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Synopsis of an integrated lesson in middle group"Spring in the forest"
Educator: Manaeva I.G.
Target: creation of conditions for the development of cognitive and creativity children.
Tasks: Clarify with children ideas about the signs of early spring, about primroses (their diversity, structure), about the rules of behavior in the forest;
continue to develop the skills of cutting rounded shapes (petals) by rounding corners; to consolidate the skills of accurate gluing;
develop emotional perception, creative imagination;
foster a caring attitude towards wildlife, a desire to help.
Equipment and materials: toy - Piggy pig; layout of a corner of the spring forest; homemade bullfinch, snowdrop; illustrations with primroses; phonogram "Sounds and voices of nature"; easel; a set of flower parts; application material.
Lesson progress:
Educator: Guys, I think I hear someone's steps. Listen. Can't you hear anything?
"Who passed so quietly - quietly
Well, of course not an elephant,
And of course the hippo
I couldn't get through this quietly.
And none of you heard
Like a leaf came out of a bud
And you couldn't hear
Like green blades of grass
Taking off my green shoes
Quietly came out of the ground.
And the snowdrop quietly went out,
And there is silence everywhere.
It means, it means
Quieter than all came ... (spring) ".
So that's whose steps we heard. Spring has come! Guys, what has changed in nature with the advent of spring?
Children: the color of the sky, the sun shines brighter, the snow darkened and began to melt, streams run, drops ring, bird voices are heard everywhere.
This is how spring has pleased us with its arrival. Let us also please the spring and give her a wonderful spring song.
Children sing a song about spring.
Educator: Guys, let's go to the spring forest and see what's going on there in early spring. Do you agree? But first, let's remember how to behave in the forest.
Children: Do not make noise, do not litter, do not break branches of trees and shrubs, do not catch birds, do not frighten animals.
Etude "On the way to the forest" (children imitate walking along the path, jump from “bump” to “bump”, cross the “bridge” over the stream, walk along the path again).
The teacher brings the children to the screen, which depicts a spring forest.
Teacher: Well, here we are.
"On the mountain, like a belt,
The young wood makes noise.
Rare, short,
And he makes noise like an adult.
Let's sit down, relax and listen to the sounds of the forest.
Phonogram "Sounds of the Forest". After listening, ask the children what they heard?
Educator: Guys, I see someone's footprints all over the forest. What are those strange dark bumps? (thawed patches) Yes, it is clear that Spring has been here too. And under her warm feet the snow melted, and thawed patches appeared on the ground.
Educator: Spring entered the forest, looked around and first of all decided to wake up the birch. Spring touched the snow-white trunk, and a miracle happened. The tree woke up from sleep, and such dense lumps appeared on its branches. (Pay attention to the kidneys) Guys, what is it?
Educator: Guys, can I touch the kidneys? (not possible, the kidneys are very tender)
Children: Soon the first leaves will appear from them.
Educator: Well, what is this strange tree? There are no leaves, only berries hang.
Children: This is a mountain ash.
Children: All winter bullfinches flew to the mountain ash. For bullfinches, this is the most delicious berry.
Educator: What do you think, if spring has come now, then you can not feed the birds?
Children: We must continue to feed the birds, because frosts may return. It is difficult for birds to get food from under the snow, and the insects have not yet woken up.
Educator: you are very kind and know a lot of things. I want to show you a miracle that recently appeared in the forest. But first, solve the riddle:
"From under the snow blooms,
greets spring first"
Now let's check if you guessed correctly. Close your eyes. (A snowdrop appears on the screen)
Educator: What did it grow on a spring thaw? (Children's answers) Yes, guys, this is a real primrose. Explain to me what a primrose is.
Children: These are the first spring flowers.
The teacher draws attention to the beauty of the spring meadow.
Educator: "In the forest clearing
A sea of flowers!
Decorate the earth
After winter dreams!
(L.M. Gerasimova)
Guys, let's turn into these wonderful spring flowers.
Dance with flowers .
Educator: Tell me, can I pick flowers in the forest?
"If I pick a flower,
If you pick a flower
If you and I are together
Together we'll pick flowers
All fields will be empty.
And there will be no beauty.
Educator: And what to do when we want to give mom a flower?
Educator: I invite you to go to the forest workshop.
The children go to the tables. In front of them, on an easel, there is an image of a spring thawed patch with a stem.
Educator: Look, we have a “spring thawed patch” in front of us, on which a flower is about to bloom. What part of the flower do we see? (stem)
What is missing from our flower? (leaf, flower)
The missing parts are laid out. The teacher suggests considering parts of the flower. What shape are the petals? (oval)
Finger gymnastics "Flower"
Our scarlet flowers open their petals.
(Apply rounded palms to each other (“bud”) and slowly spread fingers apart)
The breeze breathes a little, the petals sway.
(Finely touched with fingers)
Our scarlet flowers cover the petals.
(slowly join fingers)
They shake their heads and fall asleep quietly.
(Shake the "bud" to the right - to the left)
(M. Rudina, A. Afonkin)
Review of completed works.
Educator: You guys and I stayed in the forest. It's time for us to go back to kindergarten.
Topic: "Spring awakening of trees"
Vesnina V.A. educator MDOU "TsRR-d / s No. 183"
Program tasks:
- To consolidate knowledge about the changes that occur in nature in the spring in the life of trees: buds begin to swell, leaves and flowers bloom. Clarify children's knowledge about the benefits of water in nature.
- Develop coordination in the work of the eyes and hands, improve coordination of movements, flexibility, accuracy in actions;
- Improve productivity skills.
- To cultivate a positive attitude towards work, interest in agricultural labor activity.
Material: illustrations of trees, tree branches, illustrations depicting spring periods. colored paper brown, green, glue, scissors.
Activity progress:
Educator: Guys, we will go to visit, and guess who:
If the snow melts everywhere
Turns into a stream.
Grass creeps out
The day is getting longer
If the sun shines brighter
If the birds are not up to sleep
If the wind got warmer
So, spring has come to us.
caregiver : Here comes the spring. Let's remember what has changed in nature? (children's answers) At this time of the year, people have a lot of work. Guess the riddle, what is it about?
There are carrots, there are cabbages, there smells delicious of strawberries.
And the goat there, friends, we can’t let it go in any way. (children's answers)
That's right, it's a garden. Who has a garden guys? Who among you likes to work in the garden? What kind of work do you do on garden plot to grow good harvest? (children's answers)
Didactic game "When what happens."
Winter is gone, and spring - (came)
In winter, the bear sleeps, and in the spring - (wakes up)
Winter is cold and spring is (warm)
In winter the sun shines, and in spring (warms)
In winter, snow falls, and in spring (melts)
In winter, the hare is white, and in spring (gray)
Days are short in winter and long in spring
In winter, the trees sleep, and in the spring (wake up).
Educator: What changes occur in trees in spring?
Swelling and blooming of leaves, flowers.
Educator: “A birch was wounded with a sharp ax ...”
A sharp ax wounded a birch,
Tears rolled down the silvery bark;
You do not cry, birch, poor, do not complain!
The wound is not fatal, you will be cured by the summer,
You will show off, cleaned with leaves ...
Only a sick heart will not heal the wounds!
Educator: - How to help a birch in spring?
Children: wounds on a tree should be covered with clay.
Educator: - What rules of behavior in nature do you know?
Educator: Young leaves that appear in early spring gently - Green colour, just shimmer in the sun, shine. This is the resin that coats the leaves. You can immediately feel it on your fingers. This resin protects tender young leaves from weather changes and makes it difficult for water to evaporate. When the leaves grow up and become stronger, the shine will disappear, the fragrant aroma will disappear.
Educator: What natural conditions contribute to the revitalization of trees and other plants in the spring?
Children: this is water, enough light and heat
Educator: And now I suggest you design from paper spring trees, which will grow on our layout.
Construction of a "tree" from paper.
From brown paper white flowers children make a tree trunk. To do this, the paper is folded into a cone and the edges are glued together. For branches cut strips of paper different sizes. Long strips are glued to the bottom of the trunk, short ones - above. Thinner strips are glued to the branches, and on them leaves (by tearing off) from yellow, red, orange paper.
Reflection.
Drawing up the layout « spring garden» from trees designed by children.
Teacher: This concludes our lesson. What did we talk about today? What did we do in class, what tasks did we do? What did you like the most? Etc.
Tatyana Zvonova
Summary of the design lesson on the theme "Spring-Krasna" in the middle group
Municipal preschool educational state-financed organization « Kindergarten№1"
Synopsis of OOD on design in the middle group on the topic:
« Spring is red»
Prepared and conducted: Zvonova T. A.
teacher of the highest kV / category
Target: clarify and consolidate children's ideas about the signs spring, to identify the simplest cause-and-effect relationships, to involve children in the manufacture of crafts from various materials (plastic spoons, cocktail tubes, plasticine, etc.)
Educational areas: "Cognitive Development", "Communication Development", "Artistic and aesthetic development", « Physical development» , "Musical Development"
Tasks:
Educational: to consolidate children's ideas about changes in nature, to teach to establish cause-and-effect relationships, to expand children's knowledge about the snowdrop, to learn how to make crafts from various materials.
Educational: develop observation and interest in nature, aesthetic perception, imagination, thinking, speech breathing, consolidate a generalized idea of \u200b\u200ba flower (stem, leaf, flower, develop fine motor skills of hands.
Educational: to cultivate in children a love of nature, to form the ability to listen carefully, to work in a team.
preliminary work: conversation about the time of year, memorizing a poem "Snowdrop", listening to the musical works of P. I. Tchaikovsky, guessing riddles, looking at illustrations about spring.
Equipment: Presentation on topic« Spring» , ICT, plasticine, plastic spoons, cocktail tubes, leaf blanks, corrugated paper strip, basket.
Progress OOD
caregiver: Good morning to all children and guests!
I have today good mood. What is your mood?
Children: answers
Play: What time of year is it?
Children: answers
Play: Guys, welcome spring, all nature comes to life.
Spring has long been loved by people. They called her Spring-Red. Do you know why?
Because all nature wakes up spring after winter cold. Green grass appears, the first flowers arrive birds: rooks, starlings, larks. Listen to how the breeze moves. He is still weak. Let's help the breeze, blow on our hands.
How does the breeze make noise? - Sh-sh-sh
Viewing scenery about spring(presentation)
Play: Oh, guys, look what a beautiful box. How did she get here? She must be magical! What do you think is in it? Let's open it up and see what's in there. But first, I want to give you riddles. Listen.
I open my kidneys
into green leaves.
I dress the trees, I water the crops,
Full of movement, my name is (Spring)
The streams run faster
The sun shines warmer.
Sparrow is happy with the weather
Looked at us for a month (March)
Blooms from under the snow
Earlier then others meets spring. (snowdrop)
Play: I open the box and make a wish for the children riddle:
On a thin leg
Hanging a bell.
It blooms first
Spring is calling? (snowdrop)
Children: answers
And now Anya will tell us a poem about a snowdrop.
Play: Children, have you guessed what we will do today?
Children: answers
Play: Today we will make snowdrops.
But before we get to work, we'll warm up a bit.
Physical education minute:
To the tunes of spring
Turn right, turn left
Hands up, hands down
Right, left head
Hands up, in front of you
Stomp your right foot
Stomp with your left foot.
Turn right, turn left
And sit down quietly.
Play: Flower making display.
/ Children get to work. Work to the music of P. I. Tchaikovsky "Seasons"/
We take a break from work.
Finger gymnastics "Flower"
The flower slept in a magical dream
was closed and then
A petal appeared, followed by his friend.
And the third one is not far behind
And the fourth did not sleep,
Here is the fifth petal
And the whole flower opened.
And now it's time for the work of the kids.
Play: What beautiful flowers turned out. We consider work with children. Let's put them in a basket.
/ Children collect flowers in a basket /
Guys, a Spring-Red, for your snowdrops I decided to treat you with sweets. /treat children/
Outcome OOD:
What have we been doing today? What did you like the most about lesson?
Children: answers
Play: Flowers are nature's smile. Let's smile at each other and we will have a wonderful mood all day long.
And now it's time for us to group.
Related publications:
Summary of joint activities with children of the middle group "Spring is red" Tasks: 1. Continue to develop in children the ability to independently identify signs of spring. 2. Exercise in the ability to guess riddles; develop.
Construction is one of the favorite activities for children along with visual and playful activities. It has a huge developmental and educational potential, and also performs a number of tasks inherent only to it: it introduces children to technical professions, teaches them to create voluminous and beautiful items with my own hands. In the middle group, much attention is paid to design classes. It depends on the teacher working with children of the fifth year of life whether the kids will love this activity and whether they will be able to create small masterpieces on their own.
Designing in the middle group of kindergarten: goals, types and tasks
Construction is a type of children's productive activity, during which kids make various buildings and crafts, displaying the phenomena of the objective world and objects of nature. Its goals:
- increasing children's interest in creating designs and models;
- improvement of design skills and abilities;
- development of the creative potential of children;
- providing opportunities for preschoolers through creative activity express your attitude towards the environment.
The child is a born constructor, inventor and explorer. These inclinations laid down by nature are especially quickly realized and improved in design, because the child has an unlimited opportunity to invent and create his own buildings, structures, showing curiosity, ingenuity, ingenuity and creativity.
L.V. Kutsakova
"Classes on designing from building material in the middle group of kindergarten"
Constructive-model activity belongs to the educational field "artistic and aesthetic development", since it is very close to fine art (application, drawing, modeling). But the program requirements also reflect the technical side of design, because it is the basis for the formation of technical abilities, which serves the comprehensive development of pupils.
Types of construction
There are such types of construction:
- Technical. Display of real-life objects (cars, houses, bridges, etc.) in compliance with their structure and functionality. This design uses:
- construction material(sets of geometric bodies made of plastic or wood);
- constructors with parts having fasteners;
- large modular units.
- Artistic. Here, it is not the functionality and close correspondence to the real object that comes to the fore, but the beautiful appearance of the product, the ability of the child to show his creative and artistic abilities, to express his attitude to what he creates. Such crafts are made from:
- paper and cardboard;
- natural material(chestnuts, nuts, acorns, leaves, branches, straw, etc.);
- waste material (plugs, matchboxes, jars of yogurt, milk and juice bags, etc.).
Photo gallery: materials for technical design
The classic wooden construction kit is the best building material for preschoolers With the help of plastic constructor parts, children can fix the colors and shapes of geometric bodies The Lego-type slot-type constructor allows kids to quickly and easily create strong buildings The puzzle constructor is gaining more and more popularity, but so far it is more used for game, not learning activities Modeling buildings from large blocks, children learn to navigate in space and use it rationally.
The tasks of teaching design
The main tasks of technical design in the middle group:
- improve the ability to recognize and name the details of building material (cube, brick, bar, etc.);
- learn to choose building materials depending on the size and purpose of the finished product;
- lay the foundations for an elementary analysis of a structure sample (what parts it consists of, how these parts are connected to each other, what is at the top, what is below, etc.);
- develop the ability to compare objects and buildings, apply it in practice (for a large car you need a wide bridge, for a high nesting doll - a high gate);
- make your own structures using the principles of construction shown by the educator;
- combine large and small details, decorate buildings, beat them.
Paper construction tasks:
- expand children's ideas about paper as a convenient and beautiful material for crafts (it is easy to glue, change shape, it can be crushed and twisted, cut with scissors);
- give an idea of the difference between drawing paper and cardboard from paper (they are denser, they are difficult to deform, but products made from them are stronger, retain their appearance longer);
- learn to create paper crafts using its colorful, aesthetic appearance;
- to teach pupils a new way of designing - from paper squares by folding diagonally and in half with the combination of opposite sides;
- attach to craft finished look gluing small additions (wheels, windows, decorative elements).
In the middle group, children master a new skill: they learn to fold a square of paper in half, combining corners
The use of natural material in constructive modeling activities sets the following tasks for the teacher:
- developing ideas about the gifts of nature and using them to create beautiful crafts;
- the formation of the ability to consider, study the available material and imagine what it looks like and what can be done from it;
- learning the skills to embody the idea, create an integral artistic image, combining different types of natural material (cones, dry leaves and branches, maple lionfish, walnut shells, etc.), and using glue and plasticine for fastening;
- introduce children to the world of nature, educate environmentally sound behavior while collecting natural material on walks.
The main goal of designing from natural material is to create an artistic image on an already existing ready-made basis.
In addition to special tasks, designing solves a number of general ones, such as:
- speech development (children must describe what they have built, how the product can be used);
- development of memory, imagination, logical thinking, ability to navigate in space;
- improvement of ideas about color and form;
- education of accuracy, diligence (always put the designer and materials in place), frugality (when using waste material), love for nature and respect for its gifts;
- strengthening the feeling of camaraderie and mutual assistance;
- the formation of a strong interest in the professions of a builder, designer, the desire to protect the results of their work.
Organization of constructive and model activities in the preschool educational institution
Children can design and model during the game (plot-role-playing, directing), independent artistic activity and organized classes. In the corner of creativity, materials should always be available from which children could create simple crafts themselves, using the previously acquired skills and abilities. It can be squares, circles and strips of paper, large fruits plants (chestnuts, acorns), glue, plasticine, a small supply of ready-made shapes and details (muzzles and paws of animals, flowers, leaves, fruits cut out of paper, with which kids could supplement the finished work).
It is necessary to teach children from the very beginning to fold everything that was used for construction, at the end of it and carefully clean up workplace. However, if the teacher noticed that the guys had been building some kind of building for a long time and diligently, it turned out to be beautiful, harmonious, and the children do not want to disassemble it, one should not insist that the building material be immediately put into the box. The building can be left for a day or two, used for playing, converted into other structures, but in the future, the building material can still be returned to its proper place, and the children can be praised for their diligence and accuracy.
Kids should be taught to carefully fold the designer and other materials into place after the end of a lesson or game.
In addition, you need to remember:
- The use of their handicrafts in decoration gives little craftsmen special pleasure and awareness of the need for their work. game room or locker rooms, the lobby of a preschool institution.
- In no case should children's crafts be thrown away so that the kids can see it. Paper creations, products from improvised material can be distributed after the renovation of the exhibition of crafts at home, and from natural material - disassembled, put into containers and reused.
- Over time, natural material becomes unusable, so it must be periodically checked, removing the spoiled one. Children can also be involved in this type of work.
- Only fallen natural material is collected, and no branches, leaves, or fruits should be plucked from trees and shrubs.
A child can turn collecting natural material for crafts into an exciting game.
Techniques used in working with children of the fifth year of life
The main methods of teaching design are:
- Sample demonstration and analysis. The teacher shows the children the finished product (bridge, basket, bucket), discusses with them what parts the object or structure consists of, what is necessary for its manufacture, analyzes the shape, material, future use of crafts or buildings.
- Demonstration by the educator of the process of making toys, buildings. The guys should see the sequence of actions that must be performed in order to get the desired result.
- In the second half of the year, a detailed demonstration can be replaced by a demonstration of individual, most complex operations in combination with verbal explanations, since the children have already accumulated experience in creating products on which their activities are based.
- Statement of the problem and definition of conditions without display. This technique is introduced if the topic being studied is based on material familiar to children and the product is made by analogy with the already known one, for example, after constructing a paper cup, a bucket is made according to the same scheme.
- Step-by-step analysis of the performance of work by children. After performing each operation, you should check whether it was done correctly, whether it corresponds to the sample, and, if necessary, correct errors that can significantly affect the appearance and shape of the finished product. For example, if the child was unable to accurately align the sides of the square when bent, the teacher should assess how deformed the finished craft will be and help the little designer correct the defect. You should also teach children to analyze the craft, compare with a sample, eliminate the discrepancy on their own or seek help from a teacher.
Using these techniques, the teacher teaches children, leading them through the following stages of construction:
- According to the sample or its image. The sample may be whole or composed of individual parts, parts.
- By the terms. It is introduced when the children have mastered the work according to the model.
- By design. The most difficult, but also the most interesting stage, giving scope for creativity and imagination. It is introduced after the successful development of the first two by children.
Thus, it can be seen that the value increases abstract thinking and independence in the manufacture of a product, children learn free choice, master generalized methods and principles of design.
Design classes in the middle group of kindergarten
Direct educational activity (GCD) on design is necessary in the learning process, because it:
- allows the teacher to work simultaneously with the entire group of children, to fulfill certain program requirements;
- to carry out the development of skills and abilities in the most complete and systematic way;
- control the level of mastery of design skills in children and, if necessary, carry out individual work;
- diversify the design with other activities (drawing, appliqué), supplement with reading poems, riddles, listening to musical works.
Structure and time plan of the lesson
Classes (GCD) are held in the middle group 2 times a month, and the leading methodologists recommend devoting one lesson to technical design, and the second to artistic design, alternating work with paper, natural and improvised material.
The approximate duration of the lesson is 20 minutes, and it consists of the following stages:
- organizational part. Explanation of the topic, tasks of the activity. It is advisable to conduct psycho-gymnastics to create a positive emotional background (1-2 minutes).
- Main part.
- Motivation for constructive activity (3–4 min.).
- Show and explanations of the educator (2–3 min.).
- Finger gymnastics or physical education (1-2 minutes).
- Independent performance of work by children (6–8 min.).
- Final part. Consideration. discussion of works, summing up (1–2 min.).
An indispensable condition for the successful conduct of the lesson is preliminary work with children. On a walk, during excursions around the city, the teacher draws the attention of preschoolers to buildings, architectural structures that are in their city or village, teaches them to notice their characteristic features (what parts they consist of, what size, color, material from which they are made, what decorated for what they serve).
It would be great if we could observe the work of builders, repairing fences, setting up and painting benches in a public garden, etc. In children of the fifth year of life, imitation of adults is highly developed, and they want to imitate, creating a certain useful result. An analogy with the creative activity of adults will increase the interest of children, allow them to expand their horizons, and give impetus to playing with what they see after class.
In order to interest children in designing, they need to be introduced to the work of builders as much as possible.
Before designing equipment (a ship, an airplane), it is advisable to examine plot pictures that will give children an idea about the work of aircraft builders and shipbuilders. When planning the construction of baskets, toys, furniture from paper or waste material, the teacher organizes the examination and discussion of real objects, preferably different color, model, size.
If you have to make a woodsman or other fairy-tale character from natural material, preliminary work can be carried out using fragments of the corresponding cartoons. You can learn in advance a funny song about a gnome, a hedgehog (on the topic of the upcoming lesson) and sing it in the introductory part of the lesson.
Motivating start to class
It is known that the right motivation is half the success. Both the course and the result of the lesson depend on how the teacher will interest the children in the upcoming activities. Most successful options motivating stages are:
- The appearance of a fairy-tale hero, a character from a favorite literary work, forest guests (animals) who ask the kids to help them. For example, a hedgehog needs a basket to pick apples, paper doll- New furniture.
- Guessing riddles, reading poems, nursery rhymes.
- Surprise moment. He must certainly carry something unusual, amazing. Here the appearance of a beautiful, eye-catching object (a decorative snowflake with sparkles, a model of an airplane or a ship, a gift from a fairy-tale hero) would be appropriate. Surprise should evoke an emotional response in children, stimulate creativity and fantasy. It will come in handy in an art design class.
- Problematic situation. She will be voiced fairy tale hero, it can also be contained in an audio letter or a simple letter of the character (pre-formed by the educator). For example, a sad monkey comes to the group, she misses her family, who lives in distant Africa, across the ocean. To help her see her family, the children decide to build a ship that will sail across the ocean. Or Spring sends a letter to the kids with a request to make flowers as a gift for mothers and grandmothers.
- A didactic game of simple content (“What do people ride?”, “Flies, rides, swims”, “Forest dwellers, children and parents”, “What branch are these children from?”, etc.).
- Examination of illustrations, paintings, a brief conversation on their content.
This kind and funny monkey can motivate children to build a ship to cross the ocean.
The motivating stage should be logically combined with the topic of the lesson and the season.
Technical and paper design is carried out in a group room. Crafts from natural material are made indoors in spring and autumn, and in winter, construction can be taken outside and build a slide, a snowman, a snow fortress.
Table: examples of motivating start to construction classes
| Theme and author GCD | Fragment content |
| Fragment of the lesson on the topic "Bridges", author Kolomenskaya L.A. | Game situation: the teacher brings nice box and offers to guess what's in it. (Listen to the children's suggestions). Guesses a riddle:
Q: Do you want to listen to a fairy tale about cubes? (Yes). I will tell, and you will help me. Show story:
Children find the corresponding geometric shapes, name them. |
| Fragment of the lesson on the topic “Doggy Booth”, author Suvorova L.A. | There is a ball game “Who lives in what house”. Children stand in a circle facing the teacher. The teacher has a ball in his hands. V .: Guys, I will throw the ball and name the animal or bird. And the one who caught the ball calls where this animal or bird lives. Throws the ball:
The game is played several times. |
| Fragment of the lesson on the topic "Trucks", author Shtareva N.A. | The teacher brings a chest into the group, in which there is a toy truck. V .: Guys, look what a beautiful chest. Do you want to know what is there? Then guess the riddle:
V: Right. This is a truck (takes out a toy from the chest). And why is it called that? (Carrying various cargoes).
(Children, together with the teacher, perform the movements referred to in the poem and “ride” to the music “We are going, we are going, we are going ...” in the group).
All the cars go to the parking lots, to the chairs at the tables, on which a set of Gyenesh blocks and a diagram with the image of a truck are prepared for each child. |
Table: an approximate card index of activities with children of the fifth year of life
| Author | Khabibullina A.N., educator MADOU Berezka, Kogalym, Khanty-Mansi Autonomous Okrug | ||
| Month | Kind of activity | GCD theme | Tasks of GCD |
| September | Fences and fences |
|
|
| Carpet of leaves |
|
||
| October | Building material construction | Houses, sheds |
|
| paper construction | wagons |
|
|
| November | Building material construction | Terema |
|
| Construction from natural material | Hedgehog |
|
|
| December | Building material construction | Forest Kindergarten |
|
| Waste material construction | Christmas tree decorations |
|
|
| January | Building material construction | Trucks |
|
| paper construction | herringbone |
|
|
| February | Building material construction | Bridges |
|
| paper construction | dog house |
|
|
| March | Construction from natural material | Flowers for mothers and grandmothers |
|
| Building material construction | ships |
|
|
| April | Building material construction | Aircraft |
|
| paper construction | little basket |
|
|
| May | Building material construction | Building according to the drawing |
|
| Construction from natural material | bees |
|
|
| Cit. via: http://kladtalant.ru/publikatsii-pedagogov?publ=23023 | |||
Photo gallery: schemes and finished buildings from building material
By building bridges, children get acquainted with the concept of balance. A ship is one of the most popular figures when working with building material. An airplane made of building material is a rather unstable structure. Children do not always manage to make building a tower stable. When building a bridge across a “river”, a child should take into account the size of the boats you can make a truck from the material, but you won’t be able to move it from place to place. Various arches and towers are obtained from the building material. By combining the buildings of several guys, you can get a ready-made thematic composition
Individual approach in class
In technical design classes, it is permissible to give multi-level tasks if children work in pairs, 4 at a table, constructing a common building. Then the one who manages to do his part of the work earlier can help the others or perform some actions in excess of the plan (select and install additional decoration details, build a small building next to the main one, if there are materials left).
Art building classes usually involve all kids doing the same craft, but active toddlers can get bored if they finish the job early. The educator should have several options in reserve for how to occupy such a child: invite him to make another simple craft on the topic of past classes, give him the opportunity to decorate the work with some details at will (glue or draw something). It is quite possible that the child, having finished the craft before the rest, will just want to look at it or play quietly with it, this should not be interfered with either.
Sometimes a child wants to decorate his craft with special details, and sometimes he just wants to play with it.
Individual preferences of kids should be taken into account when choosing materials for crafts. Children already have favorite colors, decor elements, so it is worth giving them the right to choose. Someone wants to make a yellow basket and decorate it pink flower, and someone likes a blue base and red berries for decoration.
Decor elements should always be prepared a little more than required for a group, and vary them (if flowers, then different configurations, if mushrooms, then different types).
Decoration and size of crafts
Decorating crafts is an important stage in the development of a child's aesthetic taste and worldview. It is necessary to give the preschooler as much freedom and choice as possible in this matter, so we will bring up an active, thinking person who is able to make his own decisions and defend his opinion. In addition, teaching children how to decorate finished products, the educator develops in them a sense of symmetry and proportionality of parts, teaches harmonious combination colors.
To decorate paper crafts, you can use drawings with felt-tip pens or wax crayons, they give a bright saturated color lines and easy to use. Baskets, buckets, houses, etc. can be decorated with appliqué made of fabric, lace braid. On crafts in which plasticine was used, beads and sequins are easily attached. Scraps of yarn, cut tubes for a cocktail, buttons, corks, pieces of mica, straw, moss, dry herbs and ears - all this can also be used as an addition to create an integral artistic image, the most complete embodiment of the idea.
Even corn cobs can become the basis for a funny craft.
Crafts from paper and improvised material should not be conceived as too large and bulky, it should be convenient for the child to hold them, play, manipulate them. Buildings from cubes, blocks should correspond in size to the intended function (we build a bridge wide enough for a large car to pass, we make a ship of such a size that all the toys that want to travel fit in it).
Video: paper design lesson in the middle group
Video: Lego construction lesson in the middle group
Features of an open design lesson
In an open lesson on constructive modeling activities, the following points should be taken into account:
- The relevance of the topic of the lesson (does it reflect the subject of the teacher's self-education or the problem that the preschool team is working on).
- The use of innovative methods, didactic material, equipment. These can be Gyenes blocks, non-traditional materials (boxes, corks, pasta, plastic plates). It is useful for colleagues invited to the lesson to see something new and interesting for themselves, contributing to their professional growth and self-improvement.
In preparation for the lesson, the teacher should:
- Consider the goals, objectives, methods and techniques that will be used at the GCD show.
- Make a detailed summary indicating all types of activities, games used, literary works, small forms of folklore, etc., as well as your own remarks and possible answers from children.
- Calculate the expected result, possible difficulties and ways to eliminate them (children can be confused in the presence of strangers, hesitate to answer, you need to be prepared for this, cheer up the child, ask a leading question).
- Prepare finger gymnastics, physical education.
- Arrange the demonstration and handout so that it is convenient for children to use it, it is clearly visible.
- Think over the organization of the space: where to seat the children, where are the guests so that they do not distract the kids (it is better to place the invited pupils behind the backs), how to arrange large equipment, where to hang the multimedia board, if it is used.
- Notify parents a few days before class. Prepare the children, tell them that they will have guests, teachers from other kindergartens who will see how the kids can work with the designer.
- Prepare a speech explaining to colleagues the goals and objectives of the lesson, methods for achieving them.
What not to do:
- Conduct exhausting rehearsals. It is better to break the entire GCD into parts ahead of time and use it in different activities. didactic game, then a physical education minute. Then the lesson will not look memorized and artificial.
- Extend the duration of the lesson beyond the norm. If GCD is planned with the integration of different educational areas, then it is permissible to extend it by 5-6 minutes.
- Conduct more than one open lesson in a day. Both the children and the teacher should rest, relieve stress. Having remained in the group after the departure of colleagues, the teacher once again praises the kids, recalls the successful moments of the lesson. This helps to establish emotional intimacy, helps children get satisfaction from what they have done, because they also felt responsible and worried.
- Giving children more work or offering them jobs that are inappropriate for their age, wanting to "amaze" the guests. Children must perform actions and gain knowledge that are given to them in a regular lesson.
- Overload the occupation with colorful visualization, visual effects, expensive decorations. People come to an open show to see and learn from experience that they can use in their work.
- In case of failure, torment yourself with self-criticism. Any failure gives impetus to move forward.
Colleagues should also be correct and treat the teacher with understanding, since for him an open show is a big responsibility and a nervous burden.
Table: an example of an outline of an open lesson on design in the middle group
| Author | Mavlyutova G.Ya., educator MBDOU Kindergarten No. 6 "Vasilek" of the Kuvandyk city district of the Orenburg region |
| Topic | "Houses on the streets of the city" |
| GCD stage | Stage content |
| Tasks of GCD |
|
| Equipment and materials |
|
| preliminary work |
|
| Organizational part | B: Good morning guys! I am glad to see you again so beautiful, healthy, with kind eyes. Today we are waiting for exciting games and many more interesting things. Let's say hello first. Communicative game with articulation gymnastics "Hello" (according to M. Kartushina).
Determination of the psychological state of children.
|
| Main part | V .: These are some funny little men! And everyone has his own house, where he is loved, waited for, and they all live as one family. Animals have houses, even insects. Let's see who has what house. Didactic game "Who has what kind of house." multimedia presentation. Slide number 1. Q: See how the ant and the bee carry the building material. Maybe we can also try to carry sticks without hands? Game-experiment "Pressing the upper lip to the nose, we carry tubes-sticks." Q .: What does a house look like for people, what parts does it consist of? (From the foundation, walls, windows, floors, roofs). What parts are needed to build a house? (Bricks, cubes, plates). Let's look at the screen. Slide number 2. A multimedia demonstration of how geometric shapes turned into building details. V .: On which side did they put the brick? (On a narrow long edge). What occupations do people work in construction? (mason, painter, plasterer, crane operator). Do you want to build a house? (Answers of children. Then they put on a uniform: helmets, aprons, armlets). Follow the safety rules. Dynamic musical break "I want to build a house." Q: Do you think you can put your house where you want? (Not). You will be shown special areas, the area. Now everyone will take the number of the site and the scheme of the future construction and find their site. Tell me, Emil, about your drawing. (Child's story). Let's get to work. Make buildings strong and stable. Independent work children according to the plan. |
| Final part | V .: Here we have finished the construction. When there are many houses, what do we call it? (The outside). And if this street is very long? (Avenue). What is the name of this avenue? (Prospect Mira, Children's). How will you cross the street? (By pedestrian crossing). If you have such a sign, put it where the sign should be. What to look for when crossing the street? (at the traffic light). Where will we put the traffic light? What is this sign? (“Beware, children!”). Near which building will we place such a sign? (Near school, kindergarten). And in order to always be beautiful on the street, near the house, what should be done? (Plant flowers, do not litter in the yard). Reflection. V .: Guys, you tried so hard today, everyone worked for glory. Thank you for your hard work. You made people and residents so happy with your work. There is always a small path that leads you to the house. If you liked this job today, put a green tile, if something didn’t work out for you, put a red tile. Residents will move into these houses soon. There will be a housewarming party. Let's make some fireworks. (Bubble). |
Analysis of the lesson and diagnostics of the skills of children of the middle group in design
After each lesson, it is analyzed. Children share their impressions: what was interesting for them to do, what was easy, and what caused difficulties. The teacher gives a positive assessment of both the work as a whole and praises the most successful, original products. Comments about mistakes and shortcomings should be made in general, without naming names and surnames, since children of this age perceive criticism very painfully.
The teacher should analyze the lesson for himself, draw conclusions to improve subsequent work. Everything that failed, caused difficulty or was not clear to the children, requires careful study and individual lessons with the kids.
Twice a year, they diagnose the skills and abilities of children, compiling a diagnostic map. This work will also help the educator to improve the teaching of children to design.
Table: example of a diagnostic card
Construction as a theme of teacher's self-education
If the constructive-model activity of children is close to the teacher, and he wants to develop his knowledge and skills in this direction, then design may well become a topic of self-education. The work of the educator in his own way professional development will take place in the following directions:
- The study innovative technologies, the use of non-traditional materials for the manufacture of handicrafts and their decoration.
- Study and analysis of recommended general education programs.
- Reading novelties of methodical literature on the topic.
- Participation in methodical associations, visiting open events at the city and preschool level.
- Participation in thematic exhibitions, seminars, master classes.
- Studying the possibilities of children in this area, stimulating their search, experimental activities.
- Work with parents (consultations, individual conversations, involvement in crafts exhibitions, enrichment of the group's developing environment).
Conducting design classes and their full-fledged in-depth analysis will help the teacher to make his work with middle-level preschoolers even more productive, and in the kids, the educator, who himself is fond of design, will develop both creative and artistic abilities, and the makings of future inventors, architects, craftsmen.
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