Productive activities of the day. Productive activity of preschool children

Productive activity is an activity aimed at obtaining any product (construction, drawing, appliqué, stucco crafts, etc.) that has certain specified qualities (N.I. Ganoshenko).

Productive types of children's activities include designing, drawing, modeling, appliqué and creating various kinds of crafts and models from natural and waste materials. All these types of children's activities play an important role in the development of a preschool child.

Productive children's activity is formed in preschool age and, along with play, is of greatest importance during this period for the development of the child's psyche, since the need to create a product is closely related to the development of his cognitive processes, emotional-volitional sphere, skills, moral , aesthetic and physical education of preschool children.

These actions develop not only imaginative forms of thinking, but also such qualities as focus, the ability to plan one’s activities, and achieve a certain result.

The social and personal development of a child is facilitated by the opportunity for him to demonstrate creative activity, initiative when creating drawings, modeling, and crafts that he can use himself or show and give to others.

In the process of visual activity and design, children develop the ability for purposeful activity and volitional regulation of behavior.

For the artistic and aesthetic development of a child, the modeling nature of productive activity plays an important role, allowing him to reflect the reality around him at his own discretion and create certain images. And this has a positive effect on the development of imagination, imaginative thinking, and creative activity of the child.

It is important to cultivate in children an aesthetic attitude towards the environment, the ability to see and feel beauty, and develop artistic taste and creative abilities. A preschooler is attracted to everything bright, sounding, and moving. This attraction combines both cognitive interests and an aesthetic attitude towards the object, which is manifested both in evaluative phenomena and in the activities of children.

Productive activity plays a big role in nurturing the aesthetic senses of a preschooler. The specific nature of drawing classes provides ample opportunities for experiencing beauty and for developing children’s emotional and aesthetic attitude to reality. Productive activity shows a person the world of really existing beauty, shapes his beliefs, influences behavior, and promotes the development of children’s creative abilities, which is possible only in the process of preschoolers acquiring and practically applying knowledge, skills and abilities.

Productive activity is closely related to solving problems of moral education. This connection is carried out through the content of children’s work, which reinforces a certain attitude towards the surrounding reality, and through the development in children of observation, activity, independence, the ability to listen and carry out a task, and bring the work started to completion.

In the process of depiction, the attitude towards the depicted is consolidated, since the child experiences the feelings that he experienced when perceiving this phenomenon. Therefore, the content of the work has a great influence on the formation of the child’s personality. Nature provides rich material for aesthetic and ethical experiences: bright combinations of colors, a variety of shapes, the beauty of many phenomena (thunderstorm, sea surf, blizzard, etc.).

When properly organized, productive activities have a positive effect on the child’s physical development, help raise overall vitality, and create a cheerful, cheerful mood. During classes, the correct training posture is developed, since productive activity is almost always associated with a static position and a certain posture. Performing applicative images promotes the development of hand muscles and coordination of movements.

In the process of systematic classes in designing, drawing, modeling, and appliqué, cognitive processes develop:

• - Children’s visual representations of surrounding objects are clarified and deepened. A child’s drawing sometimes indicates a child’s misconception about a subject, but it is not always possible to judge from the drawing whether the child’s ideas are correct. The child’s idea is broader and richer than his visual capabilities, since the development of ideas outstrips the development of visual skills.
• - In the process of productive activity, the child’s visual memory is actively formed. As is known, developed memory serves as a necessary condition for successful cognition of reality, since thanks to memory processes, memorization, recognition, reproduction of cognizable objects and phenomena, and consolidation of past experience occur. Fine creativity is unthinkable without operating with images of the child’s memory and ideas obtained directly in the process of drawing. The ultimate goal for a preschooler is such knowledge of a subject that would make it possible to master the skill completely freely and depict it according to the idea.
• - The development of visual-figurative thinking occurs in the learning process. Research by N.P. Sakulina showed that successful mastery of image techniques and the creation of an expressive image require not only clear ideas about individual objects, but also the establishment of connections between the appearance of an object and its purpose in a number of objects or phenomena. Therefore, before starting the image, children solve mental problems based on the concepts they have formed, and then look for ways to solve it.
• - The fundamental point in design is the analytical and synthetic activity of examining objects. It makes it possible to establish the structure of an object and its parts, and take into account the logic of their connection. Based on analytical-synthetic activity, the child plans the course of construction and creates a plan. The success of the implementation of a plan is largely determined by the preschooler’s ability to plan and control its progress. preschool age productive
• - In classes on drawing, modeling, appliqué and design, children’s speech develops: the names of shapes, colors and their shades, spatial designations are learned, and their vocabulary is enriched. The teacher involves children in explaining tasks and the sequence of their completion. In the process of analyzing the work, at the end of the lesson, children talk about their drawings, modeling, and express judgments about the work of other children.

In the process of systematic design and application classes, children intensively develop sensory and mental abilities. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

In the design process, preschoolers acquire special knowledge, skills and abilities. By constructing from building materials, they become familiar with:

• 1. with geometric volumetric shapes,
• 2. gain ideas about the meaning of symmetry, balance, proportions.
• 3. When designing from paper, children’s knowledge about geometric planar figures is clarified,
• 4. Concepts about side, angles, center.
• 5. Children get acquainted with the techniques of modifying flat shapes by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional shape appears.

In the process of productive activity, such important personality qualities as mental activity, curiosity, independence, initiative, which are the main components of creative activity, are formed. The child learns to be active in observation, doing work, showing independence and initiative in thinking through content, selecting materials, and using a variety of means of artistic expression.

Equally important is education in the process of productive activity.

• 1. purposefulness in work, the ability to complete it,
• 2. accuracy,
• 3. ability to work in a team,
• 4. hard work,

According to teachers and psychologists, a child’s mastery of types of productive activities is an indicator of a high level of his overall development and preparation for school. Productive activities greatly contribute to the mastery of mathematics, work skills, and writing.

The processes of writing and drawing have superficial similarities: in both cases, they are graphic activities with tools that leave marks in the form of lines on paper. This requires a certain position of the body and hands, the skill of holding a pencil and pen correctly. Learning to draw creates the necessary prerequisites for successful mastery of writing.

During productive activities, children learn to use materials carefully, keep them clean and tidy, and use only the necessary materials in a certain sequence. All these points contribute to successful learning activities in all lessons.

In each age group, classes have their own characteristics, both in terms of time and organization.

According to the Verax program "From birth to school", classes on productive activities are organized as follows:

With children of the second group of early age, drawing and modeling is carried out once a week for 8-10 minutes.

In the 2nd junior group, drawing is carried out once a week, modeling and applique once every 2 weeks for no more than 15 minutes.

In the middle group, drawing is carried out once a week, modeling and appliqué once every 2 weeks for up to 20 minutes.

In the older group, drawing is carried out 2 times a week, modeling and applique 1 time in 2 weeks for no more than 25 minutes.

In the preparatory group, drawing is carried out 2 times a week, modeling and applique 1 time in 2 weeks for no more than 30 minutes.

The number of design classes is not regulated.

Additional education classes, if provided for in the work plans of the preschool educational institution, are conducted in agreement with the parent committee. In the second junior group - 1 lesson, in the middle group - 2 lessons, in the senior group - 2 lessons, in the preparatory group - 3 lessons per week.

In accordance with the approximate daily routines and time of year, group classes are recommended to be held from September 1 to May 31. The educator is given the right to vary the place of classes in the pedagogical process, to integrate the content of various types of classes depending on the goals and objectives of training and education, their place in the educational process; reduce the number of regulated classes, replacing them with other forms of training.

In early preschool age, games and activities are held with children. In the first early age group, children are taught individually. Due to the fact that in the first year of a child’s life, skills are formed slowly and their formation requires frequent exercises, games and classes are carried out not only daily, but several times during the day.

In the second early age group, 2 classes are held with children. The number of children participating in classes depends not only on their age, but also on the nature of the lesson and its content.

All new types of classes, until children master primary skills and master the necessary rules of behavior, are carried out either individually or with a subgroup of no more than 3 people.

A subgroup of 3-6 people (half the age group) conducts classes on teaching subject activities, design, physical education, as well as most classes on speech development.

With a group of 6-12 people, you can conduct classes with a free form of organization, as well as music classes and those where the leading activity is visual perception.

When combining children into a subgroup, it should be taken into account that their level of development should be approximately the same.

Lesson duration: 10 minutes for children over 1 year old. 6 months and 10-12 minutes for older people. However, these figures may vary depending on the content of the learning activity. New types of activities, as well as those that require more concentration from children, may be shorter.

The form of organizing children for classes can be different: kids sit at a table, on chairs arranged in a semicircle, or move freely around the group room.

The effectiveness of a lesson largely depends on how emotional it is.

An important didactic principle on which the methodology for teaching children of the 2nd year of life is based is the use of visualization in combination with words.

Teaching young children should be visual and effective.

In groups of older children, when cognitive interests are already well developed, a message about the topic or main goal of the lesson is sufficient. Older children are involved in organizing the necessary environment, which also contributes to interest in the activity. However, the content and nature of setting educational objectives are of primary importance.

Children gradually become accustomed to certain rules of conduct in class. The teacher constantly reminds the children about them both when organizing the lesson and at the beginning of it.

At the end of the lesson with older children, the overall result of cognitive activity is formulated. At the same time, the teacher strives to ensure that the final judgment is the fruit of the efforts of the children themselves, to encourage them to emotionally evaluate the lesson.

The end of the lesson in younger groups is aimed at enhancing positive emotions associated with both the content of the lesson and the children’s activities. Only gradually in the middle group is some differentiation introduced in assessing the activities of individual children. The final judgment and assessment is expressed by the teacher, from time to time involving the children in it.

The main form of training: developmental classes using methods, didactic games, and gaming techniques.

The main forms of organization of children of older groups in the classroom are frontal and subgroup.

In the younger group, fairy-tale characters come to children or go to visit them. For example, one day the kitten Fluff may come to visit the guys, who was so carried away by playing ball that he did not notice how he unwound it. Children will help the kitten. They wind the thread onto the ball. In joint activities with children, the technique of drawing a round shape in a spiral, the color, size, appearance of the kitten and its habits are reinforced.

A snowman can help in drawing a circle together. These techniques are easily learned by children through the introduction of game characters into joint activities. In the future, they can be used by children in other drawing classes - “Funny Chickens”, “Balloons”.

In middle age, children are given the opportunity to independently solve a given problem and find several solutions. Much attention is paid to working with a pencil. This age group uses joint artistic activities - travel, which allowed them to find themselves in different places: a fairy tale, a river, a forest, etc. During joint artistic activities, children read and listen to poetry, music, and their knowledge about the world around them is consolidated. For example, in the lesson “Journey to the Fairytale Forest” the outdoor game “Burn, Burn Clear” is used; didactic game "House for a Butterfly"; transformation game "Beautiful Butterfly". All these gaming techniques help children in further work, decorating butterfly wings. This joint activity will help children reinforce warm and cool tones, as well as become familiar with mirror images.

At an older age, previously acquired skills and abilities are consolidated. There is an opportunity to draw with different materials, get acquainted with and use new drawing techniques in their work. The teacher introduces unusual means of representation: a candle, a comb. Toothbrush, cotton swabs, etc. This liberates children in the process of their activities and helps develop imagination and fantasy.

Summary of a lesson on artistic and productive activities for children of the second junior group of kindergarten. Topic: "Funny fish."

The development is intended for teachers working with children of primary preschool age (3-4 years). In addition, this development can also be used by parents of 3-4 year old children.
Target: diversified development of children.
Tasks: give ideas about fish and their characteristics; develop agility and speed; develop imagination and fine motor skills of the fingers; develop perseverance, independence, imagination; to form a sense of integrity of the depicted, to cultivate a caring attitude towards animals.
Materials: illustrations, sheets of white paper, glue stick; watercolor paints; fish templates, water jar, brush.
Work plan.
1. Organizational moment.
2. The teacher’s story about fish.
3. Physical exercise "Fish".
4. Practical part.
5. Relaxation.

Progress of the lesson

Organizing time.
-Hello guys! Today we have an interesting activity. Guess the riddle.
I'm swimming under the bridge
And I wag my tail.
I don't walk on the ground
I have a mouth, but I don’t speak
I have eyes - I don’t blink,

I have wings, but I don’t fly.
Show illustrations.

Teacher's story about fish.
Fish are aquatic animals whose bodies are covered with scales. Fish breathe through gills, inhaling oxygen dissolved in water. Fish can swim in all directions. And they do this thanks to their fins - they allow the fish to maintain any position. The streamlined shape of the body helps to develop greater speed. Many fish have very bright, attractive colors. Shades of color are very important for fish: they serve to recognize their own kind, as well as to hide possible predators. Most fish eat other smaller fish. Some eat only rathenia. Among the fish there are many very interesting ones, for example the sha fish, which inflates like a ball for self-defense. There are also stone fish, stingrays that can give you an electric shock, and many others. Showing illustrations

Physical exercise.
The fish told the fish,
She moved her fins:
"To be healthy, smooth,
We'll do exercises.
Clap right, clap left,
We are slim like queens!
Let's wag our tail:
One two three four five!
Two jumps, three claps,
Two nods of the head."
(children perform movements in accordance with the text)
Practical part.
- Today we will draw a pond and put a fish in it.
To do this, we will draw the bottom of our reservoir.

Then we will draw the algae.

Then glue the fish.

Let's draw scales with our fingers.
Exhibition of works.

Relaxation.
- What did we talk about today? What have you learned about fish? Look what funny fish you got. Well done boys! The lesson is over.

Plan:

1. Forms of organization and management of the productive activities of preschoolers (joint activities of teachers with children, independent activities of children).

2. Lesson as the main form of education and creative development of children: thematic, complex, combined lessons.

3. Lesson structure.

4. Types of classes: on a topic proposed by the teacher (classes on mastering new program material and repeating what has been covered, exercises in fine arts

and technical skills); on a topic chosen by the child (as planned).

5. Features of planning classes for organizing productive activities (single-type and integrated classes).

1. The main form of training and development of children's visual creativity is classes and direct educational activities. Fine arts classes are a means of educating children. They develop aesthetic perception, aesthetic feelings, imagination, creativity, and form imaginative ideas.

2. Drawing, modeling, and applique classes are part of multifaceted work in a group, therefore visual activity is closely related to all aspects of educational work (getting to know the environment, playing, reading books, etc.), during which children receive a variety of impressions and knowledge. For the image, I choose the most striking events from the lives of children, so that the proposed topic is familiar to them, arouses their interest, a positive emotional mood, and the desire to draw, sculpt or cut and paste.

In addition to classes, the preschool educational institution organizes and conducts joint activities between the teacher and the children.

The main forms of joint activity between the teacher and children:

a) “Together - individual” - is characterized by the fact that the participants in the activity at the beginning work individually, taking into account the common plan, and only at the final stage does everyone’s work become part of the overall composition. The task is given to everyone immediately, at first they work individually and then adjusted depending on what others have done. When doing his part of the work, the child knows that the better he himself does what is assigned to him, the better the work of the team will be. This, on the one hand, creates conditions for mobilizing the child’s creative potential, and on the other, requires their manifestation as a necessary condition. The advantages of this form of organizing activities include the fact that it allows you to involve a fairly large group of children who do not have experience working together in collective creative activities.

b) “Jointly - sequential” - involves working on the principle of a conveyor belt, when the result of the actions of one participant is in close relationship with the results of the previous and subsequent participants.

c) “Jointly - interacting” - work is performed by all participants simultaneously, coordination of their actions is carried out at all stages.

Another effective form of organizing the visual activities of preschoolers is independent activity.
Productive independent activity almost always arises on the initiative of children.
Conditions for independent activity:
1. Instruction in the classroom should be structured in such a way that children act not only according to the direct instructions and demonstration of the teacher, but also without his help.

2.organization of a subject-development environment in preschool educational institutions and families, providing children with free use of various artistic materials (brushes, paints, paper, etc.), books with illustrations, theatrical toys, musical instruments. Everyone chooses those that he needs at the moment. All these items are located in places convenient for children’s independent productive activities.

3. close contact between educators and parents in organizing conditions for the formation and development of the child’s creative inclinations in kindergarten and at home.

2. Types of activities according to the nature of children’s cognitive activity:
1) classes on a topic proposed by the teacher:
a) classes to impart new knowledge to children and familiarize them with new methods of representation;
b) classes to train children in applying knowledge and methods of action.

2) classes on a topic chosen by the child (creative classes in which children are involved in search activities and are free to implement their ideas).

Types of occupations depending on the selection criterion:
by image content:
-subject;
-plot;
-decorative.
by image method:
-by presentation;
-by memory;
-from nature.

3.Structure of visual arts classes:

Part I of the lesson - explanation of the task:

1. Game motivation or introductory conversation.
2. Examination of nature, examination of the sample.
3. Demonstration of image methods (full or partial depending on the age of the children).
4. Physical exercise.
5. Consolidating the sequence of image methods.

Part II of the lesson:
Children's independent performance of visual tasks.
The teacher’s use of individual work techniques: showing methods of depiction, explanations, instructions, advice, encouragement.

Part III of the lesson - analysis of the work performed:
Forms of analysis:
- the teacher shows the drawing and asks to evaluate whether everything in it is correct, what interesting things the child came up with;
- one of the children is tasked with choosing the best job, in his opinion, and justifying his choice;
- the child analyzes the drawing, comparing it with nature, a sample and evaluates it;
- children, together with the teacher, look at one work after another and give them an assessment.

Summary of a design (origami) lesson in the senior group “Solnyshko”

Target.

To consolidate children's knowledge about the role of the sun in the lives of people and nature;

Enrich children's knowledge about the sun and its characteristic features at different times of the year;

Introduce children to the safety rules for staying in the sun in the summer;

Foster love and kindness towards nature;

To consolidate the idea of ​​the sun through children’s creative activities;

Continue to develop fine motor skills, logical and constructive thinking, imagination, attention and memory;

Continue to expand children’s vocabulary;

Continue to improve children's creative abilities.

Equipment.

Pictures of the sun and rainbow;

8 squares (side 7 - 7.5 cm) of yellow double-sided colored paper;

2 circles (diameter 6 - 6.5 cm) made of yellow or orange cardboard;

Felt pens of different colors;

Glue - pencil, napkin, oilcloth.

Preliminary work.

Reading the fairy tale by K.I. Chukovsky “The Stolen Sun”, watching the sun while walking.

Progress of the lesson.

V.: Guys, today we have a design lesson, and you will find out what we will do by guessing the riddle.

Round and bright

It's very hot in summer,

Gives everyone warmth and light,

We have no life without him.

(Sun)

V.: Guys, call the sun affectionately. (children's answers) (Children are shown a picture of the sun). What can you say about the sun, what is it like? (children’s answers: yellow, bright, round, warm, affectionate, and so on)

Q: Did you know that the Sun is actually white, and atmospheric scattering gives it a yellow tint. The sun is 109 times larger than our planet. The distance from the Earth to the Sun is 150 million km, yet sunlight comes to us in just 8 minutes. Q: What does the sun give to people and all living things on earth? (children's answers). That's right, it gives warmth and light.

V.: Guys, what do you think could happen if the sun stops shining for us? (answers are children's assumptions). Sunlight and warmth are necessary for everyone: people, animals, and plants. Without the light and warmth of the sun, it will become very dark and cold, our planet will be covered with glaciers, and all living things will freeze and die. Remember the fairy tale by K.I. Chukovsky “The Stolen Sun”, which we recently read and tell me what happened when the sun was swallowed by a crocodile? (children's answers).

Q: At what times of the year does the sun shine? (children's answers). That's right, the sun shines on us all year round, in all seasons: winter, spring, summer, and autumn. What can you say about the sun at different times of the year? (children's answers). In winter, the sun is low and provides very little heat, and daylight hours are short. By spring, the days gradually increase, the street becomes warmer every day, all nature wakes up from its winter sleep, which makes people's mood improve. But in the summer the sun is high, during this period we see the longest daylight hours, because the sun rises early, and “goes to bed” late, and it heats up so much that it’s hot. By autumn, the days are gradually shortening and the sun is giving us less and less warmth.

Q: So what time of year is the sunniest? (children's answers). That's right, it's summer! In the summer you will walk a lot and sunbathe, this is good for our body, because the sun's rays provide vitamin D, which helps you grow, strengthens your bones and makes you strong and healthy. But we must not forget about the safety rules when walking in the summer. What safety rules do you know? (children's answers). In summer, you can’t stay in the sun for long, and it’s safest to go out for a walk before 11 a.m. in the morning and from 4 p.m. in the afternoon, and don’t forget to wear hats.

V.: Guys, what natural phenomenon can we observe in the summer after the rain pours and the sun comes out? (children's answers). That's right, it's a rainbow. How many and what colors are there in the rainbow? (children's answers). (The children are shown a picture of a rainbow.) Let's remember what phrase helps to remember the order of the colors of the rainbow: “Every hunter wants to know where the pheasant sits” (R - red, O - orange, F - yellow, Z - green, G - blue, S - blue, F - purple)

V.: Guys, let's relax a little and play! (Children stand near their chairs, the teacher reads a poem, the children perform movements according to the text).

Physical education lesson “Sun”.

Quiet sunshine on a summer morning(children draw a circle in the air with their hands)

There was a knock on my window,(pretend to knock)

Winked right eye(wink with right eye)

Illuminated with light at once,(raise both hands up)

Suddenly a sweet touch touched my cheek(stroke themselves on the cheek)

And the rays beckoned.(with both hands they pretend to call someone)

I stretched in my crib,(stretch)

Smiled to the whole world!(smile widely)

I got up and did my exercises,(make movements: arms forward, to the sides, up)

Made my bed.(pretend to make the bed)

There are a lot of things to do!(hands to head and shake head)

I washed my face and ate.(pretend to wash and eat)

And he went into the yard for a walk,(step in place)

Play with the kids.(both hands forward, thumbs up, “like” gesture)

Progress.

1) From all the yellow squares we make the basic shape “Kite”;

2) Turn the workpiece over;

3) We connect all eight blanks, forming a circle;

4) Glue a yellow cardboard circle on both sides in the center;

5) In a circle we draw eyes, a nose, a mouth (you can draw hair) according to the child’s idea.

Organization of an exhibition of children's works.

Summary of the lesson.

V.: Guys, let's remember what we did in class and what new did you learn today? (children's answers)