Presentation for the lesson (middle group) on the topic: Constructive activities of preschoolers. Constructive activity - creative creativity of preschoolers

Prerequisites constructive activities are laid at an early age. The child masters objective actions, his visual-motor coordination develops, the action is separated from the object and himself from his actions.

Design always involves the solution of a specific structural and technical problem, which provides for the organization of space, the establishment of the relative position of elements and parts of objects in accordance with a certain logic. It is important that the building meets the requirements of the real structure and fulfills its purpose. The chair should be such that a nesting doll can be seated on it, and the bridge should be such that a car can drive over it. Although the building is not created for practical use, it reproduces the main elements and functions of a real building.

IN early childhood important for the development of constructive activity is the ability to endow buildings with a certain content. An adult teaches this skill to a child. If a child has built a bridge, an adult immediately notes: “What a beautiful, high bridge. A car will drive along it (or a doll will walk),” and encourages the child to perform appropriate play actions.

At preschool age, two interconnected aspects of constructive activity: construction-image and construction for the game. If a child is fascinated by the process of construction itself, often without even using buildings in the game, but again and again creating new ones, if he is motivated to construct not by the result, but by the process of obtaining it, then the construction approaches visual activity.

The design, prompted by the game motive, approaches the constructive and technical creativity of adults, because it is subject to the practical purpose of the building, and when creating it, a number of important conditions must be taken into account. For example, a built ship must accommodate all sailors.

At the same time, children's construction has its own specifics. In an adult, each structural element performs a strictly fixed function and is closely connected with others into a single whole, while a children's building may not meet all the requirements for a particular structure. Not including all the elements, the building resembles the real one only in its general form. In addition, in the game, the purpose of the building may vary depending on the plot.

Allocate such construction types:

1. Modeled after(finished building, diagram, drawing, plan, drawing);

2. Terms- the requirements that the future design must satisfy (for example, it is necessary to build a house for a nesting doll, and a nesting doll has a certain size);

3. by design.

The fundamental point in design is analytical and synthetic activity on the examination of objects, the meaning of which is as follows:

1) It makes it possible to establish the structure of an object and its parts, to take into account the logic of their connection. So, a tower that has too narrow a foundation collapses.

2) Allows you to define ways of designing. In the analysis of the sample and the choice of ways to build it, the preschooler is helped not by visual perception itself, but by specially organized cognitive activity. The child examines not only the basic properties of objects (shape, proportions, size, etc.), but above all their specific constructive qualities (stability, balance, length, etc.).

3) On its basis, the child plans the course of construction, creates an idea. The success of the implementation of the plan is largely determined by the ability of the preschooler to plan and control its progress.

The ability to examine the structure is developed under the guidance of an adult. At 3-4 years old, the child not only names objects, but also highlights their main parts, indicates some details. At 4-5 years old, he quite well distinguishes the main parts in size and shape, establishes their location relative to each other. At 5-6 years old, a preschooler can conduct an independent analysis of a sample or design: select parts, determine their purpose and spatial arrangement. He finds interesting design solutions and plans the stages of creating his own design based on the analysis. At 6-7 years old, the child analyzes the design of the object from a practical point of view. By highlighting the parts, he establishes the functional purpose of each of them, determines the conformity of the shape, size, location of the parts, and takes into account the situations in which the structure will be used.

The improvement of analytical and synthetic activity creates the basis for the constructive creativity of a preschooler.

Construction has a great influence on the development of personality and will. Success depends on the ability to keep the goal of the activity and independently set it, on the ability to control the progress of the work, to compare the result with the sample.

Creativity in design is already seen in younger preschoolers(for example, in the choice of an object for construction, in the new use of known structures). For up to school age children develop the ability to make changes in construction methods in order to make the building conform to the requirements of the situation. For older preschoolers, the indicators of creativity in constructive activity are the novelty of the methods of constructing an object, the novelty of the object itself to give stability to the structure under construction.

Questions for self-examination

1. What aspects of the child's psyche can a child's drawing tell about? Illustrate your answer with examples.

2. How does the drawing of a preschooler develop?

3. What are the main functions of the visual activity of a preschooler.

4. What aspects of the child's psyche can a child's drawing tell about?

5. How does a child's drawing develop?

6. Describe the main types of design in preschool age.

Constructive activity involves the creation of structures from separate parts and details. Its implementation develops the technical abilities of children, contributes to the development of inventive skills for qualities. When creating a structure, it is necessary to take into account the relative position of the parts, the way they are connected, the possibility of replacing them with other parts, etc. In this case, the child learns the properties of each of the parts, discovers for himself the patterns of connecting different materials. So, parts made of plasticine are connected by a clamp, and metal parts are difficult to connect, special methods are needed.

Children's design refers to the process of building structures of such structures, where the relationship in the arrangement of parts and elements, the methods of their connection are assumed. Children construct, first, those structures and structures that surround them and become the subject of their experience. The design created by the child should fulfill the purposes of the real one: a doll can sleep on the bed, in the closet you can hang it in an uncle.

The first constructions of children appear in the course of objective activity as a result of practical actions with various objects: cubes, pyramid circles, etc. An adult endows such constructions with a certain meaning by singing. Doctor's clinics. Ionova, for which they can be used: "What kind of bridge do you have! Now a car will pass through it" (E. V. Zvorigina). Thus, the child is involved in the game with the construction and opens up the possibilities of using it in the game.

Preschool age is marked by the flourishing of plot- role play, therefore, constructive activity often plays a supporting role in this. The need to use construction in play becomes the leading motive for constructive activity, while constructive activity acquires independent significance for the child, turns into a special game, captivating the child with its process and including a conditional situation.

As noted. A. N. Davidchuk, two interrelated aspects of constructive activity develop in preschool age: design-image and construction for play

The construction game differs from the building games of a preschooler by the peculiarity of its purpose and subject. In the construction game, the process of building a structure comes to the fore, while the child takes on the role of a builder. The design game is approaching the constructive and technical creativity of adults, because it is aimed at solving certain technical problems, taking into account a number of important conditions. For example, the length of the bridge should be sufficient to connect the "shores" Together, the children's structure does not meet all the requirements for a real structure, resembling a real one only general form in the absence of many elements of Comrade. However, in the game, the design must fulfill the function for which it was created: you can place educational supplies on the desk, you can carry the hryvnia by car to carry the vantage.

The design of a preschooler is based on his mental activity and at the same time serves as a means of its development. To build a structure, the child must establish the structure of the object and its parts, take into account the logic of their connection. So, a vase that is too wide and low does not hold a bouquet of flowers in a horizontal position. At the same time, the child discovers for himself that the possibilities of using structures depend on their pho. RMI. This encourages the preschooler to think in advance what form the design should be. To create a design with the desired properties, the child carefully examines the appropriate samples. The selection of a part, with the melting components of the structure, correlates the properties of the parts with each other, primarily in shape and size. However, the child is not able to predict all the design features in advance. Therefore, in the course of construction, she compares its properties with the necessary ones and makes the necessary adjustments. Here, a child made plates in the shape of a cone out of cardboard, but when he tries to pour "porridge" (beads) into them, he notices that such a plate leans and does not hold content. The child makes changes to his design: he cuts the cone and closes the hole with plasticine, ensuring the stability of the structure.

Thus, during preschool childhood, the child learns to think in advance about the properties of the structure and how to create it. By the end of preschool age, the design is created according to the preliminary plan of m babies.

Constructive activity is a kind of creativity of the child. Already younger preschoolers show their individuality and originality. They are able to use the buildings at their disposal in their own way: A pyramidka becomes a "tree", a mushroom made of natural material turns into a fox, etc. Sometimes a child initiates constructions, but is not able to realize it on his own. Then an adult comes to the rescue. Older preschoolers show amazing ingenuity in designing. They act according to a certain plan, which includes understanding the functions (for what it will be used) of the future construction. child uses unusual materials and how to combine them. For example, when constructing a fence, a child uses fragments of a comb, connecting them together with a thread. Otherwise, the child makes decorations for the doll, using flowers and fixing them with wire help wire.

Conclusion on the features of constructive activity in preschool age:

In the process of construction, the child solves certain constructive and technical problems, the essence of which is the connection of individual parts and elements according to a certain logic;

At preschool age, two interrelated aspects of constructive activity develop: design-images (closes to visual activity) and construction for play (closes to the constructive and technical creativity of adults)

The children's structure ensures the performance of certain functions of the present, but outwardly resembles it only in a general form;

The construction of a preschooler is based on his mental activity and at the same time serves as a means of its development;

The ability to examine the structure develops under the guidance of an adult;

With the age of the child, independence and creativity of design increases.

Design always involves the solution of a certain constructive and technical problem, which provides for the organization of space, the establishment of the relative position of elements and parts of objects in accordance with a certain logic. At preschool age, constructive activity has a number of features:

Children learn how to examine objects and how to create structures;

Preschoolers learn the constructive properties of parts and materials;

The area of ​​creative manifestations is expanding.

The constructive activity of children in early childhood is the creation of the simplest buildings from building material, and in older preschool age it is a complex and varied activity. Taking into account the above features, G.A. Uruntaeva and L.V. Kutsakov formulated the main tasks of teaching technical and creative design in preschool educational institution.

Existence of two kinds children's design- fine and technical, each of which has its own characteristics - requires a differentiated approach to managing them.

Table 5. - "Objectives of teaching technical design in senior preschool age."

Learning objectives	Children's age
Educational	1. To consolidate the ability of children to consider and analyze the buildings of the teacher, highlighting in them the name, purpose, structure, details from which the parts are made; their location, color. 2. Show children a variety of constructive materials, their features and expressive means. 3. To introduce children to the genre of art-architecture, its features and expressive means (material, location, form, decorative architectural details: arches, columns, domes, spiers, reliefs, sculpture). 4. To develop in children diligence, perseverance, determination, the ability to complete the work begun to the end, to achieve results. 5. To develop in children independence, initiative, imagination, creativity.
Technical	Working with building materials To teach children to make buildings from a large number of parts, using a variety of constructive techniques, making buildings multi-tiered, with a large number of small architectural details (sphere, cones, cylinders). Paper work. 1. Teach children to fold a sheet of paper in half in different directions, ironing the fold lines well. 3. Teach children to work according to the pattern. 4. Decorate crafts with applique technique using a variety of materials. Working with natural materials To teach children to fasten parts in crafts of their natural material using jumpers (matches, toothpicks), an awl and glue. Work with additional material. To teach children to fasten parts in crafts from additional material using jumpers, threads and needles, wire, using glue.
Educational	1. To educate children in teamwork skills. Learn to negotiate, distribute responsibilities, use one material, enjoy the overall result. 2. To instill in children an interest in the art of architecture, the ability to see the beauty and expressive means of this art.
Structural tasks	1. To consolidate the ability of children to build individual buildings from a large number of building parts (cubes, bricks, cylinders, prisms, arches, spheres, hemispheres, disks, half disks, cones, tetrahedral prisms)
according to the teacher's show, the teacher's model, according to the conditions, drawings, photographs, drawings (front, top, side view).	according to the schemes (a planar image of the building on only one side), according to the silhouettes (the building previously built by the teacher is closed with a screen from the shadow theater).
2. To teach children in their free time and in direct educational activities to construct from constructor parts (wooden, metal, plastic) according to the teacher's demonstration, model, drawings and drawings.
	From the details of the builder: different types of transport (sea, passenger, etc.), buildings, bridges. Collective plot buildings: city street, airport, spaceport, seaport, city square, etc. From paper and cardboard: toys, boxes, buildings, Christmas decorations, carousels, rocking chairs. From additional materials: buildings, vehicles, toys. From natural material: birds, animals, panels. In free constructive activity: layouts, attributes for role-playing games, utilitarian items, compositions and installations as aesthetic elements of the subject-developing environment of a preschool educational institution.
learning techniques	Showing actions without showing a sample; showing the finished sample and offering to guess how it was made; examination and analysis of samples; the use of drawings, drawings, photographs, silhouettes, schemes of buildings; analysis of crafts and buildings, stories about it using reference schemes; conversation; excursion; viewing illustrative materials, presentations; design of exhibitions of handicrafts of the group; collection of materials; didactic games and exercises; design tasks

developing constructive preschool educational

In working with children of older preschool age, the educator has much more opportunities than in previous groups, since children of this age have already gained some experience.

Older preschoolers are more clearly faced with the task of teaching children to pre-think about the process of their activities: what to build, what will be the size of the building, what material will be needed for it, etc. The ability to visually imagine a future building, to attract live observations to carry out one's plan, is an extremely valuable quality of the constructive and mental activity of children of this age.

Building games are also undergoing significant changes that distinguish them from games of younger ages. Older preschoolers have a wider and more diverse game plan, they are more widely attracted to their existing ideas for the development of a game plan; there is a growing need for more diverse items to play with. And this increases the interest in making toys with your own hands, as a result of which the gameplay often merges with labor.

The close connection between building play and work makes it possible at this stage of age to find such ways of pedagogical guidance in which play, while maintaining its playful attractiveness for the child, opens up a new exciting activity for him - work. Also at this age, it is easier to manage the creative ideas of children.

Older preschoolers are already more enduring, which makes it possible to deploy longer building games with them. In their mental development, under the influence of upbringing and training received in the younger and middle groups, there have been shifts, expressed in greater concentration of attention, observation, and the ability to visually analyze. They use the luggage of their memory more freely, actively and vividly attract those impressions that they received in observations, the stories of the teacher, from reading books for the development of the idea. These new manifestations, formed from the interconnection of experience and imagination, find their manifestation in a wide variety of plots of construction projects, in combining the design of construction and story game, in the free connection of the labor process and the game.

Under the influence of learning, older preschoolers clearly express interest in the result of their activities. If children of middle preschool age are ready to repeat the same design many times with great interest, then children of senior preschool age, as they gain experience, tend to craft a variety of objects. Combining the material in different ways, actively using the acquired skills and design techniques, they come up with new buildings from desktop building material and paper. Each such thing, made with their own hands, pleases them.

With systematic training, children of senior preschool age clearly express interest in mastering the design process itself, interest in mastery of execution. They build with enthusiasm, striving to achieve a more perfect type of construction; repeatedly repeat the same paper design, trying to accurately and accurately complete it. They easily notice shortcomings in their work, and in the work of their comrades, they strive to eliminate them.

In the constructive activity of older preschoolers, as experience shows, the line of decoration of buildings is clearly visible: columns, arches, towers, steps. When constructing this or that building, they also strive to achieve the greatest resemblance to a genuine object.

The organization of direct educational activities with children in designing has a positive effect on the content of creative constructive games. The buildings of children become more diverse, more meaningful, games with them become more interesting.

In the creative constructive games of children, several lines are outlined.

1) When the game is in the nature of imitation of the construction activities of adults (for example, children depict the process of building a house and, accordingly, distribute roles among themselves: some bring building material, others carry out masonry, others are engaged in loading and unloading). As experience shows, such games especially often arise after children's excursions to construction, when they are present at the laying of a building or erecting walls of floors, they see how material is brought up, bricks are unloaded, etc. Starting to play together, three of us, 10-12 people are gradually involved in the participation.

The pedagogical significance of constructive games is that children reflect the content of the labor process in them, learn to play together, fill the game with positive experiences. For the development of constructive activity, these games are valuable in that in them children learn to express their impressions about construction, determine the plan themselves, think over the content of construction activity, plan it, and select the necessary material.

The nature of the management of this game is as follows: observation of construction under the guidance of an educator, a conversation about what he saw at the construction site, an agreement on what to play, who will do what and at the same time.

2) Children do not imitate the construction activities of adults, but build in order to get a building as a result, with which they can then play. For example, they build a steamboat - then they play travel, build a zoo - then they play zoo, etc.

Here, creative and constructive games are in a different relationship: the design process precedes the creative game and proceeds from a purely business plan.

If such games are left outside the guidance of the teacher, their value in terms of developing constructive skills will be very limited due to the great convention that children allow in their buildings. A.L. Luria believed that these games have an impact on the development of imagination and speech, but do not contribute to the development of constructive activity.

In the case when these games are held under pedagogical guidance, they open up great opportunities for the development of children's constructive abilities.

The following guidelines can be used for this:

Reminder about construction methods;

a proposal to consider an object to be built, or an illustration depicting it;

By asking questions, invite the children to remember individual parts of the building (for example, at the steamer: bow, stern, engine room);

Pay attention to the main parts of the building (for example, when building a steamer, ask: "Will your ship have a deck?" or "The captain's bridge should be made higher so that the captain can see better");

In case of obvious difficulties for children in the implementation of the plan, explain and show how one or another should be built;

· join the game without changing its content (for example, with advice or a leading question, remind how to determine the size of a building, outline interesting objects, correctly distribute responsibilities, etc.). The active participation of the educator in building games creates a special closeness in relationships with children.

3) A group of constructive games, which is characterized by the absence of a game plot: the main content in it is the constructive process itself.

With the systematic training of constructive activity, children of older preschool age enthusiastically build, rebuild, re-create the building, achieving the most perfect design, inventing more and more new decoration options. Decorative, artistic expressiveness of the building - this is the main thing that captivates them in these games. The theme of the buildings may be as follows: "Beautiful gates", "Metro station", "Puppet theater".

It is important for the teacher to arouse the interest of older preschoolers in working with various materials for construction - these are natural and additional materials, paper and cardboard.

Older preschool children enjoy working with paper. Both individual and frontal forms of work are practiced. The greatest interest in work helps to cause albums with the image of toys, as well as motivating the task (make a bookmark as a gift, etc.).

At this age, the requirements for the quality of crafts are increasing. Sometimes, having made a craft, the child evaluates it too highly. It is good to immediately offer him for comparison the best work of a friend or a sample.

It is impossible for constructive activity to be subordinated to the authority of an adult and to proceed mechanically without desire and interest. A teacher comes to bad results when he takes care of children, practices work under dictation. It is easy and simple to get used to this, because it is much more difficult to be active and independent. The main thing for a child is overcoming difficulties, the joy of creativity, and the acquisition of labor skills.

In working with children, good advice, help, support, but not imposing one's opinion is very important: "Raise your hands, those who think like Sveta, who think differently. Katya, why do you think that Sveta is wrong?"

An individual approach is of great importance. Inactive children are first offered easier work. Then connected to collective labor so that they realize themselves as equal participants, receive satisfaction from their activities. Good tricks are a positive assessment of the work of an inactive child, emphasizing his success, expressing the hope that he will soon learn to make toys even better.

To develop self-esteem and self-control, the child can be offered to make a toy for playing in the "shop". Then he is actually convinced that he likes his craft, whether his peers “buy” it, the older preschooler has to compare it with the work of his comrades, find the causes of failures, look for ways to eliminate them. A good technique for self-control is suggestions to use your toy in action: "Come on, try how your arrow flies, whether the top is spinning, whether the cap is the right size ..."

It is important to encourage and welcome the desire of children to work together, to do something independently. For example, the guys decided to make characters from paper cylinders for the fairy tale "Turnip", and then, using them, show the kids a table theater. “You thought of it well,” says the teacher. “If you need my help, please contact me: I will be happy to help.”

It is also important to maintain an atmosphere of goodwill, interest, attention and participation in the group. To draw the attention of children to the many things around that can and should be done: "I saw the torn cover of a book - fix it. The box is torn - repair it." A good trick is a reward: "Olya did not wait to be asked to fix the telescope, but she repaired it herself."

At senior preschool age great attention is given to teaching children how to work with natural material. It is important not only to involve children in the collection and storage of natural material, but also in its preparation for work.

Under the supervision of a teacher, children learn to make punctures on cones, acorns, chestnuts with an awl (they work on wooden planks). Lay out the collected material by type. The birch bark is soaked for three hours, stratified into thin plates and, after drying, placed under the press. The straws are cut with scissors (across), the knees are removed, and the scales are removed. The teacher fills the straw for several hours hot water adding a little baking soda to make it shine. Then the children cut the straws lengthwise and stick the strips on the tracing paper.

The children continue to independently select and modify natural material. Cover the cones with glue so that they do not open. They give them a fancy look by making cuts, bending and fixing in any position with adhesive tape or insulating tape (after the cones have dried, the tape is removed). Beads are strung from acorns, chestnuts, various large seeds. Learn to make toys from birch bark, straw, nutshell, make compositions based on familiar fairy tales.

By March 8, children make caskets, hairpins, bookmarks, decorated with inlay as a gift for their mother, grandmother or sister.

Older preschoolers are often indifferent to beautiful decorative ornaments, paintings, prints. The task of the teacher is to draw their attention to the sample, to help them understand the mood conveyed by the author. Only then the work will become clear, will cause a desire to try to do it yourself, to adopt the author's techniques and means of depiction. Thus, it is the educators who become the first assistants in the child's creative quest.

When guiding the constructive activities of older preschoolers, the educator needs to rely on the experience, knowledge, skills of children, strive to develop their ingenuity, creativity: "Guess how to make a bridge out of a hill?", "What needs to be done so that this car passes under the arch of the house?" etc. Also, a figurative, well-aimed and wise folk word should become a constant companion of the child: "Do not get used to idleness - learn needlework", "Whoever has a knack, he acts deftly."

What nourishes constructive activity and what is its pedagogical value? Specific observations of the phenomena of the surrounding reality, illustrations of fairy tales, albums on fine arts, - all this is the content that penetrates into children's constructive creativity.

To effectively guide the constructive activities of older preschoolers, the teacher needs to improve his theoretical and practical level; to deepen knowledge on the methodology of teaching design; know the specifics characteristics and expressive means of architecture and visual activity; improve skills and abilities in design; constantly deepen knowledge of pedagogy and psychology; involve parents in the educational process.

Nevertheless, the pedagogical skill of the educator remains the decisive factor, which involves the use of a variety of pedagogical methods of teaching the design of older preschoolers, and the creation of the necessary conditions helps to better organize the pedagogical process.

So, the management of constructive activities in a preschool educational institution involves:

creation of a subject-developing environment and its compliance with the implemented technology (availability of material, drawings, illustrations, drawings of building schemes or handicrafts);

equipping group rooms or classrooms for technical and creative design;

creating an interesting and exciting environment in the classroom or in free activities;

· methodological support for constructive activities in each age group;

psychological and pedagogical control over the qualitative characteristics of the educational process (diagnostics, control sections of children's knowledge, analysis of activity products);

raising the professional competence of teachers;

interaction between teachers and parents.

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Slides captions:

Constructive activity of preschoolers Completed by the educator: Zakharova O.V.

constructive activity. The term "construction" (from the Latin word сonstruere) means bringing into a certain mutual position various items, parts, elements. By children's design, it is customary to understand a variety of buildings made of building material, the manufacture of crafts and toys from paper, cardboard, wood and other materials. By its nature, it is most similar to visual activity and play - it also reflects the surrounding reality. The buildings and crafts of children serve for practical use (buildings - for playing, crafts - for decorating the Christmas tree, for a gift to mom, etc.), therefore, they must correspond to their purpose. Constructive activity is a practical activity aimed at obtaining a specific, pre-conceived real product that corresponds to its functional purpose.

Construction is a rather difficult activity for children. In it we find a connection with the artistic, constructive and technical activities of adults. A. S. Makarenko emphasized that the child’s games with toys-materials from which he constructs “are closest to normal human activity: a person creates values ​​and culture from materials.”

Types of construction in kindergarten: Depending on what material children create their buildings and structures from, they distinguish: construction from building materials; construction from paper, cardboard, boxes, reels and other materials; construction from natural materials. Construction from play building materials is the most accessible and easy type of construction for preschoolers.

Construction from building materials. As a rule, in building sets, individual elements are fixed by overlapping each other, putting one to the other. In addition to building kits, "Constructors" are recommended, which have more durable connection methods. Most often used wooden with the most simple ways mounts. Metal ones are also used, in which fastenings are more complex - with the help of screws, nuts, spikes, etc.

Construction from paper, cardboard, boxes, reels and other materials. Construction from paper, cardboard, boxes, reels and other materials is a more complex type of construction in kindergarten. For the first time, children get to know him in the middle group. Paper, cardboard are given in the form of squares, rectangles, circles, etc. Before making a toy, you need to prepare a pattern, lay out and stick details, decorations on it, make the necessary cuts, and only then fold and glue the toy. This whole process requires the ability to measure, use scissors. All this is much more complicated than constructing buildings by composing them from separate finished forms. Boxes of perfume, powder, matches, pieces of colored wire, polystyrene foam, foam rubber, cork, etc. are actually a semi-finished product. Connecting boxes, coils with each other with glue or wire, supplementing them with various details of other material, children receive interesting toys- furniture, transport and other products.

Construction from natural materials. Natural material as a building material can be used for children's games, starting from the second younger group. This is primarily sand, snow, water. From wet sand, children build a road, a house, a garden, a hill, bridges, with the help of forms (sandboxes) - pies, etc. At an older age, children freeze tinted water, preparing colored ice floes that decorate the site. From the snow they make a slide, a house, a snowman, figurines of animals. Using natural material in their games, children get acquainted with its properties, learn to fill their free time with interesting activities. They learn that sand is loose, but you can sculpt from wet sand, water can be poured into different dishes, and it freezes in the cold, etc. Starting from the middle group, children make toys from natural materials: branches, bark, leaves, chestnuts , pine cones, spruce, nutshells, straw, acorns, maple seeds, etc.

Features of crafts and their importance in the life of a child. The peculiarity of crafts made from this material is that its natural form is used. Quality and expressiveness is achieved by the ability to notice in the natural material the similarity with the objects of reality, to enhance this similarity and expressiveness by additional processing with the help of tools. Especially great importance this activity has to develop the imagination of the child. Scroll various kinds designing in kindergarten shows that each of them has its own characteristics. However, the basics of activity are the same: in each child reflects the objects of the surrounding world, creates a material product, the result of the activity is intended mainly for practical application.

The main teaching methods are as follows: 1. The teacher shows the methods of making a structure or a toy. Explanations help children learn not only the actions necessary to complete the construction, but also the construction of the lesson, the general order of work. 2. Explanation of the task with the definition of the conditions that children must fulfill without showing work methods. 3. Demonstration of individual design techniques or techniques of work that children master for their subsequent use in creating buildings, structures, crafts. 4. Analysis and evaluation of the process of children's work and finished products are also methods of teaching design, while it turns out which methods of action they have learned, which ones still need to be mastered.

Tasks in teaching and directing the constructive activities of children. To educate children in the necessary skills and design skills. To give children knowledge about the objects displayed in constructive activities, about their appearance, structure, about the main parts, their shape, spatial arrangement, relative size, about the materials they work with. Children should be able to group objects according to their common features, understand the relationship between the features of their form and the functions that they perform. To teach children to work purposefully, to plan their activities in advance, which is a necessary condition for the successful completion of constructive tasks. To educate children in independence in work, creative initiative. To cultivate the ability to control one's activity, direct it to a more rational way of solving the problem proposed by the educator. Do not resort to mechanical imitation of the methods of work of comrades or a previously learned method, which in this case cannot be applied.

6. It is also necessary to use the rich opportunities of constructive activity to instill in children a sense of teamwork in work. But practice shows that the relationship of children in constructive activities in itself is not always built on the right basis. Therefore, the role of the educator is of great importance here. He must teach his pupils to work collectively, discuss the idea together in advance, clearly distribute responsibilities in the process of building buildings and toys, and coordinate their work with the actions of their comrades. 7. Constructive activity requires careful use of materials. From the very first days of training, it is necessary that children follow the appropriate rules: before class, they lay out the material in a convenient order, after class or the end of the game they do not destroy, but dismantle buildings, collect unused material (boxes, pieces, paper, natural material) and carefully, in in a certain order they put it in a permanent place of storage.

It is important! Order in the workplace is a necessary condition for the successful completion of any task, educating children in the skills of organized work, aesthetic feelings. Any material with which children work should attract them with its appearance. When analyzing and evaluating works, children's attention should be paid to the aesthetic qualities of the constructed object. To develop in children the ability to evaluate the process of their work and the work of comrades from an aesthetic point of view (as far as the work process is organized, carried out in the right sequence, without unnecessary and erratic movements, at a good pace).

The value of constructive activity: Promotes the development of sensory and mental abilities of children; develops planning mental activity; promotes practical knowledge of the properties of geometric bodies and spatial relationships; plays an important role in the development of the initial skills of working in a team; brings up a caring and attentive attitude towards relatives, to comrades, a desire to do something pleasant; is of great importance for the education of aesthetic feelings: not only technical skills are formed, but also a special attitude to the world around them - children begin to feel the beauty of nature

Constructive activity acquires such a multilateral significance in the upbringing of children under the following conditions: Implementation of systematic training; Using a variety of methods and techniques

Federal Agency for Education and Science of the Russian Federation

SEI HPE "Magnitogorsk State University"

Faculty of Preschool Education

Department of Preschool Pedagogy and Psychology

Subject:"Psychological features of mastering the constructive activity of children of the fourth year of life"

Coursework in psychology

Performed: Astakhova M.A.

Scientific adviser: associate professor Lopatina E. G.

Magnitogorsk

2010

INTRODUCTION ……………………………………………………………………….3

CHAPTER I. THEORETICAL FOUNDATIONS OF THE STUDY PROBLEM

1.1. The concept of "constructive activity", its features………………..6

1.2. Features of mastering constructive activities by children in the preschool period of childhood………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

1.3. Possibilities of mastering the constructive activity of children of the fourth year of life……………………………………………………………..29

CONCLUSIONS ON CHAPTER I ……………………………………………………….34

CHAPTER II. EXPERIMENTAL-EXPERIMENTAL WORK (ON THE MATERIAL OF THE STATEMENT EXPERIMENT)

2.1. Tasks of the ascertaining experiment…………………………………..36

2.2. The results of the ascertaining experiment……………………………...39

CONCLUSIONS ON CHAPTER II ……………………………………………………..48

CONCLUSION ………………………………………………………………...50

BIBLIOGRAPHY …………………………………………………….53

APPLICATION ………………………………………………………………55

INTRODUCTION

Relevance. At present, in domestic pedagogical, developmental and child psychology, special importance is given to the search for reserves for the formation of mental activity.

From the position of the theory of amplification of the development of children (A. V. Zaporozhets), an important role in the formation of creativity is played by specific types of children's activities, which include design.

The term “construction” (from the Latin word “construere”) means bringing various objects, parts, elements into a certain mutual position.

By children's design, it is customary to understand a variety of buildings made of building material, the manufacture of crafts and toys from paper, cardboard, wood and other materials. By its nature, it is most similar to visual activity and play - it also reflects the surrounding reality. The buildings and crafts of children serve for practical use (buildings - for playing, crafts - for decorating the Christmas tree, for a gift to mom, etc.), therefore, they must correspond to their purpose.

Constructive activity is a practical activity aimed at obtaining a specific, pre-conceived real product that corresponds to its functional purpose.

Constructive activity, as a special type of mental activity, makes a significant contribution to the development of preschool children, as evidenced by the studies of A.N. Leontiev (1995), L.A. Paramonova (1979). N.N. Poddyakova (1974). E.A. Faraponova (1970) and others. At the same time, it is known that constructive skills and abilities in children of the fourth year of life, praxis are not yet sufficiently developed, it is at the first stage of formation. Therefore, the formation of constructive activity is topical issue requiring an in-depth study of its general and specific features in children of the fourth year of life.

D. Abdurasulov (1974), B.I. Pinsky (1962), E.A. Strebeleva (1982, 1992), V.T. Khokhrina (1971), V.A. Shinkarenko (1983) and others. It should be noted that in the domestic psychological literature, mainly separate aspects of constructive activity were considered labor activity. The focus of neuropsychological research was on individual elements or the general plan of motivational factors for constructive activity.

Target research– the study of the psychological characteristics of the constructive activity of children of the fourth year of life.

In accordance with the hypothesis, the following tasks:

1. To study the general and specific features of the structure of the constructive activity of children of the fourth year of life.

2. To study the features of the development and formation of some types of constructive activity.

Research objectives:

1. Conduct a theoretical analysis of psychological and pedagogical literature.

2. To select diagnostic methods for studying the features of mastering the constructive activity of children of the fourth year of life.

3. To clarify the features of mastering the constructive activity of children of the fourth year of life.

Research methods:

· Theoretical analysis of psychological and pedagogical literature.

· Analysis diagnostic methods.

· Pedagogical experiment (stating stage).

· Analysis of products of children's activities.

· Quantitative and qualitative analysis of the obtained results.

The structure of the course work. The course work consists of an introduction, two chapters, a conclusion, a list of references, an application.

Chapter I. Theoretical Foundations of the Study Problem

1.1. The concept of "constructive activity", its features

The term "construction" comes from the Latin word "construere", which means creating a model, building, bringing to certain order and the relationship of various individual objects, parts, elements.

Design refers to productive activities, since it is aimed at obtaining a specific product.

By children's design, it is customary to mean the creation of various designs and models from building materials and parts of designers, the manufacture of crafts from paper, cardboard, various natural (moss, branches, cones, stones, etc.) and waste material (cardboard boxes, wooden coils, rubber tires, old metal items, etc.). There are two types of design: technical and artistic.

IN technical designing kids basically display real-life objects, and also come up with crafts by association with images from fairy tales and films. At the same time, they model their main structural and functional features: a building with a roof, windows, a door; ship with deck, stern, rudder, etc.

The technical type of design activity includes: designing of building material (wooden painted or unpainted parts of a geometric shape); construction from parts of designers with different ways of fastening; construction from large-sized modular blocks.

IN artistic constructing children, creating images, not only (and not so much) reflect their structure, but express their attitude towards them, convey their character, using color, texture, shape.

The artistic type of design includes paper design and design from natural material.

Computer design, as well as the creation of structures from waste material, can be both technical and artistic in nature. It depends on the goal that the child himself sets for himself, or the adult in front of him.

Construction is a productive activity that meets the interests and needs of preschoolers. Created buildings, crafts, children use mainly in the game, as a gift, decoration of rooms, plots, etc., which brings them great satisfaction.

Children's design, and especially technical design (design from building materials, from parts of designers, from large modules), is closely related to gaming activity. Children build buildings (car garage, knight's castle, etc.) and play with them, repeatedly rebuilding them as the game progresses.

However, we identified features of the game and construction convinced of the feasibility fundamental separation these two activities and the need to abandon the term "building games", since such games simply do not exist.

Here we are dealing either with a role-playing game, which includes design elements that contribute to the development of the game plot, or with full-fledged design as an activity that uses toys, game elements that positively affect the design process itself.

Accounting for the features of play and design, their relationship is necessary when the teacher determines the forms and methods of organizing these different types of children's activities. For example, requirements educator to the quality of constructions, erected even by older children in the process of role-playing - unjustified because it could destroy it. And vice versa, to be content with primitive children's buildings, crafts and not purposefully form a full-fledged design as an activity means to significantly impoverish the development of children.

There are two interrelated stages in the design: conception and his execution. Creativity is associated, as a rule, more with the creation of a plan. However, practical activity aimed at fulfilling the plan is not purely performing. A feature of design thinking, even among older students, is the continuous combination and interaction of mental and practical acts(T. V. Kudryavtsev, E. A. Faranonova and others).

As for the activities of preschoolers, the mutual enrichment of practical and mental actions is one of its strengths. At the same time, practical actions can act as extensive experimentation with the material - disinterested and purposeful, associated with the implementation of the plan. The idea, in turn, is often refined and changed as a result of exploratory practical actions, which is a positive moment for the development of further creative design.

However, this happens only under the condition of organizing training aimed at overcoming the following shortcomings of children's construction. Let's consider them below.

1) fuzzy design, explained by the fuzzy structure of the image;

2) the instability of the plan - children begin to create one object, but receive a completely different one and are content with it;

3) the haste of performing activity and excessive enthusiasm for it - very little attention is paid to the idea;

4) fuzzy ideas about the sequence of actions and inability to plan them;

5) inability to pre-analyze the problem. Otherwise, as shown by many studies (A. N. Davidchuk, Z. V. Lishtvan, A. R. Luria, V. G. Nechaeva, L. A. Paramonova, E. Shalamon, etc.), children's construction may proceed at a very low level, preventing the development of a full-fledged activity of a creative nature.

The source of the idea of ​​children is the surrounding life, its rich palette: a variety of subject and natural world, social phenomena, fiction, various activities and, first of all, games, etc. But the perception of the environment in children is often superficial, they grasp, first of all, the external aspects of objects, phenomena, which they then reproduce in practical activities. That is why it is necessary not only to strive to ensure that the life of children is filled with impressions, but also to create conditions for a deeper exploration of the environment, for the formation of their ability to see the characteristic features of objects, phenomena, as well as their relationships and to convey them in their own way in constructions. , handicrafts. Design in this case is based on figurative ideas about real-life or invented by someone (for example, in a fairy tale) objects, and this becomes the basis of children's ideas.

As various types of children's activities are enriched with new content, methods and techniques, children develop the ability to build new and rather original images, which positively affects the development of both children's thinking and imagination, and the children's activity itself, including design.

At the same time, the ability to operate with images in space is especially important both in order to change the spatial position of the integral image (rotation, movement in space), and in order to transform the structure of the image (regrouping its components, details, etc.). Such mastery of spatial thinking significantly expands the possibilities of children in various types of creative design (from paper, from designer parts, from modules, etc.). And this, as shown by our joint research with I. Yu. Pashilite, is most successfully formed in the process of computer design, organized in conjunction with the practical.

In order to develop children's design as an activity in the process of which the child himself develops, experts have proposed different forms organization of design training. Some of them are widely used in practice, while others, either because of their low popularity or because of the difficulty of organization, are almost never used by teachers.

Let us briefly consider all known to us forms of organization of teaching children's design.

Design by pattern, developed by F. Fröbel, lies in the fact that children are offered samples of buildings made from parts of building material and designers, paper crafts, etc. and, as a rule, show how to reproduce them. In this form of education, a direct transfer of ready-made knowledge, methods of action, based on imitation, is provided to children. It is difficult to connect such construction directly with the development of creativity.

However, as shown by the studies of V. G. Nechaeva, Z. V. Lishtvan, A. N. Davidchuk and our own, made on the construction of building material, the use of samples is a necessary important stage of education, during which children learn about properties details of building material, master the technique of erecting buildings (learn to allocate space for construction, carefully connect parts, make ceilings, etc.). Properly organized examination of samples helps children master generalized method of analysis - the ability to determine the main parts in any object, establish their spatial arrangement, highlight individual details in these parts, etc. Such a structural analysis helps to identify significant relationships and dependencies between the parts of the object, to establish the functional purpose of each of them, creates the prerequisites for the formation in children of the ability to plan their practical activities to create structures, taking into account their main functions.

Directing the independent activity of preschoolers to the selection and appropriate use of details, you can successfully use as a model drawings, photographs that display general form buildings (F. V. Izotova). You can also offer to reproduce a sample of a certain design, giving children a building material in which there are no individual parts that make up this design, and they should be replaced with existing ones (this type of task was proposed by A.N. Davidchuk). And you can use tasks to transform samples in order to obtain new designs. In this case, the child must create each subsequent building by transforming the previous one: for example, rebuild the sofa into the guardhouse shown in the figure, using all the details of the set (the type of tasks was developed by the founder of the considered form of education, F. Fröbel).

Thus, designing according to a model, which is based on imitative activity, is an important learning step. Within the framework of this form of construction, it is possible to solve problems that ensure the transition of children to independent search activities of a creative nature.

Model building, developed by A. N. Mirenova and used in the study of A. R. Luria, is as follows. As a model, children are presented with a model in which the outline of its individual elements is hidden from the child (a design pasted over with thick white paper can act as a model). Children must reproduce this model from the building material they have. Thus, in this case, the child is offered a certain task, but not given a way to solve it.

And, as the study of A.R. Luria showed, setting such tasks for preschoolers is a fairly effective means of activating their thinking. In the process of solving these problems, children develop the ability to mentally disassemble the model into its constituent elements in order to reproduce it in their design, skillfully selecting and using certain details.

However, such an analysis provides a search aimed at transferring only external resemblance to the model without establishing the relationship between its parts, as well as the functional purpose of both individual parts and the structure as a whole. For the most effective use models in construction should be offered to children first to master the various constructions of the same object expressed in the model. Based on their analysis (identification of the main parts, their spatial arrangement, functional purpose, etc.), children form generalized ideas about the object being constructed (for example, all truck designs have common parts - cab, body, wheels, etc., which may have a different form depending on their practical purpose). These generalized ideas, formed in the process of designing from samples, will later allow children, when designing from a model, to carry out a more flexible and meaningful analysis of it, which will undoubtedly have positive influence not only on the development of design as an activity, but also on the development of analytical and figurative thinking of children.

Note that designing from a model is a more complicated version of designing from a model. However, it, unfortunately, has not received its distribution, apparently due to the fact that there are no ready-made three-dimensional models, and gluing structures is a very impractical procedure.

Design by conditions, proposed by N. N. Poddyakov, is fundamentally different in nature. It consists in the following. Without giving children a model of the building, drawings and methods of its construction, they only determine the conditions that the building must meet and which, as a rule, emphasize its practical purpose (for example, to build a bridge of a certain width across the river for pedestrians and vehicles, a garage for cars or trucks and so on.). The design tasks in this case are expressed through conditions and are of a problematic nature, since there are no ways to solve them.

In the process of such construction, children develop the ability to analyze conditions and, on the basis of this analysis, build their practical activities of a rather complex structure. Children also easily and firmly learn the general dependence of the structure of a structure on its practical purpose, and in the future, as our experiments have shown, they themselves, on the basis of establishing such a dependence, can determine the specific conditions that their construction will correspond to, create interesting ideas and embody them, i.e. . set yourself a task.

As studies have shown (N. N. Poddyakov, A. N. Davidchuk, L. A. Paramonova), this form of organization of education contributes most to the development of creative design. However, children should already have some experience: generalized ideas about the constructed objects, the ability to analyze objects similar in structure and the properties of different materials, etc. This experience is formed primarily in designing from samples and in the process of experimenting with different materials.

Note that this form of construction traditionally refers to construction from building material. However, as we have seen, it can also be successfully used in its other forms in order to develop creativity.

Design according to the simplest drawings and visual diagrams was developed by S. Leon Lorenzo and V. V. Kholmovskaya. The authors note that the modeling nature of the activity itself, in which external and separate elements are recreated from the details of the building material functional features real objects, creates opportunities for the development of internal forms of visual modeling. These opportunities can be most successfully implemented in the case of teaching children first to build simple diagrams-drawings, reflecting samples of buildings, and then, on the contrary, to the practical creation of structures according to simple drawings-schemes.

However, children, as a rule, do not know how to distinguish planar projections of three-dimensional geometric bodies (details of building material). To overcome such difficulties, templates were specially developed (V. V. Brofman), which children used to build visual models (drawings) that reflect their constructive ideas.

As a result of such training, children develop imaginative thinking and cognitive abilities, i.e. they begin to build and apply external models of the "second order" - the simplest drawings - as a means of self-knowledge of new objects.

Design by Intent in comparison with designing according to a model, it has great opportunities for developing the creativity of children, for manifesting their independence; here the child himself decides what and how he will design. But we must remember that creating an idea for a future design and its implementation is a rather difficult task for preschoolers: ideas are unstable and often change in the course of activity.

In order for this activity to proceed as a search and creative process, children must have generalized ideas about the object being constructed, master generalized methods of construction and be able to look for new ways. This knowledge and skills are formed in the process of other forms of design - according to the model and according to the conditions . In other words, designing by design is not a means of teaching children how to create designs, it only allows them to independently and creatively use the knowledge and skills acquired earlier. At the same time, the degree of independence and creativity depends on the level of existing knowledge and skills (the ability to build an idea, look for solutions without fear of mistakes, etc.).

Theme design. Children are offered a general theme of structures (“birds”, “city”, etc.), and they themselves create ideas for specific buildings, crafts, choose material and methods for their implementation. This form of construction is very similar in nature to design by design, with the only difference being that the children's ideas are limited to a specific theme. The main goal of organizing construction on a given topic is updating and consolidating knowledge and skills, as well as switching children to a new topic if they are “stuck” on the same topic.

Frame construction. This form of children's design was singled out by N. N. Poddyakov. Such construction involves the initial acquaintance of children with a frame that is simple in structure as the central link of the structure (its parts, the nature of their interaction) and the subsequent demonstration by the teacher of its various changes, leading to the transformation of the entire structure. As a result, children easily learn the general principle of the structure of the frame and learn to highlight design features based on a given frame. In this type of construction, the child, looking at the frame, must think of how to finish it, adding various additional details to the same frame. In accordance with this, the "frame" design is a good remedy the formation of imagination, generalized methods of design, figurative thinking.

However, we note that the organization of this form of construction requires the development of a special design material that allows children to make different frames - the foundations of future structures that correspond to their ideas, and then complete them to create integral objects. And only recently appeared in our country the German designer "Quadro", represented by several sets, makes it possible to implement in pedagogical practice the general theoretical idea of ​​N. N. Poddyakov.

The author of the productive idea of ​​frame design himself realized it in the experimental teaching of children to build houses of various shapes (L-shaped, U-shaped, square, etc.) by the appropriate spatial arrangement of the cubes that form different configurations of their bases, named by N.N. Poddyakov "frame". As a result, children, on a basis given by an adult, having a certain configuration (L-shaped, U-shaped, etc.), not only were able to correctly recreate the entire structure, but also learned, by preliminary building the base (frame), to practically plan the configuration of the future structure of the house, in other words, mark its foundation.

The constructive activity of preschoolers has the character of a role-playing game: in the process of creating a building or structure, children enter into play relationships - they do not just determine the duties of each, but perform certain roles, for example, a foreman, builder, foreman, etc. therefore, the constructive activity of children is sometimes called and building game.

Depending on the material from which children create their buildings and structures, they distinguish:

construction from building materials;

construction from paper, cardboard, boxes, coils and other materials;

construction from natural materials.

Construction from play building materials is the most accessible and easy type of construction for preschoolers.

Details of construction kits are regular geometric bodies (cubes, cylinders, bars, etc.) with mathematically exact dimensions of all their parameters. This makes it possible for children, with the least difficulty, than from other materials, to obtain the design of an object, conveying the proportionality of its parts, their symmetrical arrangement.

There are many sets for all age groups of kindergarten: board games, for games on the floor, in the yard. Among them are thematic ones (“Architect”, “Cranes”, “Young Shipbuilder”, “Bridges”, etc.), which are used as an independent type of material for construction, and sometimes as a supplement to the main building set.

As a rule, in building sets, individual elements are fixed by overlapping each other, putting one to the other.

In addition to building kits, "Constructors" are recommended, which have more durable connection methods. Most often used wooden with the simplest methods of fastening. Metal ones are also used, in which fastenings are more complex - with the help of screws, nuts, spikes, etc.

Construction from paper, cardboard, boxes, reels and other materials is a more complex type of construction in kindergarten. For the first time, children get to know him in the middle group.

Paper, cardboard are given in the form of squares, rectangles, circles, etc. before making a toy, you need to prepare a pattern, lay out and stick details, decorations on it, make the necessary cuts, and only then fold and glue the toy. This whole process requires the ability to measure, use scissors. All this is much more complicated than constructing buildings by composing them from separate finished forms.

Natural material as a building material can be used for children's games, starting from the second younger group. This is primarily sand, snow, water. From raw sand, children build a road, a house, a garden, a hill, bridges, with the help of forms (sandboxes) - pies, etc. at an older age, children freeze colored water, preparing colored ice floes that decorate the site. They make a slide, a house, a snowman, figurines of animals from snow.

Using natural material in their games, children get acquainted with its properties, learn to fill their free time with interesting activities. They learn that sand is free-flowing, but wet sand can be molded, water can be poured into different dishes, and in the cold it freezes, etc.

Based on the foregoing, we can draw a definite conclusion that each of the considered forms of organization of teaching design can have a developing influence on certain abilities of children, which together form the basis for the formation of their creativity.

1.2. Features of mastering constructive activities by children in the preschool period of childhood

Consider the construction of building materials in the genesis. (L. A. Paramonova, - "Children's creative design")

Due to the simplicity of its functional properties and methods, construction from building material is one of the first and very early (from 2 years old) to be used in work with children.

Fundamentally important conditions development of design technical creativity in children are two: the first is the formation of generalized ideas about the objects being designed; the second is the formation of generalized methods of design and the ability to look for new constructive solutions.

Generalized ideas about constructed objects act as a certain system of knowledge about them. For example, all bridges have such common parts as supports, a roadway, railings, etc., but depending on the practical use of bridges (pedestrian, transport, railway, etc.), these parts can differ significantly from each other in shape , size, location. Therefore, children should be able to build not one bridge, but several different ones.

Generalized methods are formed, first of all, when solving problems of a problematic nature, which involve either the search for unknown (new for children) methods of solution, or the transfer of known methods to other situations of a constructive solution. This happens most successfully in conditional design.

In connection with the foregoing, each topic offered to children should be represented by several gradually becoming more complex structures of the same object (houses, bridges, slides), which children master in the classroom in different forms of construction (according to the model, according to the conditions, according to the plan). Each topic should be devoted to several lessons following each other, in which children master the design options for the same object. At the same time, for children of primary preschool age, the educator sets the main gradually becoming more complex structures directly through the samples, and the options for their independent transformation indirectly through the conditions (for example, build the same tram as the sample, but wide). The complication of structures for each topic for older preschoolers is set not through a sample, but through a change and complication of the conditions that the object must meet.

Early age(2-3 years). So far, construction has been merged with plot-representative play, acting both as its element and as a means of helping to play out simple plots. The latter, in turn, is a motive for creating simple structures. That is why it is called “plot construction”: children build a crib and put the doll to sleep, build it for her so that she goes for a walk after sleep, etc. The initiative belongs to the teacher, and the children only fulfill her requests, some instructions like "Move the brick closer."

The main task at this age is the awakening of interest in designing, familiarizing with the creation of the simplest structures (path, gate, turret, etc.).

At the same time, children get to know their mothers; scrap, its capabilities; they form ideas about color, shape, size; spatial orientations begin to develop: the length of objects (a long path, a high turret), their location (in the middle of a house, etc.).

Younger age (3-5 years). Starting from the age of three, design is separated from the game (it is not included in the game plot) and acts as an independent productive activity.

Children of three or four years old continue to get acquainted with the properties of the main parts (brick, cube, plate, prism). They form concepts: high-low, wide-narrow, long-short, which they tend to replace with the concepts: big-small; they master two methods of solving the simplest constructive problems by replacing smaller parts with larger ones; building on and building on using the same parts. They build: short and long tracks; low and high fences, turrets; wide and narrow gates, paths, benches, etc.

Further, children of four or five years old are offered two topics: "Houses" and "Trams", each of which is represented by five main structures and ten to thirteen options. Children learn to build all the main structures according to the model under the guidance of a teacher. At the same time, special attention is paid to the organization of examination of samples according to a certain scheme, which ensures the formation in children of integrally dissected ideas about objects.

First of all we are talking about comparing homogeneous samples of buildings, highlighting the common and different in them, because the formation of the ability to analyze similar (close) objects contributes to the development in children of the differentiation of similar elements. All main structures are set in strict sequence so that work on one of them prepares for the next one.

Children create variants of the main structures themselves by converting the samples into height, length and width. At each lesson, after mastering the basic structure, children are offered tasks such as "Build the same house, but tall", "Build the same tram, but long." At the same time, children are forced to choose one of the two solutions available to them: building on or building on.

Note that these tasks are more general in comparison with tasks like "Build a house for this nesting doll", "Build a bed for this bear", etc. L. A. Paramonova found that it is still difficult for children of this age to distinguish their spatial features (height, length and width) in a toy that expresses the condition of the problem and in the construction and correlate them with each other. They solve these problems at a very low level: they either simply build a toy without caring about the structure itself, or first create a building without taking into account the size of the toy, and then try to place it there and often unsuccessfully (the building collapses).

In the process of independent transformations of given structures, children learn to identify spatial, often changing characteristics (height, length, width) in objects, which later gives them the opportunity to create structures taking into account the size of toys (doll house, car garage, etc.) .

When teaching design, it is provided not only for the complication of the structures of the same object and, in connection with this, the complication of practical actions, but also for the provision of active search activity for children. They form generalized methods of action and generalized ideas about the constructed objects, the skill of analytical activity, the ability to analyze samples that are similar in design, and on the basis of this analysis to change them in accordance with given conditions; combinatorics, activity and independence of thinking develop.

Senior age (5-7 years). When developing the content of the constructive activity of older preschoolers, it is also advisable to select several topics, each of which should be represented by several gradually becoming more complex structures. But this complication should not be set through the models offered by the educator, but indirectly, through changing and complicating the conditions that the object must meet.

Starting a new topic, the teacher gives a sample only at the first lesson, mastering which the children receive the knowledge and skills necessary for independent completion of subsequent tasks. In the future, the educator sets the children only the conditions that their construction must comply with. These conditions reflect the dependence of the design on its practical purpose.

In this regard, when organizing training, it is necessary to pay special attention to preliminary observation and analysis of the objects being constructed, determining their structure (as in teaching younger children), and also highlighting objects and their parts.

Children of five or six years old can be offered three topics: "Trucks", "Garages", "Slides". On the subject of "Trucks", after mastering the sample, it is proposed to modify it - to build three variants of truck designs for certain loads; on final lesson- build a car for transporting furniture (furniture was made by children together with a teacher from matchboxes). On the topic “Slides”, the following tasks are offered: 1) rebuild the slide so that the car moves out slower (or faster) than from the sample slide; 2) build a slide with two slopes, one of which will drive the car slowly, and the other - quickly. On the topic "Garages" - the following: 1) build a garage with one entrance for two (three) cars; 2) build a garage with two entrances for two (three) trucks.

Taking into account the practical purpose of structures involves the reproduction by children of not only the general appearance of the building, but also the correspondence of sizes, shapes, and the location of its main parts. They must first of all identify those main parts that it would be advisable to modify in each case, and decide how they will do this. When completing assignments on the topic "Slides", children themselves need to establish the dependence of the speed of the machine on the height of the slide.

The setting of such tasks significantly activates the thinking of children, their independent search activity. As a result, generalized methods for analyzing the conditions of tasks and their correlation with the ultimate goal are formed, which ensures a clear and purposeful construction by children of their practical activities.

Children of six or seven years old can be offered two topics: “Bridges” and “Buildings”. The topic "Bridges" should be devoted to several consecutive lessons. At the first lesson, a model of a pedestrian bridge is offered and the task is given to build the same bridge across a river of a certain width (“river” l - a sheet of blue paper). In the second lesson, the children build a bridge across the river, along which water transport runs (therefore, the bridge must be of a certain height). At the third stage, they build a bridge across the river of a certain width for pedestrians, vehicles, etc.

As a result of taking into account the successively increasing number of conditions relating to the same object, children learn to analyze these conditions, correlate their properties with the properties of the building (the height of the bridge with the height of the masts of the boat, the length of the bridge with the width of the river, etc.) and on this basis create different ideas and plan their practical activities.

The experience gained has a positive effect on the activities of children in the development next topic- "Building". They can independently build buildings for various purposes (a residential building with a balcony, a furniture store, a kindergarten, a fire department, etc.), subject to certain conditions set by the teacher.

As a result of such training, children are able to construct according to a theme, their own idea, they can determine the conditions that their construction must meet, i.e. set a task and create original designs, quite complex in structure, combinatorics of details. The activity of children is distinguished by the search for new solutions, their discussion with other children. They are ready for collective forms of work and for plot construction. high level. Such construction generates interesting game ideas; it becomes the stimulus of the game, contributes to the development, above all, of its storyline.

Consider the age-related features of construction from natural materials.

Starting from the middle group, children make toys from natural materials: branches, bark, leaves, chestnuts, pine cones, spruce, nutshells, straw, acorns, maple seeds, etc.

The peculiarity of crafts made from this material is that its natural form is used. Quality and expressiveness is achieved by the ability to notice in the natural material the similarity with the objects of reality, to enhance this similarity and expressiveness by additional processing with the help of tools.

This activity is especially important for the development of fantasy in a child.

The list of different types of design in kindergarten shows that each of them has its own characteristics. However, the basics of activity are the same: in each child reflects the objects of the surrounding world, creates a material product, the result of the activity is intended mainly for practical application.

IN senior group continuing training in the ability to analyze objects, highlight the characteristic features in them, compare according to these features. The ability to establish various dependencies between individual phenomena develops (dependence of the structure on its purpose, dependence of the speed of the height of the slide, etc.).

In this group, a special place begins to be occupied by the formation of the simplest elements of educational activity: understanding the task set by the educator, independent execution guidelines for how to proceed.

Children are taught to build according to a verbal description, on a proposed topic, according to conditions, according to drawings, photographs (metro station, Kremlin tower, etc.). Particular attention is paid to developing in children the ability to create designs according to plan.

Children learn a number of new constructive skills: to connect several small planes into one large one (building fences that enclose areas of various configurations), to make buildings durable, to connect rarely placed bricks and bars together, preparing the basis for floors, to distribute a complex building in height.

The acquaintance with new parts and their properties continues: with plates of various shapes and sizes (long, short, wide and narrow, square and triangular), with bars, cylinders.

Continue to improve the ability of children to bend a sheet of paper in half, four times, in different directions, smoothing out the folds. Learn to fold tight square paper into sixteen small squares, diagonally, clearly combining sides and corners; fold the circle along the diameter and glue its cone.

Learn to work according to the finished pattern, according to a simple drawing, use scissors for incisions and cutting along the contour.

In the manufacture of homemade toys from waste material - coils, wire in a colored winding, foam rubber, foam plastic, etc. - children get acquainted with the properties of these materials and learn how to use it in accordance with the intended design.

Children continue to be taught how to appropriately use natural material (acorns, grass, cones, maple seeds, etc.) in the manufacture of various crafts. Children master the skills of connecting individual parts with glue, matches.

They also improve in planning their activities, in the ability to work purposefully, showing independence, initiative, invention.

Children of the preparatory group for school are taught, when examining objects, to single out both their general and individual signs; highlight the main parts of the object and determine their shape by resemblance to familiar geometric volumetric bodies (the lobby in the cinema has the shape of a cylinder or hemisphere, the roof has the shape of a prism, etc.).

Children learn to observe symmetry and proportions in parts of buildings with great accuracy, identifying them by eye and selecting the appropriate material; learn how to design buildings beautifully and expediently.

Pupils of this age group must be able to imagine what their construction will be, what material is better to use to create it and in what sequence they will act. Children should also be able to talk about all this.

The teacher continues to teach children to build collectively not only complex buildings, where everyone builds some kind of object, but also common ones, which are carried out by the whole group. At the same time, it is important to form the ability to agree on the topic of construction, on the necessary material, the ability to build together, consulting with each other, taking into account the opinions of comrades and motivating their proposals.

Children of the preparatory group for school build complex and diverse buildings from a large number of materials, with architectural details, two or more ceilings, from photographs, from memory and according to given conditions.

In the process of constructing these buildings, it is necessary to continue to consolidate the ability to establish the relationship between the shape of an object and its purpose, the ability to independently determine the design and relative size of individual parts.

In the classes on making crafts, children consolidate the skills and abilities to work with paper obtained in the older group: fold paper in different directions, divide it diagonally, fold ready-made patterns and cut out the details according to the pattern.

Children in this group are taught to make various crafts - toys, using paper in combination with other materials.

Constructing from paper, cardboard and natural materials (bark, boards, sticks, etc.), children make toys for playing with water, wind (boats, boats, barges, turntables). At the same time, the teacher teaches children to establish a connection between the shape of the object and its purpose (the barge is wide with a blunt bow, it swims slowly, but takes a lot of cargo, etc.).

The main methods of teaching children of this age group to construct from building materials are information-receptive, reproductive, research and heuristic. Children get acquainted with the objects of the image according to the model, explanation, display, preliminary, purposeful observation on walks, drawings and photographs.

Thus, we see that the development and formation of children's design takes place in stages, in accordance with the principles of increasing the complexity of the material, the transition from simple to complex - when getting acquainted with new types of design and materials.

1.3. Possibilities of mastering the constructive activity of children of the fourth year of life

The younger preschool age is characterized by a high intensity of physical and mental development.

Visual-figurative becomes the predominant form of thinking. The child is able not only to combine objects according to their external similarity (shape, color, size), but also to assimilate generally accepted ideas about groups of objects (clothes, dishes, furniture). Such representations are based not on the allocation of common and essential features of objects, but on the union of the elements included in general situation or having general purpose.

Children of primary preschool age show an active interest in the objects and phenomena that surround them, however, due to the lack of formation of stable voluntary attention, they cannot be engaged in one thing for a long time and with concentration. These features are important to take into account when organizing educational and cognitive activities. The teacher builds his activity on the basis of game methods and techniques. In the game, the child learns new knowledge, learns to operate with objects and aids, learning their properties and qualities.

know:

Colors of the spectrum and their shades;

Your first and last name, the names of people in your immediate environment;

Parts of the body and face, their number and purpose;

Names of cubs of domestic (cow, goat, horse, dog, cat) and wild (hare, wolf, fox, bear, sparrow, crow, dove) animals;

Names of two trees, two herbaceous plants;

The main details of clothing, furniture, utensils.

By the end of the year, the children of the younger group have an idea:

That purple, orange and green are the result of mixing two colors;

About all the seasons and their characteristic features;

About the main pets, wild animals and birds;

On the appointment and care of clothing, furniture and utensils;

About the parts of the day;

About the actions of children and adults in different time days.
Children may:

Distinguish and name the objects of the immediate environment, their color, shape, size, essential parts and details, the actions of objects;

Distinguish primary colors;

Distinguish human emotions

Distinguish between animals and birds;

Distinguish by taste, color, shape and size vegetables and fruits, the most common in the area;

Use generalizing words;

Use simple symbols.

As a result, children may:

Compose and compare sets of 1–5 elements;

Distinguish between the concepts of one and many;

Correlate substitute items (numeric cards, counting material) with the number of items in this group;

Find and name the number of objects in the plot drawing, expressed in terms of "many - few - one";

Model real and abstract objects from geometric shapes in the form of applications or drawings from 2-3 parts according to the sample.

In productive activities:

ART ACTIVITIES

Children may:

- use a pencil

- use a brush and paints, use water;

- apply simple lines and spots with gouache;

- draw lines vertical, horizontal, circular;

- use different colors to create expressive images;

- make patterns using elements of various shapes and colors;

- create plot compositions;

- emotionally beat the drawing, find a verbal description for it.

MODELING, APPLICATION, DESIGN

As a result of work, children get acquainted with:

- the names and properties of the main materials for work (plasticine, plastic mass, clay);

- the principles of modeling the simplest forms (ball, stick);

- the simplest transformations of the ball and sausage sticks;

Children are studying:

- Maintain order in the workplace.

Children may:

- quite intensively master rational activities and their structure: concept (goal), means, planning, result.

- separate small pieces from a whole piece of material;

- roll out the pieces with direct movements (back and forth), getting a sausage stick;

- roll out the pieces in a circular motion, getting a ball;

- flatten the ball, stick-sausage to obtain elements of planar work;

- sculpt the simplest objects, consisting of 2-3 parts;

- decorate the work with dots and notches using a matchstick.

As a result of work, children get acquainted with:

- the names and properties of the main materials for work (paper and cardboard can be glued together, paper can be folded, crushed into a ball, etc.);

- gluing rules (carefully apply glue on the back side, press the parts together, use a cloth if necessary);

– rules of labor safety and personal hygiene when working with the specified tools and materials.

Children are studying:

Children may:

- make patterns using familiar geometric shapes (circle, square, triangle), placing elements on the sides, middle, corners, border, etc .;

- compose a whole work from a set of blanks, arranging each of the elements in accordance with its place and purpose.

Construction

1. Basic materials and tools. Wooden constructor for large buildings (cubes, bricks, plates, cones of different sizes), toys for playing with simple plots, natural material (cones, chestnuts, acorns, etc.).

Learn to build the simplest buildings, beat them with toys; change buildings in height or width; arrange parts, moving them closer to each other or placing them at a certain distance from each other.

As a result of work, children get acquainted with:

- names of various construction details;

- rules for designing from building material.

Children are studying:

– maintain order in the workplace and observe the rules of work safety and personal hygiene.

Children may:

- under the guidance of a teacher, determine the sequence of actions;

- build elementary buildings;

- complicate, transform the work in two ways: in height and in width;

- use the concepts of "high - low, wide - narrow, long - short, the same";

- close the space (fence, house, etc.);

- use various parts and toys correctly in their work;

- add the missing elements to complete the work;

- Maintain order in the workplace while working.

So, based on the foregoing, we came to the conclusion that the younger preschool age is the most sensitive for the development and formation of constructive activity.

Chapter I Conclusions

Chapter II. Experimental work (based on the ascertaining experiment)

2.1. Tasks of the ascertaining experiment

On first stage carried out ascertaining experiment, the purpose of which was to identify the initial level of development of creative abilities of younger students.

An important role in our study was design thinking, which we considered as the ability to see an object in a complex and at the same time imagine the ratio of its parts, the ability to mentally dismember and assemble it.

Therefore, for diagnostics, we isolated the necessary design skills.

Design skills include:

the ability to recognize and highlight an object (to see the essential);

the ability to assemble an object from ready-made parts (synthesize) or build using drawing tools;

the ability to dismember, highlight the components (analyze);

the ability to modify or transform an object according to the specified parameters;

the ability to assemble a new object from a transformed or modified object, or its individual parts.

At the stage of the ascertaining experiment, we checked the formation of the first 3 components of design skills (the last two had to be formed in children in the course of practical work when teaching design).

Taking into account the peculiarities of design thinking, we considered it expedient to carry out diagnostics in 2 directions.

1) To study the features of the formation of design skills. 2) Explore the level of development of creativity.

For this, we chose the methodology of G. A. Uruntaeva.

Let's describe it in more detail.

The complex of diagnostic methods consists of six tasks, which are evaluated in points. The sum of points for all tasks determines the level of development of constructive activity. Let us present the features of the technique in the form of a table.

Table 1.

Criteria for evaluating constructive activity

Criterion	High level	Average level	Low level
The study of spatial orientations	Minimum number of errors, good orientation.	Errors in orientation to the sides, with the position "upside down"	The parties do not differentiate.
Learning the ability to represent the spatial positions of objects in the design	The correct arrangement of parts relative to each other, the representation of the sequence of execution of the object	Insufficiently clear ideas about the sequence.	Difficulties in completing the task.
Design Efficiency Study	verbalizes activity, plans, evaluates action,	He comments little on his buildings, does not seek advice, does not state the result.	Speech activity is reduced, activity is not planned.
The study of design by design	Noted: planning, sustainability of design, design complexity, independence, originality	Planning is insufficient, the idea is not stable, elements of a complex structure, independence, Not particularly original.	Lack of planning, a specific design, simplicity of design, constant monitoring and assistance is required.
Examining the effect of a sample	The building is identical to the model or slightly different from it.	Using parts of a different shape and pattern, changing the size.	The building is completely different from the sample.
The study of design motives	Design motive prevails	the design motive is sometimes replaced by a game	The game motif prevails.

2.2. The results of the ascertaining experiment

The experiment involved 15 children aged 3 to 4 years, pupils of the MDOU "Kindergarten No. 39" in Magnitogorsk.

Table 3

List of children experimental group

Let's present the results in the form of a pivot table.

F.I.	1z.	2 s.	3 s.	4z.	4 h.	6 s.	Sum
1. Julia K.	Wed	Bottom.	Wed	Wed	Wed	Bottom.	Wed
2. Ilyusha L.	Wed	Wed	Bottom.	Wed	Bottom.	Wed	Wed
3. Christina M.	Bottom.	Bottom.	Bottom.	Wed	Wed	Bottom.	Bottom.
4. Dima S.	Bottom.	Wed	Wed	Wed	Bottom.	Wed	Wed
5. Serezha L.	Wed	Bottom.	Bottom.	Wed	Wed	Bottom.	Bottom.
6. Ira P.	Bottom.	Wed	Wed	Bottom.	Bottom.	Wed	Bottom.
7 Vlad G.	Wed	Bottom.	Wed	Wed	Wed	Bottom.	Wed
8. Olya S.	Wed	Wed	Bottom.	Bottom.	Bottom.	Wed	Bottom.
9. Slava K.	Wed	Bottom.	Wed	Wed	Bottom.	Bottom.	Wed
10. Ilyusha F.	Bottom.	Wed	Wed	Bottom.	Bottom.	Wed	Wed
11. Danil M.	Wed	Bottom.	Bottom.	Wed	Wed	Bottom.	Bottom.
12. Alena S.	Wed	Wed	Bottom.	Bottom.	Bottom.	Wed	Bottom.
13. Dima P.	Bottom.	Wed	Wed	Wed	Bottom.	Bottom.	Wed

From the presented table it can be seen that all subjects are characterized by average and low level development of constructive activity. The obtained data can be presented in more detail in Figure 1.

Fig.1. Quantitative ratio of levels of development of constructive activity

From this diagram it can be seen that most of the subjects of the experimental group are characterized by a low level of formation of constructive activity, their number is 8 people (53%). These children are characterized by:

· Do not differentiate sides.

· Difficulties in completing the task.

Speech activity is reduced, activity is not planned.

· Lack of planning, a specific design, simplicity of design, constant monitoring and assistance is required.

· The building is completely different from the sample.

· The game motive prevails.

The rest of the subjects - 7 people (47%) demonstrated an average level of formation of constructive activity. These children are characterized by:

Errors in orientation to the sides, with the position "upside down

· Insufficiently clear ideas about the sequence.

· Few comments on his buildings, does not seek advice, does not state the result.

Planning is insufficient, the idea is not stable, elements of a complex structure, independence,

Not very original.

· Using parts of a different shape and pattern, changing the size.

The design motive is sometimes replaced by a game.

According to the formation of design skills, we received following results.

In the process of analyzing the data obtained, we drew attention to the insufficient formation of design skills in children. Difficulties and mistakes of children in reproducing the construction indicate the immaturity of perception, fragmentation of ideas, insufficiently developed figurative thinking, the inability of children to properly organize the process of perception (observe, analyze an object, highlight the main thing, establish existing connections), namely, the development of these skills and abilities is necessary a condition for the development of creative abilities in younger students.

Having examined the level of development of creativity during design, we noted that: the level of children in both groups is approximately the same. But the average level of manifestation of creativity dominates over the indicators of good and low levels.

The basis of the system of classes proposed by G.V. Uradovskikh, is the idea of ​​the relationship productive activity child and his speech. Children's productive activities are always full of emotions. emotional experiences children, both in the process of activity and in the process of discussing its results, encourage children to speak. And the participation of the child in the creation of a collective work naturally gives rise to situations of communication, speech dialogue. This means that the actual speech and vocabulary work can be organically “implanted”, implanted into classes for teaching productive activities.

This approach is especially attractive for educators: integrated classes do not require additional "hours" and allow at the same time to solve different, but extremely important tasks for the development of the child.

In this system of classes, the development of children is based not only on traditional types of productive activities, which include drawing, modeling, appliqué and construction from building materials. Artistic design from paper and design from the details of the "universal" designer are also being introduced into the work.

The introduction of additional types of design also does not imply an increase in the total number educational activities and in accordance with the approved plan educational work with children 3-4 years old. This became possible due to the replacement of one occupation with another. Paper art classes are held once a week instead of one of the three scheduled speech classes. The basis for the replacement is a complete solution to the problems of speech development in the process of an interesting and easy productive activity for children with paper. Classes on designing from the details of the "universal" designer are held instead of classes on the application.

Program structure

The system of classes includes notes on two types of activity: "Constructive activity" (1) and "Visual activity" (2). Within each type of activity, abstracts are presented on the design of paper (1.1), parts of the "universal designer" (1.2), building material (1.3); drawing (2.1) and modeling (2.2) by months and weeks (within each month). Before each lesson, the month, the serial number of the week, the general topic (speech therapy), the topic of this particular lesson and its number are indicated.

The productive activities of children are organized according to the thematic principle.

The topics of productive activities of children during one week are repeated several times with minor changes in the classroom for each type of visual and constructive activity. This allows the teacher to eliminate the mechanical nature when re-acquainting younger preschoolers with the most typical, vivid and characteristic objects, phenomena and events of the surrounding reality. Re-creation of the image enriches children and makes the process of drawing and designing for toddlers more understandable, interesting and successful, as it reinforces the way it is built in an artistic form.

But organization pedagogical process thematically, it faces some difficulties.

The main difficulty is related to the need to coordinate the logic of the formation and development of children's productive activities with specific speech therapy topics set in a strict sequence. The topics proposed by the speech therapist teacher do not always allow teachers to follow the logic of the formation of visual and constructive activities. Some topics could be maximally disclosed in all types of visual and constructive activities, but this is not allowed by the terms of the speech therapy work allotted for them (a week). Other topics are difficult to implement in certain types of productive activities. Therefore, there are topics that are mastered by kids not in the process of just one or two types of activity.

Despite certain difficulties in organizing the pedagogical process on speech therapy topics, a reasonable compromise was found in the planning of the program, which makes it possible to harmoniously combine the speech and productive activities of children of primary preschool age with OHP.

Speech tasks and their gradual complication in the classroom for design and artistic activity

In the process of teaching children various types of practical activities, speech tasks developed by speech therapists L.P. Borisova, E.A. Lvova.

The work of an educator in developing children's ability to answer questions in the process of drawing or designing includes six stages and involves a certain sequence.

At first, the child is not required to answer with a word. It is enough that he shows the object or produces necessary action with him. Then the teacher encourages the child to pronounce the word with himself (conjugated speech). Next, the child is encouraged to speak independently. This statement consists of one word, then takes the form simple sentence from 1–2 words; finally, it grows to a self-constructed sentence of 2–3 words, and then of 3–4 words.

Starting from the third stage, along with conjugated speech, the educator also practices the reflected form of speech - the repeated pronunciation by the child (or all children at the same time in chorus) of individual words, phrases after an adult or another child. The educator uses simple speech patterns in the process of practical activities throughout the lesson. More complex ones - at the end, upon completion of work. The teacher sums up what the children did in the lesson. The content of the teacher's story, as a rule, is a repetition of the sequence of actions performed by the children, and inviting them to discuss the result of the work.

Universal constructor from "patchwork"

One of the blocks of classes presented in the program of Galina Uradovskikh is devoted to working with the universal designer created by her.

The constructor consists of geometric shapes of different shapes, colors and sizes, cut out of fabric, and "working fields" - stands covered with light-colored fabric. Working with the designer involves laying out figures on the background in accordance with the plan little artist. The kid, thus, successfully masters the basics of composition, learns to distinguish and name geometric shapes, their colors. But unlike the same application, the constructor allows the child to easily correct the mistakes made, replace one detail with another, supplement the created “picture” or vice versa - remove some elements. At the same time, the work also gives him pleasant tactile sensations: Details are cut from soft fabric pieces that caress the palm and are easy to touch.

Since no special technical skills are required to work with the constructor, it can be used when working with children. different ages. And even three-year-olds can create with it variety of options subject, subject, landscape and decorative compositions, distinguished by their integrity and pleasing to the eye with "perfection". That is, the designer is a "potential field of success" for a variety of children - gifted or with developmental delays.

In addition, such construction is a synthetic activity, during which the educational tasks of visual and constructive activity can be simultaneously solved, providing children additional features for the development of sensory, cognitive and creative abilities.

Most often, the universal designer of Galina Uradovskikh is used by teachers working under the "Development" program. But the "patchwork designer" will take its rightful place in the offices of speech therapists and psychologists, and in sensory rooms, and in art studios - the ways of its application and the tasks that it allows you to solve are so diverse. Class notes are presented in Appendix 1.

Chapter I Conclusions

Perceiving the object of constructive activity as a flow of sensory information, the child cannot fully analyze the initial information about the object on his own. Penetrating into the mind of the child, influencing him, from the standpoint of his authority and significance for children's team, the teacher is able to significantly correct and manage the process of perception of the initial information, its comprehension and structural organization by the child's consciousness. Arbitrarily controlling the attention of children, it is necessary to stimulate the process of analyzing qualitative and quantitative features and parameters that characterize and determine the properties of specific objects involved in the process of constructive activity. Using the method of comparison and the corresponding conceptual apparatus, the teacher can successfully form in children the skills necessary to perform not only substantive, but also constructive activities. These include the ability to isolate individual details from a complex whole, differing in specific features and properties. The quality of perceived information depends on the state of the sense organs, autonomic and higher nervous systems of the child. Students need to be able to successfully navigate in space and fix the features of the location of individual figures and three-dimensional bodies in it.

Conclusion

Under children's design, it is customary to understand the creation by a child of structures, models from various materials, which determine the type of design.

The most studied was construction from building material (A. R. Luria, N. N. Poddyakov, V. G. Nechaeva, Z. V. Lishtvan, A. N. Davidchuk, V. V. Kholmovskaya, etc.). Various forms of organizing training were proposed: according to the model, model, conditions, topic, design. However, a system of teaching children even this type of construction that develops creativity has not been developed.

In pedagogical practice, other types of design are also widely used - from parts of designers, from paper, large-sized modules, natural and waste materials, etc. However, none of them has been subjected to a special study, including in order to determine the principles and conditions for development in them. children's creativity.

In this regard, children's construction using different materials, as shown by the analysis of methodological literature (E. K. Gulyants, I. Ya. Bazik, Z. A. Bogateeva, etc.) and practice, is mainly of a purely reproductive nature.

At the same time, children's design, by virtue of its very creative and transforming nature and correspondence to the interests and needs of a preschooler, with a certain organization of education, can be truly creative. In its mainstream, conditions are created for the development of imagination (L. S. Vygotsky, E. V. Ilyenkov, V. V. Davydov, O. M. Dyachenko, etc.) and intellectual activity (D. B. Bogoyavlenskaya), experimenting with the material (E. A. Flerina, N. N. Poddyakov), the emergence of bright and "smart" emotions (A. V. Zaporozhets), which allows us to consider children's design powerful tool development of creativity in preschoolers.

In the process of creative construction from different materials, children form generalized means of constructing activities (N.N. Poddyakov, L.A. Paramonova). This position is supported by a broad understanding of the very term "construction", which comes from the Latin word "construere" and means building, putting in order, in a certain relationship of individual objects, parts, elements. All this allows us to consider design not only as a means of creating specific products, but also as an activity within which a general ability to build integrity is formed. various types. This understanding of design formed the basis of our study.

All this makes it especially relevant to study children's design in all its types, types and forms, to identify the features of its formation as a creative activity throughout preschool childhood, to develop specific pedagogical technologies learning.

Constructive activity, as a special type of mental activity, makes a significant contribution to the overall level of mental development of children of preschool and primary school age, as evidenced by the studies of V. V. Brofman, L. A. Paramonova, N. N. Poddyakova, E. A. Faraponova, V.V. Kholmovskaya, and others. At the same time, it is known that in children with intellectual disabilities, both the formation of specific children's activities and constructive praxis suffer. Consequently, the directed formation of constructive activity is an urgent problem for teachers and psychologists working with this contingent of children. This requires an in-depth study of its general and specific features in children with developmental disabilities.

The combination of objective activity and the thought process in constructive activity allows one to effectively form and improve, in addition to motor skills and stereotypes, perception as well.

Any constructive activity, unlike objective activity, contains elements of creativity and independent thinking. Such an activity requires a certain preparation of the performer. It is necessary to be able to informally, creatively solve various problems. Any creativity requires the adoption of an independent decision, developed on the basis of a conscious or intuitive analysis of the initial data concerning and related to the object under study. To solve creative problems, the child often has to conduct a visual examination of the objects of study. The survey should not be spontaneous, formal, random and spontaneous, but be purposeful and strictly organized by the appropriate methodology.

Perceiving the object of constructive activity as a flow of sensory information, the child cannot fully analyze the initial information about the object on his own. Penetrating into the mind of the child, influencing him, from the standpoint of his authority and significance for the children's team, the teacher is able to significantly correct and manage the process of perception of the source information, its comprehension and structural organization by the mind of the child. Arbitrarily controlling the attention of children, it is necessary to stimulate the process of analyzing qualitative and quantitative features and parameters that characterize and determine the properties of specific objects involved in the process of constructive activity. Using the method of comparison and the corresponding conceptual apparatus, the teacher can successfully form in children the skills necessary to perform not only substantive, but also constructive activities. These include the ability to isolate individual details from a complex whole, differing in specific features and properties. The quality of perceived information depends on the state of the sense organs, autonomic and higher nervous systems of the child.

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Application

Lesson notes

The first classes on all types of productive activities of children of the proposed system are devoted to experimenting with each type of visual means and constructive material. As N.N. Poddyakov, the development of children's creativity is possible at all stages of teaching children productive activities, and not only after they are saturated with certain knowledge, skills and abilities. The activity of experimenting with different materials allows the child to experience the joy of learning and the first independent discoveries against the background of a high emotional tone; there is a surge of cognitive and speech activity, as the basis of children's self-development.

SEPTEMBER. THIRD WEEK

TOPIC: "KINDERGARTEN"

paper construction

Lesson number 1. "We love to deal with paper"

Program content

1. Introduce children to the different properties of paper (softness, density, smoothness, haze, color, variously called) in the process of independent experimentation with it.

2. Develop imagination, master the actions of "objectification" - learn to see specific objects (objects) of reality in scraps or wads of crumpled paper.

3. Exercise to act differently with paper (crumple, tear).

4. Learn to work together with the teacher and peers of the subgroup.

Tasks of speech development*

1. Enter into the active dictionary: nouns (paper, tube, lump, strip, napkin, newspaper, color, cardboard, fingers, hands); adjectives (obedient, beautiful, newspaper, toilet, blue, red, green, yellow, soft, hard, smooth, big, small); verbs (rustling, torn, roll, tear, tear, crush, squeeze, help, see, see).

2. Learn to understand the questions of indirect cases "What?" (I crumple, crumple), “What?”; answer the questions “What is this?”, “Who is this?”, “What is he doing?” based on the object and action; coordinate adjectives with nouns in the masculine and feminine singular of the nominative case (What kind of paper? - Obedient, soft, hard, smooth, blue. The tube is large, small. The lump is large, small, red, blue, yellow, green); build sentences from two words (Here is a napkin. Give me a lump).

speech material

We don't spare paper
What comes out - look.
We don't spare paper
We bend the corners.

(O. Dybina)

different in color, softness and texture of cutting paper (corrugated, writing, newspaper, table paper, toilet, cardboard, different in color).

STUDY PROCESS

1. The teacher draws the attention of the children to the paper lying on their tables. He invites children to consider it on their own and work with it at their own discretion, gives children the opportunity to actively act with the material without commenting on their actions.

2. After 2-3 minutes, the teacher clarifies that children act with paper in different ways: some crumple it, others tear it, fold it and make lumps out of it. With questions and exclamations, the teacher comments on the actions of the children.

Possible comments

Vova took the paper. And Anna took the paper. And Olya took the newspaper. This newsprint.
Let's break the paper! Like this!
- Tanya tears the paper. And Vova tears the paper. We tear paper.
- Vova, what are you doing with paper now? (Vova: "Ditch".)
- Tanya, what are you doing with paper now? (Tanya: "Ditch".)
- Tanya, what are you tearing up now? (Tanya: "Paper".)
- Nina, take a red napkin. - Nina took a red napkin. - Nina, what did you take? (Nina: "A napkin.")
- Nina, what napkin did you take? What color is she? Which? (Nina: "Red".)
- Misha, can I give you a green napkin? Say give me a napkin! Repeat: "Give me a napkin!" (Misha: "Give me a napkin.")
- Misha crumples a napkin. And Tanya crumples the napkin. We crumple napkins.
- Tanya, what are you doing with a napkin now? Are you washing a napkin? (Tanya: "Mnu".)
- What are we doing with napkins now? (Children: "Mnem.")
- What do we think now? (Children: "Napkins.")
- We're wrinkling a napkin. The napkin rustles. Listen, the napkin rustles. Anya, is your napkin rustling?
- How do we wrinkle a napkin? We knead it with our hands and fingers.
- The cloth is soft. She wrinkles easily. Here's a soft washcloth. She is soft.
- Tanya, what a napkin, tell me! Is she soft? (Tanya: "Soft")
- I got a lump. Here's the lump I got. Tanya, did you get a lump? (Tanya: “It turned out.”)
- Misha, what did you do? What is this? (Misha: "Lump".)
- These are the big lumps we got!
- Tanya, what kind of lump do you have? Big? (Tanya: "Big".)
- Tanya got a big lump. And what kind of lump did Anna have?
- The napkin is easily wrinkled. She is obedient. What napkin? Say Tanya! Is she obedient?
- That's how many lumps we got! Lumps big and small! Tanya, show me a little lump! What is he? Tell! Misha, show me the green lump! That's right, this lump is green! Tell me what he is. Repeat: green! (Misha: "Green")
- The paper is smooth. Run your hand over it, feel how smooth it is?
- What are we going to do next? We'll roll up the paper. Like this. Here is the tube! Anya folded the paper. Vova folded the paper. We rolled up the tubes. Wow, what did you do? Did you turn the tube? (Vova: “I turned it off.”)
- Anya, what did you do? (Anna: "Tube".)
- Vova, what tube did you get - big or small? Tell!
- You can see in the tubes! Like this! Let's take a look at the tubes! Vova, do you see Anya? (Vova: "I see.")
- We see each other!

The teacher encourages children to conjugate and reflected pronunciation of speech material. It helps to generalize the sensory experience of children, to notice the features of each type of paper (which paper rustles louder, which one tears more easily, which one is the most beautiful, which one is easier to work with, which one is easier to roll into a tube or lump, which one is more obedient, etc.).

3. At the end of the lesson, children are read an excerpt from a poem, they are asked to consider the results of practical activities and name them (for example: berry, candy, cloud, leaf, tube, etc.).

Building material construction

Lesson number 1. "How to deal with these cubes and bricks?"

Program content

1. Provide children with the opportunity to independently get acquainted with cubes, bricks, prisms (distinguish shapes, name them); lead to an understanding of the functional purpose of the material - to build a variety of structures.

2. Learn to experiment and independently discover the structural properties of a building material. Develop imagination, master the actions of "objectification" - to see familiar objects in different in shape and size details of building material, combined according to a certain principle.

3. Encourage connecting and placing parts in space in different ways.

4. Raise interest in constructive activities from building material and the desire to build the simplest models of real objects. Learn to work with peers.

Tasks of speech development

1. Enter into the children's active dictionary: nouns (cube, brick, house, tower; other nouns denoting buildings according to the children's plan); adjectives (big, small, identical, different, low, tall, hard, yellow, red, blue, green); verbs (put, connected, put, made, built); pronouns (I, he, she, they, we).

2. Learn to coordinate pronouns with present and past tense verbs (I did. We built. She set); answer questions based on the object and action (What is he doing? What are they doing? What have they done? What have they done? What is it?); build two-word sentences.

speech material

Here are our cubes.
We build houses.
You will also learn
To build houses.

(Excerpt from the poem by N. Naydenova "New Girl")

Demonstration and handout material

Desktop building material: cubes, bricks, prisms (10 pieces of each type for one child).

STUDY PROCESS

1. The teacher invites the children to sit down at the tables and introduces them to the details of the building material: shows, names and asks to repeat the name of each detail, but does not name their functional purpose.

Questions and remarks addressed to children:

What is this? (Cube.)
Are these cubes the same or different? (Different.)
- This cube looks like a brick. It's called "brick". Repeat, Vanya, what is it?
- Look, are these "bricks" the same or different?
- Which brick is long? This brick is long. Say it again, Polina!
What does this cube look like? (To the roof.) Such a cube is called a "prism." (Children should learn to distinguish this detail from other elements of the building material, but it is not necessary to name it.)
- Look at the shape of this detail.
- Show me where the corners of this cube are?
- Cube, brick, prism - these are the details.

2. The teacher invites the children to work with the material (cubes, bricks, prisms) at their discretion, to do what they want with it. Children experiment with building material details. Some of them sort out, examine the details of the building material; others knock with cubes and bricks or drive them around the table like a car; still others try to build elementary structures. The teacher is watching independent activity children, encourages them, teaches them to work only on the table and encourages them to “articulate” their practical actions with the material.

Remarks addressed to children:

Danya, what did you do with the cube now - did you put it in or put it down?
- Misha, what did you take - a cube or a brick?
- Nastya, what is in Vanya's hands? Tell me, Nastya, what does he have?
Is the cube soft or hard?
- What kind of brick?
- Anya, what are you doing now?
- Vanya, what is Anya doing now? What is she doing? (She is building.)

Seeing that one of the children of the group "designed" the simplest model real object (involuntarily connected the details), the teacher draws the attention of all children to this model: he asks to consider it, to say what details it consists of.

Misha, what did you do? What is this? (This is a house.) Look, children, what kind of house Misha turned out to be.
- Misha, where are the walls of the house? Show the cube that made the walls.
- Misha, show me: where is the roof? This detail is called a "prism".
- What color is the roof? What is the roof? (She is green.)
- Anya, what kind of house did Misha get - small or big?
- And what happened to you? What does it look like?
- What kind of tower is Yurina - high or low? What tower?

3. After the children work out with building material on their own (5–7 minutes), the teacher sums up: cubes, bricks, prisms are building material. From it you can build different buildings.

Children are invited to say what each of them did: you need to name the building with a word or say what it looks like. If the child finds it difficult to answer, all the children help him. In the course of the conversation, the name of the details of the building material is fixed; Each child's efforts are appreciated.

Questions for children:

Mitya, what did you do?
- Anya, what happened to you?
- What did you build, Vanya?
- Yura, what did you do? What is this?
- What a beautiful building Yura built! He built it from blocks.
- Anya has a brick building. Repeat, Vanya: what is it?
- Show me the cube. Show the prism. Where is the brick?

Construction from parts of a universal constructor

Lesson number 1. "How to deal with these figures?"

Program content

1. To acquaint children with the design properties and functional purpose of the parts of the universal designer in the process of independent experimentation with its elements (geometric figures of different shapes, colors, sizes).

2. To develop the imagination, to master the action of objectification - to teach to see specific objects (objects) of reality in different combinations of elements of the designer.

3. Teach children to act carefully with the details of the designer.

4. Raise the desire to work together with the educator and peers of the subgroup.

Tasks of speech development*

1. Enter into the active dictionary: nouns (figure, circle, triangle (roof), square, berry, apple, picture); verbs (lie, help, take, do, put, collect, remove, lose); adjectives (beautiful, colorful, green, red, yellow, blue, round, small, large).

2. Learn to coordinate adjectives with nouns (a flower is blue, red, yellow, beautiful; the house is low; the berry is red, small; the circle is small, large); answer questions (What is it? What are you doing?) based on the subject and action; build sentences from two words (I take. Olya did); use singular and plural verbs of the present and past tense (the circle lies - the apples lie; I take - they take; I put - they put; he did - we did; I collected - we collected; I took off - we took off).

Demonstration and handout material: different in shape, color and size of the details of the designer (square, circle, triangle).

STUDY PROCESS

1. The teacher draws the attention of children to the design material and offers to work with the elements of the constructor - play with it the way they want. Their actions are not commented.

2. After 5-7 minutes, the teacher, without giving direct instructions, using only questions to the children, indirectly directs the course of children's activities, teaches to see specific objects (objects) in different combinations of elements of the designer, develops the ability to notice the expressiveness of the color of geometric shapes and their combination with background surface of the stand.

Remarks of the teacher and questions to the children:

Vova took the circle. And Anya took a circle. And Olya took a square. Kolya, what do you have in your hands?
- Let's see what Kolya did. Kolya, what did you do?
- Wow, what are you doing now?
- Tanya, what are you doing now?
- Nina, take the red circle.
Nina took the red circle.
- Nina, what did you take? (Circle.) Nina, which circle did you take? What is he? (Red.)
- Misha, can I give you a green square? Say give green square! Repeat! (Give me a square.)
- Tanya, what have you done now? (Berry, apple, tomato.)
- What are you doing right now?
- What are you collecting now? (Circles.)
- Tanya, what figurine do you have in your hands? Tell! (Roof, triangle.)
- These are Tolya's big circles! Tolya, what did you do?
- Tanya got big apples!
What happened to Anya?
- That's how many houses Kolya got! Kolya made houses - big and small!
- Tanya, show me the little house! What is he? Tell!
- Misha, show me the green house! That's right, this house is green! Say what is he? Repeat: green!
- Vitya has a big circle. See how big the circle is.
- Anya, what did you do? (Flower.)
- Vova, you also have a flower. Is your flower big or small? Tell! Let's see what other kids have done. Rita, tell me what happened to you?
- Vova, you tell me!

The teacher helps children to generalize sensory experience, to notice the features of each figure (what it looks like, which one is in shape, color, size), encourages children to conjugate and reflected pronunciation of speech material.

3. At the end of the lesson, the teacher invites the children to consider the results of practical activities and name them. For example: this is a berry, candy, cloud, leaf, tube, etc.