Adapted program of additional education.

Technical direction.

Technical modeling and design "Samodelkin".

For a group of compensatory orientation of older and preparatory age.

The level of implementation of the program - trainees 5 - 8 years.

The implementation period is 3 years.

1. Target section

1.1. Explanatory note

Work in the circle "Samodelkin" is carried out in accordance with the Federal Law of December 29, 2012 No. 273 "On Education in the Russian Federation", with the federal state educational standard for preschool education and the norms of SanPiNa 2.4.1.3049-13 of July 30, 2013.

Children's design is one of the types of artistic and visual activity aimed at creating a variety of buildings from building kits, designers; production of crafts, toys, attributes for games from paper, cardboard, natural, waste materials. Children's construction in the course of the historical development of society and its culture was isolated from the constructive activity of an adult. The main difference is that the products of constructive activity of an adult are knowledge-intensive, complex in their functional purpose, while the results of children's design are simple and concise both in their form and content. However, in the activities of an adult and a child there is one common characteristic. In both cases, the design has a practical purpose, namely, in the world of adults, it ensures the vital activity of a person, and in the world of a child, it organizes his game as one of his activities. Play often accompanies the building process, and crafts made by children are used in games.

Designing and modeling is an attractive activity for older preschool children. Toys and games are one of the most powerful educational means in the hands of society. The game is usually called the main activity of the child. It is in the game that different aspects of his personality are manifested and developed, many intellectual and emotional needs are satisfied, character is formed, which positively affects the social health of a preschooler.

Far from every family has created all the necessary conditions for the development of children's creative activity, therefore, games of a new type are needed, games that model the creative process itself and create their own microclimate, where there are opportunities for the development of the creative side of the intellect, contributing to the formation of communication skills in children, the establishment of positive interpersonal relations. Such games are games with cubes, chenille wire construction, games with a magnetic constructor, Lego-type constructors, which, for all their diversity, come from a common idea and have characteristic features:

1. Each game with the constructor is a set of tasks that the child solves with the help of details from the constructor.

2. Tasks are given to the child in various forms: in the form of a model, drawing, photograph, drawing, oral instruction, etc., and thus introduce him to different ways of transmitting information.

3. The tasks are arranged approximately in order of increasing complexity, i.e. they use the principle of folk games: from simple to complex.

4. The gradual increase in the difficulty of design tasks allows the child to go forward and improve independently, i.e. develop their creative abilities, in contrast to education, where everything is explained and where only performing traits are formed in the child.

5. The solution of the problem appears before the child not in the abstract form of the answer to a mathematical problem, but in the form of a structure from the details of the designer, i.e. in the form of visible and tangible things. This allows you to visually compare the "task" with the "solution" and check the accuracy of the task yourself.

6. Most of the games with the constructor are not limited to the proposed tasks, but allow children to compose new versions of tasks and invent new games with the constructor, i.e. engage in creative activities.

In the classes of the Samodelkin program, students get acquainted with the basics of design and modeling, classes contribute to the development of creative abilities and visual-figurative thinking, the development of all cognitive processes, including fine motor skills, and contribute to the formation of friendly relations in the team of pupils; develop confidence in themselves and their learning abilities.

The methodological basis of the program is the concept of the activity approach and the theory of socialization.

Working adapted program t technical modeling and design "Samodelkin" developed in accordance with the introduction of the Federal State Educational Standard of Preschool Education.

Program goal: additional education of children of senior preschool age.

1.2. Priority areas of activity

Construction has always been in kindergarten. But if earlier priorities were placed on constructive thinking and the development of fine motor skills, now a new approach is needed in accordance with the new standards. Construction in kindergarten is carried out with children of all ages, in an accessible way, from simple to complex. From ordinary cubes, the child gradually moves to constructors consisting of simple geometric shapes, then the first mechanisms appear. The Samodelkin technical modeling and design room is equipped for classes and is located on the 4th floor of the preschool educational institution building. We have a sufficient number of wooden building kits, from which we build rockets, bridges, swings, etc., a magnetic constructor, a soft constructor, kits for building labyrinths, houses. In the course of work, acquaintance with the simplest properties of geometric bodies, their shapes, areas and volumes occurs, observation develops; children acquire some information of a technical nature.

Collective type constructors " My city", "Flora» develop fantasy, creative thinking, imagination. At the same time, children do not follow the schemes proposed by the manufacturer at all, they find dozens of their own, individual solutions.

Magnetic constructors is a new kind of constructor. They develop fine motor skills, help to realize creative potential, provide an opportunity to gain a lot of new knowledge in the field of physics and geometry, logic. The details of this designer are universal, and the result of creative activity is unlimited. It can be figures on the plane, three-dimensional, various animals, machines. In games with this building material, children develop an interest in technology.

It is very important to practice working in a team, the ability to take on roles, distribute responsibilities and clearly follow the rules of conduct.

With the use of educational kits, children independently acquire knowledge in solving practical problems and problems that require the integration of knowledge from various subject areas, as a result, project activities make it possible to educate a doer, not a performer, develop volitional qualities of a person and skills of partnership interaction.

Games with building materials are especially close to work activities. They bring up in children such qualities that directly prepare them for work: the ability to set a goal, plan their work, select the necessary material, critically evaluate the results of their work and the work of friends, and be creative in achieving the goal.

Properly organized games with building materials contribute to the development of a high culture of activity: the child’s fantasy is widely developed in them, moreover, “creative working fantasy”.

Games with building materials contribute to the development of children's thinking. Such thinking processes as analysis and synthesis, the ability to compare, are still very poorly developed in a preschooler. The need to single out structural features in the observed structures, to accurately reproduce buildings, forces the child to resort to comparison, analysis and synthesis, to establish similarities and differences, they are taught not to be satisfied with random solutions to a constructive problem, but to find more expedient.

1.3. Design and modeling tasks

Work program for "Technical modeling and design" in the field of "Cognition" is aimed at achieving goals for the formation of ideas, their ordering, understanding of existing patterns, connections and dependencies in the world, through the solution of the following tasks:

• correction and development of cognitive research and productive (constructive) activities;
• the formation of a holistic picture of the world, expanding the horizons of preschool children;
• familiarization with the fine arts (the ability to read diagrams, technological maps, create images of the world around);
• creating conditions for the development of a game imaginary situation, including the adoption of a role, plot, game actions, game items and substitute items; introduce norms of game activity (rules according to which children take turns playing the most attractive roles); to saturate game activity with game meanings, various plots and roles; involve all children in play activities (Socialization);
• development of construction from building material according to the plan with its preliminary image; image of options for various designs of the same object with subsequent construction (artistic creation);
• continuation of the systematization of children's ideas about the properties of objects: analysis of the device of various objects in terms of their shape, location in space, size, color, etc.; setting a task for children to arrange objects according to some basis (for example, first by height, and then by width); development of an estimate of the length of a non-rectilinear object; introduction of the concept of measure and the action of measuring the length of objects using appropriate means; comparison of the location of groups of homogeneous objects in space (on a plane) (artistic creation);
• development and correction of visual-effective thinking in the process of children's experimentation;
• development of research activities of children with disabilities: identification and analysis of the beginning of the process, the middle and the end in the process of observing changes in objects of animate and inanimate nature, followed by their schematic representation (Socialization, Labor, Security);
• development of visual-figurative thinking: solving problems in a visual plan, performing object transformations, evaluating the sequence of interaction between groups of objects moving towards each other; children learn to build and apply visual models in order to orient themselves in various situations; convey the main relationships between the elements of the situation with subsequent analysis of the model itself and possible conclusions based on it; develop representations that reflect the various properties of the object, as well as the stages of its transformation; track the state of the same object depending on the stage of change; to develop in children the ability to generalize, classify the same set of objects (up to 20 objects) for different reasons;
• creation of conditions for the development of project activities (Health, Socialization, Labor, Safety, Artistic Creativity, Reading).

Educational areas	Tasks in accordance with the Federal State Educational Standard, which are solved using the constructor
Speech development	Possession of speech as a means of communication; enrichment of the active dictionary; development of dialogic and monologue speech;
cognitive development	Development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, quantity, number, part and whole, space, movement and rest, causes and effects).
Physical development	Coordination of movements, development of large and fine motor skills of both hands.
Social and communicative development	Development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; the development of emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude towards the results of the work of peers; the formation of positive attitudes towards various types of work and creativity; the formation of the foundations of security.
Artistic and aesthetic development	Implementation of independent creative constructive-model activity of children

The program is focused on solving the following tasks:

1st year of study:

Senior preschoolers (5-6 years old):

Educational:

1. Introduce materials for construction (natural, waste, construction and paper).
2. Introduce volumetric geometric shapes (brick, ball, cube, cylinder, cone, pyramid) that are part of building kits or constructors.
3. Learn to place various geometric bodies in space.

1. Learn to highlight familiar images in buildings and crafts.

1. Improve the ability to use various techniques and techniques in the process of creating a constructive image.
2. Learn to select adequate ways to connect the details of a constructive image, making them strong and stable.
3. To consolidate the ability to find a replacement for some parts with others.
4. Improve the ability to bend paper of different density in different directions.
5. Learn to work from blueprints.

Developing:

1. To form a sense of form, plasticity when creating buildings and crafts.
2. Improve your planning skills.
3. To form a sense of form when creating elementary buildings and crafts.
4. Develop visual-effective and visual-figurative thinking.
5. Promote the development of attention, memory.
6. To form the ability to attach the details of crafts to each other.

Educational:

1. Arouse interest in design and constructive creativity.
2. To cultivate an aesthetic attitude towards works of architecture, design, products of one's own constructive activity and handicrafts of others.
3. To cultivate accuracy when working with various materials and tools. Improve scissor skills.
4. Develop the ability to work collaboratively.

2nd year of study:

Senior preschoolers (6-7 years old):

Educational:

1. Improve the ability to work with various materials for construction (natural, waste, construction and paper), taking into account their properties and expressive possibilities in the design process.
2. Learn to use different types of composition to create three-dimensional structures.
3. Continue to learn how to draw up a structure according to verbal instructions, descriptions, conditions, diagrams.
4. Learn to independently transform materials in order to study their properties in the process of creating constructive images.

Developing:

1. Continue to form a sense of form, plasticity when creating buildings and crafts.
2. Continue to develop visual-effective and visual-figurative thinking, imagination, attention, memory.

Educational:

1. To continue to cultivate an aesthetic attitude towards works of architecture, design, products of one's constructive activity and handicrafts of others.
2. Continue to cultivate accuracy when working with various materials and tools. Improve scissor skills.
3. Continue to cultivate the ability to work collaboratively as a team.

3rd year of study:

Senior preschoolers (7-8 years old):

Educational:

1. To consolidate the ability to identify, name, classify different three-dimensional geometric bodies (bar, ball, cube, cylinder, cone, pyramid, prism, tetrahedron, octahedron, polyhedron) and architectural forms (domes, roofs, arches, columns, doors, stairs, windows, balconies), which are part of building kits or constructors. To consolidate the ability to create plot constructive images.

2. To consolidate the ability to compare geometric shapes with each other and objects of the surrounding life.

1. To consolidate the ability to highlight the image in various geometric bodies.

Developing:

1. To consolidate and expand the child's vocabulary with special concepts: substitute, structure.

1. To consolidate the ability to use compositional patterns: scale, proportion, plasticity of volumes, texture, dynamics (statics) in the design process.

Educational:

1. Generate interest in constructive experimentation.
2. Continue to cultivate the ability to hear the verbal instructions of the teacher, his instructions, characteristics.
3. To cultivate the ability to see beauty in designs and crafts.

1.4.Pedagogical principles of design in a preschool educational institution

Technical design and modeling technologies are developed on the following principles:

The principle of taking into account age and individual characteristics implies such an approach, which opens up the prospect of the artistic and aesthetic development of each child in accordance with his level of abilities and age opportunities;

The principle of simultaneous inclusion of all analyzers in the process of cognition of any value ensures the strength of conditional connections in the cerebral cortex and the activity of all mental processes;

The principle of integration of various types of arts and various types of artistic and creative activities of children contributes to a deeper aesthetic understanding of reality, art and their own artistic creativity, the formation of figurative representations, figurative, associative thinking and imagination;

The principle of accessibility involves managing the pace and content of the child's development through the organization of educational influence;

The principle of productivity emphasizes the pragmatism of the method, the obligatory orientation towards obtaining a meaningful, real, complete result for the child;

The principle of interconnection between the artistic and creative activity of children and educational work creates conditions for the formation of various ideas and expands the experience of perception, stimulates the development of imagination and creativity;

The principle of variability and helicity. The variability of the content, forms and methods of working with children makes it possible to realize the value of the arts in different types of activities and in different ways, from the particular to the general, from the general to the particular;

The principle of effectiveness implies a respectful attitude to the results of children's creativity, the wide inclusion of their works in the life of a preschool educational institution, the organization of exhibitions, concerts, etc.

1.5. Expected Results

Predicted results and evaluation criteria:

The direct evaluation criteria are the successful assimilation of the program by the years of study by the pupils, as well as the increase in their theoretical knowledge and practical skills in design and modeling, as well as the manifestation of creativity. Indirect criteria are the creation of a friendly team of pupils, the initiative and activity of children in the classroom.

● the child shows initiative and independence in various activities - playing, communicating, designing, etc. Able to choose own occupation, participants in joint activities, reveals the ability to implement a variety of ideas;

● the child is self-confident, open to the outside world, has a positive attitude towards himself and others , has self-esteem. Actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;

● the child has a developed imagination which is implemented in various activities. The child's ability to fantasy, imagination, creativity intensively develops and manifests itself in game . The child owns different forms and types of play. Can obey different rules and social norms , to distinguish between conditional and real situations, including game and educational;

● Creative skills the child is also manifested in the fact that he knows how to fantasize aloud, can express his thoughts and desires;

● the child has developed large and fine motor skills. He can control and manage his movements, has a developed need to make crafts from various materials, etc .;

● the child is capable of strong-willed efforts, to overcome momentary impulses, to complete the work begun.

At the end first year learning children should:

Know and choose the right materials for construction;

Be able to distinguish geometric shapes;

Be able to find a replacement for some parts with others;

Be able to work according to ready-made drawings;

Be able to create elementary buildings and crafts.

At the end second year learning children should:

Ability to work with a variety of building materials

To be able to draw up a construction according to verbal instructions, description, conditions, schemes;

Learn to carefully work with various materials and tools, in particular, with scissors.

To be able to compare geometric shapes with each other and objects of the surrounding life.

Be able to highlight the image in various geometric bodies.

2.1. Features of teaching children of senior preschool age to design

2.2 Forms of organization of modeling and design. Types of design.

2.3 Thematic planning

2.1 Features of training.

The constructive creativity of older preschool children is distinguished by a substantial and technical variety of buildings and crafts, due to the presence of a certain degree of visual freedom.

Making crafts from natural material forms in children not only technical skills and abilities, but also an aesthetic attitude to nature, art, and their creativity. However, this becomes possible only with a comprehensive and systematic approach to the learning process. It is important that the knowledge, skills and abilities acquired in the course of one type of construction, children can use in others.

As an activation of the constructive creativity of children, it is advisable to use a variety of stimulating material: photographs, pictures, diagrams that guide their search activities. As for the materials used in the course of creating a constructive image, it should be more than required for a separate building (both in terms of elements and in quantity). This is done in order to teach children to select only the necessary parts that correspond to their plan. If a child is not able to make a choice and uses all the material provided to him in the lesson, not trying to objectively assess its significance for the implementation of the plan, then this indicates a rather low level of creative development. It is important to teach children to analyze the material, to correlate its properties with the nature of the created constructive images. Children of senior preschool age, when creating structures, do not build in general, but with a specific purpose, i.e. in order to apply the construction (handicraft) in practical activities. This gives the design meaning and purpose.

Given the variety of materials used in the design, it is necessary to consider a system for its storage. It is most convenient to arrange the materials in boxes, depending on the type, while making it accessible to children. It is more expedient to carry out the process of classifying material together with children. Firstly, this will allow them to quickly remember its location, secondly, the joint work on disassembling the material teaches children to order, accuracy, and thirdly, in the course of such activities, preschoolers indirectly consolidate knowledge about the properties of different types of material.

At senior preschool age, under the guidance of a teacher, children learn new ways of connecting for them, learn to create a variety of movable structures from pictures, drawings. At the same time, special attention is paid to the special development in children of the ability to connect parts with the help of nuts and wrenches, since this requires the participation of the small muscles of the hand, which is still imperfect in a preschooler.

Sets of building material and designers are not given all at once, but gradually, as they are mastered by children. After the children, under the guidance of the educator, have mastered one or another constructor, it can be placed in the corner of creativity so that the children have the opportunity to independently use it in free activities.

Paper is also widely used in older groups in the process of paper-plasticity, which is used as an independent form of creativity, and in combination with others, for the manufacture of various crafts and toys. Children are given different types of paper: thick desktop, writing, glossy, semi-paper, as well as different types of cardboard.

The variety of natural material and ease of processing allow it to be used in many ways in working with preschoolers. The teacher, together with the children, prepares natural material. Replenishment of its stocks occurs throughout the year. To create a complete craft or design from natural material, you need to choose an adequate method of fastening. In that age group, as an additional means, such as: an awl, a needle, a wire, which, due to their safety, are not recommended for use in younger groups, can already be used. However, even for older preschoolers, it is necessary to instruct them on the specifics of working with these tools, as well as to control the entire process of work.

Natural material allows you to create structures of small and large sizes. At the same time, the work will have a collective character. For example, the construction of buildings made of sand or snow on the site. In this case, children will develop the ability to work together, where you need to negotiate, find a common solution.

2.1 Forms of organization of modeling and design

1. Design by sample.

Its essence: the construction of parts, on the example of a sample and a manufacturing method. This is a necessary and important stage, during which children learn about the properties of building material details, master the technique of erecting buildings, a generalized method of analysis - they learn to identify its main parts in any object, establish their spatial arrangement, highlight details.

Within the framework of this form, tasks are solved that ensure the transition to independent search activity, which is of a creative nature. Visual-figurative thinking develops.

2. Design according to the model.

Its essence: as a model, a model is proposed in which its constituent elements are hidden from the child. In other words: a certain task is proposed, but not a way to solve it. As a model, you can use a design pasted over with thick white paper. Children reproduce it from an existing builder. Generalized ideas about the constructed object, formed on the basis of analysis, will have a positive impact on the development of analytical and figurative thinking. Model-based design is a more sophisticated form of model-based design.

3. Design by conditions - is of a different nature, children must create constructions according to given conditions, emphasizing its practical significance, the main tasks should be expressed through conditions and be of a problematic nature. This form of education develops creative design, but on condition that children have some experience.

4. Design on the topic.(For example - transport)

This form is similar in nature to designing by design, the only difference being that the artist's intention is limited to a specific topic. The main goal of designing on the topic is to consolidate the knowledge and skills of children.

5. Design by design: this is a creative process during which children have the opportunity to show independence. However, the teacher must remember: the design concept, its implementation is a rather difficult task for preschoolers. The degree of independence and creativity depends on the level of knowledge and skills.

6. Frame construction. When children get acquainted with the simple construction of a frame and as a result easily learn the general principle of constructing a frame and learn to highlight design features based on a given frame.

In a construction of this type, the child must, as it were, finish drawing it, adding additional details to one and the same frame. It develops the imagination. However, the organization of this form of design requires the development of a special design material.

7. Design according to the simplest drawings and diagrams. This form makes it possible to introduce children to drawings, diagrams. The ability to use templates, and then see the details in three dimensions. As a result of such training, children develop imaginative thinking of cognitive and creative abilities.

Types of design.

According to the materials used in the design process:

• Construction from building kits.
• Construction from constructors.
• Construction from natural materials.
• Waste material construction.
• Construction from paper and cardboard (paper-plastic):
  • origami;
  • volumetric paper and cardboard modeling.

• Realistic design.
• Stylized.
• Abstract.

By the nature of the children's activities:

Individual.

Collective.

By appointment:

Design with a practical purpose.

Design, which has an artistic and aesthetic purpose.

Materials and equipment.

It should be noted that the materials related to such types as paper, natural, waste materials are used the same as for working on the application. But there are also materials specific only for construction - these are building kits and constructors.

Construction material represents kit various geometric bodies (cube, cylinder, prism, etc.). It is divided into small (table) and large. In the classroom, mainly various sets of small (desktop) building materials are used, with the exception of large collective buildings, where a large set is used.

Constructors. Today, a preschooler has the opportunity to work with various designers.

By nature of use:

• Constructors, assuming a one-time production of buildings (they involve gluing parts, after which the designer cannot be reused).
• Constructors limited in the content of buildings (consist of elements (forms) that can only be used to obtain certain types of buildings).
• Constructors universal (not limited either in the maintenance of buildings or in the possibility of multiple use).

By material: wooden; plastic; metal; ceramic.

Design methods:

• fixing parts on the base
• connecting parts to each other(learning from an early age);
• gluing(learning from an early age);
• sealing(training from the younger group);
• gluing(training from the younger group);
• sewing on(training from senior groups);
• piercing(training from senior groups);
• twisting(training from senior groups);
• clamping(training from the middle group);
• creasing(learning from an early age);
• bending(extension, arching) (learning from an early age);
• addition(training from the younger group);
• unfolding(folding);
• twisting(untwisting);
• wrapping(training from senior groups);
• lubrication(training from the younger group).

In the process of designing, preschoolers acquire special knowledge, skills and abilities. In process building material structures, children get acquainted with geometric volumetric forms, study their properties, master the rules of composition in design (get an idea about the meaning of symmetry, balance, proportions). When constructing from paper children have the opportunity to clarify their knowledge of flat geometric shapes, compare their properties and features with three-dimensional forms. Here, children learn how to work with paper, which they can later use in appliqué classes. Modifying flat forms by bending, folding, cutting, gluing paper, children get a three-dimensional shape.

Working with natural and waste materials contributes to the manifestation of creativity in each child, since only the ability to single out a new function in an object and object allows you to transform it, having received a completely different constructive image.

In the design can be used and ready-made forms, depending on the learning objectives.

All types of design contribute to the versatile development of the personality of a preschooler: all types of thinking, imagination, creativity, memory, attention. This is due to the fact that the child, before completing the construction, first imagines it (mentally or on the basis of an existing diagram, picture), thinks through the shape of its parts, then correlates the image with the existing forms, determines the degree of their suitability, and then proceeds to create the building. In the course of the construction itself, the child can make adjustments, add unplanned details, remove existing ones, include additional materials (to connect parts) or apply coloring.

Such a phenomenon, when children do not play with a completed structure or construction, can often be observed. It seems that the child is interested in the constructive process itself, as if he is mastering something new, complex, interesting in it. But in this pictorial design, the main content of constructive and technical activity is still present. If the child does not use crafts in his practice, then, creating it, he tries to display in it, if possible, everything that is necessary for the action. The principles of creating a product of constructive activity are the same as in design. At the same time, it should be noted that often in pictorial construction in his buildings the child achieves a much greater resemblance to the surrounding objects than when they are intended for direct practical use in the game, while in the buildings for the game the child allows more conventions. In such a building, it is important for him that there is the most necessary for the game. For example, in the course of the game, it was necessary to fly on an airplane, so it turned out to be sufficient to have a steering wheel, wings for the seat for the pilot. It does not matter that the built aircraft looks primitive: it fully satisfies the play needs of children. Another thing is when a child seeks to show different types of aircraft. Then the children perform them with special constructive care. Thus, the nature and quality of the building does not always depend on the skills of children. The constructive activity of preschoolers is in the nature of a role-playing game: in the process of creating a building or structure, children enter into play relationships - they perform certain roles. Therefore, constructive activity is sometimes called a building game. The type of material used in children's constructive activities also determines the type of construction.

3. Organizational section

3.1 Material and technical base

In order for a creative personality to develop, a subject environment must be created in the group, material and the teacher's ability to direct and develop the child's abilities are necessary.

Types of constructors:

1. Magnetic constructor SMARTMAX

The kit is designed for organizing collective and individual games and allows you to create both full-height structures and plot-themed tabletop structures.

The constructor consists of fairly large elongated magnetic elements, fastened together with the help of balls.

This method of fastening creates conditions for the construction of a wide variety of structures, the height of which can exceed the height of the child himself. Additional construction elements, such as wide curved pipes, cars, descending tracks, greatly expand the variability of games. Curved pipes allow you to build tracks for rolling balls, descending tracks become tracks for rolling cars from the upper level to the lower one, special modules turn the constructor into a mini-city. With the help of a magnetic constructor, you can solve such educational problems as the development of a child's ideas about color, shape, size, and also help the formation and development of mathematical concepts, counting and reading skills. Thus, the designer will be interesting for both boys and girls and will allow the whole group to be involved in the game.

2. Tactile needle constructor.

This is an original construction kit designed for both creative construction and sensory development of children from 2 years old. Unusual elements of the designer, equipped with "needle" sides, not only easily connect to each other in almost any plane, but also gently massage the fingertips. The attractiveness of the material stimulates the cognitive and creative activity of children, and also turns simple games for attention, memory, thinking into an exciting game.

The kit is intended for organizing group and individual games on the design of three-dimensional crafts from plastic elements of the designer. The constructor is suitable for solving such educational problems as the formation of spatial representations, ideas about the shape, size, color. Thus, by varying the conditions, choosing different content of instructions in working with this material, teachers get the opportunity to carry out psychological and pedagogical activities in a wide range of areas.

The set also includes small figurines of people and animals, which allow you to organize story games and make the game exciting and varied. A large selection of different construction elements allows you to build bridges, vehicles, houses and makes the set interesting for both girls and boys.

3. Constructor "Lego"

The constructor allows you to solve many problems from different educational areas. It can be considered universal. One of the great advantages of this constructor is the availability of detailed methodological support for the use of each set, including computer programs. The Lego constructor has versatility, variability of use, takes into account the peculiarities of age (for kids - a soft and large set, sets with a small number of medium-sized parts, for older ones - small parts). The push-button fastening makes the building stable and strong, which, of course, is also an important advantage of this constructor and increases the motivation for using it both in children and adults.

The disadvantages include high cost (you can use designers, analog "Lego" - they are much cheaper, but they do not have methodological support); difficulties in replacing parts when they are lost or broken; incorrect from the point of view of science (in some cases) the name of the details.

The advantages of the Tiko constructor, as well as Lego, include: the development of methodological support for using it in various types of children's activities and in almost all educational areas; An interesting and durable connection of parts allows you to create practical designs and use the created three-dimensional models in gaming and household activities without fear of breaking them.

4. Rug - transformer (soft color) Floor constructor

One of the varieties of children's designers are children's floor puzzles in the form of a rug or mosaic. You can only play with them on the floor because of the large size of the parts.

Floor puzzles have the following advantages:

• the parts are large, so even kids can fold them;
• develop accuracy and attentiveness, perseverance;
• presented in a wide range;
• they can be used as a warm play mat in the children's room.

The set consists of parts that are interconnected to create a huge labyrinth or city. Balls roll along the "paths", developing the thinking of the baby.

6. Game-constructor "House for the gnome» is made of safe eco-friendly materials, so you can safely invite even a baby to play with logs.

It helps to develop arbitrariness (the ability to play by the rules and follow instructions), creativity, artistic abilities, combinatorial abilities, abstract thinking.

This unusual construction set is ideal for preschoolers who are just starting to try their hand at creating 3d projects. The toy will teach the child a new type of construction - instead of the usual bricks, here you will find cylindrical parts in the form of miniature logs. Visual step-by-step illustrations will help the little builder succeed in creating 3 different huts, the main thing is to follow the instructions carefully.

The logs adhere tightly to each other if the baby precisely aligns the grooves, so the house can be successfully used for theatrical performances and role-playing games. In the set you will also find fabulous inhabitants for the buildings created by the child - funny fairy gnomes. Playing with the constructor "Dwarf's House" you will not notice how time flies, and you will help your child develop spatial and logical thinking, make hand movements more dexterous, clear and coordinated.

Consists of round flat figures with slots for connection. Figures of four colors in the amount of 80 pieces, 20 of each color.

Constructors are entertaining educational games for the perception of color, shape and size in children, starting from an early age. Develop combinatorial abilities and spatial imagination.

Material: polyethylene.

It can be used both in preschool institutions, leisure centers, play areas, playgrounds, and at home. The constructor can be used both indoors and outdoors. During the game, children develop imagination and creative ideas.

The building blocks are large enough so that children can create large objects as quickly and easily as possible. At the same time, construction from blocks is absolutely safe.

The number of game forms that can be assembled from a set or from several sets is unlimited.

Calendar-thematic planning.

Month		№	Subject	Clock	Program Content and Tasks
September		1	Presentation of the circle "Samodelkin"		To develop positive motivation in the activities of the circle in children
		2	An invitation to the world of craftsmanship and beauty		Provide children with the opportunity to see the variety of materials from which crafts can be made, to arouse the desire to do it yourself
October		3	Geometric figures (magnetic constructor, soft constructor)		Tasks for the development of constructive activity. Assemble the design according to the model: circle, triangle, square, rhombus, etc.
		4	Funny figures (magnetic and needle constructor, Lego)		Tasks for the development of processes of perception, attention, memory. Sorting parts by color, shape, size.
		5	Multicolored numbers and letters		Consolidation of visual patterns (the image of numbers and letters)
November		6	Lego mouse		Teach children to build according to the scheme, choose the right part. Craft game.
		7	Airplane from Lego and needle constructor		Task for the development of visual-motor coordination, fixing the color, shape and size of the structure. Reading a poem by A. Barto "Airplane"
		8	Snake, fence (magnetic constructor)		Task for the development of logical thinking. Drawing up a sequence of parts (finish the sequence / complete the missing part)
December	9		Lego dog		Introduce children to a new craft from the designer, teach them to design according to the instructions with the help of a teacher. Play with craft.
	10		Lego turtle		Introduce children to a new craft from the designer, teach them to design according to the instructions with the help of a teacher. Craft game.
	11		Craft by design		Tasks for the development of speech. Perform tasks according to verbal instructions in pairs.
January	12		Herringbone (magnetic constructor, soft constructor, mosaic constructor)		Task for the development of constructive activity. Craft games.
	13		My gift to my best friend (Lego set, needle and magnetic set)		Task for the development of logical thinking and the development of speech.
February	14		Furniture for doll Katya (needle designer)		Tasks for the development of gaming activities. To teach children to design from a certain set of parts. Craft games.
	15		Car for dad (needle and magnetic constructor, Lego constructor,)		Tasks for the development of imagination, stimulation of creative and speech activity.
	16		Carpet-transformer		Tasks for the development of logical thinking.
March	17		Labyrinth (dynamic constructor labyrinth with balls)	2	Tasks for the development of thinking and coordination.
	18		Flowers for mom (mosaic constructor, Lego constructor)	2	To learn how to build according to the proposed scheme, instructions, taking into account the methods of attaching parts, to convey the features of the object using the means of this designer.
April	19		Houses and garages (Lego constructor)		To teach to modify the sample given by the educator, according to certain conditions.
	20		Funny numbers (magnetic constructor)		Tasks to consolidate the number series, counting skills and ideas about numbers.
	21		Amusement park (magnetic constructor, dynamic labyrinth constructor)		Tasks for the development of gaming activity, imagination, thinking.
	22		My house (needle constructor, Lego constructor)		To teach children to think creatively, to be able to create crafts according to their own design.
May	23		I am a dreamer (magnetic constructor)	2	Tasks for the development of imagination, creative activity. Learn to design from a specific set of parts.

Bibliography:

1. Kolesnikova E.A. Solving the problem of shortage of technical personnel in the modern labor market of Russia [Electronic resource] / E.A. Kolesnikova // Scientific community of students of the XXI century. Economic sciences: Sat. Art. by mat. XIII int. stud. scientific-practical. conf. No. 13. - Access mode: http://sibac.info/archive/economy/Economy 05.11.2013.pdf (date of access: 06.23.2016).
2. Integrated program "Ural Engineering School" for 2015-2034 [Electronic resource]. – Access mode: docs.cntd.ru›document/422448790 (accessed 23.06.2016).
3. Kosminskaya V.B. Methods of teaching fine arts to preschool children [Text] /V.B. Kosminskaya. – M.: Enlightenment, 1977. – 220p.
4. Kutsakova L.V. Design and art work in kindergarten. Program and notes of classes [Text] / L.V. Kutsakov. - M .: TC Sphere, 2005. - 240s.
5. Nechaeva V.G. Construction in kindergarten [Text] / V.G., Nechaeva. - M.: Enlightenment, 1999. - 178s.
6. Paramonova L.A. Children's creative design. [Text] / L.A. Paramonov. - M.: Karapuz, 1998. - 115p.
7. Lishtvan, Z.V. Design: A guide for the educator of children. garden. - M.: Enlightenment, 1981. - 159p.
8. Kutsokova L.V. Classes on designing from building material M .: 2006
9. Wenger A.L. "Development" program for preschoolers
10. Davidchuk A.N. Constructive creativity of a preschooler M .: "Enlightenment", 1973
11. Paromonova L.A. Design as a means of developing creative abilities M .: Pedagogical University "First of September" 2011.

Municipal Autonomous General Educational Institution

"Lyceum №28 named after Academician B.A. Korolev"

Working programm

mug "Project activity"

for grade 5

Teacher: Druzhinina M.S.

Nizhny Novgorod

Structure of the work program

1) an explanatory note, which specifies the general goals of basic general education, taking into account the specifics of the course;

2) general characteristics of the course;

3) description of the place of the course in the curriculum;

4) personal, meta-subject and subject results of mastering the course;

6) thematic planning with the definition of the main types of educational activities;

7) description of the educational, methodological and logistical support of the educational process;

8) the planned results of studying the course.

1. Explanatory note

Success in the modern world is largely determined by the ability of a person to organize his life: to define goals, find and attract the necessary resources, outline an action plan and, having implemented it, analyze whether the goals have been achieved. Numerous studies conducted both in our country and abroad have shown that the majority of modern leaders in politics, business, art, and sports are people with a project-based type of thinking. Today, the school has every opportunity to develop project thinking with the help of a special type of student activity - project activity. The method of projects developed back in the first half of the 20th century is once again becoming relevant in the modern information society.

From 09/01/2015, MAOU "Lyceum No. 28 named after Academician B.A. Korolev" entered into the implementation of the Federal State Educational Standard LLC.

Ensuring compliance with the requirements of the Standard involves the solution of many problems. Some of them can be solved through the organization of project activities of students. During the implementation of the program of the circle "Project activity", such tasks of the PLO LLC are solved as:

formation of a common culture, spiritual, moral, civil, social, personal and intellectual development, self-improvement of students, ensuring their social success, development of creative abilities, preservation and strengthening of health;

ensuring the planned results for the achievement by the graduate of the target settings, knowledge, skills, competencies and competencies determined by the personal, family, social, state needs and opportunities of the student of secondary school age, individual characteristics of his development and state of health;

formation and development of personality in its individuality, originality;

establishing requirements for the upbringing and socialization of students as part of the educational program and the corresponding strengthening of the educational potential of the school, providing individualized psychological and pedagogical support for each student, forming an educational basis based not only on knowledge, but also on the appropriate cultural level of personality development, creating the necessary conditions for its self-realization;

ensuring an effective combination of classroom and extracurricular forms of organization of the educational process, the interaction of all its participants;

identification and development of the abilities of students, including gifted children, children with disabilities and the disabled, their professional inclinations, including social practice;

organization of intellectual and creative competitions, scientific and technical creativity, design and educational and research activities;

participation of students, their parents (legal representatives), teachers and the public in the design and development of the intra-school social environment, the school way of life;

the inclusion of students in the processes of cognition and transformation of the out-of-school social environment (settlement, district, city) to gain experience in real management and action;

social and educational research design, professional orientation of students with the support of teachers, psychologists, social educators, cooperation with basic enterprises, vocational education institutions, professional work centers.

The program of the course "Project activity" is designed to work with children of the 5th grade, and is a mechanism for integrating, ensuring the completeness and integrity of the content of programs in subjects, expanding and enriching it. Project activity is mandatory and provides for the participation of all students in it.

The course "Project activity" is built on the basis of a system of tasks for organizing the educational process on an activity basis and is aimed at developing project skills in schoolchildren of a minimum level of complexity.

Initial design training lays the necessary foundation for the further development of project skills and the use of educational projects in subject classes to organize the independent acquisition of knowledge by students and their effective assimilation, to form students' competencies and solve educational problems in the main school.

The purpose of the course of the circle "Project activity"- transformation of the process of development of the intellectual and creative potential of the child's personality by improving his research abilities in the process of self-development; creating conditions for each fifth grader to complete an individual project at the end of the academic year.

The objectives of the course of the circle "Project activity"

1. Personal: the formation of positive self-esteem, self-esteem of the student, the development of the educational success of each student.

2.Communicative: formation of communicative competence in cooperation:

Ability to conduct a dialogue, coordinate their actions with the actions of partners in joint activities;

The ability to be kind and sensitive to people, to empathize;

Formation of socially adequate ways of behavior.

3. Regulatory: formation of the ability to organize and manage activities:

Education of purposefulness and perseverance;

Formation of skills for organizing the workspace and rational use of working time;

Formation of the ability to independently and jointly plan

activities and cooperation;

Formation of the ability to independently and jointly make decisions, achieve the goal.

4. Cognitive: formation of the ability to solve creative problems; ability to work with information (collection, systematization, storage, use).

2. General characteristics of the course

The most important pedagogical task in the context of the implementation of the Federal State Educational Standards LLC was the introduction into the educational process of tools and techniques that help children "discover" themselves, reveal their personality. The criterion for a student's success is not so much the effectiveness in studying school subjects, but the attitude of a person to the possibilities of his own knowledge and transformation of nature, history, himself. An important role in achieving the success of each student is played by the implementation of an accessible design concept at the choice of the child, based on the sphere of his interests and personal capabilities.

The course "Project activity" is designed to ensure the development of the most relevant ways of working on projects by students of the basic school and thus preparing them for the development and implementation of their own, individual projects. The need for this course arose in connection with the application of the project method as a technology for the formation of key competencies of students in the Lyceum No. 28 named after academician B.A. Korolev; as a necessary condition for the implementation of an individual project at the end of the year. Mastering the methods of activity applicable to a very wide range of objects of influence, within the framework of studying the course, allows students to form an important internal resource, which is not specially formed in other components of the educational process at school.

Project activities are aimed at the spiritual and professional development of the child's personality through active methods of action. The student, working on a project, goes through the stages of problem definition, planning, information collection, its analysis and transformation (synthesis), active work to create a conceived product, its presentation, and development of a project portfolio. Project activity involves mastering the methods of activity that form the basis for the formation of key competencies (information, communication, research, etc.).

When organizing the work of students according to the project method, not only individual independent work is possible, but also group work. This allows you to acquire communication skills and abilities: working in a group in various qualities (roles), considering different points of view on one problem, organizing interaction between project participants.
Educational projects, as a rule, contain a problem that needs to be solved, which means that they formulate one or more tasks. Using the project method of teaching, children comprehend the entire technology of solving problems - from posing a problem to presenting a result. The project method has rich didactic possibilities for both intra-subject and inter-subject learning.

The projects carried out by students make it possible to identify the interest of each student in terms of the level of success of various types of educational activities, in relation to the process of activity and its results. Design practically helps students to understand the role of knowledge in life and learning. Knowledge ceases to be a goal, but becomes a means in genuine education, helping to master cultural patterns of thinking, to form their own thinking strategies, which allows everyone to independently master the accumulation of culture.

The project activity provides for the search for the necessary missing information in encyclopedias, reference books, books, electronic media, the Internet, the media, etc. The source of the necessary information can be adults: representatives of various professions, parents, enthusiastic people, as well as other children.

3. Description of the place of the course in the curriculum

The working program of the circle "Project activity" was drawn up in order to implement the requirements of the Federal State Educational Standard of LLC to achieve meta-subject results. According to the main educational program of the basic general education of the MAOU "Lyceum No. 28 named after academician B.A. Korolev", the course "Project activity" is part of the group activities in the general cultural direction of education and socialization of students.

Enrollment in the circle "Project activity" takes place at the choice of students in order to prepare them for the implementation of a mandatory individual annual project.

Form of organization: circle classes are held once a week in the classroom, in museums of various types, libraries, at the school site, at enterprises and various city facilities (parks, squares, streets, architectural sights, etc.). Circle project activities include conducting observations, excursions, implementation and presentation of projects in the classroom, at the lyceum and district conferences of student research and design work. Program implementation period: 1 year (grade 5).

4. Personal, meta-subject and subject results of mastering the course

Personal Outcomes

education of Russian civil identity: patriotism, respect for the Fatherland, the past and present of the multinational people of Russia; awareness of their ethnicity, knowledge of the history, language, culture of their people, their region, the foundations of the cultural heritage of the peoples of Russia and mankind; assimilation of humanistic, democratic and traditional values ​​of the multinational Russian society; fostering a sense of responsibility and duty to the Motherland;

formation of a responsible attitude to learning, readiness and ability of students for self-development and self-education based on motivation for learning and cognition, conscious choice and building a further individual trajectory of education based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests, as well as on the basis of formation of a respectful attitude to work, development of experience of participation in socially significant work;

formation of a holistic worldview corresponding to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world;

the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture, language, faith, citizenship, history, culture, religion, traditions, languages, values ​​of the peoples of Russia and the peoples of the world; readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;

mastering social norms, rules of conduct, roles and forms of social life in groups and communities, including adults and social communities; participation in school self-government and public life within the limits of age competencies, taking into account regional, ethno-cultural, social and economic characteristics;

development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude to one's own actions;

formation of communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, socially useful, educational and research, creative and other activities;

Metasubject Results mastering the course of the circle "Project activity" reflect:

the ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity;

the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems;

the ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;

the ability to assess the correctness of the implementation of the educational task, their own ability to solve it;

possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities;

the ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, reasoning (inductive, deductive and by analogy) and draw conclusions;

the ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive problems;

semantic reading;

the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and taking into account interests; formulate, argue and defend your opinion;

the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech, monologue contextual speech;

formation and development of competence in the field of the use of information and communication technologies (hereinafter referred to as ICT-competencies);

formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation.

Subject Results mastering the course of the circle "Project activity", taking into account the general requirements of the Standard, should ensure successful training at the next stage of general education. A student who has mastered the course "Project activity" must master the initial skills and abilities in project activity from posing a problem to creating a project portfolio.

5.1 Introduction- Familiarization with the content of the project.

A project is an image of a future product; work aimed at solving a specific problem, at achieving a pre-planned result in an optimal way. The project must have a clear, realistically achievable goal. In the most general sense, the goal of the project is always to solve the original problem, but in each specific case this solution has its own unique solution has its own, unique embodiment. This incarnation is a project product that is created by the author in the course of his work and also becomes a means of solving the problem of the project.

5.2 Types of projects

By time: short-term, medium-term, long-term project.

By the number of participants: individual, group, collective.

Classification of projects by leading activities:

1. Teaching research;

2. Information (collection and processing of information);

3. Game (classes in the form of a game);

4. Creative projects;

5. Practice - oriented (practical).

The project may include elements of reports, essays, research and any other types of independent creative work of students, but only as ways to achieve the result of the project

The project activity is aimed at cooperation between the teacher and the student, the development of creative abilities, is a form of assessment in the process of continuous education, and makes it possible for the early formation of professionally significant skills of students. Project technology is aimed at developing the personality of schoolchildren, their independence, and creativity. It allows you to combine all modes of work: individual, pair, group, collective.

5.3 Project stages

The first stage of the project is problematization- it is necessary to assess the existing circumstances and formulate the problem. At this stage, the primary motive for activity arises, since the presence of a problem gives rise to a feeling of disharmony and causes a desire to overcome it.

Second stage of work - goal setting. At this stage, the problem is transformed into a personally significant goal and acquires the image of the expected result, which will later be embodied in the project product.

The most important step in a project is planning, as a result of which not only the distant goal, but also the next steps acquire a clear outline. When there is a work plan, resources (materials, labor, time) and a clear goal, you can get to work.

The next stage of the project cycle - implementation of the existing plan.

An indispensable condition of the project is its public defense, presentation work results. During the presentation, the author not only talks about the progress of the work and shows its results, but also demonstrates his own knowledge and experience of the project problem, acquired competence. The element of self-presentation is the most important part of the work on the project, which involves a reflexive assessment by the author of all the work he has done and acquired during the experience.

Upon completion of the work, it is necessary to compare the result with your plan, if possible, make corrections. This is the stage corrections- comprehension, analysis of the mistakes made, attempts to see the prospect of work, assessment of their achievements, feelings and emotions that arose during and after the work.

The final stage of work - self-esteem and reflection.

5.4.Project portfolio

Drawing up a written report on the progress of the project, presenting the report in the form of a portfolio (title page, introduction, issues, relevance, goal setting, working methods, project form, results, photo evidence, illustrations (drawings), computer presentation).

5.5.Project passport

Brief essential content of the project with initial personal data (for placement in the portfolio of a fifth grader).

6. Thematic planning with the definition of the main types of educational activities

6.1. Correspondence to the sections of the course

	Course section	Number of hours		Number of theory hours	Number of practice hours
	Introduction		1. Introduction to project activities
	Project types		2. Types of projects
	Project stages		3. Problematization
			4.Planning
			5. Search for information and its processing
			6.Project implementation
			7. Presentation of the project
			8.Correction of the project, self-assessment and reflection
	Project portfolio		9. Requirements for the design of the project
			10. Designing a project portfolio
			11. Presentation of the project portfolio
	Project passport		12.Project passport

6.2. Thematic planning with the definition of the main types of educational activities

№ lessons	Subject	Number of theory hours	Qty hours practices	Main activities Students (UUD)
	1.Introduction-1 hour
	1. Introduction to project activities - 1 hour			Meaning formation (L)
	Introduction to the concept of a project.			Formulation of a cognitive goal (P)
	Implementation of mini-projects "Cover of my notebook" and "The image of my name"			Independent creation of ways to solve problems of a creative and exploratory nature
	2. Types of projects -2 hours
	2. Types of projects - 2 hours
	Types of projects by time, by number of participants, by subject content, by leading activity			Classification of objects (P)
	Selection of subject preferences for project selection (test tables and figures)			Selection of bases and criteria for comparison; proof (P)
	3. Stages of the project - 18 hours
	3.Problematization-2 hours
	Concept of a project problem Drawing up "Chamomile" - 6 P of the project: Problem Planning Search for information Presentation Project portfolio			Summing up the concept, derivation of consequences (P) putting forward hypotheses and their justification (P)
	Identification of significant lyceum problems: garbage, discipline, wardrobe, change of shoes.			Asking questions
	4.Planning-2 hours
	The value of planning in project activities			Definition of the goal, functions of participants, methods of interaction (K), (P)
	Drawing up a plan for a mini-project. Detailing plans for specific projects			Planning (P)
	5. Search for information and its processing - 3 hours
	Types of information and ways to obtain it			Search and selection of information (P)
	Questioning, interviewing, polling: reaching out with questions to groups of informers - participants in the educational process at school.
	Information processing (statistical and analytical). Drawing up and solving a problem with the data obtained during the survey, survey and interviewing.			Analysis, synthesis (P)
	6.Project implementation-6h
	The meaning of the work schedule for the implementation of the project plan			Planning, control (P)
	Consultations of the project manager - subject teacher, parent. Search and selection of information. Drawing up a schedule for the implementation of the project			Search and selection of information (P), posing a question
	Project manager consultations. Formation of the project structure			Building a logical chain of evidence (P)
	Project manager consultations. Work on the content of the project.
	Project manager consultations. Work on the content of the project			Building a logical chain of evidence (P) Searching and extracting information (P), posing a question
	Preparation of a project progress report
	7. Presentation of the project-3 hours
	Requirements for the presentation of the project.			Moral and ethical assessment (L) The ability to express one's thoughts with sufficient completeness (K)
	Choice of project presentation form. Poster, booklet, script, website information, newspaper article, report, presentation, wall newspaper, etc.			The ability to express one's thoughts with sufficient completeness (K)
	Choosing the form and working out the project presentation: poster presentation, theatrical performance, presentation, etc.			The ability to express one's thoughts with sufficient completeness (K)
	8. Project correction, self-assessment and reflection-2 hours
	Why do you need a project revision?			Correction and evaluation
	Correlation of the project intent with the resulting product			Correction and evaluation, volitional self-regulation
	4.Project portfolio-10 hours
	9. Requirements for the design of the project-3 hours
	Project portfolio requirements
				The ability to express one's thoughts with sufficient completeness (K)
	Designing a project portfolio
	10. Designing a project portfolio - 5 hours
	Portfolio materials and methods			Sign-symbolic, modeling (P) The ability to express one’s thoughts with sufficient completeness (K)
	Familiarity with existing portfolios of projects and research papers			Sign-symbolic, modeling (P) The ability to express one’s thoughts with sufficient completeness (K)
				Sign-symbolic, modeling (P) The ability to express one’s thoughts with sufficient completeness (K)
	Project manager consultations. Designing a project portfolio			Sign-symbolic, modeling (P) The ability to express one’s thoughts with sufficient completeness (K)
	"Assembly" of the project portfolio			Control, evaluation, volitional self-regulation (P)
	11. Presentation of the project portfolio-2 hours
	Presentation Requirements			The ability to express one's thoughts with sufficient completeness (K)
	Making a presentation			The ability to express one's thoughts with sufficient completeness (K)
	5.Project passport
	12. Project passport -3 hours
	Project Passport Structure
	Selection of material for filling out the project passport			The ability to express one's thoughts with sufficient completeness (K)
	Filling out the project passport			Control, evaluation, volitional self-regulation (P)
	Total: 34 h

7. Description of educational, methodological and logistical support

educational process

7.1. Educational and methodological support of the educational process: FSES LLC, PEP LLC MAOU "Lyceum No. 28 named after Academician B.A. Queen".

7.2. Logistics and technical support of the educational process:

Study room, media projector, pencil sets, PC, printer, colored paper, scissors, camera.

8. Planned results of studying the course.

The program provides for the achievement of 3 levels of results:

First level results involves the acquisition of new knowledge, experience by fifth-graders collective solving design problems in various areas. The result is expressed in the students' understanding of the essence of project activities, the ability to gradually solve project tasks.

Second level results implies a positive attitude of students to the basic values ​​of society, in particular to education and self-education. The result is manifested in the active use of the method by students group projects, independent selection of topics (subtopics) of the project, gaining experience in independent search, systematization and presentation of information of interest.

Third level results implies that schoolchildren receive independent social experience. Manifested in the participation of students in the implementation individual educational or social projects in their own chosen direction.

Planned learning outcomes are determined for each level based on the specification of the skills required to work on the project. Since the main part of the work within the framework of the course is based on the work of small groups, control over the achievement of the planned results is carried out directly during the execution of tasks: in the process of presentations, presentation by students of the results of group work.

Students of the 5th grade should be able to distinguish and implement independently different types of work and different types of responsibility for them. They gradually learn to plan their actions and move towards the implementation of the design intent.

Planned results

Must learn	Formed Actions
Students must learn see problems; ask questions; put forward hypotheses; define concepts; classify; observe; collect information and process it; make inferences and conclusions; structure the material prepare texts of own reports; explain, prove and defend their ideas; accept criticism, use comments to improve the project.	In the course of solving the system of project tasks, schoolchildren should develop the following abilities: Reflection (see the problem; analyze what has been done - why it worked out, why it didn’t work out, see difficulties, mistakes); Goal setting (set and maintain goals); Planning (make a plan of your activities); Modeling (represent the method of action in the form of a model-scheme, highlighting everything essential and important); Showing initiative when looking for a way(s) to solve a problem; Entering into communication (interacting when solving a problem, defending one's position, accepting or reasonably rejecting the points of view of others). Monitoring the progress of your project in practice.
Final result:
Fifth graders must develop and implement your individual annual project.
Place of presentation of the result: presentations of projects, participation in competitions, exhibitions, conferences, festivals, etc. (in accordance with the Regulations on the project activities of teachers and schoolchildren of the MAOU "Lyceum No.

Modern science does not stand still. Innovation has taken over the world. Robotic vacuum cleaners, computers and smart TVs are making huge strides into our lives. So why not keep up with the times? Why not take the future into your own hands?

On the robotics course, your children will be very easy and fun to create real robots! They will be able to teach them to speak, move, respond to commands and even fly! Our teachers will make every effort so that the children can program their own robot and control it. You have no idea how easy and fun it is!

From 4000 RUB /month

Weekday evenings and weekends

Branches near your home!

How we teach in Robotics courses

Robotics lessons for children begin with learning the basics of electronics, where students learn what electricity is, connect LEDs, work with resistors, piezo tweeters, motion sensors, water leakage and other electronic components. Already in these classes, children can realize their potential, they can create electronic projects that they themselves come up with, for example, a piano or an automatic flower waterer.

Further, depending on the level, children choose the direction of study. Each robotics class has a variety of Lego-based robot kits for kids (4-6 year olds) and Arduino-based ones (for students over 6 years old). On these platforms, children experiment, create "smart houses", manipulator robots, build robotic vehicles and look for new ways to move them in space. They also program the created devices on the basis of a special Lego or Arduino programming environment, depending on their age.

In addition, we pay great attention to the concept of Do It Yourself, that is, we give children opportunities for the technical implementation of the project from improvised means, applying technical skills using cutting machines and 3d printers. And in the last session of each semester, we invite parents to a project presentation where children talk about what device they have created and what its application is.

Academic plan

Module No.	Name		Duration	Learning Outcomes
1	Introduction to Robotics		16 lessons	Children will get acquainted with the main roboconstructors. Learn the basics of building robots on the Lego platform. Certificate at the end of the module.
2	lego wedo		16 lessons	They will study algorithms and the basics of building programs. They will carry out active work on the Lego WeDo platform. Certificate at the end of the module.
3	Lego Wedo 2.0		16 lessons	They will develop simple mechanisms on the Lego Wedo 2.0 platform. They will take part in the first competitions in Robotics. Certificate at the end of the module.
4	Lego Mindstorm		16 lessons	Familiarize yourself with high-level languages. Develop your own moving robot. Learn traffic control. Diploma at the end of the module.
5	Competition robots		16 lessons	Develop a sumo robot. They will control the speed of the robots. They will create their own projects. They will take part in competitions of the city and All-Russian level. Certificate at the end of the module.
6	Fundamentals of circuitry and electronics		16 lessons	Get to know the basics of electronics. Develop programs for robots in block programming languages. Certificate at the end of the module.
7	Working with microcontrollers		16 lessons	Learn how to work with the Arduino platform. Work with the main components. Children will learn the basics of programming and object-oriented development in C/C++. Certificate at the end of the module.
8	Smart systems		32 lessons	Develop smart systems on the Rasbperry PI platform. Learn the Python language. They will assemble smart homes using special sensors. Develop a spy kit. Diploma at the end of the module.

Photos from our Robotics classes

A few reasons why your kids (and you!) will love Robotics for Kids in Moscow:

• Unique curriculum.(download) While your child is having an unforgettable experience working with electronics and assembling his own robot, you will know that he is mastering the practical skills of engineering creativity (Just imagine how these skills will help inspire him to implement unique ideas in the future!)


• Creative problem solving. In every Robotics for Kids class, your child participates in challenging creative activities that instill a love of science, technology, and engineering.


• Fascinating practice sessions. Our classes are filled with interactive activities and many projects are handmade by children from scratch, it occupies children's minds and is great for children of all skill levels.


• Constant contact with parents. We always keep you updated on your child's progress in robotics classes. You will know how he does his homework, works in class, and whether he succeeds.

Where does the Robotics for Kids program take place?

Robotics programs are available in our 20 centers throughout Moscow!

DatsoPic 2.0 2009 by Andrey Datso

In which circle to send the child in Moscow? Our review - about educational centers Moscow in which children construct robots, assemble remote-controlled models, spend a lot of honey mushrooms, etc.

Robot School

In the second pavilion of VDNH, the most unusual “Roboschool” in Russia was opened: one of the teachers here is the android Tespian.
In total, 4 courses are open in the "Roboschool". There is "Robotics", where they introduce the basics of design, modeling and programming, teach how to create smart electronic machines. You can choose the STEAM program (Science, Technology, Engineering, Art, Mathematics), which consists of engineering lessons and experiments. On the Electromechanics course, students will learn to distinguish resistors from transistors, assemble radios and other equipment.
Also in the "Roboschool" industrial design is provided. In the classroom, children not only learn the history of modern design, but also create art objects on their own. The best creations will be in the Hall of Fame "Robostation".
Age: from 6 years old
How much: 5200 rubles per month

Open prototyping laboratory "Laba"

The first techno-coworking in Russia is also an educational platform. The Lab provides training in computer programs for drawing and 3D modeling, master classes in 3D printing, 3D scanning, and working with laser machines. By the way, in most cases, "Laba" is designed for adults - people come here to work on 3D printers, plotters, milling machines and other fancy equipment.
For children, the center has about 10 areas, the most interesting of which are shipbuilding, aircraft modeling and robotics. According to the co-founder of Labs, Maxim Pinigin, in techno-coworking you will be able to realize any idea, “from a stool to a satellite.” Regardless of the age of the inventor.
Age: from 7 years old
How much: from 5000 rubles per month

Feast of Science

"Celebration of Science" is an interactive and educational program for children from 8 to 13 years old. You can arrange a scientific holiday, a master class, hold a birthday or a whole scientific festival. The goal is to popularize science and show children that all this can be not abstruse and boring, but exciting and interesting. The secrets of film special effects technologies, physical and chemical experiments, entertaining mathematics - children are usually delighted.
In addition to major events and holidays, you can sign up for classes and courses. Now there is an intensive course "Engineering creativity" (for children 9-12 years old), "Electricity for inventors" (for children 9-12 years old) and "Chemistry in the life of children and adolescents" (for children 8-12 years old). The course "Engineering Creativity" will teach children layout and modeling, develop spatial thinking and fine motor skills. On the course about electricity, children will learn how to assemble electrical circuits and even make a real lightsaber. Chemistry is pure joy, reactions and experiments.
Age: from 8 years old
Price: from 6900 rubles for 7 lessons

Mathematical circles from the creative laboratory "2×2"

The main value of the creative laboratory "Twice Two" is in its teachers. In the mathematical circles of the center, people who are in love with numbers and formulas work. They manage to infect children with a passion for the exact sciences: the average score of pupils in mathematics at school is 4.58, they often win prizes at city and Russian Olympiads.
In order to study in a circle for free, you need to pass several interviews. Only the most mathematically capable are accepted here.
Age: from 7 years old
How much: there are classes for free

House of Scientific and Technical Creativity of Youth (DNTTM)

The branch of the Palace of Children's Creativity on Sparrow Hills boasts a rich set of scientific fields, from robotics and paleontology to astronomy and robotics. There are 11 chemistry circles here alone.
Special attention in the House of Creativity is given to children interested in technology. For example, the center has several courses in radio electronics. In the beginners circle, electronic circuits are soldered and simple electronic devices are created. At the course "Radio Engineering" they study radio-electronic constructions, and at the lessons of "Entertaining Electronics" they learn to read and make simple circuits.
Age: from 7 years old
Price: there are classes for free

Engineering Center of the Museum of Cosmonautics

Why does an airplane or rocket fly? How does the Universe work, who can go into space, and why do you need a spacesuit? In the engineering center of the Museum of Cosmonautics, you can get answers to thousands of questions. This year, the Space Squad club was opened here, where, in addition to theoretical knowledge, you can pass psychological tests (almost like astronauts!), work out on the SOYUZ-TMA docking simulator and get a test cosmonaut certificate.
And for those who prefer to work on Earth, there is a three-year program of the Vostok design bureau. Future engineers will get acquainted with the basics of electrical engineering, computer programming and 3D modeling, learn how to work on a prototyping board, read and draw electrical circuits, and write codes.
Age: from 9 years old
Price: from 200 rubles per lesson

Center for design creativity "Start Pro"

The center is called the "children's Skolkovo": one of the best scientific bases in the country is assembled in Start Pro. There are 6 laboratories open here, in which about 60 programs are presented. So, in "Entertaining Mathematics" they learn to solve complex puzzles, in the "LabVIEW Graphical Environment" - to create robots and develop simple applications, and in "Stroymaster" - to work with tools, natural materials and metal.
Yes, and no boring lectures: the teachers of the center know how to talk simply about the complex, turn science into a game, and boring school subjects into exciting quests.
Age: from 8 years old
Price: free

Center for additional education "Young motorist"

This is the most provocative children's center in Moscow: for example, it is allowed to drive motorcycles here from the age of 8! Young riders are taught the basics of motorcycling, are taught how to repair equipment and provide first aid in case of accidents. Both equipment and motorcycles are provided by the center.
In addition, there is an opportunity to learn everything about the structure of the car, learn the rules of the road and even pass an exam on traffic rules.
Although most of all, children respect the practical part of the classes: they put you behind the wheel at the age of 12. Pupils drive go-karts, participate in rallies and win prizes in Russian car competitions.
Age: from 7 years old
Price: free

Club of the young railway worker at the Russian University of Transport (MIIT)

If your child loves trains, you should take a closer look at the courses at MIIT. In the classroom, children learn the history and structure of railways, study the composition of electric locomotives and wagons, get acquainted with the rules of "railway traffic" and railway professions. Every summer in Kratovo, near Moscow, the students of the club are waiting for an internship on the Small Moscow Railway. The guys can try themselves as a controller and conductor of a passenger car, a track fitter and even a driver.
Bonus: successful graduation from the club entitles you to preferential admission to MIIT, all other things being equal.
Age: 7-11 grades
Price: free

Children's Center for Scientific Discoveries "Innopark"

An ideal format for those who have not yet decided on their preferences. Innopark provides short courses that tell interesting stories about the world of science and technology.
In total, the center has developed 4 programs. So, the course “Everything is on the shelves” affects optics, mechanics, electricity and astronomy. In the classroom, the children will have to make a diffraction grating, create optical illusions, assemble a battery from vegetables and make a moon rover. You can choose one of two courses "Robotics" or "Science in the palm of your hand", where children will get acquainted with physics, biology, chemistry and geography, as well as set up experiments.
Age: from 5 years
Price: from 2700 rubles for 4 lessons

digital home

3D scanners, 3D printers, powerful computers, neurotechnical equipment - the "Digital House" resembles an exhibition of the achievements of modern technology. True, in this “museum” it is allowed to touch any exhibits with your hands.
In the center, you can do robotics - on the basis of the Lego Mindshtorm EV3, Lego WeDo and Arduino constructors, the guys assemble both the simplest models and technically complex devices. Another popular area of ​​the Digital Home is 3D design. In practice, children learn to work with the latest machines and even create unique objects themselves.
Age: from 5 years
Price: from 4,000 rubles per month

Julia Suvorova
The work program of circle work on design and modeling for older children "Magic Workshop"

"Magic Workshop"

Educator:Suvorova Yu. M.

Explanatory note

There is always something for skillful hands,

If you take a good look around.

We can create a miracle ourselves

With these skillful hands.

Construction (construo - build, create)- a type of productive activity, during which the child independently or together with an adult creates a structure from parts, for which he must learn certain methods of action.

The program of the circle "Magic Workshop" is aimed at the formation of cognitive and research activity among preschoolers, the development of constructive skills and abilities, and the development of children's creative abilities. Throughout the entire period of study, children become more familiar with the types and types of construction. The program of the circle includes both technical and artistic design.

In technical design, children display real-life objects. At the same time, they model their main structural and functional features. The technical type of design activity includes: construction from building material (wooden painted or unpainted parts of a geometric shape); construction from parts of designers with different ways of fastening. In artistic design, children, creating images, not only (and not so much) reflect their structure, but express their attitude towards them, convey their character, using color, texture, shape. The artistic type of design includes paper design and design from natural material.

The existence of two types of children's design - creative and technical, each of which has its own characteristics, requires a differentiated approach in managing them.

In terms of preparing children for school, constructive activity is also valuable because it develops the ability to closely connect acquired knowledge with their use, understanding that knowledge is simply necessary for success in activity. Children are convinced that the lack of necessary knowledge about the subject, constructive skills and abilities is the cause of failures in creating a structure, an uneconomical method of its manufacture, and poor quality of the result of the work. In educational situations, constructive activities form important qualities in a preschooler; the ability to listen to the teacher, accept the mental task and find a way to solve it.

The topics of the classes are built taking into account the interests of the pupils, the possibility of their self-expression. In the course of assimilation of the content of the program, the rate of development of special skills and abilities, the level of independence, the ability to work in a team are taken into account. The program allows you to individualize complex work: stronger participants will be interested in a complex design, less prepared, you can offer easier work. At the same time, the educational and developing meaning of the work is preserved. This makes it possible to warn the pupil from fear of difficulties, to join without fear to create and create.

The program provides for 1 lesson per week in the afternoon - Monday / Friday (every other week). The duration of continuous directly educational activities for children 5-6 years old is 20-25 minutes. Implementation period from September to May.

Purpose and objectives of the program

To form in children a steady interest in design and modeling.

Tasks.

Educational:

To improve the ability to work with various materials for construction, taking into account their properties and expressive possibilities in the design process.

To consolidate the ability to identify, name, classify various three-dimensional geometric bodies and architectural forms that are part of Lego constructors.

To consolidate the ability to use various types of composition to create three-dimensional structures.

To consolidate the ability to create plot constructive images.

To consolidate the ability to compare geometric shapes with each other and objects of the surrounding life.

To consolidate the ability to highlight the image in various geometric bodies.

Improve the ability to use various techniques and techniques in the process of creating a constructive image.

Continue to learn how to draw up a structure according to verbal instructions, descriptions, conditions, diagrams.

Learn to independently transform materials in order to study their properties in the process of creating constructive images.

To consolidate the ability to select adequate ways to connect the details of a constructive image, making them strong and stable.

To consolidate the ability to find a replacement for some parts with others.

Improve the ability to bend paper of different density in different directions.

Learn to work according to ready-made patterns, drawings.

Developing:

Continue to form a sense of form, plasticity when creating buildings and crafts.

To consolidate the ability to use compositional patterns: scale, proportion, plasticity of volumes, texture, dynamics (statics) in the design process.

Continue to develop visual-effective and visual-figurative thinking, imagination, attention, memory.

Improve your planning skills.

To consolidate and expand the child's vocabulary with special concepts: substitute, structure, etc.

Educational:

Raise interest in the art of design.

Enhance children's communication skills.

Contribute to the creation of game situations, expand the communication skills of children.

To improve labor skills, to form a culture of work, to teach accuracy, the ability to carefully and economically use material, to keep the workplace in order.

Types of design.

According to the materials used in the design process:

Construction from the constructor (lego)

Waste material construction.

Paper and cardboard construction

Paper plastics;

Origami;

Volumetric paper and cardboard modeling.

Conditions for the implementation of the program

The work program of the circle is designed for one year of study. Training is carried out taking into account the individual abilities of children, their level of knowledge and skills. In the classroom, children are given opportunities to satisfy their interests by actively including them in creative activities.

The program provides for 1 lesson per week in the evening - Monday / Friday (every other week).

The principles of organizing the work of the circle

1. The principle of consistency and regularity of classes.

2. Availability. The content of the program, topics and teaching methods correspond to the age characteristics of students, their level of development and cognitive abilities, as well as the individual characteristics of the child.

3. Visibility (availability of demonstration material) and accessibility of the submitted material for children of this age category

4. Consistency and sequence of material presentation from "simple to complex".

5. The strength of mastering knowledge, skills and abilities - an accurate definition of the objectives of the classes. Each child imagines what result is expected at the end of the lesson, what knowledge and skills he will acquire, where he can apply them.

6. The principle of even distribution of the load, taking into account the individual capabilities of each child, avoiding overwork.

7. Novelties. For the development of interest, it is necessary to constantly introduce elements of novelty at all stages of the educational process.

A variety of methods and techniques are used to teach children to design and model.

visual: Examination of finished buildings in the classroom, demonstration of fastening methods, methods for selecting parts by size, shape, color, ways to hold them in your hand or on a table.

Information-receptive: Examination of details and material, which involves the connection of various analyzers (visual and tactile) to get acquainted with the form and structure of determining the spatial relationships between them (on, under, left, right. The joint activity of the teacher and the child.

reproductive: Reproduction of knowledge and methods of activity (form: collecting models and designs according to a model, conversation, analogy exercises)

Practical: The use by children in practice of the knowledge gained and the methods of work seen.

Verbal: Brief description and explanation of actions, support and demonstration of samples, different versions of models.

Problem: Statement of the problem and search for a solution. Creative use of ready-made tasks (objects, their independent transformation.

Game: Using the plot of games to organize children's activities, characters to play out the plot.

Partial search: Problem solving with the help of a teacher.

Expected learning outcomes:

As a result of training under this program, it is expected that children will master such knowledge, skills and abilities as:

Mastering non-traditional construction techniques from various materials by children.

Ability to work with different materials.

Ability to follow the teacher's verbal instructions.

Increasing the level of development of fine motor skills and hand-eye coordination.

Persistent interest and desire in children to experiment, combining different types of materials in the work.

Mastering the culture of work and teamwork skills.

Increasing the level of communication skills, creativity, fantasy, imagination.

Monitoring methods:

regular monitoring during the GCD process

Analysis of products of children's activities

Diagnostic cards (every quarter)

In the process of implementing the program of additional education, the integration of all educational areas is ensured:

Cognitive development: introducing children to various materials for compositions, identifying them by touch; familiarity with design techniques, to cultivate a desire to participate in joint labor activities, respect for materials and tools;

Socio-communicative: solving problem situations, fostering friendly relationships, developing the ability to communicate freely with adults and children, developing the ability to express one's point of view.

Artistic and aesthetic development: poems and stories according to the subject of the lesson, listening to musical works.

Physical development: physical education minutes, the formation of the ability to follow the rules of safe work with the materials and tools used, the development of coherent speech.

Speech development: vocabulary development, grammatical structure formation

Calendar-thematic planning

There are three sections:

1. Construction from the Lego constructor - 11 hours

2. Work with paper and cardboard - 13 hours

3. Work with waste material - 12 hours

Total: 36 hours

September

1. Diagnostics

2. Diagnostics

3. Introductory lesson: "What is origami" -Office paper, schemes of basic forms.

4. “In a certain kingdom, a paper state ...” - Tinted green paper, scissors, glue.

October

1. Autumn trees - Paper bags, colored paper, scissors, glue.

2. Mushrooms-Plastic bottles, adhesive tape. Stencils, colored cardboard.

3. Hedgehog - Office tinted paper

4. "Journey to the country - Constructor" Lego "

November

1. Bridge across the river-Designer-"Lego"

2. Well-Designer-"Lego"

3. Hut on chicken legs-Designer-"Lego"

4. “How a flap twisted into a Stolbushka doll” - Pieces of fabric of different colors and sizes, scissors, strong threads.

December

1. Birds - Tinted paper, corrugated paper.

2. Pencil with a toy - Cardboard sleeve, hard thread (or thin colored wire, colored paper, scissors, glue.

3. “How we built the estate of Santa Claus - White paper strips, scissors. Rolls of foil, small household molds for frames of "ice" sculptures.

4. Without which there is no carnival and masquerade - Soft loose paper, plastic trays, glue brushes, glue, frame molds, elastic bands.

5. Foam toys - Foam rubber, strong threads, buttons, paints, brushes.

January

1. Aquarium-Plastic bottles (large, shells, pebbles, colored cardboard, glue, scissors.

2. Goldfish - Plastic bottles (large, shells, pebbles, colored cardboard, glue, scissors.

3. Labyrinth-Designer-"Lego"

February

1. Truck-Designer-"Lego"

2. Ships are sailing - Constructor - "Lego"

3. Sailor - Disposable tableware, paper, threads, ribbons.

4. Air fleet - Tinted paper, felt-tip pens.

March

1. “What is a house and a ten-handle in it?” - Pieces of fabric of different colors, strong threads.

2. Chick in the nest - Wire, bast, egg cells, colored paper, glue scissors.

3. Children - Constructor "Lego"

3. Zoo - Constructor - "Lego"

4. Clown - Colored paper, scissors, glue. Wrappers.

April

1. Flying saucer - Disposable saucer, straws for the boiler, colored paper, glue, scissors.

2. Rocket-Designer-"Lego"

3. Robot - Constructor - "Lego"

4. Pinwheel - tinted paper.

1. Soldier cap-Tinted paper

2. Military equipment-Match boxes, corrugated matches. cardboard, colored paper, scissors, glue.

3. Diagnostics

4. Diagnostics

Work with paper and cardboard.

Work in the Origami technique. The traditional technique of folding paper figures, popular in Japan, is of great interest to teachers and parents nowadays. This is due to the unique possibilities of the influence of "origami" on the development of children. Folding figures has a beneficial effect on the development of finger and hand movements, attention, memory, logical thinking, and creative abilities. Classes "Origami" contribute to the education of perseverance, accuracy, independence, purposefulness. In the process of classes and when using the received figures, the teacher can solve many problems of a teaching and educational nature. The folding of the figurines is accompanied by informative stories of various kinds. Creating paper models, the child constantly works with geometric shapes: he starts folding by performing actions on the plane of the original geometric figure - a square (rectangle); in the process of folding in the hands of a child, one geometric figure is transformed into another. Working with geometric figures, children consolidate information about their structure (sides, angles, vertices, aspect ratio, etc., signs of their similarities and differences. When making some classic figures, preschoolers learn about some of the customs that exist in Japan. Origami classes are in itself culturological information.When folding the figures, the teacher tells the children information of an ecological nature, especially if these are figures of animals.Classes are accompanied by information about the birds and animals that live in our country.

Paper plastics.

The work is based on the children's skills acquired in the applique and origami classes: folding paper in different directions, symmetrical, silhouette, contour, multi-layer cutting, gluing, etc.

The perception of the beauty of natural forms through practical activities contributes to the education of children in respect for the world around them, the development of the emotional and sensory sphere, artistic and figurative thinking, and the realization of their creative abilities.

Learning objectives:

Learn different paper handling techniques.

Develop the ability to work with glue, glue parts, attaching one to another;

To teach the basic techniques in the application technique "paper plastic" (breaking, creasing, rolling into a ball);

To teach children the technique of working with scissors: cut paper in various directions: straight, diagonally, cutting corners from squares and rectangles; cut long and short strips.

Learn to make elementary toys - homemade products from bent cardboard: Teaches the elements of folding paper using the Origami technique.

Promote the development of fine motor skills of the hands; develop accuracy and coordination of hand and eye movements; flexibility of hands, rhythm.

Work with waste material.

Practical work with a variety of waste material encourages children to be creative, provides for the development of manual labor skills, design, introduces the methods of working with various tools, teaches them to carefully handle them, promotes the development of coordination of finger movements, develops fine motor skills of fingers, cultivates perseverance and independence. Many of the proposed crafts involve their use in everyday life, and an important point in their manufacture is the strength of the structure. Working with different materials, children get acquainted with their properties, diverse structure, acquire labor skills and abilities, learn to think. Some operations require efforts, the use of the most dangerous tools, especially in the preparatory stage, and the teacher takes on this stage of work.

Lego - construction

LEGO - the designer is widely used in continuous educational activities on design and solves the following tasks: develops thought processes (analysis, synthesis, comparison, generalization, etc.). A sufficiently effective means of activating thinking is designing according to models, diagrams, drawings, plans, samples, and memory.

The use of LEGO contributes to:

1) the development of sensory representations in children, since parts of different shapes are used, painted in primary colors;

2) development and improvement of higher mental functions / memory, attention, thinking, emphasis is placed on the development of such thought processes as analysis, synthesis, classification, generalization

3) training the fingers of the hands, which is very important for the development of fine motor skills of the hand and in the future will help prepare the child's hand for writing;

4) unity of the children's team, the formation of a feeling of sympathy for each other, because children learn to jointly solve problems, distribute roles, explain to each other the importance of this constructive solution.

Materials, tools, equipment necessary for the implementation of the program:

Lego";

Waste material (foam rubber, plastic bottles, wire, bottle caps, disposable tableware, etc.)

Cardboard and tinted paper in different colors.

Glue, oilcloths

Scissors

Templates, stencils