Abstract of the lesson on the application of multi-storey buildings. Application classes in the middle group of kindergarten on the topic "House
Toddlers are born explorers the world through sensory, emotional perception and the acquisition of practical experience. It is extremely important to support natural curiosity And cognitive activity baby new fascinating views visual activity. The application will introduce the baby to the world of color and shape, introduce geometric shapes, will give primary modeling skills, develop an understanding of the rules of composition among students of the middle group.
Application is the creation of plot or subject compositions from figured elements or patterns attached to the base (cardboard, wood, fabric), cut out of paper, dry leaves, fabric, leather. A multi-colored composition can be attached by gluing or sewing. This kind of creative modeling beneficial effect for development fine motor skills, figurative and spatial thinking, sensory perception and intellectual abilities child to synthesis and analysis.
Features of classes on the topic "Large multi-storey building" for applications in the middle group
Application types:
- subject - a mono-image of an object, for example, a house, a tree, a car, fairy tale hero, etc.
- plot and landscape application - a composition depicting the interaction of several objects or characters;
- decorative - stylized processing according to the laws of proportional placement of details, decorative transformation of real objects in the form of an ornament using bright color ornaments of a geometric, vegetative form, abstract figures of animals, birds, humans.
Large-scale compositions that are based on an extended plot and include many different details are usually created collectively. Preparatory stage, during which individual details are prepared, for example, squares are cut from strips, balls are cut off and rolled from pieces of napkins, is carried out in small subgroups of 2-3 people, and then the children together make up a plot picture on whatman paper, gluing the elements they have prepared, along the way developing spatial thinking abilities, as well as coordinated action skills.
When creating an application, children rely both on a given scheme and on a predetermined condition or idea, and the process of collective modeling itself reinforces the desire for solidarity and mutual assistance. It is important that children learn to follow the correct sequence of work on creating a multilayer composition, i.e. the teacher must explain that you first need to prepare a background image, then place the details of the background (houses, pedestrian crossing, clouds, etc.) and only then glue the figures of the foreground (trees, cars, snow).
Photo: Collective work on the theme "Home"
"Colored houses" "Streets of the native city" "Evening city" Fairytale city» « snow covered city» "Our City" Capital City
Application value
- Intellectual development - enrichment of cognitive baggage with concepts about the properties and patterns of the surrounding world, expanding knowledge about the variety of shapes, sizes and color shades objects, the spatial arrangement of objects according to the laws of proportionality. In addition, mental operations of comparison, generalization are formed, abstract and logical thinking, figurative, coherent speech is being improved.
- Moral education - classes awaken a sense of camaraderie, contribute to the formation of such strong-willed qualities of character as initiative, self-organization, concentration, purposefulness, and the ability to overcome difficulties.
- Sensory development - the application is based on sensory perception and stimulates the knowledge of the properties and qualities of objects.
- Artistic and aesthetic development - the formation of a sense of taste for visual activity, due to which the perception of the rhythmic harmony of color and shape, the constructive integrity and beauty of the world around develops.
- Labor education - technical skills of manual skills develop, diligence and everyday independence are formed.
Software innovation in middle group is the task of mastering the skill of cutting with scissors, which requires developed coordination of movements and good motor skills of the hand to perform the correct rhythmic actions with a new tool (scissors should cut paper, not crumple). First three months school year are devoted to teaching the skills of direct cutting of strips up to 5 centimeters, cut squares and rectangles are further used for games (tickets in role play) or for designing more complex applications (house windows, flags, etc.). When performing decorative work, attention is paid, first of all, to filling the center of the form.
Design from prefabricated geometric shapes
To perform work in the appliqué classes, both ready-made silhouettes and shapes are used, as well as those cut out by children on their own. The volume of independent actions of children increases, for example, you can offer to choose a color and suitable shape to complete the task.
The main tasks for the application in the middle group:
- improve combinatorial abilities in composing an object from several parts;
- to teach the ability to operate with several geometric shapes (circle, square, rectangle) in the amount of ten to twelve parts to compose objects or compose a decorative pattern;
- study the shape of an oval and a triangle;
- develop the ability to use forms of different sizes and colors;
- to master and consolidate the skills of straight (in different directions) and rounded cutting.
Application techniques that are used in the middle group
- Break technique. This technique is great for conveying the illusion of volume, the mosaic decorative texture of the image, which adds visual effect and brightness to it (houses, smoke from a chimney, clouds, fluffy snow, brickwork, pavement, etc.).
"Autumn City"
- Applications from napkins - children are happy to use them as a bright and colorful decorative decoration or independent material to create applications. In working with it, you can do without scissors, breaking off and rolling up the lumps from which the composition is constructed. This technique is great for developing fine motor skills.
"House in the village"
- Quilling - literally translated from English means a bird's feather. A planar or three-dimensional composition is folded or supplemented with decorative spiral-shaped details twisted from colored paper, which perfectly convey the three-dimensional texture of the object. One of the varieties of quilling is the trimming technique, which allows you to achieve the effect of “fluffiness” of paper parts in a rather uncomplicated and easy-to-perform way, when using a stick, paper squares are shaped into a funnel.
"My city" (crowns of trees are made by trimming)
- Mosaic application. The main details are figures of a geometric shape (circle, rectangle, square, triangle) different size, which are laid out inside the drawn image diagram.
- Geometric - it is easier for four-year-olds to master the construction of simple geometric shapes and learn to fold the figures of objects from a combination of triangles, squares, rectangles and circles.
- Fabric applique. A feature of working with fabric is the complexity of cutting, since it is much more difficult to cut appliqué elements from fabric than from paper. In addition, the material may crumble around the edge, which will cause additional problems. Therefore, this kind of application can be worked out with children who have developed scissor fluency skills.
"Summer City"
- Palm - the basis of such an application is the silhouette of the baby's hand outlined in pencil. Little effort and extra decorative elements, decorating the application, will turn a similar a simple workpiece, for example, into a fabulous bizarre bird. Creativity and the joint fantasy of the teacher and children will help to arrange the multi-colored handprints of all children into an original background for a collective composition.
- Non-traditional - uses unusual materials, for example, plasticine, cotton wool, cereals, pasta, foam rubber, fabric, eggshell, threads, etc. original compositions from unusual materials expands the boundaries of creative imagination, awakens a taste for artistic improvisation, develops and trains manual skills, shows a sense of shape, color.
"Sunny city" - application from krupp
thread appliqué
- Inclusion in the composition of dry plants or leaves (floristry). Great material to complement the background. This type of work requires a preliminary stage of preparation, when, during a walk with the children, the educator collects the necessary natural material.
"House in the Forest"
Stages and methodological methods of conducting a lesson
In the middle group, standard forward planning It is planned to conduct two classes on the application per month. Total duration continuous operation should not exceed 20 minutes, teaching aids it is recommended to carry out physical exercises (finger, respiratory, motor gymnastics) for 2-3 minutes for relaxation and prevention of mental and physical fatigue children.
Lesson scheme
1. Organizational part (3–5 minutes).
The informational and familiarization stage involves the awakening of children's interest in the depicted object, the study of its shape, color and constituent parts. Need to connect game moments, stimulating curiosity, causing a positive emotional reaction and activity. Motivating techniques can be the appearance of a toy character, reliance on a well-known fairy tale plot, demonstration of pictures, a musical pause, a surprise moment, acquaintance with new knowledge, personal artistry of the educator. It is important to develop the ability to concentrate attention and see an object, to produce its sensory (touch and vision) analysis.
Conversation with children in an application lesson on the topic “We are builders” (author of the abstract Dinara Kireeva)
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Surprise moment. Knock on the door. - Oh, guys, someone is knocking at the door. Who is this? D: Pinocchio B: Hello guys! I brought you a riddle, are you ready to solve it? D: B: Among the clouds on high, We are building together new house, So that in warmth and beauty The people in it lived happily. (Builder) On the easel, the teacher shows an illustration of the builder. Q: Pinocchio, our guys know a lot about builders. Sit with us and listen. Conversation about builders Q: What do builders do? D: They build houses, hospitals, kindergartens, shops. Show illustrations. Q: Guys, what do you think people of what professions build houses? D: Painters, masons, crane operators, carpenters. Show illustrations.
Construction professions B: Right. Painters paint houses, masons make windows, floors, window sills, crane operators work on a crane, lift loads.
Construction machinery Q: All people who build houses are called builders. Do you want to become builders (Children's answers) |
Cognitive conversation with children
It makes sense to start a conversation of a developing and informative nature with questions about the names of streets, transport, you can conduct a small interesting excursion into the historical past of the city, recall the sights and monuments that are calling card, a symbol of the hometown. The lesson will be interesting if the teacher thinks over the game line of the scenario, taking as a basis one of the popular fairy tale plots: the fairy tale "Zayushkina's hut", the poetic fairy tale "Cat's House", the adventures of three piglets, Uncle Pumpkin's dream of a house from literary fairy tale Gianni Rodari on Chippolino, etc.
Poems and riddles that can be used in lessons about home or city topics.
| Cities are big and small. Cities are young and old. But they move, tear, live And they certainly keep growing. You tell me, who is trying so hard Why are cities growing so fast? A tries high and huge Lifting crane! The crane is building a big city, He puts a slab on a slab. This city will be his native, When it blooms with might and main! (T. Saxon) The city is not only the streets My house. |
Window. Movies go on day by day On this screen. Sunny, full of greenery On screen in the summer. And in winter, the ice turns blue, Snow flies, playing. The movie is on, on, on Without end and end. (A. Shibaev) Ladder. Roof. |
My family lives in it I can't live a day without her. I strive for it always and everywhere, I will not forget the way to it. I can hardly breathe without him My shelter, dear, warm ... (House) They didn't sleep all day He stands, simple and strict, Mushrooms were born Houses stand in two rows - |
2. The practical stage includes an explanation and demonstration by the educator step by step algorithm laying out and gluing elements (2-3 minutes).
The level of development of spatial thinking of children does not yet allow them to independently determine the location of the part in the composition of the pattern or the correct location of the component part of the object, so the teacher needs to clearly demonstrate and explain the sequence of the task. Unfamiliar operations require additional explanation and demonstration, for example, cutting off the corners of a rectangle to obtain a trapezoidal roof shape, children cut out familiar shapes (rectangle and square) on their own. increased attention is given to work culture, accurate and safe handling of scissors, for which it is advisable to divide children into subgroups of up to seven people during training correct work with a new instrument. Children must learn to hold the scissors confidently and make movements with them that will not wrinkle the paper.
The teacher works with the children
3. Independent work children (15 minutes).
After carefully listening to the teacher's explanations, the children cut out the details and glue them on the base in accordance with the task. The teacher controls the correctness of the task, everything necessary equipment and it is desirable to prepare blanks on the desktops in advance.
4. Analysis and summing up (2-3 minutes).
The final stage of the lesson takes place in the form of an exhibition of children's works, the teacher teaches to accept their own and other people's successes with joy, conducts an analysis, accompanying him with praise for diligence and diligence, discusses with the children the degree of accuracy of the work (clear and even edges, no traces of glue), and also the correspondence of the image created by the child to the original or sample, marks successful creative ideas and original experiments.
Lesson summary
In the scenario of the lesson, the teacher indicates the goals and objectives. In the process of planning, organizing and conducting application classes in the middle group, they usually focus on solving such problems:
- Mastering the skills of working with scissors, glue and colored paper, learning to design from pieces of cotton wool, fabric, leaves on a cardboard or paper basis, using plasticine.
- Development of independence and creative initiative in determining the plot or genre (subject picture, landscape) of the application.
- The development of the ability to hear and understand the musical or poetic accompaniment that sounds during the performance of a creative task. Such an interesting association. various ways emotional and artistic tools of influence is aimed at achieving a comprehensive aesthetic development children, the formation of artistic taste and a sense of beauty.
Abstract of the lesson on the application on the theme "City of Friendship" (based on the abstract of N. Parsova)
Tasks:
- teach pupils to cut out several identical parts from a strip (windows of a house, roofs of houses, strips for a pedestrian crossing);
- place windows at the level of one line;
- develop composition skills;
- wake cognitive interest to the world around, love for a small homeland;
- develop the ability to work cooperatively in a team.
1. An introductory conversation that is woven into game situation. You can use visual material, for example, photographs or pictures depicting the streets, architectural sights of your hometown, which will be easily recognizable by children and cause a positive emotional mood.
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Introduction to the game situation. Educator: Guys, today a letter has come to our kindergarten. Let's see who wrote it to us "Hello, dear children of the middle group." I need your help. Our friends house became very small and the roof leaked, there was not enough space for our friends. Help us please, we don't know what to do? My friends Crocodile Gena, the old woman Shapoklyak, Giraffe, Leo will be very grateful to you. Guys, who do you think the letter is from? Correctly from Cheburashka. (Picture from the cartoon). So guys, how can we help? What to do? (Conversation with children) Children: "We will help build new houses." Knowledge update. Educator: What do you think should be done before starting to build a house? - And how to cost at home, from what? (conversation) - From what building materials. How many household supplies do you need? (Suggested responses of children). - What do you guys think, what should be at home? (Strong, warm, single-storey, multi-storey, high, low) - What should be the roof? (Waterproof, durable) Difficulty in a game situation. Educator: - Well, how do we decide what kind of houses we need. - Who can help us, what do you think? (children's answers) - Where to find out? (Answers of children). First you need to choose a place to build a house. Okay, so what's next (conversation). Discovery of new knowledge. - Guys, what do you think, who comes up with what the house should be like? (Architect). Look, the architect has a special table, where there are many different rulers, and with their help he draws a drawing of the house. - Who do you think is next to help build the house? (Engineer) - What does the Engineer do? The engineer calculates building material you need to bring to the construction site to build a solid house. And already according to the drawings (who?) Builders continue to work. - What construction professions do you know? (masons, carpenters, painters, crane operator). - You guys see how many professions are involved in building a house. |
2. Practical part. The teacher draws the attention of the children to a sheet of drawing paper prepared in advance with some glued and drawn elements of the future composition, for example, a road, one house, a tree. Then the teacher invites the children to complete the picture, supplementing it with the missing figures and silhouettes, to finish drawing the details of houses and cars with pencils.
The teacher explains and shows the techniques and method of making appliqué parts.
We take a strip of paper, fold it several times, then lay it out and cut along the fold lines, so we get windows. If the sheet is folded in half and then cut, then the walls of the houses will turn out. Rectangles, the corners of which are cut off from above, turn into roofs.
You have to "build" new beautiful and cozy houses for Crocodile Gena's friends, "plant" trees. Cars and trucks will drive along the roads of our city (the teacher prepares the silhouettes of trees and cars in advance).
3. Children work independently. The teacher helps and prompts as needed, controls the work with scissors and glue.
Teamwork of children
4. Summing up.
How many beautiful houses on our street, happy people will live in them, friendly families, adults and children. All our houses are cozy, warm and hospitable. You are great fellows!
Finished composition
Schemes and step-by-step description of the implementation of applications
"Our group is a friendly home" - collective work to create a symbol of the group
Material: paper blank in the shape of a house, colored paper, scissors, glue, markers.
Instruction:
"Winter City" - a collective application with elements of non-traditional technology
Materials: drawing paper, gouache, blanks in the form of cut large rectangles for the silhouettes of houses and strips for windows and roofs, glue, brush.
Preliminary work: the teacher tints the background with gouache of blue color, then invites children to build a city from blanks.
Tinted background
Instruction:
- Each child chooses a large colored rectangle for their home, cuts small rectangles from the yellow stripes, cuts off the corners of the roof strips, and starts gluing the windows. The teacher reminds the pupils that it is necessary to try to carefully craft their house, leaving no traces of glue.
Glue small rectangles (windows) on large rectangle
- When the houses are ready, the children glue them on the base, attach the roofs.
Glue finished houses on whatman paper
- The guys cut cotton pads in half, then they complement the composition for the image of snowdrifts.
Glue the halves cotton pads(drifts)
- Then smears of glue are applied to the base and sprinkled with semolina (snow).
Using semolina to depict snow
- Finished composition.
Finished work
"Houses on our street" - collective work
Children do the work on their own.
Instruction:
"My hometown" - collective application
Materials: large rectangles, strips for roofs and windows.
Preview:
Plan - abstract Directly - educational session in the middle group. Application. Theme: "City streets"
Educational area Artistic creativity Educator: Gergil S.V. Kindergarten No. 89 Saint Petersburg, 2016
Program content:
Cut a rectangle, folded by palms, for the windows of the house, place the windows on the same level.
Strengthen the ability to cut corners.
To consolidate the ability to correctly compose images from details (geometric shapes).
Exercise in the accuracy of gluing parts.
Strengthen the ability to work in a team.
To educate children's interest in the environment and applications.
Develop imagination, sense of composition.
Integration: Communication, Cognition, Artistic Creation
Handout: tinted paper, colored paper rectangles, rectangles blue color, black rectangles, colored paper squares, ready-made machines, glue, glue brush, oilcloth, brush holder, napkins, scissors.
Demonstration material: illustrations depicting the streets and houses of the city of St. Petersburg.
Lesson progress:
V: Guys, today guests have come to us, let's say hello to them and smile at them, and now let's smile at each other.
There is a knock on the door. The teacher comes to the door "Who is there?" Look, the postman brought us a letter from Lesovichok.
Q: Let's read it with you and find out what Lesovichek writes to us.
Lesovich's letter.
Hello guys!
I want to see your city, but I can't come to you. I live far away in the forest and am very busy with forest affairs. Please show me your city.
Goodbye.
Q: Guys, where do you live?
D: in the city of St. Petersburg
V: Yes, we live in the city of St. Petersburg. Our city is big and beautiful. It has many streets, wide avenues. It has many beautiful buildings. What beautiful buildings, sights do you know?
The teacher invites the children to consider reproductions depicting various streets, architectural monuments of the city.
Q: Guys, let's send Lesovichka a picture about our city.
Look, I drew on a large sheet of paper: a road, a sky, planted trees, but something is missing in this picture to make a real city street. What do you think is missing? (Answers of children).
That's right, we need to build houses, glue cars.
Today we will do at home; do not draw, do not sculpt, but with the help of an application.
And whoever completes his task will help me stick the cars on the road.
The teacher explains how to do the work:
To make a house:
1. We take a large rectangle and put it in front of us on the table.
2. Take one blue rectangle. We fold the blue rectangle along the corners, corner to corner, and then smooth it along the fold line, unfold it, cut it - this will be 2 windows, so do it with the rest of the blue rectangles. We lay them out on a large rectangle.
3. Take a black rectangle and cut off its corners on one side - this will be the roof. Put the scraps back into the bowl. We lay out the roof on a large rectangle.
4. We smear each part with glue on an oilcloth and glue it in its place, where we took it.
Whoever got the house, he comes up to me to glue his house to our street.
Q: You are already tired. Let's do finger exercises.
Building a house
Knock and knock all day long
There is a loud knock.
Hands clenched into fists thumb raised up, tapping on the index fingers.
Hammers are knocking
Bang fist on fist.
We are building a house for children (hare, squirrels).
Connect your fingers, show the "roof".
What a nice house
Squeeze-unclench fingers.
How well we live.
Rotate the hands.
Repetition of the stages of gluing the house.
You can get to work.
During the lesson, the teacher reminds how to work with scissors and glue. Supervises the performance of work by children, compliance with the necessary colors, gives tips on creating the details of a drawing.
Safety precautions when working with scissors
1.Store the scissors in the specified place in the specified position.
2. Pay close attention to the cutting direction while working.
3. Do not hold scissors with the blade up.
4.Do not leave scissors with open blades.
5. Do not cut with scissors on the go.
6. Do not approach a friend during work.
7. Pass the closed scissors rings forward.
8. While working, hold the material with your left hand so that your fingers are away from the blade.
Glue Safety
1. Handle the adhesive with care. Glue is poisonous!
2. Apply glue to the surface of the product only with a brush.
3. Do not let the glue get on the fingers, face, especially the eyes.
4. If glue gets into your eyes, rinse them immediately with in large numbers water.
5. At the end of the work, be sure to wash your hands and brush.
6. When working with glue, use a napkin.
At the end of the lesson, the teacher offers to look at the children already finished picture and pay attention to whether all the houses turned out to be even, neat, and also carefully looking to check everything else. Children examine their work, find the details they like the most, explain their choice. The teacher praises those children whose houses or trees turned out to be the most neat, beautiful and even.
I think that Lesovichka will like our city street and he will see how beautiful our city is. Well done boys.
And now the attendants will clean jobs.
Svetlana Panchekhina
Synopsis of the GCD on the application "Big House" in the middle group
Subject: « Big house»
Program content: to consolidate the ability to cut a strip of paper in a straight line, cut corners, make an image from parts. Learn to create applique image big house . Develop a sense of proportion. To fix the techniques of accurate gluing. Teach children when looking to see the image.
materials: glue, brushes, napkin, scissors, oilcloth, landscape sheet, colored paper rectangles light colors and strips of colored paper for windows, doors, roofs, a boy doll.
Ioo: cognitive development; speech development.
Node move
1. Surprise moment. caregiver: “Guys, today I went to kindergarten and met a boy Vanya, he was very upset. Let's say hello to Vanya. Children: "Hello, Vanya". Vanya greets the children very sadly. caregiver: “When I began to ask what happened, he told me. When he grows up, he wants to become a builder and build houses out of bricks. And now, while he is small, he cannot build a real big house brick so he's sad. Guys, let's teach Vanya how to make a house out of paper.
2. Viewing the house. Guys, let's see how you can make a house out of paper. The teacher shows an example. Children examine the sample, dividing it into components parts: roof, windows, doors.
3. Explanation and demonstration. The teacher invites the children to think about how to cut windows, doors, a roof from a strip, explain if necessary. Reminds me of the rules sticking: “First we glue a rectangle - a house, then we lay out the windows, roof, doors. We collect glue on the entire brush, then we remove the excess on the edge of the jar. We smear the strip with glue (necessarily on oilcloth, starting from the middle, gradually moving to the edges). Put the brush down, take the strip with both hands and apply it to the place where it lay, press it with a napkin, soaking up the excess glue.
4. Independent work of children. Children cut out windows, a door from strips, cut corners at the roof, lay them out, stick them on a sheet. The teacher makes sure that the children hold the scissors correctly. If necessary, reminds, corrects the position of the fingers holding the scissors. Reminds you of careful gluing. At the end of the work, the teacher offers to put their work on the table - let them dry.
5. Finger gymnastics: “House on the mountain”
caregiver: Well done boys! Everyone tried and did beautiful houses. The boy Vanya says that he realized that you can make houses not only from brick, but also from paper, and he can’t wait to do it himself now, he hurries home, says goodbye, leaves. Well, we are with you let's play:
On the mountain we see a house (all fingers touch with tips - “roof of the house”)
Lots of greenery all around (make undulating movements with your hands)
Behind the fence - a clean yard (stroke the table or the air with your palms)
We open the gate (picture an opening gate)
We quickly run to the house (fingers “run” on the table)
We knock on the door: Knock-Knock. (fists on the table)
Is someone coming to knock on us? (put your hand to your ear, as if listening)
We came to visit a friend
And the gifts brought (stretch your arms forward as if you are carrying something)
6. Summary of nodes:
What did we do today?
Who was the house made for?
What house did you make?
Did you like making a house?
Technological map No.
Theme: "Big House" application in the middle group.
Target: create conditions for teaching children to see the image when looking and be able to recreate it.
Tasks : to consolidate the ability to cut a strip of paper in a straight line, cut corners, make an image from parts. Learn to create an image of a big house in the application. Develop a sense of proportion. To fix the techniques of accurate gluing.
Materials and equipment:glue, brushes, napkin, scissors, oilcloth, landscape sheet, rectangles of colored paper in light colors and strips of colored paper for windows, doors, roofs, boy doll.
Integration educational areas: Speech, artistic and aesthetic development
preliminary work: teaching children to use scissors correctly, talking about a person’s dwelling, drawing houses.
Stages | Teacher activity | Children activities | Expected results |
1. Introduction to the game situation | “Guys, today I went to kindergarten and met a boy Vanya, he was very upset. Let's say hello to Vanya. Vanya greets the children very sadly. “When I began to ask what happened, he told me. When he grows up, he wants to become a builder and build houses out of bricks. And now, while he is small, he cannot build a real big house out of bricks, so he is sad | Hello Vanya | the child is interested in surrounding objects and actively acts with them; |
2. Creating a problem situation (goal setting) | Guys, let's teach Vanya how to make a house out of paper. | Yes, let's do it | emotionally involved in activities with toys and other objects |
3. Motivation for activity | Guys, let's see how you can make a house out of paper. Show sample. | Children examine the sample, dividing it into its component parts: roof, windows, doors. | owns active speech included in communication; can handle questions and requests, understands the speech of adults |
4. Designing a solution to a problem situation | Let's think about how to cut windows, doors, a roof from a strip. Remind the rules of gluing: “First, we paste a rectangle - a house, then we lay out the windows, roof, doors. We collect glue on the entire brush, then we remove the excess on the edge of the jar. We smear the strip with glue (necessarily on oilcloth, starting from the middle, gradually moving to the edges). Put the brush down, take the strip with both hands and apply it to the place where it lay, press it with a napkin, soaking up the excess glue. | the child imitates the actions of an adult |
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5. Performing an action | Make sure children hold the scissors correctly. If necessary, remind, correct the position of the fingers holding the scissors. Remind me to stick carefully. At the end of the work, offer to put your work on the table - let them dry. Physical education minute On the mountain we see a house(all fingers touch with tips - “roof of the house”) Lots of greenery all around(make undulating movements with your hands) Behind the fence - a clean yard(stroke the table or the air with your palms) We open the gate(picture an opening gate) We quickly run to the house(fingers “run” on the table) We knock on the door: Knock-Knock. (fists on the table) Is someone coming to knock on us?(put your hand to your ear, as if listening) We came to visit a friend And the gifts brought(stretch your arms forward as if you are carrying something) | Children cut out windows, a door from strips, cut corners at the roof, lay them out, stick them on a sheet. Perform movements on the text | seeks to communicate with adults and actively imitates them in movements and actions; |
6. Reflection, analysis of the result of the activity. | Well done boys! Everyone tried their best and made beautiful houses. The boy Vanya says that he realized that you can make houses not only from brick, but also from paper, and he can’t wait to do it himself now, he hurries home, says goodbye, leaves. What did we do today? Who was the house made for? What house did you make? Did you like making a house? | small house For the boy Vanya Big Yes, I liked it | rejoices in the success of others, adequately shows his feelings |
Toddlers are born explorers who study the world around them through sensory, emotional perception and the acquisition of practical experience. It is extremely important to support the natural curiosity and cognitive activity of the child with new exciting types of visual activity. The application will introduce the baby to the world of color and shape, introduce them to geometric shapes, give primary modeling skills, and develop an understanding of the rules of composition among students of the middle group.
Application is the creation of plot or subject compositions from figured elements or patterns attached to the base (cardboard, wood, fabric), cut out of paper, dry leaves, fabric, leather. A multi-colored composition can be attached by gluing or sewing. This type of creative modeling has a beneficial effect on the development of fine motor skills, figurative and spatial thinking, sensory perception and the child's intellectual abilities for synthesis and analysis.
Features of classes on the topic "Large multi-storey building" for applications in the middle group
Application types:
- subject - a mono-image of an object, for example, a house, a tree, a car, a fairy-tale hero, etc.
- plot and landscape application - a composition depicting the interaction of several objects or characters;
- decorative - stylized processing according to the laws of proportional placement of details, decorative transformation of real objects in the form of an ornament using bright color ornaments of a geometric, vegetative form, abstract figures of animals, birds, humans.
Large-scale compositions that are based on an extended plot and include many different details are usually created collectively. The preparatory stage, during which individual parts are prepared, for example, squares are cut from strips, balls from pieces of napkins are cut off and rolled, is carried out in small subgroups of 2-3 people, and then the children together make up a plot picture on whatman paper, gluing the elements they prepared, along the way, developing the ability of spatial thinking, as well as the skills of coordinated actions.
When creating an application, children rely both on a given scheme and on a predetermined condition or idea, and the process of collective modeling itself reinforces the desire for solidarity and mutual assistance. It is important that children learn to follow the correct sequence of work on creating a multilayer composition, i.e. the teacher must explain that you first need to prepare a background image, then place the details of the background (houses, pedestrian crossing, clouds, etc.) and only then glue the figures of the foreground (trees, cars, snow).
Photo: Collective work on the theme "Home"
"Colored Houses" "Native City Streets" "Evening City" "Fairy Tale City" "Snowy City" "Our City" Capital City
Application value
- Intellectual development - enrichment of cognitive baggage with concepts about the properties and patterns of the surrounding world, expanding knowledge about the variety of shapes, sizes and color shades of objects, the spatial arrangement of objects according to the laws of proportionality. In addition, mental operations of comparison and generalization are formed, abstract and logical thinking develops, figurative, coherent speech is improved.
- Moral education - classes awaken a sense of camaraderie, contribute to the formation of such strong-willed qualities of character as initiative, self-organization, concentration, purposefulness, and the ability to overcome difficulties.
- Sensory development - the application is based on sensory perception and stimulates the knowledge of the properties and qualities of objects.
- Artistic and aesthetic development - the formation of a sense of taste for visual activity, due to which the perception of the rhythmic harmony of color and shape, the constructive integrity and beauty of the world around develops.
- Labor education - technical skills of manual skills develop, diligence and everyday independence are formed.
A software innovation in the middle group is the task of mastering the skill of cutting with scissors, which requires developed coordination of movements and good motor skills of the hand to perform the correct rhythmic actions with a new instrument (scissors should cut paper, not crumple). The first three months of the school year are devoted to teaching the skills of straight cutting strips up to 5 centimeters, cut squares and rectangles are later used for games (tickets in a role-playing game) or for constructing more complex applications (house windows, flags, etc.). When performing decorative work, attention is paid, first of all, to filling the center of the form.
Construction from ready-made geometric shapes
To perform work in the appliqué classes, both ready-made silhouettes and shapes are used, as well as those cut out by children on their own. The volume of independent actions of children is increasing, for example, you can offer to choose a color and a suitable form for completing a task.
The main tasks for the application in the middle group:
- improve combinatorial abilities in composing an object from several parts;
- to teach the ability to operate with several geometric shapes (circle, square, rectangle) in the amount of ten to twelve parts to compose objects or compose a decorative pattern;
- study the shape of an oval and a triangle;
- develop the ability to use forms of different sizes and colors;
- to master and consolidate the skills of straight (in different directions) and rounded cutting.
Application techniques that are used in the middle group
- Break technique. This technique is great for conveying the illusion of volume, the mosaic decorative texture of the image, which adds visual effect and brightness to it (houses, smoke from a chimney, clouds, fluffy snow, brickwork, pavement, etc.).
"Autumn City"
- Applications from napkins - children are happy to use them as a bright and colorful decorative decoration or an independent material for creating applications. In working with it, you can do without scissors, breaking off and rolling up the lumps from which the composition is constructed. This technique is great for developing fine motor skills.
"House in the village"
- Quilling - literally translated from English means a bird's feather. A planar or three-dimensional composition is folded or supplemented with decorative spiral-shaped details twisted from colored paper, which perfectly convey the three-dimensional texture of the object. One of the varieties of quilling is the trimming technique, which allows you to achieve the effect of “fluffiness” of paper parts in a rather uncomplicated and easy-to-perform way, when using a stick, paper squares are shaped into a funnel.
"My city" (crowns of trees are made by trimming)
- Mosaic application. The main details are geometric figures (circle, rectangle, square, triangle) of various sizes, which are laid out inside the drawn image scheme.
- Geometric - it is easier for four-year-olds to master the construction of simple geometric shapes and learn to fold the figures of objects from a combination of triangles, squares, rectangles and circles.
- Fabric applique. A feature of working with fabric is the complexity of cutting, since it is much more difficult to cut appliqué elements from fabric than from paper. In addition, the material may crumble around the edge, which will cause additional problems. Therefore, this kind of application can be worked out with children who have developed scissor fluency skills.
"Summer City"
- Palm - the basis of such an application is the silhouette of the baby's hand outlined in pencil. A little effort and additional decorative elements decorating the appliqué will turn such a simple blank, for example, into a fabulous whimsical bird. The creative approach and joint fantasy of the teacher and children will help to arrange the multi-colored handprints of all children into an original background for a collective composition.
- Non-traditional - uses unusual materials, for example, plasticine, cotton wool, cereals, pasta, foam rubber, fabric, eggshells, threads, etc. Designing original compositions from unusual materials expands the boundaries of creative imagination, awakens a taste for artistic improvisation, develops and trains manual skills, shows a sense of shape, color.
"Sunny city" - application from krupp
thread appliqué
- Inclusion in the composition of dry plants or leaves (floristry). Great material to complement the background. This type of work requires a preliminary stage of preparation, when, during a walk with the children, the educator collects the necessary natural material.
"House in the Forest"
Stages and methodological methods of conducting a lesson
In the middle group, the standard long-term planning provides for two application sessions per month. The total duration of continuous activity should not exceed 20 minutes, methodological manuals recommend conducting physical exercises (finger, respiratory, motor gymnastics) for 2-3 minutes for relaxation and prevention of mental and physical fatigue in children.
Lesson scheme
1. Organizational part (3–5 minutes).
The informational and familiarization stage involves the awakening of children's interest in the depicted object, the study of its shape, color and components. It is necessary to connect game moments that stimulate curiosity, cause a positive emotional reaction and activity. Motivating techniques can be the appearance of a toy character, reliance on a well-known fairy tale plot, demonstration of pictures, a musical pause, a surprise moment, acquaintance with new knowledge, personal artistry of the educator. It is important to develop the ability to concentrate attention and see an object, to produce its sensory (touch and vision) analysis.
Conversation with children in an application lesson on the topic “We are builders” (author of the abstract Dinara Kireeva)
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Surprise moment. Knock on the door. - Oh, guys, someone is knocking at the door. Who is this? D: Pinocchio B: Hello guys! I brought you a riddle, are you ready to solve it? D: B: Among the clouds on high, We are building a new house together So that in warmth and beauty The people in it lived happily. (Builder) On the easel, the teacher shows an illustration of the builder. Q: Pinocchio, our guys know a lot about builders. Sit with us and listen. Conversation about builders Q: What do builders do? D: They build houses, hospitals, kindergartens, shops. Show illustrations. Q: Guys, what do you think people of what professions build houses? D: Painters, masons, crane operators, carpenters. Show illustrations.
Construction professions B: Right. Painters paint houses, masons make windows, floors, window sills, crane operators work on a crane, lift loads.
Construction machinery Q: All people who build houses are called builders. Do you want to become builders (Children's answers) |
Cognitive conversation with children
It makes sense to start a conversation of a developing and informative nature with questions about street names, transport, you can conduct a short interesting excursion into the historical past of the city, recall the sights and monuments that are the calling card, the symbol of your native city. The lesson will be interesting if the teacher thinks over the game line of the script, taking as a basis one of the popular fairy tale plots: the fairy tale "Zayushkina's hut", the poetic fairy tale "Cat's House", the adventures of the three piglets, Uncle Pumpkin's dream of a house from the literary fairy tale of Gianni Rodari about Chippolino and etc.
Poems and riddles that can be used in lessons about home or city topics.
| Cities are big and small. Cities are young and old. But they move, tear, live And they certainly keep growing. You tell me, who is trying so hard Why are cities growing so fast? A tries high and huge Lifting crane! The crane is building a big city, He puts a slab on a slab. This city will be his native, When it blooms with might and main! (T. Saxon) The city is not only the streets My house. |
Window. Movies go on day by day On this screen. Sunny, full of greenery On screen in the summer. And in winter, the ice turns blue, Snow flies, playing. The movie is on, on, on Without end and end. (A. Shibaev) Ladder. Roof. |
My family lives in it I can't live a day without her. I strive for it always and everywhere, I will not forget the way to it. I can hardly breathe without him My shelter, dear, warm ... (House) They didn't sleep all day He stands, simple and strict, Mushrooms were born Houses stand in two rows - |
2. The practical stage includes an explanation and demonstration by the educator of a step-by-step algorithm for laying out and gluing elements (2-3 minutes).
The level of development of spatial thinking of children does not yet allow them to independently determine the location of the part in the composition of the pattern or the correct location of the component part of the object, so the teacher needs to clearly demonstrate and explain the sequence of the task. Unfamiliar operations require additional explanation and demonstration, for example, cutting off the corners of a rectangle to obtain a trapezoidal roof shape, children cut out familiar shapes (rectangle and square) on their own. Increased attention is paid to work culture, careful and safe handling of scissors, for which it is advisable to divide children into subgroups of up to seven people while learning how to work with a new tool correctly. Children must learn to hold the scissors confidently and make movements with them that will not wrinkle the paper.
The teacher works with the children
3. Independent work of children (15 minutes).
After carefully listening to the teacher's explanations, the children cut out the details and glue them on the base in accordance with the task. The teacher controls the correctness of the assignment, it is advisable to prepare all the necessary equipment and workpieces on the desktops in advance.
4. Analysis and summing up (2-3 minutes).
The final stage of the lesson takes place in the form of an exhibition of children's works, the teacher teaches to accept their own and other people's successes with joy, conducts an analysis, accompanying him with praise for diligence and diligence, discusses with the children the degree of accuracy of the work (clear and even edges, no traces of glue), and also, the correspondence of the image created by the child to the original or sample marks successful creative ideas and original experiments.
Lesson summary
In the scenario of the lesson, the teacher indicates the goals and objectives. In the process of planning, organizing and conducting application classes in the middle group, they usually focus on solving such problems:
- Mastering the skills of working with scissors, glue and colored paper, learning to design from pieces of cotton wool, fabric, leaves on a cardboard or paper basis, using plasticine.
- Development of independence and creative initiative in determining the plot or genre (subject picture, landscape) of the application.
- The development of the ability to hear and understand the musical or poetic accompaniment that sounds during the performance of a creative task. Such an interesting combination of various ways of emotional and artistic tools of influence is aimed at achieving a comprehensive aesthetic development of children, the formation of artistic taste and a sense of beauty.
Abstract of the lesson on the application on the theme "City of Friendship" (based on the abstract of N. Parsova)
Tasks:
- teach pupils to cut out several identical parts from a strip (windows of a house, roofs of houses, strips for a pedestrian crossing);
- place windows at the level of one line;
- develop composition skills;
- arouse cognitive interest in the world around, love for a small homeland;
- develop the ability to work cooperatively in a team.
1. Introductory conversation, which is woven into the game situation. You can use visual material, for example, photographs or pictures depicting the streets, architectural sights of your hometown, which will be easily recognizable by children and cause a positive emotional mood.
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Introduction to the game situation. Educator: Guys, today a letter has come to our kindergarten. Let's see who wrote it to us "Hello, dear children of the middle group." I need your help. Our friends house became very small and the roof leaked, there was not enough space for our friends. Help us please, we don't know what to do? My friends Crocodile Gena, the old woman Shapoklyak, Giraffe, Leo will be very grateful to you. Guys, who do you think the letter is from? Correctly from Cheburashka. (Picture from the cartoon). So guys, how can we help? What to do? (Conversation with children) Children: "We will help build new houses." Knowledge update. Educator: What do you think should be done before starting to build a house? - And how to cost at home, from what? (conversation) - From what building materials. How many household supplies do you need? (Suggested responses of children). - What do you guys think, what should be at home? (Strong, warm, single-storey, multi-storey, high, low) - What should be the roof? (Waterproof, durable) Difficulty in a game situation. Educator: - Well, how do we decide what kind of houses we need. - Who can help us, what do you think? (children's answers) - Where to find out? (Answers of children). First you need to choose a place to build a house. Okay, so what's next (conversation). Discovery of new knowledge. - Guys, what do you think, who comes up with what the house should be like? (Architect). Look, the architect has a special table, where there are many different rulers, and with their help he draws a drawing of the house. - Who do you think is next to help build the house? (Engineer) - What does the Engineer do? The engineer considers how much building material needs to be brought to the construction site in order to build a solid house. And already according to the drawings (who?) Builders continue to work. - What construction professions do you know? (masons, carpenters, painters, crane operator). - You guys see how many professions are involved in building a house. |
2. Practical part. The teacher draws the attention of the children to a sheet of drawing paper prepared in advance with some glued and drawn elements of the future composition, for example, a road, one house, a tree. Then the teacher invites the children to complete the picture, supplementing it with the missing figures and silhouettes, to finish drawing the details of houses and cars with pencils.
The teacher explains and shows the techniques and method of making appliqué parts.
We take a strip of paper, fold it several times, then lay it out and cut along the fold lines, so we get windows. If the sheet is folded in half and then cut, then the walls of the houses will turn out. Rectangles, the corners of which are cut off from above, turn into roofs.
You have to "build" new beautiful and cozy houses for Crocodile Gena's friends, "plant" trees. Cars and trucks will drive along the roads of our city (the teacher prepares the silhouettes of trees and cars in advance).
3. Children work independently. The teacher helps and prompts as needed, controls the work with scissors and glue.
Teamwork of children
4. Summing up.
How many beautiful houses on our street, happy, friendly families, adults and children will live in them. All our houses are cozy, warm and hospitable. You are great fellows!
Finished composition
Schemes and step-by-step description of the implementation of applications
"Our group is a friendly home" - collective work to create a symbol of the group
Material: whatman blank in the shape of a house, colored paper, scissors, glue, felt-tip pens.
Instruction:
"Winter City" - a collective application with elements of non-traditional technology
Materials: drawing paper, gouache, blanks in the form of cut large rectangles for the silhouettes of houses and strips for windows and roofs, glue, brush.
Preliminary work: the teacher tints the background with blue gouache, then invites the children to build a city from blanks.
Tinted background
Instruction:
- Each child chooses a large colored rectangle for their home, cuts small rectangles from the yellow stripes, cuts off the corners of the roof strips, and starts gluing the windows. The teacher reminds the pupils that it is necessary to try to carefully craft their house, leaving no traces of glue.
Glue small rectangles (windows) onto a large rectangle
- When the houses are ready, the children glue them on the base, attach the roofs.
Glue finished houses on whatman paper
- The guys cut the cotton pads in half, then supplement the composition with them to depict snowdrifts.
Glue halves of cotton pads (drifts)
- Then smears of glue are applied to the base and sprinkled with semolina (snow).
Using semolina to depict snow
- Finished composition.
Finished work
"Houses on our street" - collective work
Children do the work on their own.
Instruction:
"My hometown" - collective application
Materials: large rectangles, strips for roofs and windows.
