Article “The role of construction in the life of preschool children.”

Article “The role of construction in the life of preschool children.”

Article “The role of construction in the life of preschool children.”

One of the most favorite activities of a child is design. Construction allows the child to create his own unique world.

The term “construction” comes from the Latin word “construere”, which means creating a model, constructing, putting in a certain order and the relationship of various objects, parts, elements.

Design is a productive activity because it is aimed at obtaining a specific product.

During construction, spatial thinking and constructive abilities are primarily developed. Construction promotes the development of imaginative thinking. When working with a construction set, a child develops fine motor skills and an eye. Most importantly, design provides great opportunities for development

fantasies and imagination of children.

In the process of learning to design, children also develop generalized methods of action, the ability to purposefully examine objects or samples of buildings and toys. Children learn to plan work, presenting it as a whole, learn to control their actions, and correct mistakes independently. All this makes the design process organized and thoughtful.

Construction in the lives of preschool children contributes to the development and improvement of their speech, since in the process of activity children learn to consider the object of work, highlighting its qualities and correctly denoting such concepts as “wide - narrow; high Low; thick – thin; right left; above - below."

Games and activities with a constructor allow a child to develop perseverance, a desire for knowledge, the ability to plan his activities and achieve results in activities that are interesting for a child.

For construction in all age groups, small (tabletop) and large (floor) building materials are used, as well as construction kits that have different complexity methods: from elementary toys - inserts and stringers, used in early age groups - to quite complex wooden ones for assembling and plastic construction sets for older children.

Early age (2-3 years).

Throughout early childhood, construction is merged with plot-display play, acting both as its element and as a means of helping to play out simple plots. The main task at this age is to stimulate interest in design, to introduce the creation of the simplest to the creation of the simplest structures (path, gates…). The teacher sets the basic gradually complicating structures through samples.

Junior preschool age (3-5 years).

Construction is separated from the game (not included in the game plot) and acts as an independent productive activity. The role of toys at this age is still great and the teacher must remember that children are just beginning to identify the spatial characteristics of buildings and toys and relate them to each other. All Children learn to build basic structures according to a model under the guidance of a teacher. Particular attention is paid to organizing the examination of samples according to a certain pattern. Children continue to become familiar with the properties of the main parts (for example, all sides of a cube are the same in shape, so the cube is equally stable no matter which face it is placed on). They master two methods of the simplest constructive tasks: replacing smaller parts with larger ones, adjusting and adjusting using those same details.

Senior preschool age (5-7 years).

Each topic should also be represented by several constructions, and only one of them is set by the adult as a model, while other children create them themselves, transforming the model in accordance with certain conditions.

Construction is considered one of the most important means of mental education. It focuses on a holistic perception of the future building, teaches observation, the ability to generalize, compare, and analyze. Games with blocks expand the child’s mathematical understanding of the shape, size, spatial and quantitative relationships of objects. Classes with the designer contribute to the development of personal values, such as determination, accuracy, organization and responsibility. The constructor will become a faithful assistant in preparing children for school, developing their speech, memory and independence. Another important thing is that the child begins to realize the need for knowledge about the subject in order to successfully construct its model. Thus, a very important need for children appears - for new knowledge about the world around them.

Constructive activity is a practical activity aimed at obtaining a specific, pre-conceived real product that corresponds to its functional purpose. Design has extremely wide possibilities for mental, moral, aesthetic, and labor education.

Children's construction is usually understood as a variety of buildings made from building materials, the production of crafts and toys from paper, cardboard, wood and other materials. In its nature, it is most similar to visual activity and play - it also reflects the surrounding reality. Children's buildings and crafts are for practical use (buildings for play, crafts for decorating a Christmas tree, for a gift for mom, etc.), and therefore must correspond to their purpose.

There are two types of children's design: technical and artistic.

In technical design, children mainly display real-life objects, and also come up with designs by association with images from fairy tales and films. At the same time, they model their main structural and functional features: a building with a roof, windows, a door; a ship with a deck, stern, steering wheel, etc.

The technical type of design activity includes: design from building material (wooden painted or unpainted parts of geometric shape); from designer parts with different fastening methods; from large-sized modular blocks.

In artistic design, children, when creating images, not only (and not so much) display their structure, but express their attitude towards them, convey their character, using such a technique as “violation” of proportions, as well as color, texture, shape: a cheerful clown , a thin simpleton wolf, a handsome prince, etc., which leads, in the words of A.V. Zaporozhets, to “the formation of unique emotional images.”

The artistic type of design includes design from paper and from natural materials.

Construction is a productive activity that meets the interests and needs of preschoolers. Children use the created buildings and crafts in games, in theatrical activities, and also as gifts, decoration of premises, grounds, etc., which brings them great satisfaction.

Children's design, and especially technical, is closely related to play activities. Children build buildings (car garage, knight's castle, etc.) and play with them, repeatedly rebuilding them during the game.

Taking into account the features of play and design, their relationship is necessary when determining the forms and methods of organizing these different types of children's activities. Thus, the requirements for the quality of structures erected even by older children during role-play are unjustified, since this can destroy it. And vice versa, to be content with primitive children's buildings and crafts and not to purposefully develop full-fledged construction as an activity means to significantly impoverish the development of children.

Construction classes develop children's sensory and thinking abilities.

According to T.V. Luss, with properly organized activities, children acquire:

• constructive and technical skills:
• construct individual objects from building materials - buildings, bridges, etc.;
• make various crafts from paper - Christmas tree decorations, boats, etc.;
• generalized skills:
• purposefully look at objects
• compare them with each other and divide them into parts,
• see the common and different in them,
• find the main structural parts on which the location of other parts depends,
• make inferences and generalizations.

It is important that children’s thinking in the process of constructive activity has a practical orientation and is of a creative nature. When teaching children to design, planning mental activity develops, which is an important factor in the formation of educational activity. When children design a building or craft, they mentally imagine what they will be like and plan in advance how they will be completed and in what sequence.

According to L. A Paramonova, constructive activity contributes to practical knowledge of the properties of geometric bodies and spatial relationships:

• children’s speech is enriched with new terms and concepts (bar, cube, pyramid, etc.), which are rarely used in other types of activities;
• children practice the correct use of concepts (tall - low, long - short, wide - narrow, large - small), in precise verbal indication of direction (above - below, right - left, down - up, behind - in front, closer, etc.). d.).

Constructive activity is also a means of moral education of preschool children. According to L.A. Wenger, in the process of this activity important personality qualities are formed:

• hard work,
• independence,
• initiative,
• perseverance in achieving goals,
• organization.

Joint constructive activities of children (collective buildings, crafts) play a big role in developing the initial skills of working in a team:

• the ability to negotiate in advance (distribute responsibilities, select the material necessary to complete a building or craft, plan the process of their manufacture, etc.);
• work together without interfering with each other.

However, constructive activity acquires such a multifaceted significance in raising children only if systematic training is carried out and a variety of methods are used aimed at developing not only constructive skills, but also valuable qualities of the child’s personality and mental abilities.

Benefits of the designer

The thing is that the designer has an extremely positive effect on the development of children. Children's construction sets not only develop children's fantasy and imagination, but also have a beneficial effect on the development of thinking, memory and hand motor skills (both general and fine). It has been scientifically proven that the part of the brain responsible for fine motor skills is in close connection with the speech department. So, it is the timely development of hands that will help the baby start speaking and thinking correctly in the future.

This is why it is so important to give your child his first construction set at an early age.

The importance of designing from different materials in the development of preschool children

Dear friends, today a permanent participant in our column “Masters of their craft” Elena Nikolaevna Somova, teacher of the joint venture “Kindergarten “Alyonushka” GBOU Secondary School No. 2 named after. V. Maskina Art. Klyavlino, Samara region , has prepared educational material for us about the importance of construction from different materials in the development of preschool children. The article will be of interest to preschool teachers.

A short commentary on the article from Elena Nikolaevna:

“All teachers have long known the important role construction plays in the development of preschoolers. As Z. V. Lishtvan noted, in the process of targeted training, preschoolers, along with technical skills, develop the ability to analyze objects of the surrounding reality, form generalized ideas about the objects being created, and develop valuable personality qualities.”

Useful reading...

The importance of designing from different materials in the development of preschool children

The term “construction” (from the Latin word construere) means bringing various objects, parts, elements into a certain relative position. All teachers have long known the important role construction plays in the development of preschoolers. As Z. V. Lishtvan noted, in the process of targeted learning, preschoolers, along with technical skills, develop the ability to analyze objects in the surrounding reality, form generalized ideas about the objects being created, and develop valuable personality traits. Children's construction is usually understood as a variety of buildings made from building materials, the production of crafts and toys from paper, cardboard, wood and other materials. In its nature, it is most similar to visual activity and play - it also reflects the surrounding reality. Children's buildings and crafts are for practical use (buildings for play, crafts for decorating a Christmas tree or interior, as a gift for mom, dad, etc.), and therefore must correspond to their purpose. Constructive activity is a practical activity aimed at obtaining a specific, pre-conceived real product that corresponds to its functional purpose. The “Kindergarten Education Program” assigns a significant place to design in work with children of all age groups, since it has extremely broad opportunities for mental, moral, aesthetic, and labor education. Construction classes develop children's sensory and thinking abilities. With properly organized activities, children acquire not only constructive and technical skills (construct individual objects from building materials - buildings, bridges, etc. or make various crafts from paper - Christmas tree decorations, boats, etc.), but also generalized skills - purposefully examine objects, compare them with each other and divide them into parts, see what is common and different in them, find the main structural parts on which the arrangement of other parts depends, make conclusions and generalizations. When teaching children to design, planning mental activity develops, which is an important factor in the formation of educational activity. When children design a building or craft, they mentally imagine what they will be like and plan in advance how they will be completed and in what sequence. It is important that children’s thinking in the process of constructive activity has a practical orientation and is of a creative nature. Constructive activities contribute to practical knowledge of the properties of geometric bodies and spatial relationships. Thanks to this, children's speech is enriched with new terms and concepts (bar, cube, pyramid, prism, etc.), which are rarely used in other types of activities. Children practice the correct use of concepts (tall - low, long - short, wide - narrow, large - small), in precise verbal indication of direction (above - below, right - left, down - up, behind - in front, closer, etc.). d.). Constructive activity is also a means of moral education of preschool children. In the process of this activity, such important personality qualities as hard work, independence, cohesion, initiative, perseverance in achieving goals, and organization are formed. Joint constructive activities of children (collective buildings, crafts) play a big role in developing the initial skills of working in a team - the ability to preliminarily agree (distribute responsibilities, select the material necessary to complete a building or craft, plan the process of their production, etc.) and work together, without interfering with each other. Children making various crafts and toys as gifts for their mother, grandmother, sister, younger friend or peer fosters a caring and attentive attitude towards loved ones, towards comrades, and a desire to do something nice for them. It is this desire that often makes a child work with special zeal and diligence, which makes his activity even more fulfilling and brings him great satisfaction. Finally, constructive activity is of great importance for the education of aesthetic feelings. When children become acquainted with modern buildings and with some architectural monuments that are understandable to them (the Kremlin, the Bolshoi Theater, etc.), they develop artistic taste, the ability to admire architectural riches and understand that the value of any structure lies not only in accordance with its practical purpose, but also in its design - simplicity and clarity of forms, consistent color combinations, thoughtful decoration, etc. Making crafts from natural materials develops in children not only technical skills, but also a special attitude towards the world around them - children begin to see and feel the beauty of emerald moss and bright red rowan, the whimsicality of the roots and branches of trees, feel the beauty and appropriateness of their combinations. However, constructive activity acquires such a multifaceted significance in raising children only if systematic training is carried out and a variety of methods are used aimed at developing not only constructive skills, but also valuable qualities of the child’s personality and mental abilities. In the design process, an important role is assigned to an adult, because the imagination will not become bright, imaginative, or directed if adults do not begin to develop it in children in time.

Construction as a type of educational activity in kindergarten work

Children learn from the moment they are born. It is in childhood that a child develops self-awareness, the first ideas about himself are formed, stable forms of interpersonal interaction, moral and social norms are formed.[1] According to many scientists (L.I. Bozhovich, A.L. Wenger, L.S. Vygotsky, A.N. Leontiev, M.I. Lisina, D.B. Elkonin, L.S. Rubenstein and others), The first years of life are a critically important period for social and intellectual learning. For children of this age, the basis of learning should be play - in the process, children begin to imitate adults, try their hand, fantasize, and experiment. It is difficult to overestimate the role of play in children's lives. The child touches objects, picks them up, moves them - and thus explores the world around them. It is in play that the child trains the social manifestations of his future adult life. He learns to interact with peers, feel them, measure and demonstrate his capabilities. And the formation of his successful life style will largely depend on how he succeeds. [1]

Play provides children with enormous opportunities for physical, aesthetic and social development. New games and entertainment have appeared in the education system for preschool children.

A special place among them is occupied by the constructive activities of children. Thanks to this activity, the child’s skills and abilities, mental and aesthetic development are quickly improved. The child has an unlimited opportunity to invent and create his own buildings and designs, showing curiosity, intelligence, ingenuity and creativity. [3]

Children's work with a constructor in a playful, educational form allows them to learn a lot of important and interesting things, and also develops skills necessary for later life. Due to its versatility, the construction set is the most preferred developmental material that allows you to diversify the learning process for preschoolers.

In the course of classes, work is being done on the development of the intellect of imagination, fine motor skills, creative inclinations, the development of dialogic and monologue speech, and the expansion of vocabulary. Particular attention is paid to the development of logical and spatial thinking. Students learn to work with the proposed instructions, develop the ability to cooperate with a partner, and work in a team. In addition, the use of a constructor in classes as part of additional education helps the development of creative abilities and communication skills - as it involves not only discussion and comparison of individually created models, but also their joint improvement and transformation for subsequent play. [2]

In addition, playing with a construction set is the best opportunity to teach a child self-control, attentiveness and perseverance.

I use the constructor in free and direct educational activities, while children learn, plan and organize their activities, and it is also great for role-playing games where the child can easily interact with peers and the teacher. Situations that arise in the process of creating buildings and playing with them contribute to the social and communicative development of children. In the process of creating models, children discuss and compare, agree, taking into account the partner’s opinion, and improve the models for subsequent play.

And what could be better than losing the game yourself with the result of your own activities.

The constructor can be used in the formation of elementary mathematical representations. The child perceives learning as a game, he becomes interested, and learns the material more easily. Constructor “cubes”, suitable for visual material to consolidate and develop the skills of forward and backward counting, comparing numbers, knowledge of the composition of numbers, geometric figures; the ability to navigate on a plane, the ability to classify according to characteristics. Children try to establish what an object is like and how it differs from others; they master the ability to measure the width, length, height of objects; begin to solve constructive problems “by eye”; develop imaginative thinking; learn to imagine objects in different spatial positions and mentally change their relative position. (“Find the missing figure”, “Turrets”, “Multi-colored paths”, “Continue the number series”, “Where is there more?”, etc.).

In classes on familiarization with the surrounding world, the constructor is used in experimental activities as the material from which the constructor is made (“What is it made of?”, “Find the same one,” “How are they similar and how are they different?”, “Tell me about the properties of the object,” etc.) .d.).

Construction is closely related to the sensory and intellectual development of the child. It is of particular importance for improving visual acuity and color perception accuracy. [5] A well-thought-out color scheme contributes to the aesthetic education of a child: he sees and understands that the world around him should be beautiful, festive and bright.

Children can arrange construction bricks into corresponding color groups and identify the colors in each group, find the extra or missing color.

Thus, the constructor is convenient to use for studying and reinforcing colors (“colored house”, “fun steps”).

The designer helps with educational games. The special role of didactic games in preschool institutions is determined by the fact that the game should make the learning process emotional, interesting, and allow the child to gain his own experience [8]. By assembling a construction set, a child learns to be attentive and patient, to calmly experience failures and be persistent on the path to the goal. Here it is appropriate to recall the words of the famous Russian teacher K.D. Ushinsky: “...the best toy for a child is the one that he can make change in the most diverse ways...”. [4]

With the help of a construction set, you can develop not only fine motor skills, but also complete physical development, it can easily be used in physical education classes: walking/running like a snake between the parts of the construction set, shuttle running, maintaining balance, exercises to develop coordination of movements, exercises to develop flexibility, speed and dexterity. [7]

Using construction sets in my work, I noticed that children had a desire to experiment, invent, and fantasize. In the process of this, children’s spatial, logical, mathematical, associative thinking, and memory became more developed. Namely, this is the basis of intellectual development.

The constructor helps preschoolers enter the world of social experience. Children develop a unified and holistic idea of ​​the objective and social world. Design is not only a practical creative activity, but also the development of mental abilities, which manifests itself in other types of activities: speech, play, and visual arts. [9] This is also the education of a socially active personality with a high degree of freedom of thinking, the development of independence, and the ability of children to solve any problems creatively.

References:

1. Varki N. A child in the world of creativity // Preschool education, 2003, No. 6, pp. 57-67.

2. S. I. Volkova “Design”, - M: “Enlightenment”, 2010.

3. Kutsakova L.V. Classes on designing a kindergarten - M. Phoenix 2009 - 79 p.

4. K.D. Ushinsky // History of pedagogy / N.A. Konstantinov, E.N. Medynsky, M.F. Shabaeva. – M.: Enlightenment, 2002. – P.57-82.

5. Feshina E.V. Lego - construction in kindergarten, M. Sphere 2011

6. https://rpp.nashaucheba.ru/pars_docs/refs/140/139423/img20.jpg

7. https://www.int-edu.ru/

8. https://www.lego.com/ru

Scenario of the pedagogical council “Conditions for the development of constructive activity of a preschooler”

Scenario of the pedagogical council

“Conditions for the development of constructive activity of a preschooler”

Korobeynikova Alla Mikhailovna,

Methodist,

MADO "Kindergarten No. 6" Perm.

In accordance with modern regulatory documents, each educational institution must have a development program. Participating in its development and implementation of its directions is the official responsibility of all members of the teaching staff. Therefore, the work of the management team of the institution, and in particular the methodologist or deputy head for educational work with teaching staff in order to develop the institution, remains relevant. It is important to analyze and effectively use the possibilities of involving all participants in the educational process in the development of the program and its implementation. The kindergarten team has done some work during the 2015-2016 academic year. The proposed scenario of the pedagogical council is intended to make an intermediate cut of the first stage of work on the program, make adjustments and launch preparations for the next stage. It remains important for management to develop the subjective position of members of the teaching staff, therefore the pedagogical council has the form of a round table, where everyone is given the opportunity to express their opinion, make their choice and take responsibility for the chosen part of the work. This development is intended for senior teachers, methodologists and deputy heads for educational work.

The purpose of the pedagogical council:

Developing a strategy within the framework of the implementation of the development program, the goal of which is to create a center for modern means of teaching technical design and modeling “Designing Children Corporation”; Development of creative abilities of preschool children in the center.

Form of holding: “Round table”

Materials and equipment:

Multimedia – screen, projector, laptop; flipchart, paper for it, markers of different colors, magnets

Distribution of functions:

The methodologist is the leader of the teachers' council, the secretary of the teachers' council - records the main ideas and opinions, and is also the keeper of time.

Plan for the teachers' meeting:

1. Game exercise “Make a gift”

Purpose of the exercise: Involvement of teachers in the topic of teachers' council.

2. Exercise “Where are you?”

Purpose of the exercise: Teachers’ self-assessment of their contribution to the development of the institution

3. Analysis using the Dilts Pyramid model

Goal: Analysis of the activities of preschool teachers to create conditions for constructive activities of preschool children.

4. Development of further strategy as part of the implementation of the development program.

Goal: To specify further steps to create a center for technical design and modeling and develop the creative abilities of preschoolers in the center.

Holding a teachers' meeting

Teachers take seats on chairs arranged in a circle.

1. The presenter invites everyone to stand up and greet each other in a circle, making a figurative gift with a wish associated with construction.

For example, “I want to give you, Maria Sergeevna, this yellow brick, so that it, like the sun, evokes positive emotions and encourages you to new creative achievements.” OR, “I want to give you this magnetic construction set piece so that you can attract as many ideas as possible to develop creative construction in our preschoolers.” OR, “I give you this cylinder so that there are no sharp corners in your professional life,” etc.

2. Exercise “Where are you?

(What place do you occupy in the “Designing Children” Corporation). At the entrance to the hall, there is a flipchart on which the image of the “Designing Children Corporation” institution is depicted in the form of a disproportionately drawn pyramid. (see figure) teachers need to choose a magnet and attach it to the pyramid, determining their place and significance in the “Corporation”.

To understand who and how much evaluates their contribution to the development of the institution and their functional role, the presenter offers to explain their choice if desired. This exercise helps evaluate teachers in terms of motivation, desire to participate and promote projects, as well as the harmonious development of the institution.

For example, the role of the manager is to create the foundation, material, technical, and financial conditions for the development of the institution, so she placed a yellow magnet (the color of cheerfulness) in the center of the bottom of the pyramid. The role of the methodologist is the promotion of innovative ideas, optimism and faith in the achievability of the set goals, the engine of projects, therefore the yellow magnet is at the top of the pyramid. Many educators have placed the 2nd and 3rd levels of the pyramid attributing the placement to a lot of work and the results of children's achievements, but there is still significant work to be done. One specialist placed a magnet next to the pyramid, taking the position of an observer and searching for its applicability.

3. Round table. Analysis of the activities of the teaching staff according to the “Dilts Pyramid” model.

The presenter invites teachers to analyze their activities during the year in solving the problems of the development program to create conditions for the constructive activities of preschoolers using the “Dilts Pyramid” model.

Teachers are given the opportunity to unite in groups based on professional interests or carry out self-analysis individually. Time to work 5 minutes. Time to speak 1 minute.

An example of a teacher's speech:

I, as a teacher of children of the younger group (stage 1), studied in detail (stage 2) the program content in the section “Constructive-model activity”, analyzed the state of the development center for design in the group, in accordance with the principles of the organization of the RPPS (stage 3): I replenished the center – the owner and rules of the game in the center (step 2), for this purpose she systematized the building material (bricks, cubes, prisms) in accordance with the program content, laid out all the parts in containers according to the color on which there is a symbol (the part and its color), additionally developed diagrams, created thematic albums of buildings, as well as photo albums with the plot of the buildings (step 3). As part of the work of the initiative group (stage 1), my colleague and I developed recommendations for organizing design centers in groups and held a seminar for teachers of preschool educational institutions (stage 2). As the head of the Robotics center in preschool educational institutions (stage 1), I implement the municipal model of preschool educational institutions and generalize the accumulated experience in pedagogical communities of preschool educational institutions: GMO in Lego and robotics, developed programs of short-term educational practices, presented in a virtual fair of short-term educational practices of a technical orientation, preparing children to participate in a city competition in robotics. I am the head of the Robotics club as part of an additional educational service (level 3). But I am aware of the problem of low activity of parents in choosing this service. Everything I do is important to me, because it gives me some professional growth, recognition from management, and my parents trust me as a professional. My activities are reflected in my portfolio, which contributed to my certification this year for the first category (level 4). My interest in light engineering and robotics helps me actively participate in the implementation of the development program as the head of the project line for working with teachers and children. In the future, I plan to introduce robotics as a mandatory variable part of the program of our preschool educational institution in the preparatory group of the kindergarten (level 5). I believe that my personal activity in implementing the priority direction for the development of constructive creativity in preschoolers will produce results not only at the level of our institution, but will also sow germs into the engineering future of our country and advance our kindergarten in the ranking of preschool institutions of Perm education (level 6).

All significant positive changes are recorded by the secretary on a flipchart.

Then the floor is given to the working group for thematic control. (see the control plan in the appendix), the purpose of which was “Studying the state of conditions in kindergarten groups for the constructive activities of preschoolers and their compliance with the Federal State Educational Standard for Education.”

All problems are recorded on a flipchart. Time frames for solving problems are discussed.

4. The presenter, with the help of a secretary, clearly demonstrates to teachers the image of the institution’s advancement according to the development program during the academic year. And he offers to answer the questions:

• What would you change in the activities of the institution, and what would you add?
• What was not involved in the work, but was not necessary? (forms of activity, projects, project participants, social partners);
• What should change in the results, in the children, in the teachers, in the parents?

What is done?

What remains to be done?

As a result of the discussion of proposals, 5 areas of technical design were identified, from which it is necessary to select a priority area for each group of senior preschool age preschool educational institutions:

1. Design and modeling from natural and waste materials

2. Design and modeling from paper

3. Computer design

4. Robotics

5. Lightweight construction

Educators suggested stages of implementation of these directions;

• Agree on the choice of direction with parents, in this regard, develop a program for meeting with parents;
• Develop a brand for each group, a long-term thematic plan for the implementation of each direction;
• Develop a project to fill the subject-development environment in accordance with the brand;
• Organize work to find social partners in the chosen area;
• Make a list of proposals for improving the professional competence of teachers in this area?

Proposals for the draft decision of the pedagogical council

1. Create a problem group to develop directions for the development of each group of kindergarten of senior preschool age. Choose (teacher's last name) as the group leader

Subject specialists - the music director, the director of physical education - will develop proposals for activities that shape the traditions of the kindergarten.

2. Create a problem group of teachers of junior and middle groups to develop a methodological case for design in accordance with the educational program for all age groups. Select (teacher's last name) as the leader. A speech therapist teacher should develop a card index of didactic Lego games on lexical topics in order to develop the speech of preschool children and correct speech disorders. Prepare case materials by June 15, 2021, with an interim report at the final pedagogical council.

Appendix to script materials:

Thematic control plan

“A system of work to develop children’s creative abilities in constructive activities in preschool educational institutions”

from 02/08/2016 to 03/11/2016

Purpose: To study the state of conditions in kindergarten groups for the constructive activities of preschoolers and their compliance with the Federal State Educational Standard for Education.

Contents of thematic control

from 02/08/2016 to 03/11/2016

I. _ Object: constructive model activities for preschool children

Control method

: Observing the constructive activities of children.

Target:

identify the degree of formation of skills, constructive-model activity skills in accordance with program objectives

Suggested working materials

: Survey maps of the level of development of constructive skills in children of different age groups.

II . Object: Subject-based development environment (Construction Center), as a condition for the development of children’s constructive activities

Target:

Identify the level of the teacher’s skills to create an environment in the group that is appropriate for the age and level of development of children and program objectives

Control method

: analysis of the subject-developmental environment in a group for the development of constructive skills in children. Interview. Filling analysis

Suggested working materials:

Protocol for examining the subject-development environment

Sh. Object: professional skills of educators - organization of educational activities, joint activities.

Target:

To establish the teacher’s level of proficiency in methods of organizing constructive activities for preschoolers.

Control method:

Questioning
,
observation of the educational process.

Suggested working materials:

Questionnaire for educators, self-analysis (oral and written). Lesson analysis map.

IV . Object: Work planning.

Target:

Planning efficiency analysis;

An object:

planning work to develop children’s constructive skills in educational activities, routine moments and play activities.

Method

: Planning Check: Construction Activities; Individual work with children; Organization of construction in independent and play activities

Suggested working materials:

Help, planning analysis diagram.

V. _ Object: Working with family

Target:

analysis of the effectiveness of interaction between preschool educational institutions and parents.

An object:

Work plans, visual information, birth protocols. meetings,

Method:

Analysis of visual information for parents in the group; questioning, checking birth protocols. meetings.

Suggested working materials

: Questionnaire for parents, visual information analysis map.

MAGAZINE Preschooler.RF

Design is a purposeful process that results in a specific real product. Children's construction is closely related to play and is an activity that meets the interests of children.

Construction opens up great opportunities for shaping the comprehensive development of children and their creativity.

Construction is an important means of mental education for children. In the system of mental education, a large role belongs to the formation of the child’s sensory abilities. Sensory abilities develop most successfully in productive activities, in particular in construction. Here, sensory processes are carried out not in isolation from activity, but in it itself, revealing rich opportunities for sensory education.

Mastering construction helps expand the vocabulary and enrich children's speech, since in the process of work children share their ideas, learn to motivate them by communicating with each other, give a verbal report on the actions performed, etc. The child learns the necessary words in connection with the needs of other activities, which contributes to the formation of the correct meaning of words and ways of using them.

When constructing, the child’s visual perception of objects in the surrounding world is improved. It becomes more focused. A prerequisite is also created for acquiring the ability, already at preschool age, to carry out a deeper visual analysis of a model and an object, without resorting to real dismemberment. Thus, the ability to compare and perform visual analysis is formed, including thinking processes in the process of perception.

Sensory education aims to develop spatial concepts, and design plays a large role in this. When constructing a structure (building), the child clarifies and expands his ideas, first outlining its position in space and the location of its parts. These ideas are also improved when he creates a toy, placing and gluing small parts (decorations on the walls of a basket, windows near a house, etc.) on a flat pattern (pattern); Before folding and gluing the pattern into a finished three-dimensional toy, the structures are placed on a certain plane ( “on the street” , “on the farm”, etc.). Thus, the formation of spatial representations in the design process occurs on visual material.

In the process of constructive activity, children form generalized ideas. These generalizations arise on the basis of ideas obtained from direct perception of various structures and the creation of their own buildings. Children learn that many objects in the environment make up groups of homogeneous objects, united by one concept: buildings, bridges, transport, etc. In each group, objects have both common and different characteristics.

The formation of this kind of ideas contributes to children’s assimilation of the main constructive dependence - the dependence of the design on its practical purpose, which has a significant impact on the development of children’s thinking.

In the process of teaching children to construct different designs of homogeneous buildings or toys (a residential building, a school, a kindergarten; a box, a house, a basket), conditions are created for the development of creative design skills. The child assimilates, as it were, a scheme for making a building or a toy, transmitting both common and different characteristics into them, and carries out this in a certain sequence. This nature of the activity is the basis for allowing children to look for a way to independently produce a new version of an object, which is often required in the game.

Design is also an effective means of aesthetic education. By introducing children on excursions to some structures and buildings (residential buildings, buildings, kindergartens, schools, theaters), as well as architectural monuments accessible to their understanding (Moscow Kremlin, Bolshoi Theater, etc.), the teacher has the opportunity to develop the artistic taste of children, causing they have aesthetic pleasure when looking at beautiful buildings. To develop the ability to appreciate what people have created through creative work, to love the architectural riches of their city, country, and to take care of them.

Purposeful and systematic teaching of design to children plays a big role in preparing children for school. It contributes to the development of children’s ability to learn, reveals to them that the main meaning of activity is not only in obtaining results, but also in acquiring knowledge and skills. Such a cognitive motive causes significant changes in mental processes. These changes consist mainly in the ability to voluntarily control one’s cognitive processes (direct them to solve educational problems), to achieve a certain level of development of mental operations, and the ability to systematically perform mental work necessary for the conscious assimilation of knowledge.

When and which designer to buy?

Children's construction sets are usually divided into groups according to the age of the children.

Construction set for children from 1 to 4 years old

At this age, it is better to choose a construction set that contains a small number of large parts to prevent the baby from swallowing them.

The process of playing with a construction set at this age is limited to building tall towers (and parents will have to do this at first to show the child the principle of the game). When the child grows up a little, he will happily build them himself. All you need to do is encourage your baby in his endeavors!

Construction set for children from 4 to 7 years old

At this age, a child can already concentrate his attention on the game for a long time and assemble more complex construction sets, but not yet without the help of his parents. Tell your child what is best to combine with what so that the end result looks like in the picture.

Pay attention to the Lego Duplo brand - this is a type of Lego construction set designed specifically for preschool children. The details in the designer are large, the plots are simple. It will be interesting for your child to assemble such a set and play with it after assembly.

Construction set for ages over 7 years

At this age, children are already ready and want to assemble more complex construction sets that represent some kind of plot and consist of a large number of different parts. For example, Lego designers have a lot of interesting sets: a pirate ship (with real pirates, treasures in chests and other paraphernalia), an underwater world, a princess’s palace and others.

You can also offer older children an iron construction set (Meccano), the parts of which are connected with special bolts and nuts. From them you can assemble entire models of trains, cars, buildings!

We think you are convinced that the construction set is an excellent educational toy, and the large assortment allows you to choose it for children of any age.

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