability to admire architectural riches and understand that the value of any building lies not only in accordance with its practical purpose, but also in its design - simplicity and clarity of forms, consistency of color combinations, thoughtful decoration, etc. .
Organization: MADOU "Kindergarten No. 22 - CRR"
Location: Kamchatka Territory, Petropavlovsk-Kamchatsky
Constructive activity is a practical activity aimed at obtaining a specific, pre-conceived real product that corresponds to its functional purpose.
This type of activity is quite difficult for children. In it we find a connection with the artistic and constructive-technical activities of adults. It is characterized by the practical purpose of structures, buildings. When performing a construction, an adult pre-thinks, creates a plan, selects material taking into account the purpose, work technique, external design, determines the sequence of actions. All these elements are outlined in children's design. There are also constructive problems to be solved here. Children's construction products are usually intended for practical use in the game.
In the studies of a number of outstanding domestic teachers (D.V. Kutsakova, Z.V. Lishtvan, L.V. Panteleeva, etc.) devoted to children's design, a large role is assigned. According to these researchers, construction from building material actively contributes to the development of fine motor skills of the hands of preschool children, as well as to the improvement of the eye and sensorimotor skills in general.
Design provides inexhaustible opportunities for various aspects of the development of preschoolers. In designing, the development of perception and figurative thinking, imagination and fantasy of the child takes place. The child masters space, learns to perceive such properties of objects as color, shape, size; solve cognitive and creative tasks, build visual models, express their emotions through artistic symbols.
Relevance
Society's need for a new type of personality - creatively active and free-thinking - will undoubtedly increase as the socio-economic and cultural conditions of life improve. The implementation of this direction in education and upbringing requires an appeal to general developmental systems of an integrated type. In such a system, design can take a prominent place.
Constructive activity in the upbringing of a preschooler occupies a special place. This is the only type of activity in which the result of the child and the adult coincide unambiguously, this allows the child to give an adequate self-assessment of the result obtained. It is this type of activity that is most significant for the formation of a child's personality, for discovering activity as an interconnection of components from idea to result. Constructive activity contributes to the development of the child: moral improvement takes place in close interaction with mental education, and in this single process the problem of the all-round development of the preschooler is solved. But the most important thing is that constructive activity becomes a favorite both for boys, whose hands “do not obey” in other types of activity, and for girls, as it corresponds to the interests and needs of a preschooler of this age.
Concept:
The basic concept is that new knowledge is not given ready-made. Children "discover" them themselves in the process of joint and independent activities (constructive, research, play ...). The teacher must organize the activities of the preschooler in such a way that he himself can think of a solution to the problem and explain himself how to act in the new conditions.
The ability to see a task from different angles, to analyze many solutions, to single out components from a single whole, or, conversely, to assemble a complete picture from disparate facts, will help the child, both in organized and free activities.
The main task of my pedagogical activity is to form in a child the ability and desire to learn all his life, to work in a team, to develop the ability to self-change.
Goal of the work: creation of conditions for the development of the child's personality: opening up the possibility for his positive socialization, comprehensive development, development of initiative, creative abilities based on cooperation with adults and peers through an activity corresponding to preschool age - construction from building material.
Tasks:
- To promote the use of constructive activities for the development of the cognitive sphere of a preschooler (sensory development, thinking, imagination, speech, mathematical concepts);
- To create prerequisites for acquiring the ability to make a visual analysis of the model and object, including the processes of thinking in the process of perception;
- To promote the development of collective relationships between children through the implementation of a common plan (construction of a street, square, avenue, embankment, fairy-tale village);
- To promote the development of will, diligence, the ability to bring the work begun to the result;
- Use constructive activity as a diagnostic tool for studying a particular child.
The practical significance of experience helps to determine ways to solve the comprehensive development of the personality of a preschooler associated with an insufficient level of development of speech, thinking, memory and other mental processes, personal qualities through constructive activity from building material when applying a personality-oriented approach to the child. Work experience can be used by educators and parents in practical activities.
1. The value of constructive activity from building material for the comprehensive development of a preschooler
- Designing is a practical activity aimed at obtaining a specific, preconceived product. Children's construction - the creation of various buildings from building materials is closely related to the game and is an activity that meets the interests of children.
In preschool pedagogy, children's construction is considered as a means of comprehensive development of the child. Construction is, first of all, an important means of mental education of children. In the system of mental education, a large role belongs to the formation of sensory abilities. The most successful sensory abilities develop in productive activities, in particular in design. Here, sensory processes are carried out not in isolation from the activity, but in it itself, revealing rich opportunities for sensory education in its broadest sense.
When constructing, the child learns not only to distinguish the external qualities of an object (shape, size, structure, etc.), he develops cognitive and practical actions. In construction, the child, in addition to visual perception of the quality of the object, practically disassembles the sample into details, and then assembles them into a model (in this way, in action, he carries out both analysis and synthesis).
In activities aimed at achieving a specific goal, not only this activity itself is improved, but also the child's visual perception of objects in the world around him. It becomes more focused. A prerequisite is also created for acquiring the ability already at preschool age to produce a deeper visual analysis of the model and object without resorting to real dissection. Thus, the ability to compare, to produce a visual analysis is formed, including the processes of thinking in the process of perception.
Sensory education sets the task of developing spatial representations. And design plays an important role in this. Constructing a structure (building), the child refines and completes his ideas, preliminarily outlining its position in space and on a certain plane (“on the street”, “on the farm”, etc.). Thus, the formation of spatial representations in design occurs on visual material.
In the process of constructive activity, children form generalized ideas. These generalizations arise on the basis of ideas obtained from the direct perception of various structures and the creation of their own buildings. Children learn that many objects in the environment make up groups of homogeneous objects united by one concept: buildings, bridges, vehicles, etc. In each group, objects have both common and different features. Common features indicate the presence of the same components: in buildings - the foundation, walls, windows, doors, roof; in cars - the engine, cab, body, wheels, etc. Parts differ in shape, size and finish. These differences depend on the purpose: school buildings have a large number of wide windows to bring plenty of light into the classrooms; residential buildings have narrower windows with balconies; store building - wide windows, etc. The shape and size of the parts are different, but the main parts remain the same. The formation of such ideas contributes to the assimilation by children of the main constructive dependence - the dependence of the design on its practical purpose, which has a significant impact on the development of children's thinking.
In the process of teaching children the construction of various structures of homogeneous buildings or toys (a residential building, a school, a kindergarten; a box, a house, a basket), conditions are created for the development of creative skills in design. The child learns, as it were, the scheme for making a building or a toy, transferring both general and various features to them, and does this in a certain sequence. This nature of the activity is the basis that allows children to look for a way to independently manufacture a new version of the object, which is often required in the game.
In the process of teaching design, children also develop generalized methods of action, the ability to purposefully examine objects or samples of buildings, toys. Children learn to plan work, presenting it as a whole, learn to control their actions, correct mistakes on their own. All this makes the design process organized, thoughtful.
In the process of designing, children learn the correct geometric names of the parts of the building set (cube, bar, plate, etc.), learn about the features of geometric bodies: the cube has all square sides, the bar has two square ends, and the rest are rectangular, the rectangle is opposite the sides are equal, etc.
Construction contributes to the improvement of children's speech, as in the process of work, children share their ideas, learn to motivate them by communicating with each other. In the process of construction, children learn to correctly designate the names of directions in the word (up, down, far, behind, left, right, etc.), they also master such concepts as “high - low”, “wide - narrow”, “long - short".
Construction in the classroom and in games is a means of not only mental education, but also the formation moral character child's personality. Teaching older preschoolers to build buildings: houses for birds and animals educates children in a certain direction of moral feelings (care for people, birds, animals). Construction in the classroom and in the game is of great importance for organizing a friendly children's team. In the classroom, children learn to do common work together (together they prepare toys for models on various topics, for example, “Our Street”, they build a bridge, a theater together, etc.). In this case, the activity of children is aimed at achieving a common goal. This requires the ability to agree on the work ahead, to distribute duties, to provide assistance to comrades at the right time, to motivate their proposals.
In games, these skills are deepened and consolidated. Thus, with a certain focus on teaching the design and management of constructive games for children, their joint activities provide great opportunities for educating the initial skills of working in a team.
Moral perfection takes place in close interaction with mental education, and in this single process the problem of the all-round, harmonious development of the child is solved. Design plays an important role in this. It contributes to the formation of such valuable personality traits as independence, initiative, organization and responsibility in the performance of a task. In the design classes and in the game, children are brought up with will, restraint, the ability to listen to the teacher's explanation and work in accordance with his instructions, coordinate actions with each other in joint work, and overcome difficulties in achieving the goal.
In the process of designing, the physical improvement of the child is carried out. Constant exercises in a wide variety of movements, accompanied by an emotional upsurge, contribute to the fact that these movements become fast, dexterous, easily subject to the control of the eye. The coordinated work of individual muscles improves.
Design is also an effective means of aesthetic education. Acquainting children on excursions with some structures and buildings (canals, residential buildings, buildings of kindergartens, schools, theaters), as well as architectural monuments accessible to their understanding (Moscow Kremlin, Bolshoi Theater, etc.), the teacher has the opportunity to develop the artistic taste of children , causing them aesthetic pleasure when looking at beautiful structures, to form the ability to appreciate the created creative work people, to love the architectural wealth of their city, country, to protect them. In addition, children develop an understanding of the appropriateness of architectural solutions.
Purposeful and systematic teaching of children to design plays a big role in preparing children for school. It contributes to the formation of the children's ability to learn, reveals to them that the main meaning of the activity is not only in obtaining results, but also in acquiring knowledge and skills. Such a cognitive motive causes significant changes in mental processes. These changes consist mainly in the ability to arbitrarily control their cognitive processes (direct them to solve learning objectives), in achieving a certain level of development of mental operations, the ability to systematically perform the mental work necessary for the conscious assimilation of knowledge.
2.Description of work experience
2.1. Techniques for managing children's design in organized and free activities.
In recent years, getting into a toy store, teachers face a very difficult choice, what game to buy, so that it not only pleases and entertains, but also develops the child?!
I propose to stop your attention on a wooden building set. This simple game material is fraught with great opportunities and gives the child something for development that no other game can give.
This type of game has been thoroughly studied in domestic preschool pedagogy and psychology (V.G. Nechaeva, Z.V. Lishtvan, A.N. Davidchuk, L.A. Paramonova, L.A. Wenger, V.S. Mukhina, etc. .). Construction games contribute to the development of thinking, spatial imagination, which are the basis of design activity, which has been convincingly proven in the studies of N.N. Poddyakov, L.A. Paramonova and others.
First of all, I want to draw attention to the multilateral significance of this material:
- construction from a wooden builder is an activity (in comparison with drawing, modeling and appliqué) in which success is guaranteed to a preschooler;
- the variability of the material (cubes, bricks, prisms, cones, etc., combined in a variety of ways with each other) create the opportunity to use it creatively: the building can be created, corrected, supplemented and even restored very quickly;
- predictable success affects the development of self-awareness;
- this type of activity allows even the most younger preschooler to separate oneself from an adult, to acquire the most important components of independence: autonomy, initiative, responsibility.
Already in a three-year-old builder, under the influence of an adult, the foundation of intellectual culture is being formed.
Starting work on designing in the middle group of the kindergarten, I, first of all, carefully studied this section in the exemplary general educational program “From Birth to School”, edited by N.E. Verax. I picked up methodological literature on this topic and read with great interest the articles that helped me plan educational activities on designing and use games with the constructor in everyday life.
The requirements for the subject-spatial environment, formulated in the federal state educational standard for preschool education, are aimed at supporting the initiative of children in all types of children's activities. Thus, the organization of the educational space and the variety of materials, equipment and inventory should provide play, cognitive, research and creative activity.
To achieve this goal, the "Technical Design Center" was created in the group. To conduct classes, sets of desktop wooden building material were purchased for each child. Thematic sets were also purchased: "Transport", "Zoo", "Castle", etc. Small toys, figures of people, nesting dolls, cars, etc. were selected to play with the buildings. With the help of parents, attributes of the city were made: street lamps, fountains, trees, roads, landscape elements, etc. Demonstration material was collected and systematized: photographs and illustrations of various architectural structures in Moscow and St. Petersburg, samples of buildings made of wooden material, schemes were developed buildings of various functional purposes, a presentation of the virtual tour of the “Moscow Kremlin Towers”, a presentation of the “House” (using information and communication technology) was created.
So, building material appeared in the group. Where to begin?
The initial stage of my work was based on familiarizing children with the details of the designer, from the simplest analysis of buildings. First of all, I taught the children to recognize every detail of the designer and put all the figures of the builder, in accordance with the model, into a box. In the future, this skill will save the child's time (and mine), help save the game material! To achieve this goal, I used several techniques: bimanual inspection of building details; transfer of geometric details to paper.
The first acquaintance with the designer lasted no more than 10 minutes, so that the children would have a feeling of underplaying ... In order to teach children to put parts in a box in a short time, they organized games: “Who will fold the parts quieter, faster and more accurately?”, “What has changed ?”, “What happened?”
I taught the children how to properly use the materials, keep them in a certain order, not to scatter them, to dismantle the building from top to bottom when finished, put the parts in a box and take them as needed. Finally, the time has come when all the children themselves, without my help, neatly and correctly fold the building material.
An unconventional method of maintaining interest in constructive activities was the appearance in the group of the “Future Construction” shelf, on which a new building on the topic under study (the author's idea) was exhibited every week.
And now the time has come when, under the guidance of an educator, the children of my group were ready to master various types of construction: according to the image, according to the condition, according to the plan, according to the theme, to master plot construction. Design training at the initial stages took place under my guidance. Since it is during this period that the choice of teaching methods and techniques is important.
In middle age, I actively use the method of showing by the educator, because. children do not yet have sufficient design experience, I also suggest doing tasks under conditions that are becoming more complicated, for example (the same house, but higher, with a window, etc.). If the child finds it difficult, I ask questions: “Where do you start? What part of the designer do the wheels look like? (pointing to the photo). What parts will you put on the wheels? How many bricks?” etc. (cooperation technology).
As constructive experience is accumulated, I introduce children to a new type of design - by condition. Teaching this method of construction contributes to the development of search activity in children. When teaching this design method, it is advisable to use technology research activities. I suggest that children solve practical problems: build a house for a low and high nesting doll, build a bridge for a low and high ship, build a bridge for a narrow and wide river, etc.
At an older age, I set tasks that the child needs to solve on his own, to find his own original solutions (problem learning technology). Thus, children develop generalized methods of examination, the ability to find the main thing. The child learns to plan a sequence of actions, draw up an image of a future structure, and select methods of construction. In the preparatory group, children are happy to build according to drawings, drawings, improving buildings, beat them. They themselves bring magazines, photographs, negotiate, choose a place in space, because all this forms positive qualities in them, which I notice and approve. When something goes wrong in the construction, I try to unobtrusively prompt the question: "And if you replace this part with that one, what will happen?" Often, from such a push, the plot unfolds, the children seem to be “infected” and there is already a competition, who will come up with the best idea, decorate it better, build it more difficult, etc.
The relationship between play, organized and free activities occurs as follows: the girls decided to put the dolls to rest, but there are no chairs. Children themselves determine the game problem situation: "Dolls have no furniture." I ask the children the question: “What can furniture be made of?” If the child is having difficulty, ask next question: “What do the details of the designer look like? What parts to choose and how to arrange them? I try to create a problem situation in such a way that the child himself wants to build it to solve the game task assigned to him. The problem situation is formulated both by me and by the children themselves. I am always there to guide the little “why-why” on the right path, and then the children themselves find solutions and build the necessary buildings.
In older groups, children often build collective buildings, united by a single plot, which after the lesson remain in the group where they unfold games. The use of gaming technologies helps to maintain children's sustainable interest in construction. In free activity, children model real-life and invented constructions, look for ways to implement them (using the technology of research activities). This is an important moment in the development of a comprehensively developed personality of a preschooler.
A flexible form of organizing constructive activities allows me to take into account the individual characteristics of each child: gender, interests, well-being, mood, level of constructive skills ... (personally-oriented approach). The composition of the group of children working at the same time may vary depending on the above reasons.
The activity of the child forms his psyche. A preschooler needs to be taught each type of activity as a system of interrelated components based on a model. Already at a young age, I introduce children to the scheme of activity, offering the child’s own hand (5 fingers) as a model. The teacher builds a 5-step ladder, asking the children questions:
1. What do you want to do? (Formulation of the idea.)
2. From what or on what? (Selecting an item or material to convert.)
3. What will you do? (Selection of tools or tools of transformation.)
4. In what order - what first, what then? (A system of actions that transform the material.)
5. Did you get what you planned? (analysis of the product of activity, its compliance with the plan (reflection), and then self-assessment.
Having mastered the structure of activity, the child imagines his future design, creating it according to the model of the teacher or from a photograph. If the child built, received an assessment, played, and then disassembled and redid it - this is very good, the main thing for the educator is to record that the task has been completed. In this case, each child should receive an assessment.
Fundamentally significant is the emotional coloring of children's activities, in which the child can freely use different materials, create original samples. The connection of design with everyday life, with other activities makes it especially interesting, emotionally rich and allows it to be one of the means of self-expression. The need for such activities in children becomes pronounced.
2.2. Implementation of the work program "One brick, two bricks ..." as part of the organization of a circle for constructive activities.
For several years, the direction of my in-depth work with children (circle activities) and the topic of self-education has been constructive activity from building material. To systematize in-depth work, it became necessary to write a program additional education on design (from a wooden constructor) "One brick, two bricks ...".
The basis for the development of a program of additional education on designing from a wooden desktop constructor “One brick, two bricks ...” was the Approximate basic general educational program of preschool education “From birth to school”, corresponding to the Federal State Educational Standard for preschool education (edited by Veraksa et al.), “Kindergarten - House of Joy "N.M. Krylov. The customer of the program was the administration of the MADOU "Kindergarten No. 22 - CRR".
The creation of the program was carried out in accordance with the following normative documents.
- Law "On Education of the Russian Federation".
- Convention on the Rights of the Child.
- Letter of the Ministry of Education of the Russian Federation of June 18, 2003 No. 28-02-484 / 16 "Requirements for the content and design of educational programs for additional education of children."
- Order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 No. 665 “On approval and implementation of the Federal state requirements for the structure of the main general educational program of preschool education”.
- Order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. 2151 “On Approval of the Federal State Requirements for the Conditions for the Implementation of the Basic General Education Program of Preschool Education”.
- "Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations" (with changes).
The program is based on the following principles.
The principle of science. The assimilation of knowledge by children correctly reflects reality through constructive activities.
The principle of visibility involves direct observation of the objects of the surrounding reality.
The principle of accessibility. The content, nature and volume of educational material correlate with the level of development and readiness of children.
The principle of developmental education. It is based on the pattern according to which learning is the driving force behind the holistic development of the child's personality, the formation of new qualities of mind, memory and other aspects of the psyche, as well as the formation of abilities, interests, inclinations.
Principle individualization of a differentiated move. Knowledge is given to children taking into account an individual approach.
Principle sequences. New knowledge is based on previously acquired, with subsequent complication.
PURPOSE OF THE WORK PROGRAM: comprehensive development of the child's personality at preschool age, taking into account his individual and psychophysical characteristics, providing timely assistance to each child in mastering age-appropriate skills and knowledge, developing in children a practical - activity analysis of the results obtained.
TASKS:
- To form dialectical thinking in preschoolers, i.e. the ability to see the diversity of the world in the world of interconnections and interdependencies;
- Develop cognitive experience in a generalized form with the help of visual aids (standards, symbols, conditional substitutes, models);
- Expand the prospects for the development of children's constructive activities by including them in mental, modeling and transformative actions;
- To support initiative, ingenuity, independence in children, to promote the rallying of pupils.
The program is implemented in the classroom "Young Designer". The duration of the program implementation is 2 years. There are 2 stages of work: the first - with children 5-6 years old, the second - with children 6-7 years old.
Classes are held 2 times a week. The days of classes are selected based on the intensity of the load of children, determined by the schedule, held in the afternoon in subgroups. The duration of classes with children 5-6 years old is no more than 25 minutes, with children 6-7 years old - no more than 30 minutes. I organize design classes with children as a partnership activity, and I spend it not as a lesson, but as work in a “workshop” - a specially organized space where beautiful, interesting and necessary things for children's life are created.
The implementation of the program involves the use of integrated "classes", which can be carried out as part of the cognitive cycle, speech development, acquaintance with the outside world, etc., and design. In accordance with the Federal State Educational Standard, during the GCD of the "Young Designer" circle, I use the principle of integration of five educational areas: "Cognitive development", "Speech development", "Social - communication development”, “Artistically - aesthetic development", "Physical development".
In order to teach constructive activity, it is necessary proper organization environment and additional material (cars, Christmas trees, flower beds, flowers, lanterns, and other attributes that children make in free activities - all this develops their imagination). Thus, by organizing an environment for himself, the child learns the culture of work, which is very important for his further development. It is necessary to teach the child at the end of work to disassemble the building from top to bottom. All the details are stored on special shelves according to the forms, so that the children know where which form is. And small building material in boxes, where all the details are added according to the plan.
I had to work on thematic planning, since the topics of the assignments should become more complicated, but at the same time they should be accessible to children, and, importantly, be interesting. In addition to learning moments, the guys are given the opportunity to beat their buildings. Of particular interest is collective construction, united by one theme and work with schemes that the guys develop on their own. To do this, I invented and made cards with symbols different buildings in two copies (on magnets and without magnets). With a copy on magnets, we work on the board when a teacher or a child plans a scheme for a collective building: the streets of a city or village. The second set of cards is distributed to children in order to learn the ability to find the place of their future design in space on a given field (table) in accordance with the scheme (author's idea).
Coming to the "workshop", the pupils have a high motivation. At the end of the lesson, we will definitely analyze the quality of the work performed with the guys. (technology of personality-oriented interaction of a teacher with children).
It is important that the child be able to show their individuality, cognitive interest, creativity, have the opportunity to learn to work in a group and achieve the desired result. To do this, I create situations of success for each child, taking into account the possibilities and abilities of children, I encourage their creative activity and innovative thinking. Working in pairs, in small subgroups, brings up responsibility, the ability to defend one's point of view, and contributes to the rallying of children.
Educational activities are conducted on the basis of pedagogical monitoring, which is carried out twice a year - at the beginning and end of the academic year. The monitoring of the constructive activity of preschool children is based on the content of educational areas. When determining the indicators of constructive activity of preschoolers, the integrative qualities of the child are taken into account: inquisitive, active, interested in the new, unknown, asking questions to adults, showing interest in experimentation, mastering their native speech, means of communication with adults and peers, universal prerequisites for learning activities.
Requirements for the level of preparation of pupils:
By the end of the school year, children can:
Senior group
- Analyze a sample building;
- Plan the stages of creating your own building, find constructive solutions;
- Create buildings according to the drawing;
- Create buildings according to the scheme;
- Know how to work in a team.
preparatory group
- See the design of the object and analyze it taking into account the practical purpose;
- Create various object designs in accordance with its purpose;
- Create models from plastic and wooden constructors according to the drawing and verbal instructions .
When monitoring the development of constructive activities of preschoolers, I use a number of research methods: observations, included observations, problematic diagnostic situations, and analysis of the product of children's activities.
The dynamics of the development of cognitive interests, practical-cognitive and experimental-search behavior in constructive activity is presented in Table 1.
|
Indicators* |
Diagnostic results (%) Constructive activity from building material as an effective means for the comprehensive development of the personality of a preschooler |
|||||
|
academic year (middle group) |
academic year (senior group) |
academic year (preparatory group) |
||||
|
Highest level (creative) |
||||||
|
High level (independence) |
||||||
|
Intermediate (supervised performance) |
||||||
|
Low level (level of recognition) |
||||||
Indicators of the development of constructive activity
|
Child's age |
The highest level (creative) - 4 points |
High level (independence) - 3 points |
Average level (execution under the guidance) - 2 points |
Low level (level of recognition) - 1 point |
|
5-6 years |
Applies constructive knowledge and skills in new conditions. Original solutions appear in the building, taking into account the changed conditions. Evaluating his own (constructive) activity, the child names the facts, gives arguments, formulates conclusions that prove the achievement of a positive result. Shows initiative for joint collective constructive activity, turning into construction, plot-role-playing and directing games. Takes on the role of "planner-architect" of the collective building (dictates, and an adult draws a diagram). Shows interest in new types of structural material (table and floor), domestic building material. Knows some types of architectural styles (Russian wooden architecture, baroque, classicism, modern). Knows masterpieces in capital cities, builds by analogy from existing building material |
Independently builds a building according to a model, photograph, conditions, according to his own plan, using familiar constructive knowledge and skills. Formulates a plan in advance, finds ways to implement it, independently evaluates the result (self-assessment). Shows a steady interest in joint collective constructive activities. Shows interest in new types of structural material (table and floor), domestic building material. Knows some types of architectural styles (Russian wooden architecture, baroque, classicism, modern). Knows masterpieces in capital cities, builds by analogy from existing building material |
Erects a building with little help from an adult. With the help of an adult, he formulates an idea, finds ways to implement it, independently evaluates the result (self-assessment). Shows interest in joint collective constructive activities. Shows interest in new types of structural material (table and floor), domestic building material |
Difficulties in designing according to one's own plan, conditions. Needs adult help and advice. Refuses to participate in collective games. Shows no interest in new types of structural material (table and floor), domestic building material |
|
6-7 years old |
He mastered designing at the level of creativity: the idea is original, the ways of its implementation are individual, the assessment is adequate and well-reasoned. Able to create a diagram of a future structure and build on it both individually and in a collective building game; construct according to the conditions set by an adult, a child architect, the plot of the game |
He mastered design as an amateur activity: he clearly formulates the idea, finds ways to implement it, adequately evaluates his own constructive products and his skills. Able to build according to a given scheme, both individually and in a collective building game; construct according to the conditions set by an adult, a child architect, the plot of the game |
He erects a building according to a model, photograph, conditions, according to his own plan, using familiar constructive knowledge and skills. With little help from an adult, he formulates an idea, finds ways to implement it, independently evaluates the result (self-assessment) |
Difficulties in designing according to one's own plan, conditions. Needs adult advice. Has difficulty interacting with peers |
Bibliography
- Davidchuk A.N. Constructive creativity of a preschooler. A guide for the educator. M., Education, 1973.
- Preschool Pedagogy. Proc. Allowance for students ped. in-comrade / under. ed. V.I. Loginova, P.G. Samorukova. - 2nd ed., Rev. add. – M.: Enlightenment, 1988.
- Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. Allowance for students. avg. ped. textbook establishments. - 3rd ed., corrected. and additional - M .: Publishing Center "Academy", 2001.
- Krylova N.M. Kindergarten - House of Joy: A program of a holistic, integrated, integrative approach to raising a preschooler as an individual / Perm. State. ped. un-t. - Perm. 2005.
- Kutsakova L.V. Design and manual labor in kindergarten: A guide for a teacher for children. garden: From work experience. – M.: Enlightenment, 1990.
- Kutsakova L.V. Classes in the design of building materials. Abstracts of classes. - M.: Mosaic-sintez, 2006.
- Lishtvan Z.V. Design: A manual for a kindergarten teacher.- M .: Education, 1981.
- Lishtvan Z.V. Games and activities with building materials in kindergarten. Ed. 3rd, add. M., Education, 1971.
- Methods of teaching fine arts and design: Proc. allowance for students ped. uch-sch on special. "Doshk. education”/ T.S. Komarova, N.P. Sakulina, N.B. Khalezova and others; Under. ed. T.S. Komarova. - 3rd ed., revised. – M.: Enlightenment, 1991.
- Mukhina V.S. Child psychology. - M .: OOO April Press, CJSC Publishing House EKSMO-Press, 1999.
- Shaidurova N.V. Child development in constructive activity: A reference guide, - M .: TC Sphere, 2008
Yakovleva Marina Balanchaevna
Job title: dow teacher
Educational institution: MADOU Kindergarten No. 1 "Golden Key"
Locality: Tyva Republic, Kyzyl city
Material name: Innovative experience
Subject:"Development of constructive abilities and technical creativity through organized classes in construction and robotics"
Publication date: 18.05.2016
Chapter: preschool education
Innovative experience on the topic:
"Development of constructive abilities and
technical creativity through
organized design classes and
robotics"
Completed by: Teacher MADOU No. 1 Yakovleva Marina Balanchaevna, Kyzyl, 2016
Relevance
application of innovative pedagogical technologies for the development of cognitive research and constructive activities, technical creativity of preschoolers 4-6 years old through the use of legoconstruction and robotics in the educational process in accordance with the requirements of the Federal State Educational Standard.
The main idea and novelty of technology.
The main idea and novelty is
,
that the educational developmental technology I proposed reflects a conceptually new approach in the field of introducing preschoolers to constructive activities and technical creativity, ensuring their active, proactive and independent involvement in activities and stimulating cognitive activity.
Target:
development of cognitive-research, constructive activities and technical creativity of the child by means of lego constructors and robotics.
object
-
research is the formation of intellectual and personal qualities of preschool children, technical abilities, design skills, education of a creative and purposeful personality, able to independently set tasks and find original solutions.
Subject
- the process of development of logical thinking, the development of cognitive research, constructive activities and technical creativity of the child through legoconstructors and robotics.
Tasks:
Development of individual abilities of the child; To develop preschoolers' interest in modeling and design, to stimulate children's scientific and technical creativity. To form spatial thinking, the ability to analyze an object, highlight its characteristic features, main parts, establish a connection between their purpose and structure. To develop the ability to apply their knowledge in the design and assembly of structures. Develop operations of logical thinking, Develop children's cognitive activity, imagination, fantasy and creative initiative;
Develop fine and gross motor skills, orientation in space; Develop dialogic and monologue speech, expand vocabulary. To improve the communication skills of children when working in pairs, teams, distribution of responsibilities; Development of outlook and culture; To form the prerequisites for learning activities: the ability and desire to work, perform tasks in accordance with the instructions and the goal, bring the work started to the end, plan future work.
Length of experience
The duration of work on experience covers the period from 2014 to 2016 and includes 3 stages:
Distribution of activities
between participants in the pedagogical process (stages of implementation)
Activities of teachers
preschool
educational institution
Activity
children
Activity
parents like
assistants
1. Stage of express diagnostics.
Selection of diagnostic methods and techniques aimed at identifying the formation of preferences in children for constructive activities and technical creativity. Monitoring. Participation in a diagnostic examination. Parental consent to diagnose children. Processing of monitoring results. - Study results.
2. Stage of development and implementation of technology
Development of technology for the development of cognitive-research and constructive activities, technical creativity through legoconstruction and robotics. Introduction, - Familiarization with technology. Offer your ideas in this direction.
ideas proposed by parents in the content of the technology.
3. Stage of planning future activities
Activities of teachers
preschool
educational institution
The activities of the parents
as assistants
Activity
children
Joint discussion of the level of preparation for the forthcoming activity: - choice of topic, purpose, taking into account the developed approximate long-term planning; - selection of methods, techniques and content of the material; - determination of the place and time of educational activities; - preparation of practical material (preparation of visual, didactic, handouts in the form of diagrams, models, creation of computer slides, programs, etc.); - identification of technological features in the construction of the educational process for the development of "cognitive - research and constructive activities, technical creativity through legoconstruction and robotics". - organization of the educational process by the teacher, coordination, practical assistance, control, adjustment at the practical stage. Adopt a position of partnership.
4. Practical stage
Activities of teachers
preschool educational
institutions
Children activities
Activity
parents like
assistants
Activities for the development of cognitive-research and constructive activities, technical creativity through legoconstruction and robotics among preschoolers are built in the following sequence: stage 1 and p. Stage 2. Motivation for upcoming activities. To attract the interest and attention of preschoolers to the upcoming activities, a different range of methodological techniques is used, for example: a game and a surprise moment (the appearance of some fairy-tale hero at a younger preschool age and guessing riddles at a senior preschool age), creating problem situations, taking a position of partnership and active participant as an assistant.
which arouse interest in the child and a state of joyful expectation of what awaits him ahead. Stage 3. Analysis of the constructed modeling objects: a) highlighting and naming the main details in the constructed object (the degree of detail may be different, it depends on how the child knows the terminology: highlighting the main objects and their details and highlighting only the main objects. To determine the details of one object, you can use such a game technique as "Hunting for details", when children are invited to name and describe the details of the main object. And also at this stage, a method is used - a conversation that contributes to the analysis of buildings, descriptive characteristics of objects. These techniques and methods are aimed at enhancing the cognitive, research and constructive activities of children preschool age (At the same time, the teacher must show keen interest and emotionally respond to the answers of children); b) constructive modeling of the main objects (children are invited to carefully look at the graphic objects presented in front of him and choose exactly the one with which he will produce simulations); c) highlighting and naming secondary objects (you can use the same techniques and methods as when highlighting the main objects; e) connecting the main and secondary objects to build a plot (invite the children to connect, and then simulate the plot. The teacher here needs to: bring preschoolers to brief discussions.They should be arranged in the following order: first it is said what will be connected to what, what parts are used, then why - analytical reasoning: why so, and not otherwise, what happens if you change the sequence of attaching parts if the child finds it difficult to find the interrelationships between objects can, with additional questions, push him to a certain choice of objects;
f) completion of the construction of an object, plot (after establishing the relationship between the main and secondary objects, the teacher offers the children to independently build, create, any thematic plot they like). Stage 4. Presentation of the constructed object, plot (at this stage, you can use such techniques as; fantasy technique, independent communicative presentation; techniques "Pride" and "Chance", where each child gets a chance to be in the center of everyone's attention and demonstrate his building, the object used in the general plot, while receiving universal approval). Stage 6 Invention by children of a descriptive story for a building, object, plot (this stage assumes how the development communicative competence, and the disclosure of the creative imagination of preschoolers).
5. Stage of reflection
Activities of teachers
preschool
educational
institutions
Children activities
Activity
parents like
assistants
Getting feedback. Conclusions “Tell me about what was done”, “What caused the difficulty”, “What did you do to solve the difficulties that arise”, “What feelings are you overwhelmed now”. Reflection begins with the concentration of children on the emotional aspect, the feelings that they experienced in the process and as a result of the activity. Your suggestions and comments.
The content of the work
Senior group
preparatory group
1. To consolidate the knowledge of children about the details of the Lego constructor, to distinguish and name them. 2. Introduce children to the Lego Dakta constructor, its details. Compare it to Lego Duplo. 3. Continue to teach children to consider objects and samples, analyze finished buildings; identify essential features in different structures, group them according to the similarity of the main features, understand that the differences in features in shape and size depend on the purpose of the objects; to cultivate the ability to show creativity and ingenuity in work; learn to plan the stages of creating a building. 4. Continue to teach children to work collectively. 5. To teach mentally, to change the spatial position of the constructed object, its parts, details, to imagine what position they will take after the change. 6. Learn to analyze the conditions for the functioning of a future structure, establish a sequence and, on the basis of this, create an image of an object. 7. Teach children to design according to the scheme proposed by adults and build a scheme for the future design. 8. Learn to design according to the conditions set by adults, the plot of the game. 9. Understand what an algorithm, rhythm is, 1. Formation of interest in constructive activities. 2. To consolidate the knowledge of children about the details of the Lego constructor Duplo and Dakta, name them. 3. Continue to learn to highlight both general and individual features when considering diagrams, illustrations, photographs, highlight the main parts of the subject and determine their shape. 4. Learn to observe symmetry and proportions in parts of buildings, determine them by eye and select the appropriate material. 5. Teach children to imagine what their building will be like, what details are best used to create it, and in what sequence to act. 6. Continue to teach how to work in a team, build collective buildings. 7. Continue introducing children to architecture and the work of architects. 8. Learn to build a building according to plan. 9. Learn to build buildings according to a photograph, a diagram. 10. Continue to learn how to build buildings according to given conditions, complex and diverse buildings with architectural details.
rhythmic pattern. The symbol for an algorithm is a record. 10. Learn to design according to plan, independently select a topic, select material and design method. 11. Give the concept of a set and what is symmetry. 12. Learn to work in pairs. 13. Continue to place the building on the board, build collective buildings. 14. Learn to convey the characteristic features of fairy-tale characters using the Lego duplo (dakta) constructor 15. Give an idea about architecture, who architects are, what they do. 16. Develop constructive imagination, thinking, memory, attention. 11. Learn to establish a relationship between the shape of an object and its purpose. 12. To consolidate the knowledge of children about the concept of algorithm, rhythm, rhythmic pattern. 13. Continue to teach children to work in pairs. 14. Continue to teach children to place a building on a board, to build collective buildings. 15. Continue to teach children to convey the characteristic features of fairy-tale characters by means of the Lego-hollow, Lego-dact constructor. 16. Learn to mentally change the spatial position of an object, its parts. 17. Learn to create moving structures, find simple technical solutions. 18. continue to teach children a variety of options for fastening Lego elements together. 19. Continue to teach to talk about your building. 20. Develop imagination and creativity, the ability to use your designs in the game. WAYS TO CHECK KNOWLEDGE, SKILLS AND SKILLS.
Held pedagogical assessment activities of the child through conversations and observations of the constructive activities of children, the productivity of this activity, and their preferences in choosing activities during the day according to the presented approximate criteria by age.
The expected result of the educational course (approximate
criteria for pedagogical diagnostics)
BASIC REQUIREMENTS FOR THE LEVEL OF PREPARATION OF CHILDREN
Wake up
tannik
must
Basic program Preschool component 1 2 3 Know To have an idea about architecture, to know who architects are, what they do. Understand what an algorithm, rhythm, rhythmic pattern is. The symbol for an algorithm is a record. Generalized ideas about constructed objects (bridges: railway, pedestrian; buildings: residential, schools, theaters Be able to distinguish and name the details of a Lego constructor (Lego Duplo, Lego Dacta) Understand what symmetry is and be able to alternate colors in your buildings. distinguish and name the details of Lego constructor (lego duplo, lego-dacta) Can mentally change the spatial position of an object and its parts. location in space (mosaic) Distinguish geometric shapes, regardless of their color and location, be able to combine
Own generalized design methods (combinatorics, removing unnecessary, etc.) Independently and creatively implement their own ideas in designing from different materials. Design according to a given scheme and build the scheme of the future design itself. To be able to mentally change the spatial position of the constructed object, its parts, details, imagine what position they will take after the change. Be able to analyze the conditions for the functioning of the future structure, establish the sequence of their implementation and, on the basis of this, create an image of the object (a bridge across the river for pedestrians of a certain width) in groups and couples. Be able to place the building on the board, build collective figures in color and shape. To be able to convey the characteristic features of fairy-tale characters by means of the Lego duplo (dakta) designer. To be able to use Lego buildings in theatrical games, role-playing games. Create moving structures and find simple technical solutions.
the buildings. Be able to talk about your building. Be able to follow the teacher's instructions. Be able to create a plot composition on the board. As a product, as noted above, a program was presented for the development of research and constructive activities, technical creativity of preschoolers 4-6 years old through the use of group equipment and robotics, which can be integrated into the general educational program of a city preschool educational institution. This work experience was used by teachers of preschool educational institutions, parents of pupils, teachers of additional education for children. Lego technology is interesting because, based on integrative principles, it allows to ensure the unity of educational, developmental and educational goals and objectives of the process of education of preschoolers. Lego construction is not only practical creative activity, but also the development of mental abilities, which is manifested in other types of activity: speech, and grove, visual. It is also the upbringing of a socially active person with a high degree of freedom of thought, the development of independence, the ability of children to solve any problems creatively. Lego technology, no doubt, claims to be called interactive pedagogical technology, as it stimulates the cognitive activity of preschoolers. The use of the technology of educational legoconstruction and robotics in preschool educational institutions is relevant: the use of Lego - a constructor is an excellent tool for the intellectual development of preschoolers, which ensures the integration of various types of children's activities (and playing, communicative, cognitive-research, constructive, self-service and elementary household work , motor),
The basis of educational activities using Lego technology is the game - the leading type of children's activity. Lego - allows you to learn by playing and learning in the game. The use of Lego technology in preschool educational institutions allows raising the development of cognitive activity of preschoolers to a higher level, and this is one of the components of the success of their further education at school. Lego technology is a means of developmental education, stimulates the cognitive activity of preschoolers, contributes to the education of a socially active person with a high degree of freedom of thinking, the development of independence, purposefulness, and the ability to solve any problems creatively. Lego technology combines elements of the game with experimentation, and, consequently, activates the mental and speech activity of preschoolers. In a preschool educational institution, lego constructors were used earlier, but more often in the independent activities of children and bore the character of plot construction. The idea to make legoconstruction a guided, rather than spontaneous, process arose with the adoption of the Federal State Educational Standard, because having studied the demands of modern society for a formed personality from the first stage of preschool education, we thought about the relevance of using it in educational educational pro cess of technol ogy and educational legoconstruction and robotics. Through the use of legoconstructors, it is possible to effectively solve educational problems implemented in kindergarten in accordance with the exemplary general educational program of the preschool educational institution, both in the invariant and in the variable part formed by the participants in the educational process, because the program allows you to optimally combine the basic content of education and priority areas in the work of preschool educational institutions. Legotechnology can be introduced into the educational process and successfully integrated with other educational areas "Cognitive", "Speech", "Social and communicative", "Artistic and aesthetic", "Physical". In the process of LEGO construction, preschoolers develop mathematical abilities by counting parts, blocks, fixtures, calculating required amount details, their shape, color, length. Children get acquainted with such spatial indicators as symmetry and asymmetry, orientation in space. In addition, design is closely related to sensory and intellectual development child: visual acuity is improved, the perception of color, shape, size, thought processes (analysis, synthesis, classification) are successfully developing.
Light construction also develops communication skills, activating the mental and speech activity of preschoolers. Older preschoolers are happy to talk about their buildings, pronounce the sequence of their actions, evaluate this or that constructive situation. They perform tasks that require the activation of mental activity, for example, to complete the building according to a given attribute or conditions (“Fill the space”, “Guess whose part I am?”, “Relive your model” and others). Speech situations that arise in the process of creating buildings and playing with them contribute to the development of children's speech, which serves as one of the most important means of human activity, and for the future student is the key to successful schooling. Many learning tasks are solved: vocabulary expands, communication skills develop, the ability to generalize and draw conclusions improves. In my opinion, one of the main opportunities in legoconstruction is to teach children to work effectively together. Today, the joint development of knowledge and the development of skills, the interactive nature of interaction are in demand like never before. In group activities, children can not only communicate, but also exchange tips on mounting methods, details, or even combine their models to create a larger structure. It is important to organize the conditions under which participants in joint activities could solve emerging problems by communicating and consulting with each other, as well as learning from their mistakes. At the same time, preschoolers develop social skills: independence, initiative, responsibility, mutual understanding, which are necessary when interacting with other children. Lego building classes help preschoolers enter the world of social experience. Children develop a single and holistic view of the objective and social world. The lesson plan includes such topics as "Animals", "Urban and rural buildings", "Furniture", "Toys", "Transport", "Ships explore the Universe", "Journey to a fairy tale" and others. On the days of calendar holidays, thematic exhibitions are organized in the children's creativity corner, in which the work of children attending additional classes in LEGO construction is invariably presented. Being engaged in legoconstruction during joint educational activities during the day, children acquire the skills of a work culture: they learn to keep order in the workplace, distribute time and effort during
making models (each lesson has its own topic) and, therefore, plan activities. In legoconstruction, the formation and development of artistic and aesthetic skills can be easily achieved by designing and transforming ready-made models, when not only a designer, but also paper, pencils, and other materials can be used to create a holistic image. Due to its versatility, the LEGO constructor is the most preferred educational material that allows you to diversify the learning process of preschoolers. This is reflected in project activities. The word "project" successfully fit into the system of work of our kindergarten, where children have the opportunity to show their individuality, to realize creative ideas in the framework of joint parent projects in accordance with the calendar and thematic planning of the preschool educational institution. The purpose of such events is to arouse in parents the desire to participate with the child in thematic design, to give them the opportunity to gain skills in interacting with children on the basis of cooperation and equal relations. And in this situation, the LEGO constructor acts as a universal material, working with which gives the same pleasure to both children and adults. Also, at the end of the school year, leisure activities are held in the kindergarten, where children, together with their parents, take part in the construction of a LEGO town with streets, parks, and playgrounds. Joint creative activity “on an equal footing” has a great developmental potential: it gives adults the opportunity to understand the interests and discover the talents of their child, establish mutual understanding, and feel each of the participants their importance in the common cause. So, legoconstruction and robotics make it possible to introduce information technologies into the educational process of preschool educational institutions, help preschoolers to master the elements of computer literacy, skills and abilities to work with modern technical means. In a relaxed game, children develop easily and comprehensively, they develop cognitive interest, creativity, observation, which contributes to the formation of a creative personality.
Organization
new
approaches
aimed at the efficiency of this process:
- the introduction of educational legoconstruction in joint educational activities (GCD), in sensitive moments, in independent activities during the day; - organization of a developing space conducive to constructive activities with various types of lego constructors in independent activities during the day; - optional work in this direction, aimed at the development of intellectual potential through the development of constructive activities and technical creativity; The main part is presented by me by the following technological chain of actions:
need
motive
implementation
process
interactions
result,
aimed at the development, implementation and implementation of developing technology: 1st action Focus on
needs
, this is a resource for an effective process of interaction between a teacher and preschoolers in the field of constructive activity and technical creativity, aimed at developing cognitive motivation, intellectual capabilities of a preschooler through legoconstruction and robotics.
Methods and techniques
used to implement the technology: n
visual
(use of ICT-technologies, watching fragments of animated and educational films, educational presentations, viewing diagrams, tables, illustrations, collecting photographic materials, didactic games, organizing exhibitions, personal example of adults).
verbal
(reading fiction, riddles, proverbs¸ moments of reflection, problematic issues and situations, conversations, discussions, situation modeling)
practical
(game situations, elementary search activities (experiments with buildings), playing around the building, modeling the situation, competitions, physical minutes. 2nd step Creation of pedagogical conditions in the preschool educational institution, the so-called "Smart Environment", contributing to the increase
m o t i v a c and i
meet the above needs. 3rd act
Algorithm
implementation
process
interactions
teacher with children includes the following positions: 1. An analytical report of the teacher, on his readiness to expand the boundaries of the innovative space for interaction with children in the field of constructive activities and technical creativity. 2. Characteristics of interaction (where the semantic chain of activities is built: what do we do? - what do we do? - for whom? - why? - with whom together?). 3. Organization of the process of interaction between a teacher and pupils, which is determined by conceptually new approaches, psychological and pedagogical principles and stages of activity:
Conceptual Approaches
Activity approach
–
this is the approach
in the center of which is the activity of the child (the child does not receive knowledge in finished form, but obtains it himself in the process of activity). This approach also involves a different range and change of the methods used, methods of training and development (graphic modeling method, comparison method, methods of drawing up buildings according to the scheme, building on the basis of the model, fantasizing techniques, etc.).
The result of the educational LEGO technology I proposed
are the following advantages:
preschoolers have a high interest in constructive activities development of cognitive mental processes: memory, logic, creative and spatial thinking, imagination. Development of speech, communicative competence of preschoolers and socialization. The development of personal qualities, represented by the target guidelines for the Federal State Educational Standard: children have become active, emotional, proactive, inquisitive and independent. Ability to express thoughts in a clear logical sequence, defend one's point of view, analyze the situation and independently find answers to questions through logical reasoning. Ability to work on a project in a team, effectively distribute responsibilities, confidently build simple models or a building, according to the scheme and without instructions. Expanding horizons, has an idea about the city and its infrastructure; types of buildings (residential, offices, one-story, multi-story, skyscrapers), farms (garden, garden and pets), expanded understanding of railway, air and water transport, their features, etc. Showing interest in the traditions and regional characteristics of their small homeland and your country. Pupils of institutions
e
The following indicators have been achieved:
the level of readiness of pupils for school will increase (the proportion of children with high and above average levels of development of cognitive processes has increased by 10-15%), indicators of the development of integrative qualities of pupils have improved (the proportion of children with a high and above average level of development of integrative qualities has increased by 10 -15%), communicative and social skills (the proportion of children with high and above average levels of development of communicative and social skills increased by 10-15%), the indicator of formation of volitionality and motor skills among preschoolers improved (the proportion of children with high and above average levels of development of voluntariness , motor skills and coordination increased by 10-15%). Children and parents have formed interests and preferences for research and constructive activities, technical creativity (the number of children and parents who prefer research activities and technical creativity has increased to 85% compared to the baseline. Thus, the improvement of indicators in the group due to the use of the proposed system of work with preschoolers on cognitive research and constructive activities, technical creativity of preschoolers 4-6 years old through the use of legoconstruction and robotics.Stable, systematic work in this direction has increased the level of development of creative abilities of children of senior preschool age. The results of my work indicate: Children have become more active, proactive, able to make independent decisions, to create new images based on experience and to find their own original solutions. Children began to compare more, engage in creativity more actively, acquired an original way of thinking. They showed a keen interest in knowledge.
Alexandra Tolmacheva
Report on the work of the circle on Lego design "Lego-master" in the senior group
Report on the work of the circle on lego design"LEGO MASTER"
V senior group"Pearl" educator Tolmacheva A.N. for 2016 - 2017 academic year. G.
EDUCATIONAL LEGO TECHNOLOGY
“Development of cognitive research, constructive activities and technical creativity through legoconstruction and robotics»
Lego constructors today irreplaceable materials for occupations in preschool institutions.
In pedagogy Lego-technology is interesting because, based on integrated principles, it combines elements of the game and experimentation. Games Lego here they act as a way of researching and orienting the child in the real world.
To achieve goals the work of the circle on LEGO design were delivered tasks:
1. Set problem tasks for children aimed at developing imagination and creativity. Encourage independent activity construction by your own design.
2. Learn to analyze building samples. Help children form a holistically dissected idea of constructed object. Develop the ability to establish associative relationships.
3. Cultivate children's skill work together, offer collective work.
4. Familiarize yourself with surrounding the world with simulations from Lego constructor,
My Lego construction work was carried out on the following directions:
Self-education (attending seminars, round tables, open screenings, study of literature on lego construction); completed courses in lego construction and robotics in 2016
Organization and conduct of classes interest mug« LEGO Master» aimed at developing logical thinking, creativity, communication skills and expanding the horizons of children
- counseling kindergarten teachers for use in the classroom Lego constructors(on this topic "The development of children's creativity construction» ).
Conducting an open lesson with elements legoconstruction.
Through the use Lego constructors we effectively solved the educational tasks implemented in kindergarten in accordance with the exemplary general educational program of the preschool educational institution, both in the invariant and in the variable part formed by the participants in the educational process, since the program allows you to optimally combine the basic content of education and priority areas in the work of the preschool educational institution.
Also lego technology is actively introduced into the educational process and successfully integrated with other educational areas "Cognitive", "Speech", "Social - communicative", "Artistic - aesthetic", "Physical".
In progress lego construction children actively develop mathematical abilities, as a result of counting parts, blocks, fastenings, calculating the required number of parts, their shape, color, length. Children get acquainted with such spatial indicators as symmetry and asymmetry, orientation in space. Besides, construction closely related to sensory and intellectual development child: visual acuity improves, perception of color, shape, size, thought processes develop successfully (analysis, synthesis, classification).
By the age of six, our children are already able to conceive a rather complex construction, name it and practically create it.
First in class mug used already familiar to children Lego"Hollow" for children to be interested tried set problematic tasks aimed at developing imagination and creativity.
In the classroom gave unfinished construction and asked the children to finish building, offered design according to conditions: For example, build a house for a farmer.
I'm currently using the educational set Lego"My First Story", And constructor Lego education.
Classes for Lego construction help children enter the world of social experience. Children develop a single and holistic view of the objective and social world. To lesson plan mug, includes topics such as "Animals", "Furniture Items", "Toys", "Transport", "Ships", "Journey to a fairy tale" and others. In the corner of children's creativity, thematic exhibitions are organized, in which children's work attending classes on Lego construction.
Pursuing lego construction during joint and independent educational activities during the day, children acquire cultural skills labor: learn to keep order on workplace, allocate time and effort in the manufacture of models (each lesson has its own theme) and therefore plan activities.
In the future I plan to use the data constructors for the ability to tell and invent your own stories, which are ideal for exploring a huge number of topics. Children come up with a story based on the scenery in the form of 5 double-sided cards that serve as a background for the story being told.
Children will create full-fledged fairy tales or describe a specific scene in a story. The set can also be used for free creativity.
Thus, according to the results circle work this year, we can conclude that my pupils have learned to analyze constructive activity, correlate the real design with diagram, and these are the planned results of mastering the program by children!
Related publications:
Abstract of a lesson on Lego design in the senior group Purpose: to teach children to individual design Program content: To learn to build according to the proposed schemes, instructions, taking into account.
Abstract of a Lego-design lesson in the middle group "A beautiful yard for Lego-men" Summary of Lego-designing classes in the middle group. Educator: Malakhova A.I. Educational area: cognitive development.
Master class "Game exercises and didactic games using the Lego constructor in the work of a speech therapist" MADOU Kindergarten No. 15 "Krepysh" of the Municipal District Uchalinsky District of the Republic of Bashkortostan Master class "Game exercises and.
Master class "Using Lego construction in educational work with preschoolers" Municipal budgetary preschool educational institution"Child Development Center - Kindergarten No. 17 "Crane" Master class.
Master class on Lego design "Horse" Administration of the city district of Saransk Department of Education of the MU "Information and Methodological Center" Master class on productive activities.
An effective means of developing the creative potential of preschoolers, according to scientists, are productive activities, in particular manual labor and design.
In my work practice, this provision has found convincing confirmation. The systematic, systematic and consistent organization of classes in manual labor and design has brought tangible results in the form of real products of children's creativity, as well as positive dynamics of diagnostic results for all indicators of the artistic and creative development of preschool children.
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Creative report on the topic:
"The development of children's creative abilities through
design and manual labor"
Educator: Melnikova N.V.
“Creativity doesn’t come to children by some sort of intuition. Creativity must be taught. Children should live in a world of beauty, games, fairy tales, music, fantasy, creativity.”
V. A. Sukhomlinsky
Creativity in the broadest sense is an activity aimed at obtaining something new. Therefore, the main indicator of creativity is the novelty of its result, which is of an objective nature, since something that did not exist before is being created.
The development of children's creativity is a hot topic of modern pedagogy and psychology, which today is associated with the preparation of the younger generation for independent living, artistic, aesthetic and labor education contributing to the achievement of positive changes in society.
Domestic psychologists and teachers - L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, N.N. Podyakova, N.A. Vetlugin - proved: the creative abilities of children are already manifested at preschool age. Since preschool childhood is an age stage that decisively determines the further development of a person.
It is generally recognized that this is the period of the birth of a personality, the initial disclosure of the child's creative powers, the formation of the foundations of individuality (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, J. Piaget, S.L. Rubinshtein, D.B. Elkonin, etc.)
The development of the creative abilities of preschoolers occurs in the conditions of a particular activity when mastering its socially developed means (B.G. Ananiev, C.J1. Rubinshtein, M.N. Skatkin). However, this is best facilitated by the practical activities of children, including manual labor and design. (E.Ya. Belyaeva, N.M. Konysheva, T.V. Kutsakova, T.V. Panteleeva, D.V. Sergeeva, etc.). The activity of the child is distinguished by great emotional involvement, the desire to seek and try out different solutions many times, enjoying this, sometimes much more than achieving the final result.
Making crafts from various materials (paper, threads, pieces of leather and fabric, leaves, fruits of plants, etc.) fully meets the needs, interests and abilities of preschool children. Such work, due to its accessibility, high efficiency and expediency, allows the child to directly implement his plans, improve, create and see the final product.
Confirmation of this is a lot of original crafts and designs made by preschoolers. Eastern wisdom says: "All great things are made by slow imperceptible growth." The first steps, movements, efforts are especially important. They determine a lot in the future.
We must educate our children inquisitiveness, ingenuity, initiative, imagination, fantasy - that is, qualities that find vivid expression in the work of children.
According to the "Concept of the content of lifelong education (preschool and primary level)", one of the goals of preschool education is "the formation of a creative personality capable of independently determining the ways of its activity." These tasks are solved in design and in manual labor.
As a result of her practical activities at the initial stage, she encountered problems associated with the underdevelopment of fine motor skills, which is primarily due to the age characteristics of children and the low level of development of imagination, attention, curiosity, they are not developed enough, there is no pronounced interest in knowing the world around and inability to creatively perform the simplest tasks. As studies by L. S. Vygotsky show, the imagination of children is poorer than that of an adult, which is associated with insufficient personal experience. No matter how the child had material for the imagination, and this led to uninteresting, often very stereotyped activities. The way out of this situation became possible as a result of the search for more effective means and methods and the expansion of the child's experience for the creative development of children. To this end, for several years I have been working in depth on the topic "Developing the creative abilities of children through design and manual labor."
Target my work: To develop the creative abilities of preschoolers through construction and manual labor.
Those. based on the creation of a subject-developing space that meets the requirements of a modern preschool institution; the use of design and manual labor for the general preparation of the child for life, for the development of the most general mental properties and abilities inherent in people: the ability to accurately perceive the surrounding objective world, understand its features, highlight the essential properties of objects, establish connections and dependencies between them, express their attitude to the environment, plan their actions, coordinate them with the actions of other people, predict their results, manage their attention and behavior, be creative, etc.
All this prompted me to form tasks:
Teach kids how to make their own handmade products
from various materials.
To develop and improve the creative abilities of children, the originality of the approach to solving problems;
Improve fine motor skills of the hands;
Cultivate accuracy, independence, perseverance, desire
get involved in creative activities.
Stages of work:
Preparatory stage.Definition of goals, objectives, study of psychological and pedagogical literature, questioning of parents in order to identify knowledge about creative development children and how parents accept, participate in this development, observation of the educational field "Artistic Creativity" ( Manual labor, construction).
Main stage. Implementation of tasks. At this stage, a system of measures aimed at increasing the level of development of the creative abilities of children was implemented - this is individual work with children, collective work, as well as work with the parents of pupils.
The final stage. Determining the effectiveness of activities.
I used the following principles in my work:
1. From simple to complex.
2. Systematic work.
3. The principle of thematic cycles.
4. Individual approach.
5. Ways of organizing activities: observations, excursions, game problem situations.
In this work, I used research methods:
Study and analysis of literature on the research problem,
observation, conversation,
activity product analysis method,
Questioning.
Areas of work.
Development of creative abilities
Artistic and aesthetic development
cognitive development
“The desire to create and fantasize can arise only with the expansion of children's knowledge about the vast world around them ....”
(S.I. Merzlyakov)
She built the methodology of her work in such a way that the children formed:
creative activity,
initiative,
emancipation,
Independence.
The condition that ensures the completeness of the development of activity, the child and his personality, is the creation of a center for manual labor and design, i.e. creation of a subject-developing environment. Therefore, I designed a corner of creativity. At the same time, she took into account that the corner requires an appropriate organization: aesthetically thoughtful, accessible, safe. It is necessary to have not only the materials themselves, but also samples that children use in free activities. I took into account that in the corner there should be a sufficient supply of relevant materials.
In the corner there are many different types of constructor (large builder, small builder, Lego plastic constructor of different sizes, metal and wooden constructor, paper of different colors and textures, waste material (boxes, matchboxes, etc.), natural material ( cones, walnut shells, etc.) Through actions with various materials, in the process of performing various operations, applying various methods and techniques, children learn to aesthetically comprehend the images of familiar objects, convey them in constructive activities, emphasizing the beauty and color of the external appearance in a transformed form.
In my work, I used various teaching methods and techniques.
Visual (teacher showing, example, help, drawings, illustrations, diagrams), verbal (explanation, description, encouragement, persuasion, use of tongue twisters, proverbs and sayings), practical (independent and joint performance of crafts).
I also built the pedagogical process on the methods of organizing activities: observations, excursions, game problem situations.
Designing from sand, snow, from building material and from various parts of designers, making colorful crafts from paper, cardboard (origami, paper rolling, weaving, paper-plastic, etc.), natural materials, decorations from beads, buttons, sewing, embroidery - fun and rewarding activities for preschoolers. Sensual experience, which is gained directly in practical, transformative activity, is more valuable. The child rejoices at what has been done with my own hands the toy works (the spinner spins in the wind), the craft made from waste material (planet) is exhibited at the general exhibition of the kindergarten, etc.
Starting work with the middle group, she outlined a work plan for the development of children's creative abilities through design and manual labor.
For a systematic and consistent work on design and manual labor, she developed long-term planning, which reflects the principle of working on ready-made samples to gradual complication: according to diagrams, verbal descriptions and creative work.
The main form of work is classes in subgroups once a week: middle group (20 minutes), senior group (25 minutes), preparatory (30 minutes). Individual work is expected in free time and in the evening, aimed at solving specific problems.
The structure and content of long-term lesson plans show that preschoolers enter the multifaceted world of creative activity. The work of preschoolers is concentrated on the implementation of various creative tasks, both individual and collective. The purpose of the classes is to systematize, deepen, generalize personal experience child: in the development of new ways of action, in the awareness of connections and dependencies that are hidden from children in everyday affairs and require special conditions and guidance from the teacher for mastering. Preschoolers master the basic forms of various types of design, work with waste and natural materials, origami art, various ways of making crafts, and also get acquainted with the rich traditions of folk and applied arts.
To make the classes more interesting, and the learning was easy and imperceptible for children, I used the motivation of children's activities, which can be of two types:
➢ Personal interest motivation, creating toys, crafts
for myself, for my own use.
➢ The motivation for communicating with an adult is quite significant and attractive for children, since they want to be close to an adult and willingly help him in everything.
Engaging in manual labor and design helps: to interest children in the manufacture of crafts from various materials;
Discipline;
Learn to listen to verbal instructions;
Learn to take consistent actions;
Develop the ability to control subtle movements of the hands and fingers with the help of the brain;
Improve spatial imagination and the ability to mentally operate with three-dimensional objects;
Introduce in practice with the basic geometric concepts, shapes and bodies;
Develop confidence in their strengths and abilities;
Influence the formation of independence, self-esteem;
Help develop the first drawing skills;
Stimulate the development of memory;
Learn to concentrate
They interest children in the manufacture of crafts from various materials, contribute to the identification of constructive and creative abilities;
Develop creativity and research skills;
They bring up perseverance, accuracy, careful attitude to the product of activity and material;
Contribute to the formation of good feelings for loved ones;
Form artistic taste;
Improve speech and communication skills.
Construction and manual labor in their free time contributes to the consolidation of acquired skills and abilities in children, as well as the acquisition of new ones through systematic exercises. Children learn to find ways to solve problems on their own.
For the education of independence, the development of their creative abilities of children used games both in direct educational activities and in free time such as "Tangram" (from a square), "Vietnamese game" (from a circle), "Columbus egg", "Amazing triangle", aimed at creating flat images of objects, animals, of people. Lively and imaginative can be a game of matches, counting sticks. Animals, little men, houses, trees made of matches, counting sticks easily change the position of their components, transform into each other. Sets of geometric shapes in games can replace substitute items (plugs from plastic bottles, matchboxes, boxes of sweets, etc.) These games for the child open up new opportunities for independent activity, the number of items may be limited, maybe not, and there is no rigidly defined scheme (sequence of actions), which stimulates an active independent search for ways to implement concept and allows you to combine parts in various combinations, develop creativity, imagination, fantasy, the ability to model and design. To facilitate memorization of the sequence of making crafts, we used games : “What does it look like?”, “Add detail”, “What is missing?” and so on. In the course of independent play activity, children first learned according to a model, then according to verbal instructions, according to diagrams, and later, according to their own imagination, to build buildings from building material, various types of constructors (metal and plastic on bolts and nuts, LEGO, mosaics, etc.). .d.). In manual labor classes, preschoolers folded “dogs”, “crocodiles”, “cockerels” out of paper, wove rugs, made furniture, aircraft, embroidered napkins, sewed on buttons, etc. Problem situations were created in such a way that the child himself wanted to make something to solve the game task assigned to him. When playing, discussing crafts, children not only learned to work according to the model and show, but also memorized the sequence of actions, which allowed them to create crafts in a group and at home in independent play activities.
Played an important rolerelationship with specialists.
An integrated approach allows optimizing artistic education in preschool educational institutions, improving the quality characteristics of images created by children. The integration of types of artistic design and aesthetic activities in preschool age has a natural character. Peculiarities of the age do not allow building the creative design activity of children without reinforcing it with words, plastic movement, and playing. Due to age characteristics, children are easily included in the game, being carried away by an invented way, action. Designing and manual labor allows you to integrate the content and forms of educational work with children (training sessions, independent activities, games, etc.)
Gives a positive effectintegration of educational areasThe integration of educational areas allows you to realize the child's creative potential, develops communication skills, cognitive activity, develops such thought processes as analysis, synthesis, classification, generalization, forms the ability to perceive the external properties of the objective world: size, color, shape, spatial and dimensional relationships.
The child strives for vigorous activity, and it is important not to let this desire fade away, to promote its further development. The fuller and more varied the children's activity, the more it is significant for the child and corresponds to his nature, the more successful his development is, the potential opportunities are realized and the first creative manifestations.
Parents are also involved in the process of designing and manual labor so that creative work can continue at home. Family work in this direction was carried out through such forms as consultations: "The development of constructive abilities in preschoolers", "What a child should know and be able to do at this age", "How to develop children's creativity", "The significance of origami in the development of a child" and advice "How to creatively develop a child”, “Creating conditions for organizing labor and independent activities of children at home and in kindergarten”, recommendations “What parents can do together with their children at home”. A survey of parents was conducted in order to determine the level of readiness to carry out the process of familiarization with designing among older preschoolers based on existing knowledge and professional skills and in order to assess the knowledge and skills of parents in order to organize work to develop interest in designing from natural material among older preschoolers.
She organized the contests "Christmas Bazaar", "Valenki", the purpose of which is to create a festive atmosphere, strengthen the ties between the kindergarten and the family, encourage parents to joint creative activities with children, develop the creative abilities of children and apply them in everyday life the acquired skills and abilities of constructive activity. Parents are actively involved in pedagogical process kindergarten, joint preparation and holding of holidays, the manufacture of attributes, costumes, joint creative exhibitions of children and parents are practiced: “We are from a fairy tale”, “Our mothers can do everything”, “Do-it-yourself flowers”, “Gifts of autumn”, “Gifts of autumn” .
On parent meeting on the topic "Our children are talents" held a workshop for parents on the topic "Home workshop (natural crafts)". In conclusion, parents and children made handicrafts from natural materials. At the parent meeting on the theme “Family is the key to happiness”, children, together with their parents, completed the tasks “Lay out the figure” (from geometric shapes), “Build a house” (from the module), the purpose of which was to encourage parents and children to creative self-expression. At the parent meeting "Create and Make" she spoke about children's creativity and its development at preschool age. In conclusion, the parents completed the collective work “Fish in the Pond”. At the parent meeting on the topic "Age characteristics of children of senior preschool age", parents performed work from natural material (dry leaves), the purpose of which was the development of creative imagination.
To implement the tasks and monitor the results of efficiency, a diagnostic system was used (L.V. Kutsakova), which contains tasks aimed at developing children's creativity and stimulating the creative abilities of children.
Criteria for the quality of the child's mastery of design and manual labor:
Has an idea about the material from which the craft is made. Proficient in working with various materials. Independently determines the sequence of work. Able to independently analyze crafts. Uses his constructive solutions in the process of work. Takes into account brightness, originality when doing crafts. Does the job as intended. Knows how to choose the material corresponding to the given design and methods of fastening, connecting parts. Shows the level of imagination and fantasy. Uses at work different ways manual labor.
Based on the results of pedagogical diagnostics, it can be concluded that preschoolers have mastered the ability to perform tasks in the exact sequence, acquired practical skills, independence in solving creative problems, flexibility of thinking (they improve crafts and find new uses for them), have learned to aesthetically and neatly design work. , fine motor skills of the hand have been improved, the skills and abilities of working with various materials, devices and tools have been formed, they have replenished the active dictionary.
In general, summing up the work done, I want to note that the system for developing the creative abilities of preschool children through design and manual labor is an exceptional opportunity for developing, creative manual labor, in pedagogical work with preschoolers, allows developing the ability of pupils to create an original product, products, in the process of working on which the acquired knowledge, skills, abilities are independently applied, to show deviations from the model, showing individuality, art, to develop children's fantasy, imagination, a special vision of the world, to express their point of view on the surrounding reality
Based on my personal experience, I have developedrecommendations for educators:
Have available in the group the necessary and diverse materials for construction and manual labor. To create conditions for creative search in design: to acquaint children with works of art. Expand the types of materials and tools.
Create situations that encourage preschoolers to invent, invent, create. Act according to the principle of step-by-step learning. Training should take place in game form. In working with children, good advice, help, support are very important, but not imposing one's opinion. An individual approach is of great importance.
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