Constructive activity 2nd junior group. Constructive modeling activity
Elena Khruleva
Educational field "Artistic and aesthetic development",
chapter " Constructive modeling activities". (Second junior group)
View: Class
Subject: "TO Bear to the rescue»
Target: Formation of simple constructive skills in young children preschool age.
Tasks:
Strengthen the ability to construct simple buildings from parts of different colors and shapes, making them stable;
Develop the ability to arrange cubes in accordance with the pattern, select colors in accordance with the pattern;
Use techniques of attachment and overlay;
Cultivate a desire to come to help, respond emotionally to someone's request.
Vocabulary work: consolidate the words in children’s speech - cube, plate, top, bottom.
Equipment: 2 house plans, building sets with different colored blocks for each child, a bear toy.
Progress of the lesson:
We have a lot of guests today, let's say hello.
Hello!
Guys, how can you say hello? (children's answers - smile, handshake, hug, wave to each other).
Children greet each other, then greet guests, the sound of footsteps is heard (sound recording - steps)
Children, listen, can you hear anyone's steps? (children - Yes)
Oh guys, be quiet, be quiet, I hear something strange. Someone is running here to us, someone is rushing here to us!
And you will find out who will come to us by guessing my riddle.
Mystery:
He slept for a long time all winter,
He sucked his right paw,
And he woke up and began to roar.
This animal is a forest animal... (children - Bear).
How did you guess? (children's answers - The bear sleeps in winter, wakes up in Spring)
bear greets children (Children greet Teddy Bear) .
Children, something Bear is sad today. Let's ask him what happened?
Mishka's request:
Without need and without worry
The bear was sleeping in his den.
Slept all winter until Spring
And I saw colorful dreams.
Suddenly the clubfoot woke up,
Hears dripping - trouble!
He rummaged around with his paw,
And he jumped up. Water all around!
Spring came,
The bear is very upset,
Covered in water Mishkin's house!
What should guys do? (children's answers - build a new house)
What can you build a house for Misha from? (children's answers - from bricks, boards, branches, straw, paper, cubes, etc.)
True, but in our there are no branches for the group, no bricks, no boards. What should we do? (children's answers). The teacher leads the children to the idea of building a house out of cubes.
Stages of work completion:
Before we start building a house from cubes, we will need drawings of houses for this, I offer you 2 drawings, which one will you choose? Which one do you like? (children's choice). Attach the diagram to the easel.
Sample analysis, repetition construction names details:
What color are the cubes in our diagram?
Guys, where should we start? construction: top or bottom?
Let's experiment. Tell me, is it possible to start building a house from the roof? Why?
Which cubes will we place first?
What then? (we talk)
Phys. just a minute:
Our sad one bear, let's play with him a little and entertain him.
(We stand in a circle with him. The bear is in the center of the circle):
Stomp bear(stomping feet)
Clap bear(clap hands)
Squat with me bro (squats)
Paws up, forward and down (hand movements)
Smile and sit down (Sit down in their seats)
(Invite the children to each take a box of cubes and sit at the tables)
The teacher suggests building a house according to the chosen scheme (includes music: Lazyevo – Building a House). Children build according to the model.
Analysis of works:
How do you think, Mishka Did you like your houses? Why? (children's answers)
Surprise moment:
Misha thanks you for building the house. And for your work he awards builders’ medals.
Lesson summary:
Who are we today helped? How?
- bear I am very happy and will live in your houses. But A bear lives in the forest, and his house is located there, I suggest "plant" (put) trees to bear ours lived in a real forest. Children "planted" (put) plastic trees around their houses. The teacher offers to play with the bear, transferring the children to independent activity.
Photo report:
Publications on the topic:
Constructive – modeling activity. In our group No. 1 “Why”, children really love to engage in constructive modeling activities.
During the first week of the project, we made “sea animals” out of foil. "Sea inhabitants". Goal: Continue to consolidate knowledge.
Constructive-modeling activity, lesson notes in the preparatory group “Furniture” Constructive-modeling activity lesson notes in the preparatory group “FURNITURE” Purpose: To teach children how to make plates from patterns.
Contents: This week we decided to take the guys for a walk in the spring forest. Dress warmly (outdoor game “Put on hats.”).
"Constructive-model activity." - draw children’s attention to various buildings and structures around their home, kindergarten. On the.
Abstract of the GCD for design in the second junior group: “Building Mashenka’s fence.”
Borovkova Vera Aleksandrovna, senior teacher, MBDOU “Child Development Center - Kindergarten No. 172”, Ivanovo.Description of material: I offer you a summary of direct educational activities for children of the second junior group. This summary is aimed at creating a problem-game situation in which children learn to use practical superimposition of parts on a diagram (top view) with rhythmic alternation of parts.
Explanatory note to GCD
UMK: Universal small (desktop) construction set, material from 2-3 different sizes.GCD topic:“We’re building Mashenka’s fence.”
GCD type: integrated (“Speech development”, “Social and communicative development”, “Physical development”, “Cognitive development”, “Artistic and aesthetic development”).
Item: Construction. Educational field “Artistic and aesthetic development”.
Age group: second junior group.
GCD as part of the thematic week “Visiting a Fairy Tale”.
GCD purpose: construction of a combined fence according to the diagram (top view).
Tasks:
consolidate the skill of accurately connecting parts and lining them up in an even line (path, fence along it) during the game;
fix the names of the main parts;
introduce rhythmic alternation in the construction of bricks (on the short, narrow side) and a cube;
to teach children to correlate their actions with instructions and models;
learn to use practical superimposition of details on a diagram (top view) depicting the building plan;
expand your vocabulary, learn to communicate;
teach empathy using the example of a fairy-tale character;
cultivate hard work and accuracy.
Vocabulary work:
Activation of nouns: cube, brick, prism, bar, etc.
Adjectives characterizing the subject
Adjectives with opposite meanings: narrow, short, long, smooth, tall, wide, etc.
Prepositions: in, on, for, by, etc.
Equipment.
Handouts for the subgroup: details of a wooden building set - 6 bricks (one of them long), 5 cubes, 1 prism, small toys - nesting dolls, fence diagram (top view).
Demo material: details of a wooden building set, fence diagram (top view), Christmas trees, mushrooms, dolls - Masha, Bear, Cockerel; trees, a “magic bag”, a tape recorder, an audio recording of children’s songs, decoration trees for a forest clearing.
Preliminary work: reading the fairy tale “Masha and the Bear”, learning a physical education lesson about a bear, learning dynamic pauses.
Progress of direct educational activities
Didactic game "Magic Bag".
Target: fixing the names of the main parts, the ability to find different sides of the main parts from the description.
Hello guys! Do you love fairy tales?
I brought the “Magic Bag” for you. Do you want to know what lies there? I think there are toys there.
Let's check?!
(The teacher takes turns inviting the children to take out building parts (cube, prism, brick, block) from the bag and name them.)
Show the narrow short side of the brick (swipe with your finger), the narrow long side, show the wide long side.
Which side was shown? (wide and long.)
Show the triangular side of the prism. Show me where the square side of the block is?
Did a great job!
Well, I thought that the bag was magical and there were toys in it, but there were building parts with the help of which we learn to build! But what is this? Look, there’s a picture on the long, wide side of the brick! Tell me who is shown in the picture? (The picture shows the main characters of the fairy tale “Masha and the Bear”). Yes, the bag really turned out to be “magical” and, in my opinion, invites us to go to a fairy tale!
Motivation.
Target: motivating children for further joint activities.
What is the name of the fairy tale that we recently read?
A completely different story happened to the main characters of this tale. Do you want to know what else happened to Masha and the Bear? (The teacher turns on the musical accompaniment.)
- Well, then let's hit the road.
Hush, don't make any noise,
Don't frighten off our fairy tale
/raise a finger to your lips, say shhh/
One - two - spin around,
Find yourself in our fairy tale!
Children, as directed by the teacher, walk in a circle, raising their legs high, squat down, stand up and continue moving towards the table.
Reinforcing the material covered during gaming activities.
Target: creating conditions for generalizing and consolidating acquired knowledge, consolidating the ability to select the right part for building an object and characterize it.
Look where we ended up?
(there are decoration trees in the group.)
We came to a forest clearing,
Raise our legs higher
Through bushes and hummocks,
Through branches and stumps.
We walked for a very long time,
Our little legs are tired
Now let's sit down and rest,
And let's go for a walk again.
Look, there’s something in the clearing. Let's come over!
(On one side of the table there are trees, mushrooms are a forest, on the other side there is a house built from a cube and a prism, and a Masha doll.)
One day Mashenka went into the forest to pick mushrooms (the teacher plays out his story), mushroom after mushroom, tree after tree, so unnoticed, she went far into the forest from home and got lost.
“Aw! Aw!” - no one responds. Mashenka cannot find her way home. I started crying.
What to do? How to help the girl? What can I do to prevent Masha from getting lost? How can I help her return home? (Build a path.)
This will be a long brick.
The path turned out to be level and smooth.
Narrow or wide?
Long or short?
And on the other side of the forest, Mishka crawled out of the den (the teacher shows the toy Bear).
We will show you how the Bear got out of the den.
Physical education minute.
Target: prevention of fatigue, restoration of children's performance, health preservation.
(The teacher turns on the musical accompaniment.)
The bear crawled out of the den,
I looked around on the threshold.
He stretched out of sleep:
Spring has come to us again.
To quickly gain strength,
The bear's head was twisting.
Leaned back and forth
Here he is walking through the forest.
The bear is looking for roots
And rotten stumps.
They contain edible larvae -
Vitamins for the bear.
Finally the bear has had his fill
And he sat down on a log.
/Children repeat the movements after the teacher in accordance with the text and pronounce the words/.
Creating a problematic situation.
Target: activating the mental activity of children, encouraging them to independently search for an answer to a problem situation.
This Bear is making his way through the forest and wants to grab Mashenka and take her to the den - his home!
Mashenka ran along our path to the house, and the Bear was about to catch up with her.
Masha came running and hid in the house.
Let us also leave Mishka and sit down at the tables.
Guys, how can I help Mashenka? What can she do to prevent the Bear from getting into her house?
If children have difficulties, the teacher asks a guiding question:
What will we build around the house? (Fence.)
Explanation and demonstration of the construction.
Target: familiarization with the rhythmic alternation in the construction of bricks (on the short, narrow side) and a cube.
Watch how I build a fence for Masha near the path. I take a brick and put it on the narrow short side, put a cube next to it, put the parts close to each other, put the brick again on the narrow short side, then the cube, and so on.
A Cockerel (a small toy) flew onto my fence and sang: “Ku-ka-re-ku!” He was surprised: “Where did such a beautiful fence come from? How was it built?"
Tell Cockerel how to build this fence?
Practical part.
Target: learning to act according to a model, supporting children’s independence, strengthening the skill of accurately connecting parts and lining them up in an even line.
You will build a fence using a diagram - top view (demonstration on the board).
Find a long brick and place it on the table - this is a path.
Place the diagram in front of the track and you will place the parts on it.
Help Masha, build a fence! Cockerel and I will check how you will build fences correctly.
Independent work of children.
(During the work, the teacher stimulates the children’s activities and directs them to correct errors using targeted questions).
What parts will we use to build a house (cube and prism)?
Build a house behind the fence.
Role-playing game “Guests have come to us.”
Target: teaching the ability to play out a simple plot in a building, expanding the vocabulary of children.
The bear saw the fence and returned to the forest to its den.
And Mashenka came out of the house, rejoiced and thanked you for saving her from the Bear!
Girlfriend cars will come to visit each of you. Guess who it is?
Girlfriends live in the house,
Everyone looks alike.
Scarlet silk handkerchief.
The hand rests on the wooden sides.
Got a little flushed
Coloring beauties... (matryoshka dolls).
They love to play in the yard behind the fence.
Play with them!
(The teacher distributes Matryoshka dolls, recites poems to the accompaniment of music and shows the elements of playing with matryoshka dolls).
Blow the pipes, beat the spoons!
The nesting dolls came to visit us.
wooden spoons,
The matryoshka dolls are rosy.
Girlfriends walked along the path,
There were a few of them:
Two Matryonas, three Matryoshkas
And one Matryoshka.
The mouse was met by girlfriends
And they hid in each other.
And which remains
I was scared the most.
Summary of the lesson with an element of reflection.
Target: creating conditions for assessing children’s efforts in constructive activities; fostering diligence and accuracy when cleaning parts.
I'm happy for you, the fences turned out beautiful, the details were placed exactly! Did you like your fences?
Let's clap our hands!
The nesting dolls also really enjoyed playing with you! Masha says goodbye to us and says to everyone: “Thank you!”
Let's say goodbye to Masha!
And it’s time for us to return from the fairy tale to kindergarten!
One two Three,
Turn around
Look around
Find yourself in the group again!
Here we are back from the fairy tale in kindergarten!
What were you building?
What parts were used to build the fence?
What did they use to build it?
Who did you help?
Now you can build fences yourself in a group using a plastic construction set.
But for further activities in the group, all the details of the designer must be removed.
Well, now let's get down to business,
Parts need to be removed
Clean up and don't break
We'll play again tomorrow!
Quietly and carefully place the parts in boxes.
Goodbye, guys!
Lyubov Borisova
Lesson on constructive modeling activities in the second junior group “Trees”
Target: Learn design image of deciduous crown tree from small scraps of green paper, introduce different techniques for tearing paper (into strips, into small and large pieces, learn to tear off the edges of paper by eye and get material for depicting leaves; continue to learn to work together and get joy from it; create a landscape composition.
Material: image of large deciduous trees without crown(slide, small strips of soft green paper of different shades.
Progress of the lesson
1. The teacher makes a wish riddle:
There is only one leg, standing still. And there are a hundred or two hundred hands around (Tree)
(slide trees without crown)
Consider tree, clarify that tree has a trunk and branches. Trunk tree one, and there are a lot of branches, hence the mystery. Read the riddle again, the children say the answer in chorus. They clarify that the trunk is trees It can be thick and thin, high and low, but one.
What else do you have there are trees? (Leaves)
The leaves form tree crown, you can hide under it from the heat in the summer. Under the crown tree shadow, chilly.
Is there a crown in ours? trees? (No, no leaves)
We have a poster with the image trees without crown. Let's make leaves and decorate ours trees - we’ll make a crown for them.
2. Children work at tables. The teacher explains and shows how to properly tear the paper to make small round leaves. Children work independently, under the guidance of a teacher.
While working, it is advisable to do gymnastics for your fingers. « Tree» .
U tree trunk, there are many branches on the trunk,
And the leaves on the branches are green.
(Press the backs of your hands to each other. Fingers spread
and raised up. Move your hands and fingers).
Physical education minute:
The wind quietly shakes the maple tree. One tilt, two – tilt,
Tilts right, left. He rustled the leaves.
4. Children, with the help of a teacher, analyze teamwork, see the positive in the work of their comrades, the beauty of the landscape composition, and talk about it.
Reflection.
1. What do you have? tree?
2. What are the leaves called? tree?
3. What new did you learn at class?
Publications on the topic:
Prepared by: Teacher Abrosimova Elena Petrovna GBOU secondary school No. 21 p. n. “Kindergarten “Terem-Teremok” Methodological development on constructive.
One of the annual tasks of our preschool institution was to improve the work of the teaching staff, aimed at development.
Frontal lesson for middle group children. Lexical topic: “Autumn. Trees" Frontal lesson for middle group children. Lexical topic: “Autumn. Trees." Topic of the lesson: writing a story about autumn. Goals: .
Summary of direct educational constructive-model activities in the middle group of compensatory orientation for children p.
Abstract of educational activities on constructive-modeling activities in the senior group “Young Architects” Goal: to learn how to create a building and a diagram for this building. Objectives: Educational field “Artistic and aesthetic development” (constructively.
Summary of a lesson on constructive modeling activities in the middle group “Bridges” Topic: “Bridges” Purpose: to give children an idea of bridges and their purpose. structure; practice building bridges; strengthen the ability to analyze.
GCD for constructive modeling activities in the senior group “Space Builders” Goal: Improvement of the planet by building a home for its inhabitants using new generation construction kits. The form of organization of the lesson is creative.
Long-term thematic planning
Educational field "Cognitive development"
Directions: “Constructive-modeling activity”
Junior preschool age
Compiled by:
Educator
Epishkina E.G.
Explanatory note
Target:
Teach children to build basic buildings, support the desire to build something on their own. Learn to distinguish, name and use basic building parts (cubes, bricks, plates, cylinders, triangular prisms).
Tasks:
· Lead children to a simple analysis of created buildings
· Improve constructive skills
· Construct new buildings using acquired skills (laying, attaching, applying)
Use parts of different colors in buildings
· Learn to place bricks and plates vertically (in a row, in a circle, around the perimeter of a quadrangle), place them close to each other, at a certain distance (fence, gate)
· Encourage children to create design options by adding other details (put triangular prisms on the gate posts, cubes next to the posts, etc.)
· Change buildings in two ways: replacing some parts with others or building them up in height and length (low and high tower, short and long train)
· Develop a desire to build buildings according to your own design
· Continue to teach children to play with buildings, unite them according to the plot: path and houses - street; table, chair, sofa - furniture for dolls
· Practice making crafts from waste and natural materials, paper
· Teach children to carefully place parts in boxes after playing.
Theme and purpose of OOD 1st week | Theme and purpose of OOD 2nd week | Theme and purpose of OOD 3rd week | Theme and purpose of OOD 4th week |
||
September | |||||
"Tracks" | "Tracks" | "Slide with ladders" | "Paths for Kolobok" |
||
Learn to build long and short paths using bricks and plates. Learn to play around with buildings. | Learn to convert tracks into lengths. Reinforce the concept longer, shorter. Develop a desire to build. | Learn to build a slide with two ladders, help master basic design skills, learn to name the parts of a building set, and identify what parts the ladder is built from. | Continue learning how to build long and short paths using bricks and plates. Fix color, the concept of narrow, wide. Learn to play around with buildings. |
||
October | |||||
"Furniture for dolls" | "Chair and sofa" | "Furniture for kitchen" | "Gates" |
||
Build parts according to a model without showing techniques. | Learn to transform a building. Learn to name objects, highlighting their main parts. Fix the color and sequence of work. | Learn to build a “table” and “chair”, use parts for buildings as desired. Strengthen the ability to carry out construction in a certain sequence. | Encourage children to reproduce two or three types of gates using different parts of building material (bricks, cubes) |
||
November | |||||
"House for Dunno" | "High and Low Gates" | "House" | "Build what you want" |
||
Develop a desire to build for someone else by decorating the building using different colors. Develop design skills and the ability to complicate your designs. | Continue to learn how to build gates of different types. Fix color, concepts of high, low, pillars, ceilings. | Teach children to enclose a space using various parts of building material. Continue to develop ideas about shape, size and color. | Learn to build familiar buildings, consolidating acquired skills and abilities. Learn to build together without interfering with each other. |
||
Theme and purpose of OOD 1st week | Theme and purpose of OOD 2nd week | Theme and purpose of OOD 3rd week | Theme and purpose of OOD 4th week |
||
December | |||||
"Truck" | "Van and Truck" | “Toy store” made of paper |
|||
Learn to build a truck from building materials. Encourage creative initiative, invention, imagination, ingenuity. | Learn to make birds according to the pattern. Develop visual abilities in working with natural materials (cones, acorns) | Learn to build a truck from building material; replace some parts with others, combine them, determine methods of action. | Strengthen the ability to fold a rectangular sheet of paper in half, smooth out the fold lines. Offer to make a bunny or a bear. |
||
January | |||||
"Fence" | "Horse Corral" | "High and low fence" | "Fence for the kindergarten" |
||
Learn to build parts according to a model without showing techniques; analyze the product. Strengthen the ability to name parts and their colors. | Learn to enclose a space with a high fence; teach the technique of placing bricks on a long narrow edge. Develop your imagination. | Learn to change the height of a building; name the details: bricks, cubes. Develop constructive skills. | Learn to fence off a large space (“lake” for ducks). Strengthen the ability to tell how they will build. Encourage the desire to design according to your own plans and ideas. |
||
February | |||||
"Fence at will" | "House and Fence" | "Simple Bridge" | "Various Bridges" |
||
Learn to close the space along a quadrangle, alternate parts by color and type. Develop the ability to analyze your construction. | Learn to build a house and a fence around it; play out various situations around the house with animals and small objects. | Learn to build bridges; highlight the stages of creating a structure; establish a relationship: the steeper the descent, the greater the speed of the moving car, etc. | Continue teaching how to build bridges; highlight the stages of creating a structure; establish a relationship: the steeper the descent, the greater the speed of the moving car, etc. |
||
Theme and purpose of OOD 1st week | Theme and purpose of OOD 2nd week | Theme and purpose of OOD 3rd week | Theme and purpose of OOD 4th week |
||
March | |||||
"Kindergarten" | "By design" | "Garage with two entrances" | "Street" |
||
Learn to independently create general plans for future buildings, think through a plan, and think through the stages of construction. | Develop the ability to independently choose a topic for construction, select the necessary material. | Learn to build a foundation for the ceiling, navigate the plane; outline the outlines of the future structure. | Teach co-design, think through a plan, think through the stages of construction. |
||
April | |||||
"Airplane" | "By design" | "Aerodrome" | "Boat" |
||
Learn to build an airplane; name the details of the designer; fix colors. Develop an active interest in design. | Develop the ability to outline the sequence of construction of a structure, the outlines of a future building. | Continue to teach co-construction; distribute work; achieve a single result. | Practice bending the sheet in different directions, fold a square sheet of paper in half diagonally, and then in half again; in the manufacture of toys based on the origami principle. |
||
"Machine" made of paper | "By design" | "My house" | "By design" |
||
Learn to make crafts from boxes of different shapes and sizes. Develop visual abilities in the process of making crafts from a variety of materials. | Develop design skills, develop creativity, and the ability to complicate your designs. | Strengthen acquired constructive skills. Develop the desire to build according to your own plans, encourage joint games. | Develop a desire to build by decorating the building using different colors. |
||
Used Books
1. L.V. Kutsakova. “Construction and artistic work in kindergarten.”
2. Approximate general educational program for preschool education “From birth to school,” ed.
N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva.
Download:
Preview:
Long-term thematic planning
Educational field "Cognitive development"
Directions: “Constructive-modeling activity”
Junior preschool age
Compiled by:
Educator
Epishkina E.G.
Explanatory note
Target:
Teach children to build basic buildings, support the desire to build something on their own. Learn to distinguish, name and use basic building parts (cubes, bricks, plates, cylinders, triangular prisms).
Tasks:
- Lead children to a simple analysis of created buildings
- Improve constructive skills
- Construct new buildings using acquired skills (laying, attaching, applying)
- Use parts of different colors in buildings
- Learn to place bricks and plates vertically (in a row, in a circle, around the perimeter of a quadrangle), place them close to each other, at a certain distance (fence, gate)
- Encourage children to create design options by adding other details (put triangular prisms on the gate posts, cubes next to the posts, etc.)
- Change buildings in two ways: by replacing some parts with others or building them up in height and length (low and high turret, short and long train)
- Develop a desire to build buildings according to your own design
- Continue to teach children to play with buildings, combine them according to the plot: path and houses - street; table, chair, sofa - furniture for dolls
- Practice making crafts from waste and natural materials, paper
- Teach children to carefully place parts in boxes after playing.
Approximate long-term planning
Month | Theme and purpose of OOD 1st week | Theme and purpose of OOD 2nd week | Theme and purpose of OOD 3rd week | Theme and purpose of OOD 4th week |
|
September | Subject weeks | ||||
subject | "Tracks" | "Tracks" | "Slide with ladders" | "Paths for Kolobok" |
|
Target | Learn to build long and short paths using bricks and plates. Learn to play around with buildings. | Learn to convert tracks into lengths. Reinforce the concept longer, shorter. Develop a desire to build. | Learn to build a slide with two ladders, help master basic design skills, learn to name the parts of a building set, and identify what parts the ladder is built from. | Continue learning how to build long and short paths using bricks and plates. Fix color, the concept of narrow, wide. Learn to play around with buildings. |
|
October | Subject weeks | ||||
subject | "Furniture for dolls" | "Chair and sofa" | "Furniture for kitchen" | "Gates" |
|
Target | Build parts according to a model without showing techniques. | Learn to transform a building. Learn to name objects, highlighting their main parts. Fix the color and sequence of work. | Learn to build a “table” and “chair”, use parts for buildings as desired.Strengthen the ability to carry out construction in a certain sequence. | Encourage children to reproduce two or three types of gates using different parts of building material (bricks, cubes) |
|
November | Subject | ||||
subject | "House for Dunno" | "High and Low Gates" | "House" | "Build what you want" |
|
Target | Develop a desire to build for someone else by decorating the building using different colors. Build design skills, the ability to complicate your designs. | Continue to learn how to build gates of different types. Fix color, concepts of high, low, pillars, ceilings. | Teach children to enclose a space using various parts of building material. Continue to develop ideas about shape, size and color. | Learn to build familiar buildings, consolidating acquired skills and abilities. Learn to build together without interfering with each other. |
|
Month | Theme and purpose of OOD 1st week | Theme and purpose of OOD 2nd week | Theme and purpose of OOD 3rd week | Theme and purpose of OOD 4th week |
|
December | Subject | ||||
subject | "Truck" | "Poultry" made from natural materials | "Van and Truck" | “Toy store” made of paper |
|
Target | Learn to build a truck from building materials. Encourage creative initiative, invention, imagination, ingenuity. | Learn to make birds according to the pattern. Develop visual abilities in working with natural materials (cones, acorns) | Learn to build a truck from building material; replace some parts with others, combine them, determine methods of action. | Strengthen the ability to fold a rectangular sheet of paper in half, smooth out the fold lines. Offer to make a bunny or a bear. |
|
January | Subject | ||||
subject | "Fence" | "Horse Corral" | "High and low fence" | "Fence for the kindergarten" |
|
Target | Learn to build parts according to a model without showing techniques; analyze the product. Strengthen the ability to name parts and their colors. | Learn to enclose a space with a high fence; teach the technique of placing bricks on a long narrow edge. Develop your imagination. | Learn to change the height of a building; name the details: bricks, cubes. Develop constructive skills. | Learn to fence off a large space (“lake” for ducks). Strengthen the ability to tell how they will build. Encourage the desire to design according to your own plans and ideas. |
|
February | Subject | ||||
subject | "Fence at will" | "House and Fence" | "Simple Bridge" | "Various Bridges" |
|
Target | Learn to close the space along a quadrangle, alternate parts by color and type. Develop the ability to analyze your construction. | Learn to build a house and a fence around it; play out various situations around the house with animals and small objects. | Learn to build bridges; highlight the stages of creating a structure; establish a relationship: the steeper the descent, the greater the speed of the moving car, etc. | Continue teaching how to build bridges; highlight the stages of creating a structure; establish a relationship: the steeper the descent, the greater the speed of the moving car, etc. |
|
Month | Theme and purpose of OOD 1st week | Theme and purpose of OOD 2nd week | Theme and purpose of OOD 3rd week | Theme and purpose of OOD 4th week |
|
March | Subject | ||||
subject | "Kindergarten" | "By design" | "Garage with two entrances" | "Street" |
|
Target | Learn to independently create general plans for future buildings, think through a plan, and think through the stages of construction. | Develop the ability to independently choose a topic for construction, select the necessary material. | Learn to build a foundation for the ceiling, navigate the plane; outline the outlines of the future structure. | Teach co-design, think through a plan, think through the stages of construction. |
|
April | Subject | ||||
subject | "Airplane" | "By design" | "Aerodrome" | "Boat" |
|
Target | Learn to build an airplane; name the details of the designer; fix colors. Develop an active interest in design. | Develop the ability to outline the sequence of construction of a structure, the outlines of a future building. | Continue to teach co-construction; distribute work; achieve a single result. | Practice bending the sheet in different directions, fold a square sheet of paper in half diagonally, and then in half again; in the manufacture of toys based on the origami principle. |
|
May | Subject | ||||
"Machine" made of paper | "By design" | "My house" | "By design" |
||
Target | Learn to make crafts from boxes of different shapes and sizes. Develop visual abilities in the process of making crafts from a variety of materials. | Develop design skills, develop creativity, and the ability to complicate your designs. | Strengthen acquired constructive skills.Develop the desire to build according to your own plans, encourage joint games. | Develop a desire to build by decorating the building using different colors. |
|
Used Books
- L.V. Kutsakova. “Construction and artistic work in kindergarten.”
2. Approximate general educational program for preschool education “From birth to school,” ed.
N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva.
Left-handed children in kindergarten deserve special attention, because... many may have a set of learning difficulties. It’s not so easy for a left-handed child in our world, because... We have everything ready...
A lesson scenario with which you will tell preschoolers about sneaking. A speech therapist teacher conducts a lesson together with an educational psychologist. FOR WHOM, WHY AND HOW Participants: children of senior preschool age Goal: to form moral ideas about good and evil in the context of sneaking Tasks: to practice syllable analysis, synthesis and selection of synonyms; develop...
What aspects of school readiness are especially important? This is the ability to accurately perceive and complete a task; remember the sequence of actions necessary to complete it; development of fine motor skills and hand-eye coordination; ability to perform sound analysis...
Competition of readers on the topic: “The book is a source of wisdom” Objectives of the competition: creating conditions for the cognitive and speech development of children; nurturing a positive emotional attitude towards literary poetic works; development of artistic and speech performance skills when reading poems; identifying the best readers...
