Notes for modeling classes in the first junior group. Notes on artistic and aesthetic development (modeling) “Dishes for a bear Modeling in the 2nd junior group November dishes

L E P K A
OCTOBER
1. Lesson (4).

"Let's feed the birds"

Program content. Z introduce children to plasticine and its properties; teach how to pinch off small pieces of plasticine from a large piece; develop an interest in working with plasticine; develop fine motor skills.

Material. Plasticine, tray or backing board, damp cloths, toy birds.

Reception of sculpting. Pinching off.

Methodology of conducting the lesson. Start your lesson with a game. Show toy birds, demonstrate how they fly and jump. Offer to feed them crumbs.

Give the children small pieces of plasticine - this is “bread”. Show how you can pinch off small pieces from a piece - these are “crumbs”. Encourage little ones to pinch off the crumbs and place them on a tray or board to create a lot of “crumbs.”

Play with the results of the children’s work - show how the birds peck the crumbs and thank the children.

^2. Lesson (6)

"Columns" or "Sticks"

Program content. Teach children to tear small lumps of clay from a large one, roll them out lengthwise, first with their palms on the board, and then between their palms.

Material. A cylindrical lump of clay on a board, a damp cloth, and sticks for examining.

Methodological techniques. Show how to pinch off a piece of clay and roll it out lengthwise, first on a board and then between your palms.

^3. Lesson (6)

"Fence" or "Ladder"

Program content. Strengthen the ability to roll out clay; teach children to place rolled sticks on top of each other; recognize familiar objects in combinations of shapes, name them, play with them.

Material: A cylindrical lump of clay on a board, a damp cloth, toys for viewing.

Methodical techniques. Show how to tear off pieces of clay, roll them between your palms and fold them into a ladder or a fence.

^4.1 Lesson (1)

"Fence for the hut"

Program content. Develop a plot-game concept in children, roll out lumps of clay with straight movements (columns).

Material. Toy, clay, planks.

Preliminary work. Look at pictures of a fence, tell a fairy tale, a nursery rhyme about a cockerel.

Methodology for conducting the lesson. The teacher brings in the hut in which the cockerel lives. He puts the hut on the table: “To prevent the fox from dragging the cockerel away, we’ll make a fence of logs. Let's make columns." Children roll out clay. The teacher makes a fence from the resulting posts and places it near the hut, blocking the cockerel (see the flyleaf at the beginning of the book).

^4.2 Lesson (5)

"Fence posts"

Program content. Sculpt elongated shapes - sticks, and use them to create simple images with the help of a teacher (co-creation).

Material. Clay, planks, hut model, toys.

Methodology for conducting the lesson. The teacher takes Christmas trees in advance - pyramids, makes the facade of a hut house, figurines of a bunny, wolf, cockerel from thick cardboard, or instead takes small toys - animals. A game is played with the children. The teacher places on the table, so that all children can see, the facade of the hut with decorative paintings, and Christmas trees near it. The result is a simple composition. “There’s a cockerel living in the house,” says the teacher. - Suddenly a bunny appeared from behind the house, he looked through the window and listened. A gray wolf looked out from behind the Christmas tree, saw a cockerel, and wanted to catch it. Guys, let’s now make a fence out of posts so that the wolf doesn’t catch the cockerel.” Children roll out small sticks of clay or plasticine in their palms. First, the teacher shows how to do it. Children roll out lumps and get columns. The teacher makes a fence out of them: “Now the wolf won’t be able to catch the cockerel.” The children are happy. After the lesson, they can continue playing with these toys on their own.
^5.Activity (8)

"Colour pencils"

Program content. Teach children to pinch off small lumps of plasticine and roll them between their palms with straight movements. Learn to work carefully and place finished products on the board. Create a desire to sculpt.

Materials for the lesson. Plasticine, boards, pencil box.

Methodology for conducting the lesson. Invite children to make colorful pencils. Show how to pinch off a lump of plasticine and roll it out with straight movements. Invite all children to repeat the movement of rolling their hands in the air. Show the children who won’t succeed by taking their hands in yours.

NOVEMBER
^1.1 Lesson (6)

"Airplane"

Program content. Teach children to make an airplane from ready-made sticks; play with it imitating the sound of a flying airplane: “r-r-r-r”; consolidate the ability to roll clay lengthwise; cultivate independence.

Material. A ball-shaped lump of clay, a board, a damp cloth, a toy to look at, a place to play on the table.

Methodical techniques. Examination of a toy - an airplane - in a play situation; showing the aircraft manufacturing sequence; explanation (without showing) the method of rolling clay; examination of children's work in the game "Aerodrome".

^ 1.2 Lesson (3).

"Airplane"

Program content. Continue to teach children to roll out plasticine columns on the board with forward and backward movements and connect them. Teach children to accompany the words of the poem with appropriate movements. Develop attention.

Material. Pictures of an airplane, car and ship.

Plasticine, a cardboard stand for the finished craft, a board for modeling.

Methodology for conducting classes Tia. Place pictures of an airplane, a car, and a ship on a large table.

Play the game “What’s Missing?” with the children: the children close their eyes, and you remove one of the three pictures. Lastly, remove the plane.

Invite the children to make a plane: pinch off a piece of plasticine, roll it into a ball between their palms, and then roll it out into a column on a board. In the same way, you need to make a second column and flatten it a little - these will be the wings. Then show how to attach the flattened post on top of the first post perpendicularly (criss-cross). You can bend the tail of an airplane.

Place the resulting planes on small cardboard stands.

^1.3 Lesson (8)

"Airplane"

Program content. Learn to sculpt an object consisting of two parts of the same shape, from elongated pieces of clay. Strengthen the ability to divide a lump of clay by eye into two equal parts, roll it out with longitudinal movements of the palms and flatten it between the palms to obtain the desired shape. Create joy from the created image.

Materials for the lesson. Airplane toy. Clay.

Methodology for conducting the lesson. Consider the toy airplane. Name the parts: body, wings. Talk to the children about how they can sculpt parts of an airplane, offer to show them the technique of rolling out clay by moving their hands in the air. At the end of the lesson, note who made good planes and allow the children to play with them.

^2. Lesson (6)

Modeling at will

Program content. To make children want to sculpt with clay, create images of objects from rolled out columns of clay, name them, play with them.

Material. A ball-shaped lump of clay, a board, damp cloths, toys to create interest in the work and choose a topic

Methodical techniques. Looking at several toys and talking about them with the question “What do you want to sculpt?”, looking at children’s modeling in a game (“The plane flew to the airfield, let it land there”, “Put a fence near the house”, “Let the bird sit on the stairs”); The teacher creates a game situation, talks interestingly about all the children’s works, and offers to put them where the same toys are located.
^3. Lesson (6)

"Balloons"

Program content. Teach children to sculpt round objects, roll balls with circular movements of their palms, and play with them.

Material. Lumps of clay in the form of a ball, boards, wet rags, ball toys and a slide for rolling them.

Methodological techniques. Playing with toy balls; showing how to roll a clay ball; playing with clay balls, rolling them down a slide or through a gate.

^4. Lesson (6)

"Rattles"

Program content. Teach children how to make a toy from a ball and a stick; consolidate the skill of rolling and rolling clay between the palms.

Material. A lump of clay in the form of a ball, boards, wet rags, toys for each child.

Methodical techniques. Playing with rattles, examining the toy during play; showing how to sculpt it; examination of modeling in the game situation “Range your toy.”

^5.Activity (8)

"Nuts"

Program content. Reinforce knowledge about the shape of different objects. Practice sculpting round objects by rolling the clay in a circular motion.

Materials for the lesson. Nuts, clay, boards.

Methodology of conducting the lesson. Examine the nuts and ask the children how to sculpt them, invite everyone to show the rolling movements in the air. Ask what round they have already sculpted. Offer to make a lot of small round nuts.
DECEMBER

^1. Lesson (6)

Modeling at will

Program content. To develop children's independence in modeling; consolidate the ability to roll and roll out clay, recognize familiar images in your modeling, and name them.

Material. Clay of any shape, boards, damp cloths, toys, boxes, baskets and dishes for finished works.

Methodological techniques. Prepare a place for modeling in advance: a box for “pencils”, a basket for “balls”, a shelf for toys, a dish for “sweets” and “apples”; look at all the works and tell the children about them (where they are, how beautiful they are).
^2. Lesson (6)

"Let's make a hole for a mouse"

Program content. Introduce children to the properties of clay (it is soft, you can press holes into it).

Material. A ball-shaped lump of clay on a board or plastic, a damp cloth, toys for playing with (mouse).

Methodical techniques. Show the children how to slap the clay and press it with their fingers.
^3.1 Lesson (6)

"Snowman"

Program content. Teach children to make a funny image of a snowman from simple shapes (balls) and additional natural material; consolidate the ability to divide a lump of clay into large and small and roll a ball in the palms.

Preliminary work. Before class, watch older children as they build a snowman.

Material: a lump of clay of any shape, boards, wet rags, natural materials (peas for eyes, straws for nose), toys for examining and playing with finished children's works (snowman and Christmas tree).

Methodical techniques. Examining a snowman toy and showing how to sculpt it; examination of children's modeling in the game "Snowmen dance around the Christmas tree."
^3.2 Lesson (1)

"Snowman"

Program content. Create interest in the image in children, teach them to roll out lumps of clay in a circular motion, and connect them together.

Material. Toy snowman, children's drawings, glued together in the form of a screen, paint, brush.

Preliminary work. Playing with snow, making snowballs, looking at illustrations.

Methodology for conducting the lesson. The teacher uses play techniques - a toy snowman appears from behind a screen (children’s drawings): “I was made out of snow. I want you to make a lot of snowmen, they will be my friends.” The teacher shows how to roll a ball in your palms. Children make lumps and connect them together. At the end of the lesson, the children look at the resulting snowmen; they are placed around a large snowman.
^4. Lesson (6)

"Herringbone"

Program content. Teach children to make a Christmas tree from rolled out clay columns: one column in the middle, the others on the right and left, obliquely; consolidate the ability to roll clay lengthwise between the palms.

Material. Christmas tree toy, clay, boards, damp cloths, tiles for laying out Christmas tree columns on them.

Methodical techniques. Riddle about the Christmas tree; looking at a Christmas tree toy; showing how to make a Christmas tree from columns of clay, looking at children's modeling on the table (“Who has the fluffiest Christmas tree, the most branches on it?”).

Note. Tasks such as: “Christmas tree decorated with balls”, “House”, “Airplane”, etc. - for modeling from clay columns rolled out in length are planned during January. After each sculpting task, sculpting is planned as desired.
^5.Activity (8)

"Bagels"

Program content. Continue to introduce the material, teach how to roll a stick into a ring (connect the ends, pressing them tightly against each other). Strengthen the ability to roll out clay with straight movements and use the material carefully. Develop imaginative perception.

Material. Clay, boards, damp cloths.

Methodology for conducting the lesson. Review the bagel with your children. Invite everyone to make the same one. Call on one of the children to show how to first make a large thick sausage, then roll it into a ring and fasten the two ends, pressing them tightly together. During the sculpting process, pay attention to the techniques that children use.

JANUARY

Lesson 2 and 3 (6)

"Chicken" or "Bird"

Program content. Make children want to sculpt a small round chicken by rolling balls, placing one on top of the other, eyes - peas, tail - a feather, teach them to pinch with their fingers, making a beak.

Material. Clay, boards, damp cloths, natural materials: peas, feathers or straws, toys, a place to play out the works.

Methodical techniques. Riddle about a chicken, instead of answering the answer, show a toy chicken, examine it, place it next to the toy chicken and invite the children to make a lot of chickens for the chicken; demonstration of the sculpting method, accompanied by questions (“What I sculpted was round - the body, and the small ball is the head, these are the eyes; he immediately saw the mother chicken. What did he wave to her? A tail (or wings)"); looking at children's modeling in the game “Where are my chickens, where are my kids?”

^2 and 3 Lesson (5)

"Bird"

Program content. Create a bird figurine from two rounded shapes, connect the parts, and sculpt the beak and tail by pinching.

Material. Clay, boards, damp cloths, toy bird.

Methodology of conducting the lesson. The teacher shows the toy and cheerfully sings the song “Bird” (elephant by N. Naydenova, music by T. Popatenko):
"Little Bird Little Bird

She flew to us, to us, to us. I peck at the grains, pecks,

Little bird Little bird

I'll give you grains, I'll give you grains, I'll give you grains. Songs, sings"
In response to the words “pecks the grains, pecks,” the teacher taps the bird’s beak on his palm - feeds it, then quietly hides the toy - the bird flies away.

The teacher invites all children to sculpt a bird and feed it with grains themselves, reminding them that they need to sculpt it from two balls (head and body), make the beak and tail using the pinching technique.

After the children complete the task, the teacher sings the song again. The children sing along with him, play with the birds, and feed them grains. “The birds flew to us and stayed with us,” says the teacher and invites all the children to put the birds on one common stand.

^3. Lesson (2)

Modeling. "Birds and Feeders"

Program content. Continue learning how to make a disc-shaped shape by flattening the ball between your palms; teach how to sculpt a bird, focusing their attention on the fact that when connecting the head and body, one part must be pressed tightly against the other and pulled away from the main shape with the tips of the fingers.

Material. Toy bird, clay, boards.

Methodology of conducting the lesson. The teacher invites the children to sculpt feeders and birds.

Showing how to sculpt a feeder is not practical. It is only advisable to give children the opportunity to look at the feeder in the picture.

The teacher focuses on explaining how to sculpt a bird.

Children are asked to make a bird out of two balloons. It is necessary to show them how to get a beak by pulling clay from the head, and by pulling clay from the body to get a tail and wings.

^4. Lesson (6)

Modeling at will

Program content. To foster in children independence in choosing a topic and in creating an expressive image using natural materials; strengthen the ability to roll out and roll clay.

Material: lump of clay, boards, wet rags, natural materials: peas, straws, blades of grass, sticks.

Methodological techniques. Conversation with children about who would like to sculpt what. If the children find it difficult, offer to see what toys are on the table and what can be fashioned for them; assessment of children's modeling in the game “What toy would you like to play with?”

^5.Activity (8)

"Tumbler Bear"

Program content. Practice depicting objects consisting of round parts, but of different sizes. Practice the technique of fastening parts.

Material for the lesson. Tumbler bear toy, clay, boards.

Methodology of conducting the lesson. Consider the Tumbler Bear with your children. Clarify the shape and size of the parts, their location. Ask the children how to sculpt a bear. In the process of work, encourage activity, independence, help those children who find it difficult, use reminders, advice and, if necessary, demonstration on a separate piece of clay. Collect all the sculpted bears together, put them in a round dance, and sing them a song at the request of the children.

FEBRUARY

^ 1.1 Lesson (3).

"Kolobok"

Program content. Strengthen children's ability to roll a ball in a circular motion between their palms; learn to bring the product to the desired image with the help of additional material. Learn to understand the content of a fairy tale. Develop speech and thinking.

Material. Rubber or soft toys: hare, wolf, bear, fox.

Yellow plasticine, peas, beans, a large button with an eye, a modeling board.

Preliminary work. Read the Russian folk tale "Kolobok".

Methodology for conducting the lesson. At the beginning of the lesson, arrange the fairy tale characters with the children in the desired order (it is advisable that the toys are of the appropriate size: the hare is the smallest, the bear is the largest).

Ask the guys: “What fairy tale are these heroes from? That's right, from the fairy tale “Kolobok”. Who is missing to tell the tale? Of course, Kolobok himself!”

Invite the kids to roll a plasticine ball between their palms and stick peas in place of the nose and eyes.

Help each child mold a mouth out of plasticine, attach bean legs, and put on a button hat for Kolobok.

Dramatize the fairy tale “Kolobok” using a sculpted Kolobok and toys.
1.2 Lesson(1)

"Kolobok"

Program content. Teach children to convey the image of a kolobok in a plastic way, to develop a plot and game concept.

Material. Clay, planks, tray.

Preliminary work. Reading the fairy tale "Kolobok". Looking at illustrations.

Methodology for conducting the lesson. The teacher reads an excerpt from a fairy tale: “The bun rolled into the forest With, left my grandparents. Let’s make a bun and put it on a tray so that grandma and grandpa will be happy.” Children sculpt (roll out a ball). Then the teacher and the children examine the modeled bun.
^1.3 Lesson (6)

"Bunny"

Program content. Arouse children's interest in the funny little bunny (sits, listens with long ears); consolidate the ability to divide a lump of clay in half, roll the clay into a ball, divide the remaining clay in half again, roll the head, divide the remaining clay in half again, roll out two sticks and attach them like ears, instead of eyes - peas.

Material. Clay, boards, damp cloths, small toys for examination, a large hare for creating a play situation, a place for playing out children's modeling.

Methodical techniques: examining a toy - a large hare, and then handing over small plastic toys for examination, stroking the head, body, ears, showing how to sculpt them; looking at children's modeling in a game with bunnies and the teacher's story about each one (for example: “Sasha sculpted a funny bunny, he jumps, his head is firmly pressed to the body, but his ears are fragile; “Sasha, press the bunny’s ears tightly so that they don’t break off” ).

^2. Lesson (1)

By design

Program content. To develop in children a desire to sculpt, to find similarities with objects, characters, and to use acquired skills.

Material. Clay (plasticine), planks.

Preliminary work. Games with balls, pyramids, nesting dolls. While walking, find out by the outlines of the snowdrifts what they look like.

Methodology for conducting the lesson. The teacher invites the children to make whatever they want. Helps some children roll out a lump in their palms, using familiar techniques (squeezing, flattening). At the end of the lesson, he examines the work with the children and guesses what the image created by the child looks like.
^3.1 Lesson (5)

"Pies"

Program content. Divide the lump of clay into two parts; transfer the disk shape by rolling the ball and flattening it between the palms.

Material. Clay, boards, damp cloths.

Methodology for conducting the lesson. The teacher takes a lump of clay, makes rhythmic movements with his hands to form a round shape, and says: “I bake, bake, bake the kids a pie for everyone,” then flattens it between his palms. Invites all children to separate half of a lump of clay and sculpt pies; while sculpting, repeat the words of the song “I bake, bake, bake.” Children perform the same actions with their hands.

The teacher collects all the molded pies on a small tray (preferably Zhostovo). Everyone looks at the pies and chooses the best ones.
^3.2 Lesson (8)

"Cookie"

Program content. Teach children to roll out clay in a circular motion, flatten the ball by squeezing it with their palms. Cultivate a desire to sculpt. Continue to practice your sculpting skills.

Materials for the lesson. Cookie. Clay, boards.
Methodology for conducting the lesson. Invite children to make cookies for playing with dolls (in the “shop”). Examine it, clarify its shape: round, flat. Ask the children how to make cookies. If no one answers, say that you first need to roll a round ball and then squeeze it with your palms. Show me how to do it. For children who have difficulty flattening the ball, show it to a separate lump of clay.
^4. Lesson (1)

“We invite a bear, a bunny, a fox to visit”

Program content. Cultivate in children a friendly attitude towards the characters, make treats using the acquired skills.

Material

Preliminary work. Consider with your children the toy book “Masha is having lunch” by S. Kaputikyan.

Methodology for conducting the lesson. The teacher places a bear, a bunny, and a fox at the doll table. He puts the dishes down and asks: “Where is the treat? We invited a bear, a bunny, a fox to visit, but forgot about the treat.” Invites children to make candy, cookies, and pies for guests. Helps those who find it difficult to sculpt.

^5.Activity (8)

"Treat for dolls, bears, bunnies, rabbits"

Program content. Develop the ability to choose the content of your modeling from the named range of objects. Foster independence. Reinforce sculpting techniques. Develop a desire to sculpt what is needed for the game. Develop imagination.

Material. Toys, colored plasticine, boards.

Methodology for conducting the lesson. Talk to the children about how they love to walk with dolls, visit them, and give them treats. Offer to fashion treats for your favorite dolls, bears, bunnies. Find out what can be done for them. Encourage independent choice. In conclusion, note the variety of fashioned treats.
MARCH

^ 1.1 Lesson (4).

"Tumbler"

Program content. Teach children to act according to a step-by-step demonstration - roll balls from plasticine and connect them to each other in a certain order; consolidate children's knowledge about the size and spatial arrangement of objects; develop an interest in working with plasticine; develop fine motor skills.

Material. Pieces of plasticine of orange or red color: one large (for the body), another smaller one (for the head), two small pieces (for hands), plasticine balls of black, yellow and red colors (eyes, nose and mouth, respectively, for the last details instead of plasticine you can use beads); peas for “buttons” or other suitable materials; toy - tumbler; modeling boards.

Methodology of conducting the lesson. Show the children the tumbler and invite them to play with it.

Pay attention to the fact that the tumbler consists of individual balls of different sizes, connected to each other in a certain order. Hand out modeling boards and prepared pieces of plasticine to the children and offer to make a tumbler.

Show the children how this is done, explain each stage of the work, encouraging them to repeat your actions. First, roll balls from the prepared pieces of plasticine (they can be rolled in any order). When all the balls are ready, invite the children to choose the largest one and ask them to put it on the board. Then offer to choose the second largest ball and ask to attach it to the top (you can fasten the balls by holding them in both hands). Attach the remaining small balls on both sides to create hands. Then pass out the face pieces and show them how to attach the eyes, nose, and mouth (you can use a stick to mark where to attach the face pieces to help children navigate). Then hand out 2-3 peas and offer to make buttons on the tummy's tummy. Play with the finished crafts.

^1.2 Lesson (6)

“Tumbler Doll” or “Cheburashka”, “Dog”

Program content. Make children want to sculpt a tumbler doll (dog, Cheburashka), give it expressiveness by adding some details: cut into strips, decorate dresses, make ears from seeds; consolidate the ability to divide a lump of clay into large and small, roll small pieces into balls and connect (dress and head).
Material: clay, boards, wet rags, straws, large seeds, toys for looking at and playing with the model.

Methodical techniques. Examination of a doll in a play situation, a song or two - four lines from poems about the named toys; demonstration of the sculpting method; playing up the results of modeling (“Tumbler dolls are a gift for mom, they can dance and sing a song,” “The Cheburashkas all got together and came to visit the crocodile Gena”).

Note. During March, these two topics are planned, and after each of them - modeling at will (also two classes).
2. Lesson(1)

“Let’s bake some sweets”

Program content. Arouse children's interest in the result of the work, teach them to use clay carefully.

Material. A toy book, clay, planks, a small Zhostovo tray.

Methodology for conducting the lesson. Examination of the toy book “About our Masha” (Russian folk nursery rhymes) the teacher connects With the way Masha helped her grandmother bake pancake pies. Reads nursery rhymes. Shows sculpting techniques (rolling and flattening a lump). She invites the children, just like Masha, to bake pancakes (make them from clay). Encourages children's activities. Collecting pancakes on a Zhostovo tray.

^3.1 Lesson (1)

"Let's treat the dolls with candy"

Program content. To instill in children a positive, caring attitude towards others, teach them to work carefully with clay, and roll out lumps.

Material. Clay, planks, Zhostovo trays.

Preliminary work. View illustrations with children V books.

Methodology for conducting the lesson. The teacher invites the children to make candy and treat the dolls: “Everyone loves candy, and our dolls too. There are different types of candy (both round and long, like sticks).” The teacher shows modeling techniques to make the candies different. On every table children put the molded candies on plates or Zhostovo trays. Then they treat the dolls with them.

^3.2 Lesson (8)

"Holiday treat for dolls"

Program content. Learn to select from the impressions received what can be depicted in modeling. Practice proper techniques for working with clay. Develop imagination.

Materials for the lesson. Clay (heated multi-colored plasticine).

Methodology conducting a lesson. Talk with the children about what kind of holiday treat you can make for dolls and how to do it. Remind children about careful use of clay and modeling on a board. Ask who sculpts what.

^ 4. Lesson (4).

"Vitamins for a doll"

Program content. Continue teaching children to roll small balls from plasticine; develop an interest in working with plasticine; develop fine motor skills.

Material. Plasticine of different colors, divided into small pieces; a transparent plastic jar (with lid) with a wide neck; real vitamins (you can use ascorbic acid in pills); toys.

Methodology of conducting the lesson. The teacher invites the children to play doctor. “What does the doctor give to children so that they don’t get sick and grow up strong and healthy? Vitamins. Now let’s prepare some vitamins for the doll.” The teacher gives the children pieces of plasticine and shows how to roll balls with a diameter of about 1 cm.

“This is what vitamins we got! Let's give them to the dolls.

The teacher organizes the game. Then the children put all the vitamin balls into a jar and close the lid.

^5. Activity (5)

"Fungus"

Program content. Roll lumps of clay in your palms, combine them, develop the idea.

Material. Mushroom toys, basket, clay, boards.

Methodology for conducting the lesson. The teacher selects toys: wooden mushrooms, a basket, places them on the floor, gathers the kids around him and says: “We’ll go into the woods, we’ll find a fungus.” Together with the children, he walks around the group (through the forest) and says: “We came to the forest, we found a fungus.” Children collect mushrooms and put them in a basket.

“We have collected all the mushrooms, there are no more of them in the forest. Let’s make a lot of mushrooms out of clay,” says the teacher. Children sit at tables, take two lumps at a time, roll them out and put them together. The one who sculpted it can be given more clay and asked to make another mushroom. “What a lot of mushrooms there were! Let’s put them in a basket,” says the teacher and asks each child to put his mushrooms in it.

APRIL

^1. Lesson (1)

"Turret"

Program content. Teach children to form a turret from simple shapes using the flattening technique.

Material. Pyramid, clay, planks.

Preliminary work. Games with pyramids.

Methodology for conducting the lesson. The teacher shows the turret, removes the rings from it, then puts it on again. Invites the children to make a turret. Shows techniques for flattening a lump. The kids sculpt and make towers.

^2. Lesson (1)

“This is how we can do it”

Program content. Teach children to find similarities with surrounding objects and characters.

Material. Clay, planks.

Preliminary work. Games with toys.

Methodology for conducting the lesson. The teacher reminds the children that they have learned to sculpt and invites everyone to sculpt something. During the sculpting process, the teacher individually shows sculpting techniques and reminds them of familiar objects that the children sculpted (sweets, pies, pancakes, apples, etc.).
^3. Lesson (6)

Modeling at will

Program content Develop children's imagination by complementing a simple sculpted image with available means of expression (natural material, speech, play); strengthen children's ability to roll out and roll clay, place one part on top of another and press.

Material. Clay, planks.

Methodological techniques. Use questions to arouse in children a desire to sculpt (“What would you like to play with? Can you sculpt this?”); remind them how to sculpt some toys and offer to play with them. To do this, prepare and give real toys: cars, boxes, houses, cubes, etc.
^4. Lesson (6)

“Cat” or “Mouse”, “Dog”

Program content
Maryina - Starkova Seda Georgievna

Tatyana Chizhikova

Integrated lesson on speech development and modeling in the 2nd junior group

« Fedora and her dishes» .

Target: Expand your understanding of surrounding objects.

Educational objectives:

1. Teach children group items essential for human life (dishes) .

2. Improve children’s knowledge about the purpose and function of objects

3. Activate in speeches children general concept « dishes» .

Developmental tasks:

1. Develop attention, perception.

2. Develop cognitive activity.

3. Strengthen the ability to reason and explain.

Educational tasks:

1. Cultivate a caring attitude towards objects.

2. Foster feelings of responsiveness and mutual assistance.

Preliminary work:

Reading a fairy tale by K. I. Chukovsky « Fedorino grief» .

Looking at illustrations on the topic « dishes» .

Compiling stories - descriptions about objects dishes.

Materials and equipment:

Doll- Fedora, book by K. I. Chukovsky « Fedorino grief» ; subject pictures (ladybug, strawberry, mushroom, dishes(cup, plate, spoon and fork, saucepan, frying pan, kettle.); tables, chairs, magnetic board, cup stencils, plasticine, boards, napkins.

Progress of the lesson:

The teacher comes in, brings in the box, admires how beautiful it is, what a bright bow it has on it, sentencing: « Interesting, what lies in it?.

Educator unties the bow, opens the box and unwraps a surprise. Shows children a bright book by K. I. Chukovsky « Fedorino grief» .

Educator:

Guys, what a wonderful book! (shows children the cover, flips through, shows pictures)

Children, together with the teacher, remember from the first lines the fairy tale, the title, the characters, and what happened to them.

Educator:

Guys, what a tragedy happened to grandma Fedoras? (answer children: left her dishes)

Educator:

Guys, why? the dishes left Fedora? (answers children: she didn’t wash or clean it, didn’t clean the house)

That's right, guys, grandma didn't look after dishes, I didn’t cook, here you go dishes and was offended by the hostess. She went into the forest and didn’t want to come back. "Oh, grief Fedora, woe!

The teacher tells the children that their grandmother has come to see them Fedora(brings in a doll with a bag containing pictures dishes and other items). Children greet the doll.

Educator:

Guys, look at grandma Fedor. She's upset. What's in her bag? (teacher shows pictures)

How can we help grandma? Fedora? (make out the pictures)

Let's help her sort out the pictures.

We use the verb form. Pay attention to the item and its purpose.

Let's play the game “What’s extra?” we play 3 times.

Pictures from dishes put it on the magnetic board on top and other items down. (children complete the task with the help of the teacher).

Well done boys!

The teacher dresses Fedora bright scarf and apron.

Grandmother Fedora has become completely different. Cheerful, kind. That's how many cups grandma has for her and her friends Fedoras. Only her cups are all the same, white and without a pattern. Let's help Fedora decorate them!

The teacher lays out samples of 3 cups. On the desk

Polka dots, stripes, dandelion

Teacher showing techniques sculpting.

Lies on trays on tables plasticine of different colors. Teacher showing techniques sculpting.

The children start working. Children decorate cups using plasticineography.

Guys, what a great fellow you are, how many colorful cups you got, and Fedora Egorovna has prepared a cookie treat for you! Let's drink tea from cups with cookies!

Children say "Thank you", the teacher takes away the doll, a tray with finished products and says goodbye to it.

Goodbye, Fedora Egorovna!

ABSTRACT

educational activities in the second junior group “Dishes for Fedora”

Field: “Artistic and aesthetic

development (modeling)"

Completed by the teacher:

Khudyakova Galina Vitalievna

Chelyabinsk, 2015

Subject: "Dishes for Fedora"

Target: Continue to arouse children's interest in activities with plastic materials.

Tasks:

Educational:

Reinforce familiar sculpting techniques: rolling, pressing, pinching;

Clarify children’s understanding of the use of utensils;

To consolidate knowledge of utensils and the general concept of “dishes”;

Strengthen your knowledge of geometric shapes.

Educational:

Develop children's imagination, imagination, and emotions;

Develop fine motor skills of the hands;

Develop the ability to answer questions;

Develop attention and perseverance.

Educational:

Cultivate kindness and responsiveness;

Cultivate a caring attitude towards dishes;

Promote the formation of cleanliness habits.

Methods used:

Verbal : conversation, description of dishes, logical questions..

Practical: modeling from plasticine, dynamic pause “Dishes”.

Equipment: plasticine, plasticine board, “Grandma Fedora” doll, tea utensils (mug, saucer).

Preliminary work:

Reading the work of K.I. Chukovsky “Fedorino’s grief”;

Watching a cartoon based on the work of K.I. Chukovsky “Fedorino’s grief”;

Examination of subject pictures on the topic: “Dishes”.

Integration of educational areas: “Socio-communicative development”, “Cognition”, “Speech development”.

Progress of the lesson

1. Organizing time

Together with the children we sit in a circle on the carpet.

1. There’s a knock on the door, Fedora’s grandmother comes in and cries: “Oh, you are my poor orphans, my irons and pans, you come back home unwashed...”

Educator: - Guys, did you find out who this is? (Yes! Fedora's grandmother)

Fedora: - oh, yes, it’s me, Fedora’s grandmother! I'm so sad! (crying)

Educator: - Guys, what is Fedora’s grief? ( The dishes ran away).

Why did all the dishes run away? (Because it was dirty and not washed)

What kind of dishes escaped? (Kettle, spoons, pots, pans, plates, cups, saucers)

Fedora: - Oh woe, woe! All the dishes ran away!

Educator: - Guys, let's help Fedora! Let's make new dishes for her!

1. Phys. just a minute

1. Modeling

We sit down at the table.

• Guys, sit down correctly, keep your back straight.
• What's on your table?(plasticine)
• What colour is he? ( green)

Guys, look, you need to take plasticine and roll it between your palms, you will get a beautiful ball, now you need to press the middle of the ball to make a depression, then pinch the edges with your thumb and forefinger. Look guys, what a beautiful mug it turned out to be. Now everyone take some plasticine and try to make a saucer. Take plasticine, roll it between your palms to make a ball and flatten it with your palms to make a saucer.

As modeling progresses, the teacher assists the children in completing the task.

1. Bottom line

Grandma Fedora thanks the children for their help and promises to take care of the dishes and wash them. Leaves.

Educator: - Who came to visit us?

What grief does Fedora have?

How did we help Fedora?

Praise all children. We will organize an exhibition of products.

Modeling classes begin in a group of children in their third year of life. The “Program of Education in Kindergarten” specifically indicates the tasks of education and the elementary tasks of learning carried out in these classes.

In the third year of life, important qualitative changes occur in the child’s development. At this age, the child understands verbal instructions well, with the help of which an adult guides his actions and behavior. Two- to three-year-old children have a well-developed ability to imitate actions; the game begins to have a plot-based character. Great changes occur in the development of the hand, the child’s movements become more coordinated (which is prepared by various types of activities). By this age, significant accumulations occur in children's sensory experience. They clearly distinguish the basic geometric shapes, establish their similarities and differences. All this makes it possible to conduct modeling classes.

In the first junior group, the teacher leads children to understand the visual nature of modeling. But first of all, it is necessary to introduce children to the material (clay or plasticine). And young children’s attitudes to material can be very different. Some refuse to take the clay in their hands and abruptly move it away from them. This reaction is most often due to the fact that the proposed material, due to its external properties, is unattractive to the child. In other children, a completely opposite reaction can be observed: they take great pleasure in simply kneading clay, smearing it on the table, i.e., repeatedly performing such actions that in the future not only do not have much significance in the modeling process, but, on the contrary, have an impact. negative impact if children linger too long on these ways of using the material. Therefore, it is very important to familiarize yourself with the material correctly.

It is most advisable to introduce children to the material in the process of performing an elementary action, with the help of which children can immediately obtain a visible result.

The best way to get acquainted with clay is as follows. The teacher, showing the clay to the children, says: “This is clay. Let's make a stick out of it. The clay is soft, you can tear a piece from it” (tears a piece from the total mass of clay and rolls it between his palms). Thus, introducing children to the material, the teacher teaches children the first form-building movement - rolling. This method of teaching is associated with the peculiarities of the development of movements in a child at this age stage: the movements are not yet sufficiently coordinated, it is difficult for him to work with both hands at the same time.

For younger preschool age, it is typical to create three-dimensional shapes - a cylinder, a ball, a disk, therefore, training in form-building movements should be carried out through modeling the simplest objects: a cylindrical shape - a stick, a sausage; round - ball, apple, pancake, flatbread, etc.

It should be noted that most children, when rolling out clay with their fingers, do not know how to balance the strength of their movements, so they either roll too weakly and nothing works out, or they roll out with such force that everything is smeared on the table. In order for children to form a sensory-motor idea of ​​the results of their actions with clay during rolling, and to some extent learn to influence the strength of movements, children are asked to first roll out a stick that has already been fashioned by the teacher. Considering the importance of visual and the predominant role of kinesthetic orientation in the development of a motor skill, one should not only prompt the child to this or that method of action, but also move his hand, paying attention to the movement and position of the hand, which makes it possible to form the correct idea of ​​​​the necessary action.

At the same time, the teacher pays attention to visual control so that the children learn the way of working: you need to roll with your palm.

After children have mastered the shaping movement of creating a cylindrical shape, children should be taught how to transform a cylinder—to make a ring out of a stick. Children must look at the finished ring, and then the teacher consistently shows how to sculpt it. In this case, you should draw the children's attention to the fact that they first need to find the ends of the stick, and then show how to connect them. “The ring should have a hole, and it can be put on a stick or finger,” says the teacher. This moment is very important for developing the child’s ability to control his actions.

Usually children quickly cope with this task. Therefore, you can later teach them to depict a more complex object - a cone or a simple toy pyramid. At first glance, it may seem unclear why such a complex subject is recommended for the initial image. However, this object can be constructed constructively, from shapes known to children - rings of different diameters. In early preschool age, this technique is most appropriate, since modeling from a whole piece requires children to have a more complex form of understanding the image as a whole, which is still difficult for children in the third year.

Before teaching children to depict an object, they must be taught to examine it, examine it, and be able to identify its main properties. Teaching images should be done through showing a real object or toy - in this case, a pyramid is considered. When considering a subject, the teacher should set the following goals:

• - make the process of perceiving an object intentional (the teacher tells the children: “You and I will now look at the pyramid, and then we will sculpt it”);
• - to arouse in children indicative activity, attention, interest in the subject being examined;
• - teach to identify the main parts of the subject;
• - establish a connection between what is perceived and an existing skill.

These tasks are solved by examining all the objects that we lead children to depict.

It is necessary to emotionally explain to children why it is necessary to consider the subject. Children always have a great desire to do something, so the teacher’s words; “We will make a pyramid with you, let’s look at it carefully” - arouses children’s interest. In addition, it is well known that children’s attention and interest in surrounding objects increase if they are actively directed by an adult, if he pays attention to properties of the object that the child himself would not notice.

The examination of an object should be carried out based on a fundamentally important sequence, namely: perception of a holistic image of an object, isolation of the main parts of this object, repeated holistic perception.

These principles must be observed when examining all other objects that are selected for depiction. Taking into account the task at hand, the teacher must strive to establish a connection between the parts of the object under consideration and those formative movements that the children have previously mastered, to establish a connection between what is perceived with the children’s past experience and with the upcoming task - to blind. For example, a teacher, showing a stick from a pyramid, asks the children a question: “Do you know how to sculpt a stick?” or, looking at a ring, says: “Look, what a ring, it has a hole to put on a stick. Do you know how to make a ring?”

This method of viewing an object intended to be depicted in the future is advisable, since it not only stimulates children to actively perceive the object at the moment, but also establishes a connection with what the children did in previous classes, i.e. it activates the children’s memory and contributes to the development of their goal-directed perception.

After examining, the children begin to sculpt the object. The pyramid remains on the table. During work, the teacher must constantly guide the process of depicting an object, using various techniques. For example, he tells the child how to choose the right action: “Rolling out a stick from a whole piece is inconvenient. First you have to tear off a piece and then roll it out.” A large place should be occupied by comments like: “You made a stick, and you also need to make rings,” clarifying the idea of ​​​​the depicted object. Sometimes it is more appropriate to give a remark the form of a question: “You made a stick, and what else needs to be made to make a pyramid?”

During the lesson, you can observe how children, having made many rings that no longer fit on a stick, begin to break what they have made, saying: “I’ll make some more.” They get very involved in the modeling process itself and, having begun to perform the task correctly, forget about it during the process. Therefore, the teacher can tell the child: “You made a pyramid for a doll, now make a pyramid for a bear.” In this way, the need for repetition of action, characteristic of this age, will be satisfied and at the same time the child will complete the task assigned to him to depict the object.

After children learn to depict at least one object and master certain form-building movements, they can conduct classes on a free topic. The purpose of these classes is to check whether children can transfer and freely use the skills learned in classes in their independent activities.

The next item that it is advisable to give for the image is a mushroom. Children need to master a new form-building movement - flattening (creating a disk). Mastering this movement should be done while modeling a simple object - a pancake. An adult shows how to tear off a piece of plasticine and flatten it with your fingers. This movement is quite accessible to children, since previous classes contributed to the development of more subtle movements of the fingers. Then the children sculpt a mushroom, which consists of two parts: a disk - the cap and a cylinder - the leg. These forms are already known to children.

The examination of the object should be carried out according to the same method as described above: first, this is a holistic perception of the object, and then an examination of its component parts (legs, caps). The teacher explains that the stem of the mushroom should be thick, then the mushroom will be stable and the cap can be attached to it. After examining, the children make mushrooms, which will then be put in a basket. The teacher needs to actively guide the modeling process. Without giving a direct demonstration, he can direct the children’s actions with instructions when depicting individual parts of an object. For example: “Tanya, look carefully at your stick, you are rolling it out too much. It will be thin and will not hold the hat.” With this instruction, children pay attention to the quality of their work, they have elements of control over their actions.

After sculpting a mushroom, you can offer children 1-2 lessons on a free topic and move on to depicting a new object - a tumbler, which requires learning a new action with clay - rolling in a circular motion, which must be taught to children when sculpting a ball. This is the most difficult type of movement. Many children, having started it, switch to the usual rolling of clay between their palms in the same way as they did when making a stick. modeling activity for children sculpture

Therefore, it is first advisable to invite the children to roll the finished ball. It is advisable for the teacher to perform this action together with the baby’s hands. Children once again sensually perceive the form, practice circular movements, which will then be easier for them to reproduce.

Only after mastering rolling can you move on to the image of a tumbler. Learning to sculpt this toy goes through the same stages as learning to sculpt previous items.

The tumbler consists of two identical shapes - balls that differ in size. The teacher needs to show the children this difference in size (the head of the tumbler is small, but the body is large). Since children get carried away during the modeling process and can make both balls the same, children’s attention should be drawn to this. You can offer the molded tumbler a ride in a toy car.

In the process of working with clay, children gradually begin to understand that clay can be used to create images of various objects.

When selecting objects for depiction, you need to proceed from general didactic principles and age characteristics. The subject, firstly, should be well known to children - it is easier to clarify children’s ideas with a familiar subject. Secondly, the subject must evoke a positive emotional attitude in the child and be interesting to him. And finally, thirdly, the object should be simple in form and structure, consist of a small number of parts (no more than two). Taking this into account, you can choose other simple objects for the image, which are based on geometric shapes - a cylinder, a disk, a ball.

Thus, when teaching children to depict objects, everything is determined by the correct organization of the process of perceiving the object, which the children will then sculpt, and by obtaining an accurate idea of ​​the object and its main parts.

The leading method of teaching formative movements should be demonstration, accompanied by a simple, precise explanation of the actions. A figurative word enhances the effectiveness of the demonstration and creates the opportunity to later move on to verbal instructions. The word as a method of guidance is also necessarily used when organizing the perception of an object: the word helps to fix children’s attention on those qualities that they must later depict.

Modeling classes should begin with children aged 2 years 4 months - 2 years 5 months. It is advisable to conduct the first classes introducing children to the material individually with each child during their independent activities. After the kids become interested in the material, they can be combined into groups of 5, 8, 10 people. During the lesson, the teacher teaches children to sculpt while sitting at the table, not to scatter the material, and to clean it up after class.

Certain conditions are required for a successful lesson. When classes are held with a group, there can be no more than four children in it. They should sculpt freely on the table. You should not use special boards or oilcloths, since the movements of children of this age are not yet sufficiently coordinated and it is difficult for them to work on a limited surface.

For modeling, you can use plasticine and clay, provided that they are properly prepared. Plasticine and clay should be given to children in the form of a sausage 5-6 cm long. Gradually, the teacher involves the children in preparing the lesson (they can put up chairs). Clay or plasticine is given to children after the task is explained. At the end of the lesson, the sculpted figures are put away on a board divided into cells. After the lesson, the teacher, together with the children, examines what they have done, gives a positive assessment of the work, compares it with the object depicted, and once again clarifies its main parts.

During modeling classes in the second junior group, the teacher solves a number of program problems. First of all, this is the formation of a focused and sustainable interest in plastic activity, its result and the quality of the work itself. This is a very important task, since it is interest that leads to the accumulation of knowledge, skills and abilities necessary for visual activity; it is closely related to the development of activity. Interest in modeling arises and strengthens if the learning process is organized in such a way as to arouse in children a feeling of joy, pleasure, and surprise in front of the emerging image. The more often children experience positive emotions during classes, the more stable their interest in this activity is.

A serious task in the second younger group is the formation of observation skills, the ability to focus attention on an object, notice its shape, size, and some characteristic features (for example, features of the shape of a beak in a bird, ears and tail in animals). The teacher teaches children to depict a simple object consisting of 2-3 parts, first of the same shape, later - different (for example, the image of a snowman consists of three parts of the same shape, the image of a mushroom - of two different parts).

New in this group is the task of developing in children the ability to conceive the theme of an image and carry it out, to lead them to an independent search for methods of image, to the elements of a creative solution to a task.

The technical skills that children acquired in the first junior group are consolidated in the first half of the year. Then children are taught new, more complex skills: rolling at an angle and in a vertical position of the hands, joining, rolling, smearing, flattening, pinching, pinching; learn to regulate the force of hand pressure on the material, coordination and smoothness of movements; develop voluntary movements of the palms with the gradual inclusion of fingers, especially the index and thumb.

The teacher develops in children some skills in educational activities: the ability to listen and hear the task set by an adult, retain it in memory, follow the demonstration of ways to perform actions or find them independently; perform work calmly and within the allotted time; use the material carefully. Children are taught to evaluate the work of a friend, be interested in how other children do their work, and enjoy the results of joint activities.

Considerable attention is paid to the formation in children of aesthetic experiences, feelings, the ability to see beauty in the environment, to see elements of expressiveness of the image.

The topics of classes in this group are mainly of a subject nature. Children make berries, fruits, vegetables, cookies, candies, buns, pancakes, cups, saucers, vases, balls, balls, turrets, tumblers, etc. The main requirement for the task in this group is the multiplicity and repetition of the image of one form. [Annex 1]

The sequence of classes ensures that children gradually master various forms, techniques and methods of representation, based on the technique of working with the palms of the hands with the gradual inclusion of fingers.

Children of the second youngest group are gradually introduced to plot modeling. The teacher comes up with the first stories himself after the kids have sculpted an object.

Decorative modeling is not carried out in this group, but children should be taught the elements of decorating sculpted objects. They are created using various stamps (a nail head, a signet, a round hole in a tube, etc.) or by applying small pieces of clay or plasticine. For example, having made a bun, a child can decorate it with small longitudinal stripes, and a gingerbread with small balls, etc.

At the beginning of the year, in the second junior group, children are given a task like “We know how to sculpt,” which aims to find out what the children have learned, what they can sculpt, how they use the material, what techniques for depicting objects they remember from last year. After conducting such a lesson, the teacher gets an idea of ​​the level of development of the visual skills of the children in his group and has the opportunity, based on this, to best plan subsequent work.

The first lessons are devoted to consolidating and teaching children technical techniques (rolling, rolling, rolling, joining). The content of the work should be interesting for children, so it is better to devote 2-3 lessons to modeling according to plan. The objects that children sculpt are simple in shape and consist of one part. So, in several lessons, children reinforce the technique of rolling: they sculpt sausages, sausages, and columns. The main thing in these exercises is to teach the child to work in harmony with both hands, to measure the pressure of the palms on the material (clay, plasticine).

The next stage of training introduces children to the modification of a shape they already know to obtain a different object, for example, they roll up a cylindrical shape so that they get a bagel, a bagel, a dryer, a ring, a pretzel, etc. This task involves reinforcing the rolling technique and exercises in another - connecting the ends of a cylindrical shape and fastening them by pressing one against the other.

The next exercise involves obtaining a spherical shape. Children are taught to roll the material between their palms in a circular motion. They make apples, nuts, balls, candies, and berries.

Simultaneously with learning the ability to portray, educational tasks are also solved. Children are taught to carefully use materials (clay, plasticine), roll up their sleeves before work, sculpt on a board, listen to the teacher’s explanations to the end, and answer his questions.

The next stage of learning to sculpt is modifying the ball - flattening and flattening the ball between the palms to obtain a disk (cakes, cookies, gingerbread, etc.). When depicting these objects, children can decorate them themselves by making indentations using prepared signet sticks or by placing various small clay shapes on the surface from which patterns are made.

When children have mastered the image of basic shapes (ball, cylinder), mastered the technique of creating them, you can move on to sculpting more complex objects, consisting of 2-3 parts of the same shape, but different in size. These are objects based on spherical and cylindrical shapes (toys depicting animals: chicken, duckling, bunny, mouse, bird, etc.; people: tumbler doll, snowman, etc. - or objects: turret, airplane, ladder, etc.).

In sculpting animal toys, children learn to divide a piece of clay into three unequal parts (a large one for the body, a smaller one for the head, a very small one for the ears and tail) and assemble an object from separate parts (the constructive nature of sculpting). For example, they sculpt the body of animals from balls of different sizes, but at the same time convey some characteristic features of the shape of the ears, tail, and beak. New techniques include attaching, pinching, and pulling.

You can start sculpting animals by sculpting a chicken.

For example, a teacher shows children a toy plastic chicken and says: “What a beautiful yellow chicken! His body is like a ball (he traces the shape with his hand) and his head is also a ball (movement with his hand), but smaller, and his beak is small and sharp. Now we are making a chicken. To do this, you need to divide the lump of clay into two pieces, one should be larger and the other smaller, like this. (Shows.) I’ll take a large piece of clay and roll it into a ball. (Make and explain his movements.) Using your palms you need to roll a round, even, smooth ball. What a beautiful ball it turned out to be! Now you need to roll a smaller ball from a small piece - this will be the chicken’s head. After this, put the small ball on top of the big one and press it a little, but not too much, so as not to break the balls. Now you have a chicken, all you have to do is pinch the beak. It's done like this. (Shows the position of the fingers of his right hand, index and thumb, places them on the chicken’s head and pinches the clay.) The chicken’s beak is small and sharp.” The duckling is sculpted in the same way, but the beak is made differently. The duckling's beak is wide, so not only pinching is used, but also pulling (preferably with three fingers of the right hand, the thumb on the bottom, and the index and middle fingers on top).

When depicting a hare, the shape of the body and head is the same (ball), but when dividing a whole piece of clay, it should be divided not into two, but into three parts, since the ears of the hare are rolled out from a small piece of clay, which is then divided in half and attached to the head. If a cat is being sculpted, the clay is divided into three parts. One piece is large, and the other two are smaller, the same size for the head and tail. Cat ears are made by pinching. The tail is long and fluffy, so it should be thick. Gradually, finger work is included in the sculpting process. This is a very important stage, since in subsequent groups children sculpt mainly with their fingers.

Therefore, along with the techniques of pinching and pulling, you can teach children to pinch the edges of the shape or decorate the shape using pinching, as for example when sculpting a loaf or pie.

The next stage involves further complication in the modeling technique. Children depict objects (turret, rattle, airplane, etc.) consisting of 3-4 parts, different in size and shape, and learn to use both the palms of their hands and their fingers. When sculpting a turret, the material is divided into four parts, decreasing in size. After this, the children successively roll three balls, flatten them, put them on top of each other (a large wheel, a smaller one, and an even smaller one), connect them, and make a tip on top (optional - roll a ball or roll out a cylinder).

The rattle is made up of 2-3 different shapes (ball, cylinder, handle).

An airplane can be made from 3-4 cylindrical parts (a long cylinder is rolled up, a smaller cylinder is placed across it - these are the wings; at the other end, tail wings are made using an even smaller cylinder).

In the summer months, children are not taught new technical techniques; they only consolidate the skills acquired earlier, but on new subject content. In the summer, you need to conduct more activities related to observations in nature during excursions and walks. More often, modeling is used using additional natural material (branches, cones, acorns, etc.). Children sculpt more as they wish. It is convenient to sculpt from clay, the finished works are dried and painted.

During the year, this group conducts up to 10 classes according to plan, approximately one lesson per month. Depending on the learning objectives, some lesson topics can be combined according to plan.

The content of the tasks should be close to children's experience, they should be varied, exciting, and develop children's creativity and independence. By mastering the method of depicting a form, children gradually begin to realize that it is the basis for depicting a number of objects, which is interesting to sculpt and learn to sculpt. As children master skills and abilities, their emotional responsiveness also increases.

Preparing for the lesson, the teacher clarifies the program content of the work, clearly identifies the goal, prepares the material - clay or plasticine, all the necessary equipment: boards, stacks, a sample or nature. If clay is used, it should be of good consistency, sufficiently viscous; each child should be given enough of it so that it fits in the palm of his hand.

Planks and stacks are laid out. In the event that the clay needs to be smoothed, saucers are placed (one for two children) with a wet cloth, on which the children wet their fingers.

If children work with plasticine, it is better to put plasticine of the same color and in sufficient quantity on each table so that they do not shrink their image. It is important to think about the organization of children in class. Before modeling, you need to gather the children, invite them to roll up their sleeves (when modeling with clay) and sit them at the tables prepared for the lesson. Children are seated so that they can see the teacher’s table and the objects lying or standing on it. You need to be very careful when selecting an object for sculpting. It should arouse interest in children, a desire to depict it, be elegant, beautiful, delight children, and also be clear in structure and consist of a small number of details. The item used as a sample must also meet hygienic requirements: not be dangerous to the life and health of children, painted in colors that are not harmful to the body, and wash well. Sometimes a toy or sculpture can be used instead of a real object. In this case, they should be large enough to be visible from the last tables, and artistically executed. In this group, kindness is not given for distribution on tables.

The teacher explains the task (it should not take more than 3-4 minutes) emotionally, trying to interest the children, sometimes using elements of games and playful actions. A bunny, a bear, a doll, a snowman, etc. appear and ask for help in making a carrot, assembling a round dance, treating them to delicious cookies, finding baby bunnies, etc. Children are captivated by the unusual appearance of the character, they rejoice at his actions, what is coming to them are contacted. Children have a desire to help, and they begin to act energetically. If the teacher uses a gaming technique, then we must not forget about the character during the lesson. The doll is interested in how the guys work, who completes the task and how, approves of their actions, helps someone, etc.

The game beginning is not always used, but an emotional mood should be present before each lesson. The teacher can read a poem, sing a song, or ask a riddle about the object that the children will sculpt. It is useful to turn to folk proverbs, sayings, and figurative expressions. For example: “Kolobok, bun, ruddy side”, “A ball of fluff, two long ears, jumps deftly, loves carrots” (about a hare), “Chicks are yellow guys.”

After such an explanation, the teacher, together with the children, examines the object, identifies its shape, components, size, offers to pick it up, trace its shape with his hand, and clearly names it. In order to check how children have mastered the movement, you can invite the whole group to perform it in the air. If an examination of the object was carried out before the imaging process, then the imaging method may not be shown. You just need to remind the children or ask them where to start sculpting the object, from which part of it.

Showing the method of depiction is a visual explanation of how to sequentially sculpt an object, what technical techniques to use, how to position the object in space. Full display is used in cases where children master a new way of depicting, a new technical skill, i.e. when they sculpt a complex object or when an image of a new form is introduced. The constant use of full display limits the expression of their independence.

Explanations during the presentation should be brief, precise and at the same time expressive. During the lesson, the teacher, if necessary, shows the action again and again on his piece of clay. If the child does not succeed, then the teacher takes the child’s hands in his own and uses his hands to make the necessary movement until he feels that the child has understood everything and has begun to act on his own.

A special feature of the activity of children aged 3-4 years is its playful nature. It lies in the fact that, by depicting individual objects, children include them in a play situation and act with them as if they were alive. After the kids make an object, they can play with it. For example, if they were making a tumbler, then you can give her a flag and place a saucer near the duckling.

Creating game situations helps children better understand the image they are creating, and this is very important, since the main goal of visual activity is to teach children to create an expressive image.

The signal for the end of work (the words spoken by the teacher) always sounds the same, but before that you need to warn the children that the lesson will end soon. Children must get used to this signal and know that they can no longer work. By doing this, they get used to finishing work together, to the ability to sense time and meet it.

The analysis of the results of work in this group is carried out very generally. Children need positive evaluation. For example, the teacher says: “Well done! Everyone worked well. That's how many carrots we got! All the toy bunnies can be fed!” - and shows the most successful works. The technique of “creating success” is an effective means of education. A negative feeling, according to I.P. Pavlov, causes difficulty in the course of the nervous process, and a positive feeling causes relief, attraction to an object, and a desire to act. The child must realize the value of the results of his activities, and the teacher helps him in this.

Children should also be involved in the analysis of completed work. Let this be a very general judgment: beautiful - ugly, like it - don't like it, but it helps kids understand their attitude to work, simply compare, evaluate and understand the realism and expressiveness of the image.

It’s good to end individual lessons with a song or poem that will help deepen your understanding of the subject being depicted.

Svetlana Zilina
Summary of OOD on modeling in the second junior group “Saucers for service”

Abstract of OOD.

Artistic and aesthetic development.

Subject: « Saucers for service» .

Tasks:

Formation of the ability to sculpt tea cup saucer, rolling the plasticine into a ball with circular movements of the palms and flattening the ball, squeezing it with the palms.

Formation of decorating skills saucer"peas", pinching small lumps from a large piece of plasticine, rolling them out in a circular motion with your fingers.

Consolidating knowledge of the shape of an object and the color of an object.

Cultivating goodwill and aesthetic taste.

Target: knows how to sculpt round objects.

Priority educational region: artistic and aesthetic development in the integration of educational regions: cognitive development, speech development, physical development.

Technologies, methods, techniques: personality-oriented technologies; communicative communication, technology for preserving and promoting health.

Material: plasticine, boards for each child, napkins.

Preliminary work: cookie making, pretzels.

OOD progress.

1. Organizational moment.

Educator:

Guys, look how many guests we have in group. Let's say hello. And when guests come to you, what do you do? (Children’s answers. The teacher leads the children to offer to give the guests tea and treat them to cookies.)

I have a holiday service, and you baked delicious cookies. We will pour tea into the cups, and put cookies on saucers.

The teacher contributes to group box.

2. Plot development.

Let's get a look. These are the cups I have. What color are they? (red and blue) How are they decorated? (small circles of red and green color( "peas") Oh, what is this? Where did they go? saucers? What should we do now, where will we put the cookies? What should we do? (Children's answers.)

Okay, let's make some from plasticine. Only the cups are not the same color. A saucers you need to make it the same color as the cup. To do this, choose a cup of the color you like and sit at the table where there is plasticine of the same color as the cup.

And before we sculpt, let's stretch our fingers.

Fizminutka:

Fingers played hide and seek

And the heads were removed.

Like this, like this

So the heads were removed.

Let's raise our hands together

And let's start sculpting again.

The children sit at the tables.

Guys, look, on your table there is a plasticine board and a napkin to wipe your hands. Now watch how you will sculpt saucer. What shape is the saucer?? How to make a circle? You need to roll the ball and then flatten it with two palms. That's what I did saucer. Now I will decorate it with the same pattern as on the cup. I'll roll a small ball and stick it on saucer, then I’ll roll a small ball and also stick it on saucer. Show with your hands how you will roll the ball, and now show how you will make a circle. Well done! Now get to work.

Independent activity of children.

3. Bottom line. At the end sculpting The teacher, together with the children, examines the resulting saucers, praises children for being beautiful saucers, then the children put each into their own saucer of cookies, put on a tray and treat guests.

Publications on the topic:

Summary of GCD for modeling in the second junior group “Tangerines and Oranges” Summary of educational activities for modeling in the second junior group "Tangerines and Oranges" Program content. Strengthen children's ability to sculpt round objects.

Summary of educational activities for modeling in the second junior group “Carrot for the Bunny” Summary of educational activities for modeling in the second junior group on the topic “Carrot for a bunny.”

Summary of educational activities for modeling in the second junior group “Let's decorate the Christmas tree” Goal: to evoke a joyful mood in children on the eve of the upcoming New Year holiday, to consolidate modeling skills: pinching off a piece.

Summary of GCD on object modeling in the second junior group “Pretzels” Abstract of the GCD on object modeling in the second junior group “Pretzels” Educator: Dolgova Anastasia Aleksandrovna Purpose: to teach children to sculpt.

Summary of a modeling lesson in the second junior group Goal: to teach children to transform the round shape of a ball into a pie shape by flattening the ball with their fingers. Continue introducing your child to plasticine.

Goal: To develop children's understanding of insects. Objectives: Practice sculpting small insects. Cultivate a love for nature. Materials and.

Summary of a modeling lesson in the second junior group “Koloboks” Goal: 1. Develop children's perception, enrich their sensory experience by highlighting the shape of objects and color. 2. Develop the skill of rolling.