Program "Skillful Hands". "introducing children to artistic and manual labor and developing children's creative abilities"
Introduction and relevance
Chapter I. Theoretical basis teaching children in manual labor classes.
Chapter II. Introduction to manual labor and development creativity children
Goal and task
Directions and forms of work.
Stages of work.
Working with parents and teachers.
Types of manual labor used in my practice.
Evaluation of work results, job prospects.
Conclusion.
“The importance of manual labor in mental and aesthetic development preschoolers"
Introduction and relevance
The origins of children's creative abilities and their talents are at the fingertips, from the finger, figuratively speaking, go the thinnest streams that feed the source of creative thought. The more confidence and ingenuity in the movement of a child’s hand, the more subtle the interaction with a tool, the more complex the movements necessary for this interaction, the deeper the interaction of the hand with nature, with social work enters into the spiritual life of the child. In other words: the more skill in a child's hand, the smarter the child.
V.A. Sukhomlinsky.
Why make your own from paper, waste or other material? After all, the stores have a wide selection of different toys for every taste. These toys are good for everyone - they are high quality, bright, and funny. One problem is that they were made not by our hands, but by other people’s uncles and aunts. It was they who tried, fantasized, came up with, and buyers get finished form. Maybe this is good, you don’t have to spend your own energy to make some kind of toy or craft. But if you don’t learn creativity in childhood and don’t become independent, then where will this skill come from later when you grow up?
Handmade work is painstaking, exciting and very enjoyable work. In order for children to engage in it willingly, it is necessary to develop their imagination, good feelings, and with mastery of skills, dexterity in work will come. On the importance of using natural material A. S. Makarenko paid attention to the child’s activities. He pointed out that materials (clay, wood, paper, straw, sand, etc.) “are closest to normal human activity: from materials man creates values and culture... There is a lot of good realism in the material toy, but in at the same time there is room for imagination, not just
imagination, but great creative imagination."
Relevance.
Development problem children's creativity is currently one of the most current problems, because we are talking about the most important condition for the formation of the individual identity of a person already in the first stages of its formation. Manual labor, as well as playing and drawing, special shape actual children's activities. Children's interest in it significantly depends on the extent to which the conditions and organization of work allow them to satisfy the basic needs of a child of a given age, namely:
- the desire to practically act with objects, which is no longer satisfied by simply manipulating them, as it was before, but involves obtaining a certain meaningful result;
- the desire to feel capable of doing something that can be used and that can win the approval of others.
You can develop children's creativity in different ways, including working with available materials, which includes different kinds creating images of objects made of fabric, natural and waste materials. In the process of working with these materials, children learn the properties, possibilities of their transformation and their use in various compositions. In the process of creating crafts, children consolidate their knowledge of standards of shape and color, and form clear and fairly complete ideas about objects and phenomena. surrounding life. This knowledge and ideas are strong because, as N.D. wrote. Bartram: “A thing made by the child himself is connected to him by a living nerve, and everything that is transmitted to his psyche along this path will be immeasurably more alive, more intense, deeper and stronger than what comes from someone else’s, factory-made and often very mediocre invention, such as is the majority of visual teaching aids.”
Children learn to compare different materials with each other, find commonalities and differences, create crafts of the same objects from paper, fabric, leaves, boxes, bottles, etc. Creating crafts gives children great pleasure when they are successful and great disappointment if the image does not work out. At the same time, the child develops a desire to achieve a positive result. It is necessary to note the fact that children carefully handle toys made with their own hands, do not break them, and do not allow others to spoil the craft.
Theoretical foundations of teaching children in manual labor classes.
The influence of manual labor on the development of preschool children.
Children making toys and objects from various materials is one of the most important aspects of the labor education of preschool children, especially in older groups.
This type of work opens up broad prospects for creation.
Toy making, more than other types of work, paves the way to polytechnic education. In this work, preschoolers clarify their ideas about surrounding objects, take their first steps into the fascinating world of technology, which is of no small importance for their subsequent
development.
Manual labor develops children's constructive abilities, useful practical skills and orientation, creates interest in work, willingness to take on it, cope with it, the ability to assess their capabilities, and the desire to do the job as best as possible.
In the process of labor, children become acquainted with the simplest technical devices, master the skills of working with certain tools, learn to treat materials, objects of labor, and tools with care.
Children learn through experience elementary representations about the properties of various materials: the material undergoes various transformations, a variety of things can be made from it, using one or another tool for this. Thus, while learning to make useful items from thick paper, children learn that it can be folded, cut, and glued. You can use it to make cups for cuttings of plants, boxes for paper scraps, bookmarks, Christmas decorations.
Working with natural materials - leaves, acorns, cones, birch bark, straw, bark, etc. - gives the teacher the opportunity to introduce children to the rich variety of its qualities: color, shape, hardness. In addition, when coming up with the topic of his work, the child creates and fantasizes. He learns to distinguish familiar objects in the bizarre outlines of natural materials, and creates fantastic images. This develops ingenuity, intelligence, creative imagination, the desire to create.
The work of making various objects for play and everyday life, first systematically directed by the teacher, and then carried out by the child independently, has educational significance in that children develop the ability to set a goal, perseverance in achieving it, and cope with difficulties. Children learn to outline ways to achieve their goals, think through the sequence of actions, ways to process the material, and connect its parts.
When working with children, it is necessary to provide them with the opportunity to realize their plans and be creative. The source of children's ideas is, on the one hand, the surrounding life, where they draw content for their work, and, on the other hand, developing play, during which the need to make toys arises. At the same time, the teacher encourages children to strive to make the toy beautiful. Therefore, children need to be given a variety of impressions, given the opportunity to take a good look at the object, which they can then make themselves. Development of observation skills, ability to see characteristics subject, remember them and reproduce them in the process of work - important task education. A clear understanding of the subject has a positive effect on the implementation of the plan and the quality of the work.
Thus, manual labor contributes to the development of creativity, imagination, fine motor skills, attention, logical thinking and perseverance.
Artistic manual labor is a means of developing children’s creative abilities.
When starting work on teaching children how to create crafts from various materials, the main attention should be paid to the children’s mastering of basic techniques. But this does not mean that creative tasks must be excluded. Often, teaching technical techniques goes hand in hand with developing children’s creativity.
Before teaching children to work with natural and waste materials: fabric and paper, it is advisable to conduct classes to become familiar with the properties of these materials. During training in various ways transformation of materials, the most significant place among the methods and techniques used will be occupied by the process of making crafts. On the first classes are underway full show with detailed explanation of your actions. As children gain the necessary experience, children should increasingly be involved in the show. When introducing preschoolers to various materials and techniques, you can also use a step-by-step demonstration. The activity of children in transforming various materials is in itself interesting to them, and at the same time, it contributes to the formation of combinatorial skills and creativity. And use in class fiction and surprise moments make it even more exciting, and helps to overcome emerging difficulties. The widespread use of gaming techniques has a positive effect on children’s emotions, which in turn influence the development of creativity in preschoolers.
Using the thematic principle of constructing classes allows you to vary them depending on the skills of the children and achieve more significant results. Such cycles are very mobile and easy to use.
Thematic cycles make it possible to create compositions with children from different materials, allowing them to be used in the design of a group, preschool institution, and makes it possible to unite children in groups for collective work. The collective form of conducting classes helps to create interesting, multifaceted and colorful compositions, has a positive effect on the moral and aesthetic development of the child, promotes the ability to coordinate one’s desires with the desires of other children, and help each other in difficult situations. Various forms of association are used: in pairs, in small groups, as a whole group, each separately to combine into a common composition.
The number of activities included in any of the thematic cycles cannot be clearly fixed; it largely depends on whether the work is done by the whole group or done by children of one group. The use of thematic blocks allows you to transfer classes from one topic to another, replace one task with another, without changing the main goal - the development of children’s mental and aesthetic abilities while working with various materials. When analyzing work, use various game exercises and didactic games. During them, in an entertaining way, preschoolers learn to find the advantages and disadvantages of their own works and the crafts of other children.
Introduction to manual labor and development of children's creative abilities.
The survey showed that children have little knowledge of how to work with various materials, their constructive abilities are poorly developed, and most importantly, manual labor does not arouse interest in children. In this regard, the need arose to use a program to introduce children to artistic manual labor and develop creative abilities.
The distinctive feature and novelty of the method of introducing children to artistic work and the development of creative abilities is the development of creative and exploratory characters in children, spatial representations, some physical laws, knowledge of the properties of various materials, mastery of various methods of practical actions, acquisition of manual skills and the emergence of a creative attitude towards the environment.
The need for this program is that it is considered as a multifaceted process associated with the development of children's creative abilities, imagination, fine motor skills, attention, logical thinking and perseverance.
Goal and tasks.
Target: Develop cognitive, constructive, creative and artistic ability in the process of creating images using various materials and techniques.
Tasks:
- Teaching children various techniques transformation of paper, fabric, natural and waste materials.
- Development of imagination, the ability to see the unusual in ordinary objects, development of artistic and creative abilities and creativity of children.
- Children making attributes for plot-role and didactic games, dramatization games, the use of children's crafts to decorate the interior of a preschool institution.
- Making crafts with parents.
- Fostering diligence, accuracy, and the desire to complete the work started.
Directions and form of work.
- Development of creative abilities.
- Artistic and aesthetic development.
- Cognitive development.
Basic form work are classes in subgroups once a week. In a year, 26 lessons were held in the senior group, and 30 lessons are planned in the preparatory group. Individual work It is expected in free time from classes and in the evening, aimed at solving specific problems.
Additional forms of work.
Construction principles pedagogical process, methods and techniques of teaching.
Principles of constructing the pedagogical process:
1. From simple to complex.
2. Systematic work.
3. The principle of thematic cycles.
4. Individual approach.
Methods and techniques of teaching.
Methods | ||
1. Visual (teacher demonstration, example, help). | 2. Verbal (conversation classes, explanation, description, encouragement, persuasion, use of tongue twisters, proverbs and sayings). | 3. Practical and playful (independent and joint performance of crafts). |
Techniques | ||
Showing, active viewing, examination, palpation, sample analysis, generalization | Communication of new knowledge, systematization, posing problematic questions, riddles, poems, signs, proverbs, sayings, instructions, explanations, reasoning, additions, conclusions. | Showing a sample, showing methods, solving problems, surprise moments, game instructions, game tasks, game actions, performance assessment |
2.4 Stages of work.
The entire educational process is divided into 4 stages:
Stage 1 - familiarization with the properties of materials. (Appendices 7,8,9)
Stage 2 - training in manufacturing techniques.
Stage 3 - making crafts. (Appendices 10,11)
Stage 4 – self-analysis.
2.5 Work with parents and teachers.
I work with parents, explaining to them that Team work Manual labor for children and parents has a very positive effect on family relationships, instills confidence in the child, and he feels supported by his loved ones. Showing a son, daughter, grandson or granddaughter what and how can be made from various materials will not require a lot of time from an adult, but this should be specially allocated time not related to household and other household chores, especially since much of what is planned a child can only do it with the help of an elder.
It is necessary to encourage joint manual labor between school-aged siblings and older preschoolers. It’s interesting, and it also brings family members closer together and makes their communication more meaningful. A homemade toy, such as a top or a paper spinner, is a good gift for a baby from his older brother or sister, an expression of care for him and the opportunity to play together.
Working with parents includes:
Folder folders – “Applique from autumn leaves", "Crafts from waste materials."
Information stands.
Consultations – “The Miracle of Birch Bark”, “Toy Theater”.
Individual consultations.
Parent meeting - " Fairy tale- Origami."
Collaborative work between children and parents – Weekend Club “Spring is Coming to Us.”
Workshop for parents “Magic patches”.
Also carried out collaboration with teachers, which includes conversations, consultations and advice on making this or that craft, seminars and workshops.
Consultation for teachers “Materials for working with children on making crafts”
Workshop for teachers “Toys-sculptures”.
The activities of the teacher as part of the work to develop creative abilities and introduce children to artistic manual labor.
Work with children.
2.3. Types of manual labor used in my practice
Artistic manual labor is work with various materials, during which the child creates useful and aesthetically significant objects. But it is impossible to create something from a material if you do not know its properties and qualities. Therefore, before you start working with a new one, unknown children material, I previously conducted a lesson to familiarize myself with this material. In these classes, children become familiar with the properties, structure, and strength of the material; they can touch it. Subsequently, this material is used in manual labor classes and in children’s free activities.
The most common type of manual labor is applique . I also widely use this type of activity in my classes with children. Children have mastered different types of appliqué: they can create a decorative pattern, depict an object or a plot. We use different types of materials: paper, fabric, thread, straw, dried leaves, grass, seeds. Various techniques became available to children: creasing, rolling, cutting of various types (cutting in a straight line to obtain geometric shapes - squares, rectangles; cutting corners in a straight line to obtain a trapezoid; cutting corners along a rounded line to obtain circles, ovals; cutting along a contour , silhouette cutting; multi-layer cutting); tearing, weaving.
In the applique we used the technique of attaching parts to a base (cardboard, fabric); gluing (the entire plane of the part or part of it) and sewing.
In the pre-school group I plan to complicate and enrich this type manual labor, diversify and complicate:
Decorative patterns; objects and subjects depicted in an applicative manner;
Performance technique (children must learn to transfer techniques learned on one material to another, taking into account the characteristics of the new material);
Material used;
Work by combining materials and a variety of execution techniques, enriching the light range and compositional solutions.
Paper construction.
Paper is a fertile material that can be easily transformed. Children enjoy working with paper because it is easy to process. If you offer a child various varieties paper, he will get the idea that paper can be soft or hard.
Did interesting toys for the New Year tree. Rolling, crumpling and weaving more large pieces paper, made a variety of animals. For development in children auditory attention, sensitivity, the game “What rustles” was played (highly rustling types of paper were crushed - tracing paper, tissue paper, cellophane - and weakly rustling ones, and the children identified the paper by noise.
But paper can not only be crumpled, it can be cut into strips different lengths and width, and perform various compositions. I taught the children to twist, twist, intertwine, cross, connect one to another, resulting in all sorts of ovals and angular irregular shapes. But the children rejoiced at the appearance of these forms and tried to repeat it many times. Repeating, we came to new discoveries, and joy knew no bounds. The children made rings, snowflakes, hearts, and snakes. I tried to help only indirectly so that the child would independently come up with rather original ideas in creating crafts. By folding the paper into a wider strip, we created a cylinder. We decorated it with strips of paper. And now we have horses, donkeys, bunnies galloping, and children happily playing with their crafts. The value of these works lies in their originality and functionality of use, since children use them in their games and when decorating the room.
We also began to get acquainted with the “modular origami” technique with the children of the preparatory group. This fascinating technique is the creation of three-dimensional figures fromtriangular origami modules- invented in China. The whole figure is assembled from many identical parts (modules). Each module is folded according to the rules of classic origami from one sheet of paper, and then the modules are connected by inserting them into each other. The children were very interested in this activity and they use this technique in their free activities.
Working with natural materials.
Meetings with nature expand children’s understanding of the world around them, teach them to look carefully at various phenomena, maintain the integrity of perception when creating crafts from natural materials.
Children often bring acorns, cones, and branches from their walks; from the excursion to the pond - beautiful pebbles and shells. The guys are looking collected material, touch, feel, examine it. This helps to remember the shape, colors, and properties of each type of material.
Making crafts requires dexterous actions from the child; in the process of systematic work, the hand gains confidence, accuracy, and the fingers become flexible. All this is important for preparing the hand for writing and for educational activities at school. Manual labor contributes to the development of sensorimotor skills - consistency in the work of the eye and hand, improvement of coordination of movements, accuracy in performing actions.
Working with waste material.
Children engage in this type of activity with great interest. Working with waste material not only helps children acquire skills in working with various materials, it not only develops them creative potential, but most importantly, she teaches to take care native nature, fosters frugality, develops children's imagination.
When working with waste material, children are not afraid of ruining expensive material; they can experiment, try different techniques and techniques for processing the material. Often ideas are born during the process of work; the material itself suggests a solution and ways to complete the task.
2.4 Evaluation of work results, work prospects.
Paying great attention to manual labor in my work, I came to the conclusion that manual labor contributes to the development of sensorimotor skills - consistency in the work of the eyes and hands, improving coordination of movements, flexibility, and accuracy in performing actions. In the process of making crafts, a system of special skills and abilities is gradually formed.
Thus, we see that manual labor has a beneficial effect on the development of children’s creative abilities. The child feels pleasure and pride from the result of his work. Obtaining a result becomes a criterion for a child by which he can judge himself and his capabilities. If the result is successful, the child is confirmed in his capabilities, begins to believe in himself, and confidently takes on new, more challenging tasks. difficult work. Therefore, in my work, I try to select various tasks that are feasible in terms of volume and complexity of completion, so that the child does not lose interest in the activity, so that he does not become disappointed in his capabilities. I try to maintain his confidence in his abilities, approving and encouraging perseverance, patience, and the desire to complete the work.
In my future work, I plan to continue to devote Special attention manual labor classes.
Long-term planning of work with children in the preparatory group
Month | Subject | Program tasks | Material |
September | Procurement of waste and natural materials | Continue to introduce children to the variety of natural, waste materials and their use in making crafts | Shells, pebbles, leaves, cones, sticks, wire, candy wrappers, cardboard, jars, boxes, foam rubber, seeds, twigs, dried flowers, seeds |
Composition of leaves, flowers, seeds, seeds | Enrich children's knowledge about the variety of natural materials and their use in crafts; continue to teach how to make crafts from this material; contribute collective activity, ability to plan your work; finish what you started | Cones, leaves, sticks, glue, twigs, flowers, seeds |
|
Lesson-conversation "Introducing the Properties of Paper" | Help children determine the properties of paper using a variety of techniques. | Paper different types(cigarette, glossy, drawing) and different colors; basin with water. |
|
Dragonfly | Get acquainted with new technology – « Modular origami" The whole figure is assembled from many identical parts (modules). Each module is folded according to the rules of classic origami from one sheet of paper, and then the modules are connected by inserting them into each other. | Narrow strips of colored office paper, scissors, glue, pencil, napkin. |
|
October | Bird feeders. | To consolidate children's knowledge about the properties of plastic (cuts, melts, does not sink, sticks together); ability to transform waste material into the intended one by cutting out holes and fastening them together; enjoy the results of your work, cultivate care for birds | Three plastic bottles, wire, rope, tape, scissors, marker |
"Red Book of Nature" | Teach children to make appliqués of trees of different species, passing characteristic features(color, shape, structure); continue teaching children how to make animals using the origami method; cultivate love and respect for nature. | "Red Book", illustrations of trees and animals, operational cards origami, colored paper, folder with red files. |
|
Lesson-conversation "Introduction to wood and metal" | Using the comparison technique, introduce children to wood and metal and the qualities of these materials. | Metal plates or medical spatulas and wooden plates (untreated wood, bricks of different colors), flannel napkins. |
|
Rug made of twigs | Remember the methods of weaving from paper and threads; introduce you to weaving a rug from twigs and twine; develop fine motor skills hands; ability to work in a team and see the results of one’s work | Twine, birch twigs, scissors |
|
November | Aquarium | Continue teaching children to make crafts from different materials; enrich children's knowledge about the variety of natural materials and their use in crafts; develop initiative and creativity | Box, plastic fish, twigs, pebbles, beads, glue |
Napkin holder rings as a gift for mom. | To strengthen in children the ability to make crafts from waste materials, reinforcing their properties; use previously acquired knowledge, skills and abilities in work; develop creativity and imagination | Wire, fabric, ribbons, beads, glue |
|
Introductory lesson Crafts and paintings made from natural materials (floristry) at the request of children | Introduce children to the meaning of the word floristry - creating crafts and paintings from natural materials; develop creativity and imagination; promote collective activities and verbal communication of children | Leaves, flowers, branches, cones, bark, birch bark, sticks, glue |
|
Independent work Portrait of Autumn | Strengthen children's knowledge about floristry; develop imagination, desire for creativity | Leaves, seeds, flowers, glue |
|
December | Boxes with a secret | Introduce children to new techniques for working with paper - decoupage, show manufacturing methods - pasting volumetric forms and decorating them as desired; develop creativity, fine motor skills, artistic taste | Paper, glue, scissors, fabric, thread, cardboard, boxes |
Miraculous transformations of paper | Introduce children to the new, forgotten crafts of quilling, paper filigree, paper rolling; promote new creative possibilities for children in working with paper strips and cardboard | Cardboard, paper, glue, scissors |
|
Lesson-conversation "Introduction to the properties of fabric" | Help children identify the characteristics of fabric through a variety of activities. Enrich and clarify children's vocabulary. | Scraps of different fabrics (wool, chintz, silk) |
|
"Magic Shreds" Fabric mosaic | Teach children to work with fabric, teach them to choose the subject of their work, choose the right color scheme and a fabric suitable for the structure. Develop imagination and creativity. | Scraps of different fabrics, glue, scissors, plot pictures. |
|
January | Brownie Owl Teddy Bear (2 lessons) | Continue teaching children to work with cardboard and thread; teach children to wrap a ring with threads, make knots, cuts and complete the craft small details; develop fine motor skills, friendly relationships | Cardboard, thread, colored paper, scissors, glue |
Paper theater | Teach children to do fairy tale characters using the Origami technique. Use crafts in theatrical games. | Colored paper, white, scissors, felt-tip pens |
|
"Mohnatiki" Making toys from yarn and threads | To develop children's creativity, imagination and skills in working with yarn, threads and other related materials, needle and scissors. | Yarn, twine, thick wire, pieces of fur, white cardboard, needles, threads, scissors, glue, buttons, jewelry, paints. |
|
February | Heart as a gift | Learn to create your plan using a stencil, add to the main thing what is missing to realize your plan; teach to think creatively, develop artistic taste | Wire, fabric, thread, braid, scissors |
Flower as a gift | Provide children with the opportunity to use waste material in such a way as to create something that is intended and recognizable, using a familiar method of construction—composing a whole from parts; continue to develop creativity and fine motor skills | Foam plastic, wire, feathers |
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Application Planes, hawks, helicopters. (gift to dad) | Develop fine motor skills, logical and creative thinking, attention and perseverance. Cultivate the desire to give joy to a loved one. | A set of colored and white paper, pencils, scissors, markers, glue, foil of different colors, napkins. |
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Winter portrait. Application made of cotton wool and cotton pads. | Continue teaching children to use cotton wool and cotton pads(create an image of winter). Pin titles winter months and winter signs. | Colored cardboard, cotton wool, cotton pads, glue, New Year's "rain", felt-tip pens. |
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March | Vase as a gift for mom | Continue teaching children to use plastic bottles for their crafts; introduce a new method of making three-dimensional crafts; desire to complete the job and be happy with the result | Plastic bottles, plaster bandage, water, scissors, varnish |
Flower made of shells and ribbons | Strengthen the ability to work with a variety of materials; do a craft, enjoy the results of your work, please others; develop the ability to finish what you start | Cardboard, satin ribbons, shells, glue |
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Crafts from obsolete jewelry. By design. | Teach children how to make crafts from jewelry and beads; take an excursion into the history of costume jewelry. | Beads, needle, nylon thread, jewelry items, beads, threads, glue, tape, colored paper, scissors, wire. |
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Teamwork Panel "Chrysanthemums" | Introduce children to a new way of making flowers in origami style; continue to learn how to work in a team. | Operational cards, Whatman paper with an image flower vase; two squares of yellow paper, squares of white paper or lilac color 16-20 pieces for each child, glue, scissors. |
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April | Complex lesson “What we know and can do” (cognitive development, artistic work, musical) | Consolidate knowledge about spring months, form positive attitude to work with the help of proverbs about work, continue to teach children to make crafts from waste material. | A basket of candy wrappers, pictures of primroses, corks, stacks, glue, scissors, napkins, colored self-adhesive paper, candy cases. |
Ship | Continue to teach children to make crafts from various natural materials, using familiar construction methods and techniques: dividing into parts, connecting, fastening, adding; promote the development of the ability to plan upcoming work; develop initiative, creativity, imagination and fine motor skills | Sticks, bark, walnut shells, fabric, glue |
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Miraculous transformation of gloves | Continue to teach children to see the unusual in ordinary objects; the ability to complement plans with small details, choose beautiful color combinations; promote collective activities, speech and play communication of children; develop artistic taste, design, imagination | Gloves, threads, ribbons, buttons, fur, beads, glue, scissors |
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Portrait of spring Mosaic made from colored pencil shavings. | Teach children a new type of mosaic - from pencil shavings. Learn how to get long shavings using a pencil sharpener and create spring landscape. Develop fine motor skills, patience and creative imagination. | Colored pencils, sharpener, glue, landscape drawn in advance. |
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May | Exhibition for children and parents |
Conclusion
Manual labor can be individual and collective. Collective work brings children great joy its coherence and clear organization. The guys show a desire to help each other and an interest in the results of a common cause. It is advisable to use various types of collective work of children to develop their skills in planning their activities taking into account a common goal and distributing operations. Collective work has a great influence on the formation of friendly, friendly relations, mutual assistance, camaraderie.
Individual work promotes the development of imagination and fantasy, helps the child express his vision of the world, color perception, and realize his fantasies in a craft or toy. Imagination develops not only during the manufacturing process, but also in the process of coming up with a name for a painting or craft.
Thus, manual artistic work not only develops fine motor skills, motor coordination, attention and thinking, but also contributes to the development of creative abilities and imagination in preschool children.
1.Introduction2
2. Characteristics and importance of manual and artistic labor for the development of the personality of preschool children3
3.Methodology of organization and management of manual and artistic labor in different age groups6
4.Conclusion9
Introduction
Labor is a purposeful human activity aimed at modifying and adapting natural objects to satisfy one’s needs.
K.D. attached great importance to labor education. Ushinsky - “Education should not only develop the mind, equip it with knowledge, but also ignite in a person a thirst for serious work...”
Great importance labor was given to A.S. Makarenko, N.K. Krupskaya, V.A. Sukhomlinsky. Throughout the development of preschool education, much attention was paid to the problem of labor education of preschoolers:
It was considered important and obligatory to introduce self-service work, work in the garden and in the garden, manual labor with various materials.
The leading tasks were identified - to learn to work with joy; teach you to work efficiently.
Since 1964, systematic in-depth studies of the problem of labor education began: V.G. Nechaeva, G.N. Godina, D.V. Sergeeva, R.S. Bure, A.D. Shatova and others.
Their research answered the question about the content, means, methods and forms of labor organization and its role in educating the personality of a child of childhood.
Absence in educational process the labor component can lead to delays in personal development.
Characteristics and importance of manual and artistic labor for the development of the personality of preschool children
Children's manual labor consists of independently making crafts using simple tools. This work, as a rule, has a practical, to a certain extent useful orientation. Children's awareness of the expediency of their labor activity has a significant impact on its quality, on the attitude of each child to the process and result of work. The individual nature of manual labor (meaning that even with collective work, each of the children performs some part of it with their own hands), provided that all children are consistently introduced to it, allows us to record and correct some shortcomings. Labor becomes effective means education and personal development only when it is naturally included in the daily life of the kindergarten, is aimed at satisfying children's interests, is feasible for the child,
Carrying out collective tasks develops in children the ability to negotiate with each other, subordinate their interests and desires to a common goal, fosters a sense of camaraderie, mutual assistance, responsibility, and develops initiative and ingenuity. In the process of performing collective tasks of a visual nature, children learn to independently plan the upcoming work, coordinate their actions with the general plan, think through the sequence of its implementation, select and use the necessary visual material. At the same time in collective work open brightly individual characteristics children, their creative abilities are formed.
Artistic labor is the work of a child with various materials in order to create useful and artistically and aesthetically significant objects and products to decorate his life, games, work and leisure. This child labour is a decorative, arts and crafts activity, since the child takes into account when creating beautiful objects aesthetic qualities materials based on his existing ideas, knowledge and practical experience acquired in the process of work. Properly organized manual and artistic work gives children knowledge about the quality and capabilities of materials, stimulates the desire to master the characteristics of craftsmanship, and introduces them to decorative and applied arts.
The formation of a child’s personality is impossible without labor education. In senior and preparatory groups The main role is played by manual labor with elements of creativity. The manifestation of creativity of preschoolers is determined by the nature of the implementation of the mental tasks offered to them. It is important that children can release their creative energy. In terms of practical significance, the basic skills acquired in handicraft classes are needed by every person. Many are brought up in these types of labor important qualities: habit of effort, ability to overcome obstacles, responsibility, ability to plan work and anticipate stages in the sequence of its implementation.
In particular, beadwork is a type of needlework that can be used to solve the following problems:
· instill interest in the culture of your homeland, in the origins folk art, to cultivate an aesthetic attitude to reality, hard work, accuracy, perseverance, patience, the ability to complete a job begun, mutual assistance in completing work, an economical attitude to the materials used, and instill the foundations of a work culture.
· develop motor skills, creative thinking, attention, imagination, creativity, to form aesthetic and artistic taste.
In the process of classes, children develop attention, observation, imagination, fantasy, and creativity. In every task, in every lesson, children are given the opportunity to imagine and are encouraged to bring own images. Practical work beadwork develops the eye and fine motor skills of the hands, which is an important element of general labor training.
In the process of engaging in artistic work, children of senior preschool age develop all mental processes, creative abilities and a positive emotional perception of the world around them develop. The great importance of artistic manual labor classes in comprehensive development personality, and especially in moral and aesthetic education was given by N.K. Krupskaya: “Classes in artistic manual labor should be gymnastics for the eyes and touch, establish the coordination of visual impressions and motor reactions, and provide a concrete acquaintance with the world of things.”
Learning through artistic and manual labor classes is impossible without the formation of such mental operations as analysis, comparison, and generalization. In the process of observation, when examining objects and their parts, the size and location of parts in an object, the color image of objects of different shapes, their comparison and establishment of differences. At the same time, children learn to compare objects and phenomena and highlight what is common and different in them, and combine objects by similarity.
In art classes, children's speech develops: mastering the names of shapes, colors and their shades, spatial designations that help enrich the vocabulary.
A child who can do a lot feels confident among his peers. It is also desirable in their games. In their little affairs. All this provides the child with a comfortable position among children and adults, and contributes to the manifestation and formation of such an important personal quality as independence. The child becomes more sensitive to the beauty in the surrounding life, in hand-made objects and people. The child begins to appreciate the results of the labor of not only his own, but also those of others.
Methodology for organizing and managing manual and artistic labor in different age groups
Junior groups. It is necessary to arouse interest in “researching” the material and working with it, to help gain confidence in own strength, enjoy the results of your work. It is necessary to encourage children to master spatial relationships between objects and certain physical laws, and to understand the properties of materials. To develop in children basic practical skills in working with materials and tools.
Middle group. There is already training in paper construction: bending rectangular sheet paper in half, aligning the sides and corners, glue to the main shape of the part. You can teach how to make crafts from natural materials: bark, branches, leaves, cones, chestnuts, etc. The teacher teaches how to use glue and plasticine to secure parts; use coils, boxes of various sizes in crafts, plastic bottles etc.
Senior group. The ability to work with paper is being improved: bending a sheet of paper in four different directions; work on finished pattern. Children learn to create three-dimensional shapes from paper: divide a square sheet into several equal parts, smooth out the folds, cut along the folds. Training continues in creating toys, souvenirs from natural materials (pine cones, branches, berries) and other materials (reels, colored wire, empty boxes), firmly connecting the parts. The ability to independently make toys for role-playing games is developed; souvenirs for parents and kindergarten staff; Christmas tree decorations. It is good to involve children in the production of manuals for classes and independent activities, repairing books, and printed board games.
Preparatory group for school. Here you can already divide the work of a teacher into several types:
Working with paper and cardboard - continue learning how to fold paper rectangular shape, square, round shape in different directions; use paper of different textures, make markings using a template; create fun toys; creating objects from strips of colored paper, selecting colors and their shades when making toys, souvenirs, costume parts and decorations for the holidays; developing the ability to use a sample; creation of diverse voluminous toys using origami technique.
Working with fabric - teaching how to thread a needle, tie a knot, sew on a button, a hanger, sew simple items with a needle-forward seam; teach how to make applique using pieces of fabric of various textures, apply an outline using chalk and cut out in accordance with the intended plot.
Working with natural materials - creating figures of people, animals, birds from acorns, pine cones, seeds, etc., conveying the expressiveness of the image, creating general compositions.
Conditions for independent creative activity preschool children:
· rich in iso materials and a variety of materials for children's artistic creativity subject-development environment;
· free access to materials and the opportunity to experiment with them;
· availability of samples of products and crafts;
· use of artistic products created by children to decorate a preschool institution, prepare attributes for performances, organize exhibitions, and participate in competitions;
· creation of a museum of children's crafts, albums, books;
· direct involvement of parents in the process of creative activity with children.
For successful training For preschoolers, manual and artistic work requires certain preliminary work:
· creation of exhibitions
· creation of collections (candy wrappers, buttons, shells, stones, etc.)
· creation of albums (samples and diagrams of crafts, types of fabrics, herbarium, etc.)
· experimentation
· viewing filmstrips
· reading literature
· looking at paintings
· excursions
· collages
Materials and tools necessary for manual and artistic labor in preschool educational institutions:
natural material (spruce, pine, cedar cones, needles coniferous trees, bark, leaves, seeds of fruits and berries, eggshell, pebbles, cereals, vegetable and flower seeds)
· waste material (boxes and jars of different sizes, disks, lids, tubes, candy wrappers, etc.)
· paper (plain, corrugated paper, napkins, newspapers, cardboard, foil)
· fabric, wire, cotton wool, cellophane, beads, foam rubber, buttons, etc.
· scissors, glue, plasticine, brushes, sewing needles.
Conclusion
Manual and artistic labor - by its purpose, is labor aimed at satisfying the aesthetic needs of a person.
Children delight other people with the results of their work by creating gifts for them.
Artistic work in a preschool institution is presented in two directions: children make crafts and learn to decorate the group room for the holidays with their products, design exhibitions, etc.
Certain elements of manual and artistic labor can be introduced already in younger groups.
In this case, the participation of an adult is mandatory. More precisely, children help an adult in creating crafts. And although the activity of children of this age is minimal, involvement in such interesting work is very useful.
The child sees how, in the hands of the teacher, a simple stick suddenly turns into a doll, and a ball into the head of a funny clown. This “magic” fascinates children, delights them and motivates them to their own activities.
Bibliography
1. Bondarenko T. Introducing preschoolers to work. Toolkit: - Method; 2014, 208 pp.
2. Bure R. Preschooler and work. Theory and methodology of labor education. Manual for teachers preschool institutions: - Mosaic-Synthesis; 2011
3. Dmitriev Yu.A. Preparing students for labor education of preschool children // Teacher of the XXI century. No. 1, 2013, p. 104-109
4. Karpyuk G.A., Shabalin E.S. Educators on the organization of interaction with parents in the labor education of preschoolers // Preschooler. methodology and practice of education and training. No. 4, 2012, p. 54-56
5. Kutsakova L.V. Construction and manual labor in kindergarten. Program and methodological recommendations. For children 2-7 years old: - Sphere, 2011.
6. Saygusheva L. I. Technologies for introducing preschool children to work: Phoenix, 2013, 221 p.
7. Saygusheva L.I. Education of labor activity in children of senior preschool age: LAP LAMBERT, 2012, 219 p.
8. Semenova N. A. Organizational capabilities research activities in the process of labor education of preschoolers // Kindergarten: theory and practice. No. 8, 2011, p. 70-75
9. Khlybova G.V. Labor education of preschool children (from work experience). Collection of proceedings of the conference “Education: traditions and innovations”. 2014, p. 450-452
PERSPECTIVE PLAN
LLC FOR MANUAL LABOR
IN THE SENIOR GROUP
teacher Gutnik S.L.
MBDOU - kindergarten No. 29 "Spring"
Klintsy - 2016
September
Subject: Turtle
Tasks: To arouse in children the desire to make crafts from natural materials, using additional material plasticine. Learn to think for yourself how you can make a turtle using walnut shells and plasticine, and measure the parts of the turtle’s body. Cultivate accuracy in work.
Material: walnut shell, plasticine.
Subject:Bird
Tasks: Teach children to make a bird according to the model, choosing required material. Learn to think through the sequence of work. Cultivate interest and desire to work with natural materials.
Material
October
Subject: Decorative panel (leaves, seeds)
Tasks: Continue to teach children to make a beautiful panel of autumn leaves and seeds, evenly placing them on a sheet of paper. Strengthen the ability to work with glue, natural materials, and work nearby. Teach children to help each other. Cultivate neatness and aesthetic taste.
Material: leaves, seeds, glue, square of colored paper.
Subject: Visiting the gnome (as planned)
Tasks: Teach children to make crafts from a variety of materials according to their own design. Develop the ability to select the necessary materials for crafts independently. Practice the ability to correctly fasten parts. Cultivate aesthetic taste.
Material: natural material, plasticine.
November
Subject:Old Man - Fly Agaric
Tasks: Continue to teach children to fold a strip from a cylinder and a cone, connecting the parts.
Strengthen the ability to independently cut out small parts for decoration. use glue correctly. with a brush. scissors. Cultivate accuracy in work.
Material: rectangular sheet yellow paper. red circle. pieces of colored paper for finishing.
Subject:Cockerel with chicks
Tasks: Teach children sensory analysis. Teach how to create transformations of objects from magic strips. To teach the practical use of crafts in role-playing games. Cultivate a desire to help each other.
Material: 8 strips of 1x19 cm, one strip of 1x28cm, 1x9.5cm of thick paper yellow color; strip - measure 1x2cm from thick red paper.
December
Subject:FAIRY LIGHTS
Tasks: Strengthen previously acquired skills in working with glue, paper, and scissors. Cultivate interest in joint work, arouse joy from the approaching holiday, and the desire to make jewelry with your own hands.
Material: glue, scissors, colored paper, colored cardboard.
Subject:CHRISTMAS DECORATIONS
Tasks: Teach children to make Christmas tree decorations using templates that are designed for tracing paper folded in half. Learn to work carefully. Foster mutual assistance in work.
Material: templates, colored paper, pencil, scissors, glue, brush.
January
Topic: TRUCK
Tasks: Teach children to make a truck from waste material (boxes, reels). Continue to teach children to convey the shape and proportions of machine parts. Expand knowledge about freight transport. Foster respect for the driver’s work and a desire to make cars on their own.
Material: waste material, colored cardboard, colored paper, scissors, glue.
Theme: TRAIN
Tasks: Strengthen the ability to cover a box with paper or fabric, cut out parts and elements from colored paper or fabric, and design a craft. Cultivate respect for the results of work.
Material: cardboard packaging different sizes from dairy products, colored paper, candy wrappers, cardboard, awl, needle, strong threads.
February
Theme: SNOWMAN AND TREES
Tasks: Continue to teach children sensory analysis. Teach how to create transformations of objects from magic strips. To consolidate the practical use of crafts in role-playing games. Cultivate a caring attitude towards toys.
Material: 3 strips of 1x19 cm and 2 strips of 1x18 cm of thick white paper for a snowman, blanks for Christmas trees.
Topic: MAKING A SOUVENIR AS A GIFT FOR DADDY
Tasks: Develop the ability to come up with a plot for a postcard and realize your idea. Strengthen the ability to cut out small details by eye, choose beautiful color combination. Cultivate hard work and accuracy.
Material: rectangular sheet, colored paper, scissors, glue.
March
Topic: SOUVENIRS FOR MOMS
Tasks: Teach children to make souvenirs for their mothers from waste material, decorate them with scrap materials. To cultivate love, tenderness, affection in children for their mothers, the desire to make surprises for the holiday.
Material: various containers for vases, plasticine, small parts for decorating vases.
Topic: NEEDLE CASE
Tasks: Continue to teach children to work with foam rubber, give rounded shapes to parts, and connect them using PVA glue. Cultivate friendliness and a desire to help each other.
Material: foam rubber, colored cardboard, scissors, glue, brush.
April
Theme: TOY - FUN
Tasks: Strengthen children's ability to cut out parts according to a template from cardboard, connect them together using wire in a polyvinyl chloride sheath. Cultivate a sense of caring for the younger ones, a desire to make a toy for them.
Material: templates, colored cardboard, scissors, wire, colored pencils.
Theme: FISH (origami)
Tasks: Strengthen your folding skills basic form- double triangle. Strengthen skills in working with scissors. Strengthen the ability to randomly and evenly place fish throughout the sheet. Nurture creativity, develop imagination.
Material: colored paper, scissors, glue, brush, colored pencils.
Topic: MAKING TOYS FROM CONES AND CYLINDERS
Tasks: Strengthen the ability to cut out parts by eye and glue them to a made cone (from a circle) or cylinder (from a rectangle). Give the craft a certain image by decorating it with cut out small details. Cultivate accuracy in work.
Material: colored cardboard, colored paper, scissors, glue, brush.
Theme: KITE
Tasks: Arouse children's interest in working with paper. Continue to teach children how to form a figure according to the teacher’s model. Practice form folding techniques. Cultivate a desire to make crafts.
Material: multi-colored squares, colored paper for decoration.
April
Educational area"HEALTH"
Formation initial ideas O healthy way life
Educational field "SOCIALIZATION"
Plot-wise role-playing games
| Name | skills and abilities | Methodical techniques |
| The store sells toys. Buyers ask to see the product, look at it, and pay money. Sellers speak politely to customers. | Reading Ya. Yancharsky “In the toy store” Didactic exercises: “Let’s tell the bunny how to buy goods”, “Let’s explain to the doll how to talk to the seller in the store.” |
|
| Salon | Masters cut hair, comb hair, and there are special chairs for children. | Conversation: “How did you go to the hairdresser.” Didactic game: “What does a hairdresser need.” |
Outdoor games and physical exercises
| In room | Location on |
| “You, little dog, don’t bark.” Goal: teach children to run. Without bumping into each other. | "Dog and Sparrows" Goal: to consolidate knowledge about the characteristic movements of birds, to learn to imitate their voices. |
| "Catch the ball." Goal: teach children to catch the ball with both hands. Develop your eye (distance 50-100 cm). | "We're fun guys." Purpose: to learn to perform actions according to the instructions of an adult. |
| "Into the gate." Goal: practice climbing. | “Walk the rope.” Goal: practice balance. |
| "Birds are flying." Goal: to teach children to jump from low objects, to run in all directions, to act only on a signal, to teach kids to help each other. | “Roll the ball under the counter.” Goal: practice rolling the ball with both hands. |
Theatrical games
Game-situation “Rain, rain.”
Goal: to develop an aesthetic attitude towards the world, to develop a sense of rhythm. Encourage dancing. Learning to respond not to contrasting moods in music; retell a familiar fairy tale.
Game-situation “Grow up young oak”.
Goal: to instill respect for work, to evoke creative activity, encourage one to enter into a role.
"Construction".
Goal: to involve children in role-playing interaction, develop play skills, and captivate them with dramatization.
Game-situation “Water, wash my face.”
Goal: to teach children to follow the plot of the game, to develop self-care and hygiene skills, to develop motor activity.
Didactic games
"Clothing store".
Goal: to consolidate children's knowledge about clothing. Continue to teach children to use the general word “clothes” in speech.
"What changed".
Goal: develop visual memory children. Continue to form certain generalizing concepts in children.
Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the global community
Educational field "SAFETY"
| Subject | Methodical techniques |
|
| Basics of personal safety | Continue to reinforce with children the rules of safe movement indoors: in a group, move only by walking, do not push a friend, carefully sit down at the table and leave the table. | Game exercise “Visiting Dunno.” Verbal encouragement, directions. |
| Prerequisites for environmental consciousness |
Educational field "COGNITION"
| Subject | Methodical techniques |
|
| Magnitude | Practice folding inserts from 3-4 parts. Strengthen the ability to assemble a pyramid in shape. Exercise fine motor skills of your fingers. | Didactic game “Assemble a pyramid”, “Garages for cars”, “Assemble a picture”, “Soft puzzles”. |
| Practice identifying and naming colors. | Didactic game “Colorful Clown” |
Development of productive (constructive) activities
Subject and social environment
Getting to know nature
| Subject | Methodical techniques |
|
| Vegetable world | Show the first grass and coltsfoot flowers. Clarify their structure and appearance. Continue to introduce indoor plants, learn to identify their parts. | Looking at flowers and indoor plants. Conversation “Flowers have grown on our site.” Productive activity “The grass is turning green.” |
| Animal world. | Watch the sparrows: chirping, swimming in puddles. Notice the appearance of hooks, teach not to be afraid of them, but also not to touch or pick them up. Continue to cultivate a caring attitude towards all living things. | Looking at illustrations. Conversation “We are not afraid of bugs and do not offend them.” Reading: nursery rhyme “Ladybug...”. |
| Inanimate nature. | Watch the snow melt on the site, behind the streams. Note how the children's clothing has changed. | Looking at clothes. Looking at illustrations. Didactic game: “Paired pictures.” Reading: L. Tolstoy “Spring has come.” |
| Didactic tasks. | “Find and name”, “Show the same.” |
|
| Labor action training. | Continue teaching how to collect toys after a walk. Learn to make drains for water from the site (streams). |
|
manual labor children sensorimotor
1. Application “Chamomile” (preparatory group)
Program content:
1. Continue learning to create object images using various materials (paper, cardboard, thread);
2. Strengthen the ability to make markup using a template;
3. Develop a sense of composition, aesthetic feelings;
4. Develop the ability to express one’s impressions in speech, express judgments, evaluate one’s own work and the work of a friend;
5. Cultivate respect, love and gratitude for people who defend the Motherland from enemies, war veterans, and take care of them;
6. Promote safe handling of scissors.
Material: thread braids, crocheted; color cardboard; color paper; glue; scissors; templates; simple pencils.
Methodological techniques: teacher’s instructions for making crafts (work algorithm); explanation showing the action; verbal repetition; clarifications; search questions; incentives; inclusion of motivation; examination of the sample; independent work children.
Progress of the lesson:
Educator:
Today in class we will make gifts for WWII veterans.
In the last lesson we knitted braids of different lengths. Today we use them to make gifts.
Look, there is a sample of my work hanging on my board. Let's look at it.
What flower is shown? (chamomile)
What materials is it made of? (cardboard, paper, thread)
What color are chamomile petals and what are they made of? (white. made of paper and thread) What color is the core and what is it made of? (yellow made of paper and thread)
You have templates on your table that you will need to trace and cut out.
So, first you need to trace the templates and cut out one core and 10 petals (showing the action on one petal). Then distribute the petals evenly on the paper. Then glue it. The next stage of work will be gluing braids of thread onto the applique, that is, we will decorate our applique. Look in the middle, the pigtail is attached in the form of a snake, and on the petals there is an outline made with a pigtail.
Now repeat the steps.
Finger gymnastics:
We can't sit still -
Stretch your lower back.
We twist the body left - right,
So we will have a great rest.
There is a deep pond in the park,
Crucian carp live in the pond.
So that we can catch up with the flock,
You need to wag your tail.
Well we had a rest
And we returned to classes.
You can start working.
Independent work of children.
Children's evaluation of their work.
2. Making crafts from natural materials (preparatory group)
Program content:
1) Teach children to select a variety of natural materials for making the intended craft.
2) Develop imagination and good feelings.
3) Strengthen teamwork skills.
4) Cultivate a sense of compassion, a desire to help, and love for the living world.
Enrichment of vocabulary: zoo, veterinarian, tests, aviary, country, England, Globe.
Vocabulary activation: name of natural material: cones, pine needles, etc.
Materials: pine and spruce cones, pine needles, maple seeds, hazelnuts, chestnuts, walnut shells, acorns, branches, leaves, shells, bird feathers, various large fruit seeds, stands for brushes, backing boards, napkins, sockets (for glue, writing, enclosures, diagrams.
Additional materials: plasticine, thread, PVA glue, wire.
Tools: awl, needle (for the teacher, stacks, scissors, brushes, pencil.
Previous work:
1) Conducting classes on making toys and crafts from natural materials: hedgehogs, swans, turtles, penguins, ducks, geese, etc.
2) Collection of natural material.
3) Examination of illustrations of crafts and toys.
4) Consideration of natural material.
5) Reading the article “Zoo” from the encyclopedia “What is it? Who it? "
6) A conversation about what can be made from this natural and waste material.
Progress of the lesson:
Kids are playing. The teacher approaches the children with an envelope and addresses them: “Guys, today a letter from England arrived in our group. Here it is” (shows the children an addressed envelope). “Do you want to know what they write to us from England? "(children agree for the teacher to read the letter). He opens the envelope and reads the letter: “Hello, dear guys! A friend of doctor John Dolittle writes to you. I want to ask you for help for my friend. But first I want to tell you one story that happened to John. John works at the zoo veterinarian. A veterinarian is a doctor who treats animals. John loves animals and birds very much. By directly communicating with animals and birds, he learned to understand their complex language and habits. John has many questions. When an animal arrives at the zoo: what cage or enclosure to put it in, what to feed it, how to take tests from it to determine its health status. Animals walked throughout the zoo, and the talking parrot loved to sit on his head. All day long there was noise and hubbub in the zoos. It must be said that not all zoo workers liked this. One day John had to leave the zoo to get medicine for the animals. When he returned, he discovered that in the cages and enclosures, instead of animals and birds, there were cones, acorns, and twigs. John was very upset that someone had enchanted his favorite animals into acorns, pine cones and twigs. Guys, that’s why I’m turning to you with a big request: do you agree to disenchant the animals and return them to the zoo to my friend? "
The children answer in the affirmative.
Educator: “Children, look at the enclosures. Who is missing from them? "
Children's answer: “Animals and birds.”
Educator: “Guys, let’s remember what animals live in the zoo? And so that you remember faster, I will tell you riddles about the inhabitants of the zoo. Are you ready to guess? "
Children's answer: “Yes! "
Educator: “Then listen to the riddles.”
“Not a tailor, but he’s been walking around with needles all his life? »
Children's answer: “Hedgehog”
Educator: “That's right. What can you make a hedgehog from? "
Children’s answer: “From pine cones, pine needles, plasticine.”
2) “Guess who it is, walking around in a bone coat? "
Children's answer: “Turtle.”
Educator: “Well done. What are we going to make a turtle out of? "
Children's answer: “From shells, walnuts, plasticine, twigs.”
Teacher: “Okay, listen to another riddle.”
3) “I walk around in a fluffy fur coat, I live in a dense forest. I’m gnawing nuts in a hollow on an old oak tree.”
Children's answer: “Squirrel.”
Educator: “That's right. Guys, what can we make a squirrel from? What material should we use? "
Children’s answer: “From pine cones, plasticine, feathers, twigs, grains from cherries or apples.”
Educator: “Well done! And who is this? Listen and guess!”
4) “Club feet, sleeps in a den during the winter, guess, answer, who is it?”
Children's answer: "Bear."
Teacher: “Okay! You guessed all the riddles correctly. What natural material will you make the bear from? "
Children's answer: “From pine cones, plasticine, hazelnuts.”
Educator: “That’s right, guys! But there are so many inhabitants of the zoo that even a day would not be enough for us to name them all. And now it’s time to disenchant the zoo’s inhabitants so that they return to John. But don’t forget that the zoo can contain any animals from warm, hot, cold and northern countries.”
Then the teacher invites the children to prepare material for manual labor; if they find it difficult to prepare the material, the teacher advises them to turn to the diagram, which schematically depicts the necessary material for work.
Children prepare material.
Before starting work, the teacher reminds children of the rules, compliance with which increases the safety and quality of work. Children remember that they must not be distracted, they must handle scissors carefully, crafts must be done carefully, slowly, and natural and waste materials must be used sparingly.
Educator: “Guys, as soon as you finish casting a spell on the animal you have chosen for yourself, you can quietly stand up and go to the enclosures and place your craft in them. In the meantime, while other children finish working on crafts, you can clean up your workspace and help a friend.”
Physical education minute.
The music of Ariel Ramirez is “Alouette (The Lark)” or “La peregrinacin (The Pilgrimage)” adapted by the Paul Mauriat orchestra.
Children begin making crafts. The teacher gets involved in the work with the children and voices what craft he will do.
Children who find it difficult to choose a craft need to select the necessary material and offer to make a craft that is easier and more accessible for this child.
Once the crafts are completed, you can invite all the children to come to the enclosures.
Educator: “Guys, look what wonderful animals they turned out to be. All the animals that you disenchanted are very happy that they will return to their beloved doctor John, and he will take care of them again.”
“Children, listen, while everyone was working, a wizard appeared who bewitched the inhabitants of the zoo, and he felt ashamed of his action. He decided to disenchant several animals. Look (the teacher shows the animals made in advance).”
“Guys, the wizard decided never to bewitch anyone again. He realized that all animals on the globe need love and care.”
Then the teacher and the children analyze each craft. The children note what they liked most. The teacher emphasizes the most expressive author's solutions.
In conclusion, the animals thank the children.
Children need to be given good base in acquiring the basics of technical skills and abilities. An adult needs to express approval for every success of the creator himself, constantly encourage children, making any mistake easily correctable. The lesson should take place in a trusting environment and a calm atmosphere, so that not only talented children express themselves, but also children with average abilities are drawn to them. The work was carried out with enthusiasm, ease and responsibility.
Lesson notes on artistic work in the senior group.
"Flowers unprecedented beauty»
(paper plastic)
Target:
Continued training in compositional mastery. Using techniques and methods paper plastic in creating flowers.
Tasks:
improve the artistic and creative abilities of children in the process of productive activity, cultivate an aesthetic attitude towards the world around them;
continue to master the skills of making flowers from paper;
develop artistic taste, imagination, creativity.
Material:
cardboard for background,
colored napkins,
corrugated paper, colored soft and hard,
scissors,
PVA glue,
pencil,
cloth napkin.
Preliminary work:
compilation of booklets,
looking at illustrations,
making vases and baskets from paper.
Progress: The teacher, together with the children, examines the flowers standing in the vase, pays attention to their beauty, tenderness, unusual shape of petals and leaves, their diversity. Invites you to enjoy the aroma. Children name familiar flowers. Then the teacher draws the children’s attention to the red flower in the vase:
… A miracle grew in the garden
I'll meet a miracle, I'm going.
Hello, scarlet flower!
Hello, bright light!
You blossomed for my joy
In nature in silence.
How long do you guys think our flowers will last in a vase? Where will they live longer and make us happy? (children's answers)
Of course, in the flowerbed. Well, I really want to decorate our group with bouquets of flowers. How can this be done without tearing flowers from the flowerbed? (take photographs and take photographs, place them in frames, draw them on paper). You can also make flowers with your own hands and decorate our group with these crafts. You are already familiar with paper plastic. We did it with you various crafts, and today you will create beautiful flowers with your own hands.
Here's a look at what flowers you can make from paper. How beautiful they are, they are not inferior in beauty to the real ones. Flowers can be placed in a vase or in a basket - your choice: (materials for work are prepared on the tables, children are divided into three subgroups using paired pictures).
The first group will make a bouquet of roses and place them in a basket;
The second group makes a bouquet in a vase of callas;
The third group is asters, also in a vase.
(children distribute work among themselves, if difficulties arise, the teacher helps)
1. Making roses in a basket:
My name is rose
Accept me,
I'm very fragrant
And the color is delicate.
By color and name
This is what they gave me
And even a queen
They called it for its pomp...
Draw the outline of the basket on cardboard (you can use a template). Lay out the silhouette of the basket with lumps of napkins. From stripes corrugated paper make roses and stick them in the basket.
The rose looks good made of corrugated paper. Prepare a strip of corrugated paper (for a small rose 25x1.5-2cm). Take the tape with your left hand, and with your right hand, twist the tape onto the pencil with rotational movements (draw circles in the air with a pencil). You need to hold the ribbon with your left hand freely and not interfere with its twisting - imitation of rose petals. Without removing it from the pencil, spread it with glue and stick it on; parallel to the sheet of paper - a bud, perpendicular - a blooming rose flower. Take out the pencil.
Upper part Decorate the bouquet with small white napkin balls. Bottom part bouquet - with leaves (the work takes a lot of time, so the image of the basket can be included in the preliminary work).
2. Bouquet in a vase of callas:
… Amazing flower
Snow-white petal
With an elongated center
Bright yellow stamen.
That's how it seems now
The flower will fly away from us,
But he can’t, because the “wing” -
It was given to him alone
But this is not enough for a flight,
That's why poop doesn't fly.
The teacher pays attention to beauty and compositional solutions. Examines the structure of a flower with the children. Reminds me of a manufacturing technique (the “bell” method).
Roll up a small bag using your finger or pencil; twist the tip and cut it off. Insert a thin flagellum into the middle of the bag. The result was calla. Cut leaves from green paper.
3. Making a bouquet of asters in a vase:
Astra, with its straight petals
Since ancient times it has been called a star.
That's what they would call it themselves,
The petals in it scattered like rays,
And the color of the core is completely golden...
Cut out a vase from glossy paper using the symmetrical cutting technique. Glue onto cardboard, leaving space for the bouquet. Mark the location of the flowers.
Roll out thin flagella from a colored napkin and insert into a drop of glue. Each flower has at least 15-20 flagella, the more flagella - petals, the more beautiful and magnificent the flower turns out to be.
Roll up stems from a green napkin - long tourniquets and make leaves.
Lesson summary:
Place finished works in frames and decorate the group.
