Seminar for educators at a preschool educational institution. Construction

Construction is closely related to play and is essential for a child's development. The child practically learns the external qualities of objects, and by disassembling and assembling this or that structure, he analyzes it. In the process of constructive activity, children develop spatial relationships, develop generalized ideas and develop generalized methods of action, the ability to purposefully examine objects or samples, plan work, control their actions and correct mistakes. In addition, in the process of designing, children learn the correct geometric names for the parts of the building set, learn about the features of geometric bodies, etc. But a child can achieve all this only as a result of purposeful and systematic training.

The actually constructive activity of children must be preceded by preparatory stage, in the process of which it is necessary to show children that the design is a reflection of real-life objects. Previously, the teacher, together with the children, plays with one or another object, for example, a chair (children sit on it, plant a doll, put a chair to the table, etc.), and then the chair is constructed from building material, and the children also play with it. A number of other objects in the room (bed, table, chair, shelf, etc.) must be used as a model for reconstruction through construction. For this, you can also use play material (house, gate, etc.). As in drawing, modeling, and applique classes, children correlate samples with sketches, so when designing it is useful that the teacher not only builds, but also makes a sketch of this structure, and the children make

correlation of a planar image with a volumetric sample and design. Such work is very important, since in the future children will create designs based on various drawings, i.e. implement the reverse process: from planar to volumetric.

When developing constructive skills in children, the principle of consistency in the use of teaching methods must be observed: from conjugate actions to actions in elementary imitation, from actions in imitation in full to action in a partial model, and then complete. In action with constructive material, children must first master the method of arranging elements in space (horizontally, vertically with respect to the plane), then the method of connecting elements of the same shape, and then different forms... They must also learn to position structural elements in different spatial relationships to each other, to be able to correlate, to find in the real objective world the identity of their constructions, and also to use constructions according to their real purpose. All work should be carried out in a system and a certain sequence. Here is the sequence of such work.

Lesson 1. The teacher builds a house in front of the children and lays a path to it - the bricks are laid horizontally on a plane in a row, tightly to each other. Then he builds a second house and lays a path to it too, but children take part in the construction: an adult lays one brick, a child lays the second, etc. (actions to imitate). This path can be longer than the first one, and then the teacher can offer the children to complete the first path and make the second equal. Then the children lead the dolls along the paths, inspect the houses with them.

Lesson 2. The teacher builds a house in front of the children, examines it with the children, and then dismantles it. After that, two houses are already being built: one is being built by an adult, and the other by children. The entire construction process is based on imitating the actions of the educator. Then the teacher closes his house with a screen, builds a path to it, opens the screen and invites the children to build a path to their house. Children follow the pattern.

Class 3. The teacher builds a house in advance, which he shows the children as a model. They build a house under the guidance of a caregiver who draws their attention to the main parts of the house and their location. Then he builds a fence around his house, showing how to place the cubes in an upright position. Children imitate the construction of a fence around their home.

Lesson 4. As a sample, children are given a finished house, a path to it and a fence around it. Children are encouraged to recreate the entire structure according to the sample.

Class 5. Children observe how to build a gate: the teacher arranges the details vertically (as in the construction of a fence), shows how to make a ceiling. So that the children can correctly determine the distance between the parts themselves, he specifically shows how to put the overlapping cube to the base of the gate so that the distance between the parts is shorter than the length of the overlapping cube. Then the children build their gates by imitation.

Class 6. Children are invited to build a house, path, fence, gate according to the model.

In subsequent lessons, it is important to teach children to build gates of various heights and widths depending on their purpose: high gates for large nesting dolls, low gates for small ones; wide doors for a large car, narrow doors for a small one, etc. This type of activity is necessary, since in the future, children will perform tasks of a more complex nature (for example: "Build a house like this, but high"; "Build chairs, beds are the same, but for big dolls" etc.).

It is necessary to provide for such types of activities where children would learn the techniques of changing structures in size. For example, when building a small and large house, you should pay their attention to how you can increase the structure: by laying brick on brick, laying several bricks side by side. There can be actions of children both by imitation and by model.

A number of design classes focus on furniture construction. In the process of recreating it, children can already use the previous experience of arranging rectangular cubes horizontally flat on a plane, vertically and horizontally on narrower sides, stacking cubes on top of each other, applying cubes of different shapes to each other, etc. All these techniques are used and when designing furniture: chair, table, bed, sofa. The design process itself should be preceded by an examination of the furniture: what it consists of, how the parts are located in space, what is the purpose of the object as a whole. After that, the teacher recreates the structure in front of the children, correlates it with a real object, analyzes it, after which they construct (first by imitation, then according to a model from ready-made parts selected by the teacher, and then they themselves select, based on the sample).

The content of work on constructive activities also includes several types of ladder structures. Children need to be taught how to create structures of varying complexity, since in the future it will be included in more complex types of buildings as a detail (for example, a slide with a ladder, a house with a ladder, etc.). First, children are taught to design two steps, then gradually increase their number, based on the purpose of the building. The most important thing is that the children learn the principle: the first row, laid on a plane, should be larger

by the number of cubes per one compared to the next top one, like the next top one compared to the previous one.

The skills acquired in actions with large building material, children should transfer to actions with small building material, where there can also be design by model and imitation, and at first the sample can be from small building material, and then from large, and the children themselves must transfer this sample to a smaller volume.

All the previous work will help prepare children (even by the end of the first year of study) to recreate structures in the text, according to verbal instructions, since by this time they should not only possess certain constructive skills, but also master the meaning of the necessary speech material, which was organically included in the process of teaching construction. Design by text can begin as a collective type of work with large building materials, and then a transition to individual tasks and work with small building materials is possible.

In the subsequent work on teaching children to construct, the main techniques are: examination, sample analysis, verbal description, implementation of the previously acquired skills and abilities. But in all cases, when solving new constructive problems, partial or complete demonstration is used in combination with independent actions of children or actions according to a model. In the process of constructive activity, there should be a lot of room for solving problematic tasks (for example, building a garage that matches two or more cars in size; building a room where this furniture could be placed, etc.).

In constructive activity, a significant place is occupied by work using a sample drawing, a diagram. At the initial stage, children should be taught to make simple constructions that do not correspond to some real objects. These are constructions of three or four cubes, which can be of different or the same color, located on top of each other; then other geometric shapes (prism, cylinder, etc.) can be included here. Such drawings-samples are perceived by children without difficulty, they learn to "read" them and implement them in three-dimensional structures. At the next stage, you can offer sample subject drawings, given in color, and then proceed to sample schemes (outline images of objects).

Ideal for use in early childhood education is an activity in which a number of important developmental aspects are present and integration educational areas achieved easily. One of such favorite and exciting types of work for children and educators is design. In addition to pedagogical merits, design classes leave a vivid emotional mark in the memory of a child, sometimes lasting for a lifetime. That is why the teacher is faced with questions: how to organize design classes for children different ages, what nuances arise in the process of work, how to correctly draw up a synopsis and help children learn new skills with great interest.

Theoretical aspects of teaching construction in kindergarten

The fashionable trend of our time is the orientation of children from an early age to a future promising profession, to early development useful applied skills. Clubs for young programmers and robotics circles for any age are becoming more and more popular. Both children and adults are increasingly engaged in amateur crafts and craft hobbies, various arts and crafts, in which the design element is also great.

Robotics is the most promising and demanded type of design today

Design itself can become one of the elements of preschool training that are in great demand by society, and educators who are able to creatively organize such classes can easily find their application not only within the framework of the kindergarten, but also in other organizations.

Goals

Traditionally, the organization of any type of lesson begins with the setting of certain goals, the achievement of which will testify to the success and effectiveness of activities. In the process of designing, the following goals are pursued:

• educational (new words and concepts are mastered, such as the names of constructed and modeled objects, geometric shapes, technical terms, names of materials and tools, work techniques, etc.);
• developing (fine motor skills, attention and concentration, logical and spatial thinking, individual and collective labor skills, analytical and creative abilities);
• educational (the desire to work and complete what was started, interest in collective and individual creativity, curiosity and accuracy are brought up).

An important design feature is the close relationship with the game. Children do not design to deliver ready product on the shelf and then admire him or just forget about him. They design in order to play, and they begin to play during the construction process itself. This game should be controlled by the educator. It is necessary to competently use the course of the game, set your own scenario for the development of role-playing moments and, depending on the game, select the appropriate types, forms and design techniques.

Designing for a child is a game during which he learns the shape, color and other characteristics of objects.

Types of construction in a preschool educational institution

Depending on the age and composition of the group (predominance in children's team girls or boys), the peculiarities of her interests (for example, when the profession of parents arouses obvious curiosity in children) and just for a bright variety, you can choose different types design for classes. For example, the following choice is possible:

• Artistic design. The main feature is the creation of artistic products up to abstract images and ornaments. Children express their attitude towards them, convey their character, often violating proportions, as well as experimenting with color, texture, shape. Various materials can be used for work, for example, paper and natural materials. Applied drawing techniques and the creation of art installations, appliqués, volumetric bas-reliefs, etc., make it possible to obtain products of various complexity and fullness.
• Technical design. Modeling of real technical objects, buildings, machines and equipment or the creation of structures by analogy with images from fairy tales and films is typical. The work can use building materials and standard structures (often factory-made), for example, wooden blocks or Lego blocks, as well as all similar materials.

Video: paper art design

Forms of construction

• Design by pattern. An imitative model is used, when children repeat all stages of construction after the teacher. First, the teacher demonstrates, at a slow pace and with detailed explanations, the entire sequence of work, from the manufacture of construction parts to the final finished sample. Then the children begin to work, performing the design independently and with the amendments of the educator.
• Model construction is a more complex type of construction. Usually this type is used after design from the sample. The children are shown the finished product, but not the manufacturing method itself. It offers tools, materials and a creative challenge to make something similar yourself. For example, you can invite the pupils to make a model of a typewriter out of paper on their own.
• Conditional design. In this form of work, some characteristics of the object are described to children, but a visual model is not given. For example, preschoolers have built a house from a construction kit, and the teacher now proposes to build a garage next door to this house. The conditions are set: a driveway, a large gate, an area for placing a toy car. Children can decide on their own how the object will look, but they must necessarily fulfill the requirements for the structure specified by the educator.
• Design according to drawings and visual diagrams. In this case, the construction of the object proceeds according to a schematic drawing with oral explanations of the educator. This form teaches children to understand that a three-dimensional object is reflected on a flat schematic image, teaches them to read diagrams and understand the relationships of diagrams and objects (scale, proportions, etc.). In the process of work, with a high probability, difficulties may arise associated with spatial orientation and the complexity of this form of construction, so you should start with simple schemes, pre-prepared simple templates, along the way explaining to children new geometric concepts and relationships.
• Design by design. This form requires an understanding of the abstract concepts, properties, and functionality of objects. At the stage of working with this form of construction, children move to the level of independent modeling of objects. They are faced with the task: not to repeat the shown object, but to conceive a different one and realize their idea. For example, you can independently come up with an object for any purpose and execute it from the available materials.
• Design by design is a type of design by design that specifies a specific topic (class of objects) for design. The theme might sound like "Buildings" or "Cars", for example. In all other respects (detailing of the object, choice of material and technique of work, etc.), the child is free to make independent decisions.
• Frame or modular design. This complex form of construction is very demanding on the working materials. The special material should allow the child to work separately with the frame and other structural details that determine its appearance or other properties. Such a material can be a building designer, which allows you to first build the shape of a building (supporting structures), and then modify the same shape into buildings for different purposes (residential, office, industrial). An automotive designer is also suitable for work, first making it possible to build a chassis (a supporting frame with wheels), and then using a number of arbitrary elements (body, cabin) to change the purpose of the car. Modular design allows you to understand the principles of dividing an object into its constituent parts of a structure with different functional purposes, different constraints and capabilities, different effects on strength and appearance.

The forms of organization of design training should be alternated depending on the requirements of the program of a particular age group.

Video: designing according to the origami technique

When planning activities with construction elements, a number of aspects should be considered:

• The sizes of the crafts. It is not recommended to immediately carry out small crafts with miniature details. It is more useful to start with simple products, medium or large enough with a small number of parts (parts should also be large enough, at least 6-7 cm).
• The complexity of the crafts, the variety of techniques used. Start with the most simple crafts and gradually complicate them (introduce new parts, reduce the size of the products). The same principle applies to the techniques used. The correct solution is to innovate gradually. Children should use the techniques they have already mastered (for example, drawing) and new ones (gluing paper), combining them. So, a model of a house can be glued out of paper (a simple white cube or prism), and then you can draw details (windows, doors, wall texture). In further work, the drawn parts can be replaced with parts made using other techniques (for example, paper appliqué or gluing other materials).
• Accessibility and ease of use of the mother

V modern world the importance of innovative technologies for the education and development of preschool and school age... That is why preschool educational institutions are increasingly resorting to using them in educational process... Federal state educational standard preschool education establishes mandatory norms and requirements for the content of the main educational program preschool education, to the forms and conditions of its implementation. Designing in the Federal State Educational Standard of Education is defined as a component of the mandatory part of the program, a type of activity that contributes to the development of research, creative activity of children, the ability to observe, experiment. The experience gained by the child in the course of construction is indispensable in terms of the formation of skills and abilities in research, creative activity, technical creativity, and the development of constructive thinking. In order to work in this direction to be successful, we included in it design and modeling with the help of the new generation TIKO constructor. This article is intended to acquaint parents of children with the features of the new generation TIKO constructor, with its role in activating and developing the thinking of children. To acquaint with the tasks that are solved in the pedagogical process when using this constructor, as well as to involve parents in active participation in its development. After all, the sooner one begins to develop in children the skills of construction, mathematical thinking and curiosity in the exact sciences, the sooner children's abilities are revealed, their mental activity is activated, the more benefit they will bring to their family, school and country.

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Innovative technologies that implement the requirements of the new generation Federal State Educational Standard.

Construction classes are closely related to the sensual and intellectual development child. It is of particular importance for improving visual acuity, accuracy of color perception, tactile qualities, perception of the shape and dimensions of an object, space. Children try to establish what an object looks like and how it differs from others; master the ability to measure the width, length, height of objects; begin to solve constructive problems "by eye"; develop imaginative thinking; learn to represent objects in different spatial positions, mentally change their relative position. Constructive activity involves the development of such mental processes, as an analysis, synthesis, classification, generalization, and is associated with the development of speech (activity involves communication, explanation of its constructive decision), all this is successfully implemented in the work with the new generation "TIKO" designer.

T transformed And a groovy K constructor for O TIKO training is a set of bright planar figures made of plastic, which are hingedly connected to each other. This is distinctive feature constructor - the ability to pivot parts by means of spherical protrusions and recesses. A hinge joint allows one part to rotate relative to another, which makes it possible to design a large number of both simple and complex geometric shapes and bodies. All parts of the construction set are made of environmentally friendly, safe, practical and wear-resistant plastic and can withstand multiple assembly and disassembly. The assembled figures have optimal strength, maximum transformability and will not split when dropped or hit. As a result, the process of transition from plane to space, from development to volumetric figure and back becomes clear for the child. Inside the large figures of the constructor there are holes, which, when collecting game forms, act as a "window", "door", "peephole". You can design an endless variety of game figures: from a path and a fence to furniture, a cottage, a rocket, a ship, an octopus, a snowman, etc. In the game with the constructor, the child learns not only the names and appearance of plane figures (equilateral, isosceles and rectangular triangles, squares, rectangles, rhombuses, parallelograms, trapezoids, pentagons, hexagons and octagons). The world of prisms, pyramids, Kepler stars opens up to the kid, and it becomes feasible to pronounce the familiar words "icosahedron", "dodecahedron", etc., not to every adult.

TIKO technology - modelinginteresting in that, being built on integrated principles, it combines elements of play and experimentation.

In the learning process, the following develop:

Creative skillschildren - children come up with, fantasize original figures, unusual designs from "TIKO", thereby developing creative thinking.

Intellectual skills- in order to construct a figure, the child needs to comprehend what details he will take for construction; in what sequence will they be connected;

Communication skills- children are very fond of joint "TIKO" - design, in the process of work they actively communicate, name the details, navigate the properties, compare by signs, jointly solve the problems that have arisen during the design. To learn how to create your own volumetric models, the child needs to master the design, analysis and comparison of objects on the plane. Using pictures, illustrations, diagrams, photographs, drawings. It is very important to develop in preschoolers the ability to identify the features of the studied form. Find salient features and omit less important details. Themes selected for design broaden the horizons and cover the main spectrum of human activity: fairy tales, urban planning, furniture, animals, transport, household appliances, space, etc.

Speech skills - children memorize letters, sounds (vowels - consonants, hard - soft). Perform tasks on sound analysis words, search for specified sounds, composing words and sentences.

Constructor "TIKO" can be organized in kindergarten within:

• collective educational activities,
• project activities,
• dramatization games,
• free activity,
• role-playing game and in all types of activities.

"TIKO" - modeling is interesting not only for children, but also for their parents. At home, joint research, games, fantasies with the TIKO constructor with parents will be a good consolidation of the knowledge gained in kindergarten.

Expected results of working with children of different ages:Children (4-5 years old) by the end of the year will be able to:

• classify by 1 - 2 properties;
• design flat geometric shapes;
• distinguish and name shapes (circle, square, rectangle, triangle);
• analyze and compare according to 1-2 criteria;
• to navigate in terms of “far”, “close”, “about”, “above”, “below”, “between”.
• count and distinguish numbers up to 5;
• have an idea of ​​the different types of polygons;
• design by sample.

Children (5-6 years old) by the end of the year will be able to:

• construct volumetric geometric shapes - cube, parallelepiped;
• analyze and compare according to 2 criteria;
• classified by 2 properties;
• count and distinguish numbers up to 10;
• to design according to the model and according to your own design.

Children (6-7 years old) by the end of the year will be able to:

• design various types of polygons;
• navigate in terms of "right", "left";
• analyze and compare according to 2-3 criteria;
• distinguish between the spelling of letters, numbers and their mirror image;
• construct thematic game figures according to the model and according to their own design;
• be able to calculate the perimeter of a figure;
• have an idea of ​​\ u200b \ u200bthe rules for drawing up patterns and ornaments;
• construct volumetric geometric shapes - cube, parallelepiped, ball, pyramid, prism.

From all that has been said above, we can conclude that "TIKO" - modeling in kindergarten helps to form elementary ideas about geometry in preschoolers, develops logical thinking, curiosity, teaches to negotiate with peers. The designer of the new generation "TIKO" not only helps to form in children the ability to design independently and creatively, but in the process of creative activity changes the form and way of thinking, personal qualities, contributes to the full development of the child.

Consultation "Design as a means of development cognitive abilities children "

Children begin to engage in construction in a very early age, remember everyone's favorite colored pyramids and colored cubes, which everyone, without exception, likes. There are two types of design - technical (from building material, parts of designers who have different ways fasteners; large-sized modular blocks) and art (made of paper and natural material)

The first type is technical design. Children mainly display real objects, come up with crafts by association with images from fairy tales and films. At the same time, structural and functional features are modeled. Construction is closely related to play (children build buildings, rebuild them repeatedly during play). The second type is artistic construction. Children, creating images, not only reflect their structure, how much they express their attitude, convey character, using color, texture, form. Role-playing games that incorporate construction elements contribute to the development of the plot. Full-fledged design affects the process itself (material is selected, methods are considered, activities are planned and monitored.) At an early age, design is merged with play; v junior game already an incentive to design. Constructive activity contributes to the development of cognitive abilities, manifests itself in the ability to highlight characteristic properties, differences, understand difficult situations, ask questions, observe. A prerequisite the development of these abilities is a craving for mental effort. Cognitive abilities ensure the success of any cognitive activity.

Children get to know various materials, master sensory standards, reinforce constructive skills, learn to navigate in space. In addition, I want to list a number of positive factors: fine motor skills develop, coordination of finger and hand movements is improved. design also develops mental processes - memory, thinking, imagination, attention and perception. Educational moments should not be missed. The work of children brings together, disciplines, common interests appear. Construction stimulates the development of perception. In order to properly carry out a construction or craft, you need to carefully consider the proposed sample, understand what material it is made of, and draw the appropriate conclusions. It is not always possible to touch this sample.

Along with the development of perception in older preschool age there is a process of improving attention. When making a craft building, you must very carefully follow the teacher's explanation, and then also carefully follow the steps to get it good job... Practice has shown that play activities promotes the development of voluntary attention. At the first moment, children are carried away by future activities, they really want to do what the teacher suggests. But later you need to make a lot of effort to achieve end result... Here it is necessary to deal with work with increased attention.

I would like to propose to consider in more detail the relationship between the design and development of cognitive abilities. Before we start making a building or a craft, the guys and I consider the material, identify its features, and compare it with other materials. It uses both classes and research activities, didactic games... Kids, for example, compare paper and cardboard, older children get acquainted with various fabrics, yarn. Together we harvest natural material, fixing the names of trees and shrubs along the way. During the manufacture of crafts, the children gain an understanding of sensory standards. The development of constructive skills is of great importance, for some children this is a difficult process. Before you get a building or a craft, you need to assemble it, and do it correctly, adjust all the parts, glue or fold them exactly, exactly. The "Origami" technique occupies a special place in the design. Making these toys, even the simplest ones, requires precision and a sharp eye. And when everything works out, the result is immediately visible. This is a very important point for children. For the best result, you can use various plans, schemes, maps, algorithms. Older preschoolers are happy to study such instructions; it often happens that they understand them better than some adults.

Also, in the design process, it develops:

The speech of children is enriched with new terms, concepts (bar, cube, pyramid, etc., which are rarely used in other types of activity;

Children practice the correct use of concepts (high - low, long - short, wide - narrow, large - small, in an accurate verbal indication of the direction (above - below, right - left, down - up, behind - in front, closer, etc.) .).

Thanks to construction, children are replenished vocabulary, speech, imagination, as well as artistic and creative abilities develops.

Creativity is primarily a child's ability to find a special perspective on familiar and everyday things or tasks. This ability directly depends on the outlook.

Creative abilities are such mental properties and qualities of a person that are necessary for the successful mastery of various types of artistic activity and the development of a child's creativity. The more he knows, the easier it is for him to look at the issue under study from different angles.

A creative person is constantly striving to learn more about the world around him, not only in the field of his main activity, but also in related industries.

Constructive activity is also a means moral education preschoolers.

In the process of this activity, important personality traits are formed:

Hard work,

Independence,

Initiative,

Perseverance in achieving the goal,

Organization.

The joint constructive activity of children (collective buildings, crafts) plays an important role in developing the initial skills of working in a team:

Ability to agree in advance (to distribute responsibilities, select the material necessary to complete a building or craft, plan the process of their manufacture, etc.);

Work together without interfering with each other. As they get older, children are already more consciously assembling their buildings according to a plan or scheme. They build houses for their favorite toys from a large construction set or colored cubes, while not realizing themselves, they begin to develop sensing, explore the surrounding objects in color, shape, size, dynamic qualities.

Building games form the need for communication, which requires its own activation of speech. Do not forget that any building can and should be played in various types of games.

The choice of material for construction is very large and varied, for each age there are various building kits, a magnetic constructor, wooden, plastic or large-sized soft modules for young children.

A very important role in the design process is assigned to an adult; to teach children to design, it is necessary to use a variety of techniques.

The main teaching techniques are as follows:

1. The educator's demonstration of construction or toy manufacturing techniques. Explanations help children learn not only the actions necessary to complete the structure, but also the structure of the lesson, the general order of work.

2. Explanation of the task with the definition of conditions that the children must fulfill without showing the methods of work.

3. Demonstration of individual design techniques or technical techniques of work that children master for their subsequent use in the creation of buildings, structures, handicrafts. For example, in a building - how to make a floor on high abutments, how to achieve a stable structure; in paper construction - how to glue the sides of a closed cube or bar; in working with a designer - how to fasten wheels on axles with a nut; in work with natural material- from what material is it better to make individual parts, in which cases it is better to use plasticine, glue for fastening, how to use an awl, etc.

4. Analysis and evaluation of the process of work of children and finished products are also methods of teaching design, while it becomes clear what methods of action they have mastered, which ones still need to be mastered.

At the same time, it is necessary that in the classroom the teacher communicates with the whole group and with each child separately, in order to check whether he has mastered the new material.

Game lessons in artistic and constructive activities create the basis for full-fledged meaningful communication of children with each other and with adults. In addition, artistic and constructive activity performs a therapeutic function: it distracts children from sad events, relieves nervous tension, fears, causes a joyful, elated mood, provides a positive emotional condition... Therefore, it is so important to include in pedagogical process classes of artistic and creative orientation.

The formation of a creative personality is one of the important tasks of pedagogical theory and practice in the present stage... Practice has shown that with the help of traditional forms of work it is impossible to fully solve this problem - the problem of the development of a creative personality. This requires an individual approach to each child, taking into account his interests and abilities, that is, you need to look for new forms of work with children and parents, develop the need for creative activity.

Practice shows that preschoolers develop speech and creative abilities to a greater extent such forms of organizing training in construction (according to L.A. Paramonova, as:

Designing according to a model - provides a transition to independent search activity of a creative nature, helps children master a generalized method of analysis,

Designing by topic - allows children to create their own ideas for specific buildings and crafts, choose the methods of their implementation, material,

Design by concept - develops the ability to build an idea, look for a solution without fear of mistakes,

Design according to conditions - design tasks in this case are expressed through conditions and are problematic in nature, which corresponds to the principles of the activity approach.

Summing up, it should be said that design as an activity covers a wide range of various educational, developmental and educational tasks: from the development of motor skills in children and the accumulation of sensory experience to the formation of rather complex mental actions and speech development, creative imagination, artistic development and mechanisms for controlling the behavior of the child.

Methodical development

Introduction
Innovative processes in the education system require a new organization of the system as a whole. Particular importance is given to preschool education and education, because it is during this period that all the fundamental components of the formation of the child's personality are laid. The formation of motivation for the development and learning of the preschooler, as well as creative cognitive activity, are the main tasks that the teacher faces in the framework of the Federal State Educational Standard. These complex tasks first of all require the creation of special learning conditions. In this regard, design is of great importance.
Building materials design and building games figure prominently in educational work with children of all age groups... Playing with building materials is a valuable educational tool, having a positive impact on the all-round development of children.
There has always been design in kindergarten. But if earlier priorities were put on constructive thinking and the development of fine motor skills, now, in accordance with the new standards, it is necessary new approach... Designing in kindergarten is carried out with children of all ages, in an accessible playful way, from simple to complex. From ordinary cubes, the child gradually switches to constructors consisting of simple geometric shapes, then the first mechanisms and programmable constructors appear. Programming takes place not only thanks to the computer, but also to the created special programs. There are, for example, constructors, where the program is compiled using plastic cards on which certain functions are laid.
At preschool educational institution No. 27 Rosinka, children are systematically taught building creativity and guidance in building games, and therefore the nature of children's constructive activity is changing significantly: interest in the constructive side of building games deepens, design becomes purposeful.
We have a sufficient number of wooden building kits, from which we build rockets, bridges, swings, etc. In the course of work, one acquaints with the simplest properties of geometric bodies, their shapes, areas and volumes, develops observation; children acquire some technical information.
Constructors of the collective type "My City", "Flora" develop imagination, creative thinking, imagination. At the same time, children do not follow the schemes suggested by the manufacturer at all; they find dozens of their own, individual solutions.
Magnetic mosaics are recommended by psychologists. It's like a regular mosaic but even better. You can create masterpieces, paintings, lay out patterns like in a mandala, you can get acquainted with color and shape, you can study geometry or create abstractions. These games give psychological balance, the fear of starting something ("fear of a blank sheet") recedes.
Magnetic constructors- this is the new kind constructors. 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 construction set are universal, and the result of creative activity is limitless. It can be figures on a plane, three-dimensional, various animals, cars. In games with this building material, children develop an interest in technology.
It is very important to train work in a team, the ability to take on roles, distribute responsibilities and clearly follow the rules of conduct.
With the use of educational constructors, children independently acquire knowledge when solving practical problems and problems that require the integration of knowledge from various subject areas, as a result project activities makes it possible to educate an actor, not a performer, to develop strong-willed personality traits and skills of partnership.
Games with building materials are especially close to work. They bring up in children such qualities that directly prepare them for work: the ability to set a goal, plan their work, select required material, critically evaluate the results of their work and the work of friends, be creative in the implementation of the goal.
Correctly 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 thought 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 teach not to be satisfied with random solutions to a constructive problem, but to find more expedient ones.
In this regard, the purpose of the work is determined.
Achieving this goal requires solving certain tasks:
1. To develop children's independence of thought, initiative, ingenuity and ingenuity in solving constructive problems.
2. To improve the ability to work purposefully, preliminarily thinking over their actions, to plan their constructive activities.
3. Encourage children to use the acquired skills and design skills in the game.
These tasks determine the basic principles of organizing activities:
- the principle of creating a relaxed atmosphere - children feel comfortable, relaxed. They are given the opportunity to invent, plan, design their own building;
- the principle of consistency - complication of execution creative assignments from simple to complex;
- the principle of creative orientation - creating conditions for the child's creative self-expression, taking into account his individual abilities;
- collectivity of activity - equal participation of each child in the construction game;
- the principle of partnership - the involvement of parents in the educational process.

Features of games and activities with building material

The building material attracts the attention of children throughout the preschool period.
Not a single type of children's activity gives such a clear image as a construction site. In a construction site, the child's thought is directed to the process of constructing an object from parts that are already ready and correct in shape, which are in a certain ratio with each other.
The number of children with OHP is increasing every year. In games with building material, a large role belongs to the activity of the hand, associated with the active work of consciousness. Thanks to joint activities hands, brain and speech apparatus, the child can influence the world, learning the laws of its development. In a kindergarten, building games contribute to the improvement of the speech of children: they share their ideas, explain their actions, suggest one or another solution to each other. The vocabulary of children is expanding. While constructing, children learn such words, geometric names, which in other types of activity are almost never combined.
In addition, it is of great importance for the preservation of the physical and mental health of children to activate their creative potential, create an atmosphere of search for joy, pleasure, develop children's individuality, and satisfy needs and interests.
In the direct activity of children in the construction of play buildings, volitional qualities, the arbitrariness of such mental processes as attention, perception are brought up. This contributes to the education in children of the ability to complete the work to the end, overcome the difficulties encountered, listen to the educator's explanations and work in accordance with his instructions.
Construction work convinces us that every child can be fostered with an interest in play building activity; every child, under certain conditions, is capable of creative participation in building play. Building games bring great emotional pleasure to children, as they are accompanied by a sense of joy in solving various constructive problems. The incarnation of one's own creative thought into a living, concrete deed causes particular satisfaction, since it strengthens faith in one's own strength, asserts self-esteem. Constant exercise in a wide variety of movements, accompanied by emotional uplift, contributes to the fact that these movements become quick and dexterous, easily obeying the control of the eye. The coordinated work of the child of individual muscles, especially the flexors and extensors, improves.
In order to instill in every child aesthetic feelings, which to one degree or another absolutely everyone has, it is necessary to give the child the opportunity to be a doer.
When organizing a building game, children learn to create and maintain a certain order in the process of work, so that the actions are economical, they learn the appropriate selection of parts, a certain sequence and consistency of actions, if the construction is carried out by a group of children, they learn to see the beauty of the construction process itself.
In building games, personality traits such as concentration of attention, perseverance in achieving the set goal, the ability to show creative initiative based on the acquired knowledge and skills, the ability to analyze the ability to correctly navigate in space are formed.
But construction games have such a multifaceted meaning only when the constructive possibilities of the material are revealed to the children.
Direction of design work
Working with children Working with parents
Work with children
Working with children in design at a preschool educational institution includes both constructive activity and other forms of work Design by design, building games, role-playing games, and the Samodelkin circle.

Forms of work with children
Lesson construction construction plot-circle
in the group according to the concept of the game role-playing games "Samodelkin"
group individual

The main form of work organization with children are classes in the group. Much attention is paid to individual educational activities, since not all children are equally susceptible, not all learn the same methods of work, not all are equally able to use their skills. Such children require special attention.
In order to interest children, cause emotional response, to induce constructive activity in the course of the lesson, we use design by design. This gives children a lot of joy, is accompanied by rich emotional experiences, since the process of activity itself gives them pleasure and, moreover, they are proud of the results of their work. Construction by design is good there, that the child chooses the topic that is most familiar to him and that interests him most at the moment.
Child building is an organic part of role-playing games. It, like in games, reflects the activities of the surrounding adults. Therefore, a significant place in games is occupied by the construction of buildings, as one of the ways to implement the game design. Children are endlessly interested in robotics. Classes in the "Samodelkin" circle develop fine motor skills of the hands, thereby improving the memory, mental abilities of the child, eliminate his emotional stress, develop coordination of movement, support vitality... They make the head and hands work equally, while the two hemispheres of the brain work, which affects comprehensive development child. The child does not notice that he is mastering oral counting, the composition of the number. performs simple arithmetic operations. Every time, situations are not randomly created in which the child talks about what he enthusiastically built, he also wants everyone to know about his treasures. Isn't it the development of speech and the ability to speak in public easily and naturally.
For this purpose, a sufficient amount of building material has been created so that all children, or at least half of the group, can study at the same time. Free use of material is also useful in the sense that it teaches children to feel like members of a team.

Working with parents
Curiosity, creativity, kindness and responsiveness are perhaps the most important, most significant and most desirable personal qualities of children for parents. That's why, main task in working with families of preschoolers, parents are educated in order to expand their ideas about creative activity, about the development of creativity in the child.
Based on this, the following goals arise:
- Development of creativity, design skills and abilities, all aspects of speech, education of individuals who are able to independently set goals and solve them by finding original ways solutions
Tasks:
- To develop in preschoolers an interest in design, modeling, to stimulate children's scientific and technical creativity not only within the walls of a preschool educational institution, but at home;
- Learn to see the structure of an object, analyze its main parts, their functional purpose;
- Without imposing an outside opinion, to reveal a sense of symmetry, and aesthetic color scheme of buildings;

Basic principles in working with families of pupils:
openness of the kindergarten for the family;
cooperation of teachers and parents in the upbringing of children;
creation of a unified developmental environment that provides unified approaches to personality development in the family and children's team.
Work functions educational institution with the family: familiarizing parents with the content and methods of the educational process; psychological and pedagogical education; involvement of parents in joint work with children and teachers.

To consider the upbringing and development of children not as a set of general techniques, but as the art of dialogue with a particular child and his parents. Suggest ready-made schemes and visual images for home constructive activities, as well as give recommendations for drawing up diagrams yourself.
- Admire together with parents the initiative and independence of the child, contributing to the formation of the child's confidence in himself and his capabilities and arousing in the parents a sense of respect for themselves as the educator of their children.
- Regularly, in the process of individual communication with parents, discuss all issues related to the upbringing and development of children.
- Show understanding, delicacy, tolerance and tact, take into account the point of view of the parents. The researchers emphasize that only in conditions of communication with an adult, the creative activity of children actively, purposefully develops, the ability to emotionally respond to the beautiful in the world around the child is formed. The surrounding reality is the main source of the development of children's constructive thinking.
Only in the case when there is a connection between the teacher - children - parents, it is possible to give the child a creative impulse to develop abilities, as well as provide emotional, spiritual support and fill his horizons with creative energy.