Municipal Autonomous Preschool Educational Institution
"Kindergarten No. 96" Perm
Accepted Approved
at the Pedagogical Council Order No. ___
protocol No. ____ dated "__" __________ 201_
from "___" __________ 201__ manager _________
O.Yu. Nevolina
Cars (LEGO - construction)
Short term educational practice program
for children of average preschool age
(three meetings)
Perm, 2018
Annotation for parents
Short-term educational practice "Machines (LEGO -
construction)" activates the cognitive interest of your children, teaches
them to create the simplest models of real objects (car,
truck), and the acquired skills will be used by children in
independent activity.
Purpose: to develop the ability of children to create the simplest models
real objects
.
Tasks:
Learn to create the simplest models of cars;
Learn to analyze the structure of an object, highlight the main parts,
determine their purpose;
Activate children's interest in design by offering to create
a new building based on a familiar design;
- Develop constructive imagination.
Number of meetings: 3
Number of children: 10 people
Equipment:
1 meeting: designer parts, toy cars, sample
cars assembled by the teacher from the designer
2 meeting: pictures of cars, toy trucks,
sample truck assembled by the teacher from the constructor
3rd meeting: toy cars - vans, building model, details
constructor
Expected Result:
Children are able to design the simplest models of real objects
(car, truck), and the acquired skills are used in
independent activity.
Thematic plan classes
Topic
Tasks
Content
№
embed
echi
1
Passenger car
typewriter
Teach
create
the simplest model
passenger car
cars;
analyze the structure
subject,
allocate
parts,
main
define
their
appointment.
2
Freight
car
co
introduce
way
construction
truck body
which is wider
how
brick with wheels;
activate skill
analyze the structure
subject,
correlate
craft with a sample
3
building
van
Activate Interest
children
To
design,
offering to create a new
The teacher shows the model
passenger car, emits
and names its main
parts (hood,
trunk,
interior, wheels). Shows
cars,
sample
from
built
designer,
calls
details. Children in the pattern
construct machines.
consider
Children
toy
truck,
a picture with an image
truck.
Allocate in
machine main parts
wheels,
cab,
clarify the role of each
parts.
Then the teacher
showing the children an example
cars,
assembled from
constructor. Discussing with
details
them,
constructor
most
accurately convey the form
truck parts.
The teacher shows the children
machine picture and
model car assembled
from constructor. Draws
what kind
building on the basis
familiar design
children's attention to
what details
constructor are modeled
machine parts.
Children
collect cars and play with
them.
Summary of the meeting number 1
Game - motivation "Wonderful bag".
The game "Split by color."
Next, the children consider a toy model of a passenger car.
Q: What does the car have? (hood, trunk, interior, wheels)
The teacher draws attention to the smooth shape of the hood and trunk and
asks with which part this form can be submitted (using
"beak"). Shows a sample machine assembled from the constructor,
specifies the position of each part of the machine and names the parts from which they are
assembled (hood and trunk - from the "beaks", interior from the window).
Children assemble cars according to the model.
In the course of work, the teacher helps children, advises. Upon completion of work
crafts are exhibited and evaluated. Then they play.
Summary of the meeting number 2
Game - motivation "Wonderful bag"
The game "Split by color."
Next, the children look at a toy truck, a picture with
truck image.
What is a truck for? What does the truck have? (main parts:
wheels, body, cabin, motor) What is each part for? Then the teacher
shows the children a sample of the car, assembled from the designer. Discussing with
them, what parts of the designer most accurately convey the shape of the parts
truck. Draws the attention of the guys to the fact that the car body is wider than the base
- a brick with wheels. How to do it? We need bricks from which
a body is being built, put bricks with wheels on one row of buttons, and
a brick representing a motor, across a brick with wheels.
Then the teacher invites the children to build the same machine (in the case
difficulties use the step by step guide). Children build cars
play with their models.
Summary of the meeting No. 3
The teacher draws the attention of children to the fact that there is transport
passenger, and there is cargo, and finds out from them what cargo
cars. Then they all remember together that cars can carry -
vans, after which they analyze a toy car - a van, marking it
features - the dimensions and shape of the body, the height of the cabin in relation to
body height, location of the cab on the platform. Then the teacher
shows a sample car assembled from the constructor and reminds the children
how to make a van body wider than a brick with wheels. Sample
removed. Children build their cars.
In the course of work, the teacher helps the children, prompts.
At the end of the work, the models are exhibited and evaluated. Then
are played out.
Bibliography:
1. Komarova L. T.
.“We build from LEGO (modeling of logical relations and objects
the real world by means of the LEGO constructor). M: "LINKA -
PRESS", 2001
2.http://sch1150zg.mskobr.ru/files/legokonstruirovanie_na_4_zanyatiya.pdf
We play the "Chain of words" with Natasha (6.8 years old).
Moss. Natasha, you on X.
What is a "take"?
Danil (6.8 years old): This is an artistic hat!
Alena, pick up the rake!
Alena (6.6 years old): I didn't rob!
overheard conversation.
Natasha (5.11 years old): I'm saving money for a ninja turtle, and for brains!
The group has a new puzzle "Snake". The guys try to make different figures. Natasha (5.11 years old) reports after the weekend: And my mother knows how to make a snake with a mane! ”(Cobra).
We play the game "Edible - inedible".
Natasha (5.8 years old): Well, a tiger can be edible if you knead it well!
Edik (5.10 years old)
I know the name of the German plane - Mister Schmit!!!
S.A. - Natasha, why are you bringing money to kindergarten?
Natasha (5.6 years old): I'm saving up for a skateboard.
- Money should be kept in a piggy bank or in a bank.
Natasha: And in our house all the jars are full of cucumbers!
Kira (5 years):
- Look, Dasha has gathered a whole crowd of worms on a shovel!
Arina: Oksana Vladimirovna returned from retirement! (from session)
The girls are talking.
Natasha (5.3 years): I wanted to be born a boy.
Katya (5.9 years old): And I'm a cat!
Morning, afternoon... And then...
Roma (5.3 g) Autumn!
Kira, name the second autumn month
Kira (5.7 years old): October!
Arina (5.6 years):
-When I was born, they named me Cancer.
Stasik, what is the name of the first month of autumn?
Stas (5.8 years old): Lazy!
afternoon tea. There are only mugs of milk on the tables. Nastya (5.9 years old): And what will we eat?
Guys, come up with a word for the sound "S".
-Airplane! Sled! Table!
Cyril (5.8 years old): - Bumps!
-No, Cyril, the word "bumps" begins with the sound "Sh". Come up with another word.
Cyril: Detectives!
In physical education:
Count in numerical order!
-first, second ......, tenth, eleventh ...
Sasha (5.3 years old) - the last one!
All living things eat: a cow eats grass, a swallow eats midges, a frog eats mosquitoes. Milena, are you alive?
Milena (4.9 years) - Yes!
-What do you eat?
Milena: Water!
We are talking about pets.
Natasha (4.6 years old) - And the cat Marsik lives in our house. Too bad we don't have mice...
Dasha (5.2 years old) is interested in musical preferences:
- What kind of music do you like more: bell or tambourine? (on tambourine)
Edik (4.8 years old) says:
We went to X-ray! I didn't know I had so many parts inside!
We read the poem "That's what an absent-minded!" -
_What does "scattered" mean?
Polya K. (5 years old): So he is from Russia!
Danil (5 years old) asks S.A.
-Where did you go?
S.A.-Not "you went", but "You went".
Daniel - You didn't go alone?!
The girls agree.
Milena (4.7 years old) - You, Ulyana, will be the elder sister, and you, Katya, the main sister.
Edik tells his mother:
- And we were given vegetable horns for dinner in the kindergarten!
Natasha (4.3 years old), walks up to S.A.:
- And Edik and I collected branches and planted them in the snow, and then they spat on them.
S.A. - Why did they spit?
Natasha- And how will they grow without water!?!
Serious talk. Children ran along the corridor, Ulyana filled a bump.
S.A. - Kirill, you're a smart guy, why did you run down the corridor?
Kirill (5 years old) - Misha ran, but my nerves were damaged, I could not stand it and also ran.
Alenka (4.8 years old) tells the lesson:
- And dad pulls the rope and sniffs! (says "Choo-choo-choo!")
Edik, Misha and Kirill want to scare the girls:
- Now we will scare you!
Misha M. (5 years old) talking to girls:
-Don't argue with me. I'm a man, as I said, so be it!
Oksana Vladimirovna came with a new hairstyle.
Ulyana (4.5 years old) - Your hair fell off?!
We talk about where parents work:
Edik (4.4 years old) - And my dad and mom live at work.
What does a wolf eat?
Ulya (4.5 g) - Koloboks!
Polya K. (4.8 g) - Little Red Riding Hoods!
We teach the nursery rhyme "Vanya-Vanya-simplicity. I bought a horse without a tail." I ask the guys to repeat.
Vanya (4.3 years) - Vanya - Vanya - beauty ...
Edik (4, 2 years old) - Vanya - Vanya - simplicity,
I just bought a spoon.
Misha (4.9 years old) - Vanya - Vanya - just a tank ..
Children undress after a walk. Stasik's shoes are scattered.
AV - Look, Stasik, it's not your shoes that will dance and run away?
Stasik (4.9 years old) - no, mine stand and are silent.
After drawing, the children wash their hands.
Edik (4.2 years):
-Look, Mark didn't wash his back hand!
We're going on a hike. Sasha (4.7 years old) asks his mother:
- Will everyone go on a hike?
- Certainly.
- And Angelina Vasilievna will go too?
- Too.
-Will she take pots with her?
The guys name is S.A. play.
S.A. - I'm very tired.
Ulya: Tired as a dog?
SA: Why, like a dog?
Paula K.: Well, you better know...
Ulya (3.11 years old)
- We went to the exhibition, there was a Genius crocodile!
Natasha (3.7 years):
-Look, barefoot is crawling!
S.A. - What is the name of this insect?
-It's a good bad fly!
Arina complains:
- He offended me to the fullest!
Children sculpt sand cakes, offer to try.
S.A.-What will you treat?
Polya Z. (4.2 years old): This is a strawberry cake.
S.A. - And what is he made of?
Fields: From the ground!
Conversation before dinner.
S.A. - I have news for you - tomorrow there will be a holiday, invite moms and dads. Now let's go wash our hands and have dinner.
Polya Z. - And this is not news, this is old age!
Uliana L. (3.10 years old)
-A goat has a kid, and a horse has a baby!
Misha M. (4.3 years)
- I fought and tired. Now I'm a veteran.
Sonya M. (3.6 years)
- Robbers are people who work with a rake
Julia (3.4 years)
Julia, am I a man or a woman?
- You are a teacher!
Edik (3.7 years)
S.A. - Animals have paws, and a person has legs, animals have wool, and a person has hair ...
- And my dad has hair on his head, and wool on his chest.
Arina (3.10 years)
Says to the teacher:
- We are children, and you are people!
Nastya (4 years old)
- I'm already 4 years old! How old are you? - asks the teacher.
SA: A lot!
Nastya (thoughtfully): You are probably already five ...
Uliana L. (3.6 years)
- Oh, the cactus pricked me!
Kirill (4 years old)
Holds the door, letting the children out into the street:
I took care of everyone!
I repeated many times, 99% percent I dig for coins. And my main source of cop points is vintage cards. Yes, taverns and inns are already digging around them, but farms easily give out 5-15 coins. And there are a lot of them. V Lately for me, a cop on farms, it generally turned into a serial process. You put 10-15 points in one area, go out and dig. If within an hour not a single coin came out, you move on.
For such a process, I use my small set of navigation programs. On a large computer, these are Ozi Explorer and SASPlanet. In the field on one Androzic phone and on the second mobile version of Ozi Explorer.
By and large Hamburg account, you can and completely get by with only mobile versions. Everything is the same and works great. But anyway, first I look at a large PC, here the screen is large and you can cover at least an entire province with one glance.
Ozi Explorer
For me personally, the Ozi Explorer program is the most basic navigation tool for detecting (and generally orienting outside the city). Its meaning and purpose, work with raster (originally drawn not on a computer) maps. There is a picture of the map and it corresponds to some grid of coordinates - you can always plug it into Ozi Explorer and link it to the GPS system. Even a hand-drawn map can be used!
Old maps for Ozi Explorer I have linked sheets of 3 layouts and 10 layouts. By the way, super detailed (detailed) SGP maps, General Land Survey Plans - worst of all coincide with the reality of navigation.
Modern maps for Ozi Explorer. Of course, this is the kilometer of the General Staff of the USSR. There are some areas of 500 meters. Sometimes I use military maps of the Red Army and German ones. But by no means for a cop in the Second World War, it is very good to calculate the farms that were demolished before the war (they were driven to collective farms).
There are also overview maps of 5 and 10 kilometers. I often upload satellite imagery maps I created myself (I do it using SASPlanet, it's very easy).
Androzic
Directly in the field on a detective, I use an Android phone as a navigator. (free). This program understands the files of the big brother Ozi Explorer and has almost all the basic functionality. By at least has everything you need and is present in the mobile versions of Ozi Explorer.
Ozi Explorer for WM
My second phone is on Windows Mobile. Yes, I agree, phones on Windows are sad shit behind the times, but ... How unpleasant it will be for Google (the Android system from it), my phone on WM is an order of magnitude more stable than on Android. And navigation works faster and better. If I put a track on the record, I can be sure on WM that I will not lose anything, and at home I can see in detail where I was like. On Android, this is a grandmother in a scarf, she may or may not write down.
At present, the Federal State educational standard preschool education regulates the whole process of organization educational activities in DOW. One of the key points of this document is the importance of the interaction of all participants educational process(teachers, pupils and their families, etc.)
It is no secret that for effective joint activities necessary condition can be considered the application of innovative approaches to the organization of activities of preschool educational institution.
One of these approaches is the development and implementation of short-term educational practices (SEPs). This form of activity is considered as a practice-oriented educational activity chosen by the participants educational relations according to their interests and educational needs, allowing you to get (see) a specific result.
COPS are designed to create conditions for:
- formation of the ability and readiness for a conscious choice of educational activities;
- meeting the cognitive interests and actions of preschoolers;
- development by preschoolers of the methods of activity necessary in further education;
- increasing the motivation to join the socio-cultural norms, traditions of the family, society and the state;
- enhancing the role of the family in the educational process of preschool educational institutions.
Implementing COP programs in our kindergarten, we use the following algorithm:
- Creation of COP programs (the topics are chosen taking into account the interests of children, the requests of parents, and also on the basis of the hobbies of teachers in a particular area).
- Organization of the selection procedure for children (v game form teachers offer children the content of their programs. KOP programs can be presented in the form of "City of Masters", "Idea Fair", "Selection Screen", etc. Children use name tokens to choose one of the offered KOPs).
- Organization of the selection procedure for families of pupils ( Families of pupils receive information about the content of the COP programs at parent meetings, or through special booklets, virtual counseling on the website of the preschool educational institution, etc.).
- Fixation and analysis of selection results ( the result of the selection is placed in the fixation map. In the course of the analysis, we determine the list of relevant for the participants in the selection procedure for the COP programs that will be implemented).
- Drawing up a schedule for the implementation of COPs ( determination of the time and place of the KOPs in the daily mode).
The role of the families of pupils does not end with the choice of the COP program. For them, we offer parent-child COPs, in which a feature is the joint activity of adults and children in order to receive single result. In addition, we practice COPs that are directly intended for the families of pupils, and even programs that are implemented by the parents themselves.
As an example, here are 4 types of CPC programs that we have implemented in our institution (presented in the Appendix).
Appendix
Short term educational practice program for children
|
Name |
"Doll, come to life!" |
|
Zolotukhina T.Yu., music director |
|
|
Formal characteristics |
Contingent, age: children of MBDOU No. 6, 5-7 years old |
|
Implementation period: November 2016 |
|
|
Location: group room |
|
|
Time spending: first and second half of the day |
|
|
Number of lessons: 8 |
|
|
Form of organization |
"Theatre Lounge" |
|
Relevance |
The role of theatrical art in the upbringing of children has long been known. L. Makarenko called the theater one of the most favorite spectacles of preschoolers, attracting with its brightness, colorfulness, dynamics, giving great pleasure and a lot of joy, which, of course, helps to improve the culture of the child, form a spiritually developed personality, and activate creative potential. Getting kids involved in puppet shows allows little performers to showcase their innate, natural acting abilities. The child, as a member of the creative team, enters a new information layer, which creates optimal conditions for the active disclosure of his individual inclinations and abilities, as well as the development of his intellectual and creative activity. |
|
Target |
Formation of skills and abilities (artistic, emotional, theatrical) necessary for puppetry in children of senior preschool age. |
|
Tasks |
|
|
Stages of implementation of the CPC |
I. Information about the types of tetra, theatrical performances and puppets. Watching a video excerpt of the puppet show of the S. Obraztsov Theater (the teacher introduces children to some types of theater available in the preschool educational institution: puppet "bee-ba-bo", plane - theater with water, magnetic).
IV.- VI. Work on a complete picture of the performance. (Developing the memory of children by memorizing the text. Playing out dialogues. Independent selection of movements to convey the image. Teaching children, staging a fairy tale, interact with each other, navigate in space. Retelling the fairy tale by roles (separate episodes), using appropriate facial expressions, intonation, gestures. Exercise in expressive intonation.Teach yourself to improvise in creating character movements.)
|
|
Planned results |
Children have mastered the basic techniques of puppetry, confidently hold themselves on stage, and are not afraid to improvise. |
|
Final Event |
puppet show |
|
prospects |
Staging the next story with other children. |
|
Presentation “Theatre. What is he like?”, video of the puppet show “At the command of the pike” by the theater named after S. Obraztsov. Phonograms, bi-ba-bo dolls, performance attributes. |
Short-term educational practice program for children and their parents
|
Name |
"My dream house" |
|
Moskatova S.M., Deputy Head of VMP |
|
|
Formal characteristics |
Contingent, age: children MBDOU No. 6 5-7 years old, parents |
|
Implementation period: October 2016 |
|
|
Location: group room |
|
|
Time spending: afternoon |
|
|
Number of lessons: 5 |
|
|
Form of organization |
In pairs, child-parents |
|
Relevance |
In accordance with the GEF of preschool education, constructive activities are included in the list of the main types of children's activities, during which the child forms ideas about the surrounding reality, develops personal qualities, and also manifests his individual capabilities and abilities. It is known that design can be organized in various forms, but for a more active manifestation of creativity by children, it is advisable to use design by design. This form of construction allows you to activate the independence of children, various aspects of their mental activity, and can also contribute to successful socialization in the future. It's no secret that home and family are the most important values in a child's life. Therefore, we consider designing the house of our dreams as the most effective way to activate and manifest the inner emotional state of children, their attachment to the house, their ideas about the ideal immediate environment. And involving parents in this activity can be an effective way to enhance their role in organizing the educational process. |
|
Target |
Creation of conditions for the activation of the creative abilities and individual capabilities of children, the interaction of children and their parents, the establishment of friendly relations between them through design by design. |
|
Tasks |
1. Activate previously acquired ideas and skills of constructive activity through viewing illustrations of buildings, dialogue, discussion. 2. Help children and their parents with the definition of the design of the building through individual conversations, fine arts (drawing, appliqué). 3. Create conditions for the choice of materials for construction by children and their parents. |
|
Stages of implementation of the CPC |
1 hour - definition of the idea, its image on a piece of paper (drawing, application, at the choice of the child). 2 hours - designing houses using a soft large-sized constructor. 3 hours - designing houses using a block constructor ( geometric figures different sizes). 4 hours - designing houses using a magnetic constructor (plates of various shapes or sticks with balls of different colors). 5 hours - construction of houses using natural birch bark material. |
|
Planned results |
Can define and clearly argue the intention; Design a building using a different type of constructor Parents: They show interest and activity, assist in determining the concept and choosing a designer; Participate in building presentations |
|
Final Event |
Interactive photo album. Children who do not attend this KOP, their parents are invited here, and participants present their products as a photo at the presentation, accompanied by a short story about choosing the type of constructor, design, etc. |
|
prospects |
With the successful passage of the KOP, in the future it is possible to organize additional education in the form of a circle using other forms of construction, as well as involving children from other age groups. |
|
Educational and didactic equipment |
Various types of constructor, materials for construction (natural material) |
Short-term educational practice program for parents of pupils
|
Name |
"New life to old things (Shibori technique)" |
|
Teacher Shiryaeva Elena Leonidovna |
|
|
Formal characteristics |
Implementation period: October 2016 |
|
Location: group room |
|
|
Time spending: II half of the day |
|
|
Number of hours: 6 |
|
|
Contingent, age: parents |
|
|
Number of participants: 10 people |
|
|
Form of organization |
"Creative workshop" (work in pairs, individually) |
|
Relevance |
It's no secret that children are great fashionistas and lovers of bright colors. It's easy and simple to go to the store and buy a new thing for your child. The item chosen by the child. But after a while it will be forgotten. Another thing is a thing made or decorated for your beloved child with your own hands. He will not only wear such clothes for a long time and with pleasure, but also proudly tell his friends about it. One of the features of young children is the ability to "put" original indelible stains on white clothes. And in this difficult situation, this technique comes to the rescue. It involves folding, twisting, folding the fabric, followed by tying it with a thread. The resulting bundle is dyed with special paints for fabric, dried, the thread is removed, and a bright unique pattern is obtained. This is just one of the ways to work in the Shibori technique. But it is he who underlies the organization of this KOP. In accordance with the GEF of preschool education, one of the functions of an educational institution is to increase the level of competence of parents in the matter of personal development of children. So this species technology will allow parents not only to please their children with new things, but also to create new models together with them at home. |
|
Target |
Creation of conditions for activating the creative abilities of participants in educational relations through the decoration of clothes using the Shibori technique. |
|
Tasks |
1. Present the features of the Shibori technique through presentation material and its demonstration. 2. Create conditions for choosing the methods of twisting and applying dye to the fabric through the provision of schematic maps, as well as for selecting color solutions and directly manufacturing the product. 3. Help in organizing a fashion show with the presentation of works. |
|
Lesson plan |
1 hour - showing a presentation about the technique with examples, a dialogue in order to determine the level of interest after the show. 2 hour - execution homework in the form of selection of clothes for the workshop. 3-5 hours - the work of the creative workshop. Parents are given the opportunity to choose how to curl, fold, etc., paint. Practical activities. Reflection. 6 o'clock - a colorful defile for parents and children who have not chosen this COP. |
|
Planned results |
Can think and explain their design intent; Show interest and activity; Take an active part in product demonstrations. |
|
Final Event |
Fashion show "Colorful defile". |
|
prospects |
At high level interest, it is possible to recruit the next group of parents, to involve other family members. |
|
Educational and didactic equipment |
Presentation “This is an amazing Shibori technique”, an album “Mods”, illustrations of finished products. |
Short-term educational practice program designed and implemented by parents
|
Name |
"At the bottom of the sea" (plasticineography) |
|
Parent: Latypova Ekaterina Vladimirovna Tutor: teacher Misharina Alla Evgenievna |
|
|
Formal characteristics |
Implementation period: October 2016 |
|
Location: group room |
|
|
Time spending: afternoon |
|
|
number of hours: 4 |
|
|
contingent, age: children of senior preschool age, 5-7 years old |
|
|
number of participants: 7 |
|
|
Form of organization |
Individual, group |
|
Relevance |
We all know how to draw with pencils, paints. You can draw wonderful pictures with the help of plasticine. Plasticineography is the creation of convex, semi-volumetric objects from plasticine on the surface. Plasticine drawing is a type of visual activity that is remarkable in its capabilities. It allows the child to master the volume, make the picture embossed and, due to this, more expressive and lively. Working with plasticine develops fine motor skills hands, and, consequently, activates the mental and speech activity of the child. |
|
Target |
Creation of conditions for the activation of creative abilities and the development of fine motor skills of children's hands through plasticineography. |
|
Tasks |
To form modeling skills in children; to master different methods and techniques of working with plasticine in the manufacture of planar, semi-volumetric crafts; Develop fine motor skills of children's hands, fantasy, imagination, spatial thinking (combine colors; create the necessary colors by mixing, composition). Cultivate diligence, accuracy, the ability to organize your workplace. |
|
Lesson plan |
1 hour - viewing the presentation "Inhabitants of the seabed", video film "Living planet" series "Underwater world of the seas and oceans". Conversation based on what they heard and saw. 2 hour - making a riddle about plasticine, clarifying children's knowledge about plasticine, about the methods and rules for working with plasticine; demonstration of work on cardboard created by the teacher in the technique of "plasticineography" and a story about this technique. Determination of the idea, its image on cardboard. (composition) 3 hour - performance of work, showing the method of obtaining complex colors by mixing plasticine. 4 hour - a story about how you can correct the work using the stack; continuation of the work "At the bottom of the sea" |
|
Planned results |
Children will master some techniques and methods of modeling with plasticine in the manufacture of a planar, semi-volumetric picture; Will develop fine motor skills of children's hands, Learn to combine colors, create the necessary colors by mixing, composing. Strengthen the ability to organize your workplace. |
|
Final Event |
exhibition of children's works "On the seabed" (the design of the exhibition is expected in the senior group). |
|
prospects |
In the future, it is planned to implement this COP program with parents and other family members of pupils. |
|
Educational and didactic equipment |
Presentation "Inhabitants of the seabed" video film |
Chupina Veronika Evgenievna, teacher MBDOU No. 4, Perm
KOP program "Magic snowflakes"
Relevance:
Target: teach children how to cut snowflakes out of paper.
Tasks: ("Knowledge")
- (you can see everything through it) (can't see through it) ("Knowledge")
- ("Communication")
- ("Communication")
- ("Physical education")
- To evoke positive aesthetic feelings and emotions in children while listening to a musical composition. ("Waltz of the Snow Flakes" from the ballet "The Nutcracker" by P. Tchaikovsky). ("Music")
- To promote active and friendly interaction of children with the teacher and peers in
Number of lessons: 4 hours.
Characteristic: figured paper cut.
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Explanatory note |
The structure of the COP program |
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Snowflakes are the magical companions of winter, always different and unique, they invariably accompany everyone. New Year. Snowflakes are cut out of paper and cardboard, they compose and tell poems about them to Grandfather Frost. By cutting out snowflakes and decorating a kindergarten group with them, you can create a little New Year's magic! |
Integration educational areas : "Knowledge"; "Communication"; "Socialization"; "Physical education"; "Music"; "Reading fiction»; "Artistic Creation". 1. Conversation about winter. 2.Experimental activities 3. Didactic game "Where are the snowflakes?" 4. Artistic creativity 5. Reflection. (exhibition of snowflakes, group decoration) |
(blue or purple), white gouache, brushes |
Long-term plan:
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Winter has come - snow and joy brought |
Clarify and expand children's ideas about winter, about snow. ("Knowledge") Experimentally let the children understand that the water is clear (you can see everything through it), but it can be made colored, then it becomes opaque (can't see through it). From such water, you can make colored ice cubes by pouring it into molds. ("Knowledge") Encourage children to analyze, draw conclusions, correctly formulate their answer. ("Communication") Develop logical thinking, ingenuity, fantasy while guessing riddles. ("Communication") Develop dexterity, speed, desire to participate in joint outdoor games. ("Physical education") Develop fantasy. ("Artistic Creativity") |
Pictures with signs of winter attached to an easel; pictures: snowdrift, blizzard, hoarfrost, patterns on glass, snowflake, fish under the ice; for did. games: pictures of waterfalls, rivers, puddles, ice, snowfall, clouds, rain, steam, snowflakes, drops, etc.; for experimentation: jars of water, colored gouache, brushes, buttons, balls and other small items, molds for ice cubes; for drawing: colored paper (blue or purple), white gouache, brushes, non-spills; music composition "Waltz of the Snow Flakes" from the ballet "The Nutcracker" by P. Tchaikovsky. |
1.Children received additional knowledge about winter. 2. Conducted an experiment with water. |
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simple patterns |
2. Teach how to properly apply a pattern for cutting. 3. Practice cutting snowflakes. |
1. Colored paper 2.Simple pencil 3. Scissors 4.Schemes (attached) |
Children learned how to fold paper correctly, apply a pattern and then cut it out |
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complex patterns |
1. Teach children how to fold paper for subsequent cutting of snowflakes. 2. Teach how to correctly apply a pattern for cutting with a complication of the ornament. Practice carving snowflakes. |
1. Colored paper 2.Simple pencil 3. Scissors 4.Schemes (attached) |
Children learned how to fold paper correctly, apply a pattern and then cut it out |
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Amazing snowfall |
1. Folding paper for subsequent cutting of snowflakes. 2. Drawing a pattern for cutting. 3. Cutting out snowflakes. 4. Creation of a collective composition |
1. Colored paper 3.Simple pencil 4. Scissors 5.Schemes (attached) |
Children learned how to fold paper correctly, apply a pattern and then cut it out, and created a joint work. |
KOP program "Funny puzzles"
Relevance: The conditions necessary for the organization of systematic work on the formation and development of independent thinking are very difficult to provide in the classroom. This should be the organization of systematic classes in extracurricular activities. This approach creates conditions for the development of cognitive interests in children, stimulates the child's desire for reflection and search, makes him feel confident in his abilities, in the capabilities of his intellect. During such classes, students form and develop forms of self-awareness and self-control, the fear of erroneous steps disappears, anxiety and unreasonable anxiety decrease.
Target: Teach children to solve and make puzzles.
Tasks:
Give the concept of "rebus", introduce the rules and techniques that are used in their compilation.
Learn the algorithm for solving puzzles.
Develop skills:
Ability to use logical techniques: comparison, generalization, classification;
Ability to develop the skills of consistent and evidence-based thinking;
Practice duration: 4 lessons for 25-30 minutes.
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The structure of the COP program |
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Puzzle games and rebuses or geometric constructors have been known since time immemorial. Modern research has established that they can also be an effective means of mental, in particular, mathematical development of children of primary school age. |
"Brain gymnastics"; talking with children about what a rebus is and what they are; why and how to solve them, physical education minute; work with simple puzzles. rules for compiling puzzles; examples of their compilation; fun word game work with puzzles. Presentation of certificates of completion of short-term educational practice to children. |
1.Interactive whiteboard, laptop, presentation. 2. Collection of puzzles. 3. Pencils, paper. 4. Pictures. 5. Tokens for the quiz. 6. Certificates of short-term educational practice. |
Learn how to write and solve puzzles |
Long-term plan:
1. Lesson: "The concept of "rebus" and the rule for their solution"
Tasks: Give the concept of "rebus"; introduce the rules and algorithm for solving puzzles; expand children's interest in solving puzzles.
Lesson progress:"Brain gymnastics"; talking with children about what a rebus is and what they are; why and how to solve them, physical education minute; work with simple puzzles.
2. Lesson: "Compilation of puzzles"
Tasks: Introduce children to the techniques and rules for compiling puzzles; develop imagination; fix the algorithm for solving puzzles; exercise in solving and compiling puzzles.
Lesson progress:"Brain gymnastics"; rules for compiling puzzles; examples of their compilation; fun word game work with puzzles.
3. Lesson: "Logical techniques: comparison, generalization, classification"
Tasks: To introduce children to logical techniques: comparison, generalization, classification; fix the algorithm for compiling puzzles; develop concentration.
Lesson progress:"Brain gymnastics"; introduction to logic (comparison, generalization, classification); solving logic puzzles; concentration game; independent work with puzzles.
4. Lesson: "Quiz game: Journey into the realm of Logic"
Tasks: With the help of tasks to interest children, encouraging them to think creatively; learn to work in groups; develop the ability to solve puzzles.
Lesson progress: Surprise moment; dividing children into two teams, completing quiz tasks for compiling and solving puzzles; reflection. Presentation of certificates of completion of short-term educational practice to children.
KOP program "Bow tying"
Relevance of the topic:
a huge problem to teach a child to tie shoelaces, because we ourselves buy shoes with Velcro and elastic bands for convenience.
Playing with laces helps to improve coordination of movements, flexibility of the hand and looseness of movements in general.
Games with shoelaces develop fine motor skills, spatial orientation, perseverance and patience.
Target:
Tasks:
To promote the assimilation of the concepts of "above", "below", "right", "left";
Build lacing skills (lacing, tying a lace into a bow);
Promote the development of speech; develop Creative skills; develop perseverance.
Development of sensorimotor coordination, fine motor skills of hands, spatial orientation
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Explanatory note |
The structure of the COP program |
equipment |
result |
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a huge problem to teach a child to tie shoelaces, because we ourselves buy shoes with Velcro and elastic bands for convenience. Playing with laces helps to improve coordination of movements, flexibility of the hand and looseness of movements in general. Games with shoelaces develop fine motor skills, spatial orientation, perseverance and patience. |
2. Consideration of schemes 3. Lacing games 4. The game "Dress Masha" with tying hats and boots doll clothes 5.Self-dressing with tying shoelaces on clothes |
1. Schemes - illustrations with sequential execution of tying bows 2. Games - lacing 3.2-3 dolls with a set of outerwear |
teach yourself how to tie shoelaces in two ways. |
KOP program "Skillful Needle"
Relevance: The novelty of the proposed additional program on labor training for older preschoolers is based on practical exercises, where children get acquainted with the properties of fabric, with sewing accessories, how to work with a sewing needle, and also study safety precautions when sewing. Such activities allow you to arouse a steady interest in children in the process of needlework, as well as effectively developing fine motor skills of the hands, enriching the vocabulary of preschoolers. The proposed material actively develops children's imagination.
Target: learn to hem the edges of linen fabric on a sewing machine.
Tasks: to acquaint children with the properties of fabric, with sewing accessories;
To fix the rules of TB when sewing;
To arouse the interest of children in the process of needlework.
Learn to sew in a straight line on a children's sewing machine,
Show how to make loops from threads by weaving them.
Age: 6-7 years old.
Practice duration: 2 lessons of 30 minutes.
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Such activities allow you to arouse a steady interest in children in the process of needlework, as well as effectively developing fine motor skills of the hands, enriching the vocabulary of preschoolers. The proposed material actively develops children's imagination. |
1 part - organizational; Part 2 - showing, explanation; 3 part - the beginning of the practical part; 4th part - finger game; Part 5 - the end of the practical part; Part 6 - summary. The main method is a display, a visual guide, the help of a teacher. Verbal - indication, explanation Practical - practicing practical skills on fabric and cardboard. Implementation duration: 1 hour. Number of lessons: 1 lesson per week for 30 minutes. Material and technical support: fabric of different textures and types, scissors, needles with a wide eye, pillows for storing needles, threads, children's sewing machines, an algorithm for performing an action, schemes for working with sewing accessories. |
2.Children's sewing machine 4. Plain fabric |
Making kitchen towels from linen fabric for Women's Day. |
KOP program "Merry little men"
Relevance:
Target: assemble a man from Lego constructor
Tasks:
Define "Lego"
Learn the algorithm for collecting Lego parts.
The ability to develop concentration.
Engage children with tasks, encourage them to think creatively.
Develop the ability to solve puzzles.
Develop logical thinking
Develop spatial imagination
Develop fine motor skills of fingers.
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Explanatory note |
The structure of the COP program |
equipment |
result |
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This is great learning material. The game in the designer develops color and logical thinking, spatial imagination, tenacity of fingers, in a word, develops all cognitive processes. Having once shown the child the principle of playing with the designer, you will not be able to tear him away from this exciting activity for a very long time. Lego is good because you can endlessly change its designs, create something new. It is this diversity that attracts children so much, giving them food for creative thinking. |
1. Considering samples of men from Lego constructor 2. Studying the Assembly Sequence Diagram 3. Beginning of the practical part 4. End of the practical part 5. Independent games with little men from Lego constructor. |
Lego" |
Self-assembly of a little man from Lego parts |
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