Lesson in the senior group using building materials. Scheduling in the senior design group. Photo gallery: cardboard tubes as a material for construction

Program content:

1. Arouse children’s interest in creating buildings from building materials.

2. To consolidate children’s knowledge about construction details and colors.

3. Promote the development of coherent speech during work.

4. Develop imagination, memory, logical thinking.

5. Cultivate in children empathy for fairy-tale characters and create a desire to help them.

6. Establish rules of conduct in public places.

Equipment:

Construction material;

Pictures of fairy houses;

Carlson;

Toys for playing with buildings;

- sound signal;

Prizes for children.

Progress of the lesson:

Children sit on chairs.

Educator:

Guys, today the postman brought a letter to our group.

(Shows envelope)

Who do you think sent it to us?

Children: This is a letter from Carlson.

Educator: Let's read it.

“Dear guys, I invite you to the art gallery for an exhibition. I will be waiting for you. Carlson"

Guys, do you think we can accept the invitation?

Children: Yes, we want to go to Carlson.

Educator: Great, but first let’s remember how to behave in public places, namely in a gallery.

Children:

You cannot talk loudly in the gallery.

- You can't run or jump.

— You can’t touch the paintings with your hands.

— Listen carefully to the guide.

Educator:

Well done! And now let's hit the road.

(Transition to the music room where the exhibition is located)

They stood behind each other. Imagine that you are trailers.

“The locomotive began to hum and the carriages began to move.

Chu-chu-chu, chu-chu-chu – I’ll take you far!”

We go down the stairs, hold on to the railing with our right hand.

Educator: Guys, look what beautiful pictures Carlson has prepared for us. Who can tell me what is depicted on them?

Children: The paintings depict fairy-tale houses.

Educator: Who do you think can live in such houses?

Children: Fairy-tale heroes.

Educator: What's unusual about this house?

Children: This house stands on chicken legs.

Educator:

Children: This is Baba Yaga's house.

Educator: Who can live in this house?

Children: This is the snowmen's house.

Educator: What does this house look like?

Children: For fungus.

Educator: Who can live in this house?

Children: Butterflies live in this house.

Educator: Guys, what do all these houses have in common?

Children: All houses have walls, roof, windows, doors.

Educator: Guys, look at what other houses there are here. What parts were used in the construction of these houses?

Children: Bricks, cubes, and bars were used in the construction of these houses.

Educator: Who knows what these parts are called?

- This is a plate - used for covering;

— Triangular prism – used in roof construction.

Educator: And where is Carlson himself, otherwise he invited us, but he himself did not meet us.

(A buzzing sound is heard, Carlson appears)

Carlson: Hello guys, I'm very glad that you came to me.

(Speaks sadly)

These pictures were sent to me by Cheburashka. They depict the houses of his friends. And I’m a man in the prime of his life, I’m forty years old, but I still live on the roof and I don’t have my own home. And my friends also don’t have their own houses, but they want to learn how to build them. I don't know who can help us?

Educator: Carlson, we can help you and your friends. Invite your friends. Guys, can we help Carlson?

Children: Yes.

Educator: And now I invite you to a creative workshop.

(Children sit at tables)

Educator:

Andryusha, who are you going to teach to build a house? (Teddy bear)

Dasha, who do you have? (Hippo)

Vika, who will you teach? (Kitten)

Guys, each of you has a set of building materials. Show Carlson's friends, and Carlson himself, what kind of houses can be built.

Independent activity of children.

Analysis of works.

Educator: Guys, look what we got. One row of houses and another row of houses. The whole street.

Dasha, how many floors does your house have?

Andrey, what parts did you use to build the house?

Vika, what color are your bricks?

Ksyusha, what color are your cubes?

Lesson summary:

Guys, what a wonderful day today is. You and I helped Carlson and his friends. Do you know what kind of sweet tooth Carlson is? He has prepared a sweet treat for you.

Children receive sweet prizes.

teacher,

MADO kindergarten No. 1 “Alyonushka”, Asino, Tomsk region, Russia

Developed by: Lyubov Sergeevna Fedotova, teacher at MBDOU "Kindergarten No. 399 combined type" g.o. Samara

Goals: expand children's understanding of bridges, their purpose, structure; practice in the construction of bridges, the ability to independently select the necessary parts by size, shape, and combine them. Learn to negotiate and do things together.

Tasks:

Educational: Forming the ability in children to analyze the construction scheme, highlighting its parts, plan the stages of creating the building, independently selecting the necessary building material. Expanding ideas about the world of adults.

Developmental: Development of constructive skills in the construction of beautiful, durable, sustainable buildings. Development of fine motor skills of hands, attention, observation.

Educational: Cultivating accuracy, independence, and a culture of verbal communication with peers. Encourage the ability to plan your activities. Fostering friendly relationships between children.

Preliminary work: Didactic games "Wonderful bag" , “Build according to the scheme” , individual design work, memorization of a poem.

Program content: expand children's understanding of bridges, their structure, purpose; practice bridge design, improve design skills; learn to select parts using diagrams.

Material: building material, trees, figurines, fabric, cars, Pinocchio toy, Malvina porcelain doll

Integration: cognition, safety, design.

Dictionary: bridge builders, bridge, walkway, supports, slopes, canvas.

Techniques: immersion in a game situation, a surprise moment - the appearance of the Pinocchio doll, riddle, questions, examination, practical activity, research activity, search and play activity.

The course of direct educational activities.

Connect the tables and lay them out "river" (blue ribbon strip)

Progress of the lesson:

1 part. Organizational and motivational

The teacher invites the children to solve the riddle:

If the river is wide,
And steep banks
To reach your goal,
And stay dry, too,

You don't need a plane
Helicopter and lunar rover.
After all, the answer to the riddle is simple:
They are building across the river...

Children: Bridge.

Teacher - That's right. Guys, today we have a design lesson.

Part 2. Modeling and resolving a problem situation

Surprise moment. Pinocchio appears, there is a knock on the door.

Educator - Look who came to visit us! Hello, Pinocchio, come in.

Pinocchio: Hello, guys!

Children: Hello!

Pinocchio - I didn’t come to visit, I came to you for help.

Teacher - What happened?

Pinocchio - In our town there was a very strong wind, even a hurricane. And he broke everything as he went. And now we are suffering greatly from this: how can we cross from one bank of the river to the other, how can cars cross the railway, how can we cross the ravine? And most importantly, how can these bridges be restored? After all, on the other side, Malvina was left all alone. We need to bring her back to our city.

Educator - Guys, how do you think Pinocchio can help Malvina return home? Who remembers how Pinocchio appeared in a fairy tale?

(children's answers)

Teacher - that's right, Pinocchio in the fairy tale is made of wood, and you and I know the property of wood - it does not sink in water. Pinocchio could swim across the river and help Malvina return, but our Pinocchio is not made of wood at all, but of fabric.

Pinocchio - Yes, even if I were made of wood, I wouldn’t be able to do without your help, because the river is so wide and deep that, I’m afraid, I wouldn’t have enough strength to get there.

Educator - Guys, what? Shall we help Pinocchio?

Educator - Yes, Pinocchio, children can really help you, we have already learned to build bridges with them. They will teach you too. Just be very careful.

Pinocchio - Okay, I will be very attentive, thank you!

I give the children a riddle: “I lie above the river, I hold both banks” (bridge) I propose to answer the question: Are the same bridges being built? (different: high-low, wide-narrow, long-short).

Today you are all builders, but not just builders, but bridge builders who will build different bridges.

Pinocchio: Then guess my riddle first:

To overcome the obstacle,
To be on time,
To deceive the river,
Step over it.

The master solved the question this way:
He made it across the river...
Children's answers: bridge.
V-l: Correct. So, what is a bridge and what is it for?

Children's answers.

V-l: You all answered correctly - a bridge is a structure erected over some obstacle (river, cliff). By the way, the bridge is one of the oldest inventions of mankind.

Let's see what types of bridges there are - draws the children's attention to the board - showing pictures about various bridges (drawbridge, railway bridge, etc.)

V-l: And today each of you will build a bridge. But first we'll play a game "Which? Which? Which?"

Bridge for cars - what kind of bridge? – Car bridge
Bridge for transport – Bridge for transport transport
Bridge for the railway – Bridge for the railway railway - road
Pedestrian bridge – Pedestrian bridge

Concrete bridge – Concrete bridge
Metal bridge – Metal metal bridge
Wooden bridge – Wooden bridge made of wood
Bridge made of ice – Bridge made of ice ice

Brick bridge – Brick bridge
Stone bridge - Stone bridge

V-l: Well done. You will build a pedestrian wooden bridge from building parts. And before construction, you need to remember what construction parts are and what they look like.

The game is being played "Find out the details" (type "wonderful bag" ) .

V-l: Well done, you named all the details. What do you think are the parts of a pedestrian bridge?

Children's answers.

Question: That's right, a pedestrian bridge must have supports, a ceiling, steps, and railings. Now you can start building the bridge.

Fizminutka "Pinocchio"

Part 3. Independent creative activity

You and I learned what types of bridges there are, and now I propose to become builders.

I suggest you break into groups and agree among yourself which bridge you will build. It is necessary to build bridges across the river to save Malvina (a porcelain doll).

V-l: To build a bridge, builders need a diagram or plan, I offer you the diagrams. Consider and tell us about your construction, how many parts and what kind?

Children look at the diagrams, name what material they will need, in what sequence they will carry out the construction, and discuss in the group who will build what.

V-el: Now select building materials for this diagram and begin construction.

During construction, the teacher provides assistance, advises, and monitors the children’s activities. (their interaction in joint construction, as agreed, distributes functions).

V-l - Before you start building a bridge, Pinocchio, listen to what you need to know. The guys will tell you now. Shall we tell Pinocchio?

Children - Yes!

Educator - What types of bridges are there according to their purpose?

Children - There are pedestrian bridges, automobile bridges, bridges on which cars drive and pedestrians walk.

Educator - Name the parts of the bridge.

Children - Supports, ceilings, slopes.

Educator - What is the most important part?

Children - The most important part of the bridge is the supports.

Educator - Why?

Children - The supports determine what kind of bridge the bridge will be: high or low, wide or narrow.

Educator - And the supports must be very strong, because they must support the entire structure of the bridge, people and vehicles that move along it. Therefore, from what parts is it better to build supports?

Children - It is better to build supports from bars or large cylinders.

Educator - That's right, these should be stable parts. What kind of descents can pedestrian bridges have?

Children - Steps.

Educator - Well done, guys. And also, Pinocchio, bridges always have railings, and if it is a pedestrian and automobile bridge, there are curbs that separate the roadway and the pedestrian one. Yes, guys?

Pinocchio - Oh, guys, I think I'm confused!

Educator - Don’t worry, we’ll now make you a model of the bridge so that you understand and remember better.

Children - Yes!

Two children are modeling a pedestrian bridge with steps and a road bridge.

Educator - Show the supports... ceilings... slopes. Where do we start building the bridge? Do you remember?

Pinocchio - I remember. Thank you! Now I definitely won’t forget!

Educator - We, guys, have been staying too long with you. Stand in a circle and let’s do some exercises.

Physical education minute

We close our eyes, these are the miracles. (Close both eyes)

Our body is resting and doing the exercise. (We continue to stand with our eyes closed)

Now let’s open our eyes and build a bridge across the rivers. (Open your eyes, draw a bridge with your hands)

We will draw a large letter U on the bridge. (Use your index finger to draw the letter U)

Let's raise our hands high and lower them down easily. (We raise our hands up, lower them down)

Let's turn right, left. (Turns the body to the right and left, hands on the belt)

We will begin to build the bridge again.
Children build bridges.
-Violetta, read the poem
"This is my doll

walks across the bridge,
To all passersby she
Helps you find your way"
- Denis, read the poem:

“The red car is rushing along the road,
She needs to appear at the place as soon as possible.
There is fire to extinguish the avalanche,
Everyone calls the red fire truck."

And now we need to show Pinocchio how to use the bridges. For this, we have a separate table where there are cars for road bridges and new residents who will walk along the pedestrian bridge. And you show them.

Children place figures of island residents and cars.

Well done, you completed the task. Pinocchio and the Islanders are grateful to you.

Educator - Pinocchio, do you remember how to build bridges?

Pinocchio - Yes, thank you guys, now I definitely remember everything, but I’ll take the drawings with me! And now I have to run, Malvina has been waiting for me! Goodbye!

Educator - I’ll accompany you, Pinocchio, and you guys follow us, take the cars, the inhabitants of the Island and let’s go play. Well done guys, you worked hard today and helped Pinocchio.

So you became bridge builders. Did you like building different bridges?

Now let's all play together.

Part 4 The result of joint activities

Reflection:

Educator: The bridge has supports to stand on (shows),
There are spans to hold (shows),
There are grates to get into the water
Don't let the pedestrian fall (shows).

Free activities for children.

Arrangement of finished products for the game.

Educator: Tell me what you built?

Children's answers

Educator: What did you like most today?

Educator: Did you like being builders?

Educator: Well done, guys, you did a good job. And now what do you want most?

Children: play.

Children take small toys and cars and open the game. To move on to a story-based role-playing game, you can offer to build houses, businesses, etc. near the bridge, that is, develop the territory around or near the bridge.

Literature:

1. Raising children in the middle group of kindergarten: A manual for kindergarten teachers. garden/Antsiferova A.A., Vladimirova T.A., Gerbova V.V.; comp. G.M. Lyamina. - M.: Education, 1982.
2. Construction: A manual for kindergarten teachers. garden – M.: Education, 1981.
3. Kutsakova L. Classes on designing from building materials in the senior group of kindergarten. Lesson notes. -M.: Mosaic-synthesis, 2010.

Promising

planning

on design

senior group

№1

September

Lesson 1

Subject: "At home".

Target:

Prog. tasks:

(3, pp. 5-12)

Lesson 2

Subject: "Palace for fairy-tale heroes."

Target:

Prog. tasks:

(5, pp. 38-41)

Lesson 3

Subject: "Cars".

Target:

Prog. tasks:

Develop attention and memory.

(3, pp. 13-18)

Lesson 4

Subject: "Bridges".

Target:

Prog. tasks:

(3, pp. 30-36; 5, p. 41)

October

Lesson 1.

Subject: "Dolls' housewarming party."

Target: Strengthen children's ability to build furniture from a wooden constructor.

Prog. tasks: - continue to teach how to work together, agree on what part of the work each person will do;

Develop teamwork skills.

(5, p. 161)

Lesson 2.

Subject: "Working with the designer."

Target: Develop skills in working with the designer.

Prog. tasks: - teach children to understand drawings depicting structures and, together with the teacher, determine the stages of work;

Learn to finish what you start.

(5, p. 106)

Lesson 3

Subject: "City of masters"

Target: Learn to distinguish and name building materials.

Tasks: - Test construction skillsvarious pieces of furniturefor dolls, independent transformation of the building in length and width depending on the size of the dolls;

Learn to work side by side without interfering with each other.

(5. page 26)

Lesson 4

Subject: "Guest Houses"

Target : Learn to build houses.

Objectives: -learn to transform a known design into a new one;

Continue to teach how to independently find new constructive solutions when performing tasks according to the conditions and in accordance with the general plan

(5. page 30)

Lesson 5

Subject: "Car Exhibition"

Target: Train children in building various machines from building materials and construction sets.

Prog. tasks: - to form children’s ideas about various machines, their functional purpose, structure;

To form children’s ideas about wheels and axles, about methods of fastening them;

Develop attention and memory.

(5. p.35)

November

Lesson 2

Subject: "Cars".

Target: Train children in building various machines from building materials and construction sets.

Prog. tasks: - to form children’s ideas about various machines, their functional purpose, structure;

To form children’s ideas about wheels and axles, about methods of fastening them;

Develop attention and memory.

(3, pp. 13-18)

Lesson 3

Subject: "Bridges".

Target: Exercise children in constructing bridges.

Prog. tasks: - expand children’s understanding of bridges and their purpose;

Learn to transform your building based on sample analysis;

Arouse children's interest in creative design;

Develop teamwork skills in children.

(3, pp. 30-36; 5, p. 41)

Lesson 4

Subject: "Planes, helicopters"

Target Expand children's understanding of various aircraft.

Tasks: - form generalized ideas about these types of technology;

Develop design skills;

- practice creating diagrams of future buildings

(3, p. 18)

December

Lesson 1.

Subject: "Children's playground or recreation park."

Target:

Prog. tasks:

(5, pp. 104-106)

Lesson 2.

Subject: "Garland".

Target: Teach children to make garlands and toys for the Christmas tree.

Prog. tasks: -;

Continue to develop interest in collaborative work;

(5, p. 69)

Lesson 3

Subject: "Letter from Flower City"

Target : Learn to build simple buildings

Tasks:

Continue to teach how to find a constructive solution for a building depending on its purpose and name;

Learn to plan construction;

Develop the ability to work collectively, implementing a common plan.

(5, p. 76)

Lesson 4

Subject: Subject: “Bridges.” (Repeat)

Target: Exercise children in constructing bridges.

Prog. tasks: - expand children’s understanding of bridges and their purpose;

Learn to transform your building based on sample analysis;

Arouse children's interest in creative design;

Develop teamwork skills in children.

(3, pp. 30-36; 5, p. 41)

January

Lesson 2.

Subject: "Railway station or train station."

Target:

Prog. tasks:

(5, p.127)

Lesson 3.

Subject: "Robots".

Target: Train children in building various machines from building materials and construction sets.

Prog. tasks:

(3, pp.22-26)

Lesson 4

Subject: “Children’s playground or recreation park.” (repetition)

Target: Continue to teach how to build buildings from a large builder, unite them with a common plan.

Prog. tasks: - continue to teach how to find a constructive solution for a building depending on its purpose and name;

Learn to plan construction;

Develop the ability to work collectively, implementing a common plan.

(5, pp. 104-106)

February

Lesson 1.

Subject: "Our neighborhood."

Target:

Prog. tasks:

(5, pp. 163-166)

Lesson 2.

Subject: "Construction from a constructor."

Target: Exercise children in construction using construction sets.

Prog. tasks: - learn to work with different types of construction sets, perform simple designs;

Strengthen design skills;

Strengthen the skills of connecting parts;

Develop ingenuity and spatial thinking.

(5, pp. 81-82)

Lesson 3

Subject: "City".

Target: Continue to learn how to build different house designs from large and medium builders, depending on their purpose.

Prog. tasks: - learn to build houses from memory, highlight the main parts of the building;

Learn to implement your plans in construction;

Exercise children in drawing plans;

Strengthen independent construction skills;

Improve design experience and aesthetic taste.

(5, pp. 163-166)

Lesson 4

Subject: “Railway station or station.” (repetition)

Target: Teach children to build a railway station.

Prog. tasks: - learn to build a small train;

Learn to combine your construction in accordance with the general plan;

Agree on who will do what part of the work;

Develop spatial thinking, fantasy, imagination;

Continue to learn how to work collectively.

(5, p.127)

March

Lesson 1.

Subject: “We create and craft (according to plan).”

Target:

Prog. tasks:

(4, pp. 44-46)

Lesson 2.

Subject: "Ships and ships."

Target:

Prog. tasks:

Lesson 3

Subject: "Robots" (repetition)

Target: Train children in building various machines from building materials and construction sets.

Prog. tasks: - invite children to build a robot according to a pre-created scheme;

Develop children's design skills and qualities necessary for practical activities;

Form ideas about volumetric bodies, their shape, size;

Develop imagination, intelligence, understanding.

(3, pp.22-26)

April

Lesson 1.

Subject: "Planes, helicopters, rockets."

Target: Exercise children in building aircraft using drawings, drawings, diagrams, photographs, toys.

Prog. tasks: - expand children’s understanding of various aircraft, their purpose (passenger, military, sports, cargo, etc.);

Promote the development of experimentation and invention (old gr.);

Form generalized ideas about these types of equipment;

To form a critical attitude towards one’s actions, the desire to correct one’s mistakes (preparatory group);

Develop spatial thinking and the ability to make inferences.

(3, pp. 18-21)

Lesson 2.

Subject: "Letter from Flower City."

Target: Continue to learn how to build different buildings using large and small construction sets.

Prog. tasks: - continue to learn how to build according to a drawing, independently plan the stages of construction;

Construct various buildings;

Independently find constructive solutions to complete the construction;

Develop creative abilities and aesthetic taste.

(5, pp.76-78)

Lesson 3

Subject: “At home.” (repetition)

Target: Exercise children in building various houses.

Prog. tasks: -clarify children’s ideas about building parts (brick, cube, block, plate, cylinder, etc.), construction kit parts, properties of parts and structures (tall structures must have stable foundations);

Develop the ability to reason and draw independent conclusions;

Develop creativity, independence, initiative, design skills.

(3, pp. 5-12)

Lesson 4

Subject: “Ships and ships.” (repetition)

Target: Learn to build simple structures of sea and river vessels based on drawings.

Prog. tasks: - expand children’s understanding of different types of ships (types, functional purpose, structural features);

Exercise in the construction of various vessels;

Develop imagination, attention, memory.

(5, pp. 45-49; 3, pp. 39-42)

May

Lesson 1.

Subject: "Avtozavod"

Target: Strengthen children's ability to build cars based on drawings.

Prog. tasks: - consolidate construction planning skills;

Learn to independently select parts for construction;

Strengthen the ability to independently build cars according to your own plans based on existing knowledge and skills;

Develop intelligence, imagination, ingenuity.

(5, pp.130-132)

Lesson 2.

Subject: "Circus".

Target: To teach how to reflect the impressions of visiting the circus in design.

Prog. tasks: - continue to teach how to work collectively, agree on what part of the work everyone will do;

Develop teamwork skills.

(5, p. 181)

Lesson 3

Subject: “Palace for fairy-tale heroes.” (repetition)

Target: Learn how to build a beautiful house - a palace.

Prog. tasks: - find unusual design solutions;

Independently find parts to decorate palaces;

Learn to creatively approach solving constructive problems;

Foster interest in invention and teamwork skills.

(5, pp. 38-41)

Lesson 4.

Subject: “We create and craft (according to plan).” Repetition

Target: Exercise children in designing according to design.

Prog. tasks: - develop children's creativity and design abilities;

Ability to independently organize your work;

Perform a variety of intellectual actions;

Strengthen the ability to reason and prove your point of view.

(4, pp. 44-46)

Bibliography:

M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.-M.: Mosaic - Synthesis, 2005.

Kutsakova, L.V. Classes on designing from building materials in the senior group of kindergarten. – M.: Mozika-Sintez, 2008.

Kutsakova, L.V. Classes on designing from building materials in a kindergarten group preparatory to school. - M.: Mozaika-Sintez, 2006.

Tarlovskaya, N.F., Toporkova, L.A. Teaching preschool children design and manual labor. – M.: Enlightenment; Vlados, 1994.

Current page: 1 (book has 3 pages in total)

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Lyudmila Viktorovna Kutsakova

Classes on designing from building materials in the senior group of kindergarten. Class notes

Library “Programs of education and training in kindergarten” under the general editorship of M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova

Lyudmila Viktorovna Kutsakova –highly qualified teacher-methodologist, senior teacher of the institute, excellent student in education, laureate of the international competition “School 2000”, author of more than 20 teaching aids devoted to the problems of artistic, aesthetic, intellectual and moral education of children.

Introduction

Designing from building materials and construction sets fully meets the interests of children, their abilities and capabilities, since it is exclusively a children's activity. Consequently, thanks to it, the child improves especially quickly in skills and abilities, in mental and aesthetic development. It is known that fine motor skills of the hands are connected with speech centers, which means that a child who is advanced in construction develops speech faster. Dexterous, precise hand movements enable him to master writing techniques faster and better.

A child is a born designer, inventor and researcher. These inclinations inherent in nature are especially quickly realized and improved in design, because the child has an unlimited opportunity to invent and create his own buildings and designs, while showing curiosity, intelligence, ingenuity and creativity.

The child learns through experience the design properties of parts, the possibilities of their fastening, combining, and design. At the same time, he creates as a designer, learning the laws of harmony and beauty. Children who are interested in design are distinguished by rich fantasy and imagination, an active desire for creative activity, a desire to experiment and invent; They have developed spatial, logical, mathematical, associative thinking, memory, which is the basis of intellectual development and an indicator of the child’s readiness for school.

Currently, specialists in the field of pedagogy and psychology pay special attention to children's design. It is no coincidence that in modern preschool education programs this activity is considered one of the leading ones.

The proposed methodological manual will help teachers and parents in organizing work with preschoolers using new technologies. It organically includes a variety of cognitive and developmental material (on the development of spatial orientation, on learning to construct diagrams, plans, drawings; the formation of elementary geographical, astronomical and other ideas, and also includes entertaining games and exercises aimed at developing and correcting children’s skills).

When developing this material, research by N. N. Poddyakov, L. I. Paramonova, A. L. Wenger, A. N. Davidchuk, O. M. Dyachenko, V. V. Kholmovskaya and others was used.

The material has been tested in preschool educational institutions No. 32, 1415, 1039, 1268 and other preschool educational institutions in Moscow and is a technology for the “Design and Manual Labor” program recommended by the Ministry of General and Professional Education of the Russian Federation (1998)

When organizing work with children, take into account their abilities and capabilities. The proposed system of classes is designed for the academic year. Each topic can be implemented within a month in specially organized classes and in free time. Tasks can be varied and tasks from game tasks can be included in classes; reduce, transferring to free activity; carry out in parts during the day or several days or use for classes all the time allocated for all classes on a certain day of the week, transferring, for example, manual labor, drawing, appliqué to another day.

The tasks are structured taking into account the constant change of activity, are full of game techniques and other entertaining moments, and therefore prevent children from overtiring. One lesson per month is conducted frontally. Game tasks usually have a subgroup form of organization.

Class notes

Topic 1. At home

Target. Clarify children’s ideas about construction details and design parts; about connection methods, properties of parts and structures (tall structures must have stable foundations); practice planar modeling and joint design; develop creativity, independence, initiative, design skills; the ability to reason, draw independent conclusions, find your own solutions; introduce the concepts of “balance”, “gravity”, “map”, “plan”, “compass”, and the idea of ​​relativity of spatial directions; develop spatial orientation skills.

Material. Scissors, felt-tip pens, envelopes, building material, a basic Lego-Dacta set (or any other appropriate for the children’s age).

Progress

Working with the illustration “Map of Formandia”. Introduce the children into a game situation: “This is a map. We are sailing by ship to the island of Formador, on which the country of Formandia is located. The capital of the country is the city of Formadonia. Invite the children to tell what is shown on the map (Fig. 1); How many cities, rivers, lakes, railways are there in the country? Let the children come up with names for them. Draw their attention to the compass, explain how it works (how not to turn the compass, the blue arrow always points to the north, and the red arrow to the south).

Invite the children to find the North, South, West and East sides on the island, and then determine the directions between them: South-West, South-East, North-East, North-West. Ask what they see in the North of the island, in the South-West, etc. Offer to choose any of the ways to get to the capital of Formadonia (by river on your ship, by train, along a hiking trail, by plane). Let the children mark their path on the map with a marker.

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Working with the illustration “Inhabitants of Formadonia”. Introduce the children to the residents of the capital - the Formadonians, tell them what they do (Fig. 2, 3, 4).

Teacher. Who and what is carrying in front of them? Who and what is carrying with them? Who is holding the ring with which hand? Who fell and which side did he stain? Which side is it on? Who is calling on the phone and in which hand is he holding the phone? Who descends from where and above whom? How is the Cube depicted in relation to us? Who carries what and how? From whom and where does the stream of water hit? Where is someone sitting? Which hand is the washcloth in? Where does it jump? What are the jumps called? Who sits on the bench and how? What are the jumps called? Which ear hurts? Which side of the Pyramid is the heart on? On which cheek and who did you kiss? Who's across the river? Who's near the river? Who is going which way? What does he see to his right, to his left?

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Invite the children to help the people of Formadonia design beautiful, comfortable houses and then build them.

Working with illustrations. Choose illustrations that show different houses. Consider them different with children; analyze from what parts the foundation, walls, roofs, superstructures are built; number of storeys, number of windows, porches, design of houses, etc.

Working with the illustration “Geometric Shapes”. Invite the children to cut out geometric shapes (Fig. 5) and model the facades of houses from them, and then build houses from building material. Draw the children's attention to the fact that houses must be three-dimensional, that three more walls must be added to the facades and roofs must be built.

Upon completion of construction, analyze children's buildings, compare them with planar models; Pay attention to the guys how beautiful the town turned out to be; Offer to decorate the buildings with additional materials (trees, flowers, etc.) and play. Don't forget to encourage children to put away geometric shapes in their envelopes for later use.

Organize the construction of various houses from the “L his-D act” construction kits. Encourage children to build according to the conditions: “Build a three-story house with an entrance on the right, with balconies, and a turret on the roof.” If necessary, explain, show design methods, and give advice on improving designs. Encourage experimentation.

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Game tasks

Exercise children in construction using building materials and constructors using independently created planar models, using ready-made drawings, diagrams, drawings.

Exercise children in independent analysis of buildings and their images; in establishing the dependence of buildings on their functional purpose, the stability of structures on their shape and the ratio of heavy and light parts. Form the idea that the spatial relationships of the parts of buildings do not depend on their position on the plane, for example: “Build the same house (a drawing is offered), but turn it with its facade towards this fountain.”

Construction of buildings of ancient and modern architecture. Introducing the concept of “plan” (a plan is a view from above). Drawing up plans and constructing buildings based on them (“Kindergarten territory”, “Sports complex”, “Park”, etc.).

Design of interior interiors (“Theater”, “Circus”, “University”, “Apartment”, “Office”, etc.).

Tips for a teacher

Exercise your children in making plans. Give an idea that the plan is an image from above (as if from an airplane); that plans are usually done in line drawings (not coloured), small details are not depicted (pipes on the roofs), but only those parts that the structures occupy on the surface are shown. The easiest way to lead children to making plans is through modeling with geometric shapes (children lay them out, combining them on the surface of a sheet and marking them: this is a pool, this is a flowerbed, etc.; then they outline them with felt-tip pens and put them away). Children will quickly learn to do without figures and draw by eye. Making plans exercises the planning of one's activities and the ability to organize space for it.

Game "Select the parts." Invite the children to look at the illustration (Fig. 6) with diagrams of structures. The upper part of the picture shows the building parts that are used to construct them (each in one copy). Invite the children to select the necessary parts from the drawing (4-5 pieces of each type) and model, laying out images of the parts, starting with the simplest diagrams shown in the first row.

Game "Towers". Construction of high towers from Lego-Dacta construction sets, etc. Ask the children: “Why do towers fall? How can we make them more sustainable?

Keywords

Superstructure, ceiling, balance, map, plan, diagram, compass, direction.

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Topic 2. Cars

Target. To form children’s ideas about various machines, their functional purpose, structure; practice planar modeling, the ability to independently build elementary diagrams from simple building samples and use them in design; to form an idea about wheels and axles, about methods of their fastening.

Material. Felt pens, scissors, geometric shapes, pencils, erasers, boxes, building material, Lego Duplo Tools set or other construction sets.

Progress

Working with illustrations. Choose illustrations that show different cars. Review them with your children, determine their purpose, highlight the dependence of their structure on the method of use.

Invite the children to model and build the various machines they need for the people of Formandia.

Game "Magic Stripes". Invite the children to cut out the proposed strips (Fig. 7), cut them according to the markings and lay out various cars from the resulting figures (first according to the proposed dissected ones, then according to contour diagrams, and then come up with their own models) (Fig. 8, 9, 10). At the end of the game, invite the children to put the figures into boxes.

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Invite the children to create diagrams of cars from sample buildings. Build 3-4 versions of simple machines and invite the children to lay out their images (side view) from geometric shapes, and then circle the figures to get an undivided (contour) diagram of the machine.

Invite the children to come up with and draw dissected machine diagrams on the computer screen (Fig. 11), cell by cell, and then construct simulated machines from building material. Analyze the buildings from the point of view of their similarity to the diagrams.

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Offer children construction kits to construct cars and give them the opportunity to apply their existing knowledge and ideas about vehicles in their work. Let the children design their own cars.

Organize construction projects on the topics “Sports cars” and “For playing racing”. Give the children the opportunity to demonstrate their designs in action and talk about them.

Game tasks

Exercise children in building various machines from building materials and construction sets; in the transformation of buildings according to the conditions (“Convert a car into a panel truck (fuel truck, a machine for transporting timber, pipes, etc.)”, “Build a machine for transporting furniture (containers, blocks, etc. cargoes”, “Construct the same car as on this drawing, but so that it goes in the opposite direction (towards the corner of the table, away from you, towards you, etc.)"). Exercise children in preliminary sketching of cars before constructing them.

Game “What has changed?” Invite the children to look carefully at the constructed machine and then close their eyes or turn away. Make a minor transformation in the building and ask the children to guess what has changed in it.

Game “What happened?” Each child builds any model from a construction set. Then all the children guess who got what and where it can be applied.

Game "Complete the structure." One child begins to assemble the model, passes it to another child, who continues assembling, etc. Then the children discuss what happened. Children can play in pairs and groups.

Keywords

Modeling, contour diagram, exploded diagram.

Topic 3. Airplanes, helicopters, rockets, space stations

Target. Expand children's understanding of various aircraft, their purpose (passenger, military, sports, research, cargo, etc.); form generalized ideas about these types of technology; develop design skills; practice creating plans for future buildings; develop spatial thinking, the ability to make inferences; develop a critical attitude towards your actions, a desire to correct your mistakes.

Material. Geometric shapes, felt-tip pens, pencils, erasers, building materials, Lego Duplo and Lego Dacta constructors.

Progress

Working with illustrations. Select illustrations that depict various aircraft. Review and analyze them with your children. Invite them to design different airplanes, helicopters, rockets, and space stations for the Formandians.

Working with the illustration “Aircraft”. Give the children a task on plane modeling using geometric shapes. First, children model aircraft according to the proposed schemes (Fig. 12), then they come up with their own models.

Working with the illustration “Spaceships and stations.” Look at the images of spaceships and stations with your children (Fig. 13), ask: “How many spaceships and stations are shown in the picture? Find the same ones. Show stations that have the same shaped noses.”

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Invite the children to invent and model various spaceships and stations from geometric shapes.

Game "Let's play with the computer." Ask the children to draw diagrams of future aircraft designs (in cells) (Fig. 11). (Training in constructing graphic models can be organized on real computers.) Invite them to select any building materials and construction sets to implement in the construction of their ideas.

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At the end of the work, analyze the buildings from the point of view of similarity with the “design projects”. Let the children show off their buildings and talk about how they built them; make up stories about them.

Game tasks

Develop children's modeling and design abilities; practice making plans, diagrams, drawings for construction;

promote experimentation and invention; train children in building aircraft using drawings, drawings, diagrams, photographs, toys; in joint construction (“Aerodrome”, “Cosmodrome”), in the ability to build according to conditions (“Build a rocket on which you can launch cargo into orbit of a space station, and reload the cargo onto it”).

Game "Let's play with the computer." Invite the children to build, using a “computer” (Fig. 11) (or a real computer), a drawing of a fence for the cosmodrome (children must erase the previous image and divide the screen in half - horizontally - with a line).

Build several fences on the table (Fig. 14). Let the children choose any fence and draw on the computer screen (by cells) the front view of the building (on the lower part) and the top view (on the upper part).

Game "Fold the figure." Invite the children to cut out any geometric shape and cut it into several pieces of different sizes and shapes. Then the children reassemble the original figure from the parts, take it apart again and begin to create various images from the figures. Give children the opportunity to independently establish patterns: the more parts, the more difficult it is to put together the original figure, but you can come up with more images. Make the task more difficult by asking the children to swap figures.

Game “Build the same one”. One child builds a model airplane from a construction set, displays it, and then hides it. The rest of the children reproduce the model.

Keywords

Drawing, front view, top view.

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Topic 4. Robots

Target. Exercise children in creating diagrams and drawings (in three projections); in modeling and design from building materials and construction parts; develop imagination, attention, intelligence, desire to experiment, understanding; the ability to draw conclusions based on one’s experience and common sense, attention, concentration; to form ideas about volumetric bodies, their shape, size, quantity.

Material. Geometric shapes, felt-tip pens, pencils, erasers, building materials, construction sets.

Progress

Working with illustrations. Select illustrations that depict various robots. Look at them with your children, analyze the structure of the robots. Offer to make robots for the Formandians (to assist them in mental and physical labor).

Working with the illustration “Robots”. Look at the picture with robots (Fig. 15) with your children and analyze it.

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Teacher. What construction parts are robot parts similar to? How many robots are there in the picture? Find robots assembled from the same number of parts. Find two identical robots. Show robots that can (cannot) be built from these parts, and explain why.

Invite children to model different robots from geometric shapes, laying them out on paper; outline the figures with felt-tip pens and get contour diagrams of the robots, then dismember them and make them more specific. For children who have difficulty, ask them to build such a robot from building material and make a drawing from this example of the building.

Tips for a teacher

Collect children's works and prepare them for a manual on plane modeling “Robots”. Offer it to children for play.

Game "Let's play with the computer." Invite the children to make a drawing of a robot from an axonometric drawing (Fig. 16): “Look at the image, analyze it. Draw its front view in the lower left square of the screen, its side view in the upper left, and its top view in the upper right.” Invite them to choose building materials or construction kits and design robots according to their design.

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When analyzing children's works, pay attention to the originality of the solutions and what functions the depicted robots can perform.

Game tasks

Develop children's design skills and qualities necessary for practical activities, which are the basis of intellectual development (satisfaction from mental activity, desire to complete cognitive tasks, creative activity). Exercise children in construction from building sets, Lego constructors, etc. according to plans, according to conditions, according to topics (“Space Station”, “Planet Venus”), according to ready-made plans, drawings, drawings, diagrams; in independent construction of objects, construction according to conditions (“Build a robot that looks like a person (like a dog, like a spider, like Miracle Yudo, etc.)”), assembling structures based on images of three-dimensional models. Practice analyzing buildings; clarify children's ideas about geometric shapes and bodies.

Working with illustrations. Look at the models (Fig. 17) with the children, analyze them, offer to build buildings based on them, advise them to start with the simplest models shown in the first row.

Working with the illustration “Construction details”. Children color the details with pencils in different colors (Fig. 18).

Teacher. Look at the building parts shown in the picture, find and name parts that are identical in shape. Find parts that are the same in shape, color, size. Show parts that are the same shape but arranged differently. Find parts that are the same in shape and size. Show parts that are shown in a position where they cannot stand on the table.

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Game "Let's play with the computer." The illustration (Fig. 19) shows different polygons.

Teacher. Look at and count the shapes. Why are these figures called polygons? How many angles does this polygon have? Show a figure that has more angles than other figures. Find a polygon whose angle is directed inward. Draw a shape that has three corners (four corners, no corners).

Draw the children's attention to three figures whose corners are marked with thick lines. Ask: “Are the angles the same or different?” Offer to draw such angles and remember which angle is called right (acute, obtuse). Draw a rhombus. Draw children's attention to the fact that this geometric figure has two obtuse and two acute angles.

Game "Invent a robot". Invite the children to invent and draw robots, using all the geometric shapes they are familiar with.

Game "Construct a robot from memory." One child constructs a robot from a construction set, offers to look at it for 1 minute, then hides it. The rest of the children must assemble the same robot.

Keywords

Side view, volumetric model, polygon, rhombus; right, acute, obtuse angle.

At the age of 5–6 years, the child continues to improve and develop skills in working with objects and various materials. Visual-figurative thinking predominates, and gaming activity becomes collective. Children in the older group begin to apply to themselves the rules and norms of any activity that were previously presented by their elders (teacher or parent). This is an important moment - the emergence of self-control. Independent planning of upcoming work is actively developing: the child knows the practical goal and thinks through the stages of work and methods for its implementation. He acquires the skill of self-esteem.

The development of independence becomes noticeable in children's visual creativity. A thoughtful design is followed by the creation of a visual image. Children from the senior group work with a variety of materials and master complex techniques and design. It would seem that we have been familiar with paper since kindergarten, so many crafts have been created, but a lot of interesting work remains to be done later.

Preparing for a paper design lesson in the senior group of kindergarten

Children aged 5–6 years are actively exploring the world around them, they ask a lot of questions, love to experiment and fantasize. Pupils master many skills and techniques and have the abilities and psychological qualities necessary to move to a more complex level of design:

• Knowledge of the basic properties of objects. The child has a clear understanding of colors and shades, can distinguish a large number of objects by size, and line them up in a row according to some characteristic (from largest to smallest, from light to dark and vice versa).
• Basic knowledge of geometry. Children know the basic shapes and can talk about the difference between one shape and another, using special terms: “line”, “angle”, “vertex”, “circle”, “point”. A child can draw an image of a given object on a notebook sheet in a box; only geometric shapes (circle, square, triangle, rectangle, oval) are used as the basis for the drawing.
• Following verbal directions. The teacher sets some rule or task to be completed. So, children can select from the proposed elements only those shapes that are given in the task, or find shapes of a certain color in the drawing and shade them, etc.
• Improving skills in working with scissors. Children cut out various geometric shapes, know how to cut them in half, cut strips, and make fringes.
• Persistent memory. The child remembers simple work techniques; the teacher rarely uses the form of direct demonstration in older groups. Rollers with diagrams and drawings serve as hints for children. When using complex techniques in work, visual material is used (the children study it before performing actions): posters, drawings, detailed diagrams.
• The ability to predict actions and develop plans. Children are already ready to create their own visual image. Knowledge of the properties of paper materials and methods of working with them makes it possible to think through the stages of the creative process and their implementation by the child himself.

Classes in visual arts (drawing, modeling, design) are held in the senior influenza 3 times a week. Construction is excellent for project activities: long-term projects should be carried out for thematic events in the life of a kindergarten, short-term ones (with the involvement of parents) - to reveal the topics “My House”, “My City”, “My Room”, “My Family”, etc. .d.

The duration of the paper design lesson is 20–25 minutes.

The form of direct demonstration in the older group is rarely used by the teacher. The guys know the basic techniques of designing from paper, handle scissors well, cut out the necessary elements on their own, cut a sheet of paper into strips, make cuts and fringes. The demonstration takes place when students have to work with unusual materials (paper molds) or cut out elements from cardboard forms (candy box, sleeve, cup, etc.).

Fine motor skills in children 4–5 years old are well developed for constructing with small parts and objects (for example, matchboxes). However, it is worth remembering that creating small-sized crafts does not always mean ease of construction. For example, making a chicken from cut-out parts of an egg carton is not that easy. Such points should be kept in mind when drawing up a lesson plan; assembling small parts may require more time than gluing parts of a large craft.

At the preparatory stage of the lesson, she recommends thinking through additional design tasks for more advanced children. Simple tasks can weaken interest in creative activities, the child will begin to be distracted, which can confuse other children in their work. You can give tasks of different levels of difficulty when creating a group work. For example, to create the “Winter has come” craft: the first subgroup constructs trees from colored paper on a plane, the second subgroup makes snowmen from strips of paper, the third subgroup performs a more labor-intensive task - constructing houses.

Types of design

1. Design on a plane. This is a simple type of design. A given model is created from paper parts on a flat base (thick paper or cardboard) in the case of making a complex semi-volume figure or in the process of implementing a collective activity. Also, the synthesis of various techniques of visual creativity is often carried out on a flat basis.
2. Volumetric design. Creating a three-dimensional image from paper receives the most attention in design classes. In the middle group, students mastered the skill of creating a three-dimensional figure, which is based on a sheet folded in half; in the senior group, they learn to make more complex models by cutting parts, bending, and gluing.
3. Design from stripes. The children create models from a larger number of paper strips of different sizes and colors. One craft can combine several techniques for working with strips (for example, gluing a ball or rings, twisting strips with scissors).
4. Origami– an ancient oriental technique of folding a sheet of paper without gluing it. Scissors in origami are rarely used for cutting (shaped parts in a finished figurine or slits according to design). In origami classes, students learn how to fold complex and three-dimensional shapes (provided that they studied origami in the middle group and are familiar with the basic shapes and how to create them). Children 5–6 years old can try to work independently according to the diagrams.

Materials

To design on a plane and create three-dimensional objects, sets of colored paper and cardboard are traditionally used. To imitate various surfaces, it is worth using velvet paper (designing animals, items of clothing and shoes, insects, flowers), special embossed paper or wallpaper trimmings (creating walls and roofs of houses, pieces of furniture, etc.). To make holiday crafts, you should use bright and shiny materials: old postcards, wrapping paper, chocolate and candy wrappers.

Once the basic techniques of paper construction have been mastered (folding and gluing), the child may lose interest in the process of creating a model. The use of non-traditional materials will help diversify the creative process. After all, designing a material is not only about working with sets of colored paper and cardboard. The attraction of waste material evokes special emotions in students. It would seem that unnecessary scraps and containers can become an excellent basis for creating a craft or serve as an original decoration for a model.

Waste material

• Dairy bags. Suitable as a basis for making bird feeders, playhouses, etc.
• Matchboxes. An indispensable material for creating doll furniture with drawers. You can also construct cars and even a robot from them.
• Disposable plates and cups. These items can be used in their entirety as a basis for crafts, or individual parts can be cut off to model complex objects.
• Cardboard sleeves. In the middle group, the children created a simple cup and bucket from a bushing, and now they can use several bushings to construct fairytale castles, complex images of animals or a space rocket.
• Cardboard egg boxes. There are many ideas from this material that are unexpected for children, so that joyful emotions from crafts are guaranteed!
• Molds for baking cupcakes. For children's creativity, it is better to use paper molds of bright colors and with a pattern - then even the work that is not the most complex in terms of technique will look pleasing in its appearance.

Photo gallery: examples of ready-made crafts from milk cartons

An example of design using a milk carton as a base. An example of design using a milk carton as a base. An example of design using a milk carton as a base. An example of constructing a functional item from waste material. The craft can be used as a vase for dried flowers. Example of design using a milk carton as a base. Functional and original craft from a milk box.

Photo gallery: ideas for designing from matchboxes

Designing pieces of furniture from matchboxes Ideas for designing from matchboxes Designing pieces of furniture from matchboxes Designing pieces of furniture from matchboxes Designing pieces of furniture from matchboxes Ideas for designing from matchboxes Example of crafts from matchboxes

Photo gallery: disposable plates and cups as design materials

A craft based on a disposable paper cup Option for using a paper plate as a basis for design Option for using a paper plate as a basis for design Option for using a paper plate as a basis for design Option for using paper cups as a basis for design Idea for creating doll furniture from paper cups
Construction from paper cups

Photo gallery: cardboard tubes as a material for construction

Using cardboard sleeves in design Using cardboard sleeves in design Parts of cardboard sleeves were used in design Using cardboard sleeves in design Parts of cardboard sleeves were used in design

Photo gallery: ideas for using egg cartons for crafts

An egg carton is used as a basis for constructing an object An egg carton is used as a basis for constructing an object. Great craft for play Using part of an egg carton for construction Using egg carton parts for construction Using egg carton parts for construction An egg carton is used as the basis for constructing an item. Great craft for play Using part of an egg carton for construction

Photo gallery: holiday crafts from paper baking cups

An example of a simple design on a plane using paper cups Crafts from cupcake liners An unusual design idea from paper cups An idea for a simple design with cupcake liners
Making crafts using paper molds Making crafts using paper molds

Materials for practicing origami

Traditionally, colored paper is used to teach origami techniques. To practice folding basic figures, you can use notebook pages and sheets from magazines. The use of newsprint is not recommended, as it is easily torn and deformed during the design process, and printing ink stains fingers, palms and the work surface.

In specialized hobby and creative stores you can purchase sets of origami paper. Let's consider the advantages of this paper:

• Origami paper has a square shape. This will save time, because the main shape for folding an origami figure is a square; rectangular sheets from sets of colored paper must first be cut.
• Thinness and strength. Special origami paper folds easily, but will withstand multiple folds.
• Origami paper is colored on both sides. The results are visually more pleasing.

Sheets of special paper may differ in color from different sides. Crafts made from such paper turn out colorful and bright.

Origami paper comes with patterns and thematic designs. Such material will attract the child’s attention and will serve to create an original craft.

Synthesis of fine arts techniques when creating paper crafts

In addition to the design itself, techniques from other fine art techniques can be used in the production of crafts:

• Drawing: to achieve a completed image (completed drawing of parts of the face or muzzle, limbs, windows and doors of the house, etc.).
• Coloring: especially important when working with cardboard boxes and sleeves, white disposable plates and cups. Unpainted work has an unfinished appearance.
• Modeling: used to create three-dimensional elements (balls on a Christmas tree, eyes, buttons on clothes, handles on doors) and figures to create a composition with a manufactured object (a car driver, a bunny in a house, birds in a feeder).
• Applique: most often, straight or broken applique is used to create a composition (grass near a house, bird plumage, snow in the forest, etc.). A reverse relationship is possible when a collective application is created from constructed paper crafts.
• Plasticineography (a technique of filling a contour with plasticine on a paper base): can be used to create a background for design on a plane or individual elements on a finished craft (flowers on a vase, windows on a wall, etc.).

Photo gallery: examples of combining paper with other materials

The paper plates used in the craft are painted, and the cut-out appliqué technique is used to decorate the work. The doll’s face is drawn. Figures to complete the composition and/or game are made of plasticine. Team work: appliqué from origami figures. Using drawing techniques to complete the composition and complete the details of crafts. Combination of construction. from paper on a plane with sculpting individual elements according to design (flower stems) An example of coloring a cardboard craft and finishing the elements

Motivating start to class

Since the leading form of activity for children aged 5–6 years is collective play, in order to attract interest in the topic, classes on designing and making crafts are recommended by the teacher using game elements at the beginning of the lesson. You can set the kids up for the upcoming game and offer to create game items using paper construction. To generate a creative impulse and activate imagination, it is important to attract interesting visual material and listen to songs. A conversation encourages activity, during which children share personal experiences, their guesses or dreams. Reading short fairy tales, poems and nursery rhymes, using riddles, and conducting themed physical education sessions proves effective in every age group of kindergarten.

Examples of using motivational material

Preparing lesson notes

The duration of a paper design lesson in the senior group is 20–25 minutes.

Lesson time plan

1. Organizational moment 1–2 minutes.
2. Motivating stage 4–6 minutes.
3. Oral instruction to students on how to perform the work, detailed analysis of the design scheme for 4–5 minutes.
4. Independent work of pupils 7–9 minutes.
5. Demonstration of work, discussion 3 minutes.
6. Summarizing 1-2 minutes.

When developing a lesson, the teacher must remember that their goals and objectives must correspond to the age characteristics of the children, as well as their existing skills and abilities. Let's look at examples of specific classes to see how goals and objectives relate to the execution techniques and patterns that students are trained to work with:

Abstract of GCD on the topic “Box”

Lesson summary "Rooks"

Origami circle program

The program should be focused on the characteristics of children aged 5–6 years. At the stage of creating calendar and thematic planning, the artistic and aesthetic orientation and the fundamental task of the comprehensive development of the preschooler’s personality must be observed. Such activities should introduce children to universal cultural values, evoke positive emotions and promote productive interaction among all participants in the creative process (pupils, teachers, parents).

Purpose of the program: development of creative abilities and cognitive activity of children of senior preschool age by introducing them to the origami technique.

Program objectives: teaching children to work in the origami technique, developing imagination and aesthetic taste, instilling a work culture, instilling accuracy and diligence, demonstrating achievements (exhibition of children's works at the end of each half-year).

Table: index of topics

Photo gallery: operation cards and examples of origami works

Operative origami card Operative origami card Operative origami card Operative origami card Operative origami card Operative origami card Operative origami card Operative origami card Operative origami card Operative origami card Operative origami card and sample Operating origami card and sample Work in the origami technique Modular origami Animal faces in technology origami Examples of origami works Examples of origami crafts Group work on origami