Alla Berseneva
Target: consolidation of acquired skills construction, in children senior preschool age.
Tasks: 1. Keep learning to build the buildings from details different color and forms, use tricks 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 way to 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 way 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.
lyuba kamalova
building game in middle group"Building a City"
Construction game in the middle group« Building a city»
Target: make children want to participate in construction game.
Tasks:
1. Promote the improvement of skills in constructive activities.
2. Formulate a self-assessment of the end result.
3. Contribute to the creation of a positive emotional atmosphere.
4. Develop coherent speech.
5. Perform building in a certain sequence.
6. Nurture collective relationships in the process of constructive activity.
7. Instill patriotic feelings.
Equipment: scheme buildings, attributes to construct.
preliminary work: viewing photos the city of Bratsk, different buildings, drawing festive cities, application "My street".
V: We fold our palm to palm
And we will offer each other to be friends
Let's sing and play,
To be kind and smart.
caregiver: Guys, tell me where we live?
Children: We live in Bratsk.
caregiver: Bratsk, this city or village?
Children: Bratsk is town.
caregiver: Guys who built the city of Bratsk?
Children: Bratsk builders built.
caregiver: And we can become builders and build a city?
Children: Yes we can.
caregiver: What buildings are there in city?
Children A: Homes, schools, hospitals, train stations, airport, theaters, museums, shops, etc.
caregiver: Right. We also in our the city needs to build different buildings to live in it comfortably, joyfully and safely. But before build, what need to do?
Children: Select a seat.
caregiver: Who will help us with this?
Children: Architect.
caregiver: Yes, architect. And in order to distribute all the buildings, structures, the architect needs to draw a plan. I have a familiar architect, let's call him (phone call, order a plan cities) .
In the meantime, they send us a plan, we let's play.
Physical education minute “What a beautiful house!”
One, two, three, four, five. (Children stand facing in a circle, hands on their belts, perform turns left - right).
We will build and play. (Rhythmically perform squats).
The house is big and tall building. (Stand on tiptoes and stretch hands up).
We put the windows, we cut the roof. (Perform jumping in place).
What a beautiful house!
We will live in it, in it.
Knock on the door. The messenger brings the letter.
caregiver: Let's see what the plan is developments the architect offers us (consider the plan). Do you like the plan? And you can build so that it would be convenient for everyone to live, so that the buildings were STRONG, WARM, TO BE CONVENIENT?
Children: Yes.
caregiver: Then get down to business! Here will be the city is laid, according to this plan.
Construction- constructive activity.
caregiver: Let's discuss urban development.
Is it convenient for residents in your city live? Why? (Explain).
caregiver: Well done! you are real builders!
Children will enjoy playing city buildings, roads, take puppets to the theater, to the store, etc.
Related publications:
"We are building a city" Performance script for senior students (based on the works of O. Emelyanova and P. Hindemith) We are building a city. Musical - game Based on the works of O. Emelyanova and P. Hindemith Compiled by: Kekina N. V. musical director.
Synopsis of GCD in the middle group "My hometown" Tasks: 1. Clarify children's ideas about their native city, introduce them to some of its sights; 2. Make children feel.
Synopsis of the OOD in the middle group on familiarization with the environment "My city" Purpose: To continue to acquaint children with their small homeland. Tasks: 1. Teach children to draw big house, transmit rectangular shape walls, rows.
Abstract of the design lesson in the first junior group "Building a fence" Purpose: to consolidate the ability to build a fence of vertically placed bricks. Tasks: - develop the plot and interest in the building; - physically.
Abstract of the lesson in the middle group "City of Masters" Author: Mikhina Olga Aleksandrovna, educator of the MBDOU "Kindergarten No. 4" Rainbow ", Michurinsk, Tambov Region. Abstract of the lesson in the middle.
Autumn entertainment in the middle group "Building a house""Building a house" (entertainment in the middle group) Purpose. To instill a sense of love and respect for toys, animals. To develop creative.
- an important component in the upbringing and education of children. Therefore, first you need to consider some questions about constructive. I hope that the material told by me will help you in your activities with children.
What questions will we consider:
- What are constructive
- What does a child need for constructive games
- Stages of development of constructive play
- Techniques for teaching constructive play
What it is? - this is the view , where children reflect their impressions about the surrounding objects, independently make various buildings, structures, buildings, roads, but do it in a schematic, generalized form. In constructive games, objects are replaced by other objects, that is, buildings are built from special constructors, building kits, natural materials. That is why constructive games are classified as creative games. In children 3-5 years old, constructive games often take place in the formplot- role play in which children play the role of construction workers.
What does a child need for constructive games
- The ability to create an image of an object in its spatial expression. This is how a sense of orientation in space develops, the ability to distinguish and establish the proportions and size of an object, its spatial relationships.
- The ability to evaluate and take into account the properties and qualities of the materials used in the construction, to anticipate and perform a sequence of actions. Therefore, constructive games teach children to set goals and plan their actions.
- Constructive games form in children the ability to compare and contrast the building they created with the real objects on the basis of which the building was built. This develops observation and attentiveness in children.
Stages of development of constructive play
- Children 3-5 years old depict single objects, small structures. The themes of their buildings are related to their role-playing games, for example, a garage for a car, a house for a doll. Their designs are very simple. Their buildings are arranged horizontally, like a drawing on paper. The same house for a doll is a kind of space that is fenced off by several cubes, and on top is some kind of plate or plank, called a roof. Children at this age build a building, then destroy it and start building it again. They are interested in the construction process itself, and not the result obtained at the end of this activity. It often happens that the construction is ahead of the plan: the child begins to build something, and only then recognizes some object in his construction.
- Children 5-7 years old gradually expand the themes of buildings. They have ships, roads, bridges, buildings, cars. In their designs, children try to convey the originality of a particular structure. For example, they build not just a house, but their own house in which they live or their own kindergarten. At this age, they begin to complicate the construction itself. Buildings grow up. Children decorate them with columns, towers, windows, using various ceilings.
Techniques for teaching constructive play
Adults (parents-educators in kindergarten) should teach children constructive skills and abilities. Because without this, the buildings of children will remain simple and primitive. There are several ways that adults can teach children the skills needed for constructive play.
- Examination of objects, structures, buildings. During the examination, it is necessary to draw the attention of children to the purpose of the object, the features of its design, to the parts and their proportions. All this should be accompanied by a conversation with the children (namely, a conversation, and not a monologue of an adult). you can also consider additionally or drawings of similar objects.
- The indirect guidance of an adult is the enrichment and updating of children's knowledge about the objects and characteristics of the materials from which they build their buildings.
- Direct guidance is the role-playing participation of an adult in the game, explanations, advice during the game.
Today we talked about constructive games, about the skills that the child needs for them, about the stages of constructive development and about the methods of managing them.
If you have any input on this subject, be sure to leave a comment.
More from my site
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 of different colors and sizes.
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 children of primary 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 of the 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 in planar modeling (Kids preparatory group they suggest creating 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 some 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 than more details 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.
MDOU "Kindergarten No. 4 p. Novoorsk"
Methodical developments on the organization of constructive and building games with children of senior preschool age
Completed by: MDOU teacher
"Kindergarten No. 4 p. Novoorsk"
Averina T.N.
Explanatory note
Construction and constructive games are a kind of creative game and are considered as children's activities, the main content of which is the reflection of the surrounding life in a variety of buildings and related actions. In building and constructive games, some objects are replaced by others: buildings are built from specially created building materials and constructors, or from natural materials. Games are often closely intertwined with the role-playing game, they can be its beginning. Sometimes the building is not used in the game, but is part of its environment, it can take the form of a role-playing game, for example, the game has the role of a builder, a driver delivering goods to a construction site, etc. But there are building-constructive games in which all content is limited to the construction of buildings and structures.
In the process of this type of game, children form and develop orientation in space, the ability to distinguish and establish the size and proportions of an object, children comprehend the simplest laws of physics. The building game teaches children to purposeful, planned activities, thinking develops, an accurate dictionary is formed that expresses the name of geometric bodies, spatial relationships. The tasks of moral education are also being solved - children get acquainted with the work of builders, help each other, try to create beautiful buildings together.
Features of games with building material is that for the assimilation of constructive skills, special training is necessary. In preschool pedagogy, a methodology has been developed for the formation of constructive skills in children (E.A. Flerina, Z.V. Lishtvan, etc.). At the same time, building and constructive games are creative games, since they are characterized by independence, self-organization, creativity and emotional richness. Based on the features of this type of game, the educator in her leadership faces a number of tasks:
1. Expanding the ideas of children and directing their attention to the work of builders, the equipment they use.
2. Education in the ways of construction, education and development of independence, activity of thinking, constructive and creative abilities.
3. The formation of industriousness, the development of the correct relationship of children, their unification into a friendly team.
At the senior preschool age, collective games are expanding, teaching children their preliminary planning, setting the goal of the game, determining participants by prior agreement, using constructive and building skills not only according to a visual model, but also according to drawings, photographs of various structures. The teacher teaches to think about game actions, compare, implement decisions. The word acquires great importance, the source of the construction can be the story of an adult.
A special place in the life of a child is occupied by games with natural material. Children build from snow and sand, play with water. These games contain great opportunities for the development of the child, but, as teachers note, without special development they can be monotonous and have little content.
Construction and constructive games require special attention in the organization of the gaming environment. The educator needs to select a building material that corresponds to the tasks of developing the constructive activity of children of this age. The material should be varied: floor, desktop, different types of designers, sets, etc.; attractively designed, stable enough to suit the abilities of children.
Construction game "Embankment"
To continue to develop the ability to work collectively, to combine their buildings in accordance with a common plan, to agree on who will do what work; help each other if necessary.
Continue to develop speech as a means of communication.
Equipment: constructor kits, attributes for a building game (sidewalks, roadway, trees, flower beds, a river, an envelope with photos of the city, a picture of the Moscow embankment)
Move.
Poem:
Everyone has a Motherland
And the city and the river
We have it from time immemorial
It's called Angara.
And the city raised with salt
Now not the same
Ascended by new buildings
To the west and east.
Painting
And today we will build an embankment (picture). What
cities? How do you think? (Moscow)
Moscow is a big city. In large cities, the river flows in the middle
cities. And the embankment is being built up on both sides of the river. There is a right side and a left side.
Examining the painting
Here is the river, and this is the fence. What do you think the fence is for?
(so that no one gets into the water, and the water does not wash away the shore).
Need along the shore footpath. For what? (so that people can walk and enjoy fresh air from the river and the beauty of the city). What is this wide road? What is it called? (carriageway) For
what? (for cars to drive along the embankment).
The embankment is decorated not only with fences, but also with trees. Ships, motor ships, boats, cargo barges, motor boats float along the river.
On the ship you can go for a walk, on a barge you can transfer the cargo.
How about getting on the ship? Shall we step over the fence? But as?
(pier needed)
Working with a schema
Educator: - Guys, remember and tell me what is the name of the person who is thinking about how the embankment will be built up?
(architect)- Today I will be the architect, and you are the builders. I thought about how the embankment in the city will be built up, (scheme is proposed) Let's determine where the left bank of the river is and where the right one is. The river flows into this
the direction the arrow points to. If we stand facing in the direction where the arrow points, then this bank will be right, and this one will be left (I mark on the diagram: l.b and p.b). We will build up, left and right bank.
How do we start construction? (quay fortifications)
What will strengthen the coast? (fence)
Let's do it as in the diagram. How? (bricks)
Let's make a pier. Of what? The pier is placed on the river.
It’s very pleasant to walk along the embankment (pointing to the diagram), what’s going to happen? (sidewalk)
Then, go wide road(I show on the diagram). What is it called? (pavement) And here again the footpath. And then the houses will go along the embankment.
What do you think the builders built first: the embankment or the houses
(first they strengthened the coast, built a pier, laid roads, then houses).
And if there are houses on the right and left banks, then how will people go to visit? (requires a bridge).
I suggest you build an embankment. - But in order for everything to work out, as I planned, you need to choose what you will build and build in the place where you planned (choice of children)
Self-construction by children by a designer
Educator: - Everything was built, what did the architect think?
A beautiful embankment turned out with the right and left banks, as well as a footpath and a roadway. There are various buildings along the waterfront.
Construction of a tram according to the scheme
Target: To consolidate the ability to find the main functional and structural parts in an object using a diagram. Learn to consistently reproduce the building, based on the design scheme. Develop creative imagination.
Material: A set of building materials, a picture of a tram, a diagram of a tram, small toys.
move: Children tell everything they know about the tram, about its purpose, describe it.
Tram map display.
Preschoolers name the main parts in it, correlate the building material available on the tables with it, mentally outline its location in the building. The analysis of the scheme is carried out sequentially from the bottom up.
Children tell what details they will need, focusing on the diagram, reproduce the building from the bottom up.
Upon completion of the construction, a game exercise “Put the passenger in your seat” is carried out. Based on the scheme, children determine the place of the object in their constructions. Then the buildings are beaten.
Construction and constructive game "Farm»
Goals:- To form in children the ability to use building desktop material, to act with it in a variety of ways.
Learn to independently select the necessary details in accordance with the nature of the building and carry out the construction according to the model of the educator.
Consolidate previously acquired knowledge about the farm.
To learn how to create the simplest models of real objects, to reflect the acquired knowledge and impressions in playing with the building.
Cultivate friendships in the game.
game material: Desktop building material (bars, cubes, arches), a set of toys "Farm".
Game progress: The teacher gives the children a set of toys "Farm" and invites them to play. Draws attention to the fact that animals need to arrange a safe place so that they do not run away and no one harms them, leading the children to the conclusion that a fence around the farm is necessary. Children themselves choose the building material (bars) and build a fence by placing parts close to each other. If the children forget to leave a place for the gate, the teacher asks how a milk tank car can drive to the farm. The teacher offers to populate the farm with small animals (pigs, sheep, birds) and check if the fence is high enough. Then large animals (cows, horses) are settled and the children come to the conclusion that the height of the fence is insufficient. The teacher shows a sample of the fence superstructure (the cube alternates with an inverted arch, is attached close to each other on top of a fence of bars). Children finish building. The teacher asks questions about the farm and offers to beat the building.
Questions for the activation of gaming activities:
What animals are farmed?
Who takes care of them?
How do farmers take care of cows? What do they get from them?
How do farmers take care of pigs? What do they get from them?
How do farmers take care of horses? How are they used?
How do farmers take care of the birds? What do they get from them?
How do farmers take care of goats, sheep? What do they get from them?
Why does a dog live on a farm?
What machines help farmers?
Construction and constructive game "Port"
Target: To form in children in a certain sequence to build a structure neatly, beautifully. Cultivate independence in the game. Develop children's communication in the game. Continue to learn to develop the game plot.
Game progress:"Guys, we urgently need to send the cargo to another city. The cars and trains left, the planes flew away. What transport is left for us to transport the cargo? (by water). What needs to be done for this? different cargoes on the ships. You need to choose which of you will be the driver of the loader, who will be the controller, the loaders for unloading the goods. Who has not yet been named? (ship captain, crane operator). Children build ships, choose toys, objects - cargo. Loaders load cars , drivers are driving cars to the port. Furniture is being transported to one ship, things to another, vegetables and fruits to the third. Children tell who this cargo is for, who will need it. Supervisors check whether they loaded it correctly, whether the cargo is loaded. The crane operator removes the cargo from cars, forwarded to the ships.When all the cargo is loaded, the captains give the command to sail.
Outcome: "Guys, we received a letter, I'll read it. (The letter says that people received the cargo, some furniture, some vegetables and fruits, some things. They thank the children for their help.)
Construction Game: City Buildings
Target: To consolidate the knowledge and skills of children from building material and additional details to design an object.
Rules: The teacher invites the children in the role of builders to tell what major construction projects are being carried out in the city, why they are important for the townspeople, what has been built recently. Children find among the photographs and name the construction objects with which they were introduced, the purpose of these objects. The teacher offers to find photographs depicting the microdistrict in which the children live and tell how its buildings differ. What interesting buildings are there on the street where the child lives, where the kindergarten is located. Then the teacher asks to list construction professions. Choose one of them and tell about it. Children finish the game by building a multi-storey building (or other object at the request of the children)
Construction "Deer" from natural material
Target: Learn to use various natural materials to make toys.
Develop the ability to connect parts of toys with pointed twigs (or matches);
Strengthen the skills of working with an awl.
Equipment: a basket with natural material, pictures of a deer, a sample of a deer craft toy.
Handout: acorn, fir cones, matches, twigs, pine needles, moss, glue, paints, cardboard; a wooden board, an awl, a knife (for a teacher, a brush.
Preparation for work: The teacher sharpens with a knife at both ends the matches for the legs and tail of the toy, to connect its parts, finely cuts pine needles. Lays out on tables.
Educator: - Today, guys, we will make a new toy. I want to give you a riddle:
Beats with hooves "tsok-tsok",
Snow flies, grain, sand,
Everyone who is not lazy knows
This is northern. (Deer)
That's right, it's a reindeer. (A picture of a reindeer is posted on the board). Today, guys, we will make such a toy. (Together with the children, every detail of the craft is examined).
For the head of a deer I take an acorn, I make three holes in it with an awl: two - from above, I insert branched branches into them - these are horns; and one at the bottom, into which I insert a match, pointed at both ends to connect the head with the neck. Then I choose two fir cones: one large for the body, the other smaller and shorter for the neck. I make an awl through the hole. I insert a match into the hole of a large cone, I tightly plant a small cone on it. Got a body. After that, in the bump - the body I make five more of the same holes - four for the legs and one for the tail - and insert the matches. I make a hole in the upper part of the cone-neck and connect it with a match to the head of a deer. The muzzle can be drawn with pencils. The toy is ready, you can play with it.
Children are seated at the table, on which there are supplies for crafts.
Guys, you need to use the awl carefully, on a special board that lies in front of you. I remind you of the safety rules: put the cone on the plank, hold the edges of the cone with the fingertips of your left hand. Hold the awl in your right hand and insert it into the bump slowly, slowly, shaking left and right.
After analyzing the sample, the children begin to make the toy. The teacher monitors the work, helps the children with auxiliary questions, accompanying instructions, partial implementation of the toy.
To make the figure of a deer expressive, you can change the position of the legs: if the deer's legs are straight, he is standing, and if they are curved, he is running or walking; the head can be lowered, thrown back, slightly turned to the side (children's suggestions). On a board smeared with glue, pour chopped pine needles, decoratively arrange moss - this is a forest glade. We install ready-made toys for children on it.
Outcome: - Guys, did you like your toys? (Children's answers).
What parts does your deer toy consist of?
Guys, I propose to organize an exhibition of your toys in the group. When we go on an excursion to the museum “Center for the Culture of Crafts of the Indigenous Peoples of the North”, you will take your toys as a gift.
Bridge construction
Target: To give children an idea of \u200b\u200bbridges, their purpose, buildings; exercise in the construction of bridges; to consolidate the ability to analyze samples of buildings, illustrations; the ability to independently select the necessary details in size, shape, color, combine them.
Material: Building sets, cars, figurines from under kinder eggs.
Progress: Connect two tables and lay out a “river” on them (a strip of blue ribbon closed by a ring). In the center of the "river" ring there is a recreation park. Behind the "river" are the inhabitants-dolls.
Educator: - How to get the dolls to the park?
Children - We need to build a bridge.
Educator: - You noticed that the bridge is divided into two parts, one for pedestrians and the other for vehicles.
Educator: - Are there other bridges?
Educator: - Bridges are separate for a pedestrian - this is a pedestrian one.
Happen for transport is automobile. There are for trains - this is a railway.
Educator: - We have learned what bridges are. And now I propose to become builders and build a bridge across our river.
Educator: - The bridges are different, but they all have a base in the form of pillars and a ceiling, some have railings, decoration. Now I will show you how to build a road bridge.
Educator: - What building material will we take for the foundation?
Children: Bars, arches, bricks.
Educator: - I will take two short bars. I will put them parallel to each other (shows how to do it) What should I take now?
Children: Cover.
Educator: - I will take four long bars to cover. We lay them across our base and tightly attach them to each other. (suggests how to do it).
Educator: - How can our cars enter the bridge?
Let's take and put two wide plates at the beginning and at the end of the bridge. (shows how to do it).
Educator: - Do you think our cars will be able to safely cross the bridge? (the teacher rolls a toy car over the bridge. And the car stops near the edge of the bridge. The car may fall off the bridge)
Children: No.
Educator: - For traffic safety, we need to build fences. We take two long bars. And we lie to the left and to the right of the roadway of the bridge (shows)
Educator: - We built a road bridge. And now I propose to build a pedestrian bridge.
Educator: - What do we take for the foundation of the bridge?
Children: We will take two small arches.
Educator: - We will put two arches parallel to each other. What do we take to cover?
Children: We will take two short bars and put them on the arches, tightly to each other.
Educator: - But how can pedestrians climb the bridge?
Children: Take two narrow plates and put them at the beginning and at the end.
Educator: - Do you think the railing is needed?
Children: Yes. We will take six bricks and put them on the sides.
Educator: - Here we have a pedestrian and automobile bridge. And now I propose to break into pairs, agree and build their bridges. (Children agree and go in pairs to the designer's set. They build bridges.)
Analysis: Pay attention to the significance of the bridge (vehicle or pedestrian). Width (narrow or wide). On the parts from which they are built (fencing overlap). At the end, to move on to the story role-playing game, you can offer to decorate your bridges and play with them.
Plot construction based on the fairy tale "Teremok"
Target: 1. To bring joy and pleasure to children from educational games.
2. Develop the ability to use standards as public designations of the property and quality of an object (color, shape, size).
3. To develop the ability to use in the game buildings of different constructive complexity from building material.
4. Continue to work on the development and enrichment of the plots of games, using indirect methods of leadership.
5. Continue work to maintain a positive emotional state in children, to form friendly relationships between children.
Equipment: LEGO constructor, "wonderful bag", multi-colored jars, toys-animals from the designer.
Educator. Guys, look what an unusual flower on the table. Let's take a closer look. And the flower is unusual, fabulous. It has a girl in it. And her name is .... (Children's answers. If the children find it difficult, the teacher himself calls).
Yes, this is Thumbelina, a fairy-tale character from the distant country of Denmark. I know one interesting story that happened in this distant country. Let's sit down on the chairs and I'll tell you about it. A long time ago, when you and I were not yet in the world, there lived - there was one person. His name was OlKirk Christiansen). And he had a son. The boy was very fond of playing, but he had few toys. And they broke often. Kirk Christansen was very worried about this. One day he had a wonderful idea to create new toys. You could play with them without fear that they would break, because they were taken apart, assembled, and this could be done many, many times.
Q. And in order to guess what kind of toys they were, I suggest you play the game "Wonderful Bag".
Children feel the details of the designer and say what is in the bag.
Q. That's right - these are Lego blocks. I suggest that everyone take a cube. So I suggest you play now. And create new toys ourselves. And Thumbelina will be watching you.
Children sit down at the table, on which individual sets for construction are prepared. Pre-lego cover up.
Educator. What can you build with Lego? (Answers of children). Look carefully at what details you got. (The idea of the educator: to build scenery for the fairy tale "Teremok" with the children).
Educator. So you've made the buildings. Let's listen to each other. Who got what.
Educator: Children, we got a beautiful house. Lego is different. Here I have toys from a small designer. Who do they look like? (The teacher takes turns showing toys - characters for the fairy tale "Teremok": a frog, a mouse, a fox, a hare, a wolf, a bear).
Educator. We got the heroes of a famous fairy tale. (What a fairy tale).
Let's tell a story to our guest. I will read a fairy tale from the author, and you will speak for the heroes of the fairy tale. Note. (After the words, the children move the animal figurines). Tale "Teremok in a new way"
Leading. There is a teremok-teremok in the field! He is not low, not high, not high.
Suddenly, a mouse hurries across the field-field, Ran up to the tower and says.
Mouse. Who, who lives in a teremochka? Who-who lives in the low?
Leading. A mouse ran into the teremok and began to live and live there! It is warm in the little house, but outside the wind blows, it brings cold. And now a frog jumps across the field!
Frog. Who lives in a teremochka? Who-who lives in the low? (knocking)
Mouse. I am a mouse - norushka! And who are you?
Let me live with you!
Leading. They all began to live together! And then Bunny runs to the little house - Runaway! Approaches the little house, knocks.
Bunny. Who lives in a teremochka? Who-who lives in the low?
Mouse. I am a mouse!
Frog. And I'm a frog! And who are you?
Bunny. I'm Bunny - Runaway! Let me live with you!
Leading. A hare ran into the teremok, and the little animals began to live in it all together! But what is? Why are the bushes swaying like that? Who is it running to the teremochka? It's a fox-sister!
Chanterelle. Who lives in a teremochka? Who-who lives in the low?
Mouse. I am a mouse!
Frog. And I'm a frog!
Chanterelle. I am Sister Fox. Let me live with you!
Leading. So the chanterelles settled in the little house! Animals have fun! Enough to do for everyone! And now a top-gray barrel runs to the little house!
Wolf. Who lives in a teremochka? Who-who lives in the low?
Mouse. I am a mouse!
Frog. And I'm a frog!
Bunny. I'm Bunny - Runaway! And who are you?
Chanterelle. I am Sister Fox. And who are you?
Wolf. I am a gray barrel top. Let me live with you!
Leading. Animals live happily in the little house! What's the crack? Why do bushes bend, branches break? Oh, yes, this is a Teddy bear.
Mishka. Who-who lives in a low place?
Mouse. I am a mouse!
Frog. And I'm a frog!
Bunny. I'm Bunny - Runaway!
Chanterelle. I am Sister Fox.
Wolf. I am a gray barrel top. And who are you?
Bear. And I'm a teddy bear! Let me live with you!
Animals. Come live with us!
Leading. They began to live, to live and to make good. THE END, We have an unusual modern teremok. The bear didn't break it. The tale turned out to be new, modern, cheerful. Animals live together in a small house, dance and sing. And I suggest you relax and dance. (Children dance with the teacher).
Educator. Did you like how we played today? I think Thumbelina liked it here too.
Boat Design
Target: Cultivate accuracy, perseverance. Strengthen the ability to fold a sheet of paper in different directions. Develop an eye, the ability to make crafts durable.
Material. Rectangle for folding the boat.
Move. 1. Demonstration of the finished boat.
2. Explanation and display of the folding sequence of the boat:
Fold the rectangle in half lengthwise;
Fold the resulting shape in half again;
Expand along the last fold;
Bend the corners from the first fold to the middle;
Bend up the bottom strips on both sides;
Put your thumbs inside and turn the figure at an angle down (where the lower strips pass);
Bend the bottom corners on both sides up;
Put your thumbs inside and turn the figure;
Take the upper corner with both hands and unfold the figure.
3. Repetition of the folding sequence with an explanation of their actions (1-2 children).
5. In the process of work, find out how the children learned the techniques of folding paper in different directions, the ability to work neatly, with concentration.
6. At the end of work, send all the boats to sail.
Butterfly design from natural material
Target: Raise interest in constructive activities. To form practical skills in working with a variety of natural material, continue to teach the analysis of the work process; when making a toy, learn to measure its parts. Develop children's imagination.
Material: acorns, leaves, shells, plasticine.
Stroke: 1 Examination of samples
What is the similarity? (In structure)
What is the difference? (In detail)
Find out that all parts and details of the butterfly are made from a certain natural material, discuss possible options its replacement.
2. Find out the sequence of making the toy.
3. Help to select the material, commensurate with the size of the acorn and leaves (shells). (For the body - an acorn, for the wings, leaves or shells.)
4. Independent work of children.
5. Combine all the crafts into a collective work "Dance of the Butterflies" and place it on the exhibition "We do it ourselves."
Bibliographic list:
Kazakova T.G. Development of creativity in preschoolers: A guide for kindergarten teachers. - M., 1998. - 121 p.
Lishtvan Z.V. Games and activities with building materials in kindergarten. - M., 1999. - 86 p.
How to cook ham in the oven at home
Pain in the lower abdomen during pregnancy, reasons for what to do Can the lower abdomen hurt if pregnant
Protein for muscle gain
The best vitamins for men according to customer reviews
How to lose weight on a vegan diet?