Progress of the lesson
1. The teacher asks a riddle:
There is only one leg, standing still. And there are a hundred or two hundred hands around ( Tree
)
(slide of trees without crown
)
Consider the tree
, clarify that
the tree has a trunk and branches
.
The tree has one
trunk , but many branches, hence the mystery.
Read the riddle again, the children say the answer in chorus. They clarify that trees have
thick and thin trunks, high and low, but only one.
What else does a tree have?
?
(Leaves)
Leaves form the crown of a tree
, you can hide under it from the heat in the summer.
under the tree
and it is cool.
Is there a crown in our trees
?
(No, no leaves)
We have a poster of trees without crowns
.
Let's make leaves and decorate our trees - make a crown for them
.
2. Children work at tables. The teacher explains and shows how to properly tear the paper to make small round leaves. Children work independently, under the guidance of a teacher.
While working, it is advisable to do finger exercises “ Wood
"
.
The tree has a trunk
, there are many branches on the trunk,
And the leaves on the branches are green.
(Press the backs of your hands to each other. Fingers spread
and raised up. Move your hands and fingers).
Physical education minute:
The wind quietly shakes the maple tree. One tilt, two – tilt,
Tilts right, left. He rustled the leaves.
4. Children, with the help of a teacher, analyze teamwork, see the positive in the work of their comrades, the beauty of the landscape composition, and talk about it.
Reflection.
1. What does a tree
?
2. What are the leaves of a tree
?
3. What new did you learn in class
?
Publications on the topic:
Prepared by: Teacher Abrosimova Elena Petrovna GBOU secondary school No. 21 p. n. “Kindergarten “Terem-Teremok” Methodological development on constructive.
One of the annual tasks of our preschool institution was to improve the work of the teaching staff, aimed at development.
Frontal lesson for middle group children. Lexical topic: “Autumn. Trees" Frontal lesson for children of the middle group. Lexical topic: “Autumn. Trees." Topic of the lesson: writing a story about autumn. Goals: .
Summary of direct educational constructive-model activities in the middle group of compensatory orientation for children p.
Abstract of educational activities on constructive model activities in the senior group “Young Architects” Purpose: to teach how to create a building and a diagram for this building. Objectives: Educational field “Artistic and aesthetic development” (constructively.
Summary of a lesson on constructive model activities in the middle group “Bridges” Topic: “Bridges” Purpose: to give children an idea of bridges and their purpose. structure; practice building bridges; strengthen the ability to analyze.
GCD for constructive model activities in the senior group “Space Builders” Goal: Arrangement of the planet by building a home for its inhabitants using new generation construction sets. The form of organization of the lesson is creative.
First junior group
(from 2 to 3 years)
While playing with tabletop and floor building materials, continue to familiarize children with the details (cube, brick, triangular prism, plate, cylinder), with options for arranging building forms on a plane.
Continue to teach children how to build basic buildings based on a model, to support the desire to build something on their own.
Promote understanding of spatial relationships.
Learn to use additional story toys, with the dimensional scale of buildings (small cars for small garages, etc.).
At the end of the game, teach the child to put everything back in its place.
Introduce children to the simplest plastic construction sets.
Learn to design turrets, houses, cars together with an adult.
Support children's desire to build on their own.
In the summer, encourage construction games using natural materials (sand, water, acorns, pebbles, etc.).
Second junior group
(from 3 to 4 years)
Lead children to the simplest analysis of created buildings. Improve constructive skills, teach to distinguish, name and use basic building parts (cubes, bricks, plates, cylinders, triangular prisms), construct new buildings using previously acquired skills (laying, attaching, applying), use parts of different colors in buildings. Instill a feeling of joy at a successful construction.
Learn to place bricks and plates vertically (in a row, in a circle, around the perimeter of a quadrangle), place them close to each other, at a certain distance (fence, gate). Encourage children to create design options by adding other details (put triangular prisms on the gate posts, cubes next to the posts, etc.). Change buildings in two ways: replacing some parts with others or building them up in height and length (low and high turret, short and long train).
Develop a desire to build buildings according to your own design.
Continue to teach children to play with buildings, unite them according to the plot: path and houses - street; table, chair, sofa - furniture for dolls. Teach children to carefully place parts in boxes after playing.
Middle group
(from 4 to 5 years)
Draw children's attention to various buildings and structures around their home and kindergarten. During walks while playing, look at cars, carts, buses and other types of transport with children, highlighting their parts, naming their shape and location in relation to the largest part.
Continue to develop in children the ability to distinguish and name construction parts (cube, plate, brick, block); learn to use them taking into account their structural properties (stability, shape, size). Develop the ability to establish associative connections by asking them to remember what similar structures children have seen.
Learn to analyze a building sample: identify the main parts, distinguish and correlate them by size and shape, establish the spatial arrangement of these parts relative to each other
(in houses - walls, at the top - ceiling, roof; in a car - cabin, body, etc.).
Learn to independently measure buildings (in height, length and width), to follow the design principle given by the teacher (“Build the same house, but tall”).
Learn to build buildings from large and small building materials, use parts of different colors to create and decorate buildings.
Teach paper construction: bend a rectangular sheet of paper in half, matching the sides and corners (album, flags for decorating a site, greeting card), glue parts to the main shape (to a house - windows, doors, pipe; to a bus - wheels; to a chair - back).
Involve children in making crafts from natural materials: bark, branches, leaves, cones, chestnuts, nut shells, straw (boats, hedgehogs, etc.). Learn to use glue and plasticine to secure parts; use reels, boxes of different sizes and other items in crafts.
Senior group
(from 5 to 6 years)
Continue to develop children’s ability to establish connections between the buildings they create and what they see in life around them; create a variety of buildings and structures (houses, sports and play equipment, etc.).
Learn to identify the main parts and characteristic details of structures.
Encourage independence, creativity, initiative, and friendliness.
Help analyze crafts and buildings made by the teacher; Based on the analysis, find constructive solutions and plan the creation of your own building.
Introduce new parts: plates of various shapes and sizes, bars, cylinders, cones, etc. Learn to replace some parts with others.
To develop the ability to create buildings of different sizes and designs of the same object.
Learn to build according to a drawing, select the necessary building material yourself.
Continue to develop the ability to work collectively, combine your crafts in accordance with a common plan, and agree on who will do what part of the work.
Long-term thematic planning Educational area “Cognitive development” Directions: “Constructive-model activity” Junior preschool age Compiled by: Educator Epishkina E.G. Explanatory note Purpose: To teach children to build basic buildings, to support the desire to build something on their own. Learn to distinguish, name and use basic building parts (cubes, bricks, plates, cylinders, triangular prisms). Tasks: Lead children to a simple analysis of created buildings Improve constructive skills Construct new buildings using acquired skills (laying, attaching, attaching) Use parts of different colors in buildings Learn to place bricks and plates vertically (in a row, in a circle, around the perimeter of a quadrangle), to place them tightly to each other, at a certain distance (fence, gates) Encourage children to create design options by adding other details (put triangular prisms on the gate posts, cubes next to the posts, etc.) Change buildings in two ways: by replacing some parts with others or building them up in height, length (low and high tower, short and long train) Develop the desire to build buildings according to your own plans Continue to teach children to play with buildings, combine them according to the plot: path and houses - street; table, chair, sofa - furniture for dolls Practice making crafts from waste and natural materials, paper Teach children to carefully put parts into boxes after playing. Approximate long-term planning Month Theme and goal of the 1st week of the 1st week The 2nd week of the 2nd week of the 2nd week Theme and the 3rd week of the 3rd week of the 3rd week of the 4th week of the 4th week September Theme of the week theme “Paths” “Paths” “Slide with ladders” » “Paths for Kolobok” Goal: Learn to build long and short paths using bricks and plates. Learn to play around with buildings. Learn to convert tracks into lengths. Reinforce the concept longer, shorter. Develop a desire to build. Learn to build a slide with two ladders, help master basic design skills, learn to name the parts of a construction set, and identify what parts the ladder is built from. Continue learning how to build long and short paths using bricks and plates. Fix color, the concept of narrow, wide. Learn to play around with buildings. October Topic of the week: “Furniture for dolls” “Chair and sofa” “Furniture for the kitchen” “Gate” Goal: Build parts according to the model without showing techniques. Strengthen the ability to name parts and their colors. Learn to transform a building. Learn to name objects, highlighting their main parts. Fix the color and sequence of work. Learn to build a “table” and “chair”, use parts for buildings as desired. Strengthen the ability to carry out construction in a certain sequence. Encourage children to reproduce two or three types of gates, using different parts of building material (bricks, cubes) November Topic: “House for Dunno” “High and low gates” “House” “Build what you want” Goal To develop the desire to build for someone , decorating the building using different colors. Develop design skills and the ability to complicate your designs. Continue to learn how to build gates of different types. Fix color, concepts of high, low, pillars, ceilings. Teach children to enclose a space using various parts of building material. Continue to develop ideas about shape, size and color. Learn to build familiar buildings, consolidating acquired skills and abilities. Learn to build together without interfering with each other. Month Theme and goal of the 1st week OOD Theme and goal of the 2nd week Theme and goal of the 3rd week Theme and goal of the 4th week December Theme theme “Truck” “Poultry” from natural material “Van and truck” "Toy store" made of paper Goal To teach how to build a truck from building material. Encourage creative initiative, invention, imagination, ingenuity. Learn to make birds according to the pattern. Develop visual abilities in working with natural materials (cones, acorns) Learn to build a truck from building material; replace some parts with others, combine them, determine methods of action. Strengthen the ability to fold a rectangular sheet of paper in half, smooth out the fold lines. Offer to make a bunny or a bear. January Topic: “Fence” “Enclosure for a horse” “High and low fence” “Fence for a kindergarten” Goal To teach how to build parts according to a model without showing techniques; analyze the product. Strengthen the ability to name parts and their colors. Learn to enclose a space with a high fence; teach the technique of placing bricks on a long narrow edge. Develop your imagination. Learn to change the height of a building; name the details: bricks, cubes. Develop constructive skills. Learn to fence off a large space (“lake” for ducks). Strengthen the ability to tell how they will build. Encourage the desire to design according to your own plans and ideas. February Topic: “Fence at will” “House and fence” “Simple bridge” “Various bridges” Goal To learn to close a space along a quadrangle, to alternate parts by color and type. Develop the ability to analyze your construction. Learn to build a house and a fence around it; play out various situations around the house with animals and small objects. Learn to build bridges; highlight the stages of creating a structure; establish a relationship: the steeper the descent, the greater the speed of the moving car, etc. Continue teaching how to build bridges; highlight the stages of creating a structure; establish a relationship: the steeper the descent, the greater the speed of the moving car, etc. Month Theme and goal of the OOD of the 1st week The theme and goal of the OOD of the 2nd week The theme and goal of the OOD of the 3rd week The topic and goal of the OOD of the 4th week March Topic theme “Kindergarten” “By design” “Garage with two entrances” “Street” Goal To learn how to independently create general plans for future buildings, think over a plan, and think through the stages of construction. Develop the ability to independently choose a topic for construction, select the necessary material. Learn to build a foundation for the ceiling, navigate the plane; outline the outlines of the future structure. Teach co-design, think through a plan, think through the stages of construction. April Topic theme “Airplane” “According to plan” “Airfield” “Boat” Goal To learn how to build an airplane; name the details of the designer; fix colors. Develop an active interest in design. Develop the ability to outline the sequence of construction of a structure, the outlines of a future building. Continue to teach co-construction; distribute work; achieve a single result. Practice bending the sheet in different directions, fold a square sheet of paper in half diagonally, and then in half again; in the manufacture of toys based on the origami principle. May Topic “Machine” from paper “According to plan” “My house” “According to plan” Goal To learn how to make crafts from boxes of different shapes and sizes. Develop visual abilities in the process of making crafts from a variety of materials. Develop design skills, develop creativity, and the ability to complicate your designs. Strengthen acquired constructive skills. Develop the desire to build according to your own plans, encourage joint games. Develop a desire to build by decorating the building using different colors. Used literature L.V. Kutsakova. “Construction and artistic work in kindergarten.” 2. Approximate general educational program for preschool education “From birth to school,” ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva.
Elena Khruleva
Educational field “Artistic and aesthetic development”,
section “ Constructive-modeling activity”
«.
(Second junior group
)
Type: Occupation
Topic: “To Mishka’s help
»
Goal: Formation of simple constructive skills in young children
preschool age.
Tasks :
Strengthen the ability to construct simple buildings from parts of different colors and shapes, making them stable;
Develop the ability to arrange cubes in accordance with the pattern, select colors in accordance with the pattern;
Use techniques of attachment and overlay;
Cultivate a desire to help
, respond emotionally to someone's request.
Vocabulary work: consolidate words in children’s speech - cube, plate, top, bottom.
Equipment: 2 house plans, building sets with different colored cubes for each child, bear toy.
Features of the organization of constructive-model activities of preschool children
MDOU IRMO "Mamonovsky combined kindergarten"
Topic:
“Features of organizing constructive-model activities of preschool children”
The Federal State Educational Standard for Preschool Education sets new guidelines for the development of the preschool education system and makes a number of changes to the organization of educational activities in preschool educational institutions.
“A child’s games with toys—the materials from which he constructs—are closest to normal human activity: from materials a person creates values and culture”
A.S.
Makarenko The term “design”
(from the Latin word construere) means bringing various objects, parts, elements into a certain relative position.
Under children's design
it is customary to mean the creation of different designs and models from different types of construction sets, the production of crafts from paper, cardboard, natural and waste materials
In accordance with the Federal State Educational Standard for Educational Education, “constructive-model” activities belong to the educational field “Artistic and Aesthetic Development”.
Design is a productive activity because it is aimed at obtaining a specific product.
The main purpose of the design:
Development of children's artistic creativity, interest in independent creative activity;
satisfying children's need for self-expression through construction from different materials. There are two types of design: technical and artistic. Technical
ones include:
- construction from building material (the parts of which have geometric shapes);
- constructing constructors from parts that have different fastening methods;
- construction from large-sized modular blocks.
In artistic
design include
- paper design
- construction from natural and waste materials.
There are many types
constructors: “Lego”, wooden, plastic, metal, magnetic, etc.
Nowadays, many different construction sets have been created for children, having a variety of shapes and types of fastening. A child can choose any one for his creativity.
But we must not forget about safety rules!
Construction sets containing small parts can only be given to the middle group under adult supervision (such as magnetic ones and various types of mosaics)!!!!
Artistic design: paper
- By combining different paper forms a huge variety of crafts are created.
- Despite its attractiveness, it complex activity
.. Therefore, the traditional method is based on a visual and detailed step-by-step explanation.
When designing from paper, you can use paper of different textures (depending on the tasks at hand).
Children learn:
- make markup using a template;
- create fun toys.
- and three-dimensional toys made using the origami technique.
Here you see crafts made using different techniques.
Made from natural material
- Natural material can be used as a building material for children's games, starting from the second junior group
. This is primarily sand, snow, water. From raw sand, children build a road, a house, using molds (sandboxes) - pies, Easter cakes
- In more older age
children freeze colored water, preparing colored ice flakes with which to decorate the area.
- The variety of natural materials (cones, acorns, branches, seeds, grass, etc.) and ease of processing allow it to be widely used in working with preschoolers
Beginning teachers can now take samples of crafts not only from manuals, but also from Internet resources.
Artistic design
from waste material
- You can use materials whose main requirement is safety: boxes of perfume, powder, matches, pieces of wire in colored winding, polystyrene foam, foam rubber, corks, etc. In fact, they are semi-finished products.
By connecting them with plasticine, glue or wire and adding various parts, you can get interesting toys - furniture, vehicles and other products.
Design forms:
Let us briefly consider all the forms of organization of teaching children's design known to us .
Design based on a model
is that children are offered samples of buildings made from parts of building materials and construction sets, paper crafts, etc. and, as a rule, show ways to reproduce them.
You can offer children types of work based on the model
:
- Independent design according to drawing
- Didactic game “Assemble a model from memory”
Design using simple drawings and visual diagrams
. Teaching children first to construct simple diagrams-drawings reflecting examples of buildings, and then, conversely, to practically create structures using simple diagrams-schemes.
Design by model
– Children are presented with a model as a model, in which the outline of its individual elements is hidden from the child. Children must reproduce this model from the building material they have. Thus, in this case, the child is offered a certain task, but is not given a way to solve it.
Design according to conditions
- fundamentally different in nature. It is as follows. Without giving children a sample of the building, drawings and methods of its construction, they only determine the conditions that the building must meet (for example, a house for a dog should be small, and for a horse – large).
Design
by design
is the independent creation of an image of a future structure and its embodiment in the material that the child has at his disposal.
Here we see plot construction by design, independent and collective (which can be performed by 2 or more people)
Constructive-model development in age groups
In the first younger group, the simplest construction .
By the age of three, children can already name what they will build. They learn to distinguish materials by shape and size, correctly name objects of building material (cube, brick), understand and correctly use words (big - small, high - low); follow verbal instructions. In games you should use figurative expressions, literary words, songs
Second junior group
. A more sustainable desire for independence appears. The main material for construction is construction material. Its sets are replenished with a new part - a bar. Children get acquainted with it, and it becomes clear how it differs from other parts (cube, brick, plate), in which position it is most stable: The teacher gradually complicates the task. Changing buildings in two ways: replacing some parts with others or building them up in height and length (low and high tower, short and long train).
The first buildings of their own design appear.
Middle group
. Four-year-old children acquire a fairly stable interest in construction games. The construction of crafts from paper, natural and waste materials appears.
In the older group
the ability to create buildings of different sizes and designs of the same object is formed.
We teach you how to build according to a drawing and how to independently select the necessary building materials.
We continue to develop the ability to work collectively, combine our crafts in accordance with a common plan, and agree on who will do what part of the work.
In the preparatory group
We teach you how to create structures united by a common theme (children’s playground, parking lot, etc.).
Create various models (buildings, planes, trains, etc.) according to a drawing, according to the teacher’s verbal instructions, according to one’s own ideas.
In accordance with the Program, it is at this age that children become familiar with a variety of plastic construction sets, as well as a wooden construction set, the parts of which are attached with pins. In fact, unfortunately, there are no such wooden construction sets in kindergartens yet!
Creation of three-dimensional toys using the origami technique,
Made from natural and waste materials.
Games contribute to the development of initial design skills:
Game "3 dice"
Each building has three parts.
Exercise:
according to the drawing, which shows the front view, create the given building. This game teaches you how to create the first buildings according to the scheme.
In the game “Match by Shape”
we train children in the ability to recognize and name three-dimensional shapes; relate geometric shapes to objects in the surrounding world.
Subject of design,
Just like planning of other types of activities, it should be determined in accordance with thematic calendar planning:
- During the thematic block “Vegetables and Fruits” you can plan the construction of a “Cellar for storing vegetables”
- block “Animals” - an enclosure for animals.
- Block My Homeland - Nerpinaria, etc.
We must remember that children really like to make something unusual. Children always perceive an unconventional approach to design with great interest.
But there are also problems:
- Insufficient equipment (there are no wooden construction sets with connections with fonts, soft modules are not available everywhere)
- It is necessary to conduct training seminars for teachers on design in preschool organizations in order to expand and deepen their knowledge on this topic.
- During design classes, development of sensory and thinking abilities
children.
- Construction has a great influence on the development of the child’s personality and volitional sphere.
- Implemented physical improvement
child.
- It's effective a means of aesthetic education.
Children develop artistic taste.
- Constructive activity is also a means moral education
preschoolers. In the process of this activity, important personality qualities are formed: hard work, independence, initiative, perseverance in achieving goals, organization.
I wish you creativity in your approach to developing children's design abilities!!!
MAGAZINE Preschooler.RF
Project in the first junior group “Magic cubes”Completed by: teacher Kornilova T.V. Municipal government educational institution kindergarten No. 9 “Solnyshko”, Chkalovsk 2020
Explanatory note:
Constructive activity is a practical activity aimed at obtaining a specific, pre-thought-out real product that corresponds to its functional purpose. design has extremely wide possibilities for mental, moral, aesthetic, and labor education.
Construction of various buildings from building materials for young children. During the construction process, children's sensory and thinking abilities are developed. Playing with building materials has an impact on the all-round development of the child. Children's construction is closely related to play: children's buildings are used for practical use and for play. In children aged 2–3 years, construction and play “nearby” .
A variety of building materials develops children's creative activity. Therefore, it is necessary to create the necessary conditions and select materials for the developing subject environment. You should consider placing a variety of building materials in the group room, placing it accessible so that it is convenient for children to play with it.
LEGO sets Builder set (cube, brick , cone, cylinder) are used. To play with buildings, you need toys that are commensurate with the buildings being created (cars, dogs, cats, nesting dolls, etc.).
Relevance:
The problem of developing interest in design in preschool children occupies a significant place in preschool pedagogy. Since a variety of constructive creativity gives children the opportunity not only to explore the world around them, but also to comprehensively develop their abilities.
The relevance of the problem of conducting design classes in preschool institutions is that at this stage of development of society, fewer hours are devoted to design for children to master than other disciplines (speech development, cognition, drawing, etc.)
Construction in the learning process is a means of deepening and expanding the acquired theoretical knowledge and developing the creative abilities, inventive interests and inclinations of students.
The purpose of the project: to develop the ability to carry out this or that construction, to know the names of buildings; develop the child’s thinking, intelligence and creativity, his moral qualities, aesthetic feelings.
Project objectives:
- Development of cognitive interest of preschool children in design.
- Formation of design skills and abilities, gaining first experience in solving design problems, getting to know designers.
- Development of creative activity, independence in making optimal decisions in various situations, development of attention, working memory, imagination, thinking.
- Development of fine motor skills and hand coordination in preschool children.
- Developing responsibility, discipline, and communication skills.
- Promote the formation of active speech.
The main form of training: directly organized educational activities.
Working methods and techniques:
- observation;
- sample display and analysis;
- explanation of the sequence and methods of construction;
- clarifications, questions;
- artistic word;
- gaming techniques;
- playing around with created buildings;
- analysis and evaluation of the work process.
Forms of organization:
- lesson in subgroups;
- individual work with a child;
- teamwork;
Project participants: children of the first junior group, teachers, parents.
Type of project: group.
Duration: 1 year
Expected results:
- The child shows initiative and independence in various types of activities - play, communication, construction; able to select participants for joint activities.
- The child has developed gross and fine motor skills; can control and control his movements.
- The child has developed a strong interest in design activities and a desire to experiment.
- The child masters the techniques of individual and joint design.
Plan
Stage 1 – preparatory.
Tasks:
- Study and selection of methodological literature on the topic of the project.
- Think over a system of activities with children of the first junior group to achieve the goals and objectives of the project.
- LEGO sets Builder sets (cube, brick , cone, cylinder, toys commensurate with the buildings being created (cars, dogs, cats, nesting dolls, etc.)
- stage – practical.
Tasks:
- Learn to name the parts of the LEGO construction set, continue to learn to name the parts of the “Builder” (brick, cube, cone, prism).
- Teach the simplest analysis of constructed buildings (identify the shape, size, color of details).
- Carry out the simplest design in accordance with the given conditions (bed for a doll).
- Compare objects by length and width.
- Enrich speech with phrases (the red track is long (wide).
- Design according to the sample and conditions.
- Distinguish by color and shape.
- Develop hand-eye coordination when connecting construction parts, achieve precision in the process of operational actions.
- stage – final.
Tasks:
- Observe whether the knowledge acquired by children during the project is reflected in independent activities.
- Summarize.
Literature:
- Arapova - Piskareva N. A. Formation of elementary mathematical concepts in kindergarten: program and method. recommendations. For classes with children 2 – 7 years old. – M.: Mosaika-Sintez, 2008.
- Gubanova N. F. Development of gaming activities. System of work in the first junior group of kindergarten. – M.: Mosaika-Sintez, 2008.
- Kutsakova L. V. Design and manual labor in kindergarten: program and method. recommendations. For classes with children 2 – 7 years old. – M.: Mozaika-Sintez, 2010.
- Lishtvan Z.V. Design. – M.: Education, 1991.
- Petrova V. A. Classes on speech development with children under three years old. – M.: Education, 1970.
- Chernova E.I., Timofeeva E.Yu. Finger steps: exercises for the development of fine motor skills. – St. Petersburg: Corona-century 2007.
Conclusions on the implementation of the project on design and modeling with children of early preschool age in the first junior group “Teremok”
Children transfer the knowledge and skills acquired in classes to independent activities.
In the first junior group, children play with parts that are familiar to them. It is very important that an adult takes direct part in children's games. To do this, I used such techniques as: reminding them of what we built earlier, how we played with buildings and toys, and inviting the children to repeat or change the building I made.
In the game, children improve, rebuild, and add various details to the same building over many days. When acting out the building, I suggested possible actions to the children or showed them how to do it. She made sure that the children handled the building material carefully and, at the end of the games, put it away in a permanent place.
It is necessary to notice successful buildings that a child has created by chance, to attract the attention of other children to them, and to praise the child for his independence and activity.
When children play with building materials, it is necessary to maintain good relationships between the kids: teach them not to disturb each other, share toys, and respond to a peer’s request.
As a result of the project, the child can:
know
- basic building parts (cubes, bricks , bridges, etc.);
- basic design techniques;
- primary colors.
be able to
- change buildings in two ways: by replacing some parts with others or building them up in height and length;
- connect LEGO pieces,
- play around with buildings.
have an idea
- about the simplest analysis of created buildings;
- about options for creating structures when adding other parts.
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