Report on constructive activities in the senior group. Organization of various activities and communication of preschoolers. organized design classes and
Burobina Tatyana Gennadievna, educator, MBDOU Kindergarten No. 28, Ufa Republic of Bashkortostan
Material Description: I offer you a teacher's report on the results of the educational work of the senior group (5-6 years) for the 2016-2017 academic year. This material will be useful for educators of the older group. The report is aimed at the formation of a common culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities.
Analysis of incidence and attendance for the year
The payroll of the group: 39 children.
Boys -22; girls - 17. Age: 5-6 years.
During the year, the group was attended by an average of 31 children, % of completion - 79.4%.
Missed due to illness ____, _____%.
Many missed days during the year: Bikkulov Artur (due to otitis media), Gainanov Denis (due to otitis media), Gadzhialieva Riana (vacation), Kovriga Arina (vacation), Sakhipov Ainur (vacation) and Suleymanova Riana (vacation).
The following tasks were solved during the year.
Replenish your methodological piggy bank with modern developments that meet the requirements of the Federal State Educational Standard;
Adhere to the educational goal in the work and implement the tasks set through a variety of forms and methods;
Creation of favorable conditions for the development of children in accordance with their
age and individual characteristics and inclinations, the development of the abilities and creativity of each child as a subject of relations with himself, other children, adults and the world;
Protection and strengthening of the physical and mental health of children, including their emotional well-being;
Pay more attention to holding various exhibitions, research work with children, organizing and holding events aimed at fostering a sense of patriotism, respect for the traditions and culture of our people;
Improve communication with parents.
The results of pedagogical monitoring, the readiness of pupils to move to the next age group
The educational process in the senior group was built according to the main educational program of preschool education of the preschool educational institution, developed on the basis of the draft of the exemplary basic general educational program of preschool education “From birth to school”, edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva.
The main task of monitoring is to identify the individual characteristics of the development of each child and, if necessary, to outline an individual route of educational work to maximize the potential of the child's personality.
Frequency of monitoring: 2 times a year (September, May).
In working with children, various methods were used to achieve good results: observation, conversation, comparison, diagnostic examination, introspection, individual work with children.
The final indicator for the group:
According to the results of the final monitoring, it was revealed that pupils with a high level amounted to 6 people - 22%, with an average level - 20 people - 74%, with a low level - 1 person - 4%.
Conclusion. A comparative analysis of the monitoring results at the beginning and at the end of the school year shows an increase in the assimilation of program material by children, that is, there is a positive trend in the development of the child in all types of activities. Basically, the indicators are in the range of high and medium levels.
Recommendations:
1) pay special attention to the development of ZKR, taking into account the individual characteristics of children; in order to develop speech in children - memorize more poems, compose stories from pictures, teach retellings; to strengthen individual work on the development of speech with F. Safiya., S. Kirill, G. Artem and I. Kira;
2) strictly monitor the implementation of cultural and hygienic procedures by children;
3) actively involve children in the performance of labor assignments;
4) to strengthen individual work with S. Zhenya, G. Damir and K. Danil on the formation of skills in a joint game;
5) to strengthen individual work with H. Danil, I. Kira on self-service.
The pupils of our group are ready to move to the preparatory group.
Below average level was shown by the following pupils:
G. Artem - only the subject-social environment, cognitive research activities, social and communicative development.
I. Kira - everything except FEMP, drawing, application and constructive modeling activities.
S. Kirill - only the subject-social environment, modeling.
In this regard, individual routes were identified: to strengthen individual work with these children.
Participation in MADO events
During the year, the group held the following activities with children:
- Festive morning performances for the New Year (December) and March 8, sports entertainment on February 23;
- Making crafts for Mother's Day, for the New Year, on February 23 and March 8, on Cosmonautics Day on April 12, May 9;
- World Laughter Day (April);
- Open classes (April);
Teachers took part in the following activities:
1. Matinees "New Year" (December), March 8;
2. Organized exhibitions of joint creativity of children and parents "Gifts and a letter to Santa Claus", on the day of cosmonautics, on the day of Victory;
3. Took an active part in the preschool educational institution and received: 1st place in the competition of winter sections, in the review competition "The Best Center for Beautiful Posture" 1st place, in the competition of computer presentations "Magic World of Cinema" 1st place, in the review of the Ecology Center "World of Nature" thank you letter;
4. Participated in the regional competitions "Battle of Choirs" 2nd place, "Day of Flowers";
5. Burobina T.G. spoke at the pedagogical council No. 4 with experience on the topic: "Formation of the ecological culture of children through experimental and research activities"
6. Two parent-teacher meetings were held.
7. Burobina T.G. took part in the II All-Russian competition "Sweet Mom", 1st place; II All-Russian competition "Safe Childhood", 1st place; in the XXXII All-Russian competition "You are a genius" entertaining ecology "Forest Journey", 1st place.
8. Burobina T.G. published in the collection "The Union of Educators and Parents: a New Partnership" an environmental KVN with children and parents for
9. senior group; Publication of a presentation on the website [email protected] on the topic: "The best organization of the developing object-spatial environment of a group of preschool educational organizations of the Republic of Bashkortostan - 2017";
10. Burobina T.G. prepared children for the reading contest “Beauty Lives Everywhere”, 2nd and 3rd places; prepared the winner of the 1st stage of the polyolympiad for preschoolers “We are Gagarin!”, 2nd place; for preparing the winner of the International Competition for Children's Creativity "New Year at the Gates" 1st place; for preparing the winners of the All-Russian Creative Competition "Spring Awakening", 2nd and 3rd place.
Equipping the developing subject-spatial environment in accordance with the Federal State Educational Standard of the preschool educational institution.
Creating a developing environment in the senior group, I, first of all, paid attention to creating conditions that ensure the safety and psychological comfort of each child in the group. I tried to make the atmosphere in my group closer to home, cozy atmosphere. The pieces of furniture in the group are arranged along the walls, which frees up the center for children's games and the development of their physical activity.
In addition, I divided the entire space in the group into certain zones or centers, which, if desired and necessary, can be easily transformed. They are equipped with a large number of educational materials (books, toys, creative materials, educational equipment, etc.). All items are accessible to children. The equipment of the corners changes in accordance with the thematic planning of the educational process: artistic and creative
corner, safety corner, musical and theatrical, nature corner, experimental, design, cognitive and speech.
Role Playing Center
The main stages in the formation of a child's personal qualities are laid precisely at preschool age and mainly through play. In my group, I tried to create an environment and conditions for the development of playing qualities in children. To do this, I created a plot-role-playing game "Cosmos", where together with my parents I created a mini-planetarium, sewed a suit and spacesuit, made my own real rocket and attributes for playing astronauts.
Role-playing games were also created: "Sea Voyage" and "Mail".
Watch Center.
Work is of great importance in the development of the child's personal qualities. Labor assignments and duties become an integral part of the educational process in the senior group. For duty in the dining room in the group there is a corner where the children themselves see who is on duty and there are special aprons and caps for duty.
Security Center.
Creating a developing environment in the group, I paid a lot of attention to creating comfortable conditions for the development of safe behavior skills for children. In the corner there is a variety of material on the rules of safe behavior on the roads, during a fire: plot illustrations, handouts and demonstrative material, games, mobile folders, a card file on life safety, board and printed games.
Center for Physical Development
One of the fundamental areas of child development is "Physical Development". Creating conditions for the implementation of the tasks of this area in the group, I focused on protecting the life and strengthening the physical and mental health of the child. There are card indexes: a complex of morning exercises, prevention of flat feet, outdoor games, riddles about sports, visual aids for sports. There is sports equipment made by hand.
Music corner.
The music center has a variety of children's musical instruments, illustrations with portraits of composers, illustrations with musical instruments, didactic games for the development of musical ear.
Center for creative activity.
In the center of creative activity there is: a variety of demonstration material. Various drawing materials: paints, brushes of various sizes, pencils, crayons, stencils, felt-tip pens, coloring books, paper of various textures, a card index of poems on folk arts and crafts, desktop and printed games. We also do a weekly thematic exhibition of drawings and various sketches of what we have seen or studied.
Center of nature.
In the nature center there is: a weather calendar, inventory for the care of indoor plants, models of fruits, vegetables, a mini garden on the window.
Experiment Center.
For research activities, we have created a mini-laboratory, which has:
Assistant devices: magnifying glass, scales, hourglass, globe, compass,
magnets; vessels made of various materials (plastic, glass, metal, ceramics);
natural material: pebbles, clay, sand, shells, cones, feathers, acorns, leaves, etc.;
Recycled material: wire, pieces of leather, fur, fabric, plastic, cork, etc.;
Technical materials: nuts, paper clips, bolts, carnations, etc.;
Different types of paper: plain, cardboard, emery, copier, etc.;
Dyes: food and non-food (gouache, watercolors, etc.).
Medical materials: pipettes, flasks, wooden sticks, syringes (without needles, measuring spoons, rubber pears, etc.;
Other materials: mirrors, balloons, butter, flour, salt, sugar, colored and transparent glass, sieve, etc.
were created by me file cabinets:
observation of nature at different times of the year,
card files of games of ecological orientation of different mobility at any time of the year,
ecological education in verses,
ecological didactic games,
card index of informative stories about natural phenomena,
ecological fairy tales, a cycle of classes on ecology and much more.
Also for experimentation. created:
"The water cycle in nature" and "Dry aquarium".
book center.
At an older age, the center of the book is fiction, according to age and subject matter. Drawing attention to the design of books, to illustrations. Acquaintance with writers and their works. There is a weekly thematic exhibition of books and illustrations.
Center "Knowledge".
There are various games and aids for the development of logic, thinking, attention. Counting visual and handout material. Games like "Numbers and numbers", "Learn to count", "Color", "Shape", "Size". Didactic games: “Geometric Lotto”, “Geometric Domino”, “Wonderful Bag”, “Geometric Mosaic”, Whole of parts, “Fold the figure”, “What number is missing”, “Number series”, “Mathematical houses”, “ Make a number”, “Mathematical fishing”, “For children about time”, “We measure everything”, “Make a problem”. "Fold the pattern, fold the Square", "Fractions", "Transparent Square", "Logic Belt", Toys for the sensory development of children: pyramids, liners, puzzles, picture cubes, dominoes, paired pictures.
Center for Speech Development.
In the speech development center there are games for the development of the sound culture of speech, the grammatical structure of speech, the formation of a dictionary, mnemonic tables. Made manuals, handouts for the development of oral speech. Games on the sound culture of speech.
- Onomatopoeia games:"Sound Cube", Cube "Who Shouts", "Moms and Babies", "Call Loud", "Echo".
Games and aids for the development of speech breathing: “Inflate the balloon”, “Snowflake”, “Soap bubbles”, “Onion”, “Pinwheel”, “Sultans”, “Ships”.
- Games and aids for the development of phonemic hearing and sound pronunciation:
"Ding Dong", "Whose Toys", "Sound Train", "Sound Lotto", "Speech Therapy Lotto", "Wonderful Pouch", "Chamomile", "Who Lives in the House", "Pick a Picture", "Noisy Boxes ”, “Sound collage”.
- Card file of articulation games and exercises.
Games for the development of the dictionary, and the grammatical structure of speech “Verbs in pictures”, “Learning to use prepositions”, “Prepositions”, “Animal bus”, “Christmas tree”, “Name it in one word”, “The fourth extra”, “Pick up words for picture”, “Where I saw it”, “Tactile boards”, “Tactile pouches”.
- Games for the development of coherent speech:
“Tell a fairy tale”, “Stories in pictures”, “What first, what then”, “Illustrations for fairy tales”, “Algorithm for compiling a descriptive story”, “Objects from plots”, “Tell me about kindergarten”, “Telephone”, "My own storyteller."
Application of modern technologies and the most effective forms of work with pupils and their parents.
Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education. A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult, in communicating with children, adheres to the position: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.
Modern technologies used in our work:
Health-saving, gaming, information and communication technologies, integrated learning technology.
Most often we use ICT:
1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation).
2. Selection of additional educational material for classes, familiarity with the scenarios of holidays and other events.
3. Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.
5. Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings.
Circle work.
Ecological problems have come to the fore in recent years, but it is necessary to deepen children's knowledge in this area. Introducing children to ecological culture must begin from childhood, since at this age it is easiest to introduce children to nature, teach them to love and protect nature. Children learn to observe changes in nature and draw conclusions. We decided to start a circle work on the ecological education of children "Ecolytes-preschoolers".
Being engaged in a circle, children enrich their stock of knowledge with new knowledge about natural phenomena. This instills in them curiosity, respect for nature, the desire to know more. When studying the topics provided for by the circle, figurative and concrete thinking develops; visual and auditory memory; speech, attention, perception.
The content of the circle was based on the program of S. N. Nikolaeva “Young Ecologist”, which involves the formation in children of a consciously correct attitude to natural phenomena and objects that surround them, and which they get to know in preschool childhood.
Main purpose of the circle- to form elements of ecological consciousness in children, the ability to understand and love the world around them and nature. Classes in the circle aroused the interest of the children. Therefore, we decided to continue this work next year.
Main directions, plans for the future in work.
We plan for the next academic year:
1. Continue to carry out preventive measures in order to increase the attendance of children.
2. Continue to take an active part in the methodological activities of the city and kindergarten.
4. Continue to educate children in creativity, emotionality, activity for their further achievements and success.
5. Replenish: didactic and handouts for the development of logical thinking; corner of role-playing games; book corner literature by age. Buy new educational games for children of the preparatory group for school.
6. Until August 2017 develop a plan of work with parents.
Parents are advised to visit the website of kindergarten No. 28 to view the final classes, consultations and pedagogical education.
7. Work on the topic of self-education.
8. Improve work on interaction with parents on regime issues and legal education.
9. To improve the level of pedagogical skills by participating in seminars, master classes, training in advanced training courses.
10. Continue to improve the subject-developing environment in the group in accordance with the Federal State Educational Standard.
Before proceeding with the construction of buildings in the lesson, they examined the surrounding buildings and various structures with the children. It was noted that all houses have common parts - walls, roofs, windows, doors. 
I drew their attention to the fact that fences, fences, gates were also built from various parts. She offered the children to dream up and compare what the surrounding objects look like. The children made interesting comparisons. For example: small houses reminded them of large birdhouses with windows or towers. The fence is a lattice.
Transport has not been neglected either. Considered cars and trucks, buses, tractors. They described in detail the location of all the main parts relative to each other. For example: cab, body, wheels for trucks. Salon, windows, doors - at the bus.
The basic ability of constructive activity of children is formed in the classroom. And an important role in the development of these abilities in children in the middle group of the kindergarten belongs to the pedagogical guidance of the educator. A model of the building made by the educator gives them the opportunity to imagine the appearance of their future structure and the way the work is done.
At the beginning of the school year, before setting the program task, the classes showed the children that the design of the same object can be different and depends on the building material used, on the connection of its elements and on their location relative to each other. For example: when building a high tower for support, you can use cubes or bricks placed on a narrow long edge, or laid flat. Analyzing the buildings, the children tell what parts they used, what color. 
In order to maintain the interest of children in the lesson, she did not set many tasks at once, since, when they encounter many difficulties, they lose interest in the work being done.
In the classroom, I follow the progress of the work of the children, I help if they have any difficulties. I encourage if the child finds a way to improve his design. 
Having mastered the work of designing various objects according to the model, she offered the children a more difficult task - designing "by condition" (by design). The purpose of such classes is the development of memory, independence, creative initiative and the consolidation of the acquired skills of children. For example: she invited children to build furniture (or some other buildings) for their toys (toys of different sizes). Children independently determined what they would do, what material to take so that it would fit the size of the toy. (Thus, for large-sized nesting dolls, they took the details of a large designer, for medium-sized nesting dolls - smaller details, for small nesting dolls - small details.) At the end of the lesson, I appreciated the accuracy of the buildings, the correctness of the selected details, color combination, and the ability to play with buildings. 
When laying out the material before class, I turn to the attendants for help. And after the lesson, the children themselves clean the details of the designer in place.
In my free time, I encourage children to use different types of construction sets in their games. While playing, children unite in groups, learn to assign roles, help each other. 
Introduced parents to the program for the development of creative abilities in children in design. I designed the material, which outlines the educational tasks and photographs with the work of children. 
At the beginning of the school year, on the basis of our group, a creative group was created to study and apply Lego design in work with children. We have developed a long-term plan for the year, purchased the required number of Lego sets, and are conducting scheduled classes. 
In the middle of the school year, she taught children how to operate with paper. First, she introduced me to the properties of paper - it can be wrinkled, torn, bent, various small paper parts can be glued to it. Work on the manufacture of paper structures began with a sample and a detailed explanation of how to properly perform this craft. The main task of this type of design is to teach children to bend a sheet in half, to develop accuracy, artistic taste and eye. 
We will certainly continue work in all areas of constructive activity of children in the next age groups.
An effective means of developing the creative potential of preschoolers, according to scientists, are productive activities, in particular manual labor and design.
In my work practice, this provision has found convincing confirmation. The systematic, systematic and consistent organization of manual labor and design classes has brought tangible results in the form of real products of children's creativity, as well as positive dynamics of diagnostic results for all indicators of the artistic and creative development of preschool children.
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Creative report on the topic:
"The development of children's creative abilities through
design and manual labor"
Educator: Melnikova N.V.
“Creativity doesn’t come to children by some sort of intuition. Creativity must be taught. Children should live in a world of beauty, games, fairy tales, music, fantasy, creativity.”
V. A. Sukhomlinsky
Creativity in the broadest sense is an activity aimed at obtaining something new. Therefore, the main indicator of creativity is the novelty of its result, which is of an objective nature, since something that did not exist before is being created.
The development of children's creativity is a hot topic of modern pedagogy and psychology, which today is associated with the preparation of the younger generation for independent living, artistic, aesthetic and labor education, contributing to the achievement of positive changes in society.
Domestic psychologists and teachers - L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, N.N. Podyakova, N.A. Vetlugin - proved: the creative abilities of children are already manifested at preschool age. Since preschool childhood is an age stage that decisively determines the further development of a person.
It is generally recognized that this is the period of the birth of a personality, the initial disclosure of the creative powers of the child, the formation of the foundations of individuality (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, J. Piaget, S.L. Rubinshtein, D.B. Elkonin, etc.)
The development of the creative abilities of preschoolers occurs in the conditions of a particular activity when mastering its socially developed means (B.G. Ananiev, C.J1. Rubinshtein, M.N. Skatkin). However, this is best facilitated by the practical activities of children, including manual labor and design. (E.Ya. Belyaeva, N.M. Konysheva, T.V. Kutsakova, T.V. Panteleeva, D.V. Sergeeva, etc.). The activity of the child is distinguished by great emotional involvement, the desire to seek and try out different solutions many times, enjoying this, sometimes much more than achieving the final result.
Making crafts from various materials (paper, threads, pieces of leather and fabric, leaves, fruits of plants, etc.) fully meets the needs, interests and abilities of preschool children. Such work, due to its accessibility, high efficiency and expediency, allows the child to directly implement his plans, improve, create and see the final product.
Confirmation of this is a lot of original crafts and designs made by preschoolers. Eastern wisdom says: "All great things are made by slow imperceptible growth." The first steps, movements, efforts are especially important. They determine a lot in the future.
We must educate our children inquisitiveness, ingenuity, initiative, imagination, fantasy - that is, qualities that find vivid expression in the work of children.
According to the "Concept of the content of lifelong education (preschool and primary level)", one of the goals of preschool education is "the formation of a creative personality capable of independently determining the ways of its activity." These tasks are solved in design and in manual labor.
As a result of her practical activities at the initial stage, she encountered problems associated with the underdevelopment of fine motor skills, which is primarily due to the age characteristics of children and the low level of development of imagination, attention, curiosity, they are not developed enough, there is no pronounced interest in knowing the world around and inability to creatively perform the simplest tasks. As studies by L. S. Vygotsky show, the imagination of children is poorer than that of an adult, which is associated with insufficient personal experience. No matter how the child had material for the imagination, and this led to uninteresting, often very stereotyped activities. The way out of this situation became possible as a result of the search for more effective means and methods and the expansion of the child's experience for the creative development of children. To this end, for several years I have been working in depth on the topic "Developing the creative abilities of children through design and manual labor."
Target my work: To develop the creative abilities of preschoolers through construction and manual labor.
Those. based on the creation of a subject-developing space that meets the requirements of a modern preschool institution; the use of design and manual labor for the general preparation of the child for life, for the development of the most general mental properties and abilities inherent in people: the ability to accurately perceive the surrounding objective world, understand its features, highlight the essential properties of objects, establish connections and dependencies between them, express their attitude to the environment, plan their actions, coordinate them with the actions of other people, predict their results, manage their attention and behavior, be creative, etc.
All this prompted me to form tasks:
Teach kids how to make their own handmade products
from various materials.
To develop and improve the creative abilities of children, the originality of the approach to solving problems;
Improve fine motor skills of the hands;
Cultivate accuracy, independence, perseverance, desire
get involved in creative activities.
Stages of work:
Preparatory stage.Definition of goals, objectives, study of psychological and pedagogical literature, questioning of parents in order to identify knowledge about the creative development of children and how much parents accept, participate in this development, observation of the educational field "Artistic creativity" (Hand labor, design).
Main stage. Implementation of tasks. At this stage, a system of measures aimed at increasing the level of development of the creative abilities of children was implemented - this is individual work with children, collective work, as well as work with the parents of pupils.
The final stage. Determining the effectiveness of activities.
I used the following principles in my work:
1. From simple to complex.
2. Systematic work.
3. The principle of thematic cycles.
4. Individual approach.
5. Ways of organizing activities: observations, excursions, game problem situations.
In this work, I used research methods:
Study and analysis of literature on the research problem,
observation, conversation,
activity product analysis method,
Questioning.
Areas of work.
Development of creative abilities
Artistic and aesthetic development
cognitive development
“The desire to create and fantasize can arise only with the expansion of children's knowledge about the vast world around them ....”
(S.I. Merzlyakov)
She built the methodology of her work in such a way that the children formed:
creative activity,
initiative,
emancipation,
Independence.
The condition that ensures the completeness of the development of activity, the child and his personality, is the creation of a center for manual labor and design, i.e. creation of a subject-developing environment. Therefore, I designed a corner of creativity. At the same time, she took into account that the corner requires an appropriate organization: aesthetically thoughtful, accessible, safe. It is necessary to have not only the materials themselves, but also samples that children use in free activities. I took into account that in the corner there should be a sufficient supply of relevant materials.
In the corner there are many different types of constructor (large builder, small builder, Lego plastic constructor of different sizes, metal and wooden constructor, paper of different colors and textures, waste material (boxes, matchboxes, etc.), natural material ( cones, walnut shells, etc.) Through actions with various materials, in the process of performing various operations, using various methods and techniques, children learn to aesthetically comprehend the images of familiar objects, convey them in constructive activities, emphasizing the beauty and color of the external appearance in converted form.
In my work, I used various teaching methods and techniques.
Visual (teacher showing, example, help, drawings, illustrations, diagrams), verbal (explanation, description, encouragement, persuasion, use of tongue twisters, proverbs and sayings), practical (independent and joint performance of crafts).
I also built the pedagogical process on the methods of organizing activities: observations, excursions, game problem situations.
Designing from sand, snow, from building material and from various parts of designers, making colorful crafts from paper, cardboard (origami, paper rolling, weaving, paper-plastic, etc.), natural materials, decorations from beads, buttons, sewing, embroidery - fun and rewarding activities for preschoolers. Sensual experience, which is gained directly in practical, transformative activity, is more valuable. The child rejoices that the toy he made with his own hands works (the spinner spins in the wind), the craft made from waste material (planet) is exhibited at the general exhibition of the kindergarten, etc.
Starting work with the middle group, she outlined a work plan for the development of children's creative abilities through design and manual labor.
For a systematic and consistent work on design and manual labor, she developed long-term planning, which reflects the principle from working on ready-made samples to gradual complication: according to diagrams, verbal descriptions and creative work.
The main form of work is classes in subgroups once a week: middle group (20 minutes), senior group (25 minutes), preparatory (30 minutes). Individual work is expected in free time and in the evening, aimed at solving specific problems.
The structure and content of long-term lesson plans show that preschoolers enter the multifaceted world of creative activity. The work of preschoolers is concentrated on the implementation of various creative tasks, both individual and collective. The purpose of the classes is to systematize, deepen, generalize the child's personal experience: in mastering new ways of action, in understanding the connections and dependencies that are hidden from children in everyday affairs and require special conditions and guidance from the teacher for mastering. Preschoolers master the basic forms of various types of design, work with waste and natural materials, origami art, various ways of making crafts, and also get acquainted with the rich traditions of folk and applied arts.
To make the classes more interesting, and the learning was easy and imperceptible for children, I used the motivation of children's activities, which can be of two types:
➢ Personal interest motivation, creating toys, crafts
for myself, for my own use.
➢ The motivation for communicating with an adult is quite significant and attractive for children, since they want to be close to an adult and willingly help him in everything.
Engaging in manual labor and design helps: to interest children in the manufacture of crafts from various materials;
Discipline;
Learn to listen to verbal instructions;
Learn to take consistent actions;
Develop the ability to control subtle movements of the hands and fingers with the help of the brain;
Improve spatial imagination and the ability to mentally operate with three-dimensional objects;
Introduce in practice with the basic geometric concepts, shapes and bodies;
Develop confidence in their strengths and abilities;
Influence the formation of independence, self-esteem;
Help develop the first drawing skills;
Stimulate the development of memory;
Learn to concentrate
They interest children in the manufacture of crafts from various materials, contribute to the identification of constructive and creative abilities;
Develop creativity and research skills;
They bring up perseverance, accuracy, careful attitude to the product of activity and material;
Contribute to the formation of good feelings for loved ones;
Form artistic taste;
Improve speech and communication skills.
Construction and manual labor in their free time contributes to the consolidation of acquired skills and abilities in children, as well as the acquisition of new ones through systematic exercises. Children learn to find ways to solve problems on their own.
For the education of independence, the development of their creative abilities of children used games both in direct educational activities and in free time such as "Tangram" (from a square), "Vietnamese game" (from a circle), "Columbus egg", "Amazing triangle", aimed at creating flat images of objects, animals, of people. Lively and imaginative can be a game of matches, counting sticks. Animals, little men, houses, trees made of matches, counting sticks easily change the position of their components, transform into each other. Sets of geometric shapes in games can replace substitute items (corks from plastic bottles, matchboxes, boxes of sweets, etc.) These games for a child open up new opportunities for independent activity, the number of items can be limited, maybe not, and not strictly a given scheme (sequence of actions), which stimulates an active independent search for ways to implement the idea and allows you to combine parts in various combinations, develop creativity, imagination, fantasy, modeling and design abilities. To facilitate memorization of the sequence of making crafts, we used games : “What does it look like?”, “Add detail”, “What is missing?” etc. In the course of independent play activity, children first learned according to a model, then according to verbal instructions, according to diagrams, and later, according to their own imagination, to build buildings from building material, various types of constructors (metal and plastic on bolts and nuts, LEGO, mosaics, etc.). .d.). In manual labor classes, preschoolers folded “dogs”, “crocodiles”, “cockerels” out of paper, wove rugs, made furniture, aircraft, embroidered napkins, sewed on buttons, etc. Problem situations were created in such a way that the child himself wanted to make something to solve the game task assigned to him. When playing, discussing crafts, children not only learned to work according to the model and show, but also memorized the sequence of actions, which allowed them to create crafts in a group and at home in independent play activities.
Played an important rolerelationship with specialists.
An integrated approach allows optimizing artistic education in preschool educational institutions, improving the quality characteristics of images created by children. The integration of types of artistic design and aesthetic activities in preschool age has a natural character. Peculiarities of the age do not allow building the creative design activity of children without reinforcing it with words, plastic movement, and playing. Due to age characteristics, children are easily included in the game, being carried away by an invented way, action. Designing and manual labor allows you to integrate the content and forms of educational work with children (training sessions, independent activities, games, etc.)
Gives a positive effectintegration of educational areasThe integration of educational areas allows you to realize the creative potential of the child, develops communication skills, cognitive activity, develops such thought processes as analysis, synthesis, classification, generalization, forms the ability to perceive the external properties of the objective world: size, color, shape, spatial and dimensional relationships.
The child strives for vigorous activity, and it is important not to let this desire fade away, to promote its further development. The fuller and more diverse the children's activity, the more significant it is for the child and corresponds to his nature, the more successful his development is, the potentialities are realized and the first creative manifestations.
Parents are also involved in the process of designing and manual labor so that creative work can continue at home. Family work in this direction was carried out through such forms as consultations: "The development of constructive abilities in preschoolers", "What a child should know and be able to do at this age", "How to develop children's creativity", "The significance of origami in the development of a child" and advice "How to creatively develop a child”, “Creating conditions for organizing labor and independent activities of children at home and in kindergarten”, recommendations “What parents can do together with their children at home”. A survey of parents was conducted in order to determine the level of readiness to carry out the process of familiarization with design among older preschoolers based on existing knowledge and professional skills and in order to assess the knowledge and skills of parents in order to organize work to develop interest in designing from natural material among older preschoolers.
She organized the competitions "Christmas Bazaar", "Valenki", the purpose of which is to create a festive atmosphere, strengthen the ties between the kindergarten and the family, encourage parents to joint creative activities with children, develop the creative abilities of children and use them in everyday life of the acquired skills and habits of constructive activity. Parents take an active part in the pedagogical process of the kindergarten, they practice joint preparation and holding of holidays, the manufacture of attributes, costumes, joint creative exhibitions of children and parents: “We are from a fairy tale”, “Our mothers can do everything”, “Do-it-yourself flowers”, “Gifts autumn", "Gifts of autumn".
At the parent meeting on the topic “Our children are talents”, she held a workshop for parents on the topic “Home workshop (natural crafts)”. In conclusion, parents and children made handicrafts from natural materials. At the parent meeting on the theme “Family is the key to happiness”, the children together with their parents completed the tasks “Lay out the figure” (from geometric shapes), “Build a house” (from the module) the goal of which was to encourage parents and children to creative self-expression. At the parent meeting "Create and Make" she spoke about children's creativity and its development at preschool age. In conclusion, the parents completed the collective work “Fish in the Pond”. At the parent meeting on the topic "Age characteristics of children of senior preschool age", parents performed work from natural material (dry leaves), the purpose of which was the development of creative imagination.
To implement the tasks and monitor the results of efficiency, a diagnostic system (L.V. Kutsakova) was used, containing tasks aimed at developing children's creativity and stimulating the creative abilities of children.
Criteria for the quality of the child's mastery of design and manual labor:
Has an idea about the material from which the craft is made. Proficient in working with various materials. Independently determines the sequence of work. Able to independently analyze crafts. Uses his constructive solutions in the process of work. Takes into account brightness, originality when doing crafts. Does the job as intended. Knows how to choose the material corresponding to the given design and methods of fastening, connecting parts. Shows the level of imagination and fantasy. Uses a variety of manual labor methods.
Based on the results of pedagogical diagnostics, it can be concluded that preschoolers have mastered the ability to perform tasks in the exact sequence, acquired practical skills, independence in solving creative problems, flexibility of thinking (they improve crafts and find new uses for them), have learned to aesthetically and neatly design work. , fine motor skills of the hand have been improved, skills and abilities of working with various materials, devices and tools have been formed, they have replenished the active dictionary.
In general, summing up the work done, I want to note that the system for developing the creative abilities of preschool children through design and manual labor is an exceptional opportunity for developing, creative manual labor, in pedagogical work with preschoolers, allows developing the ability of pupils to create an original product, products, in the process of working on which the acquired knowledge, skills, abilities are independently applied, to show deviations from the model, showing individuality, art, to develop children's fantasy, imagination, a special vision of the world, to express their point of view on the surrounding reality
Based on my personal experience, I have developedrecommendations for educators:
Have available in the group the necessary and diverse materials for construction and manual labor. To create conditions for creative search in design: to acquaint children with works of art. Expand the types of materials and tools.
Create situations that encourage preschoolers to invent, invent, create. Act according to the principle of step-by-step learning. Training should take place in the form of a game. In working with children, good advice, help, support are very important, but not imposing one's opinion. An individual approach is of great importance.
Bibliography:
Alekseevskaya, N. A. Magic scissors [Text] series “Through the game - to perfection” / M .: “List”, 1998. 192 p.
Bogateeva, Z. A. Motifs of folk ornaments in children's applications [Text]: a guide for a kindergarten teacher / M .: Education, 1986.-206 p.
Bogateeva, Z. A. Wonderful paper crafts [Text]: a guide for a kindergarten teacher / M .: Education, 1993.-206 p.
Gulyants, E.K. What can be done from natural material [Text] / E.K. Gulyants, I.Ya. Basik. – M.: Enlightenment, 1983. – 175 p.
Davydova, G. N. Plasticineography for kids - M .: Scriptorium 2003 Publishing House, 2008.-80 p.
Zakrzhevskaya, E. D. 110 fascinating crafts from buttons [Text] / E. D. Zakrzhevskaya, S. V. Marsal. - Rostov n / D: Phoenix, 2006.- 124 p.
Kazakova, T.G. Develop creativity in preschoolers [Text]: a guide for a kindergarten teacher / T.G. Kazakov. - M.: Enlightenment, 1985. -192p.
Korotkova, E. A. Drawing, application, design in kindergarten [Text] E. A. Korotkova. - Development Academy, 2009.- 128 p.
The concept of the content of lifelong education (preschool and primary education) [Text] // Obruch. - 2004. - no. - P. 3-7.
Kuznetsova, E. M. Artistic modeling and design [Text] / E. M. Kuznetsova. - Volgograd: Teacher, 2013. 113 p.
Kutsakova, L.V. Design and artistic work in kindergarten [Text] / L.V. Kutsakov. - M.: Enlightenment, 2005. - 240 p.
Kutsakova, L.V. We create and craft. Manual labor in kindergarten and at home. [Text]: manual for a kindergarten teacher and parents.- M .: Mosaic-Synthesis, 2007.-112 p.
Lishtvan, Z.V. Design [Text] / Z.V. Lishtvan. - M.: Mosaic-Synthesis, 1981. - 159 p.
Lubkowska, K. Let's do it ourselves [Text]: a guide for a kindergarten teacher / K. Lubkowska, I. Zgrykhova.- M .: Education, 1983. - 159 p.
Paramonova, L.A. Features of the search activity of children in design [Text] / L.A. Paramonova // Content and methods of mental education of preschoolers / Ed. N.N. Poddiakova. - M.: Education, 1980. - S. 162-184.
Paramonova, L.A. Children's creative design [Text] / L.A. Paramonova. - M .: Publishing house "Karapuz", 2005. - 240 p.
Paramonova, L.A. Theory and methodology of creative design in kindergarten [Text]: metod.rekom. / L.A. Paramonov. – M.: Academy, 2008. – 192 p.
Paramonova, L.A. Formation of generalized ideas in preschool children in the process of constructive activity [Text] / L.A. Paramonova // Mental education of a preschooler / Ed. N.N. Poddiakova. - M.: Pedagogy, 1972. - S. 106-120.
Petrova, I. M. Magic stripes. [Text]: Manual labor for the little ones. - St. Petersburg: "Childhood Express", 2008.- 32 p.
Piskulina, S. S. Artistic and creative activity. [Text]: fabric applique: thematic, plot, game activities with children 5-7 years old. - S. S. Piskulina. - Volgograd: Teacher, 2012. - 95 p.
Pishchikova, N. G. work with paper in non-traditional technique M .: Scriptorium 2003 Publishing House, 2012.-48 p.
Ryabkova, I. A. Artistic and creative activity of origami [Text]: thematic, plot, game activities with children 5-7 years old. - I. A. Ryabkova, O. A. Dyurlyukova. - Volgograd: Teacher, 2012.-95 p.
Salagaeva, L. M. Manual labor for children of senior preschool age and primary school age [Text]: - St. Petersburg: "Childhood Express", 2010.- 64 p.
Sokolova, S. V. origami for preschoolers. [Text]: Methodological guide for preschool teachers. - St. Petersburg: Childhood - press. 2010. - 64 p.
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Motrena Romanova
Report on the work of the Lego-designing circle "Lego-Club" in the senior group
Constructors Lego today irreplaceable materials for occupations in preschool institutions.
In pedagogy Lego-technology is interesting because, based on integrated principles, it combines elements of the game and experimentation. Games Lego here they act as a way of researching and orienting the child in the real world.
To achieve goals Lego club work design tasks:
To develop in preschoolers an interest in modeling and design.
To form spatial thinking, the ability to analyze an object, highlight its characteristic features.
To develop cognitive activity, imagination and fantasy, creative initiative, independence.
Develop speech, expand vocabulary.
Develop fine motor skills, memory, attention
My Lego work designing began with self-education, attended open shows on lego construction studied literature on lego construction, took courses in lego design and robotics in 2016.
During lego During construction, children actively develop mathematical abilities, as a result of counting parts, blocks, fastenings, calculating the required number of parts, their shape, color, length. Children get acquainted with such spatial indicators as symmetry and asymmetry, orientation in space. In addition, design is closely related to sensory and intellectual development. child: visual acuity improves, perception of color, shape, size, thought processes develop successfully (analysis, synthesis, classification).
By the age of six, our children are already able to conceive a rather complex structure, name it and practically create it.
Early in class mug used a constructor already familiar to children Lego"Hollow" for children to be interested tried set problematic tasks aimed at developing imagination and creativity.
In the classroom, she gave an unfinished structure and asked the children to complete it, offered design according to conditions: For example, build a house for a farmer. Then I used the educational kit Lego"My First Story" and constructor Lego education.
Classes for lego- construction help children enter the world of social experience. Children develop a single and holistic view of the objective and social world. To lesson plan mug, includes topics such as "Animals", "Furniture Items", "Toys", "Transport", "Ships", "Journey to a fairy tale" other. In the corner of children's creativity, thematic exhibitions are organized, in which children's work attending classes on Lego construction.
Pursuing lego construction during joint and independent educational activities during the day, children acquire cultural skills labor: learn to keep order on workplace, allocate time and effort in the manufacture of models (each lesson has its own theme) and therefore plan activities.
Thus, according to the results circle work this year, we can conclude that my pupils have learned to analyze constructive activity, to correlate the real design with the scheme, and these are the planned results of mastering the program by children.
Related publications:
Educational area: Artistic and aesthetic development Section: Constructive and modeling activity Topic: "Legogorod" Purpose: Consolidation.
.
Summary of Lego design in the senior group "Ostrich" Municipal preschool educational institution Kindergarten "Pinocchio" Summary of lego design senior group
Yakovleva Marina Balanchaevna
Position: dow teacher
Educational institution: MADOU Kindergarten No. 1 "Golden Key"
Locality: Tyva Republic, Kyzyl city
Material name: Innovative experience
Subject:"Development of constructive abilities and technical creativity through organized classes in construction and robotics"
Publication date: 18.05.2016
Chapter: preschool education
Innovative experience on the topic:
"Development of constructive abilities and
technical creativity through
organized design classes and
robotics"
Completed by: Teacher MADOU No. 1 Yakovleva Marina Balanchaevna, Kyzyl, 2016
Relevance
application of innovative pedagogical technologies for the development of cognitive research and constructive activities, technical creativity of preschoolers 4-6 years old through the use of legoconstruction and robotics in the educational process in accordance with the requirements of the Federal State Educational Standard.
The main idea and novelty of technology.
The main idea and novelty is
,
that the educational developmental technology I proposed reflects a conceptually new approach in the field of introducing preschoolers to constructive activities and technical creativity, ensuring their active, proactive and independent involvement in activities and stimulating cognitive activity.
Target:
development of cognitive-research, constructive activities and technical creativity of the child by means of lego constructors and robotics.
object
-
research is the formation of intellectual and personal qualities of preschoolers, technical abilities, design skills, education of a creative and purposeful personality, able to independently set tasks and find original solutions.
Subject
- the process of developing logical thinking, the development of cognitive research, constructive activities and technical creativity of the child through legoconstructors and robotics.
Tasks:
Development of individual abilities of the child; To develop preschoolers' interest in modeling and design, to stimulate children's scientific and technical creativity. To form spatial thinking, the ability to analyze an object, highlight its characteristic features, main parts, establish a connection between their purpose and structure. To develop the ability to apply their knowledge in the design and assembly of structures. Develop operations of logical thinking, Develop children's cognitive activity, imagination, fantasy and creative initiative;
Develop fine and gross motor skills, orientation in space; Develop dialogic and monologue speech, expand vocabulary. To improve the communication skills of children when working in pairs, teams, distribution of responsibilities; Development of outlook and culture; To form the prerequisites for learning activities: the ability and desire to work, perform tasks in accordance with the instructions and the goal, bring the work started to the end, plan future work.
Length of experience
The duration of work on experience covers the period from 2014 to 2016 and includes 3 stages:
Distribution of activities
between participants in the pedagogical process (stages of implementation)
Activities of teachers
preschool
educational institution
Activity
children
Activity
parents like
assistants
1. Stage of express diagnostics.
Selection of diagnostic methods and techniques aimed at identifying the formation of preferences in children for constructive activities and technical creativity. Monitoring. Participation in a diagnostic examination. Parental consent to diagnose children. Processing of monitoring results. - Study results.
2. Stage of development and implementation of technology
Development of technology for the development of cognitive-research and constructive activities, technical creativity through legoconstruction and robotics. Introduction, - Familiarization with technology. Offer your ideas in this direction.
ideas proposed by parents in the content of the technology.
3. Stage of planning future activities
Activities of teachers
preschool
educational institution
The activities of the parents
as assistants
Activity
children
Joint discussion of the level of preparation for the forthcoming activity: - choice of topic, purpose, taking into account the developed approximate long-term planning; - selection of methods, techniques and content of the material; - determination of the place and time of educational activities; - preparation of practical material (preparation of visual, didactic, handouts in the form of diagrams, models, creation of computer slides, programs, etc.); - identification of technological features in the construction of the educational process for the development of "cognitive - research and constructive activities, technical creativity through legoconstruction and robotics". - organization of the educational process by the teacher, coordination, practical assistance, control, adjustment at the practical stage. Adopt a position of partnership.
4. Practical stage
Activities of teachers
preschool educational
institutions
Children activities
Activity
parents like
assistants
Activities for the development of cognitive-research and constructive activities, technical creativity through legoconstruction and robotics among preschoolers are built in the following sequence: Stage 1 and p. Stage 2. Motivation for upcoming activities. To attract the interest and attention of preschoolers to upcoming activities, a different range of methodological techniques is used, for example: a game and a surprise moment (the appearance of some fairy-tale hero at a younger preschool age and guessing riddles at a senior preschool age), creating problem situations, taking a position of partnership and active participant as an assistant.
which arouse interest in the child and a state of joyful expectation of what awaits him ahead. Stage 3. Analysis of the constructed modeling objects: a) highlighting and naming the main details in the constructed object (the degree of detail may be different, it depends on how the child knows the terminology: highlighting the main objects and their details and highlighting only the main objects. To determine the details of one object, you can use such a game technique as "Hunting for details", when children are invited to name and describe the details of the main object. And also at this stage, a method is used - a conversation that contributes to the analysis of buildings, descriptive characteristics of objects. These techniques and methods are aimed at enhancing the cognitive, research and constructive activities of children preschool age (At the same time, the teacher must show keen interest and emotionally respond to the answers of children); b) constructive modeling of the main objects (children are invited to carefully look at the graphic objects presented in front of him and choose exactly the one with which he b simulation will be carried out); c) highlighting and naming secondary objects (you can use the same techniques and methods as when highlighting the main objects; e) connecting the main and secondary objects to build a plot (invite the children to connect, and then simulate the plot. The teacher here needs to: bring preschoolers to brief discussions.They should be arranged in the following order: first it is said what will be connected to what, what parts are used, then why - analytical reasoning: why so, and not otherwise, what happens if you change the sequence of attaching parts if the child finds it difficult to find the interrelationships between objects can, with additional questions, push him to a certain choice of objects;
f) completion of the construction of the object, plot (after establishing the relationship between the main and secondary objects, the teacher invites the children to independently build, create, any thematic plot they like). Stage 4. Presentation of the constructed object, plot (at this stage, you can use such techniques as; fantasy technique, independent communicative presentation; techniques "Pride" and "Chance", where each child gets a chance to be in the center of everyone's attention and demonstrate his building, the object used in the general plot, while receiving universal approval). Stage 6 Inventing by children a descriptive story for a building, object, plot (this stage involves both the development of communicative competence and the disclosure of the creative imagination of preschoolers).
5. Stage of reflection
Activities of teachers
preschool
educational
institutions
Children activities
Activity
parents like
assistants
Getting feedback. Conclusions “Tell me about what was done”, “What caused the difficulty”, “What did you do to solve the difficulties that arise”, “What feelings are you overwhelmed now”. Reflection begins with the concentration of children on the emotional aspect, the feelings that they experienced in the process and as a result of the activity. Your suggestions and comments.
The content of the work
Senior group
preparatory group
1. To consolidate the knowledge of children about the details of the Lego constructor, to distinguish and name them. 2. Introduce children to the Lego Dakta constructor, its details. Compare it to Lego Duplo. 3. Continue to teach children to consider objects and samples, analyze finished buildings; identify essential features in different structures, group them according to the similarity of the main features, understand that the differences in features in shape and size depend on the purpose of the objects; to cultivate the ability to show creativity and ingenuity in work; learn to plan the stages of creating a building. 4. Continue to teach children to work collectively. 5. To teach mentally, to change the spatial position of the constructed object, its parts, details, to imagine what position they will take after the change. 6. Learn to analyze the conditions for the functioning of a future structure, establish a sequence and, on the basis of this, create an image of an object. 7. Teach children to design according to the scheme proposed by adults and build a scheme for the future design. 8. Learn to design according to the conditions set by adults, the plot of the game. 9. Understand what an algorithm, rhythm is, 1. Formation of interest in constructive activities. 2. To consolidate the knowledge of children about the details of the Lego constructor Duplo and Dakta, name them. 3. Continue to learn to highlight both general and individual features when considering diagrams, illustrations, photographs, highlight the main parts of the subject and determine their shape. 4. Learn to observe symmetry and proportions in parts of buildings, determine them by eye and select the appropriate material. 5. Teach children to imagine what their building will be like, what details are best used to create it, and in what sequence to act. 6. Continue to teach how to work in a team, build collective buildings. 7. Continue introducing children to architecture and the work of architects. 8. Learn to build a building according to plan. 9. Learn to build buildings according to a photograph, a diagram. 10. Continue to learn how to build buildings according to given conditions, complex and diverse buildings with architectural details.
rhythmic pattern. The symbol for an algorithm is a record. 10. Learn to design according to plan, independently select a topic, select material and design method. 11. Give the concept of a set and what is symmetry. 12. Learn to work in pairs. 13. Continue to place the building on the board, build collective buildings. 14. Learn to convey the characteristic features of fairy-tale characters using the Lego duplo (dakta) constructor 15. Give an idea about architecture, who architects are, what they do. 16. Develop constructive imagination, thinking, memory, attention. 11. Learn to establish a relationship between the shape of an object and its purpose. 12. To consolidate the knowledge of children about the concept of algorithm, rhythm, rhythmic pattern. 13. Continue to teach children to work in pairs. 14. Continue to teach children to place a building on a board, to build collective buildings. 15. Continue to teach children to convey the characteristic features of fairy-tale characters by means of the Lego-hollow, Lego-dact constructor. 16. Learn to mentally change the spatial position of an object, its parts. 17. Learn to create moving structures, find simple technical solutions. 18. continue to teach children a variety of options for fastening Lego elements together. 19. Continue to teach to talk about your building. 20. Develop imagination and creativity, the ability to use your designs in the game. WAYS TO CHECK KNOWLEDGE, SKILLS AND SKILLS.
A pedagogical assessment of the child's activities is carried out through conversations and observations of the constructive activities of children, the productivity of this activity, and their preferences when choosing activities during the day according to the presented approximate criteria by age.
The expected result of the educational course (approximate
criteria for pedagogical diagnostics)
BASIC REQUIREMENTS FOR THE LEVEL OF PREPARATION OF CHILDREN
Wake up
tannik
should
Basic program Preschool component 1 2 3 Know To have an idea about architecture, to know who architects are, what they do. Understand what an algorithm, rhythm, rhythmic pattern is. The symbol for an algorithm is a record. Generalized ideas about constructed objects (bridges: railway, pedestrian; buildings: residential, schools, theaters Be able to distinguish and name the details of a Lego constructor (Lego Duplo, Lego Dacta) Understand what symmetry is and be able to alternate colors in their buildings. to distinguish and name the details of Lego-constructor (lego duplo, lego-dacta) Can mentally change the spatial position of the object and its parts. location in space (mosaic) Distinguish geometric shapes, regardless of their color and location, be able to combine
Own generalized design methods (combinatorics, removing unnecessary, etc.) Independently and creatively implement their own ideas in designing from different materials. Design according to a given scheme and build the scheme of the future design itself. To be able to mentally change the spatial position of the constructed object, its parts, details, imagine what position they will take after the change. Be able to analyze the conditions for the functioning of the future structure, establish the sequence of their implementation and, on the basis of this, create an image of the object (a bridge across the river for pedestrians of a certain width) in groups and couples. Be able to place the building on the board, build collective figures in color and shape. To be able to convey the characteristic features of fairy-tale characters by means of the Lego duplo (dakta) designer. To be able to use Lego buildings in theatrical games, role-playing games. Create moving structures and find simple technical solutions.
the buildings. Be able to talk about your building. Be able to follow the teacher's instructions. Be able to create a plot composition on the board. As a product, as noted above, a program was presented for the development of research and constructive activities, technical creativity of preschoolers 4-6 years old through the use of group equipment and robotics, which can be integrated into the general educational program of a city preschool educational institution. This work experience was used by teachers of preschool educational institutions, parents of pupils, teachers of additional education for children. Lego technology is interesting because, based on integrative principles, it makes it possible to ensure the unity of educational, developmental and educational goals and objectives of the process of education of preschoolers. LEGO design is not only a practical creative activity, but also the development of mental abilities, which is manifested in other types of activity: speech, and grey, visual. It is also the upbringing of a socially active person with a high degree of freedom of thought, the development of independence, the ability of children to solve any problems creatively. Lego technology, no doubt, claims to be called interactive pedagogical technology, as it stimulates the cognitive activity of preschoolers. It is relevant to use the technology of educational legoconstruction and robotics in preschool educational institutions: the use of Lego - a constructor is an excellent tool for the intellectual development of preschoolers, which ensures the integration of various types of children's activities (and playing, communicative, cognitive-research, constructive, self-service and elementary household work , motor),
The basis of educational activities using Lego technology is the game - the leading type of children's activity. Lego - allows you to learn by playing and learning in the game. The use of Lego technology in the preschool educational institution allows raising the development of cognitive activity of preschoolers to a higher level, and this is one of the components of the success of their further education at school. Lego technology is a means of developmental education, stimulates the cognitive activity of preschoolers, contributes to the education of a socially active person with a high degree of freedom of thinking, the development of independence, purposefulness, and the ability to solve any problems creatively. Lego technology combines elements of the game with experimentation, and, consequently, activates the mental and speech activity of preschoolers. In a preschool educational institution, lego constructors were used earlier, but more often in the independent activities of children and bore the character of plot construction. The idea to make legoconstruction a guided, rather than spontaneous, process arose with the adoption of the Federal State Educational Standard, because having studied the demands of modern society for a formed personality from the first stage of preschool education, we thought about the relevance of using in educational educational pro cess of technol ogy and educational legoconstruction and robotics. Through the use of legoconstructors, it is possible to effectively solve educational problems implemented in kindergarten in accordance with the exemplary general educational program of the preschool educational institution, both in the invariant and in the variable part, formed by the participants in the educational process, because the program allows you to optimally combine the basic content of education and priority areas in the work of preschool educational institutions. Legotechnology can be introduced into the educational process and successfully integrated with other educational areas "Cognitive", "Speech", "Social and communicative", "Artistic and aesthetic", "Physical". In the process of LEGO construction, preschoolers develop mathematical abilities by counting parts, blocks, fasteners, calculating the required number of parts, their shape, color, length. Children get acquainted with such spatial indicators as symmetry and asymmetry, orientation in space. In addition, construction is closely related to the sensory and intellectual development of the child: visual acuity is improved, the perception of color, shape, size is improved, thought processes (analysis, synthesis, classification) are successfully developing.
Light construction also develops communication skills, activating the mental and speech activity of preschoolers. Older preschoolers are happy to talk about their buildings, pronounce the sequence of their actions, evaluate this or that constructive situation. They perform tasks that require the activation of mental activity, for example, to complete the building according to a given attribute or conditions (“Fill the space”, “Guess whose part I am?”, “Relive your model” and others). Speech situations that arise in the process of creating buildings and playing with them contribute to the development of children's speech, which serves as one of the most important means of active human activity, and for the future student is the key to successful schooling. Many learning tasks are solved: vocabulary expands, communication skills develop, the ability to generalize and draw conclusions improves. In my opinion, one of the main opportunities in legoconstruction is to teach children to work effectively together. Today, the joint development of knowledge and the development of skills, the interactive nature of interaction are in demand like never before. In group activities, children can not only communicate, but also exchange tips on mounting methods, details, or even combine their models to create a larger structure. It is important to organize the conditions under which participants in joint activities could solve emerging problems by communicating and consulting with each other, as well as learning from their mistakes. At the same time, preschoolers develop social skills: independence, initiative, responsibility, mutual understanding, which are necessary when interacting with other children. Lego building classes help preschoolers enter the world of social experience. Children develop a single and holistic view of the objective and social world. The lesson plan includes such topics as "Animals", "Urban and rural buildings", "Furniture", "Toys", "Transport", "Ships explore the Universe", "Journey to a fairy tale" and others. On the days of calendar holidays, thematic exhibitions are organized in the children's creativity corner, in which the work of children attending additional classes in LEGO construction is invariably presented. Being engaged in legoconstruction during joint educational activities during the day, children acquire the skills of a work culture: they learn to keep order in the workplace, distribute time and effort during
making models (each lesson has its own topic) and, therefore, plan activities. In light construction, the formation and development of artistic and aesthetic skills can easily be achieved by designing and transforming ready-made models, when not only a designer, but also paper, pencils, and other materials can be used to create a complete image. Due to its versatility, the LEGO constructor is the most preferred educational material that allows you to diversify the learning process of preschoolers. This is reflected in project activities. The word "project" successfully fit into the system of work of our kindergarten, where children have the opportunity to show their individuality, to realize creative ideas in the framework of joint parent projects in accordance with the calendar and thematic planning of the preschool educational institution. The purpose of such events is to arouse in parents the desire to participate with the child in thematic construction, to give them the opportunity to gain skills in interacting with children on the basis of cooperation and equal relations. And in this situation, the LEGO constructor acts as a universal material, working with which gives the same pleasure to both children and adults. Also, at the end of the school year, leisure activities are held in the kindergarten, where children, together with their parents, take part in the construction of a LEGO town with streets, parks, and playgrounds. Joint creative activity “on an equal footing” has a great developmental potential: it gives adults the opportunity to understand the interests and discover the talents of their child, establish mutual understanding, and feel each of the participants their importance in the common cause. So, legoconstruction and robotics make it possible to introduce information technologies into the educational process of preschool educational institutions, help preschoolers to master the elements of computer literacy, skills and abilities to work with modern technical means. In a relaxed game, children develop easily and comprehensively, they develop cognitive interest, creativity, observation, which contributes to the formation of a creative personality.
organization
new
approaches
aimed at the efficiency of this process:
- the introduction of educational legoconstruction in joint educational activities (GCD), in sensitive moments, in independent activities during the day; - organization of a developing space conducive to constructive activities with various types of lego constructors in independent activities during the day; - optional work in this direction, aimed at the development of intellectual potential through the development of constructive activities and technical creativity; The main part is presented by me by the following technological chain of actions:
need
motive
implementation
process
interactions
result,
aimed at the development, implementation and implementation of developing technology: 1st action Focus on
needs
, is a resource for an effective process of interaction between a teacher and preschoolers in the field of constructive activities and technical creativity, aimed at developing cognitive motivation, intellectual capabilities of a preschooler through legoconstruction and robotics.
Methods and techniques
used to implement the technology: n
visual
(use of ICT-technologies, watching fragments of animated and educational films, educational presentations, looking at diagrams, tables, illustrations, collecting photographic materials, didactic games, organizing exhibitions, personal example of adults).
verbal
(reading fiction, riddles, proverbs¸ moments of reflection, problematic issues and situations, conversations, discussions, situation modeling)
practical
(game situations, elementary search activities (experiments with buildings), playing around the building, modeling the situation, competitions, physical minutes. 2nd step Creation of pedagogical conditions in the preschool educational institution, the so-called "Smart Environment", contributing to the increase
m o t i v a c and i
meet the above needs. 3rd act
Algorithm
implementation
process
interactions
teacher with children includes the following positions: 1. An analytical report of the teacher, on his readiness to expand the boundaries of the innovative space for interaction with children in the field of constructive activities and technical creativity. 2. Characteristics of interaction (where the semantic chain of activities is built: what do we do? - what do we do? - for whom? - why? - with whom together?). 3. Organization of the process of interaction between a teacher and pupils, which is determined by conceptually new approaches, psychological and pedagogical principles and stages of activity:
Conceptual Approaches
Activity approach
–
this is the approach
in the center of which is the activity of the child (the child does not receive knowledge in finished form, but obtains it himself in the process of activity). This approach also involves a different range and change of methods used, teaching and development techniques (graphic modeling method, comparison method, methods of drawing up buildings according to a scheme, building based on a model, fantasizing techniques, etc.).
The result of the educational LEGO technology I proposed
are the following advantages:
preschoolers have a high interest in constructive activities development of cognitive mental processes: memory, logic, creative and spatial thinking, imagination. Development of speech, communicative competence of preschoolers and socialization. The development of personal qualities, represented by the target guidelines for the Federal State Educational Standard: children have become active, emotional, proactive, inquisitive and independent. Ability to express thoughts in a clear logical sequence, defend one's point of view, analyze the situation and independently find answers to questions through logical reasoning. Ability to work on a project in a team, effectively distribute responsibilities, confidently build simple models or a building, according to the scheme and without instructions. Expanding horizons, has an idea about the city and its infrastructure; types of buildings (residential, offices, one-story, multi-story, skyscrapers), farms (garden, garden and pets), expanded understanding of railway, air and water transport, their features, etc. Showing interest in the traditions and regional characteristics of their small homeland and your country. Pupils of institutions
e
The following indicators have been achieved:
the level of readiness of pupils for school will increase (the proportion of children with high and above average levels of development of cognitive processes has increased by 10-15%), indicators of the development of integrative qualities of pupils have improved (the proportion of children with a high and above average level of development of integrative qualities has increased by 10 -15%), communicative and social skills (the proportion of children with high and above average levels of development of communicative and social skills increased by 10-15%), the indicator of formation of volitionality and motor skills among preschoolers improved (the proportion of children with high and above average levels of development of voluntariness , motor skills and coordination increased by 10-15%). Children and parents have formed interests and preferences for research and constructive activities, technical creativity (the number of children and parents who prefer research activities and technical creativity has increased up to 85% compared to the baseline. Thus, improving performance in the group due to the use of the proposed system of work with preschoolers on cognitive research and constructive activities, technical creativity of preschoolers 4-6 years old through the use of legoconstruction and robotics.Stable, systematic work in this direction has increased the level of development of creative abilities of older preschool children. The results of my work indicate: Children have become more active, proactive, able to make independent decisions, to create new images based on experience and to find their own original solutions. I had a lot of confidence in myself, in my abilities. Children began to compare more, engage in creativity more actively, acquired an original way of thinking. They showed a keen interest in knowledge.