Application on the theme of winter for 1st junior group. Application using non-traditional drawing techniques in the second junior group “Winter Birch”
Lesson summary. Application on the theme "SNOWMAN" in the second younger group.
Author: Galiulina Nadezhda Valerievna, teacher MDOU Children's garden of a combined type No. 156 of the Leninsky district of the city of Saratov.Description of material: I bring to your attention a summary of GCD for application in the second junior group kindergarten.This material will be useful preschool teachers, students of pedagogical universities, as well as parents for teaching children at home.
Necessary equipment: Scissors, a simple pencil, white text corrector, sheets of white paper, sheets of colored paper blue color, glue stick, picture of a snowman. (Blue paper circles different sizes prepare in advance.)
Target: To consolidate children's knowledge about the geometric figure - circle.
Tasks:
1. To consolidate children’s knowledge about the circle, to consolidate ideas about winter as a season, the signs of winter, and a snowman.
2. Develop memory, attention, imagination.
3. Develop the ability to enjoy the world around you.
Progress of the lesson:
Educator: Guys, let's look out the window! What time of year is it now?Children: Winter!
Educator: What happens to nature in winter? With trees? With birds? Animals? (Children's answers)
Educator: Right! There is snow in the winter! What can we build from snow? (Children's answers)
Educator: That's right! Now listen to my riddle and tell me who we are talking about?
Educator: Correct! It's a snowman! Look at the picture. Tell me which snowman? What colour? Forms? What is his nose, mouth, hands made of? etc.
Educator: You and I will also try to make a snowman. But from paper! (we give each child a white sheet of paper, three circles of different sizes made of blue paper, a glue stick).
Educator: Guys, let's assemble our snowman and glue blue circles on white paper. And then we’ll draw the snowman’s face, hands and hat. (work with children)
Educator: Let's see what wonderful snowmen we have made!
Educator: Guys! What a great fellow you are! Look how many snowmen have appeared in our group! Tell me about your snowmen! (children’s answers, the teacher asks leading questions to consolidate the information received during the lesson)
Applique is one of the favorite activities of kids in kindergarten. This productive type of activity is closely related to knowledge of the surrounding world and plays a large role in mental education child. This technique is especially suitable for working with children. early age, since their activities at this time are of an objective nature. In addition, compared to other types of artistic creativity, appliqué is more conventional in nature, which is also an advantage when teaching children 2–4 years old.
What you need to consider when preparing for an appliqué lesson in the first junior group of kindergarten (2–3 years old)
Although the program does not provide appliqué classes for preschoolers attending the first junior group, the teacher can still conduct purposeful activity on children’s gradual mastery of this type visual arts.
Yes, on initial stage The teacher determines the level of sensory development of pupils, their ability to compare and contrast elements by shape, color, size.
The teacher offers children games based on planar mosaics. The teacher cuts out various geometric figures or silhouettes of the most various items and objects, fairy tale characters, etc. First, children must learn to rhythmically place identical elements over the entire surface of the base. Then it will be a more complex action - laying out the heroes of any fairy tale known to children in in a certain order(in accordance with the text of the work). Another type of work is drawing up a silhouette from two or three parts. The teacher encourages children to take action by example. During such activities, colors, relationships in size and spatial arrangement are simultaneously studied.
Examples of such applicative games:
- “Help the apple find its soul mate” (children make a whole apple from parts, pressing them tightly together).
- “Flowers in a clearing”, “Paths of leaves” (children learn to rhythmically place elements of the same shape, but different color based).
- “Journey of Balls” (preschoolers place the circles in one direction, from largest to smallest).
- “Little clouds are floating across the sky” (kids learn to place irregular shapes throughout the entire space of the base).
- “Laying out the fairy tale “Turnip”” (kids place the characters according to the text of the fairy tale).
Over time, when the kids master these games, the teacher suggests gluing the parts onto the base. First, the teacher himself smears the elements with glue and, together with the baby, presses them to the paper (controls with his fingers).
And only later, from about the second half of the year, under the supervision of the teacher, pupils of the first junior group can move on to self-sticking.
The importance of appliqué activities for children of this age (2–3 years)
Applicative activities, with proper guidance from the teacher and the use of age-appropriate methodological techniques, have a great impact on comprehensive development pupils of the first junior group.
Children learn to creatively express their impressions that they receive as a result of learning about the world around them. In addition, this technique of working with paper provides great opportunities for the development of fantasy and imagination.
The application requires a sequence certain actions, which, in turn, develops perseverance and perseverance in children in achieving their goals. The children develop primary research skills.
Applique classes help pupils of the first junior group remember the names of colors and understand shapes and sizes.
Thanks to laying out simple compositions, preschoolers form visual-motor connections, develop fine motor skills, and finger movements become more confident. The experience gained in composing plot compositions from ready-made forms helps in subsequent drawing.
Note that applicative creativity also contributes to the social and communicative development of children: during classes, they willingly comment on their work and exchange remarks. Particularly effective in this regard collective activity- the guys wait for each other, provide assistance, give way.
The application has a positive effect on development logical thinking: ability to compare and contrast, highlight the main thing. All this leads to more early development analytical-synthetic processes, which, by the way, are the basis successful learning At school.
Suitable techniques: cut applique, circle applique, sensory with applique, etc.
Guys early preschool age do not yet work with scissors (they are only offered in middle group). For this reason, certain techniques available to children are used in classes. This is a broken appliqué, which is similar to laying out a mosaic: the guys tear off pieces of paper and fill in the drawn outline of the object with it.
Note that the teacher must teach kids how to tear off paper correctly: after all, they often simply pull it different sides and crush it. The child must carefully take the piece with two fingers of both hands and pull - one handle toward himself, the other away from himself. The teacher coats the resulting fragments with glue, and the preschooler glues them to the base. Some children can apply glue on their own; by the end of the year, with regular practice, all children should master this skill.
A child of the first junior group practices the breaking technique
A very simple and understandable technique for children two to three years old is circle applique. After all, when working with them, unlike, for example, squares, it does not matter which side the child sticks on the figure. In any case, the image will be harmonious. The essence of this technique is that children decorate with circles the shape proposed by the teacher (patterns of dishes, clothes, toys, etc.) or put together from these shapes (of the same size) a simple object or object (beads for mom or a doll, a caterpillar, etc.).
Applique of circles of the same color and size
In childhood, the determining factor is always sensory development. Therefore, it is worth including sensory skills with applications in the activities of children of the first junior group. This is work with ready-made planar forms, developing the fine muscles of the fingers, as well as the eye. For example, the teacher glues red, yellow, blue and green threads onto the base, and the child must match them with paper air balloons of the same color, place and glue strictly above the thread (at first the teacher glues it).
Another option is “Pick a lid for the teapot”: the child is offered several paper lids of different colors and sizes, he must select and glue the desired lid to the teapot. A variation of this building is “Car and Wheels”, “Put on half a piece of paper”, etc.
Another interesting task on applicative sensory – “Feed the kittens” (team work): on big basis The teacher glues the silhouette of a bowl, the children are offered silhouettes of kittens. You need to glue the pets so that their faces touch the bowl.
In the future, the work becomes more complicated - children completely lay out the simplest objects from parts - ladders, turrets, pyramids.
The materials used, including for the base, the optimal size of the parts, the possibility of children participating in their production
For applicative lessons in the first junior group, white and colored paper . The base is usually thin cardboard or album sheets. The teacher cuts out details from thin paper(but at the same time quite durable), the best option is glossy: it bright colors and the pleasant texture will arouse children's additional interest in productive activities.
Note that geometric shapes should be the same size so that preschoolers can create a harmonious pattern from them (for example, the side of the square corresponds in length to the side of the triangle).
As for the size of the parts, it is unacceptable that they are too small, since children two to three years old have not yet developed enough fine motor skills for such work.
If the appliqué activity involves the use of cutting techniques, then the parts are made by the children themselves. For these purposes, it is best to use napkins or thin matte paper.
The teacher can also offer children cut-out silhouettes various items and wildlife objects. At the same time, the templates must be expressive and clear. That is, kids should have no doubt who is in front of them - a duckling or a chicken, an apple or an orange.
The child complements the image of the animal’s face with a mustache
The relevance of an individual approach in appliqué classes with children of the first junior group. Variants of practical tasks with the same material
When kindergarten students are just beginning to master applicative activities, the teacher works with subgroups of children (several people in each), then the lesson is conducted entirely with the group. Also, in order to add variety to productive activities, thereby maintaining children’s interest in it, students should periodically be encouraged to create collective compositions.
When carrying out work, the teacher must take into account the differences in the development of children. Therefore, during the lesson an individual approach must be used. Children may differ slightly from each other in age; in the first younger group, sometimes a difference of several months makes a difference. In addition, some children rarely attend preschool and, accordingly, do not master the program in a timely manner. However, with regard to the division of preschoolers into subgroups, it should be done not according to age, but according to another parameter - the level of development of the students.
Note that although individual activity gives a high educational and developmental effect, but it does not give the child the experience of joint actions. Advantages frontal training the fact that children develop endurance, perseverance, and the ability to listen to others.
Note that within individual approach The teacher can use variable tasks with the same operational material. So, some children should be offered mugs of the same color for appliqué. Stronger preschoolers can first sort by color - the teacher asks them, for example, to select only green shapes from the total mass, and then decorate the template with them.
A variation of tasks can also consist in changing the characters of the game (placing chickens on the base first, and then ducklings), working on a small, and then on a larger space of the sheet.
Methodology for conducting a lesson on application in the first junior group
Applique work in the first junior group, like any direct educational activity in a preschool educational institution, has its own structure: this is the theoretical part of the lesson, which leads preschoolers to the creative process, their independent productive work and summing up.
Note that at this age the teacher does not yet conduct analysis with children finished works: does not point out to children possible shortcomings (after all, they are often due to the fact that children, due to their development, do not yet have the necessary skills). The lesson ends exclusively on a positive note - the teacher praises all the students, admires their successes, which in turn stimulates the children to further creativity.
Organization of the theoretical part of the lesson
Any activity in preschool institution It is recommended to conduct it in an entertaining way, but in relation to nursery group game moment is decisive. To keep the kids’ attention, the teacher must organize a surprise moment at the beginning of the lesson.
For example, if children are asked to work collectively on making a baby book (gluing silhouettes of toys and animals onto blank pages), then the postman brings a package to the group, in which the children find materials for appliqué. An option could be a fairytale chest with the same contents or some character well known to children. After this, the teacher and the children review the material for the lesson: the purpose of the brush and glue, oilcloth and rag is clarified.
Another interesting solution theoretical preparation for productive activities (application on the theme “Pyramid”) - a toy Bear comes to the group, he whispers in the teacher’s ear that he would like to play with the pyramid. The teacher shows the bear and the children a toy, the color and size of the parts are discussed, the pyramid is assembled and disassembled several times, and the kids must try to do it themselves.
Another option for exciting motivation (the activity “Decorating a Rattle”) - the teacher tells the children that the bunnies have built a house for themselves (a picture or a toy house is shown). It is very cozy and warm, but the animals cry and cannot calm down because they do not have rattles.
If the theme of the application is “Decorating a Mitten,” then the teacher draws the children’s attention to the doll sitting by the window. She looks outside - it’s cold there, so all the people are dressed warmly. The teacher shows the children mittens. It would be appropriate to read N. Sakonskaya’s poem “Where is my finger?”:
Masha put on her mitten.
- Oh, where am I going?
There is no finger, it’s gone,
I didn’t get to my little house!
Masha took off her mitten.
- Look, I found it!
You search, you search and you will find.
Hello, little finger!
How are you?
You can also play an outdoor game to the music “Pass the Mitten” (the child on whom the music stops goes into the middle of the circle and dances).
During a lesson on the topic “Rug for a kitten,” the teacher offers the kids a riddle game (they perform actions according to the text and at the same time guess who they are talking about):
- Who lives there little (shrugs)
Early in the morning he gets up (stretch)
He drinks milk from a saucer, (“lap” milk from his palm)
Likes to wag his tail (show his tail with his hand)
Wash with your paw. (wash)
Who is this?
Then the sad kitten Murzik appears - it turns out that it’s his birthday, but no one gives him gifts, but he would really like to have one. beautiful rug to sleep on it.
Class notes
| Author's full name | Title of the abstract |
| Russian E. |
Educational objectives: arouse interest in working with paper, teach how to roll out pieces of napkins between your palms to form a ball, learn to place the ball in the right place. Developmental tasks: develop fine motor skills, eye, spatial thinking. Educational tasks: cultivate interest in natural phenomena, observation, accuracy in work. Handout: cardboard white with the image of a cloud and droplets as guides, pieces of blue napkins, glue, a plate for finished parts. Progress of the lesson: The teacher reads a poem about a cloud and rain, while simultaneously showing the kids a cloud to which raindrops from napkins crumpled into a ball are attached:
The guys look at the craft, determine whether it is raining heavily or lightly. Then the teacher reports that she brought a lot of clouds that just need droplets of rain. The children are explained how to make balls from napkins: you need to crumple a piece with your fingers and then roll it between your palms using circular movements. Ready-made balls are lowered into the glue and pressed down at the place where the droplet is drawn. |
| Bondareva N. |
"Flowers for Mom"
The teacher reads a poem about mom:
Discussed upcoming holiday- Mothers Day. On this day you cannot upset your mothers, you need to obey them and show your love. The teacher invites the kids to give their mothers flowers (this is the best gift).
Productive activities of children. Exhibition of works. |
Topics of appliqué classes in the first junior group
We recommend the following themes for laying out a pattern (of circles, squares) on a finished form:“Rug for a puppy (kitten)”, “Apron”, “Small mitten”, “Hat”, “Scarf”, “Polka dot dress for mom (doll)”, “ Christmas balls", "Cup", "Teapot", "Plate", "Packages for New Year's gifts."
Topics on composing an object from ready-made parts (or adding a silhouette necessary elements): “Fence”, “Beads for mom (doll)”, “Autumn hedgehogs”, “First spring leaves” (“ Autumn tree"), "Flags", "Mushroom", "House", "Flowers for Mommy", "Locomotive", "Whiskers for the Cat".
Topics for appliqué using the cutting technique (filling in the finished outline):“Apple with leaf”, “Pear”, “Cucumber”, “Bunny”, “Cat”.
In addition, you can offer children the theme “Rain” ( applique made from crumpled napkins).
Collective compositions (placing ready-made silhouettes in a large space): “The bun is rolling along the path”, “Turnip” (laying out the fairy tale characters in in the necessary order according to the text), “Chicks in the meadow”, “Ducklings in the pond”, “Fish in the aquarium”, “Autumn leaf fall”, “Miracle tree”.
Patterns of applicative work for pupils of the first junior group: clothes, dishes, trees
Photo gallery "Templates"
Templates for decorating with a pattern of circles
Material for the first junior group 
Material for the first junior group Material for the first junior group Material for the first junior group Material for the first junior group Material for the first junior group Material for the first junior group Material for the first junior group Material for the first junior group
Templates for creating a composition from individual silhouettes
Material for the applique “Fruits on a plate” Material for plot application Material for applique “vegetables on a plate” Material for applique “ Autumn hedgehog» Material for the application “Compote”
Templates for cut appliqué
Material for torn applique Material for torn applique Material for torn applique Material for torn applique
Photo gallery “Ready works”
Applique from napkins Applique from napkins Tear-off applique Applique Collective application Application Decorative applique Collective applique Collective applique Applique from lumps of napkins Applique Applique
Aspects of preparation for appliqué classes in the second junior group of kindergarten (3–4 years), increasing the complexity of tasks
In the second younger group, children also work with ready-made forms that the teacher offers them. However, at this age, preschoolers are already able to create more complex silhouettes, for example, consisting of circles of different sizes (snowman, tumbler), more details (rocket, birds, animals). Decorative activities are becoming more complicated: ready-made silhouettes are already decorated with various shapes (circles, squares, triangles, stripes).
At the age of 3–4 years, the techniques of laying out figures and gluing them onto a paper base are reinforced. More attention is paid to neatness; the teacher constantly reminds of the need to use oilcloth, a cloth, and a brush stand.
Note that ready-made forms For application, it is better to distribute to preschoolers after explaining the task. Glue is offered to the children after they have arranged the elements in the required sequence. Educator in mandatory checks the composition, since children’s spatial thinking is still developing, children are not very good at orienting themselves on a sheet of paper (for example, gluing in the center of the base is difficult for them).
New techniques (application games) and materials. The relevance of combined and non-traditional techniques at this age Changes in the permissible dimensions of parts, the possibility of children participating in their manufacture
In the second junior group, the range of techniques used in appliqué classes is expanded. The broken applique, which refers to unconventional ways Images. However, compared to the nursery group, it becomes more complex: different colors of paper are used, with the help of which a certain pattern is laid out.
The craft is made using the cutting technique
Looks like a cliff mosaic technique applications. Only here the details are the same correct form(circles, squares, triangles) the teacher offers the children.
Mosaic application - suitable way transmission of natural phenomena
Children are offered sand application (as an option, semolina or small sawdust is used). The teacher (kids can sometimes help him) draws shapes with a glue stick the desired shape, and preschoolers sprinkle them with sand. The excess is shaken off the base. The result is an interesting applique image, which is complemented by paper details.
Sand application - original way Images
An applique made from crumpled paper is also popular in the second younger group (let us remind you that kids could get acquainted with it back in the nursery group - “Rain”). The advantage of this unconventional technology the fact that it allows you to get a three-dimensional image that children like so much. For example, in this way you can decorate the breast of a bullfinch or titmouse, or make bright fluffy balls for playful kittens.
Crumpled paper makes a voluminous bird breast
Kids really like the voluminous crumpled applique
Besides, different techniques can be successfully combined in one work. For example, an image is created from ordinary parts and broken elements cut out by the teacher.
The work organically combines cutting and traditional techniques
Didactic games on appliqué in the second junior group also become more complicated. For example, children are already invited not only to select the other half of an object or item, but to symmetrically add details to a more complex multi-colored image (for example, a butterfly or a flower in a pot). Games for the development of decorative skills are also becoming more complex: silhouettes are decorated with more intricate patterns based on a combination of figures different shapes and colors.
In accordance with the variety of techniques, children of the second younger group are offered more extensive material to work with. So, the basis is now not only sheets of paper or cardboard, but also various shapes. This could be, for example, a leaf of a tree made of green cardboard, onto which you need to stick a bug or a caterpillar. As a basis for
It is also very interesting for children to combine applique and modeling, as well as applique and drawing, in a composition. So, for example, you can draw antennae and paws on a glued-on ladybug with a black felt-tip pen. And the points on its back can be designed in the form of plasticine balls. You can also sculpt eyes for many animals and birds from plasticine.
As a basis, the teacher can offer preschoolers the most unexpected objects, for example, computer disks. The teacher sticks a heart-shaped picture in the middle of them, and the children must paste it over the lumps of napkins.
The craft is made on a non-standard basis - a computer disk
Can be used as material for appliqué cotton pads(this is how you can depict a snowman in an original way). Animal crafts made from cotton wool are also popular: it is glued along the outline of the animal, resulting in an interesting three-dimensional image. This way you can beautifully depict a white kitten, a bunny in a winter coat, a sheep, polar bear. Note that this image is usually complemented by paper or plasticine eyes and a black nose.
Cotton wool applique is ideal for depicting some animals
Please note that the material offered younger preschoolers, may be so bright that it will distract attention from the teacher’s explanation. Therefore, it is recommended to distribute it to children before productive activity. Each child is offered an individual bag (plate).
As for the size of the initial details, in the second younger group children can already complement the main image with smaller elements (eyes, nose of an animal or bird), since their fine motor skills are already more developed compared to children in the nursery group.
Methodology for conducting a lesson on application in the second junior group
The appliqué lesson in the second junior group has a traditional structure and consists of a practical and theoretical part.
The lesson usually begins with a surprise moment, followed by an examination of the subject of the image. This will revive preschoolers’ ideas about the features of the proposed form. The teacher clearly tells the kids the color of the object, traces its outline with his fingers, highlighting its features. Thus, visual analysis is complemented by tactile analysis. Moreover, it is important that children also touch the subject of the image.
The teacher also shows samples of applications that he prepares in advance. Note that the sample clearly indicates the shape of the object, but details can be omitted.
Also an obligatory part of the lesson is a visual demonstration of the techniques for placing parts and gluing. The demonstration of the most complex techniques is present until preschoolers master them at a good level. Note that the teacher comments on each of his actions in words.
Before direct productive activities, the teacher always conducts physical education or finger gymnastics topic related to the lesson.
Independent activity preschoolers begin by laying out the elements on the base. The teacher checks the correct placement of all students.
Note that the methodology for conducting applicative lessons in the second junior group involves the use various forms individual approach: one child needs help in drawing up an image, another in gluing, etc. But when paying attention to one student, the teacher should always see the whole group as a whole: assess the pace of the children’s work, take into account who else needs help.
Organization of the theoretical part of the lesson. Methods for conducting self-analysis on finished work
Since it is difficult for children of early preschool age to concentrate on any one activity for a long time, the teacher should try to captivate them as much as possible with the application. To do this, kids must have a motive for the creative process.
Note that in the second younger group the teacher thinks through more complex motivation. Let's give specific example. The lesson begins with sad music from the cartoon “Masha and the Bear”. A toy Bear appears. The children, with the help of the teacher, notice that his girlfriend Masha is missing. It turns out that she got sick because she ate a lot of candy, cakes, chips, and drank Coca-Cola. A mini-conversation is held with children on the topic of unhealthy and healthy foods. And quietly the teacher leads them to the topic of the lesson - applications on the topic “Vegetables” or “Fruits”.
Thus, the theoretical part of the visual arts lesson should give the kids some kind of cognitive information. This can also be preliminary work on speech development: the teacher borrows motivation from a fairy tale or a short poem.
Applique work at this age already includes analysis of children's crafts. After finishing the work, the teacher invites the kids to look at all the works together and admire them. The children's attention is directed to visual characteristics: beautiful color scheme, expressiveness of images. For example, when examining tumblers, the teacher suggests showing the cheerful ones, the sad ones, the most beautiful ones, and the broken ones. That is, preschoolers learn to notice unsuccessful moments.
From the second half of the year, the teacher clearly points out to children mistakes, for example, incorrect alternation of parts by color or size. The quality of the gluing is also assessed: “clean”, “neat” or, conversely, “sloppy”. Gradually, preschoolers themselves are involved in such an analysis: they must understand what to do in the future in order to avoid mistakes.
Variants of practical tasks with the same material for children 3–4 years old
Please note that within the framework of an individual approach, the teacher offers pupils of the second junior group various options practical tasks with the same material. For example, strong children can come up with their own pattern for making beads, while everyone else repeats the theme proposed by the teacher.
Another option to complicate the task is to offer to compose an image of an object from a larger number of elements. This applies to compositions such as caterpillar tracks or train carriages.
Class notes
| Author's full name | Title of the abstract |
| Temirbekova S. |
"Birdhouses for Starlings" Educational objectives: exercise children in making an image from an object consisting of several parts of different shapes. Developmental tasks: develop color perception. Educational tasks: cultivate aesthetic taste, perseverance, accuracy. Integration educational areas : « Artistic creativity", "Cognition", "Communication", "Socialization", "Health". Handout: squares Brown 9x9 cm, triangles with a side of 10 cm, yellow circles with a diameter of 4 cm, oilcloths, napkins, glue, brushes. Progress of the lesson: A conversation about spring and its signs. A bird (an older child) “flies” into the group. She brings the kids a letter from the starling. It turns out that he returned home from warm countries and settled in new house. But his friends will arrive soon, and they don’t have houses. And without a house, starlings will not be able to hatch their chicks. Children happily agree to help the character - using applique to make houses for his friends. Examination of a sample birdhouse made by a teacher. The teacher explains how to do the work. The finger game “Bird” is being played:
Independent work preschoolers. Then they go to the board and attach their birdhouses to the tree trunks drawn by the teacher. Kids insert silhouettes of birds into the slots prepared in advance. |
| Ladyeva I. |
"Polar bear"
Children are given a riddle about a polar bear:
The teacher casts a spell, the kids spin around and find themselves at the North Pole. |
Topics of appliqué classes in the second junior group
The topics of classes in the second junior group should be understandable and accessible to children. But at the same time, they will no longer be too simple, as in the nursery group, so that the children do not interest in the application waned. The choice of topics for classes reveals the individuality of the teacher, his creativity to work.
We offer the following topics for possible applicative lessons, divided into separate blocks for convenience.
- World of wildlife: “Bear”, “Bunny”, “Hedgehog”, “Fox”, “Kitten” (optionally with a ball), “Chicken”, “Duckling”, “Bullfinch”, “Titmouse”, “Sparrow” , “Goby”, “Fish in the Aquarium”, “ Ladybug", "Caterpillar", "Butterfly".
- Vegetable world: " Indoor plant", "Mushrooms", " Mushroom clearing", "Basket with mushrooms", "Chamomile".
- Vegetables, fruits, berries: “Big and small apples on a plate”, “Berries and apples are on a plate”, “Canning fruit”, “Compote”, “Borscht”.
- Toys and household items: “Pyramid”, “Big and small balls”, “ Balloons", "Tumbler", "Balls and Cubes", "Umbrella".
- Houses and furniture: “House for forest animals”, “Dog booth”, “Birdhouse”, “Table and chair”.
- Ornaments and patterns: “Rug for a puppy (kitten)”, “Mitten”, “Matryoshka”, “ Beautiful cup», « Elegant dress", "Let's decorate the boots", " Beautiful towel", "Hat and scarf".
- Food: “Scrambled eggs”, “Bagels-bagels”.
- Transport: “Truck”, “Plane”, “Rocket”, “Ship”, “Traffic light”, “Trailers”.
- Fairy tales: “Kolobok”, “Teremok”, “Turnip”, “Moidodyr”.
- Winter: “Snowflake”, “Snowman”, “Decorated Christmas tree”, “Snowfall”, “Colorful lights in the houses”.
- Natural phenomena: " It is raining", "Rainbow".
- Patriotic themes: “Russian Flag”, “My Home”, “My Family”, “My City”.
Note that the teacher must clearly distinguish between object and decorative appliqué. It is good to give some topics a practical focus: make bookmarks for books, make butterflies to decorate the veranda.
Periodically, the teacher offers pupils of the second junior group collective work, for example, “Toy store”, “ Flower glade"", "Bunnies in the meadow", "My city", "Summer meadow", "Leaf fall", applications on the theme "Friendship", "Family".
Applicative works of pupils of the second junior group
Photo gallery "Houses"
Applique Applique Applique
Photo gallery “Winter”
Application from cotton pads
Application with drawing elements
Photo gallery “Toys and household items”
Applique Applique Applique
Photo gallery “The Big World of Animals”
Applique Applique Broken applique Applique Applique Applique Applique Applique Applique of your choice Applique Applique
State budgetary preschool educational institution
kindergarten No. 390 Moskovsky district
St. Petersburg
Artistic creativity
Application with cotton balls
in the first junior group from 2 to 3 years old
Subject : « Zimushka - winter swept away all the trees"
Timofeeva
Tatyana Vasilievna
Group teacher
Young children
highest qualification
2015
Plan for the immediate educational activities
Target: To form children’s ideas about winter natural phenomena,
Promote artistic aesthetic development children
Introduce children to a new type of application with cotton balls.
Objectives of direct educational activities:
"Artistic creativity"
To develop children's ability to work with glue using a brush.
Develop interest and positive attitude towards creativity
Accuracy, independence.
Develop fine motor skills, learn to tear small pieces of cotton wool from
A big piece.
"Cognition"
Reinforce knowledge of the color white.
- Develop perception, sense of color, shape, rhythm;
"Reading fiction"
Involve children in listening to works of art
Literature (poem, riddle).
"Socialization"
Develop emotional responsiveness and desire to communicate and play with
Adults and peers.
- Encourage children to feel joy from what they receive
Result.
"Physical Culture"
Strengthen children's ability to coordinate movements with text.
Materials for direct educational activities:
- paper of blue color with the image of a winter tree trunk
format 15x20 cm; glue brush; glue; cotton pads; snowflakes;
napkins.
Preliminary work:
- Literature Study
T.V. Korolev “Drawing classes for children 2-3 years old” “Sphere” Moscow 2009.
E.A. Yanushko "Drawing with young children." Moscow “Mosaic – Synthesis” 2005
O.G. Zhukova “Planning and notes for classes in art activities” “Iris Press” Moscow 2006.
- Looking at pictures winter trees, winter in
Forest, trees in the snow.
Progress of direct educational activities:
Educator | Children |
Children sit on chairs in a semicircle. Masha comes to visit the children dressed as a Snow Maiden. Hello guys. From far away So fluffy and light On the grass and on the houses Winter has arrived. And I am winter's girlfriend - winter. I brought you gifts, brushes and pictures. | |
Guys, please tell me what time of year it is now? | winter |
Do you like winter? | Yes |
Look what beautiful picture I brought it for you. What is drawn here? Children look at the picture. | Correctly snow, snowflakes, snowdrifts, trees in the snow, snowy trees, Christmas trees in the snow |
And now I'll tell you a riddle. fall from the sky in winter And they circle above the earth Light fluffs, White... | Snowflakes |
In winter there is a lot of snow in the forest. And snow is small snowflakes. | |
Let's play a game. We'll be white now light snowflakes. What snowflakes? | Light, fluffy |
Masha distributes snowflakes to children | |
Musical game Masha with children"Snowflakes" To the clearing, to the meadow A snowball is falling quietly. Snowflakes are falling, Light fluff. Let's fly, let's go And they lay down under the tree. Snowflakes sleep quietly Light fluff. But suddenly a breeze blew, Our snowball started spinning. Snowflakes are spinning Light fluff. | Children raise and lower, alternating, their right and left hands. They run around the group with snowflakes. They squat down, close their eyes and “sleep” They get up and spin around |
Masha tells the kids that the forest is very beautiful now, all the trees are covered in snow and there are snowdrifts under the trees. And I brought you a lot of painted trees that have no snow on them. Let us also dress them up with fluffy balls of cotton wool. And we will get a winter forest. | |
Before we start work, let's prepare our fingers so that they are obedient and help us. Masha plays Hide and Seek with the children (2 times). Fingers played hide and seek, And the heads were removed, Like this, like this And the heads were removed. Well done, what obedient fingers you have. | Squeeze (alternately) your fingers into a fist. |
Masha shows the children trees. What is this? | Tree |
And in order to decorate the trees with snow (cotton balls), we must spread glue on our tree with a brush. What are we going to use with glue? | Brush |
Take the right brush near the piece of iron. Show Masha how you took the brush? | Near the iron. |
We only apply glue to the ends of the hairs. We clean off excess glue on the edge of the jar. We hold the piece of paper with our left hand. Well done right. | |
Now we apply glue to the twigs (crown of the tree). Smeared. | Masha shows the children how to smear wood. |
Now we take cotton pads in our hands, tear off small cotton pieces from it, and glue them to the tree. Snowballs are starting to form. We tear it off and glue it again, carefully, evenly. If there is snow all over the tree, then the tree will be beautiful. | |
Masha praises the children, well done, well done. But you also need to make a snowdrift under the tree. Apply glue carefully and glue white snowflakes (cotton balls) | |
How beautiful it turns out! (Masha pays attention to the technical skills of the children and provides individual assistance.) Well done boys! How much snow do you have on your trees? They are so beautiful. What trees? | Beautiful, snowy, white |
And on the branches - snow, snow, And under the tree - snow, snow. And in the forest - snow, snow. Mishka will be delighted with how much snow we have pasted on the trees. | Handles are raised up. The handles are lowered down. Circular movements with palms. |
I really enjoyed visiting you; you guys tried so hard. Well done! Let's see what winter beauty it turned out to be. The trees dressed up for the holiday and turned out very elegant. | |
Mashenka really liked the song and dance"Snowflakes" Let's dance with snowflakes for her again. | |
Well, goodbye guys. I had so much fun here and played and danced and helped you make beautiful snowy trees. It’s just a pity that the bear couldn’t come to you, he’s sleeping in his den. But I’ll give him your pictures, let him see how beautiful it is in the forest in winter. And in the spring I will definitely bring him to visit you. |
Application “Snowflakes are falling” in the 2nd junior group.
Program content:Introduce children to a new type of tearing applique (tear small pieces from a sheet of paper, apply glue to them and stick them on cardboard.
Teach children to carefully glue the details of the image.
Develop a sense of composition: arrange applique elements throughout the form.
Learn to understand and analyze the content of the poem.
Preliminary work:
Looking at snowflakes while walking and in a group, looking at the painting “ Winter fun", tinting white sheets of cardboard with blue gouache. Learning an excerpt from B. Zakhoder’s poem “Snow, snow is spinning, the whole street is white!” We gathered in a circle,
Spun like a snowball...”
Preparation for the lesson:
For children: tinted blue cardboard with a snowflake glued on, napkins, glue stick, rags, oilcloth, wet wipes, box for leftover paper.
For the teacher: sample application, tinted blue cardboard with a snowflake glued - 2 pcs., napkin, glue stick, rag, oilcloth, wet wipes, box for leftover napkins, artificial snowflake.
I. Methodological techniques:
1. The teacher seats the children at tables in a semicircle and reads E. Blaginina’s poem “A piece of ice crunched”
The ice crunched
And underneath there is water.
A snowflake is falling -
Light star,
And behind her is the second one,
The third one is endless...
No barn in sight
Can't see the porch
After reading, I ask the children questions:
Educator: What time of year is described in the poem?
Children: Winter
Educator: What's falling from the sky?
Children: Snowflakes
Educator: What do snowflakes look like?
Children: On the stars
Educator: Guys, someone is knocking on our door. Let's get a look. Brings in a snowman.
Educator: Children, who came to visit us?
Children: (Snowman)
Educator: Why are you so sad?
Snowman: There is very little snow outside, so I'm sad!
Educator: Guys, do you want to help the snowman?
Children: Yes
2. Purpose of the lesson:
Educator: Let's all make many, many snowflakes for him together.
In the meantime, before we start working, I propose to cheer up the snowman and play together.
They leave the tables.
Physical exercise “Walk”
White fluffy snow (hands lowered from top to bottom)
Spinning in the air (raise hands up)
And quietly to the ground (they lower their hands smoothly down)
Falls, lies down
And then, and then (bending forward)
We made a snowball (they make lumps)
Wow (imitate throwing a snowball)
Sit down at the tables
3. Looking at a snowflake:
Educator: Guys, look what I have in my hands?
Children: Snowflake.
Educator: What color?
Children: White
Educator: What does she look like?
Children: To the star
Educator: What is the name of a natural phenomenon when a lot of snowflakes fall from the sky?
Children: Snowfall
Educator: Well guys, let's help our friend the snowman?
Children: Yes
Educator: Then let's get to work, and the snowman will watch us!
4. Demonstration with explanation from the teacher:
Educator: Guys, on your tables there is blue cardboard with a snowflake glued to it, white napkins, a glue pencil and rags (I show my blank with a snowflake). Today you and I will make many, many snowflakes and glue them onto our cardboard (sky). To do this, you and I must take a napkin in our hands and tear off small pieces from it, which will imitate snowflakes for us and glue them onto our cardboard, but we will glue them all over our sky.
5. Sequence of work:
Educator: What are we going to glue today?
Children: Snowflakes
Educator: Well done.
To make a snowflake, we tear off a small piece from a napkin and grease it with glue on an oilcloth, and then press it to the cardboard with a cloth. You need to fill the entire surface of the cardboard until you get many, many snowflakes. Shows his sample with snowflakes.
Well, now let's get to work!
II. Independent work of children:
- Let us clarify where we begin our work?
- During the work, the teacher provides individual assistance to the children, using his sample to show the techniques of tearing and gluing, if necessary.
- After finishing work, children wipe their hands with a napkin
III. Analysis of children's works
The snowman examines all the children's work and praises them.
Educator: Now, little snowman, you won’t be bored. We made a lot of snowflakes for you, and we can make you friends during your walk. Guys, it's time for the snowman to leave. Let's say: "Goodbye!"
Snowman: Thank you, friends.
Educator: Come to us again if you need our help, really guys!
Children: Yes
Educator: Let's take our works to the exhibition. A composition is drawn up with a picture of a snowman in the middle.
Application
We take white cardboard.
We tint it blue.
We wait completely dry.
Glue a snowflake in the upper left corner.
We take a napkin and begin to tear off small pieces and glue them to our sheet.
Fill the entire surface of the sheet. Our application is ready.
Application on the topic: “Funny snowflakes” in the 2nd junior group.
Educator: Krivolapova Elena Nikolaevna.
Target:
Teach children to carefully glue the details of the image.
Develop a sense of composition: arrange applique elements throughout the form.
Learn to understand and analyze the content of the poem.
Preliminary work:
Looking at snowflakes while walking and in a group, looking at the painting “Winter Fun”. Learning an excerpt from B. Zakhoder’s poem “Snow, snow is spinning, the whole street is white!” We gathered in a circle,
Spun like a snowball...”
Preparation for the lesson:
For children: white sheets of paper, napkins, PVA glue, brushes, rags, oilcloth, wet wipes.
For the teacher: sample application, white sheets of paper, napkins, PVA glue, brushes, rags, oilcloth, wet wipes.
Progress of the lesson.
The teacher seats the children at tables in a semicircle and reads E. Blaginina’s poem “The Ice Crunched”
The ice crunched
And underneath there is water.
A snowflake is falling
light star,
And behind her is the second one,
The third one is endless...
No barn in sight
Can't see the porch
After reading, asks the children questions:
Educator: What time of year is described in the poem? Children: Winter
Educator: What falls from the sky?
Children: Snowflakes
Educator: What do snowflakes look like?
Children: On the stars
Educator: Guys, someone is knocking on our door. Let's get a look. Brings in a snowman.
Educator: Children, who came to visit us?
Children: (Snowman)
Educator: Why are you so sad?
Snowman: There is very little snow outside, so I'm sad! Educator: Guys, do you want to help the snowman?
Children: Yes
Educator: Let's all do a lot for him together merry snowflakes.
In the meantime, before we start working, I propose to cheer up the snowman and play together.
They leave the tables.
Fizminutka
White fluffy snow (hands lowered from top to bottom)
Spinning in the air (raise hands up)
And quietly to the ground (they lower their hands smoothly down)
Falls, lies down
And then, and then (bending forward)
We made a snowball (they make lumps)
Wow (imitate throwing a snowball)
Sit down at the tables
Looking at a snowflake:
Educator: Guys, look what I have in my hands?
Children: Snowflake.
Educator: What color?
Children: Various
Educator: What does she look like?
Children: To the star
Educator: What is the name of a natural phenomenon when a lot of snowflakes fall from the sky?
Children: Snowfall
Educator: Well guys, let's help our friend the snowman?
Children: Yes
Educator: Then let's get to work, and the snowman will watch us!
Demonstration with explanation from the teacher:
Educator: Guys, on your tables there is a white sheet of paper, cut out strips of different colors, liquid glue, brushes and rags (I show my blank with a snowflake). Today we will make many, many funny snowflakes. To do this, you and I must take strips of different colors in our hands and distribute them on the sheet in the correct direction as in the sample, and then apply glue to each strip with a brush and glue it to the sheet. Then you will get a beautiful “fun” snowflake.
Well, now let's get to work!
Independent work of children:
Let us clarify where we begin our work?
During the work, the teacher provides individual assistance to the children, using his example to show the techniques of tearing and gluing, if necessary.
After finishing work, children wipe their hands with a napkin.
Analysis of children's works
The snowman examines all the children's work and praises them.
Educator: Now, little snowman, you won’t be bored. We made a lot of snowflakes for you, and we can make you friends during your walk. Guys, it's time for the snowman to leave. Let's say: "Goodbye!"
Snowman: Thank you, friends.
Educator: Come to us again if you need our help, really guys!
Children: Yes
Educator: Let's take our works to the exhibition. A composition is made with a picture of a snowman in the middle Not.
