Constructive activity is a practical activity aimed at obtaining a specific, preconceived real product that corresponds to its functional purpose. Designing has extremely wide opportunities for mental, moral, aesthetic, labor education. In designing classes, the development of sensory and mental abilities of children is carried out.
"Geometric figures"
Purpose: to introduce children to basic geometric shapes.
Material: cards with the image of a house, a Christmas tree, a sun, etc. from geometric shapes.
Game progress. After talking about the pictures, ask the child to show a square (triangle, circle, rectangle), then circle the figures depicted with dotted lines with a pencil, and then color the picture. In the process of work, repeat the words with the child more often: “The ball is round, the window is square ...”
"Find and name the figure"
Purpose: to exercise children in the knowledge of geometric shapes.
Game progress. Invite the child to first color the figure in the frame, and then the same one, highlighting it from the other two. Ask him to name the shapes he knows and the color he has chosen for coloring.
"Flags and garlands"
Purpose of the game: to develop the logical thinking of children, to exercise in the knowledge of colors and geometric shapes.
Material: cards with the image of a garland of flags and other geometric shapes.
Game progress. Invite the children to color in each first figure of garlands and flags, then circle the dotted figures with a pencil and color them in any color. Then ask the child to show and name the figures, as well as to say what color he painted them.
"Chicken Family"
Purpose of the game: to exercise children in recognizing and naming geometric shapes, to develop the logical thinking of children.
Material: plot picture depicting a chicken family, a card depicting geometric shapes.
The course of the game, Consider with the child a plot picture (pre-colored). "Who is drawn? Who is the father and mother in the family? Where are the kids? How many chickens? What color are they?" Then offer a card with geometric shapes depicted and ask them to find in it those shapes that need to be cut out and glued to the image of a chicken, rooster, chickens.
Help your child cut it out and let him stick it on himself. At the end of the work, rejoice in his success. You can invite the child to show in the picture the largest circle, the smaller circle and the smallest circles.
At the end of the game, specify which geometric figure was performed. Offer to find round-shaped objects in the surrounding space. Let the child draw circles with his finger on the table, on the floor, in the air. You can suggest drawing circles on paper.
"Sail"
Purpose of the game: to introduce children to the shape of the "triangle", to develop thinking.
Material: plot picture depicting boats made of geometric shapes, a card with geometric shapes.
Game progress. Invite the children to tell what is in the picture, then draw a pencil around the sails. Ask what geometric shape they look like, what other geometric shapes they know.
After that, the children look for a small triangle, then a large one. Help them, if they find it difficult, to color, cut and paste the shapes onto the image.
At the end of the game, specify which geometric figure you cut out. Offer to find triangular objects in the surrounding space. Let the child draw triangles with his finger on the table, on the floor, in the air. You can suggest drawing a triangle on paper.
"Posting Pictures"
Purpose of the game: development logical thinking children, consolidating knowledge of geometric shapes.
Material: sample cards with drawings of geometric shapes, blank cards, cut out geometric shapes different color and size.
Game progress. Look at the pictures with the children. Offer to find familiar geometric shapes on them.
Cut out figures in two copies from colored paper and make applications with the children from one. Offer the second set of figures to the children for uploading images. Do not forget to fix the names of colors in the children's memory during the game. For the second image, cut out the shapes so that their shape is the same, but the color is different, so that the child can find the detail both in shape and in color.
"Design by Scheme"
The purpose of the game: the development of logical thinking of younger children preschool age.
Material: cards with contour diagrams, builder's parts.
Game progress. Children are given a card with contour diagrams and are asked to lay out the image data from the large parts of the building kit on the table, using this card as a model. To make it harder for the kids, offer a few more details than they need.
"We construct from sticks"
Purpose: consolidation of knowledge of geometric shapes, development of logical thinking of children.
Material: cards with a contour image of objects, sticks of different lengths.
The purpose of the game. Offer the children sticks of different lengths, ask them to select the longest, shortest and shortest. Lay out some figure from the sticks at the suggestion of the child. Then give the child a card, examine the contours of objects with him, let him recognize them, name them. Then offer to lay out any figure. In the process of work, fix the names of familiar geometric shapes that will appear in the process of laying out. Ask to lay out the figurines with sticks according to your own plan.
"Find the Shape"
The purpose of the game: to familiarize children with the names of geometric shapes, to introduce the cone, cylinder and prism.
Material: building kit, cards depicting geometric shapes.
Game progress. Ask the child to find and bring a cube, a brick, then a long plate (usual building material is used for construction). Show the child a cone and offer to find the same part (then a cylinder, then a prism). After that, give the child a card and offer to find these details.
"Find a Pair"
The purpose of the game: the development of logical thinking, exercise in naming colors and naming geometric shapes.
Material: cards with the image of geometric shapes divided into 8 parts, not cut cards according to the number of players
Invite the child to play the game. (One of the cards is cut into eight parts.) Put the cut cards on the whole card on the card, (figures that are the same in shape, but different in color and size). Raise one or another card and ask to find the same part, but in a different color or size. When completing the task, exercise the children in naming colors.
"Build according to the scheme"
Purpose of the game: to teach children to perform elementary constructions, focusing on the schemes.
Material: building plans, building set.
Game progress. Recall with the children the building details that they know, show them their properties. Show the card, ask what is shown on it, offer to consider, and say from what details of the building. Ask to build the same buildings from building parts. It is important that the details are depicted in actual size.
"Putting Details"
Purpose of the game: to teach children to lay out images using the overlay method.
Material: cards with contour drawings, a building set or planar geometric shapes.
Game progress. Children are taught to lay out images by superimposing the volumetric details of one of the faces on the drawing. Offer the children a map and ask them to create beautiful pictures(Show on the example of installing one part).
Constructive games for children 4-5 years of age.
"Laying Out Figures"
Purpose of the game: to exercise children in laying out images from geometric shapes using diagrams.
Material: maps-schemes of images, construction set.
Game progress. Children are offered diagrams and geometric shapes for uploading images. After completing the task, they ask: “What figures did you make up this car from? How many figures did you need for this rocket? How many identical figures are there?
"Find the Extra"
Purpose of the game: to develop the logical thinking of preschoolers.
Material: cards with the image of geometric shapes.
Game progress. The map shows rows of geometric shapes. Children are invited to consider them and determine what is superfluous on them, then justify why.
"What does it look like?"
Purpose of the game: to develop visual-figurative thinking of children.
Material: a set of planar geometric shapes.
Game progress. The teacher alternately shows the cut out geometric shapes, names them and asks to say what they look like. For example: ball - bun, sun, face, Balloon etc.
"We construct from sticks"
Purpose of the game: development of logical skills of children.
Material: sticks of different lengths in three sizes, cards with simple pictures.
Game progress. Children are given sticks of different lengths, they are offered to decompose them into three parts in size. Then they give pictures (real images of objects of a simple form: a flag, a car, a boat with a sail, a wheelbarrow, a flower, a vase, etc.) and ask them to lay out the image of these objects with chopsticks.
"Match"
Material: drawings depicting geometric shapes and real objects familiar to preschoolers.
Game progress. Children are offered two drawings, one shows geometric bodies (a cube, a cylinder, a ball, a cone, etc.), on the other, real objects familiar to preschoolers are asked to name which geometric body this or that object looks like. Invite the children to play the game “What does it look like?” - to find objects in the surrounding space that resemble familiar geometric bodies. Ask the children to show and name round, square, shapes in one and the other picture.
"Remember what it's like"
Purpose of the game: to exercise children in naming geometric shapes.
Material: cards with the image of geometric shapes.
Game progress. Children are offered cards with the image of building details. The educator asks to name the detail and recall objects that are similar to it, while justifying why he points out these objects.
"Calculate and Design"
Purpose of the game: Development of logical thinking of preschoolers.
Material: cards with the image of robots from geometric shapes, building kits or planar geometric shapes.
Game progress. Children are shown a drawing depicting robots from geometric shapes. The teacher offers to count the robots of men, asks how many robotic dogs. He asks to choose any robot, to tell what figures it is made of, how many identical figures-details went into it. Then the children are given geometric shapes and asked to lay out their favorite images.
"Set up the room"
The purpose of the game: the development of logical thinking of preschoolers.
Material: sheet of paper (35*45cm), construction set, planar geometric shapes
Game progress. The teacher offers the children a sheet of paper (35 * 45 cm) and says that this is the floor of the doll's room, asks to build it with bricks (the walls of the room), leaving gaps for the window and the door. After the children have done this, he takes out a sheet and puts it next to the built room. Then he takes out geometric shapes and offers to lay them out on paper, picking up pieces of furniture that are similar in shape to pieces of furniture (a square is a stool, a rectangle is a bed, etc.). The teacher examines the resulting scheme with preschoolers and asks to arrange “furniture” on it in a room lined with bricks. At the end of the work, the children compare the image with the building.
"The ratio of geometric bodies and figures"
Purpose of the game: to teach children to correlate images of geometric shapes and construction details of the designer.
Material: Cards with the image of geometric shapes, construction set.
Game progress. Preschoolers are invited to consider images of geometric bodies, and then the geometric shapes shown below. The teacher asks to find the building details shown on the card and show those sides that are in the form of geometric shapes shown under the card.
The task becomes more difficult if children are asked to correlate geometric shapes and bodies without using building details.
"Putting Details"
The purpose of the game: the development of logical thinking of preschoolers.
Material: scheme cards, construction details.
Game progress. Preschoolers are given two cards: on one, various towers are shown in the form of a diagram, on the other, building details that should be selected to solve this problem. Target
tasks: lay the details in the contour so that they are in contact with the surface of the sheet of one of the faces. In the process of solving the task, the teacher specifies what parts the child uses, what color, what shape of the edges of a particular part, how many edges the part has, how many parts went into assembling the image.
Constructive games for children 5-7 years of age.
"Build by model"
Purpose of the game: to teach children to build structures according to the finished model.
Material: three-dimensional models, construction kit.
Game progress. Build simple structures from building material and glue them with paper or cloth, you will get three-dimensional models. There is a general idea of \u200b\u200bthe design, but you have to guess what parts it is assembled from. Invite the children to build buildings according to these models. (Children preparatory group construct more complex structures according to the depicted undivided three-dimensional models.)
"Create a scheme"
The purpose of the game: the development of logical thinking of preschoolers.
Material: planar geometric figures, felt-tip pens, sheets of paper, contour diagrams, construction kits.
Game progress. Invite the children to lay out various simple images of buildings (front view) on paper from pre-cut cardboard geometric shapes, then circle all the shapes with felt-tip pens - you will get diagrams. They can be used as aids for planar modeling (Children of the preparatory group are offered to create contour diagrams, outlining not every geometric figure, but the general contour of the figures combined in the model.) Then the children are given the task of dissecting these diagrams, concretizing them (coloring). Complication: it is proposed to build buildings according to contour schemes.
"Scheme Modeling"
Purpose of the game: Teaching children how to model according to the scheme.
Material: cards depicting geometric shapes and schemes of structures, construction details.
Game progress. Children are offered two cards: one shows geometric shapes, the other shows diagrams of structures. The task is given - to select the necessary figures according to the scheme and start modeling. The task can be complicated by offering construction details instead of geometric shapes.
"Mistakes in the pattern"
Material: Cards with the image of geometric shapes.
Game progress. The card shows a pattern of geometric shapes. Children are invited to examine it and find errors that violate the symmetry of the pattern. Then they ask questions: “What shapes is the pattern made of? How many figures are in top row, at the bottom, rhombuses, triangles, squares, ovals?
"Make from sticks"
Purpose of the game: to exercise children in drawing up geometric shapes from counting sticks.
Material: counting sticks.
Game progress: Preschoolers are trained in drawing up geometric shapes from counting sticks.
- "Make a figure out of three (four, five, six) sticks."
- "Make two equal triangles of five sticks."
3. "Build three squares of ten sticks (by attaching one figure to another)."
"Find the mistake"
The purpose of the game: the development of logical thinking of children.
Material: cards with the image of geometric shapes.
Game progress. Children are offered a card, it depicts geometric shapes, inside of which there is a geometric body. Moreover, one of the faces of the geometric body must have the shape of the figure on which the body is drawn. You need to find an error in the image.
"What changed"
The purpose of the game: the development of logical thinking of children.
Material: building parts.
Game progress. Construction details are placed in front of the child. They ask you to remember how many there are and how much they cost. Then they offer to turn away and remove any part (set the parts in a different position on the plane of the table, swap them, add new ones). The preschooler then notes what has changed.
"Changing Places"
The purpose of the game: the development of memory and logical thinking of children.
Material: sheets of paper, construction details, felt-tip pens.
Game progress. Two are playing. Children are seated with their backs to each other and are offered to place small construction details on a sheet of paper, set tightly to each other so that each detail is in contact with the surface of the sheet of one of the faces, and circle the resulting figure with a felt-tip pen. Then remove the parts from the sheet, swap places and re-install them on a sheet of paper exactly inside the contour. The task is more difficult, the more details are offered.
"Robots"
The purpose of the game: the development of logical thinking of children.
Material: cards with the image of robots.
Game progress. The map shows robots assembled from building parts. Children are asked to answer questions.
- "How many robots are shown."
- "Find two robots assembled from parts of the same shape."
3. "Show which robot has a part that others don't have."
4. "Which robots can be built from building parts and which ones can't?"
"Cut and Fold"
Material: thick paper, scissors.
Game progress. Children are asked to cut out thick paper any geometric figure, cut it into several parts of different sizes, and then fold it again. Children are given the opportunity to establish a pattern: the more parts are obtained, the more difficult it is to put the figure together, but on the other hand, you can create more new images. The task can be complicated by inviting the guys to exchange cut out figures.
"Modeling"
The purpose of the game: the development of imagination and logical thinking of children.
Material: planar geometric shapes, sheets of paper, pencils.
Game progress. Invite the children to model using paper geometric shapes, structures drawn by them or made using the appliqué technique (palaces, cathedrals). Then make schemas and use them to construct these objects.
I. The value of building and constructive games in the development of the child's personality
Construction and constructive games are practical activities aimed at obtaining a specific, pre-conceived product. Children's construction is closely related to the game and is an activity that meets the interests of the child.
In preschool pedagogy, design is considered as a means of comprehensive development of the child.
a) Mental development
Sensory abilities are being developed. They develop most successfully in productive activities, in particular in design. While constructing, the child learns to distinguish the external qualities of an object, a sample (shape, size, structure, etc.); he also develops cognitive and practical actions. In construction, the child, in addition to visual perception of the quality of the object, actually, practically disassembles the sample into details, and then assembles them into a model (thus, in action, he carries out both analysis and synthesis). Thus, the ability to compare, to perform visual analysis, to include thinking processes in the process of perception is formed.
In games with building material children develop an interest in technology, develop observation; acquire knowledge of a technical nature, get acquainted with the properties of geometric bodies.
b) Labor education
Building material games are especially close to labor activity. They bring up in children such qualities that directly prepare them for work: the ability to set a goal; plan their work, select the necessary material, critically evaluate the results of their work and the work of their comrades, creatively approach the implementation of the goal. In the process of construction activities, diligence, independence, initiative, and a responsible attitude to work develop. When organizing and conducting games in kindergarten, there are great opportunities for educating the initial skills of friendly work in a team.
c) Speech development
In games with building materials, a large role belongs to the activity of the hand associated with the active work of consciousness. Materialistic physiology attaches great importance to the hand as a subtle organ of touch, which complements the complex of sensations and makes the idea of objects more complete, deeper. Thanks to the joint activity of the hand, brain and speech apparatus, a person has the opportunity to influence external world, knowing the laws of its development. In conditions kindergarten building games contribute to the improvement of speech in children: they share their ideas, explain their actions, suggest a particular decision. The vocabulary is expanding.
d) Physical education
Building games are also valuable because they bring great emotional pleasure to children. During the game, children are embodied in their favorite heroes: either this is a pilot building an airplane for himself; or a captain who heatedly discusses with his sailors the details of a steamship under construction, on which a long voyage is proposed.
Constant exercise in a wide variety of movements, accompanied by an emotional rise, contributes to the fact that these movements become fast, dexterous, easily subject to the control of the eye. The coordinated work of individual muscles improves, especially the flexors and extensors.
e) Aesthetic education
For the construction of any structures from building material, it is necessary to acquaint children with their true image. This requires excursions and illustrations depicting any structures and buildings. With their help, children have the opportunity to develop artistic taste, to cause aesthetic pleasure when looking at beautiful buildings, to form the ability to appreciate what was created by the creative work of people, to love the architectural riches of their city, country, to protect them. In addition, children develop an understanding of the appropriateness of architectural solutions.
f) Moral education
Moral education takes place in close interaction with mental education, and in this single process the problem of the all-round development and harmonious development of the child is solved.
Design plays an important role in this. It contributes to the formation of such valuable qualities as independence, initiative, organization and responsibility in the performance of a task. In the design classes and in the game, children are brought up with will, restraint, the ability to listen to the teacher's explanations and work in accordance with his instructions, to overcome difficulties in achieving the goal.
g) Preparing children for school
Purposeful and systematic teaching of children to design plays a big role in preparing children for school. It contributes to the formation of the ability to learn, reveals to them that the main meaning of the activity is not only in obtaining results, but also in acquiring knowledge and skills. Such a cognitive motive causes significant changes in mental processes. These changes consist mainly in the ability to arbitrarily control one's cognitive processes (to direct them towards solving educational problems), to achieve a certain level of development of mental operations, and the ability to systematically perform the mental work necessary for the conscious assimilation of knowledge.
II. Features and structure
V preschool children are taught to design from play building materials, from paper, soft cardboard, natural material.
a) Construction from building materials
Children from an early age are introduced to 11 bricks, then gradually the material is diversified. From the details of this material, children display familiar objects in their buildings.
b) Construction from paper and additional materials
This type of construction is taught in the middle, senior and preparatory groups. Build a three-dimensional toy out of paper or thin cardboard. This type of construction includes crafting toys using a variety of boxes, reels, corks, pieces of foam, ona rocks, etc. All this is much more complicated than the construction of buildings from separate ready-made forms by the method of their compilation.
c) Construction from natural material
Starting from middle group, chestnut fruits, pine cones, spruce cones, alder shells, bark, branches, knots, straw, acorns, etc. are used for design. The peculiarity of making toys from natural material is that its natural form is used.
The quality and expressiveness of the toy is achieved by the ability to notice in this material the similarity with objects of reality or fairy-tale images and enhance this similarity with additional processing.
A feature of building and constructive games is the game with natural material. Having barely learned to walk, the baby reaches for a shovel, scoop, seeks to dig snow, sand, loves to play with water. But without special training, these games are of little content and monotonous - both games with natural material and games with building materials require special training.
The program for teaching children to design sets the following tasks:
- to teach children the techniques of building design;
- to expand ideas about the structures and buildings of the environment, to teach them to see their design features, to reproduce them in game buildings;
- encourage children of all age groups to use in the game the skills and design skills acquired during training;
- to teach children to collectively carry out constructions, taking into account the opinions of friends in work. To teach to describe your opinion, motivating its expediency;
- to teach to work in an organized manner, following the order when using the material;
- develop the ability to work purposefully, pre-think your actions (thinking about the elementary forms of the work ahead).
To teach children how to design from building material, the teacher uses a variety of techniques:
- the construction of the building by the educator, showing all the design techniques and explaining the actions;
- showing a sample of the finished building;
- the use of a finished building as an example showing how one or another object can be depicted in a building material;
- display of individual design techniques;
- the offer of a sample of the building, completed by the educator in part, is completed by her children themselves;
- a message on the topic of the construction site indicating the conditions that children must fulfill;
- the construction of buildings by children according to their own design.
Establish a direct sequence in the application of construction training methods. The use of this or that technique depends on the complexity of the construction, on the method of connecting parts.
This type of game has been thoroughly studied in domestic preschool pedagogy (V.G. Nechaeva, Z.V. Lishtvan, A.N. Davidchuk, L.A. Paramonova). Games with building material (as well as theatrical, didactic, mobile) can be classified as milestone (by the definition of A.N. Leontiev), through which the child develops skills, qualities and personality traits that prepare his transition to a new type of activity. The content of games with building materials is creation, reproduction of the surrounding reality with the help of different materials.
The following types of building material are distinguished:
- specially created (floor, desktop building material, sets such as "Young Architect", "Ancient Castle", designers);
- auxiliary (boards, boxes, boxes);
- natural (sand, snow, clay, stones).
Games with building materials are associated with other types of games (role-playing, theatrical, mobile, didactic). The need to make a building, for example, a stage for a performance, a rocket for flying into space, a room for a doll, arises in the process of realizing the idea of the game, creating a game image. In such a construction, there can be a conditional character (high chair after a high chair - a train) or obey its practical purpose (the dependence of the stage design on the genre of art, on the size of the "artists").
Often the child is fascinated by the process of creation, design. The game is in the construction of the building, the manufacture of the toy: the children agree on what they will build, in what ways, and distribute roles.
The presence of a game plan, its free development, the variability of solving a creative task, the interest of children in the process of activity - all this determines the creative nature of games with building materials. It is necessary to add the work of the imagination inherent in these games. The games themselves contain incentives that encourage the child to imagine, fantasize, which is proved in the studies of N.N. Podyakova, L.A. Paramonova and others ...
IV. The originality of the management of building games for children of different age groups
The educational and developmental impact of building games is achieved only when the purposeful teaching guidance of the educator is correctly combined with the initiative and activity of children.
In this case, the educator performs the following tasks:
- expanding the ideas of children and directing their attention and directing their attention to the work of builders, the equipment they use;
- teaching methods of construction, education and development of independence and activity of thinking, constructive and creative abilities;
- the formation of industriousness, the development of the correct relationship of children, their unification into a friendly team.
First junior group
The kindergarten education program for younger groups provides for building games with toys, classes with building materials, in which the necessary actions are taught, the formation of simple, but clear and durable skills. Children are introduced to the building material, their shape, size, different location on the plane of the table (lying, standing); they teach to lay one on top of the other, place the bricks horizontally (train, track); form the simplest ceilings (gates, house). The teacher finds similarities between buildings and familiar objects in the surrounding life.
Second junior group
They teach not only to distinguish between the main building details (cube, brick, plate), but also to name them, as well as to arrange the bricks at an equal distance from each other in a circle, in a quadrangle (fence, fence), placing them on a smaller plane.
Already at this age, children begin to be taught the purposeful examination of objects and buildings.
The guide of the educator is to create a play environment - the selection of building material.
middle group
The kindergarten curriculum includes further development children's interest in building games, the use of created buildings in role-playing games, educating the ability to build not only according to the proposed model, but also the topic outlined by itself, teaching more complex methods of work.
Under the guidance of a teacher, children of 4-5 years old are able to reflect impressions of the environment in a building game. They are given a variety of materials (building material; constructor; pieces of plywood, cardboard, material for decorating buildings).
The teacher on excursions, targeted walks draws the attention of children to buildings, bridges, transport, streets, fences, etc., teaches them to see the beauty of structures, to notice not only the common, but also the different, to highlight individual parts. Thus, in the process of directing building games, children of this age expand their ideas about the environment, which they use in the game.
Senior group
The kindergarten education program provides for teaching children the preliminary planning of collective building games, setting the goal of the game, determining participants under a preliminary agreement, using constructive building skills not only according to a visual model, but also according to drawings, photographs of various structures.
The management of the games of older children is directed to a greater extent to a combination of intellectual and practical activities. The teacher teaches them to think about the upcoming game actions, compare one with the other, develops ingenuity, encourages a guess, and encourages them to put the decision into practice.
For older preschoolers, a variety of building materials are recommended. They should be shown how to use one or another of them, how to connect its individual parts, blocks, how to make buildings mobile, durable, beautiful.
The correct management of the game and the active participation of all children in it determine their satisfaction from it, their interest in it, and thus its duration.
preparatory group
Building games in the preparatory group are distinguished by more diverse ideas, as children become more familiar with the phenomena of life around them, with construction techniques on special excursions, when watching movies, through books.
In games, they often imitate the construction activities of adults.
The interests of the children of the preparatory group, their capabilities make great demands on the management of building games.
The teacher must have the necessary knowledge, show interest in technology, invention. From a wide variety of buildings, structures, types of construction, he selects a little that is available to children and has an educational and educational impact.
In teaching design, the translation of a planar image (photo, drawing) into a three-dimensional structure is of great importance, which places significant demands on the child and contributes to the development of analytical activity. The teacher teaches to analyze the results of the game. This disciplines the mind, teaches children to relate the goal and process of construction with the result.
Literature:
1. S.A. Kozlova, T.A. Kulikova"Preschool Pedagogy"; M. 1998
2. V.N. Levitskaya"Creative games for preschoolers"; M. 1957
3. Z.V. Lishtvan"Games and activities with building materials in kindergarten"; M. 1958
4. Z.V. Lishtvan"Games and activities with building materials in kindergarten"; M. 1966
5. N.P. Sakulina, T.S. Komarova"Methods of teaching visual activity and design": M. 1979.
6. Z.V. Lishtvan"Design"; M. 1981
Construction game for older preschoolers
Material Description: This game is intended for children of preschool age. Children learn to cooperate in the process of collective constructive activity. They gain additional knowledge about the infrastructure of the city and the countryside. Based on the program of N.M. Krylova "Kindergarten - the house of joy."
Construction game: City and Village.
Target:promoting the improvement of skills in constructive activities.
Tasks:
contribute to the formulation of a self-assessment of the final result,
contribute to the creation of a positive emotional atmosphere,
to promote the development of coherent speech,
to form the ability to carry out construction in a certain sequence, taking into account the plan-scheme
to cultivate collective relationships in the process of constructive creative activity.
instill patriotic feelings, consolidate children's knowledge of the symbols of the state;
Equipment: building schemes, design attributes, constructor.
Preliminary work: individual, subgroup, frontal work on the design of various buildings, the construction of a city, a village; familiarization with elementary mathematical concepts.
Sources: Program and technology "Kindergarten - the house of joy" NM Krylova.
Lesson progress
B: Let's say hello
Round dance game "A boat is floating on the river" (own work)
A boat floats on the river
And we go hand in hand (go in a circle)
And the rivers are a blue stream (waves show)
And there is a bridge across the river (join hands, elbows higher)
And behind the bridge there are houses (hands above your head)
And in those houses the kids sleep (palms under the cheek)
Soon the sun will rise (hands up, stretch)
The rooster will sing a song "Ku-ka-river"
And all the kids will stand here (walk in a circle)
And together they will run to the kindergarten (run)
- Everyone ... ran to the kindergarten!?!?
Motivation.
Q: What are the names of children who come to kindergarten? (Preschoolers)
Q: What will you be called when you go to school? (Pupils)
V .: There is such a type of labor - construction. People of what professions are called builders? (called).
V .: And we have building material ... Can we be builders ?! (Can)
What did you think? So, what happens, every builder, where he wants, he builds there ?! (No, according to the architect's intention).
Q: Where do you want to build? What material...?
Q: But before the builders get to work, what must the architect do? (Choose a location). So, the chief in the construction will be the architect?!
V .: It’s right that your results of work ... and bridges, and houses, and roads, and factories and plants would benefit people and be comfortable for them, they need an architect ..., he conceives a city or a village ...). V .: Well, in order to distribute all the buildings, structures, the architect needs to draw everything on the board.
Q: So, yesterday we were who? (architects). Why are you so sure? (because they planned the construction of a city and a village, they drew a development scheme)
Q: What do we think today? (build a city and a village). So who will you be? (builders)
Q: What professions of builders will we have? (Bridge builders, builders of high-rise buildings, house builders ... And we also need to build a station ... And the administration building ... We will build a village ..
V .: And you can build it in such a way that it would be convenient for everyone to live, so that the buildings are STRONG, WARM, TO BE CONVENIENT ... (Yes).
Q: Can you build such a city?! (Can).
V .: Probably, we need to think not only about how beautiful the city and village will be, but also where we will place them.?! On our surface, convenient for construction, on a plain, a river flows nearby ... from ancient times, settlements appeared on the banks of rivers ...
V .: You can build according to a plan, as, for example, St. Petersburg was built ... Or you can build it the way Moscow was built ... After all, it was not built immediately, but gradually ... around the Kremlin.
Q: How did you and I decide to build? (According to plan).
V .: In our city there is a main square, the main street goes from it. There is a train station here.
V .: You are architects and builders, you have individual projects, please choose.
(Children show the construction object on the diagram and take the necessary place).
V.: We begin the construction of the city and the village according to our development plan.
Activity.
Grade. Built.
Q: Construction time is over. Let's discuss the development of the city and the countryside? You will probably agree that it is good for the city and the village to be beautiful, comfortable, and, of course, for the buildings to be durable? (Yes)
While the children are approaching the teacher, you can offer to play a game, for example, “Guilty Cloud”
Everyone gathered to evaluate.
Q: What country do we live in? (Russia)
Q: What are those who live in Russia called? (Russians)
Q: What city do we live in? (Kemerovo)
Q: What is the name of the city you built? (suggest names)
Q: What country is the city you built in? (In Russia)
Q: Excuse me, but how to define it? (There is a flag on the main building of the city)
Q: What else can be symbols of the state? (Coat of arms, anthem)
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Q: Is it convenient for residents in your city to live? Why? (Explain).
V .: Well, so your residents only rest, but they have nowhere to work ?!
All unemployed? (at the factory)
V .: Well, if there is a plant, then, probably, someone is working at the plant, which means that there is a result of labor ?! (They will begin to fantasize about what they produced at the factory, for example, a wood processing plant)
Q: Where do the raw materials for the plant come from? (Show village houses)
Q: Where are the products sent and to whom?! (to consumers, to villages and cities)
Q.: What should be sent..., by what means of transport...? By car, you can, of course, by river transport, or by rail, or by plane?! (thinking)
Q: Do you have a marina? (No, but you can build).
So let's include in the plan of our future development the construction of a pier and merchant ships.
Q: Is there an airport? (The next time the architect needs to add it to the construction plan).
V .: Did you have everything in stores ... both vegetables and fruits? (Yes).
V .: And they are still in the store ... and do not end?! (They are transported).
V: Where from? (Show village houses)
Q: And what could be sent from your city to the village?
(Ready-made pastries, canned food, clothes ...).
V: Well done! You are real builders!
September.
1. Introduce children to the area of building and constructive games in the group and on the site.
Build: The tracks are long and short.
2. Introduce the properties of sand (dry, wet).
3. Introduce the properties of water (water can overflow, seethe, murmur, be light, transparent or cloudy).
1. Introduce children to new toys, look at books, paintings, build with the teacher: railway, fences for animals, fences.
2. Modeling from raw sand using molds.
3. Games with water (transfusion of water).
1. Construction of fences different types, gates, laying out patterns and paths from colored bricks.
2. Continue to acquaint children with the properties of sand (pass through a funnel, fill them with jars, bubbles).
3. Games with water (taste sensations).
1. Acquaintance with a new set of building material.
2.Build a fence for nesting dolls.
3. Games with water (some items are washed, others are allowed to swim, others are poured with water and poured out).
1. Observation of the process of preparing colored ice floes, the work of the children of the senior group in the construction of buildings from snow.
2. Decorating them with colored ice floes.
3. Consideration of the slide on the site.
4.Build slides with ladders for dolls.
1. Construction of roads and bridges (according to the model), aircraft, cars. 2. Construction of a slide for dolls from snow.
3. Games with water (water from liquid can become solid and vice versa).
1. Construction of roads, bridges, transport.
2. Continue to acquaint children with the properties of water (warm, cold). 3. Observation of what happens to objects (fabric, paper).
1. Construction of furniture for dolls.
2. Games with water.
3. Production of buildings from sand.
1. Consideration of building plans.
2. Construction of houses with living room decorations.
3. Making treats for dolls from sand, decorating them.
4. Bathing dolls, washing clothes, playing with water.
FOR CHILDREN OF THE MIDDLE GROUP
September.
- Introduce children to the "workshop" in the group.
- Build according to the idea of \u200b\u200b"Buildings for toys."
- Sand games on the site: "Hill", modeling with molds.
- Construction from natural material "Flowers from shells".
- To acquaint children with different types of constructors (plastic, wooden), with toys for playing around.
- To introduce children to graphic substitutes for objects, to teach how to make and “read” drawings. Game "What is it?".
- Learn to transform composition by dimensions. Sand games.
1. Introduce children to a graphic representation of the subject, with an analysis plan to build cars, houses "City Street".
2. Games with a plastic constructor like "Lego".
3. Construction of slides and ladders from snow.
- Building a ship, bridges, using diagrams, drawings.
- Games with a mosaic, a plastic designer.
- Construction of the town, labyrinths of snow.
- Continue to learn how to use the schemes in the construction of the buildings "Fences", "Garage", "Transport".
- Games with a small designer by design.
- "Different Houses" Learn to decorate the facade with a decorative wall.
- Construction of a fortress from snow, decorate it with colored ice floes, moldings.
- Making toys from natural material by design.
- The construction of a "locomotive with wagons", "Plant" collectively (according to the schemes).
- Games with mosaics, constructors by design.
- Paper construction "Car", "House".
- Children's buildings according to the plan "Children's Town" (with drawing up a diagram).
- Paper construction "Book", "Accordion", etc.
- Making paper crafts like "Origami".
- Production of toys of animals, birds from natural material.
- Sand games "Room for dolls".
FOR CHILDREN OF THE OLDER GROUP
September.
"City of masters".
1. Continue to teach children to distinguish and name building details, to independently transform buildings, depending on the purpose.
2. Playing out the scene “Somehow the Cube went into the forest” (L. Kutsakova).
3. Continue to teach how to build buildings out of sand.
"Furniture for gnomes."
1. Learn to build furniture, consolidate knowledge about the main parts and details of furniture.
2. To consolidate knowledge and skills to replace construction details with their planar graphic images.
3. Construction from natural material on the theme: "Gnomes" using schemes (for playing with buildings).
Stations, Metro.
1. Construction of elementary structures according to the finished drawing. Learn to read drawings, recognize the same details in different projection images. Exercise in self-selection of parts, build together with partners.
2. "Snow fortresses". Learn how to build buildings out of snow. To consolidate the ability to plan activities for drawing up a diagram and reproducing it in a building.
"Houses for guests from another planet."
1. To consolidate the ability to reflect in the construction the relationship between the purpose of the object and the features of the structure. Learn to build objects with free interior space.
2. Designing paper houses. Learn to fold paper, smooth fold lines, cut according to the pattern.
3. Learn to build buildings from snow (slides, ladders).
"Multi-storey houses".
1. To teach children to navigate in planar schematic images and the ability to convey structural features in the construction, to supplement the design with the construction of a ladder, and other additions.
2. Designing paper houses. To teach simple paper crafts, to learn how to make folds, cuts (triz).
3. Snow buildings. To consolidate the ability to build buildings from snow for games.
"Theatres", "Fairy-tale palaces".
1. Stimulate independent search by children constructive solution buildings for the characters of fairy tales. To consolidate the ability to use graphic modeling in the process of developing a design concept.
2. Learn how to make fairy-tale characters from paper.
3. Learn how to make fairy-tale characters, animals from snow, to activate motor activity using diagrams, drawings.
"Trucks".
1. Learn to establish the dependence of the machine on it functional purpose. To consolidate the ability to draw up a graphic model, the ability to dismember general scheme into parts.
2. Learn how to design paper trees (twisting, gluing, cutting).
3.Design from metal parts(cart, truck), learn to analyze diagrams, connect parts.
"War Machines".
1. Learn to create machine designs according to an independently compiled and supplemented scheme, learn to distinguish common functional parts in a group of objects.
2. Construction from different types of constructors. Learn how to join parts different ways, learn to build according to the scheme.
"Passenger transport".
1. Continue to teach the compilation and use of schematic representations of objects in different planar projections in the design process. To promote the desire to make additions to the scheme of the subject, depicting the features of a particular sample.
2. Design by design from paper, waste material.
FOR CHILDREN OF THE PREPARATORY GROUP
September.
1. "Our neighborhood." (by design)
Building buildings out of sand. Continue to learn how to build various buildings from building materials. Develop the ability to think about the purpose and structure of a future building, learn to use graphic sketches of a building (kindergarten, shop, school).
1. "Fairy Palace".
Continue to learn how to build together, using a graphic sketch.
2. "Animals".
Construction from natural material (using diagrams).
1. "Transport".
To consolidate the ability to analyze an object, highlighting the main functional parts and structural features in it, to learn to recognize the type of projection image of an object in the drawings.
2. Learn to build objects according to your own idea of both purpose and structure.
1. "Fabulous transport."
To develop the ability of children to create their own design concept on the proposed topic, using a schematic drawing of the building.
2. "Construction from snow."
To teach the construction of buildings from snow according to the drawn up drawing (“Snow Train”, “Aerosled”, “Boots-walkers”).
3. Designing from paper ("flying carpet" - weaving).
1. "Lunar City".
Develop the ability to design unusual buildings, use the drawing up of a building drawing.
2. "Designing a "lunar rover" from metal constructor(using schema).
3. "Aliens".
Construction from waste material from paper of toys of ordinary construction.
1. "Ancient castles".
Continue to acquaint children with the designs of ancient castles and monasteries, teach them to analyze the graphic image of the building, discuss with children the purpose of castles, towers, entrances; learn to plan their actions, to act together. Continue to introduce the elements of architecture.
2. Designing castles from snow and paper (according to the scheme).
1. "Old city".
Continue to introduce children to the elements of architecture. Develop the ability to analyze the design scheme of a Gothic building, learn to build various buildings: cathedrals, residential buildings, city towers, use various architectural decorations (statues, towers, ornaments) during construction; to develop the ability of children to participate in the planning of the course of buildings, to analyze the schemes of buildings.
2. "Town".
Paper construction. To teach the design of buildings from paper, the design of a building from a plastic and metal constructor.
April May.
1.Design by design various materials. To teach the independent choice of details, the development of an idea-image of the design of an object, the drawing up of diagrams, the creation of buildings.
2. Develop interest in architectural structures. To teach the analysis of illustrations and the definition of architectural style.
3.Sand construction by design.
Alla Berseneva
Target: consolidation of acquired skills construction, in children senior preschool age.
Tasks: 1. Keep learning to build the buildings from parts of different colors and shapes, use a technique we: attachment, attachment of details; place parts close to each other, or at a certain distance.
2. To develop the ability to work individually and in a team, establishing friendly relationships with peers.
3. Encourage to beat structures, unite in games.
preliminary work:
Reading fiction literature: A. M. Volkova "Wizard emerald city» .
Looking at photographs and illustrations with an image various kinds roads, paths.
Making the main characters of a fairy tale.
Lesson progress:
Music plays, Ellie and Totoshka appear from the book. They tell the children a story that a hurricane moved their house to Magic Land, but they really want to return home. The teacher invites children to help the heroes of a fairy tale (children's answers, how can Ellie and Totoshka be helped). And reminds the children that Ellie and Toto went for help in Emerald City on the road paved with yellow bricks. Begins road construction, while the teacher reads out excerpts from a fairy tale about what it was road:
Ellie and Toto went on their way. Road to the Emerald City was paved with yellow bricks. She was fenced beautiful blue on both sides hedgerows.
Ellie had been walking for several hours and was tired. She sat down to rest by the blue hedges behind which lay a field of ripe wheat.
Near hedge stood a long pole, a straw effigy stuck out on it - it was the Scarecrow
The girl helped the Scarecrow take the first two steps, and together they went to Emerald City on the road paved with yellow bricks. In a few hours the road got rough. The Scarecrow often stumbled. There were holes.
By evening, the travelers entered a large forest. Soon they saw a figure among the trees. It was the Tin Woodman.
Behind the forest the road turned left and it changed color (at the request of children). Over time the road turned right, became green and wide.
The travelers walked silently. This peaceful conversation was interrupted by a thunderous growl, and on a huge lion came out the road. The travelers moved on road, and Leo walked with a stately step next to Ellie.
After walking about an hour, they stopped in front of a ravine that stretched right and left. The ravine was wide and deep. Sharp stones lay at the bottom of the abyss, and an invisible stream gurgled between them. (Question to children: "What to do?". Answer children: « To build a bridge» .)
Beyond the bridge the road got very narrow.
(Question to children: "How to get through the narrow road?» . Answer: "You need to go sideways, one after another".)
Over time road turned right again, changed color and width (at the request of children). It turned out that road passed through a field dotted with red poppies of unprecedented size with a very strong aroma.
And suddenly, friends noticed that the road turned yellow again. A faint green glow appeared on the horizon.
As they walked, the radiance became brighter and brighter, but it was not until after noon that the travelers approached the high city wall made of bricks. In front of them was a large gate, painted with huge emeralds. At these gates ended road, paved with yellow brick, which led them for many days and finally led to the long-awaited goal. It was Emerald City.
Related publications:
Scenario of the holiday for the Day of Knowledge "We are going to the Emerald City on a difficult road" Knowledge Day "We are going to the city of the Emerald on a difficult road" Heroes: Ellie, Totoshka, Scarecrow, Woodcutter, Lion, Bastinda, wizard Goodwin, volatile.
Target. To reveal the level of development of children's integrative qualities: - active, inquisitive, emotionally responsive; - mastered the ways.
Summary of the lesson "To help friends in the Emerald City""To the aid of friends in the Emerald City". organized activities of a teacher and musical director with children of senior preschool.
Summary of GCD in mathematics "Journey to the Emerald City" Purpose: 1. Fix in forward and backward counting within 10. 2. Exercise in the construction of geometric shapes and counting sticks. 3. Exercise.
Abstract of the lesson on logarithmics "Road to the city" for children of the older group with disabilities LOGORITMIC "ROAD TO THE CITY" Tasks: 1. Clarify and consolidate children's knowledge about the rules of behavior on the street, about the rules of the road.
Cognitive-playground "Emerald City" The territory of our kindergarten is very large, the plots are spacious, there is a sports ground.
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