An excursion to the museum as a means of introducing preschoolers to folk toys

Professional competition for educators

ALL-RUSSIAN INTERNET COMPETITION

PEDAGOGICAL CREATIVITY

(2012/13 academic year)

Competition nomination: pedagogical ideas and technologies: preschool education.

Consultation for teachers: “Excursion to the museum as a means of introducing preschoolers to folk toys”

Author:

Zueva Olga Anatolyevna, teacher

Place of implementation: Municipal budgetary preschool educational institution "Kindergarten No. 9"

An excursion to the museum as a means of introducing preschoolers to folk toys.

Experience working with preschoolers shows that their full development largely depends on the personality of the teacher, the culture of education, and family conditions. A special role in this process belongs to aesthetic education. Introducing children to art in kindergarten cannot fully develop the ability to understand, accept and feel beauty. It is necessary for the child to meet his original works.

Children's excursions to the museum are necessary. The child’s figurative memory will retain the impressions received in childhood, and he will be able to turn to them again at a more mature age.

A museum is capable of enriching a child with impressions, sometimes completely new, from unfamiliar objects that he has never seen and could not encounter in reality accessible to him.

Toy exhibitions are very interesting for children. This could also be the studio of a master of applied art: looking at artistic household items, sculptures, toys, which will give the child great aesthetic pleasure. Each exhibit individually and all of them together create an upbeat, cheerful mood for children. These exhibits will be remembered by children for a long time, and will later be reflected in the fine art of young artists.

Today, preschool institutions have developed a certain system of working with children, which includes several stages:

1. Preparing children in kindergarten for visiting the museum. First, the teacher talks, showing illustrations, reproductions, and slides. Having created certain ideas in the children, he proceeds to dialogue with them. This allows preschoolers to subsequently easily and casually communicate with the guide, answer questions, and maintain a conversation. It is possible to use a didactic game, a conversation game.

2. Excursion to the museum. Upon arrival at the museum, you will be greeted by a guide.

3.Working with children in kindergarten to consolidate museum impressions.

A group of preschool children visits the museum accompanied by teachers. Children know what uniform rules of behavior they must adhere to, and teachers organize preliminary work and consolidating work in agreement with the guide.

The only problem is transporting children to the museum, since their transportation on city excursion buses is prohibited. The solution to this issue could be transport directly assigned to the museum.

Long-term observations allow us to draw conclusions that attracting children of senior preschool age to the museum is highly advisable.

During this work, the most important tasks in the formation are solved:

— cognitive motivation;

- need to visit the museum;

— culture of behavior in the museum;

- aesthetic taste.

Children, not possessing abstract thinking, are very receptive to specifics. For example, workers at art museums note that children usually look at small sculptures with interest, and when perceiving a painting, they focus on the face of the person depicted. Thus, the ability for visual experience in children is developed almost to a greater extent than in adults. Therefore, when working with young visitors, it is especially important to move gradually from the exhibit to generalizations that are understandable to them.

An essential feature of children's perception is that children better learn material through touch. A necessary stage in the development of a child’s intelligence is the manipulation of objects, since the sense of touch complements and enriches visual information.

Specialists working with children should introduce into the exhibition or specially bring to classes exhibits (copies, duplicates) that the child can pick up. Psychologists have found that using this technique in working with children 6-7 years old increases their memorization of information by more than 40% and ensures the accuracy of the description and depiction of historical objects and situations.

Museum information can be actively mastered in other ways, for example, through gaming activities. Play in a child’s life is the leading form of learning. It is in it that they concentrate better and remember more, develop the ability to mentally manipulate objects; Creativity awakens and imagination develops.

There are many options for playing at the museum or with museum objects. The teacher begins to tell a fairy tale about the “come to life” exhibits, and the children must continue it, imagine that it is ancient things that can remember about their past, their former owners, what stories they told each other. It is possible to collectively invent a small fairy-tale act, the performers of which are children, and the characters are museum exhibits. The game “Living Sculpture” is aimed at developing the plastic sense, visual memory and observation: one of the children takes the pose of the most memorable sculpture, and the rest try to guess this work.

Creating a situation of role-playing, and in general conducting museum games, requires, as psychologists emphasize, a lot of work by the museum teacher. It should give children a clear and at the same time understandable idea of ​​the context in which the game action takes place.

In excursion work with children, the question-and-answer method is very effective. Since every excursion is a specific type of communication, it presupposes a constant, open dialogue with preschoolers. This is due to the fact that children of this age are especially inclined to communicate.

The questions they are asked are not at all rhetorical in nature: each of them usually implies a specific answer, which the children give in chorus or one by one. You can challenge it, you can agree with it, but most importantly, it stimulates the further course of the conversation. Preference should be given not to knowledge questions (although they are also necessary), but to those that require imagination, appeal to one’s own life experience and, more importantly, encourage detailed examination, observation, and guessing the meaning and significance of what the child sees . An excursion-monologue is unacceptable when working with preschool children.

For the excursion you need:

— When planning the route, it is advisable to provide for the possibility of resting 15-20 minutes after the start of the excursion (on benches or small pillows brought with you, spread out on the floor).

— For ease of communication, it is advisable to use badges with children’s names written large on them.

— The guide’s story should be emotionally rich and vivid.

— Many children find it difficult to describe the impressions they experience because their vocabulary does not contain the necessary concepts. Therefore, when preparing an excursion, the subject of special attention should be words that will allow you to describe both the exhibit itself and the feelings evoked, as well as personal attitude.

— The guide needs to consciously dose the cognitive information conveyed to children.

— It is necessary to think through the questions. Well-thought-out questions allow children to focus on the perception of the work and lead to independent discoveries.

A casual conversation, in the form of which classes take place with children, introduces a considerable element of unpredictability into the excursion. Therefore, a museum teacher must have the gift of improvisation, be resourceful, but at the same time be quite strict. The atmosphere of freedom and relaxedness that is created through live dialogue should not interfere with the concentrated work of children. It is no coincidence that experienced guides spend more than a third of their time maintaining discipline, which, of course, is achieved by clearly organizing the lesson.

Perceiving museum information requires a lot of mental and physical effort, even from adult visitors. The comparative weakness of voluntary attention and rapid fatigue prevent a child from standing for a long time at a museum display case, looking at a large number of exhibits, and absorbing more and more new information. That is why, when working with children, you need to know very clearly how long the excursion will take, what to show them and to what extent.

Children perceive information most effectively only in the first 15-20 minutes, after which attention decreases. Therefore, if the excursion lasts 40-45 minutes, it is recommended to make its first half more information-rich, while the second half should include elements of play, creative work, and motor relaxation.

The latter can be directly related to the inspection of the exhibit (the guide invites the children to examine the large object themselves: they walk around it, bend over, crouch, look inside), but it can become a kind of pause in the excursion. It is extremely important to remember that it is very difficult for children to stand in one place. The stopping time at one display case cannot be very long: usually it is 1-3 minutes.

A special problem is the selection of exhibits. The museum environment is usually extremely busy: this causes rapid fatigue, especially in children. Therefore, the number of items on display should be limited to 7-10, following the principle “less is more.”

The methodology of the work in question involves the constant organization of an audience. By deciding such questions as what to pay attention to, how to position yourself near a stand or display case, at what pace to walk, how to ask questions, the guide, in essence, pursues a very important goal - the education of the museum culture of the little visitor.

In order for a child to be enriched with new knowledge, it is necessary to constantly consolidate museum material and return to what has already been seen and heard.

The best form of consolidating and comprehending the impressions and knowledge gained in the museum is creative work, as the most natural way for children to master information. Creative work occurs both in class and in free time. It has become a tradition in many museums for each children's lesson to end in a studio where visitors can, for example, make or paint a toy. This is how a situation of “knowledge through hands” arises, which gives the greatest effect when working with preschoolers.

Today, museums have made great strides in developing the concept of visibility, using new and modern means.

The principle of taking into account the age characteristics of children's audiences is widely used by museum staff.

Close cooperation between kindergarten teachers and museum workers helps make the world of museum exhibits understandable and meaningful for a child. The nature of such interaction is determined by the type of museum and provides for different forms of joint activities.

It could be:

— Seminars during which the main areas of work with children are discussed.

— Familiarization of museum workers with educational activities carried out in kindergarten.

— Consultations on specific issues of museum pedagogy.

— Lectures by museum researchers for educators; thematic exhibitions.

- Carrying out games together - trips in the museum, during which the teacher takes on the role of a guide at a certain moment.

The forms of work of museum staff with children are also varied.

— Excursions, the structure of which includes didactic games and practical activities for children in making dolls.

— Travel to a kindergarten with museum exhibits to conduct classes.

— Exhibition of one exhibit (on the topic of the lesson).

— Creation of a “historical living room”, in which the era being studied, the culture of that time, is represented by historical or fairy-tale characters.

— Thematic collecting, in which kindergarten employees, children and their parents take part, the creation on this basis of mini-museums with mandatory pedagogical support - a “passport”, including historical information. Literary selection, photographs on the theme of the collection.

— Meetings with local historians, architects, folk craftsmen.

— At the end of each topic, fill out creative notebooks to consolidate the material and develop interest in knowledge.

Introduction to beauty, the desire to awaken imagination in a child - these are the main tasks that are set and successfully solved by a folk craftsman who puts all his soul, all his warmth, and his ideas about beauty into his creation.

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"Beauty is in the eye of the beholder"

A museum is a place where pieces of art and culture in the broad sense of the word are collected. Today there are museums that display more than just classical paintings or statues. The variety of museums is enormous: some tell about art that is several centuries old, others about modern art. Some about history or science. However, they have one function: human development in the mental plane.

Everything a person looks at is processed by his brain and turns into an associative connection. Associations make people completely different from each other; they are the key to human individuality. The larger and better the associative connections, the more developed the brain. That is, the main human organ can be developed by reading or looking at something that is difficult to understand. The brain is like a muscle: without training it becomes unusable. With the load on the brain that art creates, the human neural network improves physiologically.

Since school, most people have learned a certain way of thinking, generally accepted algorithms, and everything that goes beyond them causes various difficulties in perception. The older a person is, the more difficulties there are. Art does not lend itself to any algorithm, so it acts as a “trainer” for the brain. During a simple examination of a museum exhibit, a gigantic amount of work is accomplished. Difficult, but necessary for everyone.

The most active formation of associative connections occurs in childhood. What a child comes into contact with determines his future life. Individuality, mental potential, views - all this is formed under the influence of the surrounding world. The peculiarity is that the child’s brain knows a small number of algorithms, so it takes everything as a basis.

In short, the quality of what a baby sees, hears and feels is equal to the quality of his brain. “High quality” items are found in museums. There you won’t have to figure out what is useful and what is not. Getting to know any museum exhibits will only bring benefits. On excursions to museums, a high-quality foundation is formed, thanks to which the child in the future will be able to perceive complex, incomprehensible things.

The exhibits will be perceived by the child in their own way, perhaps not in the same way as is customary for adults. Most likely, in the future he will not be able to talk as a professional, for example, about the classical paintings that he saw in childhood. They serve another function: not to surprise others with their “eruditeness,” but to instill in a child a beautiful, stable, individual inner world.

Based on all of the above, the answer to the question is simple, maybe even banal: taking children to museums is necessary for development. Trips to the museum develop a child’s mind, just like sports activities develop the body. However, we must remember that balance is necessary everywhere. You cannot force a child to constantly be in contact with art in a museum: this process should be pleasant, and the little visitor should be interested. Otherwise, instead of benefit, you can get the opposite effect.

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Objectives of the school excursion

Each organized excursion for schoolchildren has its own goals and objectives. The excursion event is carried out in accordance with the planned plan. Let us turn to the analysis of the goals that teachers set before conducting excursions.

In the footsteps of the ancient Slavs

"Visiting Chukovsky"

Interactive "Red Arrow"

"Sports Moscow"

Depending on the focus of the event and taking into account the age of the group participants, the goals of the school excursion can be reduced to:

• To motivate students to actively participate in practical activities;
• Towards the spiritual and moral education of students by introducing them to the norms of society and awareness of responsibility for preserving nature;
• To expand the general horizons of pupils;
• To the formation of practical skills and abilities by performing certain actions during the event;
• To motivate schoolchildren to participate in research activities, demonstrate creative and scientific potential;
• To the development of basic competencies necessary for building interpersonal relationships, instilling norms of behavior in society, etc.

"Moscow Schoolboy"

Interactive “On the way to Olympus”

"For the first time in first class"

"Initiation as a Pioneer"

The general goals of the school excursion were given above; now let’s turn to their types. So, there are the following types of goals:

• Gaining additional knowledge about culture, science, etc.;
• Fostering patriotism, respect and love for the homeland;
• Labor education and demonstration of the city’s achievements in the overall economy of the country;
• Environmental education and acquaintance with the nature of the native land.

New Year with Cheburashka and Gena

"Wide Maslenitsa"

Interactive "Jungle School"

"Echoes of a Past War"

Based on the goals of the school excursion, their achievement is carried out by solving certain problems. For example, for the purpose of patriotic education and introducing students to the nature and culture of their native land, the tasks are reduced to:

• To develop creative abilities and expand the horizons of students;
• To develop schoolchildren’s interest in studying the culture and history of their native land;
• To get to know the appearance of the city in different time periods to form a stable opinion about its uniqueness and originality.

Quest “The Secret of the Forest Glade”

A journey through Chukovsky's fairy tales

Maslenitsa “Stolen Sun”

Master class “Young pastry chef”

In accordance with the chosen goals and assigned tasks, the teacher prepares an excursion plan. Achieving goals and solving problems occurs through the resources and opportunities provided within the framework of the event.

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Excursion to the museum with preschool children

MOSCOW DEPARTMENT OF EDUCATION

STATE BUDGETARY EDUCATIONAL INSTITUTION OF THE CITY OF MOSCOW

"SCHOOL No. 814"

(GBOU SCHOOL No. 814)

Summary of consultation for teachers and parents

Topic: “
Excursion to the museum with preschool children”
Educator: Dudnikova N.V.

Moscow 2015

Consultation for educators and parents “Excursion to the museum with preschool children”

Preschool age is the most important period of personality development, favorable for the formation of high moral feelings and civic qualities, which include a sense of patriotism. What we put into the child’s soul now will manifest itself later and become his and our life. The basic stage in the formation of love for the Motherland in children should be considered their accumulation of social experience of life in their region, the assimilation of accepted norms of behavior, relationships, and familiarization with the world of culture. It is very important to instill in children a sense of love and affection for the natural and cultural values ​​of their native land, since it is on this basis that patriotism is brought up.

One of the forms of working with children to develop love for their native land is excursions to the museum.

All types of excursions develop the attention of preschoolers, because their mental activity is directed and focused on a specific object or phenomenon. They can give the younger generation the opportunity to increase their intellectual level, develop observation skills, and the ability to perceive the beauty of the world around them, i.e. contribute to the multifaceted development of personality.

Excursions for preschoolers, as one of the ways to organize direct educational activities with children, are not practiced so often now. This is primarily due to the difficulties of organizing such work. However, we must understand that excursion activities are the best way to acquaint children with objects and natural phenomena, with the peculiarities of the organization of human life in a natural environment...

Excursions to museums help you look at the world in a new way. Getting to know museum exhibits helps introduce children to beauty.

Finding themselves in an unusual, solemn atmosphere, little tourists begin to understand that they can learn and see a lot of interesting things not only while sitting in front of the TV, computer or reading a book, but also by looking at sculptures, paintings, and talking with the guide.

Target

: creating conditions for the development of cognitive activity of students.

Tasks:

- form an idea of ​​the museum; expand and deepen students’ knowledge about the history of their native land;

— develop logical thinking, curiosity, and the ability to conduct comparative analysis;

— to cultivate love for our native land, respect for our ancestors, pride in the residents of the region or city

Visiting a museum with preschoolers is not an easy task, requiring thoughtful preparation and clear organization.

To make the excursions interesting and productive, you need:

Establish contact with the tour desk or museum administration (

A museum representative may recommend contacting a tour guide who works with preschool children: he knows how to simply, but at the same time in an entertaining and captivating way, tell kids about many of the museum’s exhibits and about the museum itself).

Work with parents (notify parents about a trip to the museum, inform the topic of the excursion, offer to visit the museum with their children).

Prepare children for visiting the museum.

Give an idea of ​​what a museum is. Conduct discussions on the topic “Why museums are needed.”

How many of you have been to the museum? What does the word "museum" mean?

(The museum is engaged in collecting, studying, storing and exhibiting objects.)

There are many different museums in the world.

— What types of museums are there?

(military, historical, applied arts, local history)

What is local history?

(Local history is a complete study of a certain part of the country, city or village, or other settlements.)

Introduce the rules of behavior in the museum

The rules of behavior in a museum are not much different from the rules in other places of culture - at exhibitions, in a theater or library. However, there are also significant features here. “ Don’t make noise, don’t run around the halls, don’t push visitors aside, don’t touch exhibits
—
everyone knows these rules, but the norms of behavior in the museum are not limited to them. All museums in the world open their doors to visitors in the hope that in return they will receive respect and admiration for the treasures of the nation.

A trip to a museum is always a small holiday. The visitor enters this cultural institution in a special state of spirit and soul, anticipating a meeting with beautiful and eternal art, wanting to receive inspiration and delight.

— Therefore, from the very first step in the museum, you need to hand over all outerwear and bulky items to the wardrobe.

The task is specific - to get as much information as possible about the exhibits or to see the paintings and sculptures that are dearest to the heart.

After visiting the museum, children who were on the excursion tell their friends about this event and share their impressions.

Where to begin?

Whatever museum you choose for your first visit, your baby needs to be prepared. First of all, you need to explain to him in detail what a museum is in general and what is on display in the halls of the museum you are about to meet. For example, when going to a zoological museum, you can tell your child about the habits of animals, what they eat, and how they care for their offspring. Before going to this museum with your child, you can remember “Doctor Aibolit” and offer to find among the exhibits all the animals he cured. You can play at an art museum at home: together with your child, prepare an exhibition of postcards and reproductions, make a passe-partout from paper, captions for pictures. Then invite your child to design his own drawings and set up a “contemporary art room” for them. When going to a museum related to agriculture, you can tell your child how vegetables grow, or even better, come up with a fairy tale story, for example, about the adventures of a grain that escaped from a spikelet and set off to wander around the world. Imagine with your child how a grain went to an elevator, a mill, and, in the end, became a delicious bun. By turning on your imagination, you can similarly prepare your child for a visit to a historical, ethnographic or technical museum.

Remember yourself as a child. Share your memories with your little one. Tell us how you felt when you came to this museum for the first time, what you liked best, and whether you wanted to come here again. Your task is to interest your child as much as possible, so that in the future he associates a meeting with the museum only with pleasant emotions.

For the first visit, it is better to choose a weekday morning, when there are not many visitors and nothing will distract your child from looking at the exhibits. Let our joint trip to museums be solemnly furnished and our spirits high.

The exhibition you take your child to should be age-appropriate and interesting. If the topic you have chosen to watch turns out to be boring, the baby will begin to be capricious. Do not forget that the baby gets tired quickly, is easily distracted and cannot absorb a lot of information at once. And so that you don’t have to look for your child among the exhibits and apologize for his behavior, do not leave him alone for a minute.

Do not arrange excursions with a guide for a small child: his explanations are interesting to older children. By thoroughly preparing for a visit to the museum, you can replace your child with the best tour guide.

Calmly and briefly tell them how to behave in the museum. Try not to frighten the baby with long instructions. Explain that in most museums you cannot touch exhibits with your hands, as they can break or get dirty. Let them know that they need to talk quietly in the museum, because shouting and unnecessary emotions may interfere with other children’s viewing of the exhibits or listening to the tour guide. Set an example for your child, show him how to behave, and gradually even the most emotional child will become calmer and more attentive.

Monitor your baby's behavior. As soon as you notice that the previous interest is no longer there, try to end the excursion as quickly as possible.

Collective visits to museums are useful leisure time for children, parents and educators

Natalia Pavlova

Collective visits to museums are useful leisure time for children, parents and educators

Acquaintance with the museum should begin as early as possible, namely from preschool age. It is no coincidence that aesthetic education is considered as the development of the ability to understand, perceive , feel the beauty in the world around us (N. A. Vetlugina)

.

The word " museum " translated from Greek means a temple in which the muses live - the temple of the muses. Modern science defines a museum as an institution conducting research, scientific and educational activities by storing, systematizing, studying and popularizing monuments of material and spiritual culture (open lesson RF/articles/578638/)

.

First of all, visiting museums gives a preschooler the opportunity to join the world of universal human values ​​and develop cognitive and research skills.

The museum is a special educational environment; it is a wonderful helper for those mothers and fathers who want to broaden their child’s horizons. After all, family vacations are an important way to strengthen the family.

Visiting museums will help the family broaden their horizons, teach them to understand and appreciate art, allow them to join museum culture , learn the rules of behavior, the ability to understand the figurative language of objects, gives symbolic access to the space of another culture, and the opportunity for personal experience.

In preschool age, the family has the strongest influence on the child. That is why children are introduced to the museum in close contact with their parents .

Most parents are characterized by a conscious attitude towards the museum as a specific educational institution . However, there are parents who believe that it is too early for preschoolers to attend such institutions : “They are small and will not understand anything, why waste time”

.
Also, some dads and moms simply don’t come up with the idea of ​​such an excursion, but a group visit to the museum is always welcome, it forces you to leave some business and go with the group .
Based on these aspects, we decided to create a family club “Kaleidoscope of Museums ”

.
We would like to share our work experience and confirm the fact that collective visits to museums are useful leisure time for children , parents and educators .
We began our work in the club with a survey on the topic of collective visits to museums and the creation of a club . A survey of parents showed that 25% of parents were against participation in the club and only 60% supported the creation of the club. The first meeting was attended by 8 people - parents who always support the initiatives of the teachers . We decided that this was enough to create a club and began work. At the meeting, the club participants adopted:

1. The motto of the club is “We step into a beautiful world to be in the constellation of beauty”

.
2. We chose an asset that consisted of like-minded people: the chairman, his assistant, the photographer. 3. We introduced the topics of the club’s meetings for the year and suggested the names of museums that we plan to visit this year . Parents and children were active and offered their options. A proposal was received - to collectively visit the museum of bread , water, zoological, the museum of Izhora factories , and the planetarium. Based on the interests of the children and the recommendations of the parents , a technological map was adopted with the goals and objectives of the club for the year and the topics of the meetings.
Our first visit took place to the Izhora Plants

We set ourselves the following tasks: to introduce
children to the museum , to help children adapt to the museum space museum culture skills .
The tasks of working with children were the following:

Introduce the history of the city of Kolpino, legends about the origin of the name of the city.

Promote the development of children's interests , curiosity and cognitive motivation: master the means and methods of obtaining information.

Cultivate a respectful attitude and a sense of belonging to your family, to the community of children and adults .

Develop the ability to share impressions with your friends.

Tasks of working with parents :

Develop parents’ to analyze the child’s activities and behavior. To study the features of pedagogical awareness and the ability of parents to participate in the educational process of the group through participation in the work of the family club. Provide parents about methods and means of solving their child’s problems within the framework of a family club.

For us, teachers, the first excursion was of a diagnostic nature. It was important to find out:

How will children behave in a different environment?

How long can they hold their attention?

children most ?

Will children ask questions to the tour guide?

Since the excursion lasted for an hour, we noticed that some children began to get tired, distracted, and the guide had to switch the children’s attention to something new and interesting. Most of the children were interested in the museum exhibits , they were tired, but the excursion was very well thought out, the guide kept the children's . It was felt that the children were interested in the guide's story about history, and especially the story about the war. When we returned to the group, the children recalled what they liked most, and we recorded their stories on video. After “There is a town on the Izhora River” was launched

, the purpose of which is:

captivate by the history of the emergence and development of the city

introduce the streets, the river and the bridges spanning it.

As part of this project, children and their parents got acquainted with the city, and were given route sheets to help parents accompany their child on excursions. Children made sketches and completed tasks, for example: “Find information about the city’s bridges on the Internet.”

, find out who the street is named after, for example,
“Vera Slutskaya”
,
“Izhora Battalion”
,
“Anisimov”
, etc. Tasks were also given: write a story about some object in the city and tell your friends.
For example, write a story about the “House of Creativity”
,
“Spoonbill”
, about the monument to Menshikov, etc.

We believe that the museum contributed to the fascination with the history of the emergence of our city, the infrastructure of the city, the history of the names of streets, bridges, not only for children , but also for their parents , since some information about the city was new parents All this work develops children’s , teaches them to find the necessary information, fosters a respectful attitude towards their small homeland , teaches them to communicate and the ability to share impressions with their friends. For parents , this work plays a positive role in keeping parents and children together . They see their child, his achievements, shortcomings, difficulties, thereby fostering independence in children . The project lasted for a year. And we noticed that children and parents approached the tasks that were offered to them with interest. Based on this, we decided to continue the project activities. Topics were selected based on the interests of the children , and also took into account the club’s work plan.

Our next project was a short-term project “Where did the bread come from?”

During the classes, children were told about cereals, about bread, about the path that grain collected in the fields takes to get the bread to the table.
They showed the presentation “From ear to bun”
, looked at cereals, compared rye and wheat, oats and rye, looked at the painting
“In the Bakery”
and made up a story based on it.
We tried to knead the dough ourselves and bake cookies. They taught children to respect the hard work of a grain grower and baker, to treat bread with care, because, as they used to say in Russia, “Bread is the head of everything”
! All these activities contributed to familiarity with the cultivation of cereals in modern conditions, when work was made easier by machines.

How was bread grown before? To help answer this question, we went to the Bread Museum .

We have set the following goals for working with children:

Introduce the tools that peasants used to grow bread, and the hard labor of barge haulers who pulled a barge with bread along the Volga.

children develop an understanding of the importance of bread as a staple human food product.

cognitive activity and coherent speech in children

To cultivate a caring attitude towards bread, respect and gratitude for the people who grow and bake bread.

Develop the ability to share your impressions after visiting the museum .

Tasks of working with parents :

Try to be a tour guide for your child, show the exhibits yourself, while completing the tasks on the accompanying sheet.

Observe your child, how he can listen carefully, is he inquisitive?

It was important for us to understand:

Will all parents be able to patiently guide their child through the museum and help complete the tasks on the accompanying sheet?

Pay attention to children's behavior and interaction between parents and children .

museum appears in a somewhat unusual form; it suggests close contact between a child and his parent . The guide introduced the children to the hard work of barge haulers, who dragged a barge with bread along the Volga, and looked at the painting “Barge Haulers on the Volga”

, Surikova.
Then the parents, each with their child, received an accompanying leaflet (booklet)
and, while completing tasks, introduced
the children to the exhibits of the museum . The children saw a Russian oven in which bread was baked. We got acquainted with the tools that were needed to grow bread at different times of the year. They completed tasks, for example: make a word from the letters: T, B, E, C, E, A, R and you will find out what the Brownie bast shoes were woven from. Choose every third letter R, Sh, D, U, S, R, F, E, O, I, Z, V, P, G, A and you will find out what is harvested from wood. Parents and children completed many more interesting tasks; they were useful for both children and their parents . We recommend visiting the Bread Museum !
So, having visited the bread museum , we were once again convinced that collective visits to museums are useful leisure time for children , parents and educators :

children expanded their horizons and practiced their reasoning skills;

children saw tools for growing bread;

expanded their vocabulary with words denoting kitchen utensils: millstone, flail, broom, sieve, grip, nochva. And also due to words denoting confectionery products: shangi, pretzel, kulebyaka.

practiced your ability to communicate with a guide;

spent the weekend with my parents .

The parents watched again:

the behavior of your child and the behavior of other children ,

saw how the child communicates with friends,

realized how curious the child is,

We felt how difficult it was to keep children’s throughout the entire excursion.

When visiting this museum, we saw how mothers interact with their children and children with each other. Here it was necessary to show patience, the ability to reason, find answers independently, the ability to read, and solve puzzles. We watched as mothers and children looked at the exhibits, looked for answers to the booklet’s questions and realized that all children and parents are not equally patient, inquisitive, attentive and, finally, hardworking. Some parents did not try to understand the purpose of visiting the museum and , after attending a master class on braiding, quickly left.

After visiting the museum , we gathered for a club meeting to summarize the knowledge gained on the excursion, as well as discuss what we succeeded in and what we need to work on. parents were asked to think and answer the following questions:

1. What did you like most?

2. What do you remember?

3. What did you learn?

4. What new did you learn?

5. Help the children draw their favorite exhibit.

We asked all mothers to bake something together with their child and photograph the whole process. Then we gathered in the kindergarten group for a tea party, where the children presented confectionery products, told how they helped their mother, and then exchanged recipes for the cakes they liked. While the children drank tea, the parents shared their impressions of the trip to the museum . It was concluded that parents themselves should show interest and participation in the excursion so that their children can set a positive example. After the club meeting, the group prepared a confectionery book in which collages of confectionery making were placed.

The goal of modern society is to educate a “person of culture”

, development of the personality of a child capable of free creativity and culturally determined interaction with the environment.
It is during this period that it is important to create conditions for children to develop interest in objects of historical and artistic value, thereby laying the foundations for a continuous process of familiarization with culture and art. the museum environment is of particular importance .
According to the research of A. Verbenets, the term “interest in
the museum ” (what we are working on in the club)
in relation to solving a problem in preschool age implies:

• Interest in a museum object (its characteristics, properties)

and through it the development of cultural values, cognitive information, historical and social connections;

• Interest in the museum as a certain cognitive object (its external characteristics, essence and functions, structure, rules of organization, history of the emergence of the museum as a phenomenon and the creation of a specific museum ;

• Interest in visiting this structure as a new environment, a source of cognitive information and emotional and aesthetic impressions.

The uniqueness of interest for preschool age lies in the fact that, originating in the form of emotional responsiveness to everything new (curiosity), it gradually turns into inquisitiveness, and then the need to be convinced of the truth. (L. M. Manevtsova, P. G. Sirbiladze, A. I. Sorokina)

.

Within the framework of the problem of developing interest in visiting a museum, the manifestation of cognitive and aesthetic interest is especially significant. Cognitive interests are characterized by a focus on learning new content.

Each time we analyzed the work of the club, the tasks for children , parents and teachers took into account the changed conditions, taking into account the specifics of the museum we were going to visit .

Next on the club’s work plan was a visit to the zoological museum ; it was interconnected with the project “Diversity of the Animal World”

. The main goal of the project was not only to introduce animals of different climatic zones, but to give ideas about the ability of animals to adapt to different living conditions.

The group produced Tundra

,
“Antarctica”
,
“Desert”
, presentations were shown, they played board games, looked at illustrations, drew, wrote stories about animals, and read a lot to children about the amazing abilities of animals.
The children gained a lot of knowledge while working in this project, but you can see animals either at the zoo or at the zoological museum .
Before visiting the zoological museum, the children were asked the following problematic questions:

Continue to develop communication skills with the guide, develop the ability to correctly ask questions during the tour.

Develop independence skills.

Develop communication skills: the ability to behave in a public place, treat adults and peers with respect.

Continue to develop the ability to examine exhibits.

Parents are the main assistants to teachers in organizing excursions, capturing the progress of the excursion on video or taking photographs.

The parents faced the following tasks:

To encourage parents an active desire to be involved in the teacher’s work with their children when visiting the museum .

To develop in parents the ability to independently organize meaningful communication with children in leisure activities related to visiting museums .

children's research skills : find the necessary information using different sources: fiction, encyclopedias, reference books, the Internet, communication with adults.

After the excursion, creative tasks were given:

— We gave the children an idea about the Red Book and, together with the children and parents, collected information about the animals that are listed in the Red Book.

— guess the animal based on a verbal description of its appearance and answer the question: In what climate zone does it live?

- recreate the appearance of an animal based on some part of it (for example: “Funny squiggles”

— complete the squiggle into a meaningful image or plot);

- recognize in vague graphic forms (ink spots, scribbles)

various familiar animals.
“Whose shadow is this?”
- turn a spot into a pattern.

"Nonexistent Animal"

- draw and name a non-existent animal, talk about it.

"Life story"

- come up with a story on behalf of the drawn animal.

During the year we also managed to visit the Planetarium.

and in
"
Water Museum " .
From visiting each museum, children had positive impressions of communicating with friends; children gained new knowledge, the ability to behave in a public place, and communicate with new people.
Of course, we brought a lot of photographs and brochures as souvenirs. At the end of the school year, we gathered for the final meeting of the club, which was held in the form of KVN based on the results of visiting excursions .

from parents about the work of the club.

Summing up the year, we noticed that children and parents became more open, began to respond more often, and treated our work with understanding. Thanks to the excursions, the children became more inquisitive, learned to communicate with adults and peers, asked questions to the guide, the children’s horizons , their ideas about the world around them were enriched, and they became familiar with the culture of their people. visits to excursions contributed to the development of coherent speech. Many children learned to talk coherently: Where were you? What did you see?

For parents, visiting museums with their child is also of great importance: parents and children have become closer to each other, another topic for joint conversation appears, children are busy with useful things .

Thus, we are convinced that collective visits to museums are useful leisure time not only for children , but also for parents and educators . Therefore, we intend to continue working in the “Kaleidoscope of Museums ”

with newly admitted children.