Presentation on the topic “Lego construction as a means of developing a creative personality in preschool age. The goal of the Lego project is designing a New Year's fairy tale. Lego construction project "Kolobok Lego construction project in the early group
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Project "LEGO SKAZKA" (for children of senior preschool age) Municipal autonomous preschool educational institution "Kindergarten No. 17 of Chelyabinsk" Completed by: teacher of higher kv.k. Ignatenko S.S.
Explanatory note Every teacher knows how difficult it is to make lessons on retelling literary texts interesting for children. Therefore, we became interested and began to develop the "Lego Fairy Tale" project, which begins exactly at the design stage. The Lego Fairy Tale project is aimed at children creating models of fairy tale heroes and buildings for the development of fairy tales with their further use in the game. It helps children to master the basis of a literary work, being an excellent tool for analyzing ready-made stories or discussing special and relevant topics, significantly expands the possibilities for the visual presentation of fairy tales for children and opens up for them the widest scope for creativity and imagination, while actively involving children in the development of language skills! Materials, tools and equipment necessary for working with children on the project ”: 1. Nine literary works are selected for a year (one work per month); 2. Show Lego fairy tales using the LEGO constructor is held once a month, the duration of the lessons is 25-35 minutes. 3. It is preceded by a preparatory stage, at which children construct the characters of a literary work, and also select attributes, learn the text, consolidate the knowledge of the work in various activities (drawing, application, modeling, reading fiction, FEMP, listening to musical works).
We have used the "Lego Fairy Tale" technology in several directions: Initially, this is the literary creation of a child (inventing a fairy tale), and then Lego construction based on its plot; Coming up with lego fairy tales based on a ready-made set of heroes and buildings for the development of a fairy-tale plot; Coming up with a Lego fairy tale based on a ready-made set of heroes and buildings for the development of a fairy-tale plot with further additions to the building, the introduction of new heroes, the development of new storylines. Thanks to the "Lego Fairy Tale" project, teaching retelling becomes an exciting experience for older preschool children, regardless of their abilities or knowledge! The product helps not only to consolidate the basics of retelling, but also develops their communication skills. Through teamwork, children learn to interact with each other and develop social communication skills. Based on this, we see the RELEVANCE of our project in the fact that children of older preschool age, working with the LEGO constructor, will quickly learn to retell literary texts. They develop creative thinking and imagination. The "Lego Fairy Tale" project promotes the development of fine motor skills, which in due time contributes to the development of speech in children.
Passport of the project "Lego Fairy Tale" Purpose: To develop the active speech of children using Lego - constructor. Project objectives: -development of coherent speech and the ability to retell Russian folk tales; -development of imaginative, technical thinking and the ability to express your idea; -development of the ability to creatively approach the solution of the problem; -development of the ability to design according to your own idea, based on the technological map, the model map. - to consolidate the ability to use the created structures in model games, role-playing games. Project participants: Senior preschool children, speech therapist, educator, parents. Type of project: Reproductive - the use of technological maps, maps, illustrations, literary works and other visual material for the implementation of the project Productive - the performance of exercises, creative tasks, didactic games Creative - involves the independent application of the knowledge gained in design, in independent activities, use in games taking into account the personal characteristics of children and teachers By duration: Long-term Conditions for project implementation LEGOPK constructors, projector, music center, camera, etc. Demonstration material on the topic of GCD. Didactic games to reinforce techniques. Presentations. Technological maps, maps - schemes of buildings. Thematic coloring pages.
Educational standards: (relevance) Theatrical games with created Lego characters are very popular with children: they create conditions for the development of speech, creativity, and have a beneficial effect on the emotional sphere of the child. Through the heroes of the fairy tale, made by hand, it is easier for a child to reveal his individual characteristics. Lego helps the child to see the world in all its colors, which contributes to his all-round development. When performing constructions according to verbal description and visual action, children learn to cope with complex stage-by-stage constructions, elements and even more complex connected parts can turn into anything (a man's house, castle, cave, bridge) and turn the details into fairy-tale characters in front of the children. Planned results for children: organization of the "Construction" center in groups, exhibitions of creative works, photo album. for adults: abstracts of GCD, technological maps, maps-schemes of buildings, attributes for classes and games Directions of child development Cognitive development, enrichment, consolidation of cognitive material on the project;
Speech development learning fairy tales, poems, guessing riddles, reading and composing stories, using speech games, conversations. Communicative and personal development of performances on the topic of the project. Organization of role-playing games, discussions, conversations. on the topics of the project. Artistic and aesthetic development - carrying out educational activities directly on the application: "Inhabitants of the forest", "Chicken ryaba with a family", "Spring joy", "Inhabitants of reservoirs". on constructive-model activity: "Ship", "Bears in the forest", "Fox", "Family". Physical development learning physical minutes, finger gymnastics on the topics of the project. Organization and holding of folk games.
Development of integrative personal qualities Speech development Shows interest in literary works: stories, fairy tales, nursery rhymes, poems, riddles. Artistic and aesthetic development Able to independently reproduce a fairy tale. Together with adults, he creates the necessary attributes for games. Physical development Knows physical education, finger gymnastics. Social and communicative development. Actively included in the GCD according to legend, both independently and at the suggestion of others (adults, children). Initiates communication and joint activities with peers and adults and actively participates in it. Cognition Shows cognitive interest in the process of communication with adults and children, asks questions of a search nature. Possesses knowledge about light constructor, tells fairy tales with the help of light constructor. Identifies and analyzes the relationship between goals, objectives, process and result; carries out activity planning. Shows interest in composing fairy tales
Stages of project implementation: Content of children's activities Content of teachers' activities Interaction with parents acquaintance with the history of Lego, creation of interest in issues of Lego construction, accumulation of personal experience; entering a game situation (problem); formulation of the problem and tasks together with the teacher; proposing ways to solve the problem; clarification of project tasks, analysis of theoretical material, creation of an information base; bringing children into a play (problem) situation; formulation of the problem, goals, objectives; definition of the project product; creation of conditions for the implementation of the project; acquaintance with the problem of the project; clarification of tasks; preparation of the conditions necessary for the implementation of the project Stage 1 Start of the project
The content of the activities of the children The content of the activities of teachers Interaction with parents systematization of knowledge about lego construction, the implementation of creative work; making attributes for fairy tales; organization of children's activities, coordination and control; helping children in the process of project implementation; helping children in preparing to defend the project; helping in creating the necessary attributes for the project in accordance with its intention; helping children in the process of project implementation; help in creating a photo album; assistance to children in preparation for the defense of the project Stage 2 Implementation of the project:
The content of the activities of the children The content of the activities of teachers Interaction with parents assistance in the design of the exhibition of creative works; assistance in the design of a photo album based on the results of the project, the creation of a Lego center; notes, presentations, technological maps, attributes for classes; organization of an exhibition of creative works; creation of a photo album based on the results of the project; participation in preparation for the exhibition of creative works; assistance in the design of a photo album based on the results of the project 3 Final stage of the project:
Appendices to the project: 1. Complex-thematic planning of the project. 2. Summaries of direct educational and joint activities with children. 3. Creation of a developing environment. 4. Technological maps. 5. Presentations on the topics of the project. 6.Consulting for teachers, the introduction of modern forms of work with parents
Project planning Month Names of classes Program content Interaction with parents September fairy tale with "LEGO" - "Turnip" Introduce the technique of creating a fairy tale by the constructor. To create conditions for children to get acquainted with the LEGO constructor, its contents and openings to work with it. Develop imagination and creative thinking. Development of attention, speed of mental operations. Exercise children in the classification of vegetables (according to the principle: what is edible for them - the root or fruits on the stem). Foster a desire to work with a designer. propose to make a model of the "Russian hut". October fairy tale with "LEGO" - "Bubble, straw and bast shoe" To acquaint with the method of creating a fairy tale by the designer. To develop the speech of children, the ability to expressively convey the dialogues of the characters. Develop imagination in children. To foster interest in fairy tales and in the LEGO constructor. Activation of the verb dictionary of children, the development of imagination, memory, dexterity. to read to children the fairy tale "Bubble, straw and bast shoe". Talk with children about Russian traditions.
Month Names of activities Program content Interaction with parents November story with "LEGO" - Train Continue to acquaint children with the method of creating buildings and characters using the constructor. Develop imagination, creative thinking, speech (expressively convey the lines of characters). To foster a desire to play together, not to quarrel. Bring drawings on the theme "Winter fun" for the organization of the exhibition December fairy tale with "LEGO" - Chicken Learn to display the external difference between characters in buildings. To develop the speech of children, the ability to select adjectives (signs) to objects. Activation of the verb dictionary of children, consolidation of knowledge about animals, the development of imagination, dexterity. To cultivate love for animals and interest in actions with the LEGO constructor. Make a model of a bird's yard for playing with a fairy tale.
Month Names of classes Program content Interaction with parents January story with "LEGO" - Assistants Introduce the techniques of creating a room - a group using the "Lego" constructor. Develop the ability to compose a story from personal experience with the help of a teacher, using simple sentences in speech. Consolidation of opposite signs of objects or words-antonyms in the child's representation and vocabulary. Foster a desire to help another child and an adult. Bring plot pictures as children help their parents February fairy tale with "LEGO" - Fox and cancer Reinforce the techniques of creating a fairy tale with a constructor. Develop imagination and creative thinking. Develop coherent speech. Cultivate interest in the natural world. Make a model of the forest
Month Names of classes Program content Interaction with parents March fairy tale with "LEGO" - Ship To acquaint with the methods of creating a ship by means of "Lego" constructor. Develop children's speech, imagination and creative thinking. To cultivate the ability to work together in a team. To make a model of the ship. April fairy tale with "LEGO" - Three bears To acquaint with the method of creating a fairy tale by the designer. Develop children's speech, imagination and creative thinking. To cultivate the ability to work together in a team. Bring drawings on the theme "Animals of our forests" May Fairy tale with "LEGO" - Chicken and his new friends Introduce the technique of creating a fairy tale by the constructor. Develop children's speech, imagination and creative thinking. To cultivate love for animals and interest in actions with the LEGO constructor. Bring drawings for the organization of the exhibition "My Best Friends"
Designing in the Federal State Educational Standard is defined as a component of an obligatory part of the program, a type of activity that contributes to the development of research and creative activity of children, as well as the ability to observe and experiment.
FSES emphasize the need to ensure the continuity of the goals, objectives and content of preschool education, involves the development of new educational models, which should include educational technologies that comply with the principles:
Variation and diversity of the content of educational programs;
The unity of developmental, educational and educational goals and objectives in the joint and independent activity of an adult and a child;
Accounting for the leading activity of a preschooler - games.
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Ministry of General and Vocational Education of the Sverdlovsk Region
Municipal budgetary preschool educational institution of Pyshminsky urban district
"Chernyshovsky kindergarten"
ACCEPTED: APPROVED:
Pedagogical Council Head of MBDOU PGO
MBDOU PGO "Chernyshovsky kindergarten"
"Chernyshovsky kindergarten" ____________ A.V. Evdokimova /
"___" __________________ 2015 "___" _________________ 2015
Protocol No.
PROJECT
"Lego construction as a means of developmentcreative activity of children" on this topic:
"Ural Podvorie"
Performer: Pecherkina A.A.Position: educator 1 KK
Agreed
By the Parents' Committee
Protocol No. __
from "__" ______________ 2015
with. Chernyshovo, 2015
Explanatory note
Today society needs socially active, independent and creative people capable of self-development. Innovative processes in the education system require a new organization of the system as a whole. Particular importance is attached to preschool education.
In recent years, the social status of preschool childhood has changed significantly. Due to the requirements of the new era, this period became the most important stage in public education, no less significant than the school stage. One of the primary tasks of modern preschool education is the development of the child's personality, his cognitive and creative abilities, which form the basis of active knowledge of the world around him.
Formation of motivation for the development and education of preschoolers, as well as creative cognitive activity - these are the main tasks that the teacher faces today within the framework of educational standards. These difficult tasks, first of all, require the creation of special learning conditions. In this regard, design is of particular importance.
Designing in the Federal State Educational Standard is defined as a component of an obligatory part of the program, a type of activity that contributes to the development of research and creative activity of children, as well as the ability to observe and experiment.
FSES emphasize the need to ensure the continuity of the goals, objectives and content of preschool education, involves the development of new educational models, which should include educational technologies that comply with the principles:
Variation and diversity of the content of educational programs;
The unity of developmental, educational and educational goals and objectives in the joint and independent activity of an adult and a child;
Accounting for the leading activity of a preschooler - games.
At its core, Lego design refers to innovative technologies, has a wide educational potential. The activity with the Lego constructor, as with didactic material, is so attractive and emotionally colored for the child that it is often considered as constructive - playful activity, which does not contradict the age characteristics of children.
Play is the most important companion of childhood, the leading activity of a preschooler. Lego building allows kids to learn by playing and learning through play. In the course of educational activities, children become builders, architects and creators, playing, they come up with and implement their ideas.
Lego construction is a unique tool for the entertaining, all-round development of children, revealing the potential of each child and, due to its pedagogical universality, serves as the most important means of developmental learning.
Using the Lego constructor allows children to develop:
Creative potential;
Thinking and communicative capabilities;
Speech;
Knowledge about the surrounding world;
Attention, memory, thinking, ability to concentrate;
Elementary mathematical representations.
Starting with the construction of simple shapes, the child improves his skills, seeing his success, becomes more self-confident and moves on to a more difficult stage of learning. Games with "Lego-constructors" are a way of exploring and orienting a child in the real world, space and time. The designer helps to bring your ideas to life, build and fantasize, working with enthusiasm and seeing the end result, expanding your ideas about the world around you. The experience gained by a child in the course of Lego construction is irreplaceable in terms of the formation and skills of exploratory behavior.
It is important to offer children more often such design tasks that would force them to think and invent. And if the child's activity is creative, it makes him think, become attractive and allows him to discover new possibilities in himself, and this is a strong and effective incentive to engage in lego-construction activities.
Project passport
Objective of the project: | Objective of the project: Creation of a modern educational environment for the formation of the potential of the child, ensuring the creation of a situation of success through the use of Lego construction technology in the integration of educational areas of preschool education. Creation of a mechanism for the mental and creative development of preschoolers, teachers and parents through the use of technologyLEGO constructionin the educational process of preschool educational institutions in the integration of educational areas. |
Project objectives: |
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Methodological support | Prospective-thematic plans (Appendix 1) |
Lesson notes (Appendix 2) |
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Card index of educational and didactic games (Appendix 3) |
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Models sample card (Appendix 4) |
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Counseling for parents (Appendix 5) |
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Project type | cognitive - play |
Terms of project implementation | Long-term ( 1.10.2015 - 03/31/206) |
Project participants | Children (6 - 7 years old), teacher, parents of preschoolers |
Stages of project implementation |
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The first stage is preparatory 10/1/15 - 10/31/15 | Study, generalization of methodological literature on Lego construction |
Development of long-term planning on the project topic |
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Creation - "Lego Center" in the group for the implementation of the project |
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Development of a card index of samples, diagrams from the LEGO constructor |
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The second stage is the main 1.11.15 - 29.02.16 | Acquaintance of children with the terminology, features of the parts of the Lego constructor |
Implementation of the project in accordance with the long-term plan |
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Organization of independent and joint play activities for children |
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Informing and involving parents in joint project activities |
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Development of diagnostic tools |
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The third stage is creative 1.03.16 - 31.03.16 | Summarizing project experience |
Participation in competitions |
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Open events for parents and teachers of preschool educational institutions |
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Project resources |
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Temporary | In the daily routine of kindergarten and at home for children |
Information | Educational-methodical literature, Internet resources, children's literature |
Material and technical | Audio recordings, video recordings, computer, digital camera |
Artistic means | Photos of samples, illustrations, images of schematic drawings |
Children Activity Product | Exhibition of creative works of children from the Lego-constructor "Ural Compound". |
The result of the teacher's activity | Systematization of work on Lego construction with children within the framework of preschool educational institutions |
Development of creative activity in preschool children and during joint activities with parents |
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Parents' activity in project implementation |
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The social focus of the project lies in the close interaction of children, parents and teachers of a preschool educational institution.
Prospects for further development of the project.
In the future, it is planned to continue to introduce and improve the system of work on the project, to promote the development and implementation of new technologies and techniques in working with pupils. To develop long-term planning for working with children on light construction for a senior preschool age, to continue to acquaint children with the varieties of the Lego constructor, to develop interaction with social partners. Continue work on self-education, share experience with colleagues and publish materials on this topic, take an active part in various competitions and exhibitions.
Project technology
Term of implementation of project activities1.11.2015 - 03/31/2016
Work on Lego construction is carried out in direct and joint educational activities with children. The topic of direct educational activities is developed in accordance with the age of the children, the calendar and thematic plan.
In working with children of older preschool age, mainly play, plot and integrated forms of educational activity are used. Education takes place indirectly, in the process of activities that are exciting for the pupils. In the group of senior preschool age, the following are applicable:
Types of GCD | According to the scheme |
By sample |
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By own design |
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By cards with models |
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Forms of work with children | Creation of shared buildings |
Conversations |
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Various games |
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Making items for games, cognitive and research activities |
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Layout creation |
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Project activities |
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Cognitive research activities |
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Experimentation |
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Exhibition decoration |
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Productive activity |
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Applied methods | Visual-practical |
Verbal |
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Problem situations |
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Sample analysis |
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Gaming |
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Game tricks | Didactic games for the development of attention, thinking, memory |
Surprise moments |
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Game plot |
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Basic principles of teaching children | Subsequence |
Availability |
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Individual approach to each child |
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Effectiveness of forms of interaction |
Directly educational activities in Lego construction are carried out in a playful way:
During the game, children examine the details of the constructor, highlighting sensory signs;
In accordance with the concept and theme, crafts are made from parts;
Use buildings to organize games in collaborative activities.
In this project, the work on the organization of educational activities with the Lego constructor is systematized and presented.
The presented project is technological, as it traces purposeful systematic work with children in close interaction with all participants in the educational process. This project is promising both for working with gifted children and with children who have weak constructive skills in productive activities.
Working with parents and social partners
Family and preschool are two of the most important institutions for the upbringing and development of a child. Their functions are different, but for a full-fledged meaningful course of childhood, it is necessary to combine the efforts of parents and educators.
Effectively organized cooperation will give an impetus to building interaction with the family on a qualitatively new basis, which implies not only joint participation in the upbringing of a child, but also an awareness of common goals, a trusting attitude and a desire for mutual understanding, will form the prerequisites for joint activities of children and parents, and make them real partners. At the same time, this will allow the teacher to adjust his own work on the basis of taking into account the interests of the family, without experiencing difficulties in contact with parents.
The involvement of parents in joint activities plays an important role in the upbringing of the younger generation.
The kindergarten and the family should strive to create a single space for the development of the child.
This project involves the consolidation of parent-child relationships. Very often, the whole family joins in the children's activities with pleasure, there is a real business cooperation between children and their parents. In the process of implementing the project, it is planned to build new buildings together, decorate albums, organize photo sessions, and also use the joint games of children and parents as a means of communication, and much more. Project work gives them new topics for conversation and collaboration.
As a result of project activities, children learn to work according to a model, analyze and read schematic drawings. Children share their achievements in a group, and parents will certainly have confidence in their children - active creators who are able to achieve their goals. As a result of joint activities, children have become more independent, the enrichment of ideas about the world around them is formed, observation and curiosity of preschoolers have increased.
Expected results of the work of parent-child relations:
Increase in attendance of events within the walls of a preschool institution,
Trusting relationship,
The growth of the pedagogical competence of parents,
Full communication with the child in the family circle.
The main steps of the project implementation
The first stage "Preparatory" |
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Target | Reveal the initial level of development of the constructive abilities of preschoolers at the beginning of the project |
Studying the opinion of parents, summarizing and analyzing the data obtained; setting the goal and objectives of the project |
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Diagnostics includes | Systematic observation of the free activity of children, its focus on independent construction |
Observation and assessment of individual characteristics, manifestations of constructive activity of preschoolers |
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Result | Development of a set of teaching materials for the implementation of the project in the educational process. Acquaintance of children with the Lego constructor, enrichment of knowledge about this type of constructor, parental interest and active interaction. In the process of acquaintance, the level of awareness of parents about the benefits of the construction set in the development of the child, about the need to include Lego construction in the educational process, about its educational versatility, and attractiveness for the child was revealed. In the course of communication with the parents, a relationship of trust was established. (Application) |
The second stage is the main"Project implementation" |
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Target | To test the effectiveness of the developed project content within the framework of the "From birth to school" program aimed at developing the constructive abilities of preschool children |
Activities for project implementation | Organization of educational activities directly in accordance with the developed calendar and thematic plan |
Organization of regime moments using the Lego constructor and literary material |
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Active involvement of parents, preschool educational institutions and social partners within the framework of the project theme |
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The third stage "Evaluative" Stage 3 creative - final |
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Target | Reveal the level of development of the constructive abilities of older preschool children, show the dynamics at the end of the project |
Reflect on the work done, outline development prospects |
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Diagnostics includes | Systematic observation of the free activity of children, its focus on independent action |
Observation and assessment of individual characteristics of the manifestation of constructive activity in preschoolers |
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Individual conversations with children |
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Analysis of data using complex criteria | Demonstration of the child's interest in design |
Features of the design process |
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The child's attitude to the help of an adult (educator, parents) in the design process |
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The child's attitude to the result of construction and its assessment |
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Expected results of the project:
- accumulation of positive experience of interaction between the family of preschool teachers;
- increasing the pedagogical competence of parents;
- the formation of interest in children's Lego construction;
- active participation of parents in the life of their child.
Intermediate results:parents' interest in participating in various projects and exhibitions within the framework of the preschool educational institution has significantly increased. The group's parents purchased LEGO constructors for their children, which influenced the creation of new creative works in the family circle and in the presentation of their creativity at kindergarten exhibitions: “The whole family loves Lego — mom, dad, me!”.
Literature
- E.V. Feshina "Lego - construction in kindergarten" Sphere 2012.
- Emelyanova IE, Maksaeva YA "Development of giftedness of preschool children by means of light construction and computer-game complexes" Link - Press Moscow 2011 p.131.
- M.S. Ishmakova "Designing in preschool education in the context of the introduction of the Federal State Educational Standard" "Mask" 2013.
- L.G. Komarov "Building from LEGO" Link - Press Moscow 2001.
- Scientific - methodical journal "Preschool education" No. 12 2014.
- Scientific - methodical journal "Preschool education" No. 5 2014.
- Scientific - methodical journal "Kindergarten from A to Z" No. 1 2014.
- Scientific - methodical journal "Preschooler" methodology and practice of education and training No. 5 2014, pp. 48 - 50.
Internet resources:
2. http://education.lego.com/ru-ru/preschool-and-school
4. http://creative.lego.com/en-us/games/firetruck.aspx?ignorereferer=true
5. http://www.youtube.com/watch?v=QIUCp_31X_c
6. http://www.robotclub.ru/club.php
7. http://www.liveinternet.ru/users/timemechanic/rubric/1198273/
Appendix 1. Prospective-thematic planning.
Month | Theme | Goals |
October | 1. Introductory lesson “The history of Lego. Lego bricks " | Give an idea of the Lego constructor. Instructions on the rules of conduct when working with a Lego constructor. |
2. Design by design. | ||
3. "Bridge over the Pyshma River" | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
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4. Design by design. | Learn to build a bridge, precisely connect building parts, lay them on top of each other. |
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November | 5. "Farmer's House" | Form generalized ideas about houses. Learn to create structures with ceilings, to make them durable. Develop the ability to highlight parts (walls, floor, roof, window, door). To acquaint children with the life of the villagers. Introduce the concept of foundation. |
6. Design by design. | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
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7. Design by design. | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
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8. Design by design. | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
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December | 9. "Truck" | Learn to create the simplest model of a truck. Highlight main parts and details |
10. Design by design. | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
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11. "Water transport" | Teach children to build water transport according to the scheme. Develop fine motor skills of hands, construction skills. |
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12. Free design on the theme "Gifts for friends" | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
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January | 13. Design by design. | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
14. "Sea animals" | Learn build children according to the proposed schemes, instructions, taking into account the methods of fastening parts; transfer the features of objects by means of the LEGO constructor. |
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15. Design by design. | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
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February | 16. "Zoo" | Learn to complete tasks according to the conditions. Develop an eye, construction skills, fine motor skills of hands. Teach children to build all one craft. |
17. Design by design. | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
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18. Design by design. | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
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March | 19. "Fly to the Moon" | Continue to teach how to work with the LEGO constructor, create buildings according to your own design and certain conditions. Repeat the rules for working with the constructor. |
20. Design by design. | To teach to think in advance about the content of the future building, to name its theme, to give a general description. Develop creative initiative and independence. |
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21. Final lesson "Imagine" | Develop the imagination and imagination of children. Develop the ability to transfer the shape of an object by means of a constructor. Reinforce bonding skills. To teach the ability to plan work. |
Appendix 2.
CONTINUOUS DIRECT EDUCATIONAL ACTIVITIES.
Appendix 3. Card index of educational and didactic games
Children of this age are already studying with cards, building more complex buildings.
The purpose of the games is to develop speech, be able to work in a team, help a friend, develop thinking and memory.
Name of the game | Purpose of the game | Equipment | Game progress |
Name and build | Fix the names of the LEGO-constructor parts; teach to work in a team | LEGO constructor set | The teacher gives each child in turn a detail of the constructor. The child calls her and keeps her. When each child collects two parts, the teacher gives the task to build one building from all the parts, come up with a name for it and tell about it. |
LEGO gifts | Develop interest in the game and attention | The playing field, little men by the number of players, a dice (one side with the number 1, the second with the number 2, the third with the number 3, the fourth - a cross (skip the move)), LEGO gifts | Children distribute little men among themselves. They put them on the playing field. Throw the dice in turn and move the little men clockwise. The first person to complete the whole circle wins, and the child chooses a gift for himself. The game continues until all the gifts are taken apart. |
Don't take the last die | Develop attention, thinking | Tower board | Two children play, taking turns removing one or two bricks from the tower. Whoever removes the last one, he lost. |
Remember the location | Develop attention, memory | A set of LEGO-constructor, boards for all players | The teacher builds some kind of building from eight (no more) parts. For a short time, children memorize the structure, then the teacher removes it, and the children try to build the same one from memory. Whoever does it right wins and becomes the leader. |
Build without opening your eyes | Learn to build with closed eyes, develop fine motor skills of hands, endurance | Board, constructor kits | A board and a constructor are in front of the children. Children close their eyes and try to build something. Those who are more interested in the construction are encouraged. |
Fish, beast, bird | Develop memory, attention | Brick LEGO | The teacher holds a LEGO brick in his hands. Children stand in a circle. The teacher walks in a circle, gives a brick to all the children in turn and says: "Fish." The child must say the name of any fish, then give it to another and say: "Bird" or "Beast". Whoever makes mistakes or repeats is out of the game. |
Appendix 4.
Model sample card
Appendix 5
Diagnostic card in the preparatory group
Children | Names all the details of the constructors | Builds more complex buildings | Builds on pattern | Builds according to instructions teacher | Builds according to creative intent | Works as a team | Uses substitute items | Work on projects | Indicators of children at the beginning of the project | Indicators of children at the end of the project |
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Child 1 | ||||||||||||||||||
Mini project
on lego construction
"City of Wonders"
Relevance
Lego construction is one of the most modern trends in the development of children, widely using three-dimensional models of the real world and the subject-play environment of the child's learning and development. LEGO allows kids to learn through play and learn through play. Learning new things, children learn to express their attitude to what is happening. While constructing, they immerse themselves in an adult-organized situation. In the course of educational activities, they become builders, architects and creators, while playing, children come up with and implement their ideas. In the process of constructive activity, a variety of tasks are solved: psychological, cognitive activity develops. At the same time, children develop creative imagination, communicative qualities, curiosity .. And meaningful, interesting material is learned easily and forever.
Project types:
By activity: creative.
By the number of participants: group.
By duration: average duration.
Project participants:
Teachers, children of the senior preparatory group.
Children age: 5-7 years old.
Product of children's activity:
Building from Lego-constructor "City of Wonders"
Project problem:
To form in children an idea of how architectural buildings and structures are constructed.
Game motivation of the project:
Didactic games: "Find the Differences", "Here is my street, here is my house", game exercise "Continue", viewing presentations and books "Cities of Russia", "Attractions of Novy Urengoy"
Objective of the project:
Teach children to build from a Lego constructor, choosing the correct sequence of actions, connection techniques, a combination of shapes and colors.
Project objectives:
Educational:
Expand children's knowledge of architectural buildings and structures in Russian cities;
Teach mentally, divide the subject into its component parts and build from Lego - constructor "House", "Bridge", "Monument of architecture".
Developing:
Develop imagination, constructive imagination and the ability to creatively use acquired skills.
Develop independence when working with diagrams.
Develop attention, ability to concentrate, memory, thinking.
To develop fine motor skills of the hands, stimulating in the future general speech development and mental abilities.
Educational:
Form a respectful attitude towards the Lego constructor.
To cultivate friendly relations, respect for one's own and others' work.
Stages of work on the project:
Preliminary work:
1. Thinking through, problems and playing situations.
2. Preparation of schemes for designing "House", "Bridge", "Monument of architecture".
3. Preparation of presentations "Cities of Russia", "Sights of Novy Urengoy"
Teacher activities
Children's activities
Dive into the project
Formulation of the problem: The teacher invites children to remember the names of Russian cities.
Introduces into the game situation. Formulates tasks: the teacher offers children didactic games "Find the Differences", "Here is my street, here is my house", game exercise "Continue"
Entering the problem.
Getting used to the game situation.
Acceptance of tasks.
Complementing project tasks.
Organization of activities
Show of presentations and books "Cities of Russia", "Sights of Novy Urengoy"
Asks the children to consider the schemes, to distribute between the children who and what is doing in each group.
Helps to plan activities.
Organizes activities.
Collect information, material.
Examining illustrations.
Uniting children into working groups: making "House", making "Bridge", making "Monument of Architecture".
Consideration and analysis of circuits.
Implementation of activities
Practical assistance to children in creating the figures "House", "Bridge", "Monument of architecture" from a Lego-constructor.
Drawing up a general composition.
Creation of the figures "House", "Bridge", "Monument of Architecture" from the Lego-constructor.
Results presentation
Directs and monitors the implementation of the project
Drawing up a general composition.
Literature:
1.Lykova I.A. Designing in kindergarten. Senior group. Educational-methodical manual for the portioned program "Smart fingers". M .: Publishing House "Tsvetnoy Mir", 2015.-176 p.
2.Melnikova, O. V. "Lego construction" 5-10 years. Program, classes. 32 design models. Presentations in the electronic application / O.V. Melnikov.-Volgograd: Uchitel.-51 p.
3. Multimedia accompaniment to the constructor "My robot time" MRT2;
With the help of a Lego constructor, kids can create their own unique world, simultaneously mastering the most complex mathematical knowledge, developing motor coordination, fine motor skills, training the eye. Design classes stimulate curiosity, develop imaginative and spatial thinking, activate fantasy and imagination, awaken initiative and independence, as well as interest in invention and creativity. The most important task for the teacher is to create the necessary conditions for involving children in an exciting type of activity that allows them to reveal the potential abilities of their pupils.
The goals of teaching Lego construction in kindergarten, specific tasks and techniques
Lego construction is a type of productive activity based on creative modeling () using a wide range of universal Lego elements. The use of Lego constructors helps to realize serious educational tasks, since in the process of an exciting creative and cognitive game, favorable conditions are created that stimulate the all-round development of a preschooler in accordance with the requirements of the Federal State Educational Standard.
In the design process, favorable conditions are created that contribute to the all-round development of preschoolers
Lego technology is an example of the integration of all educational areas both in organized educational activities and in the independent activities of children. Here is an example of the intersection of educational and upbringing directions in the process of children's design:
- - the child selects, counts the parts necessary in size, color, configuration.
- Development of speech and communication skills - the child replenishes the dictionary with new words, communicates with adults in the process of construction, asks specific questions about various objects, clarifies their properties.
- Correctional work - has a beneficial effect on the development of the child as a whole (fine motor skills, memory, attention, logical and spatial thinking, creativity, etc.).
- Educational work - playing together with other children and with adults helps the baby to become more organized, disciplined, purposeful, emotionally stable and efficient, thus playing a positive role in the process of preparing the child for school.
Video: speech therapy lesson using Lego
Tasks of the Lego technique
Junior preschool age (2-4 years):
- learn to distinguish and correctly name the details of the Lego-constructor "Duplo" (brick, beak, bridge, machine base, semicircle, oval, etc.);
- to acquaint with the elementary mental operations of the analysis of buildings according to such parameters: shape, size, color of details, to teach to compare objects;
- create the simplest structure according to the sample and the agreed conditions, for example, a fence for a farm, a garage for a car;
- replenish the dictionary with new phrases: long (short), wide (narrow) blue track;
- develop fine motor skills and visual coordination in the process of attaching parts of the designer.
Lego sets with large elements and simple connections of parts are used with kids 3-4 years old
Average preschool age (4-5 years):
- to form knowledge about symmetry, proportions, the concept of a part and a whole;
- teach construction using Lego cards;
- memorize and freely use the names of Lego parts in speech.
In the middle group, medium-sized constructor elements are used, diagrams, photos and pictures with images of models are used
Senior and preparatory groups:
- stimulate children's technical creativity;
- teach modeling according to the drawing and your own design;
- develop the ability to independently solve technical problems;
- to acquaint with the basics of computer modeling.
When working with older preschoolers, you can use complicated models from small parts.
Basic ideas of Lego technology:
- from simple to complex;
- taking into account age and individual characteristics;
- creativity and efficiency;
- development of creative abilities;
- an integrated approach, which provides for the synthesis of teaching, play, developmental activities.
Features of practical use, taking into account the age of children:
- Lego sets with large elements and simple connections of parts are used with kids 3-4 years old.
- With children 4–5 years old, design becomes more complicated, medium-sized elements are used, more complex options for connecting parts are used. In the middle group, color photos and pictures with images of models are used, according to which children must build. Creative activity is carried out according to a theme, model, concept and simplest conditions.
- At the age of 6-7, various types of Lego constructors are offered for technical creativity, from large ones with simple connections of elements to the smallest ones with complex execution techniques. When working with older preschoolers, you can use tasks in the form of graphical diagrams, complicated models of future buildings, work according to the concept, conditions, and various thematic tasks.
One of the forms of implementation of the Lego method is the festival
Forms of implementation of Lego techniques in kindergarten:
- Scheduled lessons (10-15 minutes in the younger group, 20 minutes in the middle, 25-30 minutes in the senior and preparatory).
- Individual work of a teacher in a pair with a child or with a subgroup of children (once a week no more than 40 minutes):
- preparation of the child for the competition;
- work with gifted or lagging children.
- Long-term and short-term projects, the participants of which may be:
- educator;
- children and parents.
- Everyday independent design, construction game in your free time from planned activities.
- Festivals, contests, quizzes.
- Circle work, which is carried out by the teachers of the preschool institution.
Theatrical play develops imagination and creativity
Techniques for working with children in construction classes from a block constructor
In the learning process, the following pedagogical techniques are used:
- Introductory conversation, with the help of which the teacher draws attention to the topic of the lesson. For example, at the beginning of the lesson in the preparatory group, the teacher tells a fascinating tale about a kind bird, with which no one wanted to be friends because of its large beak. The bird was sad for a long time, but then she found out that there was an amazing country in the world called Lego, in which all animals and birds live very friendly. In this wonderful country, all objects and even inhabitants are made from small parts. There is only one way to get there - you need to go through the magic bridge, which turns anyone who steps on it into a handful of small cubes and bricks. If the children correctly assemble the bird figurine according to the scheme, they will help her come to life and overcome all the trials on the way to the country of friendship and happiness, in which she can make friends with a crocodile and a monkey.
- A problematic situation that will interest, activate thinking and involve children in active constructive activity. For example, a Lego astronaut descends to the sound of music in a balloon, he greets the children and tells his amazing story. Children learn that he flew in from a distant Lego planet. While landing on Earth, his spacecraft crashed and now he cannot return home. The Lego Man asks the guys to help him model a new rocket that will take him to his home planet.
- Role-playing game. As a rule, Lego construction turns into play activity: children use the models of railway stations, ships, cars, etc., built by them in role-playing games, as well as in theatrical games, when the children first build the scenery, create fairy-tale characters from the construction set. Playing mini-plays on the Lego stage helps the child to understand the storyline deeper, to practice retelling or communication skills.
Lego construction often turns into play activity: children use the models they have built in role-playing games
- Didactic game. An example of exercises aimed at mastering sensory and spatial concepts using Lego technology:
- "Find a detail like mine";
- "Build with your eyes closed";
- “Find the same building as on the card”;
- "Expand by color";
- “Assemble the figurine from memory” (4-6 parts).
- Assignment on the model, accompanied by a demonstration and explanations of the teacher. Example: Guys, look, I have a frog on my table, constructed from parts of a Lego set. Let's take a close look and see how it was done. The eyes are made of green cubes, the mouth is a red brick, legs are made of green bricks.
- Design using technological maps and instructions. You can offer children work on the schemes in a playful way, for example, the teacher informs the children that today they are going to become shipbuilders. The designers of the shipbuilding plant sent drawings of the ship, children need to build models of ships using these schemes. To get into the design office, you need to overcome a small test: find the part in the bag by touch and say what it is called.
Work on schemes can be offered to preschoolers in a playful way
- Creative design from concept or from a drawn model. Such classes are practiced in working with older preschoolers who have already mastered the basic techniques, and they can be offered work on pictures, photographs depicting an object on a favorite topic.
Video: Lego technologies in working with preschoolers
Design methods relevant for preschoolers
Methods for teaching preschoolers to design:
- according to the sample;
- by model;
- by conditions;
- by card-schemes;
- by free design;
- thematic design.
Photo gallery: examples of cards-schemes, instructions and models for Lego construction
Diagram of a post and a fence Variants of schemes for constructing figures Diagrams of columns Instructions for constructing a Lego flower Lego animal models Models of boats Models of men Models of service transport Instructions for assembling a conveyor An example of a drawn diagram Models of Lego constructions Instruction for constructing a helicopter The simplest diagrams of Lego crafts
What are the Lego construction classes
- Introductory - the teacher conducts a theoretical acquaintance of preschoolers with new Lego details and design techniques, depending on the set of the set (in the junior and middle groups - the "Duplo" set, from the older preschool age - the "Dakta" set).
- Scheme lesson - learning the basics of modeling using a schematic step-by-step algorithm. First, the guys create the simplest designs of boats, bridges, airplanes, cars, little men on the model, and then they begin to invent their own models.
- Lesson from memory - helps to consolidate and improve the basic skills and abilities acquired, provides an opportunity to train visual memory.
- Thematic - design on a specific topic, stimulating the development of creative imagination. Examples of themes: "Multi-storey building", "Fire truck", "Bridge across the river", "Furniture for a doll", "Roofs and awnings", "Man", "Ship", "Magic fish", "Lego mosaic".
- Lesson within the framework of the project theme is a collective free creative activity of a search character. Each child participates in the planning of the future construction, is responsible for his own area of work performed (bridge, traffic light, machine, etc.), has the opportunity to express his opinion on the content and goals of this project. Within the framework of the project, children can also receive an interesting homework assignment, which their parents will help them to accomplish. Examples of themes for creative projects: "Country House", "Gifts for the Holidays", "Travel to Africa", "Zoo", "Lego Olympiad", "Robot City". In the senior group, you can carry out a complex project on the theme "Terenty-black grouse":
- Control - allows the teacher, after studying a complex topic, to monitor the knowledge and skills of pupils and identify children who need individual help.
- Competitive - a competition that is held in a playful way. Children, by lot or at will, are divided into 3 teams, choose the chief designer or architect and start to work. The results of the competition are summed up by the jury, which includes an educator, speech therapist, psychologist, two or three children. The topics of the competitive lesson can be: "New sports complex", "Visiting a fairy tale", "City of the future", etc.
- Combined - solves several diverse educational tasks, for example, "World of fairy tales", "One, two, three or building numbers", "Geometric dominoes", "Pets", "Underwater world", "City transport".
- Final - summarizes the results of a certain study period (half a year, a year), most often takes place in the form of a presentation of creative works.
Competitive lesson is a competition that is played in the form of a game.
Table: card index of topics for Lego construction
| Lesson topic | Activity type | Program tasks |
| "Kindergarten is glad to children" | Lesson by design in the middle group |
|
| "My favorite toys" |
|
|
| "Autumn forest" | Introductory lesson in the younger group |
|
| "Fruits" |
|
|
| "Cargo van" |
|
|
| "Building a house" | Introductory lesson in the senior group |
|
| "Flowering Plants" | Complex lesson in the middle group |
|
| "Bird feeders" | Lesson according to the scheme in the middle group |
|
| "Forest dwellers" | Complex lesson in the preparatory group |
|
| "There lived one man in the world" | Thematic lesson in the middle group | This is a unique list
|
| "Lego-sport" | Project in senior and preparatory groups |
|
| "My street" | Middle group project |
|
| "I will always be attentive" | Complex lesson in the middle group |
|
| "Transport" | Thematic lesson in the senior group |
|
| "Drawbridge" | Thematic lesson in the middle group |
|
| "Spaceship" | Lesson according to the scheme in the preparatory group |
|
| "House for a dog" | Introductory session in the middle group |
|
| "Pets" |
|
|
| "New Year card" | Thematic lesson in the preparatory group |
|
| "Animals on the farm" | Complex lesson in the middle group |
|
| "Space" | Complex lesson in the senior group |
|
| "Sunny city" | Complex lesson in the senior group |
|
| "Military equipment" | Complex lesson according to the scheme in the preparatory group |
|
| Quest "Together with dad" | Participants: pupils of middle and senior preschool age, parents, teachers |
|
| "Favorite fairy tale characters" | Complex lesson in the middle group |
|
| Project "Flower - seven-flower" | Participants: pupils of middle and senior preschool age, parents |
|
| "We invite you to the museum" | Final lesson in the form of an exhibition of works for parents and teachers |
|
Video: a lesson on Lego construction in the senior group on the topic "Space travel"
Photo gallery: examples of completed crafts-designs
Crafts on the theme "Sea voyage" Crafts on the theme "Travel to Africa" Flower in mosaic technique Helicopter in mosaic technique Crocodile in mosaic technique Collective project "City of the Future" Exhibition of creative works Collective project "Fairy tale" Collective project "Geese-Swans" Collective project "Playground" Collective project "Kindergarten of the future" Scenery for the role-playing game "Kolobok" Collective project "Summer Olympic Games"
Organization and conduct of classes with Lego in kindergarten
A lesson in kindergarten has its own logical structure:
- Organizational stage - a motivating start in a playful way (up to 5 minutes).
- The main stage (from 10 minutes in the younger group to 25 minutes in the preparatory group) is the most active practical part of the lesson, which includes the following activities:
- showing the sample, explaining the step-by-step instructions by the teacher, parsing the card scheme;
- independent work of children according to a model, scheme or creative concept, preschoolers can work individually, in pairs or as part of a small subgroup;
- physical education, video exercises with Lego men, outdoor games, finger or breathing exercises, which will help to relax, and then return to exciting construction with fresh strength.
- The final, final stage (up to 5 minutes) - reflection, cleaning of workplaces, organization of an exhibition of children's works. The analysis is carried out taking into account the following criteria:
- neatness, symmetry, integrity and attractive appearance of the structure;
- technical skills and abilities;
- the degree of independence of the work done;
- dedication, discipline, hard work, camaraderie and emotional responsiveness shown during the work on the project.
Where to begin
It is important to conduct the organizational part of the lesson in an unusual, interesting, exciting and creative way. A bright, intriguing beginning will help to form a positive attitude towards the lesson and the teacher, create a favorable emotional mood, liberate the children and awaken the desire to experiment and create. To activate the cognitive interest, search activity and attention of preschoolers, the teacher in the introductory part of the lesson usually uses rich and varied motivating material in combination with pedagogical techniques:
- a moment of surprise - the introduction into a dialogue with children of a toy character, a beloved fairy-tale hero who will ask for help, puzzle and delight, invite children on an exciting journey to a fairy-tale land;
- a video message from a fairytale or fictional character;
- poems and riddles;
- reading a fragment of a work of fiction;
- didactic and outdoor games;
- informative conversation and discussion of issues;
- problem situation;
- musical accompaniment, viewing pictures, demonstration of presentations, videos or cartoons.
It is important to conduct the organizational part of the lesson in an unusual, interesting, exciting and creative way.
Table: examples of the motivational part of the lesson
| Lesson topic | Description of the motivating part |
| "Travel to Lego Country" (problem situation) | Video message from residents of the Lego country: "Hello guys! An insidious wizard broke all the rides in our favorite amusement park. Now our residents stopped smiling and became very sad. We ask you to visit our country, help us renovate the amusement park and return smiles to all Lego people. " |
| "Circus" (problem situation) | The makeshift circus consists of chairs arranged in a semicircle. Children take seats in four multi-colored sectors, according to the tickets, which are Lego pieces in red, blue, green and yellow. On the screen there is a plot of a circus performance, a teacher in a clown costume introduces the children to the problem: “Guys, there was a misfortune in the circus, all our trained animals disappeared. The show will be disrupted. Can you help bring back our top artists? " The children agree, and the happy clown offers to show several tricks with Lego details (didactic games). |
| Didactic tale on the theme "Traffic light" | Such an activity will help not only to master the basics of design, but also to get acquainted with the rules of behavior on the road. Once upon a time there were three friends: Mitya the hare, Fedya the bear and Lizonka the fox. Once they decided to play a ball on the playground, and the playground was across the street. Friends stopped near the road and began to think how to cross to the other side. The bunny's dad noticed their confusion and told how it is safe and correct to cross the road. The pedestrian crossing is drawn with white stripes (zebra). It turns out that the crossing has its own important boss named Traffic Light, who commands pedestrians and cars. You can recognize it by three circles that light up in turn. If the red eye is on, then you need to stand still. A yellow eye means "attention" - cars start to brake, and pedestrians prepare to move. When the green lights up, you can safely cross the road. |
| "Building the gate" (discussion of issues in the younger group) | Let's see what construction parts our trucks have brought. What is it? (bricks) What can you build with bricks? (gates, steps, houses) What kind of gate do we have? Are they durable, comfortable and beautiful? (picture show) What is a gate for? (so that cars can enter and exit) What kind of gate needs to be built so that large cars can pass? (wide and high) Do you want to build a gate? Think about what kind of cars your gate will be for. |
| "Dunno came to visit us" (moment of surprise) | Dunno came to visit the guys with a suitcase, but it turns out that a "key" will help to open it, which will be a solved riddle. After completing the task and opening the suitcase, the children find there a set of constructors and card-schemes. Dunno for the first time sees mysterious details and does not understand at all what can be made of them. The teacher asks the children to come up with and design interesting and beautiful models, and then tell Dunno about them. |
Exciting didactic games will create a favorable emotional mood
Table: games for classes according to the Lego method
| Name of the game | Description |
| "Magic dictation" | Geometric mosaic, which helps to consolidate the concepts of spatial perception: top - bottom, right - left. According to verbal instructions, the kids independently place the Lego parts on the plate. |
| "Collect the chain" | The game develops the ability to compose the simplest logical chains of alternating parts, selected by color, shape, size. |
| The game reinforces the names of parts, develops attention and memory. | |
| Drawing up a variety of symmetrical patterns. | |
| "Mysterious Guest" | Construction of a simple model based on verbal instructions in the form of a dictation. |
| "Magic path" | When building a path, you need to follow the rules, for example, each player continues a logical chain, placing a brick of the same color or size. |
| "Collect the details" (outdoor game) | Children are divided into two teams of players, each of which has its own part of a certain color, for example: two by two blue and two by four red. Players take turns transferring parts from one box to another, the team that completed the task faster wins. |
| "Lego men" | Men in red suits symbolize vowel sounds, and in blue ones - consonants. By swapping the "little men" in places, the child gets new sound combinations and new syllables. In the future, the Lego men will be replaced by red and blue bricks, with which you can draw up schemes of words and sentences. |
| Role-playing game "Space travel" | The game aims to develop cognitive interest, interaction skills and constructive abilities. The teacher invites the children to prepare for the flight to the orbital station, along the way explaining that this is such a space house for conducting scientific research. Before the flight, astronauts receive assignments from engineers, doctors, biologists, astronomers. Children, together with their educator, choose a team of cosmonauts, a group of doctors who will prepare the cosmonauts for flight. Then engineers, designers and builders are appointed who will create the aircraft according to the drawn model. The designers plan the sequence of their actions: they build a platform from plates, fuel sections from bricks, the body and nose of the rocket from cylinders and a cone. Astronauts receive the task: to sketch oncoming planets, stars, to study the behavior of plants in space. The rocket goes on a journey, doctors, engineers and designers observe the flight, the radio operator is responsible for uninterrupted communication. |
| "Equilibrium" (outdoor game) | The child puts a Lego brick on his head, the other children give him tasks, for example, sit down twice, take three steps forward, turn right, spin. If a child completes three tasks and does not drop a part, then he won and is awarded a prize. |
| "Jump to the toy" | Pre-designed and prepared toys (houses, bridges, towers, cars, etc.) are placed around the playroom. At the signal, the children begin to move towards the toys. The child who first reaches the goal wins. |
| "Continue the story" | Children, together with the teacher, determine who they will write a story about, choose figures from a set. The teacher begins a phrase, the children select or design the desired toy, then each comes up with a continuation and end of the phrase. |
| "Toy room" | Children choose cards with furniture design schemes, discuss with the teacher each option and purpose of the piece of furniture, the sequence of actions. |
| "Who knows how to do what" | Children examine a figurine of an animal from the set and name its actions, for example, a mouse - runs, jumps, gnaws; kitten - purrs, tumbles, drinks milk, scratches, plays with a ball; puppy - barks, plays, wags its tail, runs, etc. |
| "Find a toy" | The teacher lays out the pre-prepared crafts, then asks the children to answer questions and find a constructed toy, for example, which toy is on the left? What's below? What's more to the right? |
| "One-many" | The goal of the game is to consolidate the skills of forming the genitive forms of the plural of nouns. The teacher lays out simple buildings made by children (houses, flowers, cars, etc.) on the table and builds a conversation on this topic. |
| The teacher lays out small structures (fish, chickens, cubes, etc.) on two plates and asks the children to put the required number of figures on the plates. | |
| "Teremok" (director's game) | The teacher invites children to design figurines of the heroes of a fairy tale and play up a fairy tale. During the assignment, children characterize the hero, think over and create an image, pronounce words on his behalf, the teacher directs the work of the children, asks leading questions if necessary. |
| "Courtyard" (to the tale of K. Chukovsky "Chicken") | The teacher invites the children to go to the poultry yard. Children remember whom they can meet there, together create heroes and come up with their own fairy tale plot. |
Video: Lego fairy tale "Teremok"
Photo Gallery: Examples of Lego Games
The game "Draw the Detail" develops sensing and logical thinking. The game "Magic Patterns" is aimed at drawing up a variety of symmetrical patterns. Design according to the scheme develops color perception and spatial thinking. conditions on the card When filling in the squares, you need to follow the rules Designing according to the conditions shown on the table develops logical thinking Solving mathematical examples reinforces counting skills "Logical chain" develops thinking "Assemble by drawing" teaches you to think spatially "Assemble a number slide" develops counting skills
Video: cartoon about Lego cars
Lego poems
- Lego is a smart game
It is enticing, cunning.
It's interesting to play here,
Build, compose, search!
I invite all friends
"Lego" collect quickly.
There, adults are also interested in:
It's useful to play Lego! - One, two, three - add the details
So that they become a machine.
Assemble the garage. Later
Don't forget to build a house.
You can go to the very doorstep
Make another road
Choose a place for the bridge -
That will be beauty!
From the constructor of this
Whatever you do - everything is sensible! - Cars, robots, animals,
Your friends, your girlfriends.
Pirates, castles and miners
And the trains, and the whole city!
Your favorite heroes -
On land, in the air, at sea.
You will open the whole world with them -
You will go, fly, build ...
And into this world - cheerful, bright,
Where there are magic gifts
You plunge, as in the sea from the shore:
Welcome to the LEGO world! - Lego is a fantasy world!
A world of ideas, diversity.
Studying the schemes in it,
It can make a house.
Or we'll build a castle
Where the big dragon lives.
He watches over the princess
And roars at everyone with fire.
Lego develops hands
And it doesn't stop us from dreaming.
And I will say about Lego
This is the best game ever! - There are millions of spare parts!
We are Lego Champions!
Do you want to cheer up?
Start playing Lego.
You can assemble everything from Lego,
The main thing is to turn on the fantasy.
We have a Lego constructor,
You don't have to be bored with him
We build cars and houses
And we advise everyone to play.
Lego is beauty!
We build different houses from cubes
Both the car and the garage
Home, ship, even school.
Lego is just "super" class!
We don't run at all now
We don't want to at all
Because in "super" Lego
We play as a group as a whole! - The boy was, oh, mischievous!
And now it’s completely different.
When they bought him Lego,
Don't recognize Oleg now.
He doesn't look like himself,
Barely glances at the blueprint
And the robot is already walking
Instead of a nose, a long trunk,
Colored pattern on the sleeves.
Our designer is a dreamer
Plays for hours
How calm my mother felt.
She is happy for Oleg!
Buy Lego kids!
Table: an example of an outline of a lesson-project on Lego-construction in the preparatory group "Build an amusement park"
| author | R.R. Bodanova |
| Target | Create a children's park using the LEGO-DUPLO construction set. |
| Tasks |
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| Preparatory stage | Preliminary work (motivation for collecting information). Last week we reminisced about our summer. Many children have visited various children's amusement parks. Share your impressions. - There are parks in every city. People walk there, trees, flowers grow, there are fountains. In the summer, I was in Luna Park with my family. This is a children's amusement park. There were roller coasters, a children's railway, a Ferris wheel, rides. In a cafe on the territory of the park, we ate ice cream and drank cola. Have any of you been to the children's park yet? - I was in the children's park "Fairy Island". There was also a Ferris wheel, various carousels, you can ride a Japanese bicycle, ATVs, a scooter. There was also a pond in which swans swam. We fed them. We also ate ice cream in the cafe. Educator - All children visit the parks with great pleasure and this topic is very interesting to us. Each park in the city has its own name, its own history of creation, for example: one of the "founders" of the idea of creating a park "Wonderland" in Moscow is landscape architect V.I. Ivanov (Explains the meaning of the word landscape). What is a park? Why are children's parks called children's? (home assignment). |
| Organizational part | Work rules 1.During work, do not shout, interfere or push each other; 2. Make changes to buildings under an agreement with an architect. Educator - When creating a model of a supermarket from the LEGO constructor, we got acquainted with such professions as an architect, an engineer. In order to start construction, it is necessary, as before, to distribute the roles in our project. We decided to choose a chief architect, and then engineers, responsible for each object of the park. Main architector - Let's discuss what will happen in our park. I propose to create a playground with carousels and swings in the Children's Park. Vitaly: We need to make a roller coaster. Svetlana: Let there be a zoo in our park. It's so interesting! Victor: Let's also make a pond. I saw how beautiful it is. It will have swans and a bridge. Alena: We need to create an Ice Cream cafe and toy shops. Stepan: The vehicle fleet also needs to be created. Lyudmila: And decorate our park with flowers, flower beds, beautiful trees. Ivanna: Let's make a scene with benches. Main architector - Let's sum up: playground with carousels and swings; sandpit with slides zoo; pond cafe "Ice Cream"; car park; toy store, landscaping, benches. Main architector - Before starting the construction of the park, a plan-scheme is needed. Let the entire territory of the park be this sheet of paper (Whatman, A1). Let's agree on the color of our buildings. They discuss what building - what color and put it on the plan (attach). Pink - swing; yellow - slide; blue - attractions; blue - a bridge over the pond; gray - zoo cages; red - cafe; beige - benches; brown - toy shops. The result is the layout of the Children's Park. Main architector - Now let's define on the diagram where the trees and flowers will be located. A landscape designer is responsible for landscaping our park. Children are discussing. - Everyone will make a proposal on where his object will be located on the plan. Played using conventional symbols. The chief architect compares with the plan, says. Execution of buildings. Discussion within groups. The architect enforces the rules. |
| Main part | Independent work of children. |
| The final part | Main architector - All the guys have finished construction and arranged according to the plan. Landscape architects start to work. We present the project of the jury. They can distribute parts of the speech among the engineers, the chief architect can represent everything. - In order to answer the question of what a park is, my parents and I looked at the children's encyclopedia, the book "Why Much", in the group we watched films about the car park, the technopark, about the Disneyland park. We learned that parks are different, but it is important who they are for. If for cars it is a car park, if cars arrive for a while, this is parking; there may be technoparks, and this means that the park contains various equipment. The children's park is called children's because there are many entertainments for children. In such parks, there are always carousels, car parks, a Ferris wheel, that is, attractions. We present to your attention the project of a children's park of our group. The park has toy shops, cafes, merry-go-rounds, a pond with a bridge, and a car park. Anyone who wants to can go and admire the swans in the park, someone can swing on a swing. Thus, we answered the main question: a children's park is called a children's park, because all parks have entertainment for children, children come there to have fun. There you can jump, run, shoot, ride, eat ice cream. We also built our own park for children. It contains the following objects (list). Thus, we believe that the goal has been achieved. During the construction of the park, all proposals can be taken into account. Thank you for the attention! The jury will ask no more than two clarifying questions. The jury includes pupils of preparatory group №2. The chairman of the jury is an educator. |
Lego is not just a funny toy, it is a wonderful tool that contributes to the enrichment of the child's inner world, the disclosure of his personal characteristics, the manifestation of creative potential and the realization of opportunities. Various classes using Lego technology provide a real chance for every kid to develop logical and spatial thinking, imagination, independence and interaction skills with peers, and teachers to captivate children with technical creativity. A constructive game will help to understand the child deeper, therefore, to develop an effective means for solving the problems of both the child and the teacher.
Share with your friends!Project type: long term
Project participants: children of the preparatory group, parents, educators
Relevance of the project This project is relevant in that it reveals the world of technology for the older preschooler. More than any other activity, LEGO building sets the stage for the development of children's technical abilities.
Objective of the project:
Ø to create favorable conditions for the development of initial design skills in older preschoolers based on LEGO design.
Tasks:
Ø In the LEGO construction classes, a number of teaching, developmental and educational tasks are posed:
· Develop an interest in modeling and design among preschoolers, stimulate children's technical creativity;
· Teach design according to a model, a drawing, a given scheme, according to a concept;
· To form the prerequisites for educational activities: the ability and desire to work, perform tasks in accordance with the instructions and the set goal, bring the work started to the end, plan future work;
Improve the communication skills of children when working in pairs, team
· To develop fine motor skills of hands, stimulating in the future general speech development and mental abilities.
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Municipal budgetary preschool educational institution kindergarten №3 Erudite "
Project on
In a preparatory school group for children 6-7 years old
"SUPER ENTERTAINMENT PARK"
Developed by the teacher 1kval. categories
Seksenova Alla Mukhitovna
Surgut 2016.
Project type: long-term
Project participants:children of the preparatory group, parents, educators
Relevance of the projectThis project is relevant in that it reveals the world of technology for the older preschooler. More than any other activity, LEGO building sets the stage for the development of children's technical abilities.
Objective of the project:
- create favorable conditions for older preschoolers to develop initial design skills based on LEGO design.
Tasks:
- in the LEGO construction classes, a number of teaching, developmental and educational tasks are posed:
- develop preschoolers' interest in modeling and design, stimulate children's technical creativity;
- to teach design according to a model, a drawing, a given scheme, according to an idea;
- to form the prerequisites for educational activities: the ability and desire to work, perform tasks in accordance with the instructions and the set goal, bring the work started to the end, plan future work;
- improve the communication skills of children when working in pairs, team
- develop fine motor skills of hands, stimulating future general speech development and mental abilities.
Preparatory stage:
- To form a steady interest in constructive activity, a desire to create, to invent
- Explore the variety of types of amusement parks, recreation areas.
- Analyze the types and purposes of attractions that are usually found in parks (for children, family, extreme attractions)
- Study schemes for constructing models of attractions.
Practical step:Cognitive and creative
1.Construction of models selection of parts of the designer
2. Building the model
3.Discussion of model movement
The final stage:
- combining models into a single concept, creating a plot, playing with buildings, exhibition of works
- To develop design skills and abilities, the ability to analyze an object, highlight its characteristic features, main parts, establish a connection between their purpose and structure.
- To improve the communication skills of children when working in pairs, in a team, the distribution of responsibilities.
- To form the prerequisites for educational activities: the ability and desire to work, perform tasks in accordance with the instructions and the set goal, bring the work started to the end, plan future work.
Project implementation plan
p / p | Topic name | Number of hours |
||
theory | practice | Total |
||
Introductory lesson. Introductory lesson "LEGO-constructor", acquaintance with the details, method of fastening, construction by design | ||||
Selection of designer parts for building the "Ferris wheel" model | ||||
Design according to the model and scheme of the "Ferris wheel" model | ||||
Discussion of the motion of the Ferris wheel model and programming it | ||||
Selection of parts for building the "Jumping" model | ||||
Construction of the model according to the model and the "Jumping" scheme | ||||
Discussion of the movement of the "Bouncy" model and programming it | ||||
Selection of designer parts for building the "Sun" model | ||||
Designing according to the model and scheme of the "Sun" model | ||||
Discussion of the movement of the "Sun" model and programming it | ||||
Decoration of the site for attractions | ||||
Testing the operating model of the amusement park and demonstrating the model | ||||
Total: | ||||
Organization of the project
1. Research (watching videos and information on the Internet, our own knowledge): we analyzed the types and purposes of attractions that are usually found in parks (for children, family, extreme attractions) and chose 3 attractions, models of which we will build from the constructorLEGO construction fischertechnik(The Ferris wheel is a family attraction, Jumping is an extreme attraction, The Sun is a children's carousel).
2. Practical step:construction of models of attractions (study of instructions from the setLEGO construction by fischertechnik, selection of details of the constructor, building a model, discussing the movement of the model and programming it).
3. Demonstration stage: testing a working model of the amusement park and demonstrating the model.
Conclusion: work on the project proved that the use of the construction skills that children have acquired in light construction classes contribute not only to the creation of a model of an amusement park, but can also be useful to us in future adult life.
Planned results of the development of the project
- There will be an interest in the independent manufacture of buildings, the ability to apply the knowledge gained in the design and assembly of structures, cognitive activity, imagination, imagination and creative initiative.
- Design skills and abilities will be formed, the ability to analyze an object, highlight its characteristic features, main parts, establish a connection between their purpose and structure.
- The communicative skills of children are improved when working in pairs, in a team, in the distribution of responsibilities.
- The prerequisites for educational activities will be formed: the ability and desire to work, perform tasks in accordance with the instructions and the set goal, bring the work started to the end, plan future work.
Children will have views:
- about the details of the LEGO-constructor and how to connect them;
- about the stability of the models depending on its shape and weight distribution;
- on the dependence of the strength of the structure on the method of connecting its individual elements;
- about the relationship between the form of a structure and its functions.
Description of educational activities
Throughout the creation of the project, children build not only on the basis of showing the method of fastening parts, but also on the basis of an independent analysis of the finished sample, which allows the pupils to show independence in solving creative problems. Graphic models are used for work.
When creating structures, children first analyze a sample or a construction scheme, find the main parts in a building, name and show the details from which these parts of the object are built, then determine the order of construction actions. Each child participating in the work on the implementation of the proposed task expresses his attitude to the work done, talks about the progress of the task, about the purpose of the structure.
After completing each separate stage of the work, we check, together with the children, the correctness of the connection of the parts, we compare it with a sample or a diagram.
Depending on the topic, goals and objectives of a particular lesson, the proposed tasks can be completed individually, in pairs. The combination of various forms of work contributes to the acquisition of social knowledge by children about interpersonal interaction in a group, in a team, there is training, exchange of knowledge, skills and abilities.
Methods for determining the effectiveness of classes
are evaluated based on how well the child has successfully mastered the practical material that was supposed to be mastered. In this regard, diagnostics of the level of development of constructive abilities is carried out twice a year.
Diagnostics of the level of knowledge and skills in LEGO construction
in children 6-7 years old.
Child development level | Ability to correctly design a craft according to a sample, scheme | Skill is correct design a craft according to the plan |
High | The child independently makes the construction, using a sample, a diagram, acts independently and practically without errors in the placement of structural elements relative to each other. | The child independently develops an idea in its various links (the name of the object, its purpose, structural features). He is independently working on the construction. |
Average | The child makes minor mistakes when working on a model, a scheme, chooses the right parts, but help is needed in determining them in spatial arrangement. | The child determines the theme of the building in advance. The design, the way of its construction is found through practical tests, the help of an adult is required. |
Short | The child's intention is unstable, the topic changes in the process of practical actions with details. The created constructions are fuzzy in content. The child cannot explain their meaning and method of construction. |
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