Short-term educational practice “paper secrets”. Technical cop program Topics of cops in kindergarten

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Short-term educational practices

is a short-term
(up to 8 academic hours)
course of joint
educational
activity between a teacher and children, aimed at solving the problems
of the educational
program and resulting in a product of activity or skill...

COP as a means of successful socialization of preschool children COP as a means of successful socialization of preschool children. “Introducing a child into the world of human relationships is one of the important tasks of educating the personality of a preschool child” V.A. Sukhomlinsky. From lat. socialis - social) - 1) the process of assimilation and further development by the individual...

Why is a technical COP needed in a preschool educational institution?

Short-term construction practice is very important for children, especially five-year-olds. By creating his own project, the child learns synthesis and analysis, which is so necessary for learning at school. While examining the sample, the preschooler comes up with a new design for it and learns to correct the mistakes made. Such training perfectly stimulates the development of thinking. Games with Lego constructors can be started from the middle group.

Such material will help solve many problems and problems in the development of preschoolers. It must be included in the arsenal of technical-oriented educational programs in preschool educational institutions. “Lego” not only helps develop color perception, logic and spatial imagination, but also activates finger tenacity. The child will not get bored with this construction set, because with its help you can create thousands of different crafts. Preschoolers really appreciate this variety.

What tasks does the COP solve in a preschool educational institution?

CEP technical orientation in preschool educational institutions, carried out in preschool institutions, allows you to solve the following problems:

1. Educational - children learn various design techniques.
2. Developmental - children train logic and thinking, imagination and fine motor skills.
3. Educational - the technique allows you to instill perseverance, determination, and patience in a preschooler.

The work can use the methods of observation, examination, demonstration, verbal method and the method of plot games.

All of them are equally effective, but an important condition for the lesson is a well-thought-out plot and positive motivation.

In technical design classes, children create crafts based on real-life objects or fantasize about fairy tales, poems or songs.

COP “Plasticine insects” (for children of the 2nd junior group)

Municipal budgetary preschool educational institution

"Kindergarten No. 96", Perm

COP "Plasticine insects"

(for children of the 2nd junior group)

Author:

Perm, 2018

Note for parents

Encourage children to want to act with plasticine. Strengthen the skills of rolling a lump of plasticine between your palms using circular movements of your hands. Develop an eye for making large and small lumps, learn to connect them, pressing technique. Help children by pressing (with a ballpoint pen without a refill) to depict the eyes of the bugs. Encourage children to talk about the bug they made. Read A. Prokofiev’s poem “Who is he?” Cultivate accuracy when working with plasticine, patience, and careful attitude towards insects and the results of one’s own and other people’s work.

Program content:

• Form children’s ideas about the inhabitants of their immediate environment, teach them to recognize and name animals based on their distinctive appearance; cultivate interest in the inhabitants of your immediate environment.

• Continue to teach children to pinch off small pieces from a piece of plasticine and roll them into balls with a diameter of 5-7 mm, press the plasticine ball with the index finger, attaching it to the base, place the plasticine balls close to each other, filling the outline image.

• Develop the ability to distinguish and name colors (red, black, green, brown).

• Create an emotionally positive mood, satisfaction from the results of work.

Methods and techniques: surprise moment, demonstration, explanation, questions, joint speaking, showing a sculpting method, showing a sample, individual work, encouragement. verbal, visual, practical, playful.

— Goal: Creating conditions for the development of creative abilities and sensorimotor function in preschool children.

Equipment: plasticine, boards for working with plasticine, outline images of insects for each child, napkins, stacks, rags, insect toys (butterfly, ladybug, caterpillar, dragonfly), modeling examples, modeling patterns, cardboard.

Number of meetings: 4

Number of participants: 10

Implementation period: May 2018

Expected result: Children can name insects and model them according to diagrams.

Meeting summary 1:

Reading a poem.

(On the table there is a box with subject cards (animals, insects, birds).

The teacher offers the children cards to choose from (the children choose); asks the children: Who found what insect? (children - Bee, ant, butterfly, ladybug, dragonfly, fly, mosquito)

Asks questions: What do all insects have in common? (children - Head, chest, abdomen, 6 legs); When do insects appear? (children - in the spring); Why in the spring? (The sun begins to warm, the day increases, there is a lot of light, plants appear, insects appear); What beneficial insects do we know? What benefits do they bring? (children - ladybug, ant, dragonfly - destroy aphids, harmful insects, help plants. A bee gives honey, a butterfly - pollinates plants); Name the harmful insects. What harm do they do? (children - Mosquitoes and flies carry various diseases, they can infect us.)

Teacher - Well done! Everything was said correctly.

And now I suggest you make a butterfly.

Meeting summary 2: Children stand at random.

Let's greet each other, say good morning! So we started the day with kind words; Let's close our eyes and imagine that we are in a clearing. And in the clearing there are a lot of ladybugs and various insects. Let's try to catch it.

Children repeat the movements shown. They catch with one hand, with the other, with both hands at the same time.

Breathing exercise.

— The ladybug is frozen and cannot fly. Let's warm her with our breath. Children breathe on their palms

- The ladybug has warmed up, let's blow it off our palm.

Children take several deep breaths through their nose and exhale through their mouth. As you exhale, stretch out your lips with a tube and place your palms under the cold streams of air.

The teacher quietly takes out a ladybug: Look who I caught? (Children: Ladybug); Let's look at it. What is she like? (shape, color). Look, the ladybug didn’t fly to us alone. Her friends flew with her. The teacher shows the children contour images of ladybugs (Clarify what they call them in one word - insect); Look, are they as beautiful as our toy - ladybug?; What color are their wings? (colorless, white).

Ladybug, and the guys know a nursery rhyme about you: Ladybug, Fly to the sky. Bring us some bread. Black and white, but not burnt. (children imitate hand movements)

- Guys, do you want a Ladybug like this that will bring you joy?

Finger gymnastics “Ladybugs”

- Now sit down at the tables, and the ladybug will watch how we decorate her friends. Roll small balls of red plasticine and attach them to the backs of the ladybugs.

Children, together with the teacher, sit down and roll balls of red plasticine between their palms, attach them to the base using the pressure method. Kids make 2-4 balls on their own.

— Did you like your pictures? What did you like most?

— Ladybug really liked our place and your pictures, but it’s time for her to say goodbye. Goodbye!

Meeting summary 3:

Progress of activities: Organizational moment

Guys, today we are going on a journey on a train...

V.-Where did the train take us? ...And he brought us to a cheerful, sunny meadow. How beautiful it is here, how clean, fresh the air is, and smells of flowers.

Breathing exercises

(inhale air through your nose and exhale through your mouth)

Educator—Guys, little runners and sunbeams are jumping in the clearing and asking you to catch them (the teacher is holding a mirror in his hand, pointing it at the sun).

(children try to catch sunbeams)

Educator - Well, why didn’t you catch the sunbeams? And I caught, but not a bunny, but some kind of insect. What insects do you guys know?

(children call insects)

Oh, how it tickles your hands - it's an insect. The teacher has a plastic caterpillar in his hands. Children look at the caterpillar.

Educator - Well done, how are we going to sculpt a caterpillar?

Children's answers.

Teacher - (showing children modeling techniques). We roll two balls, a large red one (yellow, orange) and a smaller black one, connect them and glue dots from small pieces of black plasticine. We make eyes on the head - with a ballpoint pen without a refill, press the eyes once or twice. Where do insects live?

Children are on the grass.

Educator - let’s plant them correctly on green grass (green sheet of cardboard)

Meeting notes 4: Conversation with children:

- What insects do you know? (Individual answers from children)

Today a dragonfly came to visit us. But look, children, how sad she is. The fact is that she flew very far from her friends and got lost. Let's help the dragonfly and make new friends for it - dragonflies.

Examination of the sample: Look, children, this morning, so that our guest would not be sad and would have a little fun, I blinded her the same dragonfly. (Consider). So, today in class we will sculpt a dragonfly. Please go to the tables.

II. Working at tables.

a) looking at an illustration with a dragonfly.

Vosp-l pays attention to the posture of children.

Questions for children: What does a dragonfly have? (torso, head, wings, eyes on the head); Where do you think we will start sculpting a dragonfly? (from the body); What shape is the body? (oval, elongated shape); What should be rolled out? (column); How to get a column (first roll out the ball in a circular motion, then roll out the column using back and forth movements; What color is the body? (blue); What shape is the head? (round); How to get it? (roll out the ball); Where are the wings of a dragonfly How many are there? 2 on each side. We will make them from white cardboard.

b) joint work of the teacher and children.

The teacher pays attention to the children’s posture.

Finger gymnastics...

Modeling: We took plasticine and divided it into two unequal parts. Placed on a board (a small part is the head, a large part is the torso); They took a big piece. This will be the body of the dragonfly. Roll out the column; We took a small piece. This will be the head of a dragonfly (roll out the ball); Then we take the torso and head and connect both parts, using the smearing technique.

Physical exercise “Dragonfly”

IV.Work at tables.

- And now we will make wings for the dragonfly. We will make them from cardboard.

— Take the wing (white cardboard) and insert it into the plasticine, smearing it with your finger. Also on the other side.

Working with the stack.

— We make small indentations in the head (these are the eyes).

V. Analysis of children's work.

-Children, please take your dragonflies and plant them on a leaf. Let us look at them and be sure to show them to our guest. That's how many new friends she made. She says “thank you” to all of you for your help.

The teacher praises all the children.

Literature: 1. G. N. Davydova “Plasticineography” Publishing house “Scriptorium”, 2003

2. P. Finger gymnastics for the development of speech in preschoolers - AST Publishing House, 2002

3. Folk art in raising children. Edited by S. Publishing house "Russian Pedagogical Agency", 1997

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Drawing up a technological map by the teacher

Before starting work on the program, the teacher must create a technological map of the COP of a technical focus in the preschool educational institution. It is compiled very simply. To begin, select the name of the activity, for example “Spaceship”, “Merry Men”, “Butterflies”. Indicate the age of the children, the duration of the practice, its tasks, and goals. The resources used and the desired result also need to be included in the map. The last thing that needs to be indicated is what key competencies will be developed in children during the CEP of a technical focus in a preschool educational institution.

An example of such competencies:

• technological - learning to assemble a dog, learning to assemble a car according to a diagram, learning to connect elements into a whole model;
• informational - learn to choose material for work, learn to choose non-standard material for creativity, learn to use information when working with other materials;
• social-communicative - learn to speak correctly with peers and adults, learn to interact with peers.

CEP in an early age group on the topic “Toys”

Project in an early age group (1–3 years old) “Toys”

Relevance of the project

The main task of adults is to teach the child to act with toys. Uruntaeva G.A.

The project method has found great use in pedagogical theory and practice. In the pedagogical literature it is presented as a way of organizing the pedagogical process, based on the interaction between teacher and student, a way of interacting with the environment, and step-by-step activities to achieve a set goal. In modern conditions, practical training is considered as developmental.

It is project activities that play a huge role in the development of partnerships, mastering collective activities, uniting children, and is aimed at the social-communicative, cognitive, speech and artistic-aesthetic development of children, parents and teachers in order to implement the project.

Early age is an extremely important and responsible period of a child’s mental development. This is the age when everything is for the first time, everything is just beginning - speech, play, communication with peers, the first ideas about yourself, about others, about the world. In the first three years of life, the most important and fundamental human abilities are laid - cognitive activity, curiosity, self-confidence and trust in other people, focus and perseverance, imagination, creativity and much more. Moreover, all these abilities do not arise on their own, but require the indispensable participation of an adult and age-appropriate forms of activity.

A toy is a child’s constant companion from the first days of his life. A good toy encourages a child to think and sets him various play tasks. And this contributes to the development of cognitive processes, memory, imagination, thinking, and speech of the child. And in general it develops a comprehensively developed personality.

Based on the current situation, one of the problems of childhood is that children have little experience playing with toys, and adults have indiscriminate choice. Numerous studies by teachers and psychologists indicate that “toys have always been an effective means of mental development and have been widely used in folk pedagogy for social education and introducing a child to the life of adults.” For this purpose, the “Toys” project was developed.

Objective of the project:

• Formation of social and moral qualities in children through the organization of different types of activities: playful, cognitive, productive;
• Children's mastery of play actions that reflect life situations known to them.
• Develop a caring attitude towards toys and interaction with them.
• To contribute to the accumulation of experience in the friendly attitude of children and adults, the ability to play together.

Tasks:

• Continue to develop gaming, cognitive, sensory, and speech abilities, taking into account the individual and age characteristics of the child;
• To form in children an emotional, aesthetic and caring attitude towards toys;
• Develop the child’s communication and interaction with peers and adults.

Project participants: children of early age group, teachers, parents.

Project type: short-term.

Planned result of the project:

• enrich children's understanding of toys,
• show interest and desire to play with toys,
• develop children's speech activity,
• teach to include various toys in the plot of the game and try to carry out role-playing dialogue,
• teach children to be more careful with toys,
• develop the child’s communication and interaction with peers and adults,
• organize an exhibition together with the parents of “Toys”.

Proposed outcomes of the project:

• Activate children's vocabulary: play together, favorite toy.
• Learn to take care of games and toys.
• The ability to play in a friendly manner, not to quarrel, to develop communication and interaction of the child with peers and adults,

PROJECT WORK PLAN.

Stage 1 – preparatory.

Activities of the teacher:

• Studying methodological literature on the topic.
• Defines the goals and objectives of the project.
• Watches the children.
• Selects games, literature, illustrations, toys.
• Replenishes play corners with attributes.
• Organizes different types of games for children.

Children's activities:

• Independent activities of children with a variety of toys.
• They look at the illustrations, look at the painting “Children Play”.
• Looking at toys.

Parents' activities:

• They watch the children.
• Questioning parents: “Toys”.

Stage 2 – formative..

Activities of the teacher:

• Organizes conversations, educational games, and observations.
• Reading fiction (poems, nursery rhymes, songs).
• Provides assistance in the implementation of activities.
• Replenishment of the subject-development environment of the group.
• Selection of toys for the game “What kinds of toys are there?”

Children's activities:

• They are trying to find solutions.
• They play with toys.
• With the help of the teacher, toys are selected for play.
• They look at illustrations, books, toys.
• Repeat the actions, words and phrases of poems after the teacher.

Parents' activities:

• Involves parents in the implementation of the project.
• Preparing a memo: “What toys should I buy for children?”
• Preparation of consultations: “Games for child development”, “You, your children and toys”. (selection of fiction, observations).
• Decorating a corner for parents “Little Artists”.

Stage 3 – final.

Activities of the teacher:

• Analyzes the work.
• Presents notes.
• Conducts monitoring.
• Replenishes the group's development environment.
• Replenishment of methodological literature.
• Organizes exhibitions of children's works.

Children's activities:

• They actively play with toys.
• Repeat the words of poems about toys.
• They watch with interest other children play with toys, and parents make toys with their own hands.

Parents' activities:

• Increasing the activity of parents in the life of the group.
• Competition for parents: “Toys” (making toys with your own hands together with your children).

Conclusion at the end of the project:

During the work on the project, after monitoring, the children expanded their knowledge about toys. During independent play in play corners and in joint games with a teacher, children became more attentive and thrifty in relation to toys, and play with each other with pleasure.

Together with their parents, the children took part in the joint productive work “Toys”, which was held in our preschool educational institution.

Parents actively helped in working on the project. I believe that the project achieved its goal.

Project implementation:

Educational area: “Cognitive development”.

D/ games “Find out by touch”, “Guess what sounds? ", "Guess the toy from the description."

Games with water (rubber toys), “Let's launch paper boats.”

D/ games “Find out by touch”, “Guess what sounds? ”, “Guess the toy by description”, “Sunny bunny”, “Wonderful bag”, Games with water (rubber toys), “Let's launch paper boats”.

S/r. games “Bathing dolls”, “Putting the doll to sleep””, “Toy store”, “Family”.

Board games: “Loto”, “Mosaic”, “Bathing dolls”.

Examination of the painting “Children Playing”.

Game situations “What are our toys made of”, “What types of toys are there?”

Game exercise “Big and small”.

Situational conversation about toys : doll, bear, hare, car, etc.

Reading poems by A. Barto from the “Toys” series.

Conversations on the topic “Why do we need toys? ”, “My favorite toy”, “Such different toys”, “Toy store”.

Educational field: “Speech development”.

Brodsky “Sunny Bunny”, Ostrovsky Yu. “Catch up with the Bunny”, Reading V. Suteev “Boat”, G. Tsyferov “Steamboat”, reading fairy tales “Teremok”, “Ryaba Hen”, “Kolobok”. Learning poems from A. Barto’s book “Toys”. Reading the story by A. Tolstoy “Petya and Misha had a horse.”

Educational field: “Social and communicative development.”

• “Let's help the doll Katya.”
• “Let’s dress (undress the dolls”).

Educational field: “Artistic and aesthetic development.”

• “Gift for your favorite toy”, “Apple for your favorite toy”, “Ball”,
• “Dress for a matryoshka”, “Pies for Masha”, “Candy for bunnies”, “Help the bunny”, etc.
• Singing songs by E. Tilicheeva “Catch the Bunny”. Playful musical lesson “Sounding toy” (music director)

Educational field: “Physical development”.

Physical exercises: “Bunny”, “Pinocchio”, “Airplane”, “Ladybug”, “We are favorite toys”. Outdoor games: “Throw the toys”, “Toy for everyone”, “Train”, “Car”.

Bibliography

1.
Gubanova N.F.
Development of gaming activities. System of work in the first junior group of kindergarten. M.: Mosaic - Synthesis, 2012.-128 p. 2.
Koldina D.N.
Modeling and drawing with children 2-3 years old. Lesson notes.- M.: Mosaic - Synthesis, 2008.-58p. 3.
Cognition of the objective world: comprehensive classes.
First junior group/author – comp. Efanova Z.A. - Volgograd: Teacher, 2013.- 87 p. 4.
Timofeicheva I.V., Oskina O.E. - Ladushki. Educational games and activities for young children. Lesson notes / Ed. Vorovshchikova S.G.,-M.: UTs “Perspective”, 2013.-96p.