LECTURE MATERIAL
TOPIC 1 . General information about the constructive activities of preschool children. The importance of design in correctional work.
Children's design is the process of creating different structures and models from different materials, which provide for the relative spatial arrangement of parts and elements, as well as methods for connecting them.
By its nature, it is most similar to play and visual activity; it also reflects the surrounding reality.
Depending on the goal that the child or the adult sets for himself, design can be divided into technical and artistic.
In technical design, children mainly display real-life objects, and also come up with designs by association with images from fairy tales, films, performances they have seen, etc. At the same time, they model their main structural and functional features: a truck with a cab, body; a house with a roof, windows, door, porch, etc. Technical design, as a rule, includes construction from building materials
(wooden or plastic parts of geometric shape),
from construction kit parts
with different fastening methods,
from large-sized modular blocks.
In artistic design, children, when creating images, not only display their structure, but also express their attitude towards them, convey their character, using such a technique as “violation” of proportions, as well as color, texture, shape. This leads to the formation of unique emotional images. Artistic design includes design from paper, natural
and
waste material.
Construction is a productive activity that meets the interests and needs of preschoolers. Children use the created buildings and crafts in games, in theatrical activities, and also as gifts, decoration of premises, grounds, etc., which brings them great satisfaction.
Depending on the material from which children create their structures, there are several types of construction.
Technical design.
1. Construction from building materials. This type of construction is the most accessible for preschoolers. The parts of construction sets are regular geometric bodies. This makes it possible for children to obtain the design of an object with the least difficulty, conveying the proportionality of its parts. A positive quality of the building material is that there is no need for fastening, which is why it is used in working with children from an early age. While building with building materials, children can redo the structure several times, achieving its improvement.
2. Construction from designer parts . Designer parts have different fastening methods (grooves, pins, nuts, tenons, etc.). The main parts of the construction sets have a geometric shape, and their connection in different combinations allows you to basically display real-life objects and model their structure in terms of the functional purpose of each. This type of construction still relates to complex activities of a reproductive nature. It is mainly used in working with children of senior preschool and primary school age. By assembling different models according to the drawings and diagrams available in almost every construction kit, children are engaged in quite labor-intensive activities of a prefabricated nature. To successfully reproduce a drawing or diagram, children need to be able to “read” them correctly, mentally translate three-dimensional objects, parts, details into planar ones and vice versa. Otherwise, they often make mistakes at the beginning or in the middle of the reproduction process, but they do not discover the errors themselves, but only their impact on the result after the assembly of the structure is completed, which leads to the need to disassemble it and start all over again.
3. Construction from large-sized modules. Large modules can be volumetric or planar, which makes it possible to create large-scale both volumetric and planar structures. This type of design, especially volumetric design, is close in essence, first of all, to design from building materials and from construction parts. Large-scale construction using modules of various shapes, colors and sizes provides children with a unique opportunity to master large areas of premises, which significantly affects the development of their spatial orientation. Unlike small tabletop materials, large-sized modules allow children to create structures for games, sports competitions, etc. that correspond not only to their functional purpose, but also to the growth of children and adults. Switching children's attention from toys to people (themselves, other children, adults) significantly influences the change in the nature of the design itself - children begin to consider the strength and convenience of structures.
Planar construction from soft large modules differs from volumetric ones in that it allows children to create a new integrity by removing unnecessary things. This significantly affects the development of children's imaginative thinking and imagination.
Artistic design.
1. Construction from paper and cardboard is a more complex type. The main difficulty is that paper, a flat material, must be converted into three-dimensional forms. The child cannot do this on his own. An adult must teach children certain techniques. Using them, they can not only build the crafts they were taught, but also create creative ones that they need for play.
2. Construction from natural materials. Used from a young age. First of all, it is sand, snow, water. Later, children are taught to make toys from branches, bark, leaves, cones, and seeds. The uniqueness of these crafts lies in the fact that the natural form of the material is used. This activity is especially important for the development of imagination in a child.
3. Construction from waste material . Waste material (boxes, bottles, foil, polystyrene foam, foam rubber, wire, etc.) are excellent semi-finished products. Their use contributes to the formation of a new, non-standard view of things, overcoming stereotypical thinking. Advice to parents and children to collect and store such materials should not be based on the fact that we are “thrifty”, but on the basis that we are artists.
For a child to successfully master design skills, it is necessary to know the prospects for their development. Poddyakov N.N. types of constructive activities are proposed as certain general stages in teaching children how to construct structures and crafts with similar themes.
Type 1 – design based on a model.
Children are asked to reproduce an object in construction, which acts as a model. Depending on the child’s preparation, the sample can be dissected (when it is clear what parts it consists of), undivided (when a complete model is offered as a sample and the child must establish from what parts he will reproduce it), flat (a drawing, photo, object diagram).
Type 2 – design according to conditions. It should be started only after children have mastered pattern-based construction. This principle should be observed in work on any topic in all age groups. Designing according to conditions develops in the child an interest in variation (providing different solutions based on one condition). An example would be an offer to children to build gates of different sizes (the condition is the size of the car that the child has) and decorate them in their own way. It is absolutely clear that children have already mastered the construction of gates based on a model; they know what parts the gates consist of, which parts are best to use for each of them.
Type 3 – design by design. It occurs only when the child, with the help of an adult, has mastered the first two types. In this case, he will have sufficiently generalized ideas about the object being constructed, and he will master generalized methods of construction. Therefore, the child will be able to create the building he has in mind.
It should be noted that the content of work on the “Design” section in special preschool institutions differs from the content of a similar section of the programs of preschool institutions, where normally developing children are raised and educated. Thus, the mass program involves working with paper, natural materials, etc. in line with the “Design” section. In the program of special preschool institutions, these types of work are included in a special section “Manual Labor”, and in the section “Construction” mainly various types of work with building materials are presented. In addition, to strengthen the corrective focus of training in some programs, the “Construction” section is supplemented with special tasks that help children develop ideas about the diagram of the human and animal body (work on folding prefabricated toys and cut-out pictures). To form a stable connection in the child’s mind between a real object and its planar image, tasks have been introduced for sketching a building that has just been completed, for making structures based on graphic samples, and for reproducing the simplest rearrangements of furniture in a doll’s room. The program presents work on sensory education in more detail. Special games-exercises have been introduced to help children develop the ability to perceive shape, size, spatial arrangement, and a special type of exercise has been identified - non-objective construction, during which children comprehend the variability and relativity of the location of objects in space.
Children's construction is closely related to play activities. However, as L.A. Paramonova rightly states, an adult working with preschoolers needs to be able to distinguish what problem the child is solving in this particular case. If we are dealing with a role-playing game that includes construction elements, then it should be understood that these buildings are not the main goal for children. More significant is the playing out of the plot of the game, the fulfillment of the assumed role, which is typical for a plot-role-playing game. Buildings become only one of the means of realizing game plans.
In another case, you can notice that we are dealing with full-fledged construction as an activity in which toys and game elements are used that positively influence the process of construction itself. In this case, children strive to reproduce the main parts of the building in accordance with their practical purpose, while they select material, look for the correct methods of construction, timely control their activities, etc. This activity has all the features inherent in design.
Taking into account the features of play and design, their relationship is necessary when the teacher determines the forms and methods of organizing these different types of children's activities. For example, the teacher’s demands on the quality of structures built even by older children during role-play are unjustified, since this can destroy it. And vice versa, to be content with primitive children's buildings and not to purposefully form a full-fledged construction as an activity when the situation requires it means to significantly impoverish the development of children.
Construction is one of those activities that are of a modeling nature. It is aimed at modeling the surrounding space in its most essential features and relationships. Therefore, engaging in constructive activities in preschool age promotes mental development and correction of existing deficiencies in perception, thinking and other aspects of the psyche of an abnormal child. In terms of mental education, a large role belongs to the formation of sensory abilities
.
Here, sensory processes are carried out not in isolation from activity, but in it itself. While constructing, the child perceives the signs of the constructive material through different senses (touch, vision), and practically masters the size, length, width, and volume of the object. It is known that a child gradually accumulates a certain stock of ideas about the various properties of objects, and some of these ideas begin to play the role of models with which the child compares the properties of new objects in the process of their perception. It is in preschool childhood that a transition occurs from the use of such object samples, which are the result of a generalization of the child’s own sensory experience, to the use of generally accepted sensory standards. Sensory standards are ideas developed by humanity about the main varieties of each type of properties and relationships - color, shape, size of objects, their position in space, pitch of sounds, duration of periods of time, etc. They arose during the historical development of mankind, and are used by people in as samples, standards with the help of which the corresponding properties and relationships are established and designated.
So, for example, when perceiving a planar form, the standards are ideas about geometric figures (circle, square, triangle, etc.), when perceiving volumetric bodies, the standards are a cube, a ball, a parallelepiped. The necessary conditions for mastering generally accepted standards are created for the first time in productive activities. When a child is given the task of reproducing a particular object in a design, he tries to correlate the features of this object with the features of the available material. This forces the child to examine the material many times, which leads to memorizing the shape of the color and the size of the elements of the building material. Since the same or similar parts are used each time, they acquire the value of samples, standards.
But besides this, the child, in addition to perceiving the quality of the object, disassembles a practical sample into parts, and then assembles them into a model. So in action he carries out analysis and synthesis
.
When constructing this or that building, children select the appropriate parts and name individual parts of the building, which contributes to the development of accuracy of perception
.
Subsequently, as the child improves his visual perception of objects in the surrounding world, a prerequisite is created for acquiring the ability to perform a visual analysis of the model without resorting to real dismemberment. In this way, the ability to compare and analyze is formed, including the thinking process in the process of perception
.
Construction is important, first of all, for the development of figurative and elements of visual-schematic thinking
, the formation of his
ideas about the holistic image of an object
, which is why the quality of his perception increases immeasurably.
In the process of learning to design, one has to solve a number of practical problems, during which the child learns to perceive and reproduce spatial relationships between objects and parts of an object, he has a need to orient himself to the shape and size of objects, i.e. specific ideas about space are formed.
In the process of constructive activity, children form generalized ideas
. They learn that objects are grouped according to homogeneity, they are united by one concept: fences, buildings, bridges, transport. In each group, objects have common and different characteristics. Common features are the same components (all houses must have walls, a roof, doors, and windows). The differences are in shape, size, finish. They depend on the purpose (a fence for a giraffe should be high, and for a bunny lower, so the bricks are placed on different faces when building these different fences).
In the process of learning to design, children also develop generalized methods of action.
. Children learn to plan work by imagining it as a whole. The child assimilates, as it were, a scheme for making a building, conveying common and different features in it. And this may encourage children to look for a way to independently make a new version of the item.
Mastering construction helps expand vocabulary and enrich children's speech
. In the process of design classes, children learn the correct geometric names of the parts of a building set (cube, block, plate, etc.), learn about the features of geometric bodies (a cube has all square sides, a block has two end sides that are square, and the rest are rectangular) . In addition, children are taught to establish connections between visually perceived images and properties and their verbal designations in order to form stable ideas about what they perceive. In all classes, an understanding of the speech of others develops, and in addition, children learn the ability to explain, talk about the contents of completed buildings, and the sequence of their implementation. At an older age, they learn to elementary plan their activities, talking about the sequence of upcoming actions.
It is also impossible not to note the positive impact of construction on the mastery of general labor skills, on the development and improvement of hand-eye coordination.
The success of the activity largely depends on the child’s level of development of voluntary hand movements and on how coordinated his hands are under the control of vision. It is known how awkwardly most children who have any developmental problems put cubes on top of each other, poorly align the surfaces of building parts, place figures on the edge, which often leads to the destruction of the whole, that is, the movements of children’s hands are not sufficiently coordinated. Due to significant motor difficulties and insufficient visual control over hand movements, one of the important tasks of teaching design is to ensure the operational and technical side of this activity. This is facilitated both by performing special tasks and by developing design skills.
Construction in classes and games also shapes the moral qualities of a child’s personality.
The teacher makes a lot of effort to teach children to work side by side, without interfering with each other, and in the future - to cooperate, performing joint tasks, agree on stages of work, and bring it to the end. He teaches children to help each other in cases of difficulties or mistakes, while at the same time making sure that this is done delicately, without offensive interference in the work of their peer.
Adults pay special attention to developing in each child the ability to adequately evaluate their own and other people’s products, compare them with nature, a model or a text. Therefore, the examination of the model before the image and the analysis of the finished building are carried out according to the same scheme.
Questions on the topic.
1. How do technical and artistic design differ from each other?
2. What are the specifics of the relationship between play and construction?
3. What is the essence of designing from a model? Types of samples used in kindergarten?
4. What is the advantage of designing according to conditions from the point of view of the mental development of a preschooler?
5. What is the essence of the traditional method of organizing construction from construction parts and why is it less effective in the development of preschool children?
6. How does construction from large-sized modules differ from other types of construction?
7. Why is designing from building materials the most preferable when working with kids?
8. Corrective role of construction in the mental development of children with disabilities?
9. What is the difference between design programs in a special kindergarten and mass programs in this section?
10. The importance of construction in the development of speech of children with disabilities?
11. Types of construction used in working with preschoolers.
TOPIC 2 . Features of games and activities with building materials in the absence of systematic training and teacher guidance in children with normal development .
The development of children's constructive abilities is directly dependent on the teacher's guidance of children's activities. If a teacher systematically teaches children the construction of various buildings, introduces them to the constructive qualities of building materials, all children master a certain amount of skills and abilities. However, this happens only in the process of training aimed at overcoming the following shortcomings of children's free
(without special training)
design:
1) vagueness of the plan, explained by the vagueness of the structure of the image;
2) instability of the design (children begin to create one object, but receive a completely different one and are content with that);
3) haste in performing activities and excessive enthusiasm for it (very little attention is paid to the plan);
4) unclear ideas about the sequence of actions and the inability to plan them;
5) inability to pre-analyze the task.
Without overcoming these shortcomings, as many studies have shown, children's construction can proceed at a very low level.
Let us dwell on the characteristics of games with building materials in children of various age groups, whose constructive skills, in the absence of systematic guidance from the teacher, develop poorly.
The building material attracts the attention of children throughout the preschool period. Children most often begin their constructive activities by rushing to collect as many details as possible. At the same time, some children do not build anything themselves at first, but only watch how others build, but they do not give “blocks” to anyone and are not embarrassed by the fact that there is nothing left for their friend.
The first constructive attempts of younger preschoolers consist of laying the elements of construction sets on a plane, lining them up in a row or piling them on top of one another, while taking the parts in a row, without choice. In the first buildings it is difficult to recognize any objects, since children are limited to only distant similarities based on one or two characteristics. Often, when constructing a building, children strive to fully use the taken material; as a result, the buildings turn out to bear little resemblance to what was intended to be depicted. Sometimes children build on the principle of “what happens.” They cannot say in advance what they are going to build, and even if they can, the result, as a rule, turns out to be far from the original plan: the garage turns into a piano, the house into a crib, etc. Often, without finishing one thing, children begin to build another: some detail resembles a familiar object, and the children give a new name to their construction. At the same time, under the influence of their imagination, the building takes on a new meaning, although the design remains almost unchanged. For example, the building was conceived as a bed for a bunny, then the girl placed several cubes on one side and it turned out to be a piano. A few seconds later a bunny perched on the keys, then a nesting doll, a dog, and the same building became a sofa. This transformation of one image into another is natural for younger preschoolers: they are pleased and amused when the slightest change in the combination of details of a building material is easily associated with previously formed ideas. It’s bad when children stay at this stage for a long time. This slows down the development of interest in design.
You can often see that children use the parts of a building set as simple toys: blocks represent children, bricks represent a car, etc. To prevent this period from being too long, children need to be offered toys. This will help further develop construction and role-playing games.
When independently mastering building materials, children linger for a long time at this stage of construction when they simply “fence” the toy. For example, Vova fences off the car on all sides and says: “This is my garage.” Rita surrounds the sitting doll with bricks and declares that she is building a house.
At the beginning of work, children do not think about the size of the building, although from the very beginning it is clear what kind of toy it is made for. When the building is ready, it often turns out that the toy for which it was intended is not included in the building, and the child is forced to either change the toy or redo the building.
Often in a group, good builders are considered to be children whose activity is not aimed at the constructive process at all: they are carried away by the play of their imagination, talk a lot about what they are building, or develop play actions around very primitive buildings. The constructive process takes them very little time. The themes of buildings for such children can be very limited.
Children do not always have an independent desire to maintain symmetry in their buildings.
Children pay little attention to the color of the parts of a building set; they are more often interested in the shape, so, as a rule, the buildings turn out to be very colorful.
If an adult does not care about the development of children’s constructive skills in playing with building materials, they often have an increased interest in destroying buildings, not only when it is necessary to put the material in place, but also during the construction process itself.
Construction activity looks similar for most children in the second junior and middle groups, if the teacher does not teach children construction.
This nature of children’s activities in the absence of sufficient guidance from the teacher served as the basis for the spread in the pedagogical literature of the incorrect opinion that interest in design appears in older preschool age; younger preschoolers are characterized only by a passion for the process
construction sites
At older preschool age, children also show a keen interest in playing with building materials. However, their skills may be at a low level if the teacher does not systematically manage the construction activities of children and does not teach them.
The buildings look primitive, although they satisfy the play needs of children. As a rule, children do not know how to identify the most characteristic features of the objects depicted and convey them in their buildings. The idea is not always completed. The theme may remain the same, but its execution is far from what was originally intended.
Just like in the middle group, children build buildings without thinking about their size. If the size of the building is significant, it is rebuilt after testing, sometimes several times. If the size of the building is not significant, children can leave the building and carry out all play activities nearby. So, they play, for example, in the theater: spectators are seated on chairs next to the theater building.
As a rule, preliminary thinking consists only of choosing a topic. And in older groups, before construction, children think little about what parts will be needed: they simply try to take more of them. Buildings often look bulky because... Children try to use all the material at all costs. If children do carry out their plan, they are very undemanding about the quality of construction and do not try to convey in it maximum resemblance to what is depicted. Children are interested in the playful possibilities of their buildings, with which they would like to perform the same actions as with real objects. Buildings, like other toys, often serve only as an excuse for children to engage in independent play activities. The desire, first of all, to depict in their games the actions of people with objects is determined by the simple requirements of children for their buildings. Two crosswise folded plates are enough to make you feel like a pilot next to such an aircraft; It is enough to have a wheel in your hands to, sitting on a block or bench, depict the actions of a driver driving a car.
Cognitive interest in this case is aimed at mastering the simplest actions of people with objects and at displaying the actions of the objects themselves, which most attract the child, therefore children pay great attention to those parts of the objects depicted in the construction site, on which the actions in the game depend.
Thus, the child is undemanding in the design of his building; he is satisfied with any image, as long as he can perform playful actions with it. This is a natural desire of a preschool child, and it should not be suppressed. But it is important that interest in the design itself and its quality appear as early as possible.
The inability to set a constructive problem for oneself and solve it independently leads to the fact that children linger on the same structures and mostly depict the same objects. This phenomenon can be observed in children of all groups if they are left to their own devices, and not only among those who show little interest in construction, but also among those who are considered the best builders in the group. The repetition of the same themes in construction does not always indicate that they are children’s favorites. More often than not, this means that children simply do not know how to build anything else. However, in the group, such children are considered good builders precisely because they quickly build familiar buildings and actively use their own actions, speech, and onomatopoeia when playing with them. In this direction, children's imagination works very well, but it manifests itself very poorly in improving the design of buildings.
The teacher should distinguish the monotony of the themes of buildings from such cases when buildings on the same theme are improved. For example, at first a child builds just a house, often without windows and doors, then windows and doors appear. Initially it could be a small house for a nesting doll, then a larger one for several nesting dolls. The house is subsequently replaced by the building of a kindergarten, school, and theater. In such cases, you should not rush to switch the child to a new topic. On the contrary, you should help him by showing him illustrations, introducing him to certain construction techniques, and giving him the necessary advice.
Early on, children develop the desire to make their buildings visually attractive and beautiful. But without the appropriate attention of the teacher, children solve this problem in their own way: they decorate their buildings, regardless of their purpose. The features of architectural design are not captured by them. Children care little about the symmetrical arrangement of parts of the building. When decorating, they use all the parts of the building kit that they like, often without thinking about whether they fit with the overall character of the building.
To decorate buildings made from large building materials, children use small tabletop material, as well as small colored toys, placing them in the most unexpected places (for example, on the pipes of a steamship, between them, on a mast stand, etc.). Children finish decorating only when they have used all the material. Sometimes children get so carried away with arranging the details of the decoration that they forget about what they were building, and the desire for decoration turns into an end in itself. This attitude towards decorating their buildings is developed in children when the teacher does not pay enough attention to this and does not teach the children how to do it.
The speech of children in the process of constructing collective buildings can also eloquently indicate a lack of proper attention on the part of the teacher. As a rule, children do not know the correct names of the kit parts and this makes communication between construction participants difficult. Usually they name parts using some external sign (“Now let’s make them round” - meaning cylinders). As a rule, children call all the parts cubes. When turning to each other for material, children, not knowing what to name the part, constantly use the demonstrative pronouns that, these.
During the construction of a building, children use very little spatial concepts to determine the location or direction. “Put it there, now here,” they say to each other.
Thus, if the teacher does not systematically guide the construction of building materials, does not show construction techniques, and does not guide children’s relationships in the process of work, then the constructive properties of the material remain undiscovered for children and their constructive activity remains at a low level. It must be said that interest in constructing from building materials, if not nurtured, does not develop in all children even by the end of preschool age, and in this case the constructive process plays only a subordinate role in the development of game plots.
Questions on the topic.
1. By what signs, when observing children 4-5 years old, can one determine that the group teacher does not pay due attention to teaching them how to design?
2. What is fencing? Why does it appear in preschoolers' games with building materials?
3. What mistakes do educators make when identifying good builders in a group? How should this be done correctly?
4. What ways of decorating buildings indicate that children do not possess these skills? What should children be taught?
5. How can one determine, by observing children in older groups of kindergarten, that they are successfully mastering constructive activity techniques in the classroom?
TOPIC 3.
Construction project in the senior group of kindergarten
Project activity with children of the senior group on the topic “Young Designers”
Author: Olga Vasilievna Petrova, teacher of the highest category in the Samara region. Togliatti ANODO “Childhood Planet “Lada” kindergarten No. 171 “Krepysh”. Project type: Creative, short-term (March). Purpose: This design project may be of interest to preschool teachers, additional education teachers, and parents of preschool children. Goal: To develop independent creative activity through the use of different types of construction sets. Objectives: • Develop the ability to see a structure and analyze its main parts, their functional purposes, determine which parts are most suitable for construction, and how to combine them expediently. • Develop the ability to plan the construction process of a building, transform the finished structure through changes or additions to certain elements. • Strengthen teamwork skills: the ability to negotiate using gestures, distribute responsibilities, work in accordance with a common plan. • Invite parents to participate in joint activities: in the competition for the best joint construction “It’s more fun to build with a construction set together”, in a master class). Relevance: The child is a born inventor and researcher. These inclinations inherent in nature are especially quickly realized and improved in design, because the child has an unlimited opportunity to invent and create his own buildings and designs, while showing curiosity, intelligence, ingenuity and creativity. Required material: Construction set with a variety of mounting methods, for example: “Lego-hollow”, “Burdock”, “Cellular”, “Magnetics”, “Zig-zag”, “Cubus”. Forms of organization of children's design: (L. A. Paramonova)
1. Design according to a model 2. Design according to a model 3. Design according to accessible drawings and visual diagrams 4. Design according to the topic 5. Design according to conditions 6. Frame design 7. Design according to plan .
Expected results: 1. The child creates designs from different types of construction sets at his own request. 2. Uses different means to achieve results (diagrams, models, drawings, samples). 3. Strive to become a participant in a collective role-playing game using crafts from various types of construction sets. Products of the project: • Development of lesson notes “Houses are different”, “Neighborhood”, “Transport”, “Animals”, “Zoo”, “Robots”, “Military equipment”, “Bridges”, “This is what I can do”.
• Selection and design of didactic games and works of art on the topic of the project. • Design of the photo exhibition “Our Favorite Construction Buildings”. • Creation of an album of joint child-parent creativity “It’s more fun to build from construction sets together.” I Preparatory stage:
• Replenishment of the constructive corner with a constructor with different methods of fastening.
• A selection of elementary drawings, photographs, diagrams, drawings, models. • Motivating children for constructive activities through reading fiction, looking at pictures and conversations. Reading fiction: Poems:
K. Lukash “Dad gave me a designer”, T. Shatskikh “About the designer”, V. Mayakovsky “Who should I be?”, “Construction”.
Fairy tales:
“The Three Little Pigs”, N. Nosov “The Adventures of Dunno” Stories: N. Kalinina “Who is good with us”, “How the guys built a house”. Looking at the paintings: “How Mishka built a house”, “We are builders”, “Is this how they play”.
II Main stage:
Didactic games: • “Find the same detail”; • “Remember the location”; • "What changed?"; • “Lay out the other half”; • “Whose team will build the fastest.” Joint activity: Construction of “Houses are different”, “Neighborhood”, “Transport”, “Animals”, “Zoo”, “Robots”, “Military equipment”, “Bridges”, “This is what I can do”.
Participation in the competition “Ecology. The future of the city! III Final stage:
• Exhibition of children's crafts.
• Creation of an album of joint child-parent creativity “It’s more fun to build from construction sets together.” • Design of the photo exhibition “Our Favorite Construction Buildings”. References used: 1. Kutsakova L.V. “Construction from building material. Senior group". 2. Luss T.V. “Formation of skills in constructive play activities in children using Lego.” 3. Feshina E.V. "Lego construction in kindergarten."
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