Text of the book “Classes on designing from building materials in the senior group of kindergarten. Class notes"

Expected results

By the end of the year, the child should be able to:

• Name the main parts of the Lego constructor (purpose, features);
• Know the simplest fundamentals of mechanics (stability of structures, strength of connections);
• Distinguish between types of structures: flat, volumetric, fixed and movable connection of parts;
• Adhere to the technological sequence for manufacturing simple structures.

• Be able to select the parts necessary for design (by type and color);
• Be able to design, focusing on a step-by-step design manufacturing scheme;
• Design according to a sample;
• With the help of a teacher, analyze, plan upcoming practical work, and monitor the quality of the results of one’s own practical activities; independently determine the number of parts in the design of models;
• Realize a creative idea.

1. Educational and methodological plan of the additional program.

Number of school weeks per year – 34

Number of training sessions – 34

LEGO - construction is carried out in the afternoon in a group room for the senior group, 1 time per week. Lesson duration is 25 minutes.

A LEGO construction lesson begins with a set of finger gymnastics. During the lesson there is a physical exercise corresponding to the topic of the lesson.

When organizing constructive-model activities for preschool children, you can use frontal, individual and subgroup forms.

Teaching preschoolers Lego construction can be divided into several stages:

1. Program content

1. Monitoring the development of constructive model activities

The examination of children is carried out annually from September 1 to 15, and from May 25 to 30.

This monitoring is used exclusively to solve the following educational tasks:

1) individualization of education (including support for a child, building his educational trajectory or professional correction of his developmental characteristics);

2) optimization of work with a group of children.

Basic methods of collecting information about a child

• Systematic observation;
• Preservation of products of children's activities;
• Drawing up an observation map that lists skills and abilities (key competencies);
• Conversations with parents, questionnaires, questionnaires;
• Conversations and interviews with the child using open-ended questions, obtaining answers from the children;
• Children's stories;
• Photos;

The teacher begins by collecting information about the child’s development, his interests, inclinations, hobbies, style of communication and thinking, etc. To obtain a complete and objective assessment of the development and current state of the child, it is necessary to use

• different methods of collecting information;
• various sources of information;
• various situations to repeat the information collection procedure.

Teachers use different methods and techniques for collecting information about the child.

Map of development of constructive modeling activities

Diagnostic methods: observations, conversations with the child

These tables are the basis for planning individual work with a specific child.

Design game for the senior group Topic: “Friends to the rescue”

Design game for the senior group

Topic: “Friends to the rescue”

Target:

Development of the planet by building a home for its inhabitants from LEGO, constructing a lunar rover.

Tasks:

• Learn to build structures from LEGO constructors on a proposed topic according to the conditions that the building must satisfy.
• To develop imagination, constructive imagination and the ability to creatively use previously acquired skills and create an attractive play situation that encourages children to develop their own ideas.
• Develop the ability to work together and respect for the work of a friend.

Preliminary work:

Children looked at illustrations from the book: “The World and Man”

about planets and spaceships, pictures of different alien dwellings, talked about what they like and what they don’t like.

Material used:

Lego

Class organization form

- work according to plan.

OD move:

There's a knock on the door.
The postman brings a letter. Together with the children, the teacher examines the mysterious envelope and reads the letter. “Hello dear inhabitants of planet Earth. My name is Jimmy and I live on another planet. My planet is called "Friendship". We live together with my friends.
I know that you are very kind and sympathetic. You have such beautiful houses in your city, but we don’t have them. I ask you to help me. Come visit me and help build the same beautiful houses for me and my friends. We will have a lot of fun together!” Educator:

Well, guys, let's help our mysterious stranger?

Children:

Yes!

Educator:

Make yourself comfortable, we have a long journey ahead of us.
Jimmy is probably already waiting for you on his planet. What planet do you and I live on - planet Earth,
and he?

Children:

On the planet
"Friendship".
Educator :

What can we use to fly to another planet?
( on the spacecraft
) . _ You and I are going to the cosmodrome, where we will pick up the fastest spaceship and fly to an amazing planet to get to work.

(Music turns on, children begin building a spaceship).

We are setting off on a journey to an amazing planet. You are the crew of an interplanetary spaceship of earthlings. We seat our pilots at the helm and our ship takes off. We are flying into space. The stars look at us warmly, invite us to visit them, mysterious flying saucers with unusual passengers fly past, but our goal is the planet “Friendship”. And she's already close. We're making a soft landing. How smoothly and softly we sat down! Let's get off the ship.

We arrived on the planet “Friendship”.

Look, a boy (toy) meets us. This must be Jimmy.

Educator:

Well guys, back to work! Details, details, aren't you tired of sleeping? This morning it's time for us to build!

Educator:

What are the people who build called?

Children:

Builders!

Educator:

And we are not simple, but cosmic builders, designers.
Today we will make, as promised, homes for our new friends. These will be unusual buildings and structures, unlike our homes. What facilities do they need? It is necessary that residents feel comfortable in them. We just need to remember that we start construction from the foundation. Remember how to finish and how to continue. What is a roof for ? (to hide from the rain).
We need to agree on the size of the building. Remind us that we decorate at the end of construction.

Finger gymnastics.

Fingers say hello. Clenching and unclenching your fingers simultaneously and then in turn.

Game "Builders"

Educator:

Let's prove that we are real builders. Let's perform various movements. Imagine that you paint with a light brush, hammer in a small nail, saw a board, pull out the nail, and tighten the bolt with a screwdriver.

While working, do a little warm-up.

Game "Caterpillar"

The guys stand one after another, put their hands on the belt of the person in front and become one big caterpillar. Each of you is a part of this caterpillar. First she steps with her left legs, then with her right, step to the right. What do you think should be done to prevent the caterpillar from breaking? How should you move?

The guys continue construction. Someone is flying towards us. These are inhabitants of another planet. They saw that some unusual glow had appeared on this planet. The planet is all shining and warmth emanates from it. What do you think is happening? (children's answers) This is from our good deeds.

The guests brought a photo of their planet (show the photo on the screen)

and plants to beautify our planet.
Residents want it to be beautiful and the air to be clean. What needs to be done for this? ( children's answers
)

Conclusion:

After finishing the work, consider with the children who built what and the work in general. Note who took the initiative, came up with an original design, and executed it beautifully. Encourage children for trying to help. When assessing the results, it is assessed how inventive and independent the child is. View all children's works. Assess the role of each participant. At the end, note whether they were attentive to each other, whether they learned to negotiate.

Each group of designers defends their project. Others ask questions and assert. The composition is then offered to residents.

You built together. What a great fellow you are! All buildings are different and unusual. Do you think our friends will live here? Our journey is coming to an end, but we are not saying goodbye to this amazing planet and will definitely fly here again to see how you live here and whether you need help.

Educator:

Make yourself comfortable, we have a long journey home ahead of us.

Children fly away to the music.

List of used literature:

1. E.V. Feshina “Lego - construction in kindergarten” - M.: Tvorcheskiy, 2012.

2. A. Bedford “The Big Book of LEGO” - Mann, Ivanov and Ferber, 2014

3. M.S. Ishmakova “Design in preschool education under the conditions of the introduction of the Federal State Educational Standard” - IPC Mask, 2013.

4. O. V. Dybina, We create, change, transform / O. V. Dybina. – M.: Creative, 2002.

5. L. G. Komarova, We build from Lego / L. G. Komarova. – M.: Mosaika-Sintez, 2006.

6. L. V. Kutsakova, Design and artistic work in kindergarten / L. V. Kutsakova. – M.: Creative, 2005.

Goals and objectives of the program

The goal of the program is to create optimal conditions for the development of cognitive and creative activity of students through the development of LEGO construction.

Tasks:

• introduce preschoolers to the basic concepts and basic mechanics necessary for LEGO construction.
• contribute to the formation of knowledge about modes of transport and types of buildings;
• promote the formation of knowledge about counting, color, shape, proportion, symmetry, the concept of part and whole;

• create conditions for the development of children’s general cognitive abilities: attention, logical and imaginative thinking, memory, imagination.
• promote the development of fine motor skills and coordination of movements;
• promote the development of children's creative abilities.

• to promote the development of organizational and moral-volitional qualities of the individual: independence, discipline, development of patience and perseverance in achieving goals, etc.

5.1. Methodical:

The following teaching materials are used to implement the program:

• educational and thematic plan;
• methodological literature on Lego construction (list of references);
• resources of information networks on methods of conducting classes and selection of schemes for manufacturing products (list of references);
• summary of an open lesson for parents (Appendix 1)
• step-by-step construction diagrams (Appendix 2)
• illustrations of various buildings (Appendix 2)
• card index of finger games (Appendix 3)
• card index of physical minutes
• poems, riddles on class topics

5.3. Methods and techniques used in classes.

The main form of conducting classes is a game.

To maintain interest in LEGO construction classes, various forms and methods of conducting classes are used.

- conversations from which children learn information about modeling objects;

- work according to a model, - students complete the task in the sequence proposed by the teacher (according to the scheme), using certain skills;

— independent design to consolidate theoretical knowledge and implement your own unforgettable discoveries;

- collective work, where children can work in groups, pairs, all together.

When organizing work, it is necessary to try to combine play, work and learning, which will help ensure the unity of solving cognitive, practical and gaming problems. Game techniques, riddles, counting rhymes, tongue twisters, and thematic questions also help with creative work.