Work experience "Workshop as a form of working with children"

Work experience “Workshop as a form of working with children”

In my report I would like to highlight this form of working with children as a workshop. Using this statement, I would like to emphasize the importance of developing creative activity in children as a factor in overall personal development and growth. The essence of the modern personality-oriented process of preschool education is the process of the child’s accumulation of such specific subjective experience, which contains means and ways of interacting with the world and thanks to this expands the child’s opportunities to actively and creatively participate in this interaction and, moreover, encourages him to acquire his own experience. Creativity in the broad sense of the word is an activity aimed at obtaining something new and unique. Therefore, the main indicator of creativity is the novelty of the created product. The result of children's creative activity, as a rule, is not distinguished by objective novelty that is significant for science, culture or production. However, the products of children's activities are new to themselves and play a huge role for the development of the child. The basis of any creativity is imagination. The preschool age of a child is characterized by activation of the functions of imagination. And if the imagination is not specifically developed during this period, then a rapid decrease in the activity of this function occurs subsequently. Along with a decrease in the ability to fantasize, a person’s ability to think creatively decreases. However, fantasy should contribute to a better knowledge of the world, self-discovery and self-improvement of the individual, and not develop into passive daydreaming. Domestic psychologists have identified indicators with the help of which children’s creativity is “recognized.” What determines the novelty of creative solutions? The novelty of creative solutions is facilitated by a broad orientation in the material before presenting any tasks, organized by an adult as an independent child experimentation that acquires a cognitive character, and the formation of generalized methods of activity encourages children to “embed” previously assigned methods into new semantic contexts. And this, in turn, leads to the generation of both new methods, new images and new meanings based on cognitive and emotional experience. What does children's creative activity contribute to? It contributes to the formation of a universal ability to construct any activity that is significant for a child, be it visual, speech, play, etc., as the creation of integrity (drawing, text, plot) from different units, but using the same techniques. “Creative workshops” are one of the modern forms of educational activities that are very attractive to children. Children love everything bright and unusual; they like to sculpt, draw, cut, stick, experiment, and design. And where else can a child realize his ideas, if not in the “workshop”? There is everything here to create. “Creative workshop” is one of the new forms of direct educational, joint and independent activity for children. Creative workshops can be used in various areas of children’s activities: for example, theater workshops, in which children can create their own costumes and attributes for performances, can be used to develop children’s communicative, aesthetic, and artistic abilities. Workshops on developing communicative abilities using problem situations and reading fiction can be used in speech development activities. Art workshops give children the opportunity to independently choose materials, direction and technique for making a craft or drawing. Workshops of good deeds will help organize work on repairing books, toys, labor education, for example, helping a junior teacher. A local history workshop will help familiarize children with the sights of their hometown, teach them to appreciate their small homeland and be a patriot. Educational workshops have the ability to create layouts and diagrams that will help children master natural knowledge, such as the basics of mathematics, chemistry, and learn about the world around them, its structure and patterns. Thus, the use of the workshop as a form of work with children is possible in a wide variety of activities; a significant advantage of this form of work is the voluntary nature of work in the workshop, the ability of children to be independent, to make choices, to develop empathy and the ability to build joint activities with peers. The work is built in stages, where each stage roughly corresponds to an age period, starting from the middle group. Within the stages, work is carried out cyclically: “Working with paper”, “Working with natural materials”, “Working with threads and fabric”. The mastered content of one cycle is integrated into other cycles. When planning material, the principle of concentricity is observed, i.e. at each stage the content increases and becomes more complex. For example: if in middle age, when working with natural materials (stones), children only examine and paint them in different colors, then in the older group they already decorate the stones, and in the preparatory group they bring them to life with the help of details. Classes in the “workshop” help children develop the basic skills and abilities provided for by the program: the ability to hold a pencil, use a brush, scissors; pick up paints, etc. and contributes to the implementation of the tasks provided for in the educational field of “Artistic and Aesthetic Development”. Creativity plays a special role, which is important at all stages of the workshop’s activities. The incentive for associative thinking plays an important role. Associations in the workshop are used to actualize the personal experience of the participants, develop the work of imagination and thereby contribute to the development of the creative process of everyone’s activity. Working with associations can be used in any type of workshop: this is one of the main technological methods for individualizing work, even with a large number of participants. The peculiarity of the “workshop” is that the children themselves decide whether to participate today or not. Creativity cannot exist under pressure and violence. It should be free, bright and unique. Without parting with pencils, felt-tip pens, and paints, the child quietly learns to observe, compare, think, and fantasize. Materials for joint activities in the form of a workshop can be very diverse: paint, paper, scissors, glue, colored pencils, felt-tip pens, different types of paper, brushes of different sizes and purposes, napkins, “waste” material: candy wrappers, threads, all kinds of scraps for cutting and stickers The creative process is a real miracle. This is confirmed by observations of how children reveal their unique abilities and the joy that creation gives them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children: “In creativity there is no right way, there is no wrong way, there is only your own way.”

Organization of studios and creative workshops in a preschool educational institution

Bibliographic description:

Aksenenko, S. V. Organization of work of studios and creative workshops in a preschool educational institution / S. V. Aksenenko, O. I. Rusanova, L. V. Ryazantseva. — Text: direct // Questions of preschool pedagogy. - 2022. - No. 10 (37). — P. 15-17. — URL: https://moluch.ru/th/1/archive/183/5708/ (access date: 01/19/2022).

The article is devoted to the idea of creating creative workshops in kindergarten as part of the implementation of the federal state standard for preschool education (FSES DO). The experience of studios and creative workshops in preschool organizations with the involvement of preschoolers of different ages is analyzed. It has been proven that children's studios and creative workshops solve the problem of a student-oriented approach in a preschool educational organization.

Key words: studio, creative workshop, preschoolers, teachers.

Introduction. In modern pedagogical science, the problem of educating a creative personality is one of the most important. Many scientists have addressed the issues of creative development of children in various types of activities. Authors A. G. Gogoberidze, N. A. Korotkova, L. V. Lidak, N. S. Makhina, I. A. Mukhina, V. A. Radchenko, E. O. Smirnova and others paid attention to gaming activities as factor in the development of creativity and independence. N.A. Vetlugina, O.E. Zhirenko, T.S. Komarova, N.P. Sakulina, and others saw the creative development of children through artistic activity. Scientists O. V. Akulova, O. S. Gazman, B. S. Gershunsky, N. B. Krylova, S. A. Shmakov L. S. Furmina and others believed that theater workshops develop the creative abilities of children to the greatest extent.

Creativity is an activity aimed at obtaining something new, unique, and creative studios and creative workshops are forms of educational activity that allow children to show their initiative, as they are given the opportunity to satisfy their desires and needs in creativity.

Activities in creative studios and creative workshops are aimed at preserving the child’s creativity, providing assistance in realizing his abilities and capabilities, developing a creative personality, and partly, providing early professional guidance.

The main objectives of organizing group or studio work in kindergarten are: creating conditions for the creative potential of children, starting from an early age; satisfying the requests of parents (legal representatives) in the creative development of children; advanced training of teachers and the formation of new professional competencies in the field of artistic, aesthetic, cultural, educational, creative and environmental education of preschool children.

To implement the idea of creating creative workshops and studios, it is necessary to create conditions for an educational environment for the manifestation of the child’s personal qualities, the development of his potential, the search for himself through cognitive development and cultural values, and the formation of the child’s civic identity.

The study of the material on the research topic made it possible to formulate the purpose of the study - the creation of pedagogical conditions for organizing the work of studios and creative workshops in a preschool educational institution.

The object of the study is the organization of work of studios and creative workshops in a preschool educational institution.

The subject of the research is the pedagogical conditions for organizing the work of studios and creative workshops in a preschool educational institution.

The tasks have been set to achieve the goal: the creation of a special developmental subject-spatial environment, taking into account the educational potential of the group room space and materials, equipment and supplies to ensure the work of the studio and creative workshops; develop educational programs for studios and creative workshops, taking into account the use of inclusive education; take into account national and cultural conditions; create conditions for protecting and strengthening the physical and mental health, as well as the emotional well-being of children.

To solve these problems, activities have been developed that are included in the educational programs “Art Studio”, “Theater Studio”, creative workshop - appliqué, collage, modeling with plasticine and dough, quilling (weaving from twisted paper). Teachers work with preparatory group children in an art studio.

Research methods and subjects

Pupils of the junior and preparatory groups of the MKDOU Pavlovsk kindergarten No. 11 of the Pavlovsk municipal district of the Voronezh region took part in the study. The creation and organization of studios and creative workshops in a preschool educational institution began in 2022 and continues to this day.

The research methods used were creative tasks, which became more complex as they mastered techniques or gained experience in artistic or theatrical activities.

Research results and discussion

The results of the created pedagogical conditions for organizing the work of studios and creative workshops in a preschool educational institution are the works performed by children and teachers.

Rice. 1. Images of works completed by children together with teachers in creative workshops

Educational activities in creative workshops and studios are carried out according to the following algorithm: motivation due to the need for creative activity; discussion of the object to create; joint planning of upcoming activities with children; distribution of labor roles at the request of children depending on the type of activity (individual or group); joint activities of the teacher and children; analysis of performance results.

The algorithm of activities in an art studio and theatrical studio differs from creative workshops, since the leading role in the selection of material for the activity belongs to the teacher, music director or artist.

In both cases, children of the preparatory group are offered educational activities that involve the achievement of each child’s own holistic product, and children of younger groups perform the work together with the teacher. As a result, children in the younger group form a common product, for example, a rag doll. Each child prepared a piece of clothing for the doll, and if the child managed to tie a scarf or apron on his own, this is a great achievement for children of that age. The result of work in creative workshops is not only real skill, but the process of comprehending the truth and creating a creative product is important. However, educators monitor the achievements of preschoolers and monitoring is carried out through the observation method in younger groups and through the diagnosis of special abilities in preschoolers of the preparatory group. In younger groups, observation is carried out on the following parameters: perseverance; attention; development of small muscles of the fingers; hand mobility; motivation; development of interest; level of cognitive activity.

For preschoolers in the preparatory group, diagnostics of special abilities developed in creative workshops and studios is carried out according to the following parameters: perseverance; motivation; switchability and stability of interests; development of cognitive processes; communication skills; time orientation; introspection.

Conclusions: the initial idea of organizing the work of studios and creative workshops in a preschool educational institution is the position of creative transformation of the subject-developmental and entertainment-game environment, which leads to the development of the joint creative imagination of teachers and students. Such an environment is a way of establishing a connection with the artistic and aesthetic culture of the individual and forms part of the holistic process of education.

The organization of the work of studios and creative workshops in a preschool educational institution is based on the following components: communicative, as a factor in the socialization of the child; artistic and aesthetic; spiritual and moral (forms individual consciousness); physical (health culture); game; informative; labor; psychological (the child is the subject of activity).

Thus, organizing the work of studios and creative workshops in a preschool educational institution is a necessary condition for the overall development of the child.

Literature:

Fink M., Bostelman Antge. Creative workshop in kindergarten. We draw, we sculpt, we design. Series “Anthology of Preschool Education”. National education, 2016–108 pp.

Card index of creative games for preschool children

Card index of creative games

for younger ages.

«Toys at the doctor"

Target:

teach children how to care for the sick and use medical instruments, cultivate attentiveness and sensitivity in children, expand their vocabulary: introduce the concepts of “hospital”, “patient”, “treatment”, “medicines”, “temperature”, “hospital”.

Equipment:

dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, jars of medicine, bandage, robe and doctor’s cap.

Progress of the game:

The teacher offers to play, a Doctor and a Nurse are selected, the rest of the children pick up toy animals and dolls and come to the clinic for an appointment. Patients with various diseases turn to the doctor: the bear has toothache because he ate a lot of sweets, the doll Masha pinched her finger in the door, etc. We clarify the actions: The doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment and are admitted to hospital

"Building a house"

Target:

introduce children to construction professions, pay attention to the role of equipment that facilitates the work of builders, teach children how to build a simple structure, cultivate friendly relationships in a team, expand children’s knowledge about the peculiarities of the work of builders, expand children’s vocabulary: introduce the concepts of “construction”, “bricklayer” ", "crane", "builder", "crane operator", "carpenter", "welder", "building material".

Equipment:

large building material, cars, a crane, toys for playing with the building, pictures depicting people in the construction profession: mason, carpenter, crane operator, driver, etc.

Progress of the game:

The teacher invites the children to guess the riddle: “What kind of turret is there, and is there a light in the window? We live in this tower, and it's called...? (house)". The teacher invites the children to build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at a construction site. They look at pictures of construction workers and talk about their responsibilities. Then the children agree to build a house. Roles are distributed among the children: some are Builders, they build a house; others are Drivers, they transport building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationships between children.

"Stepashka's Birthday"

Target:

expand children's knowledge about the methods and sequence of table setting for a festive dinner; consolidate knowledge about cutlery, cultivate attentiveness, caring, responsibility, desire to help; expand your vocabulary: introduce the concepts of “celebratory dinner”, “name day”, “serving”, “dishes”, “service”.

Equipment:

toys that can come to visit Stepashka, tableware - plates, forks, spoons, knives, cups, saucers, napkins, tablecloth, table, chairs.

Progress of the game:

The teacher informs the children that today is Stepashka’s birthday and offers to go visit him and congratulate him. The children take their toys, go to visit Stepashka and congratulate him. Stepashka offers everyone tea and cake and asks them to help him set the table. Children actively participate in this and, with the help of the teacher, set the table. during the game

"Let's go for a walk"

Target:

develop in children the ability to select clothes for different seasons, teach them to correctly name items of clothing, consolidate the general concepts of “clothing”, “shoes”, and cultivate a caring attitude towards others.

Equipment: dolls, clothes for all seasons (summer, winter, spring and autumn, a small wardrobe and a chair.

Progress of the game:

A new doll comes to visit the children. She meets them and wants to play. But the guys are going for a walk and invite the doll to go with them. The doll complains that she can’t get dressed, and then the guys offer her their help. Children take out doll clothes from the locker, name them, choose what they need to wear now depending on the weather. With the help of the teacher, they dress the doll in the correct sequence. Then the children dress themselves and go out for a walk with the doll. Upon returning from a walk, the children undress themselves and undress the doll in the required sequence, commenting on their actions

"Doll's Birthday"

Goals : introduce children to the rules of table setting, table manners, and tableware; teach how to correctly find and select utensils for tea drinking;

continue to enrich the content of games; promote the unification of children for joint games; enrich vocabulary; cultivate a desire to observe norms of behavior at the table, respectful attitude towards each other.

Equipment: teaware, tablecloth, doll in an elegant dress, figurative toys (bear, hare, barrel of honey, carrot. You can use substitute items.

Progress of the game:

The teacher says that today is Katya’s doll’s birthday and she invites you to visit. Advises the children to think about what they will give Katya, how they will please her. He suggests that they can come to visit with a bear and bring a barrel of honey or with a bunny who will give Katya a delicious sweet carrot.

Then the teacher invites the children to help Katya beautifully set the table for the guests and prepare tea.

Children are going to a birthday party.

When repeating the game, you can celebrate the birthday of a bear, bunny, cat, etc.

Card index of creative games for middle-aged children.

Zoo

Target:

expand children's knowledge about wild animals, their habits, lifestyle, nutrition, cultivate love and humane attitude towards animals, expand children's vocabulary.

Equipment:

toy wild animals familiar to children, cages (made of building material), tickets, money, cash register.

Progress of the game

: The teacher tells the children that a zoo has arrived in town and offers to go there. Children buy tickets at the box office and go to the zoo. There they look at the animals, talk about where they live and what they eat. During the game, children should pay attention to how to treat animals and how to care for them.

Target:

We are building a house

Equipment:

large building material, cars, a crane, toys for playing with the building, pictures depicting people in the construction profession: mason, carpenter, crane operator, driver, etc.

Progress of the game

: The teacher invites the children to guess the riddle: “What kind of turret is there, and is there a light in the window? We live in this tower, and it's called...? (house)". The teacher invites the children to build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at a construction site. They look at pictures of construction workers and talk about their responsibilities. Then the children agree to build a house. Roles are distributed among the children: some are Builders, they build a house; others are Drivers, they transport building materials to a construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play independently.

Kindergarten

Target:

to expand children’s knowledge about the purpose of a kindergarten, about the professions of those people who work here - a teacher, a nanny, a cook, a music worker, to instill in children a desire to imitate the actions of adults, and to treat their pupils with care.

Equipment:

all the toys you need to play in kindergarten.

Progress of the game:

The teacher invites the children to play in kindergarten. If desired, we assign children to the roles of Educator, Nanny, Music Director. Dolls and animals act as pupils. During the game, they monitor relationships with children and help them find a way out of difficult situations.

Shop

Target:

teach children to classify objects according to common characteristics, cultivate a sense of mutual assistance, expand children’s vocabulary: introduce the concepts of “toys”, “furniture”, “food”, “dishes”.

Equipment:

all toys depicting goods that can be bought in a store, located on the display window, are money.

Progress of the game

: The teacher invites the children to place a huge supermarket in a convenient place with departments such as vegetable, grocery, dairy, bakery and others where customers will go. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - groceries, fish, bakery products, meat, milk, household chemicals, etc. They come to the supermarket for shopping with their friends, choose a product, consult with sellers, pay at the cash register. During the game, the teacher needs to pay attention to the relationship between sellers and buyers. The older the children, the more departments and products there may be in the supermarket.

At the doctor's

Target

: teach children how to care for the sick and use medical instruments, cultivate attentiveness and sensitivity in children, expand their vocabulary: introduce the concepts of “hospital”, “patient”, “treatment”, “medicines”, “temperature”, “hospital”.

Equipment

: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, jars of medicine, bandage, robe and doctor’s cap.

Progress of the game

: the teacher offers to play, a Doctor and a Nurse are selected, the rest of the children pick up toy animals and dolls, and come to the clinic for an appointment. Patients with various diseases turn to the doctor: the bear has toothache because he ate a lot of sweets, the doll Masha pinched her finger in the door, etc. We clarify the actions: The doctor examines the patient, prescribes treatment for him, and the Nurse follows his instructions. Some patients require inpatient treatment and are admitted to the hospital. Children of older preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. When they get to the appointment, the toys tell them why they came to the doctor, the teacher discusses with the children whether this could have been avoided, and says that they need to take more care of their health. During the game, children watch how the doctor treats the sick - makes bandages, measures the temperature. The teacher evaluates how children communicate with each other.

Creative games for older kindergarten children

"Kindergarten".

Target:

Consolidating children's knowledge about the work of a nurse and doctor, laundress, cook, janitor and other kindergarten workers. Fostering interest and respect for their work. Developing in children a sense of gratitude for the work of adults for them, a desire to provide them with all possible help. Development of the ability to apply acquired knowledge in collective creative play.

Subject development environment (equipment):

Dolls, toy dishes, Doctor set, toy telephone, substitute items.

Preparing for the game.

Excursion to the doctor's office. Introducing attributes for organizing the game of “children’s doctor”. Reading the story “Our Doctor” by A. Kardashova. Observation of the work of a laundress. Organization of children's work - washing doll clothes. A tour of the kitchen. Lesson “Let’s bake buns for ourselves and the kids.” Modeling products for playing “cook”. Conversation “Who works in our kindergarten and how.” Drawing on this topic. Introducing attributes for organizing a collective game in the “kindergarten”.

Game roles.

Doctor, nurse, teacher, manager, music worker, assistant teacher (nanny), cook.

Progress of the game.

Before the game starts, the teacher carries out preliminary work. Together with the children, they visit the medical office, the kitchen, the laundry room, the rhythm room, the manager’s office and talk with the nurse and doctor, cook, laundress, and manager about their work.

After this, the teacher conducts a conversation in the group “Who works in our kindergarten and how”, and summarizes the knowledge gained on the excursion. Then you can play the game “Daily Routine” with the children, thereby outlining a game plan. You can also read stories and poems about kindergarten with your children and prepare the necessary attributes for the game: instruments for the doctor, doll dishes, etc. Next, the teacher can invite the children to play on their own, if the children have not yet developed a proper interest in the game, The teacher can act in the game as an equal partner, playing a major or minor role, indirectly influencing changes in the game environment, he can correct the game relationships. For example, he can offer children the following roles: “doctor”, “nurse”, “teacher”, “manager”, “music worker”, “teacher’s assistant”, “cook”. When all the roles have been distributed, the teacher encourages the children to play: “Now you need to do exercises with the dolls, then sit them down to have breakfast.” “Nanny needs to quickly go to the kitchen and bring breakfast.” “After breakfast, you need to go for a check-up with a doctor.” After breakfast, the “doctor” and “nurse” carefully examine the “children” and give each one recommendations. One child is sick and the “teacher” needs to call the parents on the phone: “Your daughter is sick, she needs to be picked up from kindergarten.” After a medical examination, the “children” need to go to a “music lesson,” etc. As the game progresses, the teacher monitors the correct development of the plot, smoothes out emerging conflicts, advises what else can be invented, and introduces new roles for the children if they wish.

Game "School".

Target.

Formation of the ability to creatively develop the plot of the game. Teaching children to fairly distribute roles in games. Encouraging children to reproduce in games the everyday and socially useful work of adults.

Subject development environment (equipment):

Dolls, furniture, building materials, play attributes (magazine, notebooks, pens, pencils), substitute items.

Preparing for the game.

Excursion to school. Conversation with a 1st grade teacher. Reading the works of L. Voronkova “Girlfriends Go to School” or E. Moshkovskaya “We Play School” and others. Joint games with children of the preparatory group.

Game roles

. Teacher, students.

Progress of the game.

Before the game starts, the teacher organizes a tour of the school. There the children meet teachers, schoolchildren, and talk with them. It is also necessary to take the children around the entire school: show them the classrooms, canteen, workshops, locker room, etc. Then, in a group, discuss their impressions of the school. Then, to further enrich knowledge about school, the teacher reads to the children the work of L. Voronkova “Girlfriends Go to School” (or E. Moshkovskaya “We Play School”, etc.). This is followed by a conversation about what it means to be a schoolchild, who teaches the lesson, what supplies the student has, etc. The teacher also helps children in mastering expressive means of playing a role (intonation, facial expressions, gestures). Together with the children, the teacher can make attributes for the game: a magazine for the teacher, headbands for the attendants, etc. During the game, when constructing a school building or classroom, the teacher develops the design creativity and ingenuity of children, encourages the construction of interconnected buildings (street, school, cultural park , bridge, underground passage); proposes to use auxiliary materials in buildings (cords, pegs, planks, cones, wire, etc.). The methods of managing this game are different: the teacher plays the role of “teacher”, talks with children about how they will play, joint construction of a school or class. The use of such techniques promotes children’s independent organization of games, where they act in accordance with their selective interests (conduct reading, physical education, and mathematics lessons). Acting as an equal partner or playing a major (minor) role, the teacher must indirectly influence changes in the gaming environment and correct gaming relationships. The teacher should also facilitate the reproduction of everyday and socially useful work of adults in games. To consolidate knowledge of the Rules of the Road (the road from home to school and back), to combine games that are similar in theme, creating the possibility of long-term collective games: “Family” - “School” - “Road to school” - “Trip around the city”.

Game "Atelier" House of Fashion"

Goals:

To develop the ability of children to divide into subgroups in accordance with the plot and, at the end of a given game action, to unite again into a single team. To cultivate respect for the work of a seamstress, fashion designer, cutter, to expand the idea that their work is collective, that the quality of the work of another depends on the conscientious work of one person. Develop the ability to apply knowledge of measurement methods in the game. Develop children's dialogical speech.

Example game actions:

· selection and discussion of the model with the fashion designer, selection of material;

· cutters take measurements and make a pattern; the receptionist places the order, determines the deadline for completing the order;

· the seamstress fulfills the order, tries on the product;

· the head of the studio monitors the execution of the order, resolves conflict situations when they arise;

· the cashier receives money for a completed order;

· Delivery service may be available.

Subject development environment (equipment):

sewing machines, fashion magazine, sewing tools (cm, threads, fabric samples, etc.), accessories, patterns, order forms, “mannequins”.

MAGAZINE Preschooler.RF

A CREATIVE WORKSHOP IS AS ONE OF THE MOST EFFECTIVE FORMS OF WORKING WITH THE FAMILY IN A PRESENTER.

Educator German Galina Petrovna South-Eastern Department of the Moscow Region and NSO Kindergarten "Solnyshko" GBOU secondary school village. Alekseevka m. Alekseevsky Samara region

Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, and creativity. (V. A. Sukhomlinsky)

Kindergarten Solnyshko " Since December 2017, Alekseevka has been a pilot site for testing the “Mosaic” of the educational complex “Mosaic Park” .

In accordance with the Federal Law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation” , Federal State Educational Standards for Education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155, parents have a priority right to educate and raise children over all by other persons.

During the implementation of the “Mosaic” of the educational complex “Mosaic Park”, teachers of the “Solnyshko” used and introduced various forms of work with families.

The most successfully and effectively implemented form of work was the “Creative Workshop” .

The purpose of the “Creative Workshop” :

Involving parents in the educational process.
Expand the ideas of parents of pupils about creative activity, increasing their competence.
Development of parent-child relationships based on joint activities.
Development of the creative union of parents (legal representatives) and the child, their close communication, where the children’s talents are revealed, the need to participate in the upbringing of the child together with the preschool educational institution.

Tasks:

Promote the unity of the child-parent team and the team of teachers.
Development of creative abilities of children and parents.
Development of the emotional sphere in children.

Meetings in the “Creative Workshop” were held once a month. First, master classes for children and parents were shown by the group’s teachers. Further, as the meetings were held, parents also joined in the master classes and began to share their knowledge and creative experience with each other.

The following master classes were held: “Travyanchik” , where children, together with their parents and teachers, participated in experimental activities on germinating wheat seeds. “Do it yourself paper” master class , children and parents made an environmentally friendly product - paper from napkins and water, then they made beautiful paintings and gave them to each other. The master class “Wine weaving” was conducted by the parent Pavlenko A.V., where, in the course of creative activity, they talked about the ancient craft of wicker weaving. Children, parents and teachers wove baskets from willow branches, gradually learning the technology of preparing vines for making baskets.

The master class “Do-It-Yourself Spoon Theatre” by parent S.A. Nikolaeva, where children, parents, and teachers participated in making the theater and participated in theatrical activities with the children. “Drawing with Salt” and “Drawing with Crumpled Paper” master classes . “Magic Mat” master class, children learned about working with paper using the techniques of cutting and rolling paper.

The creative workshop “Visiting Santa Claus” , where parents and children decorated the group with paper crafts using the “pull-out” and made a “Christmas wreath” .

One of the cycles of our creative workshop was “Meetings at the kindergarten site” . Parents, together with children and teachers, took part in creating a developmental environment in the kindergarten area: they created a “Bird Canteen” in the style of wooden architecture, wove bird feeders from vines, decorated a flower garden and took part in the “Plant a Flower - Give Tenderness!” . In the winter, we took part in building a slide together with the children, which contributed to a healthy lifestyle for the children.

Thus, a creative workshop, as one of the forms of interaction between a kindergarten and a family, helps not only to establish emotional contact with parents, improve child-parent relationships based on joint creative activity, but also to become a kind of club for children, parents and teachers.

Literature:

Babaeva T.I., Rimashevskaya L.S. “How to develop relationships and cooperation of preschoolers in kindergarten. Game situations, games, sketches: textbook. – method. allowance" . – St. Petersburg: Publishing House “Childhood - PRESS” , 2017.
Davydova O. I., Mayer A. A., Bogoslovets L. G. Projects in working with the family. Toolkit. – M.: TC Sfera, 2022. – 128 p.
Introduction of Federal State Educational Standards for Preschool Education into the practice of preschool educational organizations / comp. N.V. Nishcheva. – St. Petersburg: LLC “Childhood – Press” , 2014.
Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 “On approval of the federal state educational standard for preschool education .

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