Addictions 

Describe the types of productive activities of preschool children. Productive activity in preschool childhood. Why is it important

"Productive activity of children in the context of FSES of preschool education"


Will and arbitrariness are the most important qualities of a person's personality. There is hardly a parent or teacher who would not seek to educate these qualities in their children. We all would like to see our pupils strong-willed, persistent, purposefulmi, etc. It is these qualities that make a person a free and conscious subject of his own lifeti. They allow you to set goals and achieve your goal. It can be assumed that the formation of will and arbitrariness is the main line of development of the child's personality.
The main types of children's activities in the preschool period are playful and productive. Productive activity in preschool education is the activity of children under the guidance of an adult, as a result of which a certain product appears.
Numerous studies have shown that it is productive activity that contributes to the development of graphic skills in older preschool children, fosters perseverance, creates pedagogical conditions for the process of socialization of older preschoolers and, along with play, is of greatest importance for the development of the psyche during this period.
Recent studies show that the number of children with speech and personal development lags is growing. As you know, the speech of children directly depends on the fine motor skills of the fingers.
Practicing productive activities develops the child's creative imagination, contributes to the development of arm muscles, coordination of movements, and develops the properties of thinking (analysis, synthesis, the ability to compare).
Productive activity, like any cognitive activity, is of great importance for the mental education of children.
When conducting classes, favorable conditions are created for the formation of such qualities as curiosity, initiative, curiosityb and self-reliancebe.
Productive activity influences the all-round upbringing of a preschooler.
It is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.
In the process of productive activity, mental and physical activity is combined. To create a drawing, modeling, application, it is necessary to make efforts, to carry out labor actions, to master certain skills.
Preschoolers master many practical skills that will later be needed to perform a variety of jobs, acquire skill that allows them to feel independent.
In the classroom with productive activities, an integrated approach is successfully implemented. Classes allow you to relieve stress, fears of children.
Productive activity, simulating objects of the surrounding world, leads to the creation of a real product, in which the idea of ​​an object, phenomenon, situation is materially embodied in a drawing, structure, three-dimensional image.
Productive activities of a preschooler include visualand constructive. Fineactivities are drawing, modeling, application.


On the subject: methodological developments, presentations and notes

"Productive activity of children in the context of FSES of preschool education"

Will and arbitrariness are the most important qualities of a person's personality. There is hardly a parent or teacher who would not strive to instill these qualities in their children. We all would like to see our ...

"Creation of conditions for the organization of independent activities of children in the framework of the Federal State Educational Standard of preschool education."

Galieva Guzel Fanilevna senior teacher of MBDOU kindergarten №228 of the Soviet district of the urban district, the city of Ufa, Republic of Bashkortostan ...

Taking into account gender characteristics in the upbringing of children in the context of the Federal State Educational Standard of preschool education

The gender approach in education is an individual approach to the manifestation of a child's identity, which in the future gives a person greater freedom of choice and self-realization, helps to be enough ...

Barbara Latina
Organization of productive activities in groups of older preschool children.

The concept of "productive activity" includes several types of activity - drawing, construction, modeling, application, - traditionally presented in children's life and occupying an essential place in it. All of them are of a modeling nature, that is, they reflect the real world in a special way.

The listed types of activity represent creative work aimed at obtaining a substantively designed result. Productive activity is the transformation of one or another source material (complex of materials) into a specific product in accordance with the goal (concept).

Productive activity in a preschool institution is organized according to its individual types within the framework of special classes that are the same for everyone (outside the context of specific children's interests). The purpose of such classes, often, is to teach the child special skills and abilities to work with certain materials and tools.

There are a lot of programs for teaching children to draw, sculpt, design, etc. at the present time; some are inscribed in holistic preschool educational programs, others exist as separate (partial) ones. The teacher, having no reason to choose (which exercises can be abandoned, which are necessary, is forced to follow the programmed content exactly. This constrains his initiative and excludes the ability to flexibly design the content of the work, focusing on the characteristics of the children in the group and their specific interests.

In order for the teacher to be able to flexibly design work with his group, he needs to be able to select the appropriate content from the available set himself, taking into account, on the one hand, the developmental tasks, and on the other, the interests of the children of the group. To do this, it is necessary to look differently at the familiar content, in a different way to systematize them. Taking as a basis the foundations of the systematization of the contents, they represent a kind of intermediary link between the developmental tasks and the specific contents of productive activity, allowing them to be realized.

The first basis for the systematization and selection of the specific content of the productive activity of an adult with children can be four types of work:

1) work on samples;

2) work with unfinished products;

3) work on graphic schemes;

4) work on the verbal description of the goal-conditions.

In these types of work, the whole range of general developmental functions of productive activity is realized. First of all, this is the emotional and personal formation of the child - in the development of a "sense of initiative", which manifests itself in the ability to assert oneself as an agent and creator, managing materials and tools, realizing his ideas. Productive activity also creates conditions for the formation of goal-setting and the ability to long-term volitional efforts. The range of general developmental functions should include the development of creative activity and the improvement of manual motor skills, which is facilitated by productive activity of any kind.

For older preschoolers, it is advisable to use all types of work, from simpler to more complex:

From "Work on the sample" to "Work on graphic schemes";

From "Working with incomplete products" to "Working by verbal description".

As children grow up, it is necessary to gradually complicate the proposed goals in terms of the composition and volume of intermediate operations necessary to achieve the final result.

Each of the types of work can be deployed with a wide variety of materials. These are such traditional materials as: paper (white and colored, cardboard, various structural volumetric modules (cardboard and matchboxes, pieces of foam plastic, natural material acting as volumetric modules, - acorns, cones, shells, etc., pieces of fabric, waste material, graphic and painting materials (simple and colored pencils, wax crayons, gouache paints, plastic materials (plasticine, clay, salt dough, wire). All of them can be used both in pure form and in all possible combinations.

The second basis for the selection of specific contents for joint activities of an adult with children can be semantic fields. Each of the developing types of work needs to be included ("packaged") into semantic fields, which will make the work attractive for preschoolers and bring productive activity into a wider cultural space.

Semantic fields can be determined based on the subcultural content that attracts older preschoolers, and the general educational tasks of introducing children into the world of human culture: visual and theatrical art, architecture, artistic design.

As such semantic fields "framing" the work, we can offer the following:

Making items for games and cognitive research activities;

Creation of works for your own art gallery;

Creation of collections;

Creation of layouts;

Making jewelry-souvenirs;

Book creation;

Making items for your own theater.

Let's dwell on each in more detail.

1. Manufacturing of toys, play materials and items serving the cognitive and research activities of children. Work in this "packaging" is based mainly on structural materials, but it can also include a combination of various materials (structural, visual, paper, fabric, etc.) and develop the corresponding specific skills and abilities.

The selection of a specific topic depends on the actual play interests of the children of the group (for example, airplanes and boats or furniture for small dolls made of volumetric modules and paper, etc., and the tasks of cognitive and research activities implemented at this moment (for example, cardboard slides and jumps for experiments with movement, parachutes and turntables for experiments with air currents).

All types of work are possible, but the most adequate for this "packing" work on samples and schemes.

2. Creation and design of works for your own art gallery. This "packaging" is associated with artistic visual activity (painting, modeling, collage - applique) and related materials. It is used to introduce children to the types and genres of fine art, to familiarize themselves with the basics of harmony of lines, colors, masses (volumes, harmonious combination of parts in a holistic space.

The purposeful creation of works for a specific, periodically changing exposition of our own art gallery (by genres, themes, materials) allows them, in a form meaningful for children, to orient them towards mastering more and more complex visual means, towards improving skills and abilities specific to art.

For this "packaging", work with unfinished products (free completion of indefinite color and graphic sketches, blotting, etc.) and work on a verbal description (discussion of the topic, ideas, verbal description of the future result by children) are most suitable. In some cases, it is possible to work with the use of samples (for example, decorative painting).

3. Creation of collections of various kinds and their design(from the design of the herbarium to the creation of a collection of vehicle models, stamps and coins for an imaginary country, etc.). Work in this "package" is mainly associated with the modeling of individual things (including actually constructive and artistic elements) and their classification, linking it with cognitive - research activities. It can be used to introduce children to the cultural space of the Museum as a place for collecting and storing collections (it is possible to create a museum of its own).

The most suitable types of work - according to samples and schemes (it is possible to use other types of work).

4. Creating layouts as a substantive embodiment of integral possible worlds (fictional, realistic, presented in fiction, cartoons, children's plot games. Works in this "package" can be gradually supplemented and last as long as the group retains a passion for a particular story, fairy tale or game. For example, models of fabulous cities with palaces and fortresses, cosmodromes and airfields, seaports, zoos, various landscapes. Work of this kind includes elements of design and artistic visual creativity in the form of sculptural modeling from plastic materials. It is combined with the introduction of elementary ideas about natural and cultural landscapes, types of architectural structures, art of architecture The product of the work can be used in the director's game of children.

The most suitable types of work are with an unfinished product (a field of the layout that is partially completed by the teacher and requires filling in) and according to a verbal description (discussion of the proposed elements of the layout). It is possible to combine these types of work with work on samples ("multiplication" of individual elements of the layout).

5. Making jewelry and souvenirs to certain generally significant events (holidays). Working in this "package" makes it possible to use a wide variety of materials (including elements of drawing, applique, construction); connects children's life with the traditions and customs of society; focuses on the decoration of a space or thing. Examples include greeting cards and invitations, posters and holiday panels, garlands, Christmas tree decorations, gifts to loved ones, etc. It is advisable to use all types of work.

6. Creation and design of the Book. This "packaging" includes a wide range of works on the production and illustration of books based on children's stories, preparation and assembly of thematic dictionaries with their own drawings (or specially selected and pasted, keeping the group's chronicle, nature diary, etc.). Such work involves the development of visual skills (illustration - drawing: subject, plot, ornament). It is used to introduce a multidimensional concept of a book (a book is as a thing, as a synthesis of arts, as a source of knowledge); connects productive activity with cognitive research, with the verbal creativity of children, promotes the development of reading and Letters may have a way to create their own library of the group as a repository of acquired knowledge The most suitable types of work - with an unfinished product and a verbal description.

7. Preparation of materials for your own Theater (performance). Theater as a general semantic context for a variety of works (making scenery, props, elements of costumes for a performance, materials for a puppet and plane theater, etc.) connects productive activity with children's story-telling, with reading fiction. The combination of various materials (constructive, graphic, pictorial) allows using this "package" to improve a wide range of visual and constructive skills, skills of working with different tools. It is possible to use all types of work for this "packing".

Each of the presented "packages" is filled with specific thematic content, depending on the current interests of the group, subjects of cognitive research activities, literary texts read at the present time, interesting events taking place inside and outside the kindergarten. This is what determines the choice of a specific topic for work: what toys to make, what to paint, what collections or models to create, what performance to design, etc.

Teachers can use some of these semantic fields in their work, but do it sporadically, from time to time, "diluting" their activities (for example, seasonal production of handicrafts from natural materials, gifts for the holidays).

Thus, in the selection of content for joint partner productive activity of an adult with children, it is advisable to rely simultaneously on the types of work and on semantic fields.

Using this approach to systematize and select productive activities will diversify the program material, freeing all participants in the educational process from unnecessary regulation.

Literature list:

1. Korotkova NA Educational process in groups of older preschool children. - M.: LINKA-PRESS, 2007.-208 p.

Productive activity is an activity aimed at obtaining a product (building, drawing, applique, stucco, etc.) that has certain specified qualities (N.I. Ganoshenko).

The productive types of children's activities include design, drawing, modeling, application and the creation of various kinds of crafts, models from natural and waste material. All these types of children's activities play an important role in the development of the preschooler.

Productive children's activity is formed in preschool age and, along with play, is of the greatest importance for the development of the child's psyche during this period, since the need to create a product is closely related to the development of his cognitive processes, the emotional and volitional sphere, skills, and moral , aesthetic and physical education of preschoolers.

These actions develop not only figurative forms of thinking, but also such qualities as purposefulness, the ability to plan their activities, to achieve some result.

The social and personal development of a child is facilitated by the possibility of his manifestation of creative activity, initiative in creating a drawing, modeling, crafts that can be used by oneself or shown and presented to others.

In the process of visual activity and design, children develop the ability for purposeful activity, volitional regulation of behavior.

For the artistic and aesthetic development of the child, an important role is played by the modeling nature of productive activity, which allows him, at his discretion, to reflect the reality around him and create certain images. And this has a positive effect on the development of imagination, figurative thinking, creative activity of the child.

It is important for children to educate an aesthetic attitude towards the environment, the ability to see and feel beauty, to develop artistic taste and creativity. The preschooler is attracted by everything that is bright, sounding, moving. This attraction combines both cognitive interests and an aesthetic attitude to the object, which is manifested both in evaluative phenomena and in the activities of children.

Productive activity plays an important role in the upbringing of the preschooler's aesthetic feelings. The specificity of drawing lessons provides ample opportunities for cognition of the beautiful, for the development of an emotional and aesthetic attitude towards reality in children. Productive activity shows a person the world of really existing beauty, forms his beliefs, influences behavior, promotes the development of children's creative abilities, which is possible only in the process of assimilation by preschoolers and their practical application of knowledge, skills and abilities.

Productive activity is closely related to solving the problems of moral education. This connection is carried out through the content of children's work, which reinforces a certain attitude to the surrounding reality, and the education of children to be observant, active, independent, able to listen and complete the task, to bring the work started to the end.

In the process of depicting, the attitude towards the depicted is fixed, since the child experiences the feelings that he experienced when perceiving this phenomenon. Therefore, the content of the work has a great influence on the formation of the child's personality. Nature provides rich material for aesthetic and ethical experiences: bright color combinations, a variety of forms, the beauty of many phenomena (thunderstorm, surf, blizzard, etc.).

Practicing productive activities, if properly organized, have a positive effect on the physical development of the child, contribute to raising the general vitality, creating a cheerful, cheerful mood. During classes, the correct training landing is developed, since productive activity is almost always associated with a static position and a certain posture. Execution of applicative images contributes to the development of arm muscles, coordination of movements.

In the process of systematic lessons in design, drawing, modeling, application, cognitive processes develop:

  • - The visual representations of children about the surrounding objects are refined and deepened. Children's drawing sometimes speaks of a child's misconception about the subject, but it is not always possible to judge the correctness of children's ideas from the drawing. The child's idea is wider and richer than his visual capabilities, since the development of ideas outstrips the development of visual skills.
  • - In the process of productive activity, the child's visual memory is actively formed. As you know, a developed memory serves as a prerequisite for successful cognition of reality, since thanks to memory processes, memorization, recognition, reproduction of cognizable objects and phenomena, and consolidation of past experience occur. Fine art is inconceivable without the operation of images of memory and ideas of the child, obtained directly in the process of drawing. The ultimate goal for a preschooler is such knowledge of the subject that would make it possible to have the ability to be completely free, to depict it by imagination.
  • - The development of visual-figurative thinking occurs in the learning process. Research N.P. Sakulina showed that successful mastery of image techniques and the creation of an expressive image require not only clear ideas about individual objects, but also establishing connections between the appearance of an object and its purpose in a number of objects or phenomena. Therefore, before the start of the image, children solve mental problems based on the concepts they have formed, and then look for ways to solve it.
  • - The fundamental point in the design is the analytical and synthetic activity for the examination of objects. It makes it possible to establish the structure of an object and its parts, to take into account the logic of their connection. On the basis of analytical and synthetic activity, the child plans the course of construction, creates an idea. The success of the implementation of the plan is largely determined by the preschooler's ability to plan and control its progress. preschool age productive
  • - In drawing, modeling, applique and design classes, the speech of children is developed: the names of shapes, colors and their shades, spatial designations are learned, the vocabulary is enriched. The teacher involves children in explaining tasks, the sequence of their implementation. In the process of analyzing the work, at the end of the lesson, children talk about their drawings, modeling, and express judgments about the work of other children.

In the process of systematic design and application classes, children intensively develop sensory and mental abilities. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

In the process of designing, preschoolers acquire special knowledge, skills and abilities. Constructing from building material, they get to know:

  • 1.with geometric volumetric shapes,
  • 2. get an idea of ​​the meaning of symmetry, balance, proportions.
  • 3. When designing from paper, the knowledge of children about geometric planar figures is clarified,
  • 4. Concepts about the side, corners, center.
  • 5. Children get acquainted with the techniques of modifying flat forms by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional form appears.

In the process of productive activity, such important personality traits as mental activity, curiosity, independence, initiative are formed, which are the main components of creative activity. The child learns to be active in observing, performing work, to show independence and initiative in thinking over the content, selecting materials, using a variety of means of artistic expression.

Education in the process of productive activity is equally important.

  • 1.Determination in work, the ability to bring it to the end,
  • 2. neatness,
  • 3.the ability to work in a team,
  • 4. industriousness,

According to teachers and psychologists, the child's mastery of productive activities is an indicator of a high level of his general development and preparation for school. Productive activities greatly contribute to the mastery of mathematics, work skills, writing.

The processes of writing and drawing are outwardly similar: in both cases it is a graphic activity with tools that leave traces on paper in the form of lines. This requires a certain position of the body and hands, the skill of correctly holding a pencil, pen. Learning to draw creates the necessary prerequisites for successful mastering of writing.

In productive activities, children learn to carefully use the material, keep it clean and tidy, and use only the necessary materials in a certain sequence. All of these points contribute to successful learning activities in all lessons.

The productive activities of the preschooler include drawing, application, design (see clause 1.1).

PAINTING

Drawing as one of the types of productive activity has its own characteristics, requires mastering a special way of action and has its own specific effect on the general development of the child.

In the drawings of preschool children, all his experience is presented, which consists of past actions with the object, the visual impression of it, his graphic image and what he learned about the object from adults. At the same time, the preschooler develops his own understanding of the subject, his own knowledge about it. As a result, children's drawings are inaccurate and incomplete. However, peers are able to recognize what is depicted.

Almost any preschool child can draw. Some children prefer to depict cars, others - houses and the sun, others - the whole world of space adventures, but all the drawings reflect children's ideas about the world around them and their attitude to what is happening in it. During the preschool age, the child's experience expands and enriches, his attitude to reality becomes more differentiated and diverse, and, consequently, the drawings also change. What is the most essential in the development of visual activity?

First of all, you need to pay attention to the expressiveness of the drawing. After all, he is a mirror of the emotional relationship to an object or event that the child portrayed. Three-year-olds are just beginning to master expressive means, the most important of which is color. They are already trying to portray the kind, cheerful Buratino with bright, saturated colors, and the evil Baba Yaga - gloomy. Gradually, the child's horizons broadens, and bright colors may be present in the depiction of bad characters, but, in general, the drawings remain gloomy and dark. The attitude towards the object is also manifested in how diligently the child draws it. If we propose to depict fairy-tale characters, then the positive hero will be drawn carefully, with various decorations and details, and the negative one will be deliberately sloppy, with many crossed out, uneven and dangling lines, or even completely crossed out. From a child's point of view, he is not worth the effort.



The children's drawings reflect not so much the ability to realistically depict objects, but the entire totality of experience and knowledge about the world around them. The older the child, the wider he is included in life, the more detailed and diverse are his drawings. A plot appears in them, corresponding to the preschooler's intention.

The first step, indicating the development of ideas about reality, can be considered detailing. The younger preschooler has difficulty drawing an object, often it is completely unlike the real one. It is rather a diagram of the subject, reflecting any aspects of it that the preschooler has become acquainted with. For example, if you give a child to stroke a squirrel, and then ask her to draw, the main emphasis will be on the lines that indicate the fluffiness of the animal. With age, a preschooler learns to analyze an object in detail, to highlight important properties in it. His drawing looks more and more like a real object, as it is filled with essential and secondary details. The more there are, the deeper the child has penetrated into the essence of the object, and consequently, he has a more complete image of reality.

But not only the number of details in the child's drawing indicates the level of development of ideas about the environment. It is also interesting whether the object is depicted alone or is it included in some system of connections and relationships with others, in other words, is there a plot in the drawing. First, children draw one unrelated object. With the development of the child, the deepening of his ideas about the world, the plot of the drawings is also enriched. This is no longer just a person, a sun or a house, but a whole world in which objects are interconnected by some event. A person lives in a house over which the sun is shining, and trees grow nearby.

It is also important to pay attention to whether the child has a plan, whether he knows what he is going to draw. At the beginning of preschool age, the design changes depending on what the image looks like. If the kid is going to draw a horse, but something looks like a dog has turned out, then he, without hesitation, will say what exactly the dog he wanted to portray. By the age of preschool age, the child already sets a goal and tries to fulfill it, i.e. portray what he intended. The idea now does not follow the image, but, on the contrary, leads it along. In other words, from being lagging, it becomes leading.

During the preschool age, not only ideas about reality change, but also the technical capabilities of its display. This is another component of visual activity. The technique of drawing, the possession of expressive means (color, shape, composition) and visual materials (pencil, brush, gouache, watercolor) are being improved and complicated.

At the very beginning, children use only basic colors (white, black, blue, green, yellow, red), then all the colors of the spectrum and their shades become available to them. By the end of preschool age, children are able to mix colors, create with their help a certain color, mood of the picture. Mastering the form also occurs gradually, from simple circles and ovals to more complex objects, which are a combination of various geometric shapes. Only by the end of preschool age begins mastering the elements of composition. In the younger preschool age, children depict objects chaotically, anywhere on the sheet, in middle age - along one line, in the older one - they can arrange objects throughout the space of the sheet in accordance with the plot and their own design.

During this age period, different materials can be offered to the child. If for a younger and middle preschooler, pencil and gouache are the most familiar and convenient, then after 5 years it is reasonable to let them experiment with watercolors, and from 6 - start drawing most of the work with it.

Consider the features of visual activity at different ages.

By the beginning of preschool age, a child, as a rule, has a certain set of graphic images that allow him to depict such simple objects as the sun, a fence, a road, or a person. Although these images often bear only a distant resemblance to reality, children will recognize what was drawn. A car can be drawn with at least one wheel, but without a body, a house with a roof, but without windows, etc. Graphic images at this age are rather poor, so details are often missing. So, a person is depicted as a circle with lines extending from it. You can guess that these are the head and legs. Such a schematic representation of a person is called "cephalopod".

In most cases, starting to draw, the child does not know what he will succeed in. Sometimes he knows what he wants to draw, but if the image is not very similar to what he intended, he easily rebuilds: "The car did not work out, it's a kitty." But not all children are limited to a schematic representation. The most developed of them tend to fill their drawing with details. A person has hair, ears, hands; the car has a steering wheel, a cabin. It doesn't matter if they are drawn on top or on the side, this gives the picture a greater likeness to reality. Such children paint on a variety of topics. The richer the child's world, the more interesting his drawings will be.

CHILDREN 4-5 YEARS OLD (middle group)

By the age of 4, the range of objects depicted expands, and includes flowers, butterflies, fruits, trees, and birds. The picture is no longer a simple diagram, but an image filled with details. All details are conditional, the child is not trying to correctly convey the relative value. Elongated, volumetric shapes - arms, legs, pipe, trunk, tree branches, etc. - are depicted by dashes, as if they have no thickness. The corners of rectangles and triangles are usually rounded or drawn as separate parts that are not part of an integral contour.

One of the most frequently encountered topics is the person. This is no longer a cephalopod. A person acquires recognizable features, a body, arms, legs appear. Usually they are made in simple lines, fingers are drawn on the limbs in the form of squiggles or dashes. On the face, you can see eyes, mouth, nose, which are circles and dashes.

Some, the most developed, children carefully draw clothes, often with buttons, outline the differences between boys and girls in it: two ovals - trousers, a triangle - a dress. They can depict details such as ears, neck, hair. The fingers and limbs are voluminous, drawn in the form of ovals. Sometimes elements of the plot appear: the girl is walking, dad smokes, mom is smart.

CHILDREN 5-6 YEARS OLD (older group)

At the age of 5, a child is able to portray anything that piques his interest. These are not only individual objects and plot pictures, but also illustrations for books, events of your life. The largest number of children's work falls on this time.

Children paint according to imagination and strive for maximum resemblance to reality. But they still do not have enough drawing skills, therefore, so that their drawings can be recognized by others, they use well-established stereotypes, templates (a house is a square with a triangle at the top, the sun is a circle with lines extending from it, a person is “arms, legs, a cucumber .. . "). Although the drawings are schematic, they are filled with a variety of details that help to reflect the features of the object, its volume and proportions. A person, for example, has three-dimensional images of arms and legs in the form of cylinders. In general, the proportions between the torso, limbs and head are respected. Details such as hands, feet, some parts of the face (eyebrows, nose, ears, etc.) may be missing, the proportions of the face and figure may be disturbed, but you can already recognize a person, judge his mood, say whether it is a man or a woman ... Children at this age have a plot image: a girl is dancing, a boy is playing, dad is driving.

At the age of 5, the child knows well what he wants to portray, following his goal, overcoming obstacles. For example, if he finds it difficult to draw a running girl, then he can redraw her several times, finding graphic possibilities of transferring movement, without abandoning his idea, which is now becoming anticipatory.

By the age of 6, the flow of children's drawings becomes not so abundant, but no less diverse, the social and cultural traditions of the places where they grew up begin to affect more strongly. Urban children depict tall houses, cars, subways, rural children - fields, trees, animals on the farm. The drawings of boys and girls are different. Boys are interested in cars, robots, dinosaurs, rockets, cartoon characters with masculinity, girls - princesses, fairies, ballerinas, flowers, scenes from everyday life.

The most important achievement in the visual activity of 6-year-old children can be considered the fact that they begin to master composition. They no longer just line up all the objects in a row, but strive to arrange them on the sheet, taking into account spatial relationships or the plot. Family members can sit at the table or watch TV, sitting in a circle or at different ends of the room. One car overtakes another. All this is conveyed through composition.

(on drawing material)

Drawings are subject, schematic; usually single objects are depicted; the idea changes as the image progresses.

The drawings are subject; detail appears; usually single objects are depicted; the idea changes as the image progresses.

The drawings are subject; there are significant and minor details; plot elements appear; the idea is ahead of the image.

The drawings are subject; there are significant and minor details; there is a plot; the idea is ahead of the image; composition elements appear.

APPLIQUE

Application Is a way to create artistic images from various shapes, cut from some material and pasted onto a specific background.

CHILDREN 3-4 YEARS OLD (second junior group)

At a younger preschool age, due to insufficient development of small arm muscles, poor coordination of movements and visual control over their actions, children do not work with scissors, they apply from ready-made geometric shapes. An important point for them is the laying out and gluing of the applique elements. In the process of gluing, children learn to see the image of the object as a whole. In addition to the subject ones, they make ornamental appliqués.

Over the course of the year, children master the gradually becoming more complex methods of image and application techniques.

By the age of 4, children:

- elements of decorative application are laid out and pasted on a strip, square, circle, using first the same, and then different in color, shape and size of the figure;

- compose and paste simple schematic images (beads, balloons, colored flags, handkerchiefs on a rope, etc.) and more complex ones (fungus, ball, rattle, house, etc.).

CHILDREN 4-5 YEARS OLD (middle group)

Children 4–5 years old master the technique of working with scissors, elementary cutting techniques. The most difficult for them is cutting out rounded shapes - circles and ovals.

In the middle preschool age, children learn not only subject and decorative, but also plot applications. They try to compose subject images of a complex structure. The number of parts used in the work is increasing. For example, the house now has not only a wall, a roof, but also several windows and doors.

By the age of 5, children are able to:

- hold the scissors correctly, act with them, cut across narrow and then wider strips; cut a square diagonally, make oblique cuts, get the shape of a triangle, trapezoid; cut out objects of a round and oval shape from rectangles by rounding the corners;

- lay out in parts and stick schematic images of objects from 2-3 ready-made forms with minor details (house, carriage);

- make patterns from plant and geometric shapes on a strip, circle, square, rectangle.

CHILDREN 5-6 YEARS OLD (older group)

Children 5-6 years old come to a generalized understanding of the method of cutting out any objects, get acquainted with the technique of breaking application ("Chickens on the grass", "Autumn leaves are flying", "Snowball is falling").

Children of this age, when cutting out individual parts and making simple applications from them, are usually able to accurately match the parts with each other, especially in objects of a constructive nature (buildings, cars).

In addition to the subject and decorative, children master the subject and landscape applique, beautifully arranging the objects of the subject composition on the entire sheet of background paper, selecting the images and the background by color ("Fish in an aquarium", "Butterflies are flying", "Train", etc.).

By the age of 6, children:

- master new, more complex and rational techniques: cutting out identical figures from paper folded like an accordion, and symmetrical figures from paper folded in half;

- use a variety of cutting methods: straight, curved, round, wavy;

- make up subject, plot, decorative and landscape applications;

- master the technique of breaking application.

CHILDREN 6-7 YEARS OLD (preparatory group)

Children 6–7 years old acquire new knowledge about geometric shapes, learn to distinguish them in different objects and toys. Knowledge about shape and color enriches children's appliqué works, helps to make them more varied and meaningful.

There is a further mastery of sophisticated cutting techniques, the quality of children's work increases.

By the age of 7, children:

- they begin work with cutting and gluing the main large elements, gradually complementing them with smaller ones and ending with details to convey characteristic features, create an expressive image;

- perform applications of plot and landscape content;

- convey the structural and expressive characteristics of objects.

Indicators of the development of visual activity

(on the material of the applique)

The child lays out and glues elements of a decorative pattern and a subject schematic image, consisting of 2-3 main parts, using a circle, square, triangle.

Master the technique of working with scissors (basic cutting techniques); draws images of objects with minor details; adds patterns from plant and geometric shapes on a strip, square, rectangle.

He masters the generalized method of cutting: makes subject, plot, decorative applications.

Mastering new techniques of cutting from paper folded several times, and silhouette cutting; makes decorative patterns on various forms, landscape and subject applications.

CONSTRUCTION

Children's design is an interesting, but rather complex practical activity aimed at obtaining a real product (design).

Constructive activity makes specific demands on the child. He must know the design features of the building material, methods and sequence of construction.

In the process of constructive activity, the child develops the ability to see an object, to determine its purpose. He learns to determine the property of the details of an object.

There are the following types of constructive activity.

1. According to the sample. The sample can be collected directly with children, it can be collected in advance or given in the form of a picture. Children must master the ability to examine the subject: highlighting the main parts and analyzing their mutual position.

2. By conditions. Proposed by the caregiver or based on the conditions of the game. Children should take into account the given conditions, show initiative and creativity, solving such a problem in different ways. This sets the stage for creative design.

3. By design. It is carried out in a game activity, having a practical meaning. Children learn to plan, jointly discuss the plan to which they must subordinate their desires, learn to reconstruct.

All types of construction are interconnected.

In constructive activity, two stages are distinguished: the creation of an idea and its implementation.

The first stage consists in thinking about future practical activities: presenting the final result, highlighting the composition and ratio of parts of the constructed object, choosing ways to achieve this result, planning a sequence of practical actions.

The second stage - the practical activity for the implementation of the concept - is not purely performing, which determines the most important feature of constructive activity: the conventionality of dividing the design into two stages, since there is a continuous combination and interaction of mental and practical actions. At the same time, it is practical actions of a search nature that play an important role. They are, as it were, the source of the child's thoughts, his further reasoning.

In order for constructive activity to proceed as a search and creative process (when the child decides what and how he will build), children must have generalized ideas about the constructed object, be able to set a goal and look for ways to achieve it. This knowledge and skills are formed in children gradually, in the process of mastering the design according to the model, scheme, conditions, concept.

The construction material is varied. it building sets, which consist of parts of various shapes and sizes: cubes, plates, bars, cylinders, cones, etc.; metal and plastic construction kits, the elements of which are connected through protrusions, recesses or using additional parts. You can design from paper and natural material(straw, cones, acorns, etc.).

The type of material also determines the type of construction: construction from building material, construction from paper, construction from natural material, construction from construction kit parts.

CHILDREN 3-4 YEARS OLD (second junior group)

Children 3-4 years old can carry out targeted actions to create simple structures from building material, although the methods for their implementation are still imperfect, and the buildings are schematic and conditional. This is due to the fact that children do not know how to accurately analyze objects and do not have fine differentiated motor skills necessary to convey the characteristics of an object when using building material. At the same time, at a younger preschool age, the child discovers the opportunity to design in different ways (by replacing small parts with larger ones or attaching small parts).

By the age of 4, children:

- distinguish and correctly name the main parts of the building material (cube, brick, plate, prism), concepts (high - low, wide - narrow, long - short);

- designed according to a ready-made sample;

- they construct elementary object structures (fences, gates, furniture, houses), consisting of 2-3 main parts, using a schematic form of the image, in which only the main parts of the objects are transferred and the connection of these parts is established;

- the sample is examined in a certain order.

The order of examination of the sample corresponds to the sequence of the construction of the building and thereby makes it easier for children to design.

CHILDREN 4-5 YEARS OLD (middle group)

Children 4–5 years of age experience intensive development of constructive activity from building material, its main elements (concept, design methods). Children's constructions and their plots are becoming more diverse, but the intentions are not yet distinct and stable enough.

Unlike toddlers, children of middle preschool age (4–5 years old) construct independently and of their own free will in the classroom. They are able not only to follow the plan proposed by the adults, but they themselves try to plan their constructive activities: they determine what needs to be done first, what then, in order to achieve the best result. The main ways of forming ideas about the objects being constructed and mastering the actions with the material are the analysis of the sample, scheme or conditions of the constructive problem and showing the way of constructing the building. Children 4–5 years old usually strive for correct transmission through the construction of a real object with all its details.

By the age of 5, children:

- distinguish and name the details of the building material (cube, long and short plates, bar, prism); use parts taking into account their design properties (stability, shape, size);

- transform structures in height, length, width in two ways;

- they are designed according to the model, scheme, conditions, their own idea;

- 8-10 simple structures are erected, not only conveying the schematic form, but also introducing various details to highlight the specific features of the object;

- build different structures of the same object (up to five options for increasingly complex structures of houses, trams);

- the samples are examined in a certain sequence, they are compared with the schemes.

From the age of four and a half, children become familiar with the constructive capabilities of paper.

By the age of 5, children:

- fold a rectangular sheet in half and across, while combining the corners and sides;

- toys are designed by folding a sheet (carriage, invitation card, car, bus, two-story house, etc.);

- highlight the familiar way of making a toy out of paper when examining a new toy.

In summer, pupils of the middle group (4–5 years old) get involved in making toys and handicrafts from natural materials. They:

- weave wreaths and caps from leaves;

- make toys from walnut shells (boat, hedgehog).

CHILDREN 5-6 YEARS OLD (older group)

Children 5–6 years old develop generalized methods of action and generalized ideas about the objects being constructed. Taking into account the practical purpose of structures involves not only the reproduction of the appearance of the building by children, but also compliance with the size, shape, location of its main parts. Children are able, first of all, to highlight those main parts that they will modify in each case, and can decide how to do this.

As a result of taking into account the sequentially increasing number of conditions (up to 3-5) relating to the same object, children learn to analyze these conditions, correlate their properties with the properties of the building (the width of the bridge with the dimensions of the freight transport, the length of the bridge with the width of the river, etc. .) and on this basis plan your practical activities.

As a result, by the age of 6, children:

- distinguish, name and use new parts and their properties: plates of various shapes and sizes (long and wide, square and triangular), bars, cylinders;

- distinguish the dependence of the structure of the structure on its practical purpose and create buildings in accordance with certain conditions;

- they master a number of new design skills: they connect several small planes into one large one, make buildings strong, connect rarely placed bricks and bars together, preparing the basis for floors;

- they select the necessary planes to complete this or that building;

- the use of parts varies depending on the material available;

- construct subject and plot compositions according to the conditions, theme, drawing, photograph, concept, scheme. They independently make up a schematic drawing, i.e. pre-embody the design concept in the scheme;

- create different designs of the same object, taking into account certain conditions, conveying not only the schematic form of the object, but also the characteristic features, details;

- master the generalized method of examining a sample, an object (determine the main parts in any object, establish their functional significance, spatial arrangement);

- analyze the given conditions and, in accordance with them, make their own design decisions;

- create collective buildings.

Children 5-6 years old continue to construct from paper. They reinforce the ability to fold a rectangular sheet in half and, using this method, can design new toys.

Children master the ability to work on a simple pattern and cut paper along its contour.

By the age of 6, they can:

- divide the circle into 4 equal parts, cut out 1/4 and glue a low cone from the remaining 3 parts;

- get a cone from a semicircle;

- glue a cylinder from a sheet of rectangular paper;

- bend the sheet in different directions.

Using all these techniques, children learn to design various options for Christmas tree decorations, fun toys.

Children who have not mastered the listed construction methods require individual work with them in this type of construction.

Children 5-6 years old construct from a wide variety of natural materials: pine and spruce cones, acorns, chestnuts, nut shells, various seeds, roots, branches, etc. Bird feathers and seeds of wild plants are used to decorate handicrafts.

By the age of 6, children have mastered two methods of construction from natural material:

1) complement the natural material with details before the formation of an artistic image, for example, the root will become the basis for the future crafts of the octopus;

2) they embody a specific image in natural material, for example a gnome, for which they select the necessary natural material (moss, cones, acorns, etc.) and practically use it (connected with wire, glue).

CHILDREN 6-7 YEARS OLD (preparatory group)

Children 6–7 years old have significant experience in designing from building material, which makes it possible to form more complex skills in them. Children of this age can do a lot:

- distinguish both general and particular features of objects;

- determine the shape of the main parts of the object by their similarity with familiar geometric volumetric bodies;

- observe the symmetry and proportions of parts of buildings, determining them by eye and choosing the appropriate material;

- imagine what their building will be, what is better to use to create it and in what sequence it should be designed;

- create their own designs, taking into account their functional purpose.

When working with children 6–7 years old, a sample of a building made by a teacher is rarely used. From photographs, from memory or according to given conditions, children create complex structures from a variety of building materials, often with architectural details, with two or more floors (bridges, residential buildings, fairy-tale houses, theaters, train stations, metro stations, vehicles for various purposes). When mastering these topics, children by the age of 7 are able to create their own designs, taking into account certain conditions (for example, build a three-story two-entrance residential building or a two-story furniture store with an entrance located in the middle of the building facade) and talk about their plans. In the classroom on designing from paper, generalized methods of action with this material are formed.

By the age of 7, children are quite good at determining the texture and quality of paper or cardboard, they master different ways of working with paper:

- folding paper in different directions;

- making toys from cylinders, cones;

- paper weaving;

- making fun toys according to a sample or your own design;

- marking using a template, measurements, as well as by eye, fastening parts;

- selection of colors and shades in the manufacture of toys, souvenirs, costumes and decorations for the holiday.

Children of 6-7 years old master the complex method of construction from natural material, which is based on a preliminary definition of the topic, thinking over the future composition. They create an idea and then select the appropriate material (moss, grass, cones, straw, acorns, etc.). Children depict individual figures of people, animals in different poses, as well as fairy-tale heroes (good gnomes, evil sorcerers), giving the figures expressiveness in accordance with the conceived composition.

According to the traditional method of teaching construction from construction sets, children 6-7 years old work with construction sets of various materials (wood, plastic, metal), type (universal and narrow-themed) and fastening methods (quick-release and technically complex) outside classes and in class. In the process of such design, children by the age of 7:

- master different ways of connecting parts to each other;

- learn generalized ways of reading drawings, drawings and assembling technical models.

Indicators of the development of constructive activity

The child constructs 5–8 elementary object constructions from 2–3 parts from building material according to the model and his own design, transmitting only the main components of the objects.

The child constructs from building and natural materials, paper according to a model, scheme, conditions, his own idea. It makes 8-10 simple structures from building material, transferring not only the schematic form, but also various details. He makes toys from paper by folding a sheet in half, weaves wreaths from natural material, makes toys from nut shells.

Children develop generalized modes of action and generalized ideas about the objects they construct. They create various structures from building material, taking into account the dependence of the structure of the object on the practical purpose; different versions of Christmas tree decorations, fun toys are constructed from paper; from natural material - images of fairy-tale characters.

The child constructs according to the scheme, photographs, given conditions, his own idea of ​​construction from a variety of building materials, complemented by architectural details. He makes toys by folding paper in different directions. From natural material, he creates figures of people, animals in different poses. He assembles simple constructions from the details of the designers.

MBDOU "Kindergarten No. 147 of general developmental type, Vladivostok" Educational area:

artistic and aesthetic development.

The presentation was prepared by

Babich M.N.


“The hand is an instrument all instruments "- said Aristotle.


Productive activities of a preschooler –

these are types of activities in which a child, modeling objects of the surrounding world, comes to the creation of a real product (drawing, construction, three-dimensional image) as a material embodiment of ideas about an object, phenomenon, situation. Productive activities include visual and constructive activities.


Productive activities include:

Painting

applique


Target: contribute to the formation of the child's personality through the development of abilities for artistic and aesthetic activity.

Tasks:

  • To teach to reflect impressions from the surrounding life in productive activities;
  • To teach techniques and methods in various types of visual activities and manual labor;
  • Develop imagination and the ability to use new ways of working in a creative situation;
  • Raise interest in the development of new visual techniques and tools;
  • To foster confidence, initiative in mastering new artistic methods and materials and working with them;
  • To foster aesthetic perception, the ability to enjoy beauty;

  • Develop the ability to compose a composition, independence in choosing a color scheme;
  • To cultivate artistic taste;
  • Mastering the skills of social behavior, the development of social activity in productive activity;
  • Develop fine motor skills of the hands;
  • To cultivate independence, perseverance, dedication.

imagination

cognitive

development

thinking

Productive activities

perception

(artistic and aesthetic development)

contribute to

activity

social and communicative development

independence

initiative

purposefulness

speech development

commenting on your actions

comparison, explanation

story, answers to questions

raises general vitality

physical development

creates a cheerful, cheerful mood

develops general and fine motor skills of hands


  • Formation of game motivation (interest in actions, desire to practice);
  • Visual methods (viewing, observation, slides, presentations, pictures, diagrams, videos, excursions, etc.);
  • Verbal methods (story, artistic word, conversation, explanation, explanation, reminder, encouragement);
  • Practical methods (exercise method, laboratory work method, practical work method, game method, modeling method, elementary method);
  • Reproductive method (technique of repetition; work in notebooks with graphic tasks; performing shaping hand movements).

  • Graphite pencil
  • Colour pencils
  • Pastel chalk
  • Markers
  • Acrylic paints
  • Colored wax crayons
  • Watercolor paints
  • Gouache
  • Coal

Pictorial painting techniques

  • Splashing
  • Cotton buds
  • Leaf printing
  • Relief drawing
  • Wet
  • Two-layer image
  • Blotography
  • Aging paper
  • Hands and fingers
  • On raw paper
  • Stencil
  • Bloat
  • On crumpled paper
  • Jab
  • Seal
  • Soap bubbles
  • Scratchboard
  • Wax crayons + watercolor
  • Nitkography
  • Monotype
  • Mixing colors on the sheet
  • Waxography
  • Dash



  • plasticine
  • clay
  • salty dough
  • plastic

  • Imprinting
  • Modular
  • Scratching
  • On the frame
  • Of the rings
  • Painting
  • Sculptural
  • Constructive
  • Plasticineography
  • Testoplasty



Applique materials (natural and waste material)

  • paper
  • the cloth
  • threads
  • buttons
  • sawdust
  • Poplar fluff
  • straw
  • magazine clippings
  • "Sharpening" pencils
  • natural material
  • pasta
  • cereals
  • ribbons
  • threads
  • beads
  • foil

  • Volumetric
  • Cliff
  • Quilling
  • Mosaic
  • Ribbons
  • Origami
  • Facing
  • Modular origami



Output:

Productive activity in kindergarten meets the needs and interests of preschoolers and has ample opportunities for cognitive, social and communicative, speech, artistic and aesthetic, physical development.

The child is provided with almost unlimited opportunities for self-expression and creativity in productive activities and, developing in communication with others, he receives a positive effect from the result and the process of activity.


Bibliography:

1. Zankov L.V. Education and development. Selected psychological works. - M., 1990 .-- 204s.

2. Komarova T.S. How to teach a child to draw. Teaching children in kindergarten and school. - M .: Centenary, 1998 .-- 258s.

3. Lykova IA .. Sculpt, fantasize, play. - M .: TC Sphere, 2001 .-- 112s. (Series "Together with Children".)

4. Kutsakova L.V. / Classes on designing from building materials. - M .: Mosaika-Sintez, 2006.-64 p.

5. Uruntaeva G.A. Preschool Psychology: Textbook. manual for stud. wednesday ped. study. institutions. - 5th ed., Stereotype. - M .: Publishing Center "Academy", 2001. - 336 p.

6. Elkonin D.B. Selected psychological works. - M., 1989. - 368s.


Thanks