Etc. tasks:
- To teach children to independently choose a topic for the game, develop a plot, based on the knowledge gained from the perception of the world around them, from literary works, while watching TV;
- To teach children to collectively build the buildings necessary for the game;
- To develop the ability to build buildings according to a drawing and a drawing, observing the symmetry and proportions of the building;
- Contribute to the establishment of role-playing interaction in the game and the assimilation of role-playing relationships;
- To consolidate the ability to apply constructive skills acquired in the classroom;
- To consolidate the ability to comply with the rules and norms of behavior in a joint game;
- Improve the ability to independently produce attributes for role-playing games
- To form the ability to coordinate their actions with the actions of partners;
- To develop in children the ability to coordinate and distribute roles, the theme of the game before the start of the game;
- Develop initiative, creativity, ingenuity;
- Raise the desire to play building games and beat them in a role-playing game; Cultivate friendliness, mutual assistance and mutual assistance.
Development environment: drawings and drawings of various buildings from large building materials, equipment and attributes for building and role-playing games, paper for manual labor, colored pencils, markers
Preliminary work: looking at the "Architecture" album, getting to know construction professions, looking at pictures and photographs of various high-rise buildings and houses of various configurations, public buildings, sports facilities, transport, pedestrian and automobile bridges, the construction of buildings according to drawings and drawings, classes in the design of building materials.
Game management.
Children enter the group, welcome guests.
V. - children, today we will play role-playing games, build various buildings. Consider what kind of games you would like to play and what would you like to build for your games? (O.D.)
V.- Recently, another spaceship has been launched in our country. You already know how to build a rocket, maybe one of you wants to build a spaceship according to my drawing? Then you could play the game "Cosmonauts". (O.D.)
Q. – Cosmonauts need a hotel in which they will rest after training before the flight and after returning from space to Earth. Maybe someone wants to be a builder and build a hotel according to the blueprint? (O.D.)
V. - For astronauts, it is also possible to build a Palace of Culture, where they can have a cultural rest, spend their free time from pre-flight training. Watch movies, concerts, go to hobby groups. Near the Palace of Culture, it is desirable to build beautiful fountain to keep the air clean and fresh. Maybe someone wants to take care of these buildings? (O.D.)
Q. - And who else wants to be a builder, and what buildings do you want to build? (O.D.)
The boys propose to build a wide freeway for cars, the girls are interested in how the dolls will cross the road to the Palace of Culture. The boys promise that they will build a pedestrian bridge over the freeway for the dolls.
Q. - Maybe someone wants to play Sailors and build for their game big ship? (O.D.)
Q. - Think and agree on who will play with whom, come up with a game plot, distribute roles, think about where you will place your buildings so that everyone can play comfortably and comfortably without interfering with each other. Please note that for a high-rise hotel, spaceship and the Palace of Culture with a fountain needs a lot of space.
Children are divided into subgroups, agree with each other, distribute roles, discuss the topics of games, take the necessary equipment and attributes, and start the game.
The teacher watches the progress of the game, comes to the aid of the builders, reminds that the buildings must be even, stable, durable, proportional, symmetrical, beautiful. Reminds children that they need to play together, reckon with the opinion of a comrade, coordinate their actions with comrades in order to avoid conflict, then the game will be long and interesting. The teacher offers the girls, until the pedestrian bridge is built, to make purses and handbags out of paper for their dolls.
While playing with the buildings, the teacher, with the consent of the children, can join the game, taking on the role of a character.
At the end of the game, the teacher tells the children that it is time to finish the games, invites them to clean up their play areas and invites them to come up to them.
V. - Children, you all played together, it was interesting. Share your opinion about your games. Tell me what worked out for you, what did not work out, what did you have to change during the game. (O.D.)
Q. - Children, what do you like about your buildings? What can you say about the buildings of your comrades? (O.D.)
Q. - Why didn't quarrels and conflicts arise during your games, what do you think? (O.D.)
Q.- What is your mood from your long and interesting game? Do you feel like continuing to play your games? (O.D.)
The teacher invites the children to continue these games after sleep, and during this time to think about what new things can be added to the game to develop the plot.
Children say goodbye to the guests.
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 together 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 the children's independent search for a constructive solution for 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.
Olga Safonova
Target: To promote the unification of children, to teach to bring the work begun to the end.
Educational tasks: Continue to teach children to independently determine and think through the design of the game. Implement and develop the plot of the construction of a hotel complex according to the project, using various building materials. Teach children to assign roles and act according to the role they have assumed.
Development tasks: Fix the names of the elements of architecture: floor, windows, blocks, entrance, etc. Reflect in the game knowledge about the surrounding life, develop dialogic speech, speech communication skills. Develop spatial thinking, the ability to navigate in space, creativity.
Educational tasks: Raise interest in construction professions, respect for socially useful work.
Vocabulary work: architect, foreman, landscape designer, project, foundation, blocks, activate the names of professions and building materials in speech.
Game actions: The choice of the construction object. The choice of building material, the method of its delivery to the construction site. Construction. Building design. Delivery of the object.
Game material: set Polydron Giant "Building a house",
designer "Inventor", trucks, designation cards (truck, bricks, ladder, ax and planer, flower). project of a hotel complex on whatman paper, trees, vests, aprons, helmets.
Preliminary work. Drawing various sketches of houses. Reviewing and reading children's books on the topic "Builder". A conversation about professions - an architect, a builder, a landscape designer, about their tools. Examination of illustrations of the design of flower beds.
Game roles. Architect, landscape designer, foreman, builders, driver.
Game progress:
Educator: Children, today we have guests. They came from another city. Tell me, please, how could they come? (children's answers)
And where do people stay and live when they come to a foreign city? (children's answers)
If there are no relatives or acquaintances in this city, then people stay at a hotel. And let's build our own beautiful, unique hotel for our guests! (children's answers)
Educator: Children, tell me, where does any construction begin?
Children: From a sketch or project.
Educator: And what is the name of the profession of a person who is engaged in projects and sketches of buildings?
Architect.
Educator: That's right guys, architect. The architect invents and draws on houses on paper. And the builders bring his drawings to life. You and I have already been architects and the drawing of the hotel complex is already ready for us.
Educator: What is the name of the lowest part of the house?
Children: It's called the foundation.
Educator: Correctly. The foundation is the basis of the whole building, it must be very strong, durable. And what about the foundation?
Children: Walls are built on foundations.
Educator: How many walls did the architect draw in his drawing?
Children: two.
Educator: You and I know that in any house there are not two walls, but four. It's just that the other two walls are not visible to us, but they are the same as these.
Educator: What is shown at the top of the drawing?
Children: Above is the roof.
Educator: What is the roof for?
Children: To keep the house dry when it rains.
Educator: How many floors does our hotel have?
Children: 2 floors.
Educator: Now think and tell me how many doors?
Children: 2 doors.
Educator: Well done! That's right! How many windows are on each wall?
Children: 4 window blocks.
Educator: Well done! You counted correctly! To build the building, we need blocks that will be brought to our construction site by a driver on a truck.
To build a real house, many craftsmen must work hard. And what - we now remember with you. Listen to the first riddle:
He deftly builds a solid house,
doing important work.
Rows brick by brick
He puts deftly and skillfully.
Children: Bricklayer
Educator: What will our bricklayer lay out?
Children: Foundation and walls
Educator: Now we will find out who else is involved in the construction of the house:
To keep the house dry and warm,
So that the snow does not bring into the house in winter,
So that people in the house do not get wet in the rain,
He covers the house with iron.
Children: Roofer
Educator: And what will the roofer do at our construction site?
Children: He will build the roof.
Educator: Another riddle:
Nails, axes, saw,
There is a whole mountain of shavings.
This worker is working -
Works with our tree.
Children: A carpenter
caregiver: What will a carpenter do?
Children: The carpenters will build a fence around the hotel.
Educator: Please note that there are flower beds near the building, which means that we will need landscape designers - people who transform the natural beauty that pleases the eye.
Educator: There are guys at every construction site main man who manages the construction. This is a foreman. I will be the foreman.
And who will you be. we will find out now. Come and take each card (truck, bricks, ladder, ax and planer, flower). Whoever chose the illustration of a truck means he is a driver. Bricks means he is a builder. A ladder means he's a roofer. Whoever chose the image of an ax and a planer means he is a carpenter. A flower means he is a landscape designer.
Educator: Well, now all the roles are distributed, let's start construction. For safety reasons, I suggest that everyone put construction helmets on their heads.
Children perform play activities. The driver brings building materials to the construction site. Workers load and unload parts of the designer from the machine. Based on the sketch of the building, builders build a hotel from building materials. landscape designers arrange flower beds. The foreman manages the construction site, monitors the quality of the work performed.
Educator:
Let's look at the drawing.
I propose to build a foundation from blue blocks.
The foundation is ready, now we are building the walls.
What else do we have to build? (It remains to complete the roof).
The roofers have completed the construction.
Carpenters install doors and windows.
Educator:
Guys, what a big and beautiful hotel you have built! Do you think the guests of our city will like it? I think so too.
Educator:
I really liked the way you worked. I thank you for Good work. Now you can go to rest.
Related publications:
Dear colleagues! In the last academic year in our kindergarten there was a competition of projects on the topic "Story game as a cultural practice".
In the role-playing game, the personality of the child, his intellect, will, imagination and sociability successfully develop. The kids in our group love it.
Synopsis of directly educational activities. Second junior group. Constructive-model activity. "Ladder" Purpose: Development.
Lusine Ayvazyan
Card file of building material construction games
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN OF GENERAL DEVELOPMENT №27 KAVKAZSKY DISTRICT OF KRASNODAR REGION
Card file of construction games for senior preschool age
amounted to:
caregiver
Ayvazyan L. A.
Lego- construction in kindergarten
In the older group, the children take on the role of leader. Games develop collectivism, memory, thinking. Children learn to practice cards.
Whose team is faster will build?»
Goals:
Learn build as a team, to help each other;
Develop interest, attention, speed, fine motor skills of hands;
Equipment: lego set constructor"Hollow", sample.
move: Children are divided into two teams. Each team is given a sample the buildings, for example, a house, a car with the same number of parts. The child can attach one piece at a time. Children take turns running up to the table, picking up the right part and attaching it to construction. Team wins, faster built the structure.
"Mystery bag"
Target: learn to guess the details touch designer.
Equipment: part sets constructor, bag.
move: the teacher holds a bag with Lego parts constructor. Children take turns taking one detail from it, guessing it and showing it to everyone.
"Put the pieces in place"
Targetconstructor.
Equipment: boxes, lego parts constructor(beak, paw, oval, semicircle).
move: children are given boxes and constructor. Two parts are distributed for each child. Children must a short time collect all constructor. Who will collect without errors, he won.
"Traffic light"
Target:
Fix the meaning of traffic lights;
Develop attention, memory;
Equipment: red, green, yellow lego bricks.
1st option:
Teacher- "traffic light", other children "cars". The teacher shows a red light "cars" stop, yellow - prepare, green - go.
2nd option:
Traffic lights and pedestrians cross the road on a green light.
3rd option:
At a red light, the children squat, at a yellow one they raise their hands up, at a green one they jump in place.
"Find the same detail as on card»
Target: fix the names of lego parts constructor"Hollow".
Equipment: cards, Lego parts constructor"Hollow", fee.
move: children take turns taking card with a drawing of a lego part constructor"Hollow", find the same one and attach it to the board. At the end of the game, the children come up with a name the buildings.
In the preparatory group for school, children are already engaged in cards, building more complex structures. The purpose of games is to develop speech, be able to work in a team, help a friend, develop thinking and memory.
"Name and build»
Goals:
Fix the names of lego parts constructor"Dakta";
Learn to work in a team;
Equipment: lego set constructor"Dakta".
move: the teacher gives each child in turn a detail constructor. The child names it and keeps it. When each child collects two parts, the teacher gives the task build one of all the details building come up with a name for it and talk about it.
"Lego Gifts"
Target: to develop interest in the game and attention.
Equipment: playing field, little men by the number of players, a dice (one side with the number 1, the second with the number 2, the third with the number 3, the fourth-cross (we skip the move, Lego gifts.
move: children distribute little men among themselves. They put them on the playing field, throw a die in turn and move the little men clockwise. The first person to go through the whole circle wins, and the child chooses a gift for himself. The game continues until all the gifts have been sorted.
"Don't take the last die"
Target: develop attention, thinking.
Equipment: board with tower.
move: two children play, who take turns removing one or two bricks from the tower. Whoever shoots the last one loses.
"Remember Location"
Target: develop attention, memory.
Equipment: lego set constructor"Dakta", fees for all players.
move: teacher builds any building of eight(no more) details. Within a short time, children remember construction, then the teacher removes it, and the children try from memory build the same. Whoever does it right wins and becomes the leader.
« Build without opening your eyes
Goals:
Learn build with eyes closed;
Develop fine motor skills of hands, endurance;
Equipment: fee, sets constructor.
move: in front of the children are the board and constructor. Children close their eyes and try something build. Who will be more interesting building, that is encouraged.
"Fish, beast, bird"
Target: develop memory, attention.
Equipment: lego brick.
move: the teacher holds a Lego brick in his hands. Children stand in a circle. The teacher walks in a circle, gives all the children in turn a brick and He speaks: "fish". The child must say the name of any fish, then gives another and He speaks: "bird" or "the beast". Anyone who makes a mistake or repeats is out of the game.
Building material construction
In the senior and preparatory group educators try to give a sample less often buildings or crafts, and if given, then exemplary to show the main parts designs and help to select the necessary details; photographs, drawings are often used as a model. Children are more likely to come up with their own version the buildings, crafts, adopt each other Constructive decisions.
Exercise "What changed?"
Placed in front of the child building details. 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.
Exercise "Changing Places"
Two children are playing. The guys are planted with their backs to each other and are offered to place small ones on a piece of paper. building details, set tightly to each other so that each part 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.
Exercise "Robots"
On the map drawn robots collected from construction details. Children are asked to answer questions:
How many robots are shown?
Find two robots assembled from parts of the same shape.
Show which robot has a part that others do not have.
What kind of robots can build from building parts, and which ones can't?
Exercise "Scheme for building a comrade»
Children invent and build structures from building materials, and then create schemes for each other's buildings, depicting a front view, laying out the figures and circling with felt-tip pens.
Exercise "Scheme by condition"
Invite children to create diagrams according to the conditions using the method indicated in the previous task (“Draw a diagram of a rural house, two-story, with flat roof and with a porch located on the right, ”etc.). Encourage children to make and draw diagrams on their own buildings.
Exercise « Build and create a diagram»
Invite children to do elementary buildings of three, four parts, and then create their drawings, depicting structures in three projections(front, side and top). Ways constructions are the same: laying out figures and circling, or drawing on leaves in a cage.
Exercise "Make a plan and build»
Children draw plans for the future buildings(top view of internal structures): "Universum", "Cafe", "Kindergarten", "A park". Then use them when planning the next design activities.
The game " Construction details"
The teacher plays with the children sketch: distributes to children construction details and offers to act with them along the way poems:
Somehow Cube went to the forest,
I found Brick there.
Hand in hand with the details
They ran along the path
And towards - jump-jump -
Bar ran up to friends.
And asked Bar for details:
"Have you seen the Cylinder?"
Turned Cube sideways:
"I am not familiar with the Cylinder",
And Kirpichik was surprised:
"He rolled towards us?
Well now it's time to go
We need to find Prism.
I saw her - nothing
She was sitting with the Cone
Friends of the plates visiting
With a photo in hand.
The game "Arrange the details along the contour"
Each child arranges the details on the sheet, creating the shape of an airplane, traces the outline of the resulting model with a felt-tip pen, removes the details and passes the sheet and details to a friend to assemble his plane, in turn takes the sheet and details from a friend and assembles his model. The one who completes the task faster wins.
The game « Complete the construction»
The child begins to assemble a model from building material, then "transmits" her other child; he continues to assemble and "transmits" the model for the next child, and so on. Then the children discuss together what they have done.
The game « Build a building»
Invite the children to come up with and draw on sheets of paper in a cage any building, for example, for the planet Mars, which can be build from building material. For example, a building standing on the mountains (above the water, on the sand, under the sand, at a depth; an underwater house; a building, part of which is under water, and part on the water; a building floating in the air, etc.). Analyze ready-made schemes with children and offer construct buildings for them. At the end construction analyze buildings in terms of similarity with images; strength, ease of use; oddity, originality constructive solutions , harmony.
The game "Find the same designs»
The teacher collects building material 5-7 similar items (of which 2 items are the same) and, having determined the time (1 minute on the hourglass, gives the children exercise: "Find the same designs» .
The game "What happened?"
Each child builds any model from building material. Then the children guess who got what.
The game « Construct aircraft »
Children draw schematic diagrams of various aircraft, construct aircraft from building material(analysis buildings, demonstration in action).
The game "Finish construction»
Invite the children to pair up. Each child collects building material some blank, then exchanges it with a partner and finishes it construction.
The game "What has changed with the robot?"
The teacher asks the children to consider constructed im a robot within 1 minute. Then the children close their eyes, and the teacher brings in design some changes. Children must say what has changed.
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, can flow in the form plot- role play, 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, a wide road will go (I show it 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 (fence 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 details)
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.
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