Organization of productive activities in the dhow. Uruntaeva G.A.

The first productive activity of a child, as you know, is visual and constructive activity. Their appearance is closely connected in a child with the perception of objects and phenomena of the surrounding world, since what is not perceived cannot be reflected. On the other hand, visual activity is closely related to other types of child activity.

It is impossible to get any image without owning objects and tools of pictorial activity, i.e. pencil, brush, scissors, clay, glue, and how to use them. Therefore, the development visual activity a child is associated with the development of his objective activity and presupposes a sufficiently high level of development of the latter.

In the younger preschool age, construction, modeling, drawing and applique work are closely intertwined with play.

The development of productive activity is associated with the development of perception, speech, thinking, imagination, i.e. with all the mental development of the child.

By the beginning of preschool age, normally developing children have already accumulated a certain graphic experience, a certain supply of graphic images, however, still very primitive. However, at the same time, an active association of the image with the appearance of familiar objects is introduced, the "objectification" of the scribbles by means of the word occurs. Visual actions are accompanied by games and speech.

Children with intellectual disabilities, with whom correctional work on the formation of visual activity is not carried out, very often, even before entering school, monotonous, short-term, chaotic actions with pencils are preserved. These actions do not have a pictorial orientation, are devoid of playful moments, the images are not called children in any way, i.e. do not associate with surrounding objects.

In the drawings of older children, whose training is carried out without taking into account their mental development, there is almost no game and speech accompaniment, images of people, animals, i.e. those objects that make up the main content of children's art.

Difficulties in mastering the subject image in the development of the content side of drawing in preschoolers with intellectual disabilities are closely related to the underdevelopment of perception, figurative thinking, objective and game activity, speech, i.e. those aspects of the psyche that form the basis of visual activity.

All this draws attention to the need to teach the visual activity of children with intellectual disabilities throughout preschool childhood.

One of the main tasks of the initial period is the formation of a motivational-need-based plan of activity. Children are encouraged to draw, sculpt, cut, paste, etc. The example of an adult plays a decisive role in this. The teacher draws, sculpts, performs application in front of children. For the image, he selects the most attractive surrounding objects that evoke an emotional response in babies. In addition to individual objects or toys, the teacher in his drawings depicts interesting events from the life of children, walks, regime moments or episodes from familiar fairy tales. Images made by adult chalk on a blackboard, paints or a felt-tip pen on paper are rather schematic, reflect only the most essential, the creation process is accompanied by emotional verbal explanations, appeals to children, expressive gestures, movements. At the same time, children are offered to demonstrate what is depicted, since the characters in these drawings are themselves or heroes from interesting fairy tales.

The next task of teaching the visual activity of children is the formation of examination methods: palpation before sculpting volumetric objects, using visual-motor modeling of the form; tracing-selection of a flat shape before drawing. This task is realized when teaching children object drawing and modeling by nature. Before the image, the teacher teaches children to consider the object, i.e. examine. The survey is carried out in a certain sequence: from the perception of the object as a whole to the isolation of its individual parts and basic properties (shape, relationships in size, location in space, color). The examination ends with the perception of a whole object. Real objects, toys, ready-made stucco crafts, etc. are used as nature.

During the examination, it is very important to evoke positive emotions in the children towards the subject itself. This is facilitated by playing with the object, its holistic perception.

In the process of examining nature, and then in the course of evaluating the resulting image, the teacher connects the perceived with the word: he names the object that the children draw, their qualities and properties.

In the process of sculpting and drawing from life, in the course of application lessons, children perceive the spatial relationships of objects, their parts. The concept of spatial relationships is also anchored in the speech of children.

Thus, in the course of object drawing and sculpting, children get acquainted with the space of a sheet of paper, learn to perceive an image on a plane as a reflection of real space.

Mastering the methods of visual-motor modeling of the form allows the child to use them in the future when depicting, which have not yet been in his graphic experience.

In the course of training, the teacher also solves the problems of ensuring the operational and technical side of the activities of his pupils. This work is connected, on the one hand, with the assimilation of techniques and skills of visual activity by children, and on the other hand, with the development of their ability to independently select the means necessary for constructing various images.

Children master the ability to use a pencil, brush, paint, learn to hatch, paint over a drawing. In the course of mastering these skills and abilities, fine motor skills (movements of the hand, fingers) develop, visual-motor coordination is formed, the hand prepares for learning to write.

Classes in visual activity are essential in terms of the aesthetic education of a child. Children perceive beautiful, bright objects specially selected by the teacher as nature, and experience joy. They learn to compare their work with nature and thereby evaluate them correctly, listen to the opinions of their peers about the work done.

Classes in visual activity help to educate positive personality traits: perseverance, attention, the ability to complete the work begun.

After object drawing and sculpting from nature, object drawing and sculpting by performance are carried out.

Based on the images of perception obtained during classes using nature, the teacher teaches children to depict objects according to the description. These classes contribute to the formation of the ability to operate with existing images-representations, to restore them by word. Such classes contribute to the formation of the relationship between the sensory and speech development of children, and also, on the other hand, allow you to control the child's assimilation of words and expressions given to him in the process of modeling and drawing from nature.

During the performance classes, the acquaintance of children with orientation on a sheet of paper continues, instilling in children the skills of working with a pencil, brush, scissors, and mastering the techniques of visual activity. These activities make a great contribution to the education of the positive qualities of the child's personality.

The transition to plot painting marks the emergence of new opportunities. We are talking about a more complete perception of the environment (the perception of the relationship of objects in space and actions). In this case, the child depicts the perceived not immediately at the moment of perception, but delayed - according to the idea.

Plot drawing from the texts of fairy tales already presupposes such a level of development of ideas, in the presence of which the child is able to depict situations with which he has not directly encountered, according to a verbal description.

As a result of purposeful work on teaching children to draw and sculpt from nature and from imagination, it becomes possible to start work according to the concept. The work on the formation of the idea closely resembles the work on teaching subject, and then subject drawing and modeling. The images accumulated by the child in the process of working from nature and from imagination are used in a new way by the child in images according to his own design. In these lessons, the teacher teaches the child to remember what objects and situations he saw, depicted, pays attention to their diversity, etc.

All these types of activities contribute to the development of the child's memory, in particular, voluntary memorization, which is extremely important for all subsequent education, not only in kindergarten, but also at school.

Applique classes are closely intertwined with all these activities, which help children explain how a three-dimensional form is depicted in a plane, they make it possible to draw children's attention to the ratio of quantities, and allow them to solve problems of sensory education. In addition, classes make a great contribution to the aesthetic education of the child, as children learn to perceive and select color combinations, etc.

In the process of construction classes, children need to form an interest in this type of productive activity, a desire to create buildings for the game themselves. To this end, the teacher builds various objects in front of the children, which are immediately included in the joint game. At the same time, the teacher acts emotionally, evoking an emotional response from the pupils. The design process is accompanied by explanations, commentary, game actions. Speech support includes all types of communicative statements: questions, motives, messages. Observing the activities of an adult, children get acquainted with the objective and functional aspects of structures.

The teacher pays special attention to the formation in children of the idea of the connection between the object and all types of images. He not only builds, but immediately draws, pastes on paper, thereby showing that each object can be depicted in graphic, applicative, constructive forms. This helps the child to understand the unity of the object and all its images, to get acquainted with various types of modeling of his image.

To create the prerequisites for independent design, children are also shown that objects of the same functional purpose (for example, a kindergarten building) can have different designs, that is, they are built in different ways, but at the same time meet general requirements (have a small height, many entrances and etc.). Demonstrating various buildings on the same topic, the teacher conducts propaedeutic work to overcome in children with intellectual disabilities the tendency to stereotypically reproduce the same type of structure. This is necessary in order for children to strive and want to use various constructive materials in their own activities.

On initial stages one of the main teaching methods is to imitate the actions of an adult. Imitation actions involve the child literally following the adult, reproducing his actions without delay. Children see each element of the building kit, which is in the hands of the teacher, as well as where he installs them. In case of difficulties, joint actions of an adult with a child are used. Then the buildings are played out.

In the future, children are taught to follow the pattern. Designing according to a model is based on the independent actions of children and on the implementation of those ideas that are formed as a result of a directed examination, analysis of a sample under the guidance of a teacher. At the beginning of training, only simple volumetric samples with visible constituent elements are used. The study of the sample under the guidance of an adult is carried out in a specific sequence. The analysis of a sample is a specially organized examination of it, carried out under the guidance of a teacher. The teacher guides the perception of children, helps them correctly, fully adequately perceive the essential properties of the subject from the point of view of constructive abilities.

Sample analysis begins with a holistic perception of the object. Children name it, then move on to highlight the main supporting parts. The selection of the main parts in the structure (sample) should preferably be made in the sequence that corresponds to the order of the performing operations. After defining the main parts, they move on to the details in the building. While examining the details, the adult emphasizes their importance in the subject. The next step in the examination of the sample is to determine the shape of each element and the selection of the necessary building parts corresponding to these elements. In this case, the teacher uses auxiliary movements: tracing each highlighted part of an object or structure along a contour. After selecting the necessary building parts, the teacher draws the children's attention to the sequence of the construction.

In the future, children learn to design using a graphic model. For this purpose, they are offered various constructors, collapsible toys.

In older groups, children perform buildings according to presentation (according to a verbal description). Each of these techniques is used depending on the level of development of children and the specific correctional task that the teacher sets in a particular lesson.

The experience of teaching children with intellectual disabilities to design has shown that they are capable of mastering the initial actions with all types of models with the correct organization of correctional work.

Thus, with a special organization and corrective orientation of education, children with intellectual disabilities are able to perform object images, as well as reflect simple content associated with their life experience.

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GOU SPO "Bendery Pedagogical College"

Test

by discipline

"Psychology"

"Development productive species activities in preschool age "

Specialist teacher Disciplines:

Zvyagina I.S.

Performed:

Student: O.V. Arbabaeva

Introduction

1. Productive activity

2. Development of inventive activity in preschool age

Bibliography

Introduction

Preschool age covers the period from 3 to 6 - 7 years. Preschool childhood is a very special period in a child's development. At this age, the entire mental life of the child and his attitude to the world around him are rebuilt. The essence of this restructuring lies in the fact that in the preschool age there is an internal mental life and internal regulation of behavior. If in early age the child's behavior is stimulated, directed from the outside - by adults or by a perceived situation, then in preschool the child himself begins to determine his own behavior. The formation of internal mental life and internal self-regulation is associated with a number of new formations in the psyche and consciousness of a preschooler. L.S. Vygotsky believed that the development of consciousness is determined not by an isolated change in individual mental functions (attention, memory, thinking, etc.), but by a change in the relationship between individual functions. Preschool childhood is a large segment of a child's life. The child discovers the world of human relations, different types activities and social functions of people. The whole life of a preschooler is connected with the game. Mastering the things around him, relations between people, understanding the meanings that social life, work and responsibilities of adults carry - he gets to know all this, playing, imagining himself in the role of mom, dad, and so on.

1. Productive activity

design applique waste productive

Productive activities for children include designing, drawing, sculpting, applique and creating. different kinds crafts, layouts from natural and waste material... All these types of children's activities play an important role in the development of the preschooler.

Productive children's activity is formed in preschool age and, along with play, is of the greatest importance for the development of the child's psyche during this period, since the need to create a product is closely related to the development of his cognitive processes, emotionally - volitional sphere, abilities and skills, moral, aesthetic and physical education of preschoolers. These actions develop not only figurative forms of thinking, but also such qualities as purposefulness, the ability to plan their activities, to achieve some result.

The social and personal development of a child is facilitated by the possibility of his manifestation of creative activity, initiative in creating a drawing, modeling, crafts that can be used by oneself or shown and presented to others.

In the process of productive activity, the child's visual memory is actively formed. As you know, a developed memory serves necessary condition successful cognition of reality, because thanks to memory processes, memorization, recognition, reproduction of cognizable objects and phenomena, consolidation of past experience occur.

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

Education in the process of productive activity is equally important.

purposefulness in work, the ability to bring it to the end,

accuracy,

ability to work in a team,

industriousness

According to teachers and psychologists, the child's mastery of productive activities is an indicator high level its general development and preparation for schooling. Productive activities greatly contribute to the mastery of mathematics, work skills, writing.

2. Development of visual activity in preschool age

First of all, it is necessary to teach children how to properly hold a pencil, brush, crayon in their hand. They themselves cannot learn this. The inability to hold the pencil and brush correctly inhibits the development of drawing movements and makes it difficult to create an image.

Visual activity in preschool age is closely related to emotional development child, with the formation of play activities and depends on the level of development of perception, thinking, speech. The development of visual activity is associated with the formation of an active interest in the world around the child and provides an opportunity for the child to reflect reality. Drawing fosters an emotional attitude to the world in children. In the course of drawing lessons, children develop perception, visual-motor coordination, perceptual-motor skills and abilities. In these lessons, the elements of educational activity are formed in children - the ability to accept a task, to keep it in the course of the task. Systematic drawing classes contribute to the normalization of the child's behavior. In the process of visual activity and design, children develop the ability for purposeful activity, volitional regulation of behavior.

For the artistic and aesthetic development of the child, an important role is played by the modeling nature of productive activity, which allows him, at his discretion, to reflect the reality around him and create certain images. And this has a positive effect on the development of imagination, figurative thinking, creative activity of the child.

It is important for children to educate an aesthetic attitude towards the environment, the ability to see and feel beauty, to develop artistic taste and creativity. The preschooler is attracted by everything that is bright, sounding, moving. This attraction combines both cognitive interests and an aesthetic attitude to the object, which is manifested both in evaluative phenomena and in the activities of children. The specificity of drawing lessons provides ample opportunities for cognition of the beautiful, for the development of an emotional and aesthetic attitude towards reality in children. Productive activity shows a person the world of really existing beauty, forms his beliefs, influences behavior, promotes development creativity children.

In the process of the image, the attitude towards the depicted is fixed, 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 color combinations, a variety of forms, the majestic beauty of many phenomena (thunderstorm, surf, blizzard, etc.) physical development child, contribute to raising the general vitality, creating a cheerful, cheerful mood. During the lessons, the correct training landing is developed, since the visual activity is almost always associated with a static position and a certain posture. Visual activity contributes to the development of arm muscles, coordination of movements.

The processes of writing and drawing are similar in appearance: in both cases, it is a graphic activity with tools that leave traces on paper in the form of lines. This requires a certain position of the body and hands, the skill of correctly holding a pencil, pen. Learning to draw creates the necessary prerequisites for successful mastering of writing.

3. Development of constructive activities in preschool age

The work of children in kindergarten is diverse. This allows them to maintain their interest in activities, to carry out their comprehensive perception. One of the main types is construction and manual labor. The child's manual labor is one of the components of his aesthetic activity; it develops the constructive abilities of children, creativity, imagination, and invention. Artistic manual labor is the creative work of a child with various materials, in the process of which he creates useful and aesthetically significant objects and products for decorating everyday life (games, work, a gift for mom, rest). Working with paper and cardboard products, the child gains additional knowledge and practical skills, while expanding his horizons at the same time. He develops a figurative understanding of the possibilities of objects, learns to design and model, find unexpected use cases. He also develops a creative imagination, which is important for any activity, both in kindergarten and at school. The fundamental point in the design is the analytical and synthetic activity for the examination of objects. It makes it possible to establish the structure of an object and its parts, to take into account the logic of their connection. On the basis of analytical and synthetic activity, the child plans the course of construction, creates an idea. The success of the implementation of the plan is largely determined by the preschooler's ability to plan and control its progress.

Modeling is the first, fundamental type of activity required for a child at the initial stages of the formation of visual activity. When feeling objects in children, methods of examining objects and highlighting its shape are formed.

While modeling, the child gets acquainted with the volumetric shape of the object, the interconnection of its parts, he develops the skills of working with two hands, the coordination of movements, the small muscles of the fingers are very actively developing, and this contributes to the development of thinking, the eye, and spatial thinking. It is difficult to overestimate the importance of sculpting for the development of a child. Modeling is the most dynamic, cheerful children's creativity. Even small children are attracted by the opportunity to mold "real" nuts and feed them to a squirrel. Any manipulation of sculpted objects, their use in game situations greatly enrich the child's life experience. The more often the child is engaged in modeling, the more actively his general and visual abilities develop. The child sets himself serious tasks, and he develops a constructive thought. After all, it is not enough just to portray a person, you need to make him stand on his own two feet.

Color, as well as form and movement, is a means of expressiveness in modeling. It never occurs to any of the children to sculpt Baba Yaga from pink plasticine, they always sculpt trees in the garden of Koshchei the Immortal from plasticine dark colors... To sculpt dolls, they choose colors that are pleasing to the eye and find expressive details (bright bow, decorative elements). Color is the brightest expressive means even in modeling. If there is a choice - to sculpt from plain plasticine or from colored - the child will always prefer colored.

The application allows the child to see the contour of the object, which will then form the basis of the graphic image, which serves as a support for the development of the child's visual skills, that is, the ability to depict an object of one form or another. During the execution of applications, conditions are also created for the formation of purposeful activity and the development of general intellectual skills. In the lessons of drawing, modeling, applique and design, the speech of children develops: the names of colors and their shades, spatial designations are learned, the vocabulary is enriched. Children younger age learn to paste ready-made geometric shapes and images on paper. At the same time, they show techniques for spreading them with glue, overlaying them on paper. The teacher involves children in explaining tasks, the sequence of their implementation. In the process of analyzing the works, at the end of the lesson, the children talk about their drawings, modeling, express judgments about the works of other children.

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

Constructing from building material, they get to know

with geometric volumetric shapes,

get an idea of the meaning of symmetry, balance, proportions.

When designing from paper, the knowledge of children about geometric planar figures is clarified,

concepts of side, corners, center.

The children get acquainted with the techniques of folding, folding, cutting, gluing paper. These complex concepts easily learned by children in the process of creating a decorative pattern or when depicting an object in parts. In the classroom of productive activities, children learn to carefully use the material, keep it clean and tidy, use only necessary materials in a certain sequence. All of these points contribute to successful learning activities in all lessons.

As a rule, children love to draw, sculpt, cut and paste, design. Thus, they get the opportunity to convey what they care about, what they like, what arouses their interest. And this, in turn, creates conditions for the comprehensive upbringing and development of children. Children should do what they love and enjoy. Working with paper and cardboard products, the child gains additional knowledge and practical skills, while expanding his horizons at the same time. Learning to draw, sculpt, applique, design contributes to the mental, moral, aesthetic and physical education preschoolers.

Literature

1. Uruntaeva G.A. Preschool Psychology.

2. Lyublinskaya A.A Child psychology

3. Doronova T.N. Materials and equipment for productive activities.

4. Dyachenko OM Development of the preschooler's imagination.

5. Mukhina B.C. Visual activity as a form of assimilation of social experience.

6. Internet resources

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What are productive activities?

This is the name given to activities as a result of which the child will create a given product with the specified qualities. Which of them are productive activities:

modeling of figurines and and clay;
assembling an interesting structure in all sorts of ways;
making crafts from various materials (paper, cardboard, beads, foliage, etc.);
complex lessons with layouts;
creation of pictures with paints, pencils, chalk;
making appliques and mosaics.

All kinds of productive activities are important for the development of children. Preschoolers need to be interested in order to get the desired result, but this is already the work of teachers. All establishments aimed at early childhood education include these classes. Parents should know what the productive activity of a preschooler is aimed at, why it is so important. If you study at home with your child on your own or prefer not to take him to kindergarten, then this publication will be useful for you.

The need for productive activity

The purpose of the classes is the all-round development and upbringing of the preschool child. Children develop in many ways, therefore it is important to include in the classes all types of productive activities of preschoolers, without focusing only on drawing or modeling. Classes must be held in game form, and not "out of hand", the kid should realize that it is fun, besides, he will be proud of his product at the end of the work. At the same time, he will gradually learn the need to listen carefully to the teacher, and do whatever is necessary to get the result.

All over the world, experts have studied the productive activity of preschoolers, and came to the conclusion that it is capable of developing the following qualities in children:

Good creative imagination, thinking mechanism, that is, the ability to think logically, compare, analyze and synthesize.
Purposefulness, perseverance and perseverance.
Good mental abilities, since the productive activity of preschoolers is cognitive activities.
Fine motor skills of fingers and muscles of the hands.
The methods of productive activity of preschoolers are aimed at conveying to children the need for independent work.
Curiosity, inquisitiveness and initiative.

Also, classes have a positive effect on the discipline of children, teachers noted a good connection between productive activity and sensory education. That is, in order for a child to have a good idea of an object, he must know how it looks, its color, use, size and location in space.

In the course of classes, all qualities are manifested, primarily mental and physical, and teachers know exactly which child and what needs to be done more, they give good advice to parents.

Productive preschoolers provide the practice and skills that will be required for further learning and work. For example, to create an applique, you need to make some effort, think well about the placement of objects, arrange them correctly, and this requires creative actions. In the course of classes, children gain experience of independent work.

An integrated approach is well implemented in the productive activities of preschoolers. In addition, babies are able to completely relax, and this is getting rid of all kinds of fears of society. Children, independently creating a product, can realize in the model their ideas about a particular object, receive the material embodiment of an imaginary structure.

Directions

We offer you to get to know more about productive activity in order to have an accurate idea of it.

Independent creation of various objects that are suitable for games, cognitive and research activities.
Making items that will fill the art gallery of the preschool.
Ability to create layouts.
The design of the group's own book, which will include drawings, children's stories, their chronicles. You can also create a nature diary, and children will decorate it with pictures, herbarium.
Making decorations and decorations for the holidays. For example, garlands, posters, posters, Christmas tree decorations.
Creation for a holiday for parents, greeting card for them, souvenirs that will be handed out at the end of the show.
Development of the group's wall newspaper.
Coming up with a story by the whole group. You can diversify your activities by the fact that each time you need to create a fairy tale or story, you will need to so that each word begins with one letter. By the way, this is a very good developmental activity. oral creativity, logic, help in learning to read and write.
Creation of your own performance. You can prepare your own script for him, and the children should help. Also, sets and elements of costumes are collectively created.

Why is all this needed? The fact is that the development of productive activities of preschoolers is not only interesting, but also very useful.

Lesson results

It is necessary to create a system of classes for children. If the teacher correctly distributes productive activity, and all of its types are involved, the result will be as follows:

children will be creatively developed;
the group will have an excellent psychological environment;
preschoolers will be well prepared for school activities.

In addition, children receive moral education, consolidate the knowledge gained in the learning process, they develop the necessary character traits:

activity;
independence;
observation;
purposefulness;
patience;
desire to complete what has been started;
the ability to "put on the shelves" the information received and its assimilation.

Productive activity also improves the physical condition of children. They become more cheerful, the mood improves, the general tone rises, the character becomes more relaxed and active. After classes and on them, the child is active. It is important to immediately correctly form his posture, gait, body position, because all these qualities in the future will be useful for the little man. Productive activity allows you to coordinate movements, "tune" the vestibular apparatus, and strengthen the muscles.

Now we offer you to get acquainted with the main types of productive activities. And at the same time, we will note the features of each.

Productive activity of preschoolers: drawing

Especially kids love to draw. Here they have room for imagination, everything is depicted on paper: heroes of fairy tales, space, forest, individual objects, patterns, scenes experienced in life - here the child fully realizes his thinking. While drawing, children once again experience the experienced emotions, reveal their thoughts. Usually the drawing task is given on independent topics, that is, everyone decides for himself what, how and in what color to depict. By the drawings, you can judge the character of the baby, and find out his fears that he holds in himself. Sometimes it is recommended to visit a psychologist so that he can solve the child's problem, correct the idea of the world around him.

art

It is necessary to engage in this activity collectively, to draw on one topic. Fine art allows children to instill a sense of beauty, an aesthetic idea of the world, individual objects. The development of the productive activity of preschoolers is priceless, because classes teach to see the beauty in everything around them, and only a harmonious, developed and clever man... Children develop a sense of aesthetics, they change their attitude towards each bug, blade of grass, it is only necessary to tell correctly what and how to draw. For example: "Look, what long antennae this bug has, he cannot live without them, so be sure to draw." Well, after that, how can a beetle tear off these antennae, catching it in the grass? The child learns to see only the good in everything, his behavior changes for the better, beliefs are formed.

Scratchboard (scratch-scratch)

You need to take cardboard (white), shade it with wax multi-colored crayons, and then use a sponge to apply a thick layer of black gouache, or better mascara, since gouache, even when dried, will stain the baby's fingers and his clothes upon contact. After that, the children are given feathers or other objects with a sharp but safe tip, and they must scratch the pattern on the resulting material. As a result, you will get a pattern, or any object created from thin multi-colored stripes on a black background. There will be no limit to the joy of children!

Modeling and applique

The peculiarity of sculpting is that the child can create a three-dimensional image of cars, animals, fruits and other favorite items. The topics are very diverse. Modeling has an excellent effect on fine motor skills, forms the imagination and a sense of space, because after the manufacture of objects, they can be placed further or closer to each other, satisfies the needs of children in knowledge and creativity.

By creating applications, children learn to cut objects on their own, arrange them in the right places, stick objects and elements on paper. Here, again, the development of finger motor skills and coordination are involved. To create an applique, you need to think hard, think creatively, because in the details there are rarely whole and clear objects, so you need to match them correctly. In addition, the preschooler gets to know mathematics by studying simple geometric shapes. The idea of the placement of objects in space (in the corner, center, right or left) and the size of the parts (large triangle or small) is also developing.

You can make a mosaic not only from pieces of paper, but also from lumps. This is also quite entertaining, no less useful for development.

Construction

This is one of the favorite productive activities of preschoolers. Who didn't love Lego bricks? The peculiarity of the classes is that the children must assemble the object correctly, find the necessary parts and fasten them. Construction develops spatial orientation, motor skills, creativity and logical thinking, aesthetic perception - whether the child likes his creation or not. In addition, the child gets acquainted with the features of the parts (color, weight, material from which they are made, shape). The child understands architectural forms in volume, he develops his own taste, opinion.

You can design not only from ready-made parts, but also from paper, boxes, stones, shells, sand, kids learn to recognize parts, combine them, and synthesize.

Formation of productive activity of a preschooler

It is necessary to correctly develop a training program. Children should not be doing the same thing day after day. If the kid loves to draw, but does not want to design or sculpt, it is necessary to interest him. Ask to build or mold your house, and after it is ready, let him tell about him, about where he stands, where he likes to walk.

Talk about finished products, be it a drawing or applique, you need. At this time, speech is formed, vocabulary is replenished. For example, a child drew a kitten. Let him come up with a nickname, tell him about his character, preferences in food and games - this is already creative thinking.

Productive activity is necessary not only for preschoolers, but also for elementary school students. Many schools have established centers children's creativity that are great for learning.

The productive activities of the preschooler include drawing, application, design (see clause 1.1).

PAINTING

Drawing as one of the types of productive activity has its own characteristics, requires mastering a special way of action and has its own specific effect on the general development of the child.

In the drawings of preschool children, all his experience is presented, which consists of past actions with the subject, visual impressions from him, his graphic image and what he learned about the subject from adults. At the same time, the preschooler develops his own understanding of the subject, his own knowledge about it. As a result, children's drawings are inaccurate and incomplete. However, peers are able to recognize what is depicted.

Almost any preschool child can draw. Some children prefer to depict cars, others - houses and the sun, others - the whole world of space adventures, but all the drawings reflect children's ideas about the world around them and their attitude to what is happening in it. During the preschool age, the child's experience expands and enriches, his attitude to reality becomes more differentiated and diverse, and, consequently, the drawings also change. What is the most essential in the development of visual activity?

First of all, you need to pay attention to the expressiveness of the drawing. After all, he is a mirror emotional relationship to the object or event that the child portrayed. Three-year-olds are just beginning to master expressive means, the most important of which is color. They are already trying to portray the kind, cheerful Buratino with bright, saturated colors, and the evil Baba Yaga - gloomy. Gradually, the child's horizons expand, and bright colors may be present in the depiction of bad characters, but, in general, the drawings remain gloomy and dark. The attitude to the object is also manifested in how diligently the child draws it. If we propose to depict fairy-tale characters, then the positive hero will be drawn carefully, with various decorations and details, and the negative one will be deliberately sloppy, with many crossed out, uneven and dangling lines, or even completely crossed out. From a child's point of view, he is not worth the effort.

The children's drawings reflect not so much the ability to realistically depict objects, but the entire totality of experience and knowledge about the world around them. How older child the wider it is included in life, the more detailed and diverse are its drawings. A plot appears in them, corresponding to the preschooler's intention.

The first step, indicating the development of ideas about reality, can be considered detailing. The younger preschooler has difficulty drawing an object, often it is completely different from the real one. It is rather a diagram of the subject, reflecting any of its aspects that the preschooler has become acquainted with. For example, if you give a child to stroke a squirrel, and then ask her to draw, the main emphasis will be on the lines that indicate the fluffiness of the animal. With age, a preschooler learns to analyze an object in detail, to highlight important properties in it. His drawing looks more and more like a real object, as it is filled with essential and secondary details. The more there are, the deeper the child has penetrated into the essence of the object, and consequently, he has a more complete image of reality.

But not only the number of details in the child's drawing indicates the level of development of ideas about the environment. It is also interesting whether the object is depicted alone or is it included in some system of connections and relationships with others, in other words, is there a plot in the drawing. First, children draw one unrelated object. With the development of the child, the deepening of his ideas about the world, the plot of the drawings is also enriched. This is no longer just a person, a sun or a house, but a whole world in which objects are interconnected by some event. A person lives in a house over which the sun is shining, and trees grow nearby.

It is important to pay attention to whether the child has a plan, whether he knows what he is going to draw. At the beginning of preschool age, the design changes depending on what the image looks like. If the kid is going to draw a horse, but something looks like a dog has turned out, then he, without hesitation, will say what exactly the dog he wanted to portray. By the age of preschool age, the child already sets a goal and tries to fulfill it, i.e. portray what he intended. The idea now does not follow the image, but, on the contrary, leads it along. In other words, from being lagging, it becomes leading.

During preschool age, not only ideas about reality change, but also the technical capabilities of its display. This is another component of visual activity. The technique of drawing, the possession of expressive means (color, shape, composition) and visual materials (pencil, brush, gouache, watercolor) are being improved and complicated.

At the very beginning, children use only basic colors (white, black, blue, green, yellow, red), then all the colors of the spectrum and their shades become available to them. By the end of preschool age, children are able to mix colors, create with their help a certain color, mood of the picture. Mastering the form also occurs gradually, from simple circles and ovals to more complex objects, which are a combination of various geometric shapes. Only by the end of preschool age begins mastering the elements of composition. In the younger preschool age, children depict objects randomly, anywhere on the sheet, in middle age - along one line, in the older age - they can arrange objects throughout the entire space of the sheet in accordance with the plot and their own design.

During this age period, the child may be offered various materials... If for a younger and middle preschooler, pencil and gouache are the most familiar and convenient, then after 5 years it is reasonable to let them experiment with watercolors, and from 6 - start drawing most of the work with it.

Consider the features of visual activity at different ages.

By the beginning of preschool age, a child, as a rule, has a certain set of graphic images that allow him to depict such simple objects as the sun, a fence, a road, or a person. Although these images often bear only a distant resemblance to reality, children will recognize what was drawn. A car can be drawn with at least one wheel, but without a body, a house with a roof, but without windows, etc. Graphic images at this age are rather poor, so details are often missing. So, a person is depicted as a circle with lines extending from it. You can guess that these are the head and legs. Such a schematic representation of a person is called "cephalopod".

In most cases, starting to draw, the child does not know what he will succeed in. Sometimes he knows what he wants to draw, but if the image is not very similar to what he intended, he easily rebuilds: "The car did not work out, it's a kitty." But not all children are limited to a schematic representation. The most developed of them tend to fill their drawing with details. A person has hair, ears, hands; the car has a steering wheel, a cabin. It doesn't matter if they are drawn on top or on the side, this gives the picture a greater likeness to reality. Such children paint on a variety of topics. The richer the child's world, the more interesting his drawings will be.

CHILDREN 4-5 YEARS OLD (middle group)

By the age of 4, the range of objects depicted expands, and includes flowers, butterflies, fruits, trees, and birds. The figure is no longer simple circuit, but an image filled with details. All details are conditional, the child does not try to correctly convey the relative value. Elongated, volumetric shapes - arms, legs, pipe, trunk, tree branches, etc. - are depicted by dashes, as if they have no thickness. The corners of rectangles and triangles are usually rounded or drawn as separate parts that are not part of an integral contour.

One of the most frequently encountered topics is the person. This is no longer a cephalopod. A person acquires recognizable features, a body, arms, legs appear. Usually they are made in simple lines, fingers are drawn on the limbs in the form of squiggles or dashes. On the face, you can see eyes, mouth, nose, which are circles and dashes.

Some, the most developed, children carefully draw clothes, often with buttons, outline the differences between boys and girls in it: two ovals - trousers, a triangle - a dress. They can depict details such as ears, neck, hair. The fingers and limbs are voluminous, drawn in the form of ovals. Sometimes elements of the plot appear: the girl is walking, dad smokes, mom is smart.

CHILDREN 5-6 YEARS OLD ( senior group)

At the age of 5, a child is able to portray anything that arouses his interest. These are not only individual objects and plot pictures, but also illustrations for books, events of your life. This time falls the largest number children's works.

Children paint according to imagination and strive for maximum resemblance to reality. But they still do not have enough drawing skills, therefore, so that their drawings can be recognized by others, they use well-established stereotypes, templates (a house is a square with a triangle at the top, the sun is a circle with lines extending from it, a person is “arms, legs, a cucumber .. . "). Although the drawings are schematic, they are filled with a variety of details that help to reflect the features of the object, its volume and proportions. A person, for example, has three-dimensional images of arms and legs in the form of cylinders. In general, the proportions between the torso, limbs and head are respected. Details such as hands, feet, some parts of the face (eyebrows, nose, ears, etc.) may be missing, the proportions of the face and figure may be disturbed, but you can already recognize a person, judge his mood, say whether it is a man or a woman ... Children at this age have a plot image: a girl is dancing, a boy is playing, dad is driving.

At the age of 5, the child knows well what he wants to portray, following his goal, overcoming obstacles. For example, if he finds it difficult to draw a running girl, then he can redraw her several times, finding graphic possibilities of transferring movement, without abandoning his idea, which is now becoming anticipatory.

By the age of 6, the flow of children's drawings becomes not so abundant, but no less diverse, the social and cultural traditions of the places where they grew up begin to have a stronger effect. Urban children depict tall houses, cars, subways, rural children - fields, trees, animals on the farm. The drawings of boys and girls are different. Boys are interested in cars, robots, dinosaurs, rockets, cartoon characters, distinguished by masculinity, girls - princesses, fairies, ballerinas, flowers, scenes from everyday life.

The most important achievement in the visual activity of 6-year-old children can be considered the fact that they begin to master composition. They no longer just line up all the objects in a row, but strive to arrange them on the sheet, taking into account spatial relationships or the plot. Family members can sit at the table or watch TV, sitting in a circle or at different ends of the room. One car overtakes another. All this is conveyed through composition.

(on drawing material)

Drawings are subject, schematic; usually single objects are depicted; the idea changes as the image progresses.

The drawings are subject; detail appears; usually single objects are depicted; the idea changes as the image progresses.

The drawings are subject; there are significant and minor details; plot elements appear; the design is ahead of the image.

The drawings are subject; there are significant and minor details; there is a plot; the idea is ahead of the image; composition elements appear.

APPLIQUE

Application Is a way to create artistic images from various shapes, cut from some material and pasted onto a specific background.

CHILDREN 3-4 YEARS OLD (second younger group)

At a younger preschool age, due to insufficient development of small arm muscles, poor coordination of movements and visual control over their actions, children do not work with scissors, they apply from ready-made geometric shapes. An important point for them is the laying out and gluing of the applique elements. In the process of gluing, children learn to see the image of the object as a whole. In addition to the subject ones, they make ornamental appliqués.

Over the course of the year, children master the gradually becoming more complicated methods of image and technical techniques of application.

By the age of 4, children:

- elements of decorative applications are laid out and pasted on a strip, square, circle, using first the same, and then different in color, shape and size of the figure;

- make up and paste simple schematic images (beads, Balloons, multi-colored flags, handkerchiefs on a rope, etc.) and more complex (fungus, ball, rattle, house, etc.).

CHILDREN 4-5 YEARS OLD (middle group)

Children 4–5 years old master the technique of working with scissors, elementary cutting techniques. The most difficult for them is cutting out rounded shapes - circles and ovals.

In the middle preschool age, children learn not only subject and decorative, but also plot applications. They try to compose subject images of a complex structure. The number of parts used in the work is increasing. For example, the house now has not only a wall, a roof, but also several windows and doors.

By the age of 5, children are able to:

- hold the scissors correctly, act with them, cut across narrow and then wider strips; cut a square diagonally, make oblique cuts, get the shape of a triangle, trapezoid; cut out objects of a round and oval shape from rectangles by rounding the corners;

- lay out in parts and stick schematic images of objects from 2-3 ready-made forms with minor details (house, carriage);

- make patterns from plant and geometric shapes on a strip, circle, square, rectangle.

CHILDREN 5-6 YEARS OLD (older group)

Children 5-6 years old come to a generalized understanding of the method of cutting out any objects, get acquainted with the technique of breaking application ("Chickens on the grass", "Fly autumn leaves"," Snow is falling ").

Children of this age, when cutting out individual parts and making simple applications from them, are, as a rule, able to accurately match the parts with each other, especially in objects of a constructive nature (buildings, cars).

In addition to the subject and decorative, children master the subject and landscape applique, beautifully arranging the objects of the subject composition on the entire sheet of background paper, selecting the images and the background by color ("Fish in an aquarium", "Butterflies are flying", "Train", etc.).

By the age of 6, children:

- master new, more complex and rational techniques: cutting out identical figures from paper folded like an accordion, and symmetrical figures from paper folded in half;

- use a variety of cutting methods: straight, curved, rounded, wavy;

- make up subject, plot, decorative and landscape applications;

- master the technique of breaking application.

CHILDREN 6-7 YEARS ( preparatory group)

Children 6–7 years old acquire new knowledge about geometric shapes, learn to distinguish them in different objects and toys. Knowledge about shape and color enriches children's appliqué works, helps to make them more varied and meaningful.

There is a further mastery of sophisticated cutting techniques, the quality of children's work increases.

By the age of 7, children:

- they begin work with cutting and gluing the main large elements, gradually complementing them with smaller ones and ending with details to convey characteristic features, create an expressive image;

- perform applications of plot and landscape content;

- convey the structural and expressive characteristics of objects.

Indicators of the development of visual activity

(on the material of the applique)

The child lays out and glues elements of a decorative pattern and a subject schematic image, consisting of 2-3 main parts, using a circle, square, triangle.

Master the technique of working with scissors (basic cutting techniques); draws images of objects with minor details; adds patterns from plant and geometric shapes on a strip, square, rectangle.

He masters the generalized method of cutting: makes subject, plot, decorative applications.

Mastering new techniques of cutting from paper folded several times, and silhouette cutting; makes up decorative patterns on different forms, landscape and subject applications.

CONSTRUCTION

Children's design is an interesting, but rather complex practical activity aimed at obtaining a real product (design).

Constructive activity makes specific demands on the child. He must know the design features of the building material, methods and sequence of construction.

In the process of constructive activity, the child develops the ability to see an object, to determine its purpose. He learns to determine the property of the details of an object.

There are the following types of constructive activity.

1. According to the sample. The sample can be collected directly with children, it can be collected in advance or given in the form of a picture. Children must master the ability to examine the subject: highlighting the main parts and analyzing their mutual position.

2. By conditions. Proposed by the caregiver or based on the conditions of the game. Children should take into account the given conditions, show initiative and creativity, solving such a problem in different ways. This sets the stage for creative design.

3. By design. It is carried out in a game activity, having a practical meaning. Children learn to plan, jointly discuss the plan to which they must subordinate their desires, learn to reconstruct.

All types of construction are interconnected.

In constructive activity, two stages are distinguished: the creation of an idea and its implementation.

The first stage consists in thinking about future practical activities: presenting the final result, identifying the composition and ratio of parts of the constructed object, choosing ways to achieve this result, planning a sequence of practical actions.

The second stage - the practical activity for the implementation of the concept - is not purely performing, which determines the most important feature of constructive activity: the conventionality of dividing the design into two stages, since there is a continuous combination and interaction of mental and practical actions. At the same time, it is practical actions of a search nature that play an important role. They are, as it were, the source of the child's thoughts, his further reasoning.

In order for constructive activity to proceed as a search and creative process (when the child decides what and how he will build), children must have generalized ideas about the constructed object, be able to set a goal and look for ways to achieve it. This knowledge and skills are formed in children gradually, in the process of mastering the design according to the model, scheme, conditions, concept.

The construction material is varied. it building sets, which consist of parts of various shapes and sizes: cubes, plates, bars, cylinders, cones, etc.; metal and plastic construction kits, the elements of which are connected through protrusions, recesses or using additional details... You can design from paper and natural material (straw, cones, acorns, etc.).

The type of material also determines the type of construction: construction from building material, construction from paper, construction from natural material, construction from construction kit parts.

CHILDREN 3-4 YEARS OLD (second junior group)

Children 3-4 years old can carry out targeted actions to create simple structures from building material, although the methods for their implementation are still imperfect, and the buildings are schematic and conditional. This is due to the fact that children do not know how to accurately analyze objects and do not have fine differentiated motor skills necessary to convey the characteristics of an object when using building material. At the same time, at a younger preschool age, the child discovers the opportunity to design different ways(by replacing small parts with larger ones or attaching small parts).

By the age of 4, children:

- distinguish and correctly name the main parts of the building material (cube, brick, plate, prism), concepts (high - low, wide - narrow, long - short);

- designed according to a ready-made sample;

- they construct elementary object structures (fences, gates, furniture, houses), consisting of 2-3 main parts, using a schematic form of the image, in which only the main parts of the objects are transferred and the connection between these parts is established;

- the sample is examined in a certain order.

The order of examination of the sample corresponds to the sequence of the construction of the building and thereby makes it easier for children to design.

CHILDREN 4-5 YEARS OLD (middle group)

Children 4–5 years of age experience an intensive development of constructive activity from building material, its main elements (concept, design methods). Children's constructions and their plots are becoming more diverse, but the intentions are not yet distinct and stable enough.

Unlike toddlers, children of middle preschool age (4-5 years old) independently and on their own design in the classroom. They are able not only to follow the plan proposed by the adults, but they themselves try to plan their constructive activities: they determine what needs to be done first, what then in order to achieve the best result. The main ways of forming ideas about the objects being constructed and mastering the actions with the material are the analysis of the sample, scheme or conditions of the constructive problem and showing the way of constructing the building. Children 4–5 years old usually strive for correct transmission through the construction of a real object with all its details.

By the age of 5, children:

- distinguish and name the details of the building material (cube, long and short plates, bar, prism); use parts taking into account their design properties (stability, shape, size);

- transform structures in height, length, width in two ways;

- they are designed according to the model, scheme, conditions, their own idea;

- 8-10 simple structures are erected, not only conveying the schematic form, but also introducing various details to highlight the specific features of the object;

- build different structures of the same object (up to five options for increasingly complex structures of houses, trams);

- the samples are examined in a certain sequence, they are compared with the schemes.

From the age of four and a half, children become familiar with the constructive capabilities of paper.

By the age of 5, children:

- fold a rectangular sheet in half and across, while combining the corners and sides;

- toys are designed by folding a sheet (carriage, invitation card, car, bus, two-story house, etc.);

- highlight the familiar way of making a toy out of paper when examining a new toy.

In the summer, pupils middle group(4–5 years old) start making toys and handicrafts from natural materials. They:

- weave wreaths and caps from leaves;

- make toys from walnut shells (boat, hedgehog).

CHILDREN 5-6 YEARS OLD (older group)

Children 5–6 years of age form generalized methods of action and generalized ideas about the objects being constructed. Taking into account the practical purpose of structures involves not only reproduction by children appearance buildings, but also compliance with the size, shape, location of its main parts. Children are able, first of all, to highlight those main parts that they will modify in each case, and can decide how to do this.

As a result of taking into account a sequentially increasing number of conditions (up to 3-5) relating to the same object, children learn to analyze these conditions, correlate their properties with the properties of the building (the width of the bridge with the dimensions of the freight transport, the length of the bridge with the width of the river, etc. .) and on this basis plan your practical activities.

As a result, by the age of 6, children:

- distinguish, name and use new parts and their properties: plates of various shapes and sizes (long and wide, square and triangular), bars, cylinders;

- distinguish the dependence of the structure of the structure on its practical purpose and create buildings in accordance with certain conditions;

- they master a number of new design skills: they connect several small planes into one large one, make buildings strong, connect rarely put bricks and bars together, preparing the basis for floors;

- they select the necessary planes to complete this or that building;

- use of parts varies depending on the material available;

- construct subject and plot compositions according to the conditions, theme, drawing, photograph, concept, scheme. They independently draw up a schematic drawing, i.e. pre-embody the design concept in the scheme;

- create different designs of the same object, taking into account certain conditions, transferring not only the schematic form of the object, but also characteristics, details;

- master the generalized method of examining a sample, an object (determine the main parts in any object, establish their functional significance, spatial arrangement);

- analyze the given conditions and, in accordance with them, make their own design decisions;

- create collective buildings.

Children 5-6 years old continue to construct from paper. They reinforce the ability to fold a rectangular sheet in half and, using this method, can design new toys.

Children master the ability to work on a simple pattern and cut paper along its contour.

By the age of 6, they can:

- divide the circle into 4 equal parts, cut out 1/4 and glue a low cone from the remaining 3 parts;

- get a cone from a semicircle;

- glue a cylinder from a sheet of rectangular paper;

- bend the sheet in different directions.

Using all of these techniques, children learn to design different options Christmas tree decorations, toys, fun.

Children who have not mastered the listed methods of construction require individual work with them on this type of design.

Children 5–6 years old construct from a wide variety of natural materials: pine and spruce cones, acorns, chestnuts, nut shells, various seeds, roots, branches, etc. Bird feathers and seeds of wild plants are used to decorate handicrafts.

By the age of 6, children have mastered two methods of construction from natural material:

1) complement the natural material with details before the formation of an artistic image, for example, the root will become the basis for the future crafts of the octopus;

2) they embody a specific image in natural material, for example a gnome, for which they select the necessary natural material (moss, cones, acorns, etc.) and practically use it (connected with wire, glue).

CHILDREN 6-7 YEARS OLD (preparatory group)

Children 6–7 years old have significant experience in designing from building material, which makes it possible to form more complex skills in them. Children of this age can do a lot:

- distinguish both general and particular features of objects;

- determine the shape of the main parts of the object by their similarity with familiar geometric volumetric bodies;

- observe the symmetry and proportions of parts of buildings, determining them by eye and choosing the appropriate material;

- imagine what their building will be, what is better to use to create it and in what sequence it should be designed;

- create their own designs, taking into account their functional purpose.

When working with children 6–7 years old, a sample of a building made by a teacher is rarely used. From photographs, from memory or according to given conditions, children create complex structures from a variety of building materials, often with architectural details, with two or more ceilings (bridges, residential buildings, fairy-tale houses, theaters, train stations, metro stations, vehicles for various purposes). When mastering these topics, children by the age of 7 are able to create their own designs, taking into account certain conditions (for example, build a three-story two-entrance residential building or a two-story furniture store with an entrance located in the middle of the building facade) and talk about their plans. In the classroom on designing from paper, generalized methods of action with this material are formed.

By the age of 7, children are quite good at determining the texture and quality of paper or cardboard, they master different ways of working with paper:

- folding paper in different directions;

- making toys from cylinders, cones;

- paper weaving;

- making toys-amusements according to a sample or your own design;

- marking using a template, measurements, as well as by eye, fastening parts;

- selection of colors and shades in the manufacture of toys, souvenirs, costumes and decorations for the holiday.

Children 6-7 years old master in a difficult way construction from natural material, which is based on a preliminary definition of the topic, thinking over the future composition. They create an idea and then select the appropriate material (moss, grass, cones, straw, acorns, etc.). Children depict individual figures of people, animals in different poses, as well as fairy-tale characters (good gnomes, evil sorcerers), giving the figures expressiveness in accordance with the conceived composition.

According to the traditional method of teaching construction from construction sets, children 6-7 years old work with construction sets of various materials (wood, plastic, metal), type (universal and narrow-themed) and fastening methods (quick-release and technically complex) outside classes and in class. In the process of such design, children by the age of 7:

- master different ways of connecting parts to each other;

- learn generalized ways of reading drawings, drawings and assembling technical models.

Indicators of the development of constructive activity

The child constructs 5–8 elementary object constructions from 2–3 parts from building material according to the model and his own design, conveying only the main components of the objects.

The child constructs from building and natural materials, paper according to a model, scheme, conditions, his own idea. It makes 8-10 simple structures from building material, conveying not only the schematic form, but also various details. He makes toys from paper by folding a sheet in half, weaves wreaths from natural material, makes toys from nut shells.

Children develop generalized modes of action and generalized ideas about the objects they construct. They create various structures from building material, taking into account the dependence of the structure of the object on the practical purpose; different versions of Christmas tree decorations, fun toys are constructed from paper; from natural material - images of fairy-tale characters.

The child constructs according to the scheme, photographs, given conditions, his own idea of construction from a variety of building materials, complemented by architectural details. He makes toys by folding paper in different directions. From natural material he creates figurines of people and animals in different poses. He assembles simple constructions from the details of the designers.

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