In the real practice of pre-school educational institutions, the need for organizing work on the invoking of interest in technical work and initial technical skills is in dire.
Modernization preschool educationIt assumes that the purpose and result of the educational activities of preschool institutions will be not the amount of knowledge, skills and skills, but acquired by the child's ability and quality, such as targeted targets for GEFs of pre-school education: the child has a large and small motorbish; Claims curiosity; Interested in causal relations, manifests the initiative and independence in various activities - the game, communication, cognitive-research activities, is able to express his thoughts, negotiate, make a choice, is able to strong efforts.
Constructive - model activity (including technical orientation) - This is a technique for teaching children to design from counting sticks, paper, lector-designer, cardboard, leaving material, natural material, etc.
Term "Design" (From the Latin Construo I build, create) means creating a model, construction, bringing into a certain order and relationship of various items, parts, elements.
Design refers to productive activities, since it is aimed at obtaining a certain product, both actually existing and invented by the children themselves.
After laying out images, creating a product of its activities, the child learns analysis and synthesis: explores the sample and comes up with its own original design, analyzes intermediate options, corrects errors and errors. So, training in creating simple and complex structures It becomes an incentive of the development of the child's thinking. Separately, I want to say about the lego designer. The game is the most important companion childhood. And Lego allows you to learn to play and learn in the game. More and more new cognitive interests began to appear in children for recent times. One of them - Lego design. What is it? Another fashion mesh or time requirement? Is it useful to play lego designers? And what are the other areas of application of Lego in children's life? This is an excellent training material. The designer game develops color and logical thinking, spatial imagination, chain of fingers, in one word, develops all cognitive processes. Showing once a child's principle of playing with the designer, you will not be able to tear it off from it fascinating classes a very long time. Lego is good, that you can infinitely change its designs, create something new. It is this diversity that attracts children so much, giving them food for creative thinking.
Constructively - model activity (including technical orientation) is planned and is held 1 time per week in the afternoon during the interaction of adult with children in different types Activities.
In Madou, the Selfkin circle is functioning on a budget basis, the DPOW "Lego is a country."
Municipal budgetary preschool educational institution "Kindergarten № 85" of the city of Biysk
Abstract
Constructive-model activities
By section of the program "Artistic and aesthetic development" in the senior group
The topic "Birds flew to us on the site"
Amounted to educators
MBDOU "Kindergarten № 85"
Zhuravleva Elena Kharitonovna
Education area: Artistic aesthetic development
Educational regions: artistic aesthetic development, cognitive development, speech development
Age group: senior group
The subject of classes: "Birds flew to us on the site"
Pedagogue: Zhuravleva Elena Kharitonovna
Purpose: Create conditions for constructive model activities with copyright, soft designer.
Tasks: Fasten knowledge about seasonal changes in nature, about the birds of the nearest environment. Develop speech.
Fasten the skill of children to respond to a poll of the teacher full answer.
Fasten titles geometric figuresFix the ability to focus on the plane.
Develop a creative imagination, the ability to talk about your actions.
Educate careful attitude to nature.
Develop the skills of interaction between children, friendly communication.
Preliminary work.
Observation of bastards on the site on a walk
Consider illustrations, conversations.
Reading poems, mysteries.
Drawing bullfinings.
| Organizational moment, the beginning of occupation includes: |
||
| Children's activities | Teaching activities | Note |
| Children are included in the occupation voluntarily, of interest in the proposals of the adult, the desire to be with everyone. | Conducts games and exercises to organize the attention of children to establish emotional contact The teacher calls items (tit, ball, pencil, sparrow, plate, orange, bullfinch, forty, car) if this is a bird - children catch the ball, if not the bird does not catch the ball. | The game "flies does not fly" |
| 2. The main part of the lesson. |
||
| Children's activities | Teaching activities | Note |
| Children, answering the teacher's questions, establish links between them. Early spring. Birds in winter is cold, hungry. Birds must be fed, making feeders. Sparrows, Tits, Snegiri Children guess the riddles Children answer teacher: Circles, ovals, triangles. On the tree. | The teacher creates situations to designate the goal and tasks of activities with children What is the time of year now? Tell us how does the birds live in winter? What do you need to do so that the birds are easier in cold frosty weather? What birds fly to us in the winter? Guess the riddles: Every year I treat you I want to winter And still red in winter Bright red tie my. With yellow breasts at the window Everyone knows this bird The educator challenses the task for joint execution with children Correctly this is bullfinch, cinema and sparrow. Today we will make birds that fly to us on a plot from a soft designer. Snegier has a red breast, and a dark throat, a siny with a yellow breast and dark wings, brown sparrow. Tell me, what geometric figures will you need? And what do you think the bird will be more comfortable on the tree or on Earth? Get started. You are posting the birds, and then complete the area what you consider you need. | Children work in the subguuances of 4 people. |
| 3. Final part of the lesson: |
||
| Children's activities | Teaching activities | Note |
| Circles, ovals, triangles of different sizes. | What wonderful birds flew to us on the plot. What figures you used. All were well done. Everyone was trying today. Together, a friendly work. | |
In fact, the designer is very multifunctional, as it contributes to the development:
Shallow motors;
Sensory standards;
Thinking and speech;
Imagination and creativity;
Skills of interaction with other children and adults, and more ... and still a lot of usefulness for children.
Thanks for attention! I hope that it is not tired by such a voluminous message and this information will be useful for you.
Stationary stands can be replaced with light plywood
or other material "sheets" (3-5 pcs. approximately 120x80 cm) covered on two sides by a cloth different color (pillowcase), which can vary depending on the desired color. Similar portable backgrounds (operating surfaces) can be located differently (on children's tables or semi).
Used material from the disk: Appendix to brochure number 2 (lectures 5-8) at the rate of G.V. Uradian "artistic design as a developing type of educational activity of the preschooler."
Well, this is our creativity. Unfortunately, the sale of some recommended shades was not on sale, so they did what it was.
Children 2-7 years old design feature compositions on multi-colored backgrounds (stationary stands covered with light-colored cotton fabric of white, yellow, orange, pink, green, blue, black, purple shades) from flat geometric shapes (circle, square, triangle, rectangle, oval , trapezium) and their segments (halves, quarters) of five gradations of the value - 2x2 cm, 4x4 cm, 6x6 cm, 8x8 cm, 10x10 cm; nine colors and their shades (red, orange, yellow, green, blue, blue, white, black, brown, purple), cut from smooth-colored cotton fabric, 20-50 pieces of each shape, color, quantities.
In the older age groups, in addition to cotton parts of the main colors, others are used - depending on the nature of the created image.
This designer allows us to construct different substantive, plot, landscape and decorative art compositions. The presence of several stands allows us to design, firstly, at once all children subgroups and, secondly, designed, for example, Diafstilm (development of an event using a space-time model).
The design of the image is created by simple overlapping of the designer parts on the background surface (without any attachment) and connecting them between themselves by a certain organization of space - simulation of a plane or semi-compound image of an object transmitting its main parts and details.
Teach children to make a toy-swallow of paper, passing a rectangle in half. Develop a shallow motor.
Pogrebnaya Elena Yuryevna, 11.03.2018
Abstract Design Claim
1. Teach children to make a toy paper swallow , By folding a rectangular sheet.
2. Develop a shallow motorcy.
3. Develop thinking, fantasy.
4. Improve the intonation expressiveness of speech.
Reading a fairy tale G. H. Andersen "Thumbelina" .
Materials and tools :
1. Squares different sizes From wrapping paper.
1. Motivational moment.
- Guard, guess the riddle :
The tail in the bird is so good
He looks like a fork.
All day worries full
The house built she.
The beak clay will smashp
2. Analysis of the sample.
Children, what do you think, from what is my swallow ? (from paper)
And you wanted to do the same?
What parts does it consist of? (head, tail, eyes, wings)
II. Sequence definition execution :
- The bird is made from a simple square sheet
Guys, bend square in half, so that two triangles come out.
Ringing edges to the middle of the strip.
- Also also bend the edges to the middle of the strip.
We fold in half, it turns out a triangle with sharp corners.
Bend the edge of the acute angle, we will have a head swallows .
Bend another edge of the acute angle, there will be a tail.
Draw wings with felt-tip pen, eyes.
Individual work. The teacher explains in stages, while the children repeat the stages of the sequence, saying out loud.
Let's look at ours swallow . They can get together in the overall nest, can operate across the whole group, sit on the clearing.
Call on the clearing of an inch, toad, mouse and show a puppet theater.
The educator organizes theatrical game on the fairy tale. X Andersen "Thumbelina" . Children voiced their heroes by changing the intonation, expressiveness of speech.
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Calendar-thematic planning for design, manual work (senior group) on the topic:
Perspective planning for constructive-model activities in the senior group on the program "from birth to school"
Senior preschool age
Episkina Episkina E.G.
Explanatory note
Purpose:
Perspective thematic planning
Educational region "Cognitive development"
Directions: "Constructive-model activity"
Senior preschool age
Episkina Episkina E.G.
Continue to develop the ability to build buildings and work collectively; Combine buildings in accordance with the general intent.
- Develop the ability to create a variety of buildings and designs
- Learning to allocate main parts and characteristic details of structures
- Encourage independence, creativity, initiative, friendliness
- Help analyze made crafts and buildings
- To acquaint with new details: diverse in the form and size of plates, bars, cylinders, cones
- Learning to replace some details by other
- To form the ability to create various in terms of the size and design of the construction of the same object
- Learning to build on the drawing, independently select the necessary building material
- Continue to develop the ability to work collectively
- Continue learning to make crafts from natural material and paper
Approximate promising planning
Theme and OOD goal
Theme and OOD goal
Theme and OOD goal
Theme and OOD goal
"Butterfly" from natural material
"House with window"
Learning to make a butterfly from various natural materials; Stop leaves in the form of wings, tightly press them, attaching to the body.
Encourage the initiative, independence in the implementation of buildings on your own intention. Beat buildings.
Learn to reflect their ideas about familiar subjects; Transferring in the construction of basic details
Exercise in plane modeling. Develop creativity, design skills.
"Horce" from natural material
"Cargo machine"
"The bridge will go to the forest in the forest"
Learn to perform product from natural material, educate accuracy.
Clarify the form of objects; Learning to build high buildings; Making overlaps of two vertical bricks and plates.
Exercise in plane modeling, in the ability to independently build elementary diagrams with simple samples of buildings and using them in design.
Fasten the ability to perform a construction material design; Educate accuracy and independence.
Simulation according to the scheme
Exercise children in constructing schemes; Develop spatial thinking, intelligence, independence in finding your own solutions.
Clarify the name of building materials in children. Encourage the initiative, independence.
Exercise in modeling and designing from building material and designer details. Develop imagination, attention.
Fasten constructive skills.
Theme and OOD goal
Theme and OOD goal
Theme and OOD goal
Theme and OOD goal
"Bird" from natural material
"Basket" from cardboard
"Christmas toy for a friend"
"Kitten" from natural material
Learning to do birds using natural material (acorns, branches, maple seeds)
Learning to work on the pattern. Develop the ability to carefully do cuts and glue the sides. Bridge independence, initiative.
Consolidate the ability to properly use materials and equipment for work, prepare your workplace And remove after work.
Learning to make a kitten from natural material, connect the details using a match (sulfur purified).
"Palace of Santa Claus"
"Tower and bird fence"
Exercise children in the construction of various buildings on the proposed conditions, in the analysis of the main parts of their functional purpose; argue its decisions; Develop design skills.
Exercise children in flat modeling.
Teach children to build construction that meets certain requirements. To form in children summarized views and knowledge. Fasten the ability to take overlap.
Clarify the ideas about the construction details, the details of the designers. Exercise in co-design.
"Elephant" from match boxes
"We go to the theater with mom"
Learning to do a new toy. Fasten the earlier skills of working with paper. Develop fantasy, creative abilities of children.
Expand generalized ideas about different types of ships, dependence of their structure from destination. Exercise in the ability to argue and argue decisions. Develop attention, memory.
Learning to build buildings with a combination of acquaintances in the form of construction material details.
Exercise in plane modeling. In constructing. Develop independence, initiative.
Theme and OOD goal
Theme and OOD goal
Theme and OOD goal
To understand how to make, constructive activities in the older group, for solving we attracted our experts with extensive experience and these other options for solving this issue we managed to find, we hope it will be useful.
Abstract Node in constructive-model activities in the senior group "Young architects"
Inna Maslennikova
Abstract Node in constructive-model activities in the senior group "Young architects"
purpose: Learning to build construction and scheme to this building.
Educational region "Artistic - aesthetic development"
(constructive - model activity) :
- exercise in creating elementary buildings from the details on the projection in front;
- consolidate the ways of image the scheme with the arrangement of geometric figures on the leaflets into the cell;
- distinguish between projections on the side and on top;
- develop logical thinking, spatial orientation.
Educational region "Socially communicative development" (Socialization, Development Communication, Moral Education):
- to educate the ability to work without having a friend - a friend, be able to negotiate.
Educational region « Speech development» :
- improve the dialogic form of speech;
- Encourage attempts to express your point of view, consent or disagreement with the answer of the comrade.
Preliminary work: During walks, the viewing of multi-storey houses in the nearest environment; Consider photos of houses in the album "Aleksandrovskoe village".
Wordwork: architect, scheme, drawing, construction company.
Material: Wooden details designer, schemes in 3 projections (side view, top view, front view, sample construction "Multi-storey building", stencils with cut-out geometric parts forms designer.
Educator: Guys, to us in group The letter came from the construction company "Rubym House". Is reading letter:
"Hello guys, we, construction company employees "Rubym House" really would like to build multi-storey building next to your kindergarten, we know that you love design And we could help us in the construction of the house, on this drawing.
Educator: Guys, help the construction company? And who thinks and develops a project at home? (architect) Where does the construction of the house begins? (Construction of the house begins with a drawing that creates architect.) Let us and we will design a multi-storey house. First of all, we must familiarize yourself with the drawing of the construction, which we sent a construction company with a letter "Rubym House".
Educator: What are there at home? (Brick, Wooden, Block). What parts is the house? (Foundation, Paul, Walls, Windows, Ceiling, Roof). Before building a house, what is needed for this? (schemes).
Gaming exercise "Find out the scheme". Look at the scheme, in what projection is it drawn? (front view) The front of the house is called the facade. What are it from what details does it consist of? Children call details and shown in the scheme at the board (cylinders, bars, cubes, triangular prisms, plates).
Educator: Now, independently build a multi-storey house on the projection in front of the details that you called, then draw a projection on sheets on sheets using stencils with cut-out geometric parts forms designer.
Educator: Well done guys, you coped with this task, and helped the construction company "Rubym House". Guys and you want architects, create your drawings buildings? Look at these drawings, what do you think, in what projices do they draw? (side view and top). Let's play the game "Come on your scheme"You will need to independently draw the scheme of any construction of the side view, and then create construction according to this scheme.
Outcome: Guys, what did you design today? And in what projections? Who develops projects? What is the facade? Name the details from which you built and performed a drawing of a multi-storey building? Did you like to be architects - Invent your schemes and create buildings on them?
The abstract of directly educational constructive-model activity in the middle group of the compensation of the absence of directly educational constructive-model activities in the medium compensation group for children with.
Abstract Node on FMP in the second junior group "Beach of the Juge" Objectives: Learn: To determine the totality of words alone, a lot, not one, to answer the question "How much?" Develop: visual attention, logical.
COMMUNICATION NOD in informative and research activities in the senior group "Air-invisible" Abstract Node in the senior group Cognitive-research activities Subject: "Air-invisible" Tasks: 1. To form in children a presentation.
Abstract Node in the senior group "Young researchers" Abstract of the educational game situation with elements cognitive development "Young researchers" (senior group) Purpose: Expand and.
A summary of the classes on constructive-model activity in the middle group "Bridges" Theme: "Bridges" Purpose: to give the idea of \u200b\u200bthe bridges, their appointment. structure; Exercise in the construction of bridges; fix the ability to analyze.
An abstract of open classes in the older group "Young Cooking" An abstract of open classes in the eldest group on the topic "Young Cooking" Objective: Continue to acquaint children with professionally. Organize practical.
Constructive-model activities for children of senior pre-school "fabulous journey" Constructive-model activities for children of senior preschool age "fabulous journey" prepared: dying Inna Nikolaevna,
Constructive-productive activities in the middle group "Fire trucks at the station" Fire trucks at the station Results of study: observation and clarification of the features of the structure of fire trucks; Study of various.
Node according to constructive-model activities in the senior group "Space builders" Objective: Arrangement of the planet By the construction of the dwelling for its inhabitants from the new generation designers. The form of the organization is creative.
A summary of the entertainment on constructive-model activity for the children of the older Golden Hands Group Abstract of entertainment in constructive - model activity for children of the senior group "Golden Hands" Goal: to support children and parents.
Templates
Ready design for abstracts, folders moving
To understand how to make, constructive activities in the older group, for solving we attracted our experts with extensive experience and these other options for solving this issue we managed to find, we hope it will be useful.
To understand how to make, constructive activities in the older group, for solving we attracted our experts with extensive experience and these other options for solving this issue we managed to find, we hope it will be useful.
Site for kindergarten educators
Development of constructive-model actions in children of senior preschool age
Constructive activity is practical activities aimed at obtaining a certain, pre-conceived real product corresponding to it functional purpose. Design refers to the number of activities that have a modeling nature. After analyzing the structural-model actions of children of the senior group, I saw that children find it difficult to create structures, crafts according to schemes, models, read legend And for sure to follow. Their construction games were monotonous and poor in their maintenance of my work became: the development of constructive - model actions of children.
1. To attach children to the world of technical and artistic invention.
2. Exercise in the design according to graphic models.
3. Developmental-shaped perception.
4. Improve memory, fine motor skills, thinking, perfection, creative abilities.
In the practical part allocated the main pedagogical conditionsensuring efficiency pedagogical process. it cooperative activity An adult with a child, the relationship of learning classes with independent activities of children, ensuring each child with a variety of material, and the integration of design with other activities. The work discloses the sequence of work on the development of structurally model actions. Fragments of classes, excursions, games illustrate the main stages to achieve the goal. Model-structural activity creates conditions for organizing a children's team and can be used by the educator in order to educate them from elements of cooperation and interaction, to serve as the basis for forming subject form cooperation and cooperation
Introduction
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Designing always assumes a solution to a certain design and technical task, providing for the organization of space, establishing the mutual location of the elements and parts of items in accordance with a specific logic. IN preschool age Constructive activity has a number of features:
Children are developing ways to examine objects and ways to create structures;
Preschoolers are learning the design properties of parts and materials;
The area of \u200b\u200bcreative manifestations is expanding.
Constructive activities of children in early childhood is the creation of the simplest buildings from the building material, and in the older preschool age is complex and diverse activities. Taking into account the above features G.A. Uruntaeva and L.V. Kutsakova formulated the main tasks of teaching technical and creative design in preschool educational institution.
The existence of two types of children's design - visual and technical, each of which has its own characteristics, requires a differentiated approach in the manual.
Table 5. - "Tasks for teaching technical design in senior preschool age."
|
Tasks learning |
Children's age |
|
Developing |
1. Fasten the ability of children to consider and analyze the structure of the teacher, highlighting the name, purpose, structure, parts from which parts are made; Their location, color. 2. Show children a variety constructive materials, their features and expressive means. 3. To introduce children with the genre of architecture, its features and expressive means (material, location, form, decorative architectural details: Arches, columns, dome, spiers, reliefs, sculpture). 4. Develop in children hard work, perfection, purposefulness, the ability to bring the work started to the end to achieve results. 5. Develop in children independence, initiative, fantasy, creativity. |
|
Technical |
Work with construction material. Teach children to perform buildings from large number details using a variety of constructive techniques, making construction multi-tier, with big amount Small architectural details (sphere, cones, cylinders). Working with paper. 1. Teach children bending a sheet of paper in half in different directions, well-stroking folding lines. 3. Teach children work on the template. 4. Decorate the crafts of appliqué technique using for this diverse material. Work with natural material. Teach children to fasten the parts in the crafts of their natural material using jumpers (matches, toothpicks), sewed and glue. Work with additional material. Teach children to fasten the parts in the crafts from the additional material using jumpers, threads and needles, wire, with glue. |
|
Educational |
1. Relieve the skills of collective labor in children. Teach to negotiate, distribute duties, use one material, rejoice in the overall result. 2. Rail in children interest in architecture art, the ability to see the beauty and expressive means of this art. |
|
Constructive tasks |
1. Fasten the ability of children to build separate buildings from a large number of building details (cubes, bricks, cylinders, prisms, arches, spheres, hemispheres, discs, semi-trigtes, cones, four-headed prisms) |
|
by showing the teacher, sample teacher, according to conditions, drawings, photos, drawings (front view, top, side). |
according to the schemes (the plane image of the construction is only on the one hand), according to the silhouettes (pre-built in the teacher, the construction is closed by the screen from the shadow theater). |
|
2. Teach children in free time And in direct educational activities, designed from details of designers (wooden, metal plastic) for the displacement of the teacher, sample, in drawings and drawings. |
|
|
From the details of the builder: different types transport (sea, passenger, etc.), buildings, bridges. Collective scene buildings: city street, airport, cosmodrome, seaport, city square, etc. From paper and cardboard: toys, boxes, buildings, Christmas decorations, carousels, rocking chairs. Of the additional materials: buildings, transport, toys. From natural material: birds, animals, panels. In free constructive activities: Layouts, attributes for scene Role Games, utilitarian items, compositions and installations as aesthetic elements of the objective and developing environment of the preschool educational institution. |
|
|
Take advantages |
Showing action without displaying sample; showing the finished sample and the proposal to guess how it is made; viewing and analysis of samples; Using drawings, drawings, photos, silhouettes, construction schemes; Analysis of crafts and buildings, stories about it using reference schemes; conversation; excursion; View illustrative materials, presentations; Registration of exhibitions of the group of the group; collecting materials; didactic games and exercises; Design tasks |
developing constructive pre-school educational
In working with children of senior preschool age, the teacher has much greater opportunities than in the preceding groups, since the children of this age have already acquired some experience.
Before the senior preschoolers, the task of teaching children is more clearly set to think about the process of their activities: what to build, what will be the size of the construction, which one will need material for it, etc. The ability to visually present the future building, to attract live observations to implement its plan, is an extremely valuable quality of the constructive and mental activities of children of this age.
In construction games, there are also significant changes that distinguish them from the games of more junior ages. The senior preschoolers have worse and diverse the plan of the game, they widerly attract their ideas for the development of the game plan; The need for more diverse objects for the game is increasing. And this increases interest in making toys with their own hands, as a result game process Often merges with labor.
The close relationship between the construction game and labor allows at this stage of age to find such paths of pedagogical leadership, in which the game, while maintaining their gaming attractiveness for the child, opens up new fascinating activities - work. Also at this age it can be easier to guide the guys creative intentions.
Senior preschoolers are already more enduring, which makes it possible to deploy longer construction games with them. In their mental development under the influence of education and training obtained in the younger and medium groupsThere were shifts, expressed in greater focus of attention, observation, the ability to visually analyze. They more freely enjoy the luggage of their memory, actively and vividly attract to the development of the idea of \u200b\u200bthe impressions that were obtained in observations, teacher's stories, from reading books. These new manifestations formed from the interconnection of experience and imagination find their manifestation in a wide variety of storage plots, in conjunction of the construction plan and scene game, in the free connection of the employment process and the game.
Under the influence of training in senior preschoolers, interest in the result of their activities is clearly expressed. If the children of middle preschool age with great interest are ready to repeat the same design to repeated, then children of senior preschool age as experience gaining experiences tend to hand a variety of items. In different way, combining material, actively using acquired skills and techniques of design, they come up with new buildings from desktop building material and paper. Each such thing made by her own hands pleases them.
During systematic training in children of senior preschool age, interest is clearly expressed in the mastering of the design of the design, interest in the execution skill. They build with enthusiasm, seeking to achieve a more advanced type of construction; Multiplely repeat the same design of paper, trying carefully, accurately perform it. It is easy to notice the shortcomings in their work, and in the work of comrades, they seek to eliminate them.
In the constructive activities of senior preschoolers, as experience shows, the line of art design of buildings: columns, arches, towers, steps. Building one or another building, they strive to also achieve the greatest similarity with a genuine subject.
The organization of direct educational activities with children on design has a positive effect on the content of creative design games. The construction of children becomes more diverse, meaningful, the games with them are more interesting.
In the creative design games of children there are several lines.
1) When the game is the nature of the imitation of the construction activity of adults (for example, children depict the process of building a house and, accordingly, distribute roles among themselves: Some imported building material, others produce masonry, are third engaged in loading and unloading). As experience shows, such games are particularly often arising after an excursion of children for construction, when they are present when booking the building or the construction of walls of the floors, see how the material is brought, brick is shred, etc. Starting to play together, threesome, gradually attracted to the participation of 10-12 people.
The pedagogical meaning of the design games is that children in them reflect the content of the employment process, learn to play together, fill the game with positive experiences. For the development of constructive activities, these games are valuable in that children learn to express their impressions of construction, they themselves determine the idea, think about the content of construction activities, plan it, choose the necessary material.
The character of the leadership of this game is such: observation of construction under the guidance of the educator, a conversation about what he seen at the construction site, an agreement on what to play, who and what will do at the same time.
2) Children do not imitate the construction activity of adults, and build in order to get the construction as a result, which can then be played. For example, they build a steamer - then play travel, build a zoo - then they play a zoo, etc.
Here, creative and constructive games are in another relationship: the design of the design precedes creative game And proceeds with a purely business plan.
If such games are left out of the teacher's leadership, their value in the sense of development of constructive skills will be very limited due to the big convention that children are allowed in their buildings. A.L. Luria believed that these games affect the development of imagination and speech, but do not contribute to the development of constructive activities.
In the case when these games are held under the pedagogical leadership, they offer great opportunities for the development of children's structural abilities.
Manual receptions can be used as follows:
· Reminder of the techniques of construction;
· Offer to consider the subject to build, or an illustration depicting it;
· By issues, to offer children to recall individual parts of the construction (for example, a steamer: nose, feed, machine department);
· Pay attention to the main parts of the construction (for example, when building a steamer to ask: "And on your ship will be a deck?" Or "the captain's bridge must be made higher, so that the captain is better visible");
· In the case of obvious difficulties in children in the implementation of the plan, explain and show how to build this or that;
· To be included in the game without changing its content (for example, by the Council or the leading issue to remind you how to determine the size of the construction, outline interesting objects, correctly distribute duties, etc.). The living participation of the tutor in the construction games create special proximity in relationships with children.
3) a group of constructive games, which is characterized by the absence of a gaming plot: the main content in it is the constructive process itself.
With systematic learning of constructive activities, children of senior preschool age with enthusiasm build, rebuild, re-create the construction, achieving its most perfect design, inventing new and new decoration options. Decorativeness, artistic expressiveness of the construction - this is the main thing that carries them in these games. The topics of the buildings may be as follows: "Beautiful Gate", "Metro Station", "Puppet Theater".
The teacher is importantly important to cause the interest of senior preschoolers to work with various materials For the design is natural and additional material, paper and cardboard.
Senior preschool children with pleasure work with paper. It is practiced both individual and frontal forms of work. The greatest interest in the work helps cause albums with the image of toys, as well as motivating the task (make a bookmark as a gift, etc.).
IN this age Requirements for the quality of the execution of crafts increase. Sometimes, makes it easier to the crawl, the child estimates it too high. Well immediately offer him for comparison best job Comrade or sample.
It is impossible that constructive activities be subordinate to the authority of an adult and passed mechanically without desire and interest. A pedagog comes to bad results when children take care, practicing work under dictation. It is easy to get used to this, because it is much more difficult to show activity and independence. The main thing for the child is to overcome difficulties, the joy of creativity, the acquisition of labor skills.
In working with children, good advice, help, support, but not imposing his opinion: "Raise your hands those who think as light, who is different. Katya, why do you think the light is not right?"
An individual approach is of great importance. Low active children first offer work easier. Then connect to collective work so that they realize themselves with equal participants, received satisfaction from their activities. Good techniques are a positive assessment of the work of a low-active child, emphasizing his success, expressing hope that he will soon learn to make toys even better.
For the development of self-esteem and self-control, the child can offer to make a toy to play in the "Store". Then he actually is convinced, whether his handicrafts, "buy" whether her peers, the older preschooler has to compare it with the work of comrades, to find the causes of failures, to look for ways to eliminate them. Good reception of self-control - offers to use your toy in action: "Well, try, how your arrow flies, whether the top is spinning, whether the pyl's size is suitable ..."
It is important to encourage, welcome the desire of children to work together, to independently do something. For example, the guys decided to make characters from paper cylinders to the Fairy Tale "Rust", and then, using them, show the kids to the Table Theater. "You've come up with it well," says the teacher. "If you need my help, please contact me: I will be happy to help."
It is also important to support the atmosphere of goodwill, interest, attention and participation in the group. Attract the attention of children to a variety of cases around, which can and need to do: "I saw a broken cover of the book - reeble. The box broke - repaired." A good acceptance is encouraging: "Olya did not wait for it when she was asked to repair the pylorous pipe, and she took repaired herself."
In senior preschool age much attention It is paid to teaching children to work with natural material. It is important not only to attach children to the collection and storage of natural material, but also to its preparation for work.
Under the supervision of the teacher, children learn to make a selection of punctures on cones, acorns, chestnuts (work on wooden planks). Lay out the assembled material by type. Barriest is soaked for three hours, smell it on thin plates and, after dried, laid under the press. Cut the straw scissors (across), remove the knees, purified from scales. The educator floods straw for several hours hot waterBy adding some soda so that it glistened. The children then cut the straws along and stick stripes on the tracing.
The guys continue to select and modify natural material. Covered bumps with glue, so as not to be revealed. They give them a fancy appearance, making sections, bending and fixing in any position with a scotch tape or insulating tape (after drying the cone ribbon is removed). We ride from the acorns, chestnuts, various large seeds beads. Learn to make the toys from Berestov, straws, nut shell, make compositions on familiar fairy tales.
By March 8, children are crawling as a gift to mom, grandmother or sister Baskets of hairpins, bookmarks, decorated with inlay inlaid.
Senior preschoolers are often indifferent to beautiful decorative decorations, paintings, ethambam. The task of the teacher to attract their attention to the sample, help in the mood, transmitted by the author. Only then, the work will become understandable, will cause the desire to try to do it yourself, to adopt from the author to adopts and image tools. Thus, it is the educators who become the first assistants in creative quest Baby.
By managing the constructive activities of the senior preschoolers, the tutor must be based on the experience, knowledge, the ability of children, strive to develop an inlet from them, creativity: "Guess how to make a bridge from the slide?", "What do you need to do so that this car go under the arch at home?" etc. Also, the figurative, the designer and wise folk word should become a constant companion of the child: "We are not accustomed to idleness - learn how to handwhelter", "from whom Snorzka, he actually actually.
What does constructive activities feed on and what is its pedagogical value? Specific observations of the phenomena of surrounding reality, illustrations of fairy tales, albums on visual creativity - all this is the content that penetrates children's constructive creativity.
For effective management of the constructive activities of senior preschoolers, the educator needs to increase its theoretical and practical level; deepen knowledge by methods of learning design; know characteristics and expressive means of architecture and visual activities; improve the skills and skills in constructing; constantly deepen knowledge of pedagogy and psychology; Attract parents to the educational process.
Nevertheless, the decisive factor remains the pedagogical skill of the educator, which involves the use of the diversity of pedagogical techniques for the design of senior preschoolers, and the creation of the necessary conditions helps to better organize the pedagogical process.
So, management of constructive activities in a preschool educational institution implies:
· Creation of an objective development environment and its compliance of the implemented technology (the presence of material, drawings, illustrations, drawings of construction schemes or crafts);
· Equipment of group premises or cabinets for technical and creative design;
· Creating an interesting and fascinating situation in classes or in free activity;
· Methodical support for constructive activities in each age group;
· Psychological and pedagogical control over the qualitative characteristics of the educational process (diagnosis, control sections of children's knowledge, analysis of activities);
· Improving the professional competence of teachers;
· Interaction of teachers and parents.
Perspective-thematic planning for OO "Artistic and aesthetic development". Section "Constructive-model activity". Senior group (5-6 years)
Developed an educator I. qualification category Gabdulhaeva TA
MonthSeptember
"Freight car" ( small builder)
Purpose: promote the abilityallocate the main parts and characteristic details of the structures. Continuedevelop the ability to workcollectively.
"Bear"
(toy store)
Objective: Improve the ability to work with paper.
"Truck" (small lego)
Purpose: promote the abilitywork according to the schemestreetness. Developsmall motility fingers.
"Olenok" (bumps, branches,plasticine)
Purpose:natural material(bumps, twigs), firmlyconnecting parts.
October
"Garage with two entries" (large builder)
Purpose:part will perform.Encourage independencecreation.
"Kitty" (from cylinders)
Purpose: Developcreative imaginationrelieve accuracy.
"Swing" (smallLego).
Purpose: to form skill work according to the scheme,fancycreation. Develop finemotoric fingers.
"Golden Sunflowers" (Applique from autumn leaves and watermelon seeds)
Purpose: Forming the ability to create a beautiful image of sunflower from natural material. Rail an artistic taste.
November
"Bridge" (Large and smallbuilder)
Purpose:promote the abilityallocatecharacteristic detailsconstructions. Continue to develop the ability to work collectively.
"Harmonic"
Purpose: Improveability to work with paper:harmonian paper.
"Garage" (small lego)
Purpose: continue to developthe ability to work collectivelycombine your buildings in accordance with the general plan. Develop fine motility fingers.
"Dog" from matchesboxes.
Purpose: to form skillsouvenir toysfrom the cast material (match boxes).
December
"Diverse Bridges" (small builder)
Purpose: promote the abilitynegotiate whopart will perform.Encourage independencecreation.
"Postcard with a surprise"
Purpose: develop creative imagination,bring up accuracy
call the desire to perform a postcard with your own hands.
"Airplane" (Large)
Purpose:develop creativity, fantasy, educateprotiability, skill workpaired with. Develop finemotoric fingers.
"Bird" (bumps, branches, aches, leaves,plasticine)
Purpose:continue to form a skill to perform crafts fromnatural material, firmlyconnecting parts.
January
"Kindergarten" (largebuilder)
Purpose: promote the abilityallocatecollectively.
Origami "Doggy"
Purpose: continue to form skillcreate bulk
figures: Share a square sheet into several equalparts, smoothing the bends.
"Machine with a trailer"
(small lego)
Purpose: continue to form skill work according to the scheme, develop
creativity, fantasy, to educate the prigidity. Develop a shallow motor
fingers.
"Merry Matrista" ( appliques from Crupes)
Purpose: continueform the ability to work with naturalmaterial (cereals), educate accuracy, develop fantasy.
February
"The street" (smallbuilder)
Purpose: continue to develop the skillestablish the connection between the buildings created by the buildings and those that theysee in the surrounding life.
"Valentine's"
Purpose: develop creativeimagination, educateaccuracy,
improve skillwork with paper.
"Bunny house" (Large)
Purpose:forming skilltake the construction using previously receivedknowledge, develop creativity,fantasy. Develop finemotoric fingers.
"Panel of dried leaves "
Purpose:fasten the ability of childrenmastery using natural material, educateindependence, accuracy.
March
"Airplane" (largebuilder)
Purpose:promote the ability to negotiate whopart will perform.Encourage independencecreation.
"Cheburashka" (from cylinders)
Purpose:improve skillwork with paper, educate accuracy.
"Robot" (Large)
Purpose: develop the abilityself collectconstruction, usingscheme. Develop finemotoric fingers.
"Poultry" (aches, leaves, plasticine)
Purpose: continue to develop the ability to work with natural material,form aestheticassessment, be able to unite crafts into the overall plot "Bird Dvor".
April
"Aerodrome" (smallbuilder)
Purpose:promote the abilityallocatecharacteristic details of structures. Continue to develop the ability to workcollectively.
"Handbag"
Purpose: Improveability to work with paper:pick updevelop creative imagination, educate accuracy.
"Helicopter" (small lego)
Purpose: Developability alonecollect design using a scheme. Develop fine motility fingers.
"Hare - Missile" (Glue, twigs)
Purpose: Fix the ability to work with natural material, develop creative abilities.
May
"Van and truck" (large builder)
Purpose:continue to develop the ability to establish communicationbetween the children being created by the buildings and those that they see in the surrounding life.
Postcard "Kolobok"
Purpose: Developcreative imaginationeducating accuracy, cause the desire to perform a postcard with your own hands.
"Ship" (small lego)
Purpose: Developability alonecollect designusing the scheme. Develop fine motility fingers.
"Caterpillar" (rosehip berries)
Purpose: Fix the ability to work with natural material, develop creative abilities.
Literature:
1. Nagina M.I. Wonders for children from unnecessary things. - Yaroslavl: Academy Holding.2000. - 192c.
Kutsakova L.V. Design and artistic work in children's garden. Program and abstract of classes. - M.: TC Sphere, 2007. - 240c.
3. Kutsakova L.V. Create and master / manual work in kindergarten and houses for children 4-7years. Benefit. - M.: Mosaic Synthesis, 2008 - 112c.
4. Lykova I.A. Artistic work in kindergarten. Ecoplasty: arrangement and sculptures from natural material. - M.: Publishing House "Karapuz", 2010 - 160c.
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