Application in the middle group Big house (as well as multi-story): lesson notes + photos and videos

Preparing for an application on the theme “Home”

In the middle group, the preparation of materials for the application is carried out exclusively by the teacher. It is he who cuts out paper blanks for children in advance and selects other details. So, for the theme “Home” you will need the following materials:

The basis is A4 paper (traditionally white, but to create a night or evening composition you can use black or dark blue cardboard). Of course, if collective work is planned, then the teacher prepares a large base - a sheet of Whatman paper, tinting it in certain colors (for example, sky and grass, asphalt, etc.).
Directly details for applique. These are blanks for the wall of the house (a large rectangle or square), the roof (also a rectangle or square), a window (a strip that the children will cut into pieces or ready-made parts), doors, pipes (the last two elements appear at the request of the teacher). An interesting idea is to use not plain paper as a blank for the wall of the house, but pages of old glossy magazines with bright pictures. And for a night composition, an ordinary newspaper is also great (against a dark background it will look very unusual). You can also use paper with patterns. Often the reverse side of ordinary colored paper is decorated in this way.
Other materials needed: glue, glue brushes, scissors, oilcloths, napkins.

Blanks can be made not only from ordinary colored paper, but also from patterned paper, glossy magazines and even newspapers

The teacher can offer preschoolers such unusual materials as cotton wool, cotton pads, napkins, sequins, foil, and confetti. For example, using halves of cotton pads, you can create an original design for the snow-covered roofs of houses and the snowdrifts near them. You can use confetti or shiny sequins to designate snowflakes.

To make the composition more original, the teacher can offer children unusual materials, for example, halves of cotton pads and ready-made foil snowflakes

But it’s still too early for middle school students to make houses out of pasta, straw, and cereals. This activity requires perseverance, fairly developed fine motor skills and is more suitable for older preschool age.

Abstract of the NOOD for the application “Houses on our street”

NOOD in the senior “A” group

NGO "Artistic and Aesthetic Development". Application

Topic: “Houses on our street.”

Program content:

to form children's interest in the environment, develop observation skills, transfer houses of different heights into applications, consolidate the ability to cut a strip folded several times for the windows of a house, and place windows on the same level. To consolidate children’s knowledge about their hometown, about the names of the streets on which the kindergarten is located and where the children live, to develop children’s dialogical speech; continue to practice careful gluing, cultivating a sense of composition, interest and love for your hometown. Strengthen the ability to work in a team.

Progress of the lesson:

Q: Guys, today we have guests, let’s say hello to them and smile at them, and now let’s smile at each other.

There is a knock on the door. The teacher comes to the door: “Who’s there?”

-Look, the postman brought us a letter from Lesovich.

Q: Let us read it and find out what Lesovichok writes to us.

Letter from Lesovichka.

"Hello guys!

I want to see your city, but I can’t come to you. I live far in the forest and am very busy with forest affairs. Please show me your city.

Goodbye".

Q: Guys, where do we live?

D: in the city of Dimitrovgrad.

Q: Yes, we live in the city of Dimitrovgrad. Our city is big and beautiful. There are many streets in it.

Q: Tell me, what street do you live on?

Children's answers.

Q: Do you know what street the kindergarten is located on?

Children: On Moskovskaya Street.

Q: Our kindergarten is very beautiful. There are many children in it and they all live together. They love to sing, dance, draw and play. Our children love to study.

Q: Guys, let's send Lesovich a picture about our city.

- Look, on a large sheet of paper I drew a road, a sky, planted trees, but this picture is missing something to make it a real city street. What do you think is missing? (Children's answers)

Children: There aren't enough houses here.

: That's right, there are no houses
.
There are many houses in our city and they are all different. What do you have at home? (roof, walls, windows, balconies, doors.) And today we will try ourselves in a new profession.

Tell me, who is building the house? Who will come up with the house design? Who paints the walls?

Children's answers.

: Please take your seats, today we will be builders.

And the building material will be paper, we will start with the house project. We have a strip, what can we make from it (windows), but how? That's right, fold it several times and cut it. And the large rectangle is the house itself, its walls. It can be glued in length, then the house will have few floors, or in height, then the house will be multi-story.

V. explains the methods of performing the work:

To make a house:

Take a large rectangle and place it in front of you on the table.
Take one rectangle of blue (yellow) color. We fold the rectangle in half corner to corner, and then smooth it along the fold line, unfold it, cut it - this will be 2 windows, do the same with the rest of the blue rectangles. Place them on a large rectangle.
Take a brown rectangle and cut off its corners on one side - this will be the roof. Place the scraps back into the plate. Lay out the roof on a large rectangle.
We smear each part with glue on oilcloth and glue it into place where we took it.

Fizminutka: cheerful gnome.

Q: Get to work. But first, let's remember the rules for working with scissors.

Place the scissors with the rings facing you.
Watch the movement of the blades as you cut.
Do not leave scissors open.
Pass the scissors rings first.
Do not wave the scissors, do not bring them to your face.
Use scissors as intended.
Always store scissors in a designated place.

During the lesson, the teacher reminds how to work with scissors and glue.

Safety precautions when working with glue.

Handle the glue with care.
Apply glue to the surface of the product only with a brush.
Do not let glue get on your fingers, face, especially eyes.
If glue gets into your eyes, rinse them immediately with plenty of water.
After finishing work, be sure to wash your hands and hands.

Monitors the children’s work, compliance with the required color scheme, and gives advice on creating the details of the drawing.

Q: The one who finishes building the house will come to me, and we will glue it to whatman paper. We'll have a whole street.

Q: What a beautiful street we have! You have dreamed well and this street can be called the street of the future. It is very cozy and bright. Here is our kindergarten. What street is it on? That's right, on Moskovskaya Street.

The houses stand in two rows,

Ten, twenty. A hundred in a row!

They look at each other with square eyes.

At the end of the lesson, the teacher asks the children to look at the finished picture and pay attention to whether all the houses turned out smooth and neat, and also carefully look at all the others.

Q: We will send a photo of our street to Lesovich, he will see how beautiful our city is. I think he will like our street. Well done boys. you did a good job and worked hard, now let’s put our workplaces in order.

Theme options

Appliqué at home is traditionally offered to middle school students in November. The theme according to the program is designated as “Big House” (two or three floors). But the teacher can slightly modify the key image:

"Village house"
“The house where I live” (the child creates an image of his own house - private or apartment).
“House on the Hill” (especially if children live in the corresponding area).
“Snow-covered house” (winter applique).
“Cat House” or “Teremok” (based on a fairy tale).

In addition, the composition can be collective - “Houses of our city (village).”

Children can make appliqué on separate sheets of paper, which are then combined into a collective panel

Video: New Year's application “Snow-covered houses”

How to motivate children to be creative

An important part of a teacher’s job is to create motivation for creativity in preschoolers. Of course, in the middle group, game characters are actively used for this. For example, Dunno (a doll) appears in the group and reports that in his Flower City he learned to drive a car and broke many houses. His friends are offended by him, and the hero asks the guys to help build new beautiful buildings.

Dunno comes to the guys and says that he broke almost all the houses in Flower City when he was learning to drive a car.

Another option is that a sad boy Vanya (also a doll) comes to the preschoolers. He says that when he grows up, he really wants to become a builder - to build large brick houses. In the meantime, he would like to make houses out of paper, but he doesn’t know how.

You can start the lesson with a riddle about builders:

Among the clouds on high, We are building a new house together, So that the people in it can live happily in warmth and beauty.

Then the teacher briefly talks with the children about this profession, emphasizes its importance, and asks the children who would like to build houses in the future.

If the lesson is based on the fairy tale “Cat House” or “Teremok”, then you need to remember the content of the work with the children, read out especially important points, and show illustrations. And watching a cartoon or a fragment of it will definitely inspire kids to get creative.

If the lesson is based on a fairy tale, you need to remember its content and look at the illustrations

Video: cartoon “Cat House” (1958)

Video: cartoon “Terem-Teremok” (1971)

You can first take your children on an excursion to nearby houses, especially if a new house is being built nearby.

Table: finger gymnastics “House”

Text	Movements
Under the mushroom there is a hut-house, A cheerful gnome lives there.	Connect your palms with a hut
We'll knock softly	Tap the fist of one hand on the palm of the other hand
Let's ring the bell. A gnome will open the door for us and invite us into the hut-house.	The palms of both hands are facing down, fingers crossed; The middle finger of the right hand is lowered down and sways slightly
The house has a plank floor,	Place your palms down and press your edges together
And on it is an oak table.	The left hand is clenched into a fist, the palm of the right hand is placed on top of the fist
Nearby is a high-backed chair.	Point your left palm vertically upward, and place the fist of your right hand on its lower part with your thumb towards you
There is a plate with a fork on the table. And there are mountains of pancakes - a treat for the guys.	The palm of the left hand lies on the table and is directed upward, representing a plate, the right hand represents a fork: the palm is directed downward, four fingers are straightened and slightly spread apart, and the thumb is pressed against the palm

Table: finger gymnastics “I want to build a house”

Text	Movements
I want to build a house	Fold your arms together and raise them above your head
So that there is a window in it	Connect the fingers of both hands into a circle
So that the house has a door,	Place your palms together vertically
Nearby for a pine tree to grow.	We raise one hand and “spread” our fingers
It was sunny, it was raining,	First, we raise our hands up, fingers “spread”. Then we lower our fingers down and make “shaking” movements
And the tulip bloomed in the garden!	We put our palms together and slowly open our fingers - “tulip bud”

Table: physical education

Text	Movements
One two three four five. Let's build and play.	Children do jumping jacks
We are building a big, tall house.	Stand on tiptoes and stretch arms up
We are installing windows and roofing.	Show the window, the roof with your hands - clasp your hands above your head
What a beautiful house!	Extend your arms forward with a pointing gesture
And everyone lives together in it.	Squats

Preparatory stage

Even in the younger group, the teacher involved the kids in preparing the classes. Then these were tasks at the “Take and bring” level. In the middle group, children gradually become “participants” in creating the necessary conditions for work. That is, their participation should concern not only organizational issues, but also the direct preparation of materials and blanks for application.

Application is one of the favorite activities for children in kindergarten.

What appliqué techniques can be used?

Before deciding on the scope of children’s responsibilities for preparing an appliqué lesson, let’s get a clear idea of what crafts techniques they are already familiar with. So, at 4–5 years old, children can perform 6 types of applications:

invoice - parts are cut out of colored paper and glued to the background;
torn - colored paper is torn into small pieces, which fill the space of the template on the base;
mosaic - the contours of the figures on the base are filled with confetti, cereal or pasta, as well as plasticine, cotton wool;
ribbon - the figures are cut out according to the principle of a round dance: all the parts are the same and are connected to each other by some elements;
silhouette - shapes are cut out along the contour on the base, then a backing is applied to highlight the silhouettes. This type of applique is not often used in kindergarten, because the participation of children, due to the complexity of the technology, is limited only to connecting the base with the substrate;
collage - cut out pictures are pasted onto the base. Despite the apparent simplicity, it is not easy for kids to master the technology of carefully cutting out parts, as well as harmoniously creating the overall composition of the collage

If you come up with an original background and material, then even a simple applied applique, which kids are familiar with from the younger group, will turn into a new and interesting task

What can children 4–5 years old do?

Based on the list of techniques for performing applications, it is clear what actions children in the middle group can perform independently:

cut out large and medium-sized elements with scissors, and also do it symmetrically;
create simple figures from plasticine based on “balls”, “pancakes” and “sausages”;
tear up pieces of paper;
work with glue (liquid PVA or in a stick), dose its amount on the surfaces that need to be joined;
handle different materials for applique (cut dry leaves, bend and unbend thin cardboard, lay out cereals within the contour, etc.).

The more elements in the application, the simpler they should be in execution

Materials

Having chosen the technique, the teacher selects materials to complete the application. For the “Home” craft it could be:

colored paper (of different densities, since kids already have an idea of working with thin cardboard and regular colored paper);
pieces of fabric (the teacher prepares such parts, but the kids will already be able to glue large pieces of fabric correctly and evenly);
plasticine (windows can be made from plasticine, showing the window frames with lines);
natural materials (leaves, chestnuts, etc. for decorating the front garden);
pasta, cereals, cotton wool - materials for filling large application spaces;
pencils, felt-tip pens, paints (if you need to complement the background with other elements, for example, clouds, sun).

Additional tools and accessories

In addition to the necessary paper, glue and brushes, you need to prepare:

wet wipes to remove excess glue from the base and to clean your fingers;
small work tablecloths to keep your work area clean;
scissors.

In order for the work to be a pleasure, the baby must have all the necessary accessories to complete the applique.

To make the craft look original, think about how to use elements such as:

corrugated paper (to show the relief of a tiled roof, you only need a triangle of this material);
cotton wool or cotton pads (looks beautiful when decorating a roof or garden plot during the snowy season);
sequins (to imitate snow, if we are depicting a house in winter), braid (to show a fence), candy wrappers, for example, for the front door, etc. Please note that these details are used only if children no longer have problems identifying , which figure symbolizes which element of the building, i.e. the main goal of the lesson has been fulfilled.

How to motivate to work during an applique class on the topic “Home”

Another important stage in preparing an application lesson is motivation. Kids, like a car engine, need to be started so that they do the job smoothly and efficiently. To do this, the teacher’s arsenal must include different types of work that fit the theme of a particular lesson, which can be used one at a time or in different combinations.

How to Organize a Conversation

This is interesting. The famous teacher, philosopher, author of an original method of child development, Maria Montessori, spoke about the importance of talking with a child like this: “Talk with your child as much as possible about everything and everywhere - at home, on the street, on the road. Your conversations, stories and discussions are more important than any teaching aid.”

Not a single type of activity can do without this, especially since it works on the development of speech - a key competence of a preschooler. The most convenient form of conversation is short questions that require as brief answers as possible. For example, if the location of the kindergarten allows: “If you look into the yard, what do you see? That’s right, home!” Or: “Where does the mouse live? And the bear? Birdie? Where do you guys live?” You need to lead the conversation so that the answer is the word “house”.

A short dramatization, for example, of the fairy tale “Teremok” can be an excellent motivation.

Images

This is the next stage, logically following from the previous one. There are different types of houses, so you can see their types in the pictures.

Looking at the drawings will give the child an understanding of what houses look like and who they are intended for.

Poems and songs

The guys are happy to get involved in working with rhyming lines and a memorable motive - they repeat, perform the simplest movements to them. One classic “Cat House” is worth it! Kids enjoy watching who comes to visit the cat's new home, saying words for almost all the characters.

The house we live in is located around the corner. It is large, multi-story, with a new elevator, very important! He wears a dashing hat, taller than all the neighboring houses! On top is a round antenna In a web of wires, A hundred people and a hundred cats live in it at the same time! - Hey hello! - I meet the house, raising my head up, He shakes the roof in response: - Good morning, Yaroslav!
Here is a square, a triangle, it turns out to be a whole house! We'll put a cat in it, he'll have fun! Here is a flower on the windowsill, a tea table on the balcony. Next to the house there is a garage, a booth and our dog;
The deer has a big house, He looks out of his window. A bunny runs across the field and knocks on his door! Knock-knock open the door, there’s an evil hunter in the forest, bunny-bunny, run your paw over to me
The deer quickly opened the door, let the bunny into his house, bunny, bunny, run your paw over to me. oh, oh, I’m scared, something doesn’t feel right, my heart sank into my heels and didn’t go away
Don’t tremble, my little bunny, I looked out my window, an angry hunter ran away, sit for a while. Yes, let me sit, I’m not trembling anymore, my fear has passed, you’re a good friend.

Fairy tales

This method of motivating children can be considered universal, since fairy tales can be told both at the beginning of the lesson and during the process of completing the application (to keep the kids interested in the results of the work).

Tale of Iris Review “Smile at Home” with questions for conversation - table

Text of the story “Smile at Home”

Questions and tasks for the fairy tale about the House

A bear has a den, a swallow has a nest, Baba Yaga has a hut on chicken legs, and a man has a house. Once upon a time there lived a House. Four corners. A house is like a house. With a reliable roof and a good stove. With warm floors and beautiful walls. A little fabulous, a little magical. The house was nice, but he never smiled. Because there were no residents in it. But one day people settled in it. The hostess began to restore order in the House. And the owner made sure that everything in it was in good order. And the House seemed to perk up. But he was still missing something... What do you think the House was missing? I think like this: children’s laughter, children’s games, children’s smiles... When children finally appeared in the House: boys and girls, he was very happy. He winked at the Sun, and this made the House brighter and warmer. And one day Sunny saw Dom finally smile. Naughty. Wide. Charming. Dom’s sincere smile made everything around him smile. After all, children are happiness. This is the world. This is a million smiles...

Why did Dom never smile?
Why did the House become brighter and warmer?
What was Dom's smile like?
Why do you think children are happiness?
Do you love your home?
Tell us what you value most in a home.

Scheme for drawing up lesson notes

It is important to clearly formulate the goals and objectives of the application lesson. To complete the “Home” craft, the following educational areas can be identified as goal-setting areas:

continued work on consolidating knowledge about the simplest geometric figures, as well as the first steps to transform them into each other;
creating conditions for teaching children to see a three-dimensional image behind a picture or oral story;
developing the ability to recreate a figurative representation of a specific object on a reduced scale;
nurturing a sense of proportion and aesthetic taste.

Lesson objectives:

learning to put together a whole image from parts - geometric shapes;
strengthening the skills of cutting paper into strips in a straight line;
continuing to work on neatly cutting corners;
repetition of the rules for gluing parts onto the base;
nurturing a sense of proportion when working with different materials within one application.

In order for children to enjoy the application, the teacher must carefully plan every minute of the lesson. An approximate timing can be represented as follows:

Introduction (implementation of the motivating component - 5–7 minutes).
The main part (work on the application - about 18 minutes, including a break for finger exercises and physical education).
Summing up (5-6 minutes for self-assessment of work and praise from the teacher).

The first and last stages are given at intervals so that, depending on the level of preparation of the children, the teacher can correctly combine other types of activities. So, for children with weak abilities, more time needs to be devoted to motivation than to summing up the results, and for children who immediately get involved in the work, on the contrary, the final stage is the most important in the entire lesson.

For variety, the house can be made for a specific character from popular cartoons or games

Example of a lesson summary for the middle group: Panchekhina Svetlana “Big House” – table

Progress of the lesson	Surprise moment. Educator: “Guys, today I went to kindergarten and met the boy Vanya, he was very upset. Let's say hello to Vanya." Children: “Hello, Vanya.” Vanya sadly greets the children. Educator: “When I started asking what happened, he told me. When he grows up, he wants to become a builder and build brick houses. And now, while he is small, he cannot build a real big house out of brick, so he is sad. Guys, let's teach Vanya how to make a paper house. Looking at the house. Educator: “Guys, let’s see what kind of house you can make out of paper.” The teacher shows a sample. Children examine the sample, dividing it into its component parts: roof, windows, doors. Explanation and demonstration. The teacher invites the children to think about how to cut windows, doors, and a roof from the strip, and explain if necessary. Reminds me of the rules for gluing: “First we glue a rectangle - a house, then we lay out the windows, roof, doors. We put glue on the entire brush, then we remove the excess on the edge of the jar. We spread the strip with glue (necessarily on oilcloth, starting from the middle, gradually moving to the edges). Put the brush down, take the strip with both hands and apply it to the place where it was lying, press it with a napkin, blotting off the excess glue.” Independent work of children. Children cut out windows and doors from strips, cut off the corners of the roof, lay them out, and stick them on a sheet of paper. The teacher makes sure that the children hold the scissors correctly. If necessary, reminds and corrects the position of the fingers holding the scissors. Reminds you of careful gluing. At the end of the work, the teacher offers to put their crafts on the table - let them dry. Finger gymnastics: “House on the Mountain.” Educator: “Well done, guys! Everyone tried their best and made beautiful houses. The boy Vanya says that he realized that you can make houses not only from brick, but also from paper, and now he can’t wait to make it himself, he hurries home, says goodbye, and leaves. Well, we’ll play with you: On the mountain we see a house (all fingers touch at the tips - “roof of the house”), Lots of greenery around (make wave-like movements with your hands), Behind the fence is a clean yard (stroke the table or the air with your palms), We open the gates (depict the gates opening), We quickly run up to the house (fingers “ran” across the table), We knock on the door: knock-knock-knock (fists on the table). Is someone knocking on our door (put your palm to your ear as if you are listening)? We came to visit a friend And they brought gifts (stretch your arms forward as if you were carrying something).
Final questions	What did we do with the house today? For whom? What kind of house did you make? Did you like it?
Quote from: https://www.maam.ru/detskijsad/konspekt-nod-po-aplikaci-na-temu-bolshoi-dom.html

Photo gallery of children's works

Traditional house complemented by a chimney on the roof

Two-story houses are made according to the same scheme - two rectangles (floors), a triangular roof and yellow windows

The composition is made on an unusual black background, and the snow is made using a broken method

Children draw window elements with a pencil

Children glue their photographs to each window; the sun and flowers on the trees are made from wads of napkins.

In a three-story house, the roof and door are in harmony in color

Application based on a famous fairy tale - in the windows of the little house the children draw animal faces

By cutting out a house from paper, middle group students consolidate their understanding of the shape of surrounding objects and expand their horizons. The teacher can play on this topic using game motivation, offering the children unusual materials for work and some non-standard techniques.