Features of the organization of productive activities of children. Organization of productive activities in groups of older preschool children

No one is surprised that the main activity of children in the preschool period is play, however, there is one more important species activity - productive. In the conditions of preschool education, such a child's activity under the guidance of a teacher is called productive, the result of which is the appearance of a product.
There have been many studies that have proven that it is thanks to productive activities in older preschoolers, a graphic skill is formed, persistence and perseverance are brought up. Productive activity creates favorable pedagogical conditions for the important process of socialization of children. During this age period, productive activity along with play is crucial for the development of the child's psyche.

What are productive activities?

A child's productive activity is a way of his activity, which aims to obtain a product with a specific set of qualities. Productive activities include the following activities:

• assembly of structures different ways;
• modeling from special clay or plasticine;
• making all kinds of crafts;
• making mosaics and applications;
• more difficult classes with different layouts.

All of the above activities are very important for the development of preschoolers. They are included in many kindergarten programs for preschoolers. The purpose of such programs is the comprehensive education and development of this age category.

Why is productive activity important for a preschooler?

The development process of a preschooler is multifaceted, and productive activities play one of the most important roles in it. Together with the games, they merge into common complex work on preschool education the adult generation (educators and teachers). Such an activity should lead to the appearance of a certain product.
Experts all over the world have carried out numerous studies with various categories of children who have not yet gone to school, which have shown how effective productive activity is for this age category:

• It was found that such activities have a beneficial effect on the development of graphic skills, the development of purposefulness and perseverance in the process of mastering various skills.
• Practicing productive activities contributes to the development of a child's creative imagination, develops coordination of movements, musculature of the hands, mechanisms of thinking (synthesis, analysis, the ability to compare).
• Like any other cognitive activity, productive also plays a significant role in mental development children.
• During classes, the most favorable conditions for development are created necessary qualities initiative, curiosity, independence and curiosity.
• In general, the all-round influence of productive activity on the upbringing of preschoolers is noticeable.
• A close relationship with sensory education is also noticeable. To form an idea about objects, you must first gain knowledge about their qualities and properties, size, shape, color, position in space.

In the process of productive activity, physical and mental activity is simultaneously manifested. To create a drawing, an applique, to mold a figurine, you need to master certain skills, make efforts, and perform creative actions. In the process, preschoolers learn practical skills that they will later need for a wide variety of jobs. They acquire skills that make children feel much more independent.
The integrated approach is successfully implemented in the classroom with productive activities. In addition, here children are freed from fears and overexertion.
The modeling of surrounding objects in the process of productive activity ends with the creation of such a product in which the idea of ​​a phenomenon, situation or object is fully materialized in a structure, drawing or figurine.

Visual perception of preschoolers

IN mental development preschoolers, one of the most important indicators should be recognized the degree of visual ...

Directions of productive activity

There are several areas of productive activity:

• creation of objects suitable for research and cognitive activity, as well as for games;
• filling the art gallery with self-made objects;
• creation of layouts;
• creation and design of a "book" filled with children's stories, a nature diary, a group's chronicle, fairy tales;
• making souvenirs and decorations for the holidays in the form of posters, invitation cards, greeting cards, Christmas tree decorations, garlands, etc .;
• coming up with a collective story, unusual in that all words there begin with one letter (such an activity perfectly develops children's skills oral creativity, helps them master writing and reading);
• the creation of theatrical materials for their performance - the production of elements of costumes, scenery, etc. Productive activity here is successfully associated with a narrative children's game or reading fiction.

The work done gives the following results:

• a system of productive activities is being created for older preschoolers;
• children develop creativity;
• in the group, the children's psychological well-being improves;
• children are successfully preparing for school.

Usually, such areas as: artistic creativity, cognition, socialization, communication, work, safety are more closely connected with productive children's activities. When engaging in artistic creativity, there is a great opportunity to develop speech in children. At this age stage, there are still many problems in children's speech: it is monosyllabic, rather poor (due to an insufficiently rich vocabulary), it is composed only of simple sentences, non-literary expressions and words are often used.
Also, the use of the method of productive activity has a huge impact on the moral education of kids. In the process of performing various practical work in children, a similar connection is formed and begins to operate. In addition, these classes contribute to the consolidation of knowledge gained from the surrounding world and the development of a number of useful qualities:

• activity;
• observation;
• independence
• purposefulness;
• the ability to complete what has been started;
• the ability to assimilate the information received;
• patience.

With productive activity, the physical development of the preschooler is also affected. In the process of training, the vitality of children increases, their mood and behavior improve, and their character becomes more active and cheerful. The child himself becomes much more mobile. During classes, it is necessary to develop in children the correct gait, posture and other physical characteristics bodies that will be very useful for a little man in life. In children, the muscles, the vestibular apparatus become stronger, the movements become more coordinated.

Features of different types of productive activities

In the process of developing a child's activities, the development of artistic and aesthetic qualities corresponds to a modulating type of productive activity. It is with the help of this method that it is easiest for a preschooler to display, at his own discretion, the reality that surrounds him. The characteristic obtained as a result of the conclusions made allows the preschooler to independently create the images he has chosen. Thanks to this approach, children develop imaginative thinking well, they learn to realize their own imagination.

Orientation in space for preschoolers

At preschool age, children experience significant changes in their perception of space. As about ...

art

In an integrated approach to educational process an important task is to improve the aesthetic attitude of children to the world around them. The importance of this task cannot be overemphasized. After all, it is obvious that only harmoniously developed personalities can feel and see everything beautiful that is around.
An important role in the technique child development belongs to this technique in order to form aesthetic feelings in the younger generation. It would seem, what is difficult in drawing? But it is this type of activity that gives educators new opportunities for developing their own views in children, for developing their emotional and aesthetic attitude to the surrounding reality. For preschoolers, it seems to open up new world beautiful, which actually exists and is always with us. The child's behavior changes, positive beliefs are formed.

Painting

It is known that children are especially fond of drawing, because it gives the maximum scope for the implementation of their creative activity. Drawings can be on completely different topics. Children usually draw what interests them: individual objects, literary heroes, scenes from the surrounding life, decorative patterns.
A productive method, expressed in fine arts, allows the child to consolidate his attitude towards the picture. While drawing, the child once again very vividly experiences the same sensations that he had in the process of perceiving the depicted object. And the wealth of the surrounding world provides an endless palette of colors, objects of various shapes, unusual and rare phenomena.

Other productive activities

If we put aside traditional and well-deserved techniques, then besides them, you can also add the following:

Monotype
When a drawing is applied on thick glossy paper that does not allow water to pass through, or glass with gouache or other paints. A sheet of paper is applied from above and pressed tightly, as a result of which a mirror print is obtained on it.
Scratchboard (often referred to as the scratching technique or "scratching")
The drawing is scratched on cardboard or thick paper with a pen or other sharp instrument. In this case, the paper is filled with ink (so that it does not blur and wet the paper better, you can add a couple of drops of liquid soap to it). So, thick paper needs to be shaded “thickly” with wax crayons. If you take a ready-made cardboard on which a variegated pattern is applied, then it will be enough to use a simple unpainted wax candle. Then apply a layer of mascara to the surface with a sponge or wide brush.
You can also use gouache, but after drying it continues to get dirty. You can also use black acrylic paint. After the paint has dried, the drawing must be scratched with any sharp object (scraper, feather, toothpick), which children, nevertheless, cannot injure themselves with. A pattern of thin colored or white strokes is then formed on a black background.
Applique and modeling
Sculpting is also part of a productive activity, but its peculiarity lies in the fact that it is a three-dimensional way of depicting. What children most willingly sculpt - animals, people, vegetables and fruits, dishes, toys, cars. The theme here is so diverse also due to the fact that, like other types of fine art, modeling solves educational problems, satisfying the needs of kids in creativity and knowledge. It also simplifies the transfer of spatial relationships between objects in sculpting, because here, as in real life, objects can be easily positioned one after another, further or closer from the center of the composition. Therefore, when sculpting, there are no difficulties with the perspective, which is still very difficult for children at this age.

When preschoolers do applique work, working with objects of simple and complex shapes, they have to cut and paste their elements and silhouettes. To create such images requires an increased work of imagination and thought, since the silhouette usually lacks those elements that are its main distinguishing features. In addition, applique classes contribute to progress. mathematical representations baby. Indeed, at this moment, the preschooler learns the names of the simplest geometric shapes, learns their signs, he develops an idea of ​​the position of objects and their parts in space (right, left, center, in the corner), as well as the relativity of their sizes (less or more) ... In addition, while working on making appliques, the child develops the musculature of the arms and coordination of movements. He learns to use scissors, carefully and correctly cutting out the shapes and turning the sheet of paper in the right direction, then he puts these shapes on the "background" sheet at a certain distance.
You can introduce the kids in the applique class to the technique called "paper lumps mosaic". To do this, you can use a wide variety of paper:

Modeling for children

Many parents have probably heard about the benefits that pa ...

• regular color;
• paper napkins;
• corrugated;
• foil;
• candy wrappers;
• even old magazines or newspapers will do.

There is only one requirement for paper - to be soft enough.
Construction
In this type of productive activity of children, the individual parts must be connected in the right way to get a specific whole object. Constructive activity owes its origin to a certain level of development of children's perception, thinking and play activity, and, in addition, depends on communication, cognitive activity and the development of motor skills. Construction activities have a beneficial effect on physical education child - manipulations with the elements of the constructor develop the child's fine motor skills of the fingers, strengthen spatial orientation, coordination of movements, participate in aesthetic and moral education - this is how the child learns to see the beauty of his own creations. Thanks to this, his taste develops, at the same time he learns architectural forms. If gifts for the holiday are made, then the child develops a caring attitude towards loved ones, there is a desire to please them. In the process of labor education, design develops independence, purposefulness, organization and initiative in preschoolers.
Constructive activity is of great importance for the mental development of the child. It helps children to study the external properties of material objects (size, shape, color), their physical characteristics (weight, density, stability). Children learn to compare objects and connect them with each other, thanks to which their knowledge of the world around them is enriched, creativity and speech develop. Construction is the most effective method preparing preschoolers for the transition to school - it develops the qualities necessary for the learning process, and, since it is interesting and attractive to children, it does it unobtrusively. Thanks to classes with building materials, the child's imagination and creative initiative develops.
The design can be different:

• from the constructor set;
• from paper;
• from building material;
• from natural and other ornamental materials.

For preschoolers, the easiest and most accessible type of construction is to work with play building materials. Working with them, children learn the geometry of volumetric forms, get ideas about the concepts of balance, symmetry and proportions.
To more complex species design available in kindergarten, includes work with cardboard, paper, spools and boxes. By constructing from paper, children refine their knowledge of flat geometric shapes, learn the concepts of "center", "corner", "side". They learn techniques for transforming flat figures into three-dimensional ones by folding, bending, gluing and cutting paper. In construction, the main point is the activity of researching objects through analysis and synthesis.

Finger gymnastics for preschoolers

Scientists have long established a close connection between the general human motor system and speech function. ...

Constructing from natural materials comes closest to artistic endeavors, fostering the creative imagination. When organizing training through design, important conditions are:

• organic connection with other activities (drawing, dramatization, writing funny (and not so) stories);
• special excursions to the forest or park;
• the creation by the teacher of the installation in children for independence in search, so as not to teach the child, but to cooperate more with him, support his initiative, prompt and help only if necessary.

Obviously, it is design, in comparison with other types of productive activity, that prepares a fertile ground for the development of technical abilities in children, and this is very important for the personality to receive all-round development.
During the lessons of modeling, drawing, design and application, children's speech also develops at the same time: they memorize the names of colors and shades, shapes and spatial designations, enriching their vocabulary... When at the end of the lesson it is time to analyze the work, children talk not only about their "masterpieces", but also share their opinions about other people's work. Through modeling, appliqué or drawing, children express their impression of the world and express their attitude towards it. But graphic activity will only acquire a creative character when the child has sufficiently developed imagination, imaginative thinking and aesthetic perception, when he sufficiently masters the skills and abilities necessary to create images. Great importance in the creative development of preschoolers should have and Active participation parents in the educational process.

In addition to the above positive factors, correct development There are many other indicators of progress for preschoolers. The very same productive activity can be considered as an important component of the comprehensive education and training of preschoolers. Seemingly simple lessons on teaching modeling, drawing, designing and creating applications quite fully and harmoniously develop positive shifts in children in:

• physical strengthening of the body;
• mental development;
• aesthetic development;
• spiritual and moral formation of the personality.

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2

For development fine motor skills hands developed a lot interesting methods and techniques, a variety of stimulating materials are used.

The following methods are distinguished:

• - Informational - receptive, aimed at organizing and ensuring the perception of ready-made information;
• - Reproductive, aimed at consolidating the strengthening and deepening of knowledge of the assimilation of methods of activity that are already known;
• - Heuristic, aimed at step-by-step or elementary training in the procedures of activity, the teacher sets before the children the solution of not a holistic problem, but directing its individual elements to find solutions (the teacher communicates a fact, children draw a conclusion.
• - Research - independent decision a holistic task for children.

All these general didactic methods are implemented through a system of techniques, the main of which are visual, verbal and play.

The leading in productive activity are visual techniques:

Visual techniques

Observation

In the process of observation, the child develops an idea of ​​the depicted object, of the world around him.

Observation requirements

• 1. Purposefulness (features of the object)
• 2. Emotionality, non-indifference of perception
• 3. Meaningfulness of observation (awareness of those properties that are to be portrayed: shape, color. Proportions, location in space, etc.)
• 4. Activity of children (emotional, speech, mental, motor)
• 5. Repetition of observation (changing conditions)
• 6. Taking into account the age characteristics of children.

Survey

Purposeful analytic-synthetic perception of an object is tactile - motor and visual.

Children form an idea of ​​the object that forms the basis of the image.

Inspection is the purposeful examination of an object that needs to be depicted.

Isolation of external pictorial features

The survey can be divided into 3 stages

Stage 1 - holistic, emotional perception of an object, through some expressive sign (for example, a Fluffy kitten is the most expressive sign of "fluffy"

Purpose: arouse the desire to portray.

Stage 2 - analytical perception of the subject, i.e. sequential selection of pictorial features, parts and properties of an object.

Selection order (matches with image sequence)

• 1. Allocate and name the largest part of the subject and its purpose.
• 2. Determine the form of this part (make the dependence of the form on its purpose, living conditions, etc.)
• 3. Determine the position of this part in space (differences in different types of one object)
• 4. Then select another rather large part, find out the position, shape, its size in relation to the main one.
• 5. Allocate a color if its image is involuntary, but is performed in accordance with nature.
• 6. Pay attention to details

During the examination, an examining gesture is used: circle the shape with a finger, visually accompany the movement of the hand.

Stage 3 - integral emotional perception of an object, as if uniting a holistic image.

Inspection in various types of visual activity

Application

• - examining gesture as in drawing, only draw in the other direction (from right to left)
• - the examining gesture of the educator is accompanied by a word. (vase: a rounded line at the bottom, a straight line at the top of the neck)

The order of operations in the examination of an object basically repeats their order in sculpting.

The order of examination in the sculpting of objects of round and oval shape with relief features (apple, pear, cucumber). And a complex dismembered shape

1. Highlighting the general form if the object is holistic.

Selecting the shape of the main body if the object is a dismembered shape.

• 2. Isolation of a specific characteristic shape (differences from geometric shape)
• 3. Determination of the shape of other parts and comparison with the shape of the central part.
• 4. Determination of the size of other parts. Compared to the main one.
• 5. Determination of the position of these parts in relation to the main
• 6. Attention is fixed on the main relief features that clarify the specific shape (there is a depression in the apple, the shape of small details - beak, ears)

Finger movement during examination - correspond to the movement of fingers during sculpting.

Modeling scheme for this examination

• (round)
• 1. Creating a basic shape close to a geometric figure
• 2. Modeling a specific shape
• 3. Modeling of the main relief features of the object
• 4. Additional details (twigs, leaves)

Modeling scheme - for this examination

• (complex dismembered shape)
• 1. Modeling the stand
• 2. Modeling the main largest part (generalized form)
• 3. Modeling of other large parts of the generalized form
• 4. Modeling of a specific (characteristic shape of these large parts)
• 5. Connection of large parts into one whole.
• 6. Modeling of small parts of an object
• 7. Surface treatment

The dependence of the survey on the image method.

Image from nature

Considered in the perspective in which the image will be made. Fixes attention to visible parts

Image by view

It is important that children be able to "see" not only the basic forms of the object, the structure, but also their possible variants. (different apples, different cars)

It is better to examine natural objects; examine toys, sculptures, animals, birds only after observing in nature, so that children present the image as "living" expressive not static.

The survey is best done after observation, if possible.

Consideration

Pictures and book illustrations(widely used method).

In no case should pictures or book illustrations be offered to children for direct imitation.

This is an indirect method of teaching, it is used for the preliminary formation of ideas and ideas, when it is impossible to acquaint children with an object or phenomenon in the process of direct perception.

Use after observation, in order to clarify, enrich ideas

Sample

A pattern is what children should follow when completing various kinds of tasks.

This technique should not be abused - children drawing according to the model, draw according to the vision of the teacher, and not according to their own design.

The result is the monotony of work, not the ability to draw on your own.

Most applicable in applique, decorative painting.

In decorative painting, children are offered 2-3 sample samples, and help them see the generalities and differences.

Show

Show is a public demonstration of one of the variants of the image.

The method is widely used. Used when familiarizing with the technique of work, with new ways of image.

The show can be:

• 1. Full show
• 2. Partial display
• 3. General screening (for all children at once)
• 4. Individual display
• 5. Show teacher
• 6. Show in the form of a joint action of the teacher and the child
• 7. Showing the way of action by the child.

Verbal techniques

Conversation is a conversation organized by the teacher, during which the teacher uses questions, explanations, clarifications, contributes to the formation of ideas about the depicted object or phenomenon.

• - maximum stimulation of children's activity
• - used in the first part of the work and after completion
• 2. Explanation

Explanation is a way of influencing the minds of children, helping to understand and learn what to do and how to do it.

The advice is used for the difficulties of children. It is important not to rush to give advice - to let the child find a solution on his own.

4. Reminder

Reminder is a short guideline. Used before starting the process. More often it is about the sequence of work, planning and organizing activities.

5. Promotion

Encouragement should be used more often when working with children. It makes you want to do your job well, diligently. Instills in children a sense of success.

In no case should you publicly criticize the work of children, destroy drawings and crafts. With such methods - you can bring up a notorious, loser.

6. Artistic word

Artistic word - arouses interest in the topic, in the content of the image. Helps to draw attention to children's work. Creates an emotional mood.

Verbal techniques are inseparable from visual and playful ones.

Game tricks

Game techniques are aimed at solving didactic problems, creating motivation for activity.

Signs of playing tricks

• 1. Game task - the goal of the upcoming game actions (let's build a house for the bear, invite Petrushka to visit ...)
• 2. Development of the game concept (let's take a photo for Petrushka as a keepsake)
• 3. Game actions (children are photographers - draw photographs, give them to Petrushka)

Game actions are:

• 1. Motor (practical)
• 2. Imitating action (waving hand - like a wing ..)
• 3. Fine (drawing in the air - snowfall)
• 4. Onomatopoeia

Play techniques are ways of joint development of a plot and play concept by setting play tasks and performing play actions aimed at teaching and developing children.

Types of visual activities

• 1. Fine art performance (imagination)
• - preparation based on direct perception (visual, auditory, etc.)
• - participation of memory processes
• - drawing by representation based on impressions received from various sources (events, books, television, cartoons, observations). This view is most natural for preschoolers.
• - images from literary, musical works
• - images by design on a free theme chosen by the child himself in content can be substantive, plot, decorative)
• - images on a free theme with a limited theme ("my favorite toy", "All works are good - choose your taste"
• 2. Visual activity from memory

More often held in senior group, in preparatory group at the end of the year

• - the process of reproducing on paper any object in the spatial position in which this object was at the moment of perception.
• - development of perception, observation, visual memory, teaching children to observe and remember, and then to reproduce (for drawing small-scale objects, or simple landscapes)

Sequencing.

• Stage 1 - observation - holistic emotional perception. Before drawing, carefully examine, examine, remember, then draw very similarly - such a task should be set after the first examination. Emotionally high.
• Stage 2 - highlighting the main objects, their originality (shape, color, size, proportions, location)
• Stage 3 - remember, present a drawing. Think about where to start drawing.
• Stage 4 - After viewing, pay attention to the quality of memorization.
• 3. Image from nature.
• - image of an object in the process of its direct perception from a certain point of view, with the aim of conveying it as accurately and expressively as possible.
• - tasks: to teach to peer at nature, to see expressive signs, to distinguish originality, to accurately convey in a drawing.
• - start learning from flat or close to flat nature, then rectangular shapes from the front side (the volume was not visible) with a small number of details that did not obscure each other.
• - to establish nature. For children to see the most characteristic side (at the level of the child's eyes)
• - nature should be of interest (the branch of the bird cherry will fade, and we will preserve its beauty in the drawing)
• - the teacher says: "As we see, we draw. How many leaves on the right - so many we draw on the right ...")
• - you can make a sketch with a simple pencil to outline the proportions and plan the image.

Visual activity, where under one thematic content are combined different types artistic activities

• (drawing, modeling, applique)
• - A generalized mode of action helps children navigate different types artistic activities
• 1. Perception - the ability to peer into objects, phenomena - as the first orientation
• 2. Orientation in the surrounding colors, shapes in the process of visual activity
• 3. Ways of independent actions when choosing expressive means
• 4. Ways of creative actions in the transfer of the image in drawing, modeling. Applications

In this case, the possibilities of search activity are most fully revealed.

5. Co-creation of educators and children (together with the educator, they perform a series of tasks that represent the result of collective work

Memo 11

"Features of the organization of various types of activities and ways of doing works of productive activity in different age groups "

Types of activities:

By communicating new knowledge and new ways of depicting (information-receptive method is the dominant teaching method)

Classes to exercise children in the application of knowledge and methods of action (productive method - the dominant teaching method)

Creative activities (heuristic method)

The types of classes are differentiated by the nature of the dominant tasks, or rather, by the nature of the cognitive activity of children, formulated in the tasks:

Classes to communicate new knowledge to children and familiarize them with new ways of portraying;

Classes on the exercise of children in the application of knowledge and methods of action, aimed at the reproductive method of cognition and the formation of generalized, flexible, variable knowledge and skills;

Creative classes, in which children are involved in search activities, are free and independent in the development and implementation of ideas.

In each type of lesson, the goal, tasks, methods of teaching visual activity are systematically realized in interconnection. IN pedagogical process all of these types of activities take place. However, a student-centered approach to learning is unthinkable without taking into account individuality.

Distinguish between classes according to the way of execution :

· By presentation

· By memory

From nature

By design

Checklist 12

"Features of the organization of classes for drawing and ways of performing work in different age groups "

There are the following types of activities according to the content of the image:

Subject

Subject

Decorative

Distinguish by method:

Drawing by design

· By memory

From nature

Object drawing.

Aimed at mastering the basic methods of image (shape, structure, color, drawing technique).

Learning objectives:

1. To form in children a cognitive interest in the world of objects, a person, and to respond emotionally.

2. To form a generalized idea of ​​the objects depicted in preschoolers.

3. Generalized ways of depicting objects, the ability to betray: a form (close to geometric, then to an individual), the structure of an object and a proportional relationship in an object are formed.

4. Develop a sense of color, shape, rhythm and composition.

5. Stimulate independence and creativity.

Nature placement requirements:

· The light should fall from the right or left (depending on children - right-handed, left-handed).

· Do not place against light.

· Distance to nature is approximately 1.5 meters.

· Nature at eye level or slightly above.

· The background is set at the back of the nature.

Subject-thematic drawing.

Tasks:

1. Formation of interest in surrounding objects and natural phenomena.

2. To develop in children the ability to oil the image, to determine in advance the content and some ways of depicting.

3. Teaching some available ways plot image:

· Reception of creating the simplest compositions, i.e. arrangement of images over the entire plane of the sheet (this is typical for junior groups), "Flowers in the meadow" (cf. gr.).

· The location of the image on a wide strip of the sheet (senior group), outline the horizon line, the placement of objects of the close plans (bottom of the lit - large), (far plans top - less).

· To teach to depict the main thing in the drawing, highlighting the size, shape, color (compare and the older group); to teach to convey in a drawing the ratio of objects in size and relative position in space; teach children to convey the movements and postures of the main characters.

4. Encourage preschoolers to be independent.

Decorative painting.

DPI- one of the oldest arts, similar in motives to nature. It brings joy to life with bright, rich colors, expressively filled with wisdom and beauty, so it is understandable and accessible to preschoolers. DPI is introduced from the middle group.

Tasks:

1. The development of love in children, respect for their homeland, a sense of patriotism.

2. Formation of children's interest in folk art, understanding of its features.

3. Formation generalized knowledge, corresponding visual skills, for different types of crafts (the ability to distinguish compositions, colors, characteristic elements, materials).

4. Education of activity, independence, initiative, creativity (when creating patterns).

Special place in teaching drawing (decorative) is assigned to the model of the educator. The teacher is forced to use a model, because in art objects, patterns are difficult for children's perception.

There are different types of sample:

1. A model for direct following - direct imitation - children are given ready-made information and a model (information-receptive method).

2. Unfinished sample - children are invited to reproduce part of the drawing according to the sample, and part - to come up with themselves (partly by the search method).

3. Variable samples - presented different variants solving the same problem.

Any sample must be made in the style of a particular craft. The sample size should be 1.5 - 2 times larger than children's work.

Painting techniques

By mastering various techniques, artistic images children become more expressive and meaningful. This is evidenced by the studies of R.G. Kazakova, T.S.Komarova and others.

Drawing techniques can be roughly divided into traditional and non-traditional.

1.Classical (traditional) painting techniques use of materials: oil; pencil; watercolor; gouache; tempera.

2. Non-classical (non-traditional) painting techniques: drawing on raw paper; drawing on crumpled paper; drawing with plasticine; drawing with two paints; drawing with wax crayons; drawing on glass; monotype; fingertigraphy; blotography; silhouette drawing; scratchboard (colored stencil); batik; collage; stained glass; splashing; seals, stamps.

Checklist 13

Sample title page design

Abstract of productive activities in a preschool educational institution

DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW

GBOU SPO PK No. 13 IM. S.Ya. MARSHAK

Abstract

carrying out productive activities

(age group)

Kind of activity _______________

(drawing, applique, modeling, construction)

on the topic: " "

GBOU kindergarten (compensating or combined type, if any)

Conducts:

Group student ___

(FULL NAME.)

Checked by the teacher:

Zapolskikh O.S.

Assessment .

Score for taking notes

Assessment .

Date of the event (day, month, year)

Purpose:

Tasks:

Educational tasks:

Developmental tasks:

Educational tasks:

Preliminary work:

Equipment:

Demo Material–

Handout -

Type of productive activity:(write as necessary)

Painting

Application

Construction

Form of organization of productive activity:(write as necessary)

Frontal

Group

- collective

Progress

I Introductory part ( min.)

- motivation for activity

Consultation for kindergarten teachers

Organization productive species activities

children up to school age

Methods in the organization

productive activity of children

Informational - receptive

It is aimed at organizing and ensuring the perception of ready-made information.

Reproductive

It is aimed at consolidating the strengthening and deepening of knowledge of assimilation of methods of activity that are already known.

Heuristic

Aimed at the operational or elementary training in the procedures of the activity.

The teacher sets before the children the solution of not an integral problem, but directing its individual elements to find solutions.

(The teacher communicates the fact, the children draw a conclusion. The teacher poses a problem, and the children put forward hypotheses for its solution.

Research

Independent solution of a holistic problem by children.

All these general didactic methods are implemented through a system of techniques.

1.Vivid

Techniques 2. Verbal

3. Games

The leading in productive activity are visual techniques:

Visual techniques

1. Observation

In the process of observation, the child develops an idea of ​​the depicted object, of the world around him.

Observation requirements

1. Purposefulness (features of the object)

1. Emotionality, non-indifference of perception

1. The meaningfulness of observation (awareness of the properties that are to be portrayed: shape, color. Proportions, location in space, etc.)

1. Children's activity (emotional, speech, mental, motor)

1. Repetition of observation (changing conditions)

1. Taking into account the age characteristics of children.

Features of observation in different age groups

1 junior gr.

Allocate one, two signs of direction (for example: color, rhythm)

Observation is short-term

Installation on the subsequent image of the subject is not given

The teacher, when depicting, chooses the shape and color himself

Observation happens in action, in play

2 younger group

The observation includes an element of examination by gesture (outline the shape with your finger)

Middle group

Longer observation

Several features stand out (color, shape, structure - parts, location in space)

Repeated observation with increasing complexity of the content and methods of cognition

Questions not only of reproductive, but also of a search nature.

At the end of the observation, the children are told about the work ahead.

Drawings should be more complex, there can be subject and plot, personality traits should be manifested through composition, details - additions, a variety of colors)

Older age

The target is reported after the children emotionally perceive the object.

Help children express their feelings, express themselves

Encourage children to search for words, images, comparisons to express feelings

Pay attention to the location of objects, look up close and from a distance. Compare by size, set mutual arrangement in space: closer to us, further, to the right, to the left.

Form a visual representation (how you can draw, what material is better to use, what color of paper is best suited.

At the time of observation, plan a future drawing.

1. Survey

Purposeful analytic-synthetic perception of an object is tactile - motor and visual.

Children form an idea of ​​the object that forms the basis of the image.

Inspection is the purposeful examination of an object that needs to be depicted.

Isolation of external pictorial features

The survey can be divided into 3 stages

Stage 1 - holistic, emotional perception of an object, through some kind of expressive sign (for example, a Fluffy kitten is the most expressive sign of "fluffy"

Purpose : evoke the desire to portray.

Stage 2 - analytical perception of the subject, i.e. sequential selection of pictorial features, parts and properties of an object.

Selection order. Corresponds to the sequence of the picture

1. Allocate and name the largest part of the subject and its purpose.
2. Determine the form of this part (make the dependence of the form on its purpose, living conditions, etc.)
3. Determine the position of this part in space (differences in different types of one object: in the dream, the trunk is thick and straight, thinner and curved)
4. Then another rather large part is distinguished, the position, shape, and its size in relation to the main one are found out.
5. A color is selected if its image is involuntary, but is performed in accordance with nature.
6. Pay attention to details

During the examination, an examining gesture is used: circle the shape with a finger, visually accompany the movement of the hand.

Stage 3 - integral emotional perception of an object, as if uniting a holistic image.

Examining gesture - obeys the form.

Junior gr.

Joint gesture of an adult and a child (The finger runs nowhere does not stop. The shape is round)

Middle group

The word specifies the location of the parts of the object. (on top, below, on one side ...)

Examined gesture and visual control

It is important to encourage gestures and name parts aloud. Forms.

Find out the dependence of the shape and name of the object, its parts

Senior group

- attention to the ratio of parts in an object in width, length, height

The main shape is conveyed by generalization, bringing it closer to the corresponding geometric shape (circle, oval ...)

Pay attention to straight and rounded lines.

Use the technique of comparison when examining parts of one object and comparing similar objects with each other (generalizing way of depicting.)

Pay attention to the variety of objects of the same type, teach to see their expressiveness, the originality of each.

Help destroy the template image.

Inspection in various types of visual activity

Application

Examining gesture as in drawing, only trace in the other direction (from right to left)

The examining gesture of the educator is accompanied by a word. (vase: the line is rounded at the bottom, straight at the top at the neck)

Molding

The order of operations in the examination of an object basically repeats their order in sculpting.

The order of examination in the sculpting of objects of round and oval shape with relief features (apple, pear, cucumber). And a complex dismembered shape

1. Isolation of the general form if the object is holistic.

Selecting the shape of the main body if the object is a dismembered shape.

1. Isolation of a specific characteristic shape (differences from geometric shape)

1. Determination of the shape of other parts and comparison with the shape of the central part.

1. Determination of the size of other parts. Compared to the main one.

1. Determination of the position of these parts in relation to the main
2. Attention is fixed on the main relief features that clarify the specific shape (there is a depression in the apple, the shape of small details - beak, ears)

The movement of the fingers during the examination corresponds to the movement of the fingers during the sculpting.

Modeling scheme for this examination

(round)

1. Creating a basic shape close to a geometric shape

1. Modeling a specific shape

1. Modeling of the main relief features of the object

1. Additional details (twigs, leaves)

Modeling scheme - for this examination

(complex dismembered shape)

1. Stand sculpting

1. Modeling the main largest part (generalized form)

1. Modeling other large parts of the generalized form

1. Modeling a specific (characteristic shape of these large parts)

1. The connection of large parts into one whole.

1. Modeling small parts of an object

1. Surface treatment

Dependence of the survey on the image method

Image from nature

Considered in the perspective in which the image will be made. Fixes attention to visible parts

Image by view

It is important that children be able to "see" not only the basic forms of the object, the structure, but also their possible variants. (different apples, different cars)

It is better to examine natural objects; examine toys, sculptures, animals, birds only after observing in nature, so that children present the image as “living”, expressive, not static.

The survey is best done after observation, if possible.

1. Consideration

Pictures and book illustrations

A widely used method

In no case should pictures or book illustrations be offered to children for direct imitation.

This is an indirect method of teaching, it is used for the preliminary formation of ideas and ideas, when it is impossible to acquaint children with an object or phenomenon in the process of direct perception.

Use after observation, in order to clarify, enrich ideas

1. Sample

A pattern is what children should follow when completing various kinds of tasks.

This technique should not be abused - children drawing according to the model, draw according to the vision of the teacher, and not according to their own design.

The result is the monotony of work, not the ability to draw on your own.

Most applicable in applique, decorative painting.

In decorative painting, children are offered 2-3 sample samples, and help them see the generalities and differences.

1. Show

Display - public demonstration of one of the image options

The method is widely used. Used when familiarizing with the technique of work, with new ways of image.

The show can be:

1. Full show
2. Partial display
3. General screening (for all children at once)
4. Individual show
5. Show teacher
6. Show in the form of a joint action of a teacher and a child
7. Show the way of action by the child.

Verbal receptions

1. Conversation

Conversation is a conversation organized by the teacher, during which the teacher uses questions, explanations, clarifications, contributes to the formation of ideas about the depicted object or phenomenon.

Maximum stimulation of children's activity

Used in the first part of the work and after completion

1. Explanation

Explanation is a way of influencing the minds of children, helping to understand and learn what and how to do.

1. Advice

The advice is used for the difficulties of children. It is important not to rush to give advice - to let the child find a solution on his own.

1. Reminder

Reminder is a short guideline. Used before starting the process. Most often it is about the sequence of work, planning and organizing activities.

1. Encouragement

Encouragement should be used more often when working with children. It makes you want to do your job well, diligently. Instills a sense of success in children.

In no case should you publicly criticize the work of children, destroy drawings and crafts. With such methods - you can bring up a notorious, loser.

1. Art word

Artistic word - arouses interest in the topic, in the content of the image. Helps to draw attention to children's work. Creates an emotional mood.

Verbal techniques are inseparable from visual and playful ones.

Game tricks

Game techniques are aimed at solving didactic problems, creating motivation for activity.

Signs of playing tricks

1. The game task is the goal of the upcoming game actions (let's build a house for the bear, invite Petrushka to visit ...)

1. Development of the game concept (let's take a photo for Petrushka)

1. Game actions (children are photographers - draw photographs, give them to Petrushka)

Game actions are:

1. Motor (practical)

1. Imitating action (waving hand - like a wing ..)
2. Fine (drawing in the air - snowfall)

1. Onomatopoeia

Play techniques are ways of joint development of a plot and play concept by setting play tasks and performing play actions aimed at teaching and developing children.

The nature of playing techniques

1. Plot - game situation by the type of director's games.

Playing with objects or toys (Buratino came very upset. What did not see Ust-Kut, where the children live. How can you help Buratino?)

Playing with the image (they drew a track - a bun rolls along it, a drawn bird flies, pecks grains ...)

Playing with an unfinished image for the purpose of analyzing the created sample (chickens are poured crumbs. Why doesn’t he bite? It doesn’t have a beak - it needs to be finished, otherwise it will remain hungry)

1. Play techniques with role-playing behavior of children and adults

Children are offered the role of potters, painters, builders, photographers, etc.)

Types of visual activities

1. Visual activity by presentation (by imagination)

Preparation based on direct perception (visual, auditory, tactile-motor

Involvement of memory processes

Drawing on representation based on impressions received from various sources (events. Books. Television. Cartoons, observations ...)

(This view is most natural for preschoolers.)

Images based on literary, musical works

Images by design on a free theme chosen by the child himself in content can be substantive, plot, decorative)

Images on a free theme with a limited theme ("my favorite toy", "All works are good - choose your taste"

1. Visual activity from memory

More often held in the senior group, in the preparatory group at the end of the year

The process of reproducing an object on paper in the spatial position in which this object was at the moment of perception.

Development of perception, observation, visual memory, teaching children to observe and remember, and then to reproduce (for drawing small-scale objects, or simple landscapes)

Sequencing.

Stage 1 - observation - holistic emotional perception

Before drawing, carefully examine, examine, remember, then draw very similarly - such a task should be set after the first examination. Emotionally high.

Stage 2 - highlighting the main objects, their originality (shape, color, size, proportions, location)

Stage 3 - remember, present a drawing. Think about where to start drawing.

Stage 4 - After viewing, pay attention to the quality of memorization.

1. Image from nature.

An image of an object in the process of its direct perception from a certain point of view, with the aim of conveying it as accurately and expressively as possible.

Tasks: to teach to peer into nature, to see expressive signs, to distinguish originality, to accurately convey in a drawing.

Start training with a flat or close to flat nature, then rectangular shapes from the front side (the volume was not visible) with a small number of details that did not obscure each other.

Establish nature. For children to see the most characteristic side (at the level of the child's eyes)

The nature should be of interest (the branch of the bird cherry will fade, and we will preserve its beauty in the drawing)

The teacher says: “As we see, we draw. How many leaves on the right - draw so many on the right ... ")

You can sketch with a simple pencil to outline the proportions and plan the image.

Visual activity, where different types of artistic activity are combined under one thematic content

(drawing, modeling, applique,)

Generalized mode of action helps children navigate various artistic activities

1. Perception - the ability to peer into objects, phenomena - as the first orientation
2. Orientation in surrounding colors, shapes in the process of visual activity
3. Ways of independent actions when choosing expressive means
4. Ways of creative actions in the transfer of the image in the drawing, modeling. Applications

In this case, the possibilities of search activity are most fully revealed.

1. Co-creation of educators and children (together with the educator, they perform a series of tasks that represent the result of collective work

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Productive activities of preschool children

The productive activity of preschoolers is the right direction in preparing the future first graders for learning.

The formation, development and formation of a child's personality is one of the most relevant, important and responsible areas of activity for specialists in the field of pedagogy and psychology of the child. One of the main tasks that must be constantly carried out in this direction is the use of a variety of styles, forms and methods, including productive activities.

The importance

Productive activities of children play one of the main roles in the process of all-round development of a preschooler. Along with the play form, they constitute a single complex of work on preschool education, carried out under the guidance of adults (teachers, educators). The result of this activity should be a certain product.

Numerous studies carried out by specialists in different parts of the planet and with various categories of children who have not yet reached primary school age have shown the effectiveness of productive activity among this age group children.

A beneficial effect on preschoolers in the development of graphic skills, as well as in the development of perseverance and determination in mastering important skills, has been established.

Definition

Productive activities of children are one way or another of a child's activity, the purpose of which is to obtain a product that has a specific set of qualities. This category includes:

• different ways of assembling structures,
• crafts made of plasticine or special clay,
• execution of application works, mosaics,
• making various crafts,
• more complex work - these or those layouts.

All the productive activities of children listed above perform a responsible function for the development of preschoolers. Many kindergarten programs designed for children under school age are based on this. Such a program is aimed at their all-round development and education.

Comprehensive development

The formation of this type of activity for children takes place in kindergarten under the guidance of experienced specialists. At this time, the connection between the desire of babies to create a particular product and the expansion of their cognitive abilities, different processes and qualities, emotional area, volitional sphere of development.

There is the most vivid and controlled development of the character traits of children, the formation of their character and individuality.

Specific categories

The development of artistic and aesthetic qualities in the process of child development classes corresponds to a modulating type of productive activity. It is this method that allows the best way a preschooler to display the reality around him at his own discretion.

And already on the basis of the conclusions made, the resulting characteristic makes it possible to independently form and create certain images. This approach best affects the development of children's imaginative thinking, their ability to apply imagination.

Improve with preschoolers aesthetic attitude to everything around them, is an important task of an integrated approach to the educational process. It is difficult to overestimate the importance of this task. After all, only a harmoniously developing personality is able to be able to see and feel everything, the beauty that surrounds them.

An important role is assigned to this method of development of children and for the achievement and formation of aesthetic feelings in preschoolers.

A seemingly simple occupation is drawing. However, it is precisely this method of training that opens up completely new opportunities for educators to develop their own views in children, to develop their emotional and aesthetic attitude to the surrounding reality.

Productive activity opens up for preschoolers as if a new world of beauty that actually exists, which is constantly next to us. There is the formation of certain beliefs, determines the behavior of the child.

It is difficult to overestimate the importance of correct moral education children preschool age, carried out through the use of a productive method. Such a connection is formed and carried out in the process of performing various kinds of practical children's work. They are aimed at consolidating the information received from the outside world, and developing such qualities as:

• observation,
• activity,
• purposefulness,
• independence,
• patience, ability to listen and assimilate the information received,
• the ability to bring everything started to the end.

The productive method, which consists in the process of the image, allows you to consolidate the attitude towards what is depicted. At this moment, the child especially vividly experiences all those feelings that he experienced in the process of perception. Nature itself gives us a wide palette of colors and paints, various forms of objects, rare and unusual natural phenomena.

The physical development of the child does not stand aside, and important role a proven, productive methodology also plays into this process. Thanks to this, the level of vitality rises, the mood improves, general state behavior and character. The child becomes more mobile, cheerful, active.

In the process of training, the correct posture, gait and other important physical qualities of a little man are developed. In addition, the muscles are strengthened, the overall coordination of movements improves.

The system of working with older preschool children with productive activities is described in detail by Marina Shekalina.

Outcome

In addition to the listed positive factors, there are many other, progressive indicators of the correct development of a preschool child. And productive activity itself is important. part of correct, comprehensive training and education of preschoolers.

Thanks to seemingly simple activities - teaching drawing and modeling, designing and creating applications - the most complete and harmonious development takes place positive qualities in the following directions:

• mental education,
• aesthetic development,
• physical strengthening of the body,
• moral and spiritual formation of the personality.