Additional general educational program of technical orientation "Robot" (for children from 5 to 6 years old)

Introduction.
The significance of the additional general educational program of a technical orientation "Robot Kid" (hereinafter referred to as the Program) is an innovative educational product for a preschool educational organization that allows you to successfully solve the tasks of developing design skills and abilities in children 5 and -6 years old, as well as acquiring the first experience in solving design problems.
This Program has a scientific and technical focus and is designed for students 5-6 summer age. For students of this age in the educational process, game forms learning. Play is a necessary companion of childhood. With LEGO, kids learn by playing. Children are tireless constructors, their Creative skills original. Students construct gradually, “step by step”, which allows them to move, develop at their own pace, stimulates them to solve new, more complex tasks. The LEGO constructor helps the child to bring his ideas to life, build and fantasize. The child works enthusiastically and sees the end result. And any success stimulates the desire to learn. In addition, the implementation of the Program helps to develop the communication skills and creative abilities of pupils through the active interaction of children in the course of constructive modeling activities.
I. Target Section
1.1. Explanatory note
An additional general educational program of a technical orientation "Robot Kid" was developed taking into account the requirements of the federal state educational standard for preschool education. The content of the education of children under the Program is a part formed by the participants in educational relations "The main educational program of the Municipal Preschool Educational Institution" Kindergarten"Crane" in the city of Nadym.
1.2. Goals and objectives of the Program
The purpose of the Program is to promote the development of technical creativity in preschool children, to provide opportunities for creative self-realization through mastery of LEGO design.
Program Objectives:
- to form skills and design skills;
- to ensure the development of the basic techniques for assembling and programming robotic designers;
- develop interest in robotics;
- to form creative activity, independence in decision-making in constructive-model activity;
- to form cooperation skills: work in a team, in a team, in a small group (in pairs);
- develop attention, memory, imagination, thinking;
- develop responsibility and communication skills.

1.1.2. Principles and approaches to the formation of the Program
The program is based on the following principles:
1) Enrichment (amplification) child development;
2) Construction educational activities on the basis of the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter referred to as the individualization of preschool education);
3) Assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;
4) Support for the initiative of children in productive creative activities;
6) Introducing children to socio-cultural norms, traditions of the family, society and the state;
7) Formation of cognitive interests and cognitive actions of the child in productive creative activity;
8) Age adequacy of preschool education (correspondence of conditions, requirements, methods, age and developmental features of children from 5 to 6 years old).

1.1.4. Characteristics significant for the development and implementation of the Program
Children's creativity is one of the forms independent activity child, during which he deviates from the usual and familiar ways of manifesting the world around him, experiments and creates something new for himself and others.
Technical children's creativity is one of the important ways of shaping the professional orientation of children, contributes to the development of a sustainable interest in technology and science, and also stimulates rationalization and inventive abilities.
Characteristics of the features of the development of technical children's creativity in children 5-6 years old:
Technical children's creativity is the design of models, mechanisms and other technical objects. The process of technical children's creativity is conditionally divided into 4 stages:
1. Statement of the technical problem.
2. Collection and study of the necessary information.
3. Search for a specific solution to the problem.
4. Material realization of the creative plan.
At preschool age, technical children's creativity is reduced to modeling the simplest mechanisms.
Children's creativity and personality of the child
Children's creativity, as one of the ways of the intellectual and emotional development of the child, has a complex mechanism of creative imagination, has a significant impact on the formation of the child's personality.
Creative Imagination Mechanism
The process of children's creativity is divided into the following stages: accumulation and collection of information, processing of accumulated data, systematization and the final result. Preparatory stage includes the child's internal and external perception of the world around him. In the process of processing, the child divides information into parts, highlights advantages, compares, systematizes and, based on inferences, creates something new.
The work of the mechanism of creative imagination depends on several factors that take on a different form at different age periods of a child's development: accumulated experience, environment and his interests. There is an opinion that the imagination of children is much richer than that of adults, and as the child develops, his fantasy decreases. However, the life experience of a child, his interests and relationships with the environment do not have the subtlety and complexity of an adult, so the imagination of children is poorer than that of adults. According to the work of the French psychologist T. Ribot, the child goes through three stages of imagination development:
1. Childhood. It is a period of fantasy, fairy tales, fiction.
2. Youth. Combines conscious activity and fiction.
3. Maturity. The imagination is under the control of the intellect.
The mechanism of children's creative imagination depends on the factors influencing the formation of the "I": age, features of mental development (possible disorders in mental and physical development), individuality of the child (communications, self-realization, social assessment of his activities, temperament and character), upbringing and education .
Stages of children's creativity
There are three main stages in the creative activity of the child:
1. Formation of the idea. At this stage, the child has an idea (independent or proposed by the parent / caregiver) of creating something new. How younger child, the more important is the influence of an adult on the process of his creativity. IN younger age only in 30% of cases, children are able to realize their idea, in the rest, the original idea undergoes changes due to the instability of desires. The older the child becomes, the more experience of creative activity he acquires and learns to translate the original idea into reality.
2. Implementation of the plan. Using imagination, experience and various tools, the child begins to implement the idea. This stage requires the child to be able to use expressive means and various ways of creativity (drawing, application, crafts, mechanism, singing, rhythm, music).
3. Analysis creative work. It is the logical conclusion of the first stages. After finishing work, the child analyzes the result, involving adults and peers in this.
The influence of children's creativity on the development of the child's personality
An important feature of children's creativity is that the main attention is paid to the process itself, and not to its result. That is, the creative activity itself and the creation of something new are important. The question of the value of the model created by the child recedes into the background. However, children experience great elation if adults note the originality and originality of the child's creative work. Children's creativity is inextricably linked with the game, and sometimes there is no border between the process of creativity and the game. Creativity is an indispensable element of the harmonious development of the child's personality, at a younger age it is necessary, first of all, for self-development. As they grow older, creativity can become the main activity of the child.

1.1.5. Planned results of mastering the Program by pupils
Classes under the Program will lay the foundation for the formation of students' ideas about the structure of structures, mechanisms, and will also serve to develop their creative abilities. The implementation of the curriculum of the Program allows stimulating interest and curiosity, developing the ability to solve problem situations - the ability to investigate a problem, analyze available resources, put forward ideas, plan solutions and implement them, expand the active vocabulary of children.
As a result of mastering the Program, students should know:
- the main details of the Lego constructor (purpose, features);
- the simplest basics of mechanics (structural stability, connection strength, types of connection of parts);
- types of structures: flat, three-dimensional; fixed and movable connection of parts;
- technological sequence making simple structures.
Be able to:
- to carry out the selection of parts necessary for the design (by type, color, purpose);
- design based on step by step diagram construction manufacturing;
- to design according to the model, according to the condition, according to the plan, simple structures;
- with the help of a teacher, analyze, plan future practical work, monitor the quality of the results of their own practical activities; to independently determine the number of details in the design of models; to realize a creative idea.
Planned results of mastering the Program by pupils:
- has a positive attitude towards design;
- actively interacts with peers and adults, participates in joint design, technical creativity, has the skills to work with various sources of information;
- is able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others;
- has a developed imagination, which is realized in the construction game and design;
- familiar with the main components of the LEGO constructor; types of movable and fixed connections in the constructor, basic concepts used in robotics;

- owns oral speech, can use speech to express his thoughts, feelings and desires, build a speech statement in a situation of creative and technical activity;
- developed large and fine motor skills, can control their movements and manage them when working with Lego-constructor;
- is able to comply with the rules of safe behavior when working with designers, necessary for the design of robotic models;
- shows interest in research and creative and technical activities, asks questions to adults and peers, is interested in cause-and-effect relationships, tends to observe, experiment.
1.1.6. Targets at the stage of completion of the assimilation of the Program:
- the child has a positive attitude towards robotic design;
- the child is able to choose technical solutions;
- the child actively interacts with peers and adults, participates in joint design, technical creativity;
- the child is able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
- the child has a developed imagination, which is realized in creative and technical activities and design; according to the developed scheme with the help of a teacher, launches programs on a computer for various robots;
- the child owns different forms and types of creative and technical games, familiar with the main components of the LEGO constructor; types of movable and fixed connections in the constructor, basic concepts used in robotics;
- distinguishes between conditional and real situations, knows how to obey different rules and social norms;
- the child speaks well enough, is able to explain a technical solution, can use speech to express his thoughts, feelings and desires, build a speech statement in a situation of creative and technical activity;
- the child has developed large and fine motor skills, is able to control his movements and manage them when working with the designer;
- the child is capable of strong-willed efforts in solving technical problems, can follow social norms of behavior and rules in relations with adults and peers;
- the child can follow the rules of safe behavior when working with the tools necessary for the construction of robotic models;
- the child shows interest in creative and technical activities, asks questions to adults and peers, is interested in causal relationships, tends to observe, experiment;
- creates operating models of robots on the basis of the LEGO constructor according to the developed scheme; demonstrates the technical capabilities of robots.

II. Content section
2.1.1. Content pedagogical work with kids
Construction is closely connected with the sensory and intellectual development of the child. It is of particular importance for improving visual acuity, accuracy of color perception, tactile qualities, development of small muscles of the hands, perception of the shape and size of an object, space. Children try to establish what an object is like and how it differs from others; master the ability to measure the width, length, height of objects; begin to solve constructive problems "by eye"; develop creative thinking; learn to imagine objects in different spatial positions, mentally change their relative position. In the process of classes, work is underway on the development of intelligence, imagination, fine motor skills, creative inclinations, the development of dialogic and monologue speech, vocabulary expansion. Particular attention is paid to the development of logical and spatial thinking. Students learn to work with the proposed instructions, they develop the ability to cooperate with a partner, work in a team.
The buildings created from the constructor are used by children in role-playing games. For the development of full-fledged constructive creativity, it is necessary that the child has a preliminary plan and can implement it, be able to model. The idea realized in the buildings, children draw from the world around them. Therefore, the brighter, more holistic, more emotional their impressions of the world around them are, the more interesting and diverse their buildings will become. One of the manifestations of initial technical creativity is the ability to combine familiar elements in a new way. Working with the details of the designer stimulates and develops the potential creative abilities of each child, teaches him to create. The buildings created by children in the classroom are also used in theatrical games that have a positive effect on emotional sphere and creating conditions for the development of speech.

2.1.2. Description of educational activities
Three main types of construction are used in the lessons of the Program:
- according to the sample;
- according to the conditions;
- by design.
Model building - children are given a ready-made model of what needs to be built (for example, a picture or a diagram).
When designing according to the conditions, no sample is given, only the conditions that the building must comply with are set (for example, the house for the dog should be small, and for the horse it should be large).
Design by design assumes that the child himself, without any external restrictions, will embody his model in the material that is at his disposal. This type of design develops creativity better than others.
The meta-subject results of studying the Program is the formation of the following universal educational activities (hereinafter - UUD).
Cognitive UUD:
- identify, distinguish and name objects (details of the designer);
- build their activities according to the conditions (design according to the conditions set by adults, according to a model, according to a drawing, according to a given scheme, and independently build a scheme);
- navigate in your system of knowledge: to distinguish the new from the already known;
- process the information received: draw conclusions as a result of the joint work of the entire educational group, compare and group objects and their images.
- Regulatory UUD:
- be able to work according to the proposed instructions;
- determine and formulate the purpose of the activity in the lesson with the help of a teacher.
- Communicative UUD:
- be able to work in pairs and in a team; be able to talk about the construction;
- be able to work on a project in a team, effectively distribute responsibilities.

Psychological and pedagogical conditions for the implementation of the Program:
- respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;
- the use in educational activities of forms and methods of working with children corresponding to their age and individual characteristics(inadmissibility of both artificial acceleration and artificial slowdown in the development of children);
- building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;
- support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in different types activities;
- support for the initiative and independence of children in activities specific to them; the opportunity for children to choose materials, activities, participants joint activities and communication; protecting children from all forms of physical and mental abuse;
- support for parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

2.1.3. Variable forms, ways, methods and means of implementation
Programs
The solution of the problems of the Program is carried out, first of all, in direct educational activities using the method of amplification of child development.
Also, training according to the program also takes place in mediated activity - the joint activity of an adult with children and in the independent activity of children specially organized by adults.
The program is designed taking into account the integration of educational areas in accordance with the Federal State Educational Standard:
Educational area Objectives
"Social and communicative development" Formation of the foundations of the safety of one's own life, the formation of labor skills and abilities adequate to the age of pupils, diligence
"Speech development" Speech development, vocabulary enrichment
"Artistic aesthetic development". Enrichment of perception, imagination through the use of musical and artistic works
« cognitive development» Formation of a holistic picture of the world and broadening of horizons in terms of ideas about oneself, family, society, state, world; development of cognitive research and productive activity in the process of free communication with peers and adults; the use of works of art to form a holistic picture of the world
"Physical development" Development and strengthening of the muscles of the hands.

Forms of organization of the educational process under the Program
Work content Forms of work Forms of organization of children
Organized children's activities
Development of productive constructive-model activity. Formation of a holistic picture of the world, expanding the horizons of children Role-playing games, examination, observation, game-experimentation, research activities, educational games, excursion, situational conversation, story Frontal (group), subgroup, individual.
Methods used in organizing the educational process under the Program:
- designing, programming, presentation of own models, competitions between groups;
- verbal (conversation, story, briefing, explanation);
- visual (show, video review, work according to the scheme-instruction);
- practical (programming, assembly of models);
- reproductive method (perception and assimilation of ready-made information);
- partial search (performance of variable tasks);
- research method;
- method of stimulation and motivation of activity (game emotional situations, praise, encouragement);
- design according to the model, according to the condition, according to the instructions, according to the plan.
Pedagogical technologies used when working with children
Technology of personality-oriented interaction of a teacher with children:
Characteristics:
1) change of pedagogical influence on pedagogical interaction; a change in the direction of the pedagogical "vector" - not only from an adult to a child, but also from a child to an adult;
2) the main dominant is the identification of the personal characteristics of each child as an individual subject of cognition and other activities;
3) the content of education should not be just a set of sociocultural patterns in the form of rules, methods of action, behavior, it should include the content of the subjective experience of the child, as the experience of his individual life activity, without which the content of education becomes impersonal, formal, unclaimed.
Characteristic features of a student-oriented interaction of a teacher with children:
- creation by the teacher of conditions for the maximum influence of the educational process on the development of the child's individuality (actualization of the subjective experience of children;
- assistance in finding and acquiring one's own individual style and pace of activity, revealing and developing individual cognitive processes and interests;
- assistance to the child in the formation of a positive "I-concept", the development of creative abilities, mastering the skills and abilities of self-knowledge).
Integrated properties of the teacher's personality, which mainly determine success in student-centered interaction:
1) Socio-pedagogical orientation - the teacher's awareness of the need to defend the interests, rights and freedoms of the child at all levels of pedagogical activity.
2) Reflective abilities that will help the teacher stop, look around, comprehend what he is doing: “Do no harm!”.
3) Methodological culture - a system of knowledge and methods of activity that allow competently, consciously to build one's activity in the conditions of choosing educational alternatives; one of the important elements of this culture is the ability of the teacher to motivate the activities of their students.
Components of pedagogical technology:
- Building a subject-subject interaction between a teacher and children, which requires a teacher of high professional skills, developed pedagogical reflections, the ability to design a pedagogical process based on pedagogical diagnostics.
- Construction of the pedagogical process on the basis of pedagogical diagnostics, which is a set of specially developed informative methods and test tasks that allow the educator to Everyday life kindergarten to diagnose the child’s real level of development, to find ways to help the child in his development (tasks are aimed at identifying the success of mastering the content of various sections of the program, determining the level of the child’s mastery of the subject’s position, the ability to track the main parameters of the child’s emotional well-being in the peer group, identifying success formation of certain aspects of social competence (environmental education, orientation in the objective world, etc.).
- The implementation of an individually differentiated approach, in which the teacher differentiates the group into typological subgroups that unite children with a common social situation of development, and constructs a pedagogical impact in subgroups by creating tasks and educational situations dosed in content, volume, complexity, physical, emotional and mental stress (the purpose of an individually differentiated approach is to help the child realize his personal potential as much as possible, to master the social experience available to his age; in older groups, the design of the pedagogical process requires differentiation of its content depending on the sexual interests and inclinations of children).
- Creative design by the educator of various educational situations (game, practical, theatrical, etc.), which allow educating a humane attitude towards living things, developing curiosity, cognitive, sensory, speech, and creative abilities. Filling the daily life of the group with interesting things, problems, ideas, the inclusion of each child in meaningful activities that contribute to the realization of children's interests and vital activity.
- Finding a way of pedagogical influence in order to put the child in the position of an active subject of children's activity (the use of game situations that require assistance to any character, the use of didactic games, modeling, the use of interest classes in senior preschool age, which are not mandatory, but involve association of adults and children on the basis of free children's choice, are built according to the laws of creative activity, cooperation, co-creation).
- Creation of comfortable conditions that exclude the "didactic syndrome", overorganization, excessive regulation, while an atmosphere of trust, cooperation, empathy, a humanistic system of interaction between adults and children in mutually exciting activities are important (this is the reason for the rejection of traditional classes based on the model, focused on reproductive children's activities, the formation of skills).
- Giving the child freedom of choice, acquiring an individual style of activity (for this, the technique of generalized methods for creating crafts from different materials, as well as reference diagrams, models, operational maps, simple drawings, children are provided wide choose materials, tools).
- Cooperation of the pedagogical staff of the kindergarten with parents (three stages of interaction are distinguished: the creation of a common setting for a joint solution of the problems of education; the development of a common strategy for cooperation; the implementation of a single coordinated individual approach to the child in order to maximize the development of his personal potential).
- Organization of a material developing environment, consisting of a number of centers (sensory center, mathematics center, story game center, construction center, art center, etc.), which would contribute to the organization of meaningful activities for children and would correspond to a number of indicators by which the teacher can evaluate the quality the developing object-play environment created in the group and the degree of its influence on children (inclusion of all children in active independent activity; low noise level in the group; low conflict between children; pronounced productivity of children's independent activity; positive emotional mood of children, their cheerfulness, openness) .
2.1.4. Ways and directions to support children's initiative
The initiative personality develops in activity. Since the leading activity of children at preschool age is a game, the higher the level of development of game activity in a child, the more dynamic is the development of his personality. An initiative child realizes his activity creatively, showing cognitive activity.
The novelty of the product of children's activity is subjective, but extremely important for the development of the child's personality. The development of creativity depends on the level of development of the cognitive sphere, the development of creative initiative, the arbitrariness of activity and behavior, the freedom of activity provided to the child, as well as the breadth of his orientation in the world around him and his awareness.
The proactive personality is characterized by:
- arbitrariness of behavior;
- independence;
- developed emotional-volitional sphere;
- initiative in various activities;
- the desire for self-realization;
- sociability;
- creative approach to activity;
- high level mental abilities;
- cognitive activity.
Month/name of constructor Class number/topic Tasks
September
FUN&BOT story
1.Diagnostics Introduce Lego-constructors, how to work with them. Introductory briefing on safety when working with the designer.
2.Introduction to robotics To introduce the importance of robotics for modern society, with the concept of designing and constructing robotic devices
3-4.Introduction to the FUN&BOTstory Educational Set of Parts To get acquainted with the FUN&BOTstory constructor, with the names and functions of its parts.

5-6. Simple connections
Learn how to connect using the details of the designer, introduce you to the safety rules when assembling the designer.
7-8. Free design. Develop imagination, fantasy, desire to design.
October
FUN&BOT story
1-2. Fairy tale "Three Little Pigs"
Assembling models "The Wolf and the Three Little Pigs".

Teach kids how to build non-programmable robots. Learn to assemble according to the instructions of the “Brothers-piglets” model. Teach children to work in a team.
Using various blocks, teach children to assemble the "Wolf" model on their own. Learn to think about the content of the model in advance. Learn to build according to the proposed schemes, instructions, taking into account the methods of attaching parts; transfer the features of objects using the constructor "FUN&BOT
3. Playing the fairy tale "Three Little Pigs" Design according to plan. Develop creativity and independence

4-5. Fairy tale "Hide and Seek"
Assembling the "Giraffe" model Introduce the fairy tale "Hide and Seek" and talk about the distinctive features of animals. Learn to assemble the Giraffe model, highlight the main parts and details. To fix the concepts of magnitude: "high", "low".
6-7. Fairy tale "Hide and Seek"
Assembling the "Ostrich" model Learn to assemble the "Ostrich" model, highlight the main parts and details.
Match Animal Parts Game
8. Playing out the fairy tale "Hide and Seek"
with the help of models created by children. Design by design. Develop creativity and independence.
November
FUN&BOTstory
Lego DUPLO 1-2. Fairy tale "Hide and Seek".
Assembly of the "Crab" model. Learn to assemble the "Crab" model with two claws, highlight the main parts and details. Learn how to handle constructors with care.
3-4. Fairy tale "Hide and Seek".
Assembling the "Elephant" model Learn to assemble the "Elephant" model, highlight the main parts and details.
Develop creativity, imagination, fantasy.
5-6. Playing a fairy tale with the help of models. Design by design. Develop imagination, fantasy, creative initiative.
7-8. Microdistrict "Legograd". Continue to learn to build according to the scheme various models from the details of the designer for
volumetric structures using diagrams. To consolidate interest in design and constructive creativity.
December
FUN&BOTstory
1-2. Assembly of the "Frog" model
To acquaint with the block of the designer "Motherboard". Learn to connect the engine to the model. To teach children to design programmable robots, to set the robot in motion.
3-4. Assembly of the "Rabbit" model
Continue to form a sense of form and plasticity when creating structures; consolidate ideas about the animal world; to consolidate the skills of assembling the model according to the scheme; learn to set the robot in motion.
5-6. Assembling the model "Crocodile" Learn to design according to the scheme. Introduce the concepts of "engine", "port", "battery".
7-8. Design by design. Continue to form a sense of form when creating designs; learn to build various types of compositions from the details of the designer to create three-dimensional structures using diagrams. To consolidate interest in design and constructive creativity.
January
FUN&BOTstory
1. Fairy tale "Greedy little dog." Introduce the fairy tale "Greedy little dog", clarify distinctive features this animal.
2-3. Assembling the Robot Dog. Continue to learn how to build a model from the details of the designer according to the scheme
4-5. Playing the fairy tale "Greedy little dog" with the help of models. Develop fantasy and imagination, interest in playing out a fairy tale.
6-7. Design by design Continue to develop a sense of form and plasticity when creating designs; to consolidate the skills of assembling a model from colored blocks, the ability to set the robot in motion.
February
[email protected] OT sensing 1-2. Introduction to the constructor [email protected] OTsensing To introduce children to the FUN&BOTsensing constructor, the names and functions of its parts, the IR sensor that receives and sends signals, and also distinguishes between dark and light surfaces.
3-4. Assembling the robot "Baby Duckling" + Will continue to teach how to design according to the scheme. To introduce the new functions of the robot - color recognition and the ability to make the sound "quack".
5-6. Assembling the robot
"Thomas the Engine" Learn to design according to the scheme. To acquaint with the function of the robot - following the black line, the ability to make the sound of a real steam locomotive.
7-8. We beat models in story games. Develop fantasy and imagination. Develop an interest in beating robots in story games.
March
[email protected] sensing 1-2. Assembling the robot " Fire engine»
Learn to design according to the scheme. To introduce the function of this robot as the ability to go around an obstacle if it is in its path, the ability to make the sound of a real fire siren.
3-4. We collect the robot "Skier"
Learn to design according to the scheme. To introduce such a function of this robot as the ability
stop at the edge of the table and change direction, the ability to make a “wow” sound when approaching the edge of the table.
5-6. We beat models in story games. Develop fantasy and imagination. Develop an interest in beating models in story games.
7-8.Design by design
"Collect your own car model" To consolidate knowledge about special vehicles. Encourage people to create their own models of cars.

April
[email protected] exciting 1-2. Acquaintance with the designer [email protected] OTexciting To introduce children to the FUN&BOTexciting constructor, with the names and functions of the parts. To pay attention to the appearance of a new remote controller, to the specifics of the control panel, to acquaint with the way the control panel is used.
3-4. We assemble the F1 Race Car robot. Introduce children to a new type of transport. Develop observation, attention, memory. Learn to assemble a model car "Race Car"
5-6. Assembling the robot (by design)
To consolidate knowledge about the history of robots, about the types of robots, to consolidate the acquired construction skills. To teach in advance to think over the content of the future building, to name its theme, to give general description. Develop creativity and independence.
7-8. Competitions Introduce children to new parts of the designer (control panel).
To consolidate knowledge about transport. Develop attention, memory, logic.
Teach kids how to design.
May
[email protected] exciting 1-2. Assembly of the robot "Knight"
Learn how to assemble the "Knight" model. Develop fine motor skills hands and design skills.
Continue to learn how to make a model according to the scheme. Develop memory, attention.
3-4. We collect the robot "Tank"
Familiarize yourself with the toolbar, functional commands. Learn to build a tank model and manage the model.
5-6. Assembling the robot "Beetle"
To expand the knowledge of children about the world of insects. Continue to learn how to make a model according to the scheme.

7-8. Competitions To develop the communicative competence of joint productive activities. Learn to think and create robots by design. Develop fantasy, imagination, desire to learn new things.

2.1.5. Interaction of the teaching staff with the families of pupils
Working with the family is one of the priorities of the teacher. The role of the teacher in relation to the family is characterized by a complex of factors:
1. Planned, active dissemination of pedagogical knowledge among parents.
2. Involvement of parents in pedagogical activity.
3. Activation of pedagogical self-education of parents.
Families are guided by the following principles:
parents and teachers are partners in the upbringing and education of children;
a common understanding by teachers and parents of the goals and objectives of raising and educating children;
assistance to the child, respect and trust to him both from teachers and from parents;
knowledge by teachers and parents of the educational opportunities of the team and the family, the maximum use of the educational potential in joint work with kids;
constant analysis of the process of interaction between the family and the preschool institution, its intermediate and final results.
Relations with parents are built on the basis of voluntariness, democracy, personal interest.
The opportunity for mutual knowledge of the educational potential is provided by specially organized socio-pedagogical diagnostics, conversations, questionnaires, joint events with children (master classes, leisure and entertainment, etc.), focused on getting to know the achievements and difficulties of children's development.
Teachers carry out constant interaction with parents about a variety of facts in the life of children, about the development of child-adult relationships. Such informing occurs through direct communication during conversations, consultations, meetings, or indirectly from the stands of the preschool educational institution, information on the official website of the preschool educational institution, as well as electronic correspondence.
Project activity.
Of great relevance is the project form of joint activity, which allows to combine the efforts of teachers, parents and children, and the parents of pupils to become active members of the pedagogical process, to take Active participation in developing partnerships.
The system of interaction with parents includes:
- familiarization of parents with the content and results of the work on the Program at parent meetings;
- training in specific techniques and methods of robotics at consultations, open events, master classes.
III. Organization section
3.1. Logistics of the Program
Educational activities under the Program are organized with children in a specially created Center for Intellectual Development "UnikUm" (hereinafter referred to as the Center).

List of equipment and materials for the implementation of the Program
Center for Intellectual Development "UnikUm"

Item No. Description Quantity/pcs.

1 Interactive whiteboard
1
2 Interactive table 1
3 Notebook 1
4 Speaker system 1
5 Constructor FUN&BOT story 6
6 Lego DUPLO 6
7 Constructor [email protected] sensation 6
8 Constructor [email protected] exciting 6
9 Small toys to play with 50

3.2. Features of the organization of the subject-developing environment for the implementation of the Program

The developing subject-spatial environment of the Center ensures the maximum development of children from 5 to 6 years old, the protection and strengthening of their health, the possibility of communication and joint activities of children (including children different ages) and adults, the physical activity of children, as well as opportunities for privacy.
The principles of organizing the developing environment of the Center: saturation, transformability, multifunctionality, variability, accessibility, safety.
The saturation of the environment corresponds to the age capabilities of the children and the content of the Program. The educational space is equipped with training and education tools, appropriate materials, and play equipment that provide:
- game, cognitive, research and creative activity of pupils;
- motor activity, including the development of large and fine motor skills, participation in outdoor games;
- emotional well-being of children in interaction with the subject-spatial environment;
- the opportunity for self-expression of children.
The transformability of space makes it possible to change the object-spatial environment depending on educational situation, including the changing interests and capabilities of children.
The multifunctionality of materials allows you to use various components in a variety of ways. subject environment: children's furniture, soft modules, substitute items.
The variability of the environment makes it possible to create different spaces (for play, construction, solitude, etc.), and a variety of materials, games, toys and equipment provide free choice for children.
The game material is periodically replaced, which stimulates the game and cognitive activity of children.
The accessibility of the environment creates the conditions for free access for children to games, toys, materials, and aids that provide types of children's activities.
The security of the object-spatial environment ensures that all its elements comply with the requirements for reliability and safety for their use.

3.3. Provision of methodological recommendations and means of training and education
Literature:
1. Feshina E.V. Lego construction in kindergarten. – M.: TC Sphere, 2012. - 144s.
2. Ishmakova M.S. Design in preschool education in conditions in the context of the introduction of the Federal State Educational Standard: a guide for teachers. - Vseros. uch.-method. education center. robotics. – M.: Ed. - polygraph center "Mask". - 2013. - 100p.
3. Komarova L.G. We build from LEGO (modeling of logical relations and objects of the real world using the LEGO constructor). - M .: "LIKA - PRESS", 2001 - 88 p.
4. Iks A.S., Ishmakova M.S., Ryzhenkova T.S., Khalamov V.N. С 92 Assembly diagrams No. 2 "Animal world - Robokids". - M.: Pero Publishing House, 2015. - Folder folder + attachment of 9 cards with illustrations. – 2015.
5. Ishmakova M.S., Khalamova V.N. And 97 Workbook No. 1 "Animal world - Robokids" (insects). - M .: Publishing house "Pero", 2015. - 13 p.
Technical training aids:
A laptop;
Interactive whiteboard;
Acoustic system;
Interactive table
Means of education:
1. Educational and visual aids:
illustrations;
Visual and didactic materials;
Game attributes;
Demo material:
Drawings and diagrams;
Posters;
A selection of poems, riddles;
Postcards for viewing.
funandbotsensing. Learning by playing! Workbook.
FunandBotexciting. Workbook.
funandbotstory. Learning by playing! Workbook
2. Equipment and materials:
Constructor sets;
Small toys to play with.

1.4. Staffing for the implementation of the Program
The implementation of the Program is carried out by 1 teacher - teacher additional education(internal collaborator). This teacher has a higher professional education, the first qualification category, passed advanced training courses on the topic "Design and robotics in preschool education in the context of the introduction of the Federal State Educational Standard" in the Association of Workers and Organizations Using Educational Robotics Designers in the Educational Process in 2015.

1.5. Financial conditions for the implementation of the Program
Financing of the Program is carried out at the expense of the financial resources of the founder of the preschool educational institution (Administration of the Municipal Formation of the Nadymsky District) for the provision of the municipal service "Provision of public, free, preschool general education in basic general education programs."

3.6 Curriculum for organized educational activities

Curriculum of the Program
Name of the Program Number of lessons per week Number of lessons per month Number of lessons per year
Additional general educational program of a technical orientation for children from 5 to 6 years old
"Robot"

1.6. Schedule of direct educational activities
GCD schedule
Groups Monday Tuesday Wednesday Thursday Weekly load
Senior A 15.40 - 16.05 - Circle "Robot" *

15.40 - 16.05 - Circle "Robot" * 2 classes from the part of the PEP formed by the preschool educational institution
Senior B 15.40 - 16.05 - Circle "Robot" * 15.40 - 16.05 - Circle "Robot" * 2 classes from the part of the OOP formed by the preschool educational institution
Preschool Group A
16.15 - 16.45 - Circle "Robot"*
*
16.15 - 16.45 - Circle "Robot" *
2 classes from the part of the OEP formed by the preschool educational institution

3.8. Pedagogical diagnostics of assimilation of the Program by pupils
The development of the Program is not accompanied by intermediate certification and final certification of pupils. However, the teacher in the course of his work must build an individual development trajectory for each child. To do this, the teacher needs a toolkit for evaluating his work, which will allow him to optimally build interaction with children. The presented system for evaluating the results of mastering the Program reflects current trends associated with a change in understanding the assessment of the quality of preschool education.
First of all, we are talking about a gradual shift in emphasis from an objective (test) approach towards an authentic assessment. Authentic assessment is based on the following principles. Firstly, it is based mainly on the analysis of the real behavior of the child, and not on the result of performing special tasks. Information is captured through direct observation of the child's behavior. The teacher receives the results of observation in a natural environment (in game situations, during regime moments, in the classroom), and not in contrived situations that are used in ordinary tests that have little relation to real life preschoolers.
Pedagogical diagnostics is a system of methods and techniques, specially developed pedagogical technologies and techniques that allow determining the level of professional competence of a teacher, the level of development of a child, as well as diagnosing the causes of shortcomings and finding ways to improve the quality of educational services.
Pedagogical diagnostics is carried out not only in order to identify shortcomings, errors in work, ascertain the level of development of pupils. Its main purpose is to analyze and eliminate the causes of these shortcomings, the accumulation and dissemination of pedagogical experience, the stimulation of creativity, pedagogical skill.
This is confirmed by the following points:
1. This assessment is necessary for a teacher who works directly with children in order to receive feedback in the process of interaction with pupils.
2. Pedagogical diagnostics is aimed at determining the presence of conditions for the development of the child in accordance with his age characteristics, capabilities and individual preferences.
The goals of pedagogical diagnostics:
1 Identification of features (the object and subject of diagnostics are specified) for subsequent consideration when planning and conducting the educational process. Such a formulation of the purpose of diagnostic work suggests that the recommendations will determine the content and / or methods of developing, and, if necessary, corrective, work with everyone whose condition or development was the object of study, implies the subsequent compilation of an individual development program or, at least, recommendations that determine ways its implementation (in the event that the subject of study was not developmental features, but, for example, individual typological features).
2. Identification of negative trends in development to determine the need for further in-depth study. Diagnosis for this purpose is of a preventive nature and assumes that the recommendations will determine who and what needs an in-depth examination or consultation with a specialist. Diagnosis with a preventive purpose is the most common.
3. Identification of changes in development (the object and subject are specified) to determine the effectiveness of pedagogical activity. "In this case, the recommendations determine what changes need to be made in the activities of teachers.
Tasks of pedagogical diagnostics:
1. Scientific substantiation of planning and organization of the content side of the pedagogical process.
2. Achieving the effectiveness and efficiency of the pedagogical process.
3. The possibility of predicting the development of the personality of a preschooler.
Principles of pedagogical diagnostics:
1. Objectivity. Objectivity lies in the scientifically substantiated content of diagnostic tasks, questions, diagnostic procedures, equal, friendly attitude of the teacher to all pupils, accurate assessment of knowledge and skills adequate to the established criteria.
2. Systematic. Systematicity lies in the need for diagnostic control at all stages of the pedagogical process - from the initial perception of knowledge to their practical application.
Types of pedagogical diagnostics:
1. Main primary (at the beginning school year). Identification of the actual state of the diagnosed object, its specific features and development trends (forecast).
2. Main final (at the end of the academic year). Evaluation of the results of mastering the BEP by pupils, the degree to which teachers solve the tasks set at the beginning of the year and determine the prospects for the further development of children, taking into account new tasks.
3. Intermediate (may not be carried out with all the children of the group, but selectively with those who have significant developmental problems). Identification of the dynamics of development, assessment of the correctness of the strategy chosen for the child in mastering the BEP.
4. Operational diagnostics (as part of a specific educational work with children) Assessment of the quality of solving current problems, choosing the right tactics for interacting with children.

Methods of pedagogical diagnostics
observation. Pedagogical observation is direct perception, knowledge of an individual, unique concrete picture of the manifestations of a child's development, providing many lively, interesting facts that reflect the life of a child in his natural conditions; one of the most common and most accessible methods of teaching practice.
Conversation - the receipt by the teacher of information about the characteristics of the development of the child as a result of their discussion with parents (teachers). Often, the initiators of the conversation within the framework of the survey are the parents themselves or teachers, turning to the teacher for advice. The purpose of the conversation is to exchange views on the development of the child, discuss the nature, extent and possible causes of the problems that parents and teachers face in the process of his upbringing and education. Based on the results of the conversation, the teacher outlines ways for further examination of the child.
A survey in the form of an interview is one of the oldest diagnostic methods. It developed from pre-scientific, unguided conversation and differs from it, first of all, in the planning phase preceding the interview, which is necessary both for clarifying the diagnostic goal and for conducting the conversation.
The analysis of products of activity proceeds from the general premise of the connection between internal mental processes and external norms of behavior and activity.
The method of experimental study of the child is more "young" than the method of observation. When using it, it is possible to repeat the research procedure many times; statistical data processing is carried out; it takes less time to complete. The experimental method is the collection of facts in specially created conditions that ensure the active manifestation of the phenomena under study. The experiment is carried out using specially selected experimental techniques. Their choice and number are determined by the task that the researcher needs to solve with the obligatory consideration of the requirements for organizing and conducting an experimental study of the development of the child, as well as the level of his education.

The essence of pedagogical diagnostics is that when assessing the individual development of pupils, two fundamental principles are observed:
the criteria for the development of the child are not assigned a numerical characteristic;
individual achievements of pupils are not compared with each other.
For many years, diagnostic tables have become a familiar tool in the work of the educator. These tables represent a list of the qualities, skills and ideas of the child, characteristic of the relative age norm within any direction of development of pupils. When filling out the tables, estimates in digital equivalent (points, percentages), as well as estimates in the level range with the values ​​\u200b\u200b" high, medium, low" or "sufficient/insufficient".
Fixation of development indicators is expressed in verbal (indirect) form:
formed;
not formed;
is in the process of formation.
The tools for pedagogical diagnostics are observation cards of child development, which allow recording the individual dynamics and development prospects of each child, a fact is stated without giving it a subjective interpretation in terms of sufficiency or insufficiency. When analyzing the results obtained, the results of the children are not compared with each other. The teacher compares only the individual achievements of a particular pupil, his individual dynamics.
Pedagogical diagnostics of the assimilation of the additional general educational program of a technical orientation for children from 5 to 6 years old "Robot" is carried out according to the diagnostics created on the basis of the "Comprehensive assessment of the results of mastering the program" From birth to school ", edited by N.E. Veraksa, T. S. Komarova, M.A. Vasilyeva by the authors of the program "Robot" (a working group of administrative and pedagogical workers of the Municipal preschool educational institution "Kindergarten" Zhuravlyonok "of Nadym":
- Zhigalova A.L., Deputy Head for Educational Work;
- Chidanova I.V., senior educator;
- Menlimurzaeva A.A., teacher.

Pedagogical diagnostics of the development of an additional general educational program of a technical orientation for children from 5 to 6 years old "Robot"
№ p / p Indicators of the formation of the prerequisites for universal educational activities
"C" "ES" "N"
1. Owns natural-scientific ideas about assembly and programming techniques
2. Owns the basic concepts used in robotics: the principle of operation of levers and cams; using the basic sensors and motors of the LEGO WeDo set; USB LEGO switch, motor, tilt sensor and distance sensor to make the model more maneuverable and "smart".
3. Knows and follows the rules of safe behavior when working with
constructor and tools necessary for the design of robotic models
4. Owns elements of computer literacy
5. Shows initiative and independence in the programming environment
6. Possesses basic knowledge and elementary concepts of robotics, knows the computer environment, which includes a graphical programming language
7. Large and fine motor skills are developed, can control their movements and manage them during work
8. Owns the vocabulary of design: explains the technical solution, uses speech to express his thoughts, builds a speech statement in a situation of creative, technical and research activities
9. Creates working models of robots according to the developed scheme
10. Creates programs on a computer for robots with the help of a teacher and runs them independently
11. Independently creates author's models of robots, knows how to correct programs and designs

Literature:
1. T. V. Bezborodova, First Steps in Geometry. - M.: Education, 2009.
2. Varyakhova T. Exemplary notes on design using the LEGO constructor // Preschool education. - 2009. - No. 2. - S. 48-50.
3. Wenger, L.A. Education and training (preschool age): study guide / P. A. Wenger. - M.: Academy, 2009. -230 s.
4. Volkova S.I. Design. – M.: Enlightenment, 1989.
5. Davidchuk A.N. The development of constructive creativity in preschoolers. - M.: Gardariki, 2008. - 118 p.
6. Emelyanova, I.E., Maksaeva Yu.A. - Chelyabinsk: REKPOL LLC, 2011. - 131 p.
7. Zlakazov A.S., Gorshkov G.A., Shevaldin S.G. Lego-construction lessons at school. -M.: Binom, 2011. - 120 p.
8. Komarova L. G. Building from LEGO (modeling of logical relations and objects of the real world using the LEGO constructor). - M.: LINKA-PRESS, 2001.
9. We construct: we play and learn LegoDacta // Materials for developing education for preschoolers. Lego Pedagogy Department, INT. - M., 2007. - 37 p.
10. Kuzmina T. Our LEGO LAND // Preschool education. - 2006. - No. 1. - S. 52-54.
11. Kutsakova L. V. Classes in the design of building material in middle group kindergarten. - M.: Phoenix, 2009. - 79 p.
12. Kutsakova L. V. Design and artistic work in kindergarten: program and notes of classes. – M.: Sfera, 2009. – 63 p.
13. Kutsakova L.V. Design and manual labor in kindergarten. - M.: Eksmo, 2010. - 114 p.
14. LEGO Lab (ControlLab): Reference Manual. - M.: INT, 1998. -150 p.
15. Lishtvan Z.V. Design. - M.: Vlados, 2011. - 217 p.
16. Luria A. R. The development of the constructive activity of a preschooler // Questions of Psychology, 1995. - P. 27-32.
17. Luss T.V. Formation of skills of constructive-playing activity in children with the help of LEGO. - M .: Humanitarian publishing center VLADOS, 2003. - 104 p.
18. Paramonova L. A. Designing as a means of developing the creative abilities of older preschool children: a teaching aid. - M.: Academy, 2008. - 80 p.
19. Paramonova L. A. Theory and methods of creative design in kindergarten. – M.: Academy, 2009. – 97 p.
20. Petrova I. LEGO design: development of intellectual and creative abilities of children aged 3-7 // Preschool education. - 2007. - No. 10. - S. 112-115.
21. Rykova E. A. LEGO-Laboratory (LEGO ControlLab). Teaching aid. - St. Petersburg, 2001, - 59 p.
22. Selezneva G.A. Collection of materials for the center of developing games Legoteka in the GOU center of education No. 1317 - M., 2007 - 58s.
23. Selezneva G.A. Collection of materials "Games" for the leaders of the Centers for Developing Games (Legoteka) - M., 2007.-44s.
24. Feshina E.V. Legoconstruction in kindergarten: A guide for teachers. - M.: Sphere, 2011. - 243 p.

ROUTING

short-term educational practice

KOP name	Journey into the world of light and sound. (constructor "Expert")
	Fedoseeva N.V.
Age of children for whom the COP TN is calculated
Main idea (easy to understand, clearly and concisely stated)	Existing skill in legoconstruction and the ability to create electrical circuits using the Connoisseur set. External result- can be created, researched and applied in real practice. Internal result- experience in creating electrical circuits with the burning of light, the appearance of sound.
Purpose of KOP TN
Number of hours
Materials used (clear and understandable)	Constructor "Expert" Assembly diagrams of electrical circuits.
Activities for preschoolers:	Cognitive research (assembly of an electrical circuit, a lamp controlled by a magnet, a flying propeller, sounds star wars) Communicative (communication and interaction of children when working in pairs) Motor (conducting physical education)
End result KOP TN	Learn to assemble electrical circuits according to the scheme.
Schemes, algorithms	Circuit diagrams.

Brief description of the content of the CPC

Topic of the lesson		Teacher activity	Children activities	Planned result
1 lesson. "Lamp Operated by Magnet"	To acquaint with the elements and details of the electronic designer; Teach how to build simple circuits; Familiarize yourself with the installation of batteries.	Presentation of individual details, explanation of symbols; Explanation of the tasks of the activity; Through the game to acquaint with the details of the designer (E.g. what part is number 5 or find part number 14, etc.) Invite the children to create a diagram according to the model	Examining the details of the designer; Finding details during the game; Assembling the circuit "Lamp controlled by a magnet"	The practice of skills in children to assemble electrical circuits according to the scheme.
2 lesson. "Flying Propeller"		Demonstration of an electrical circuit assembly example Help children build patterns.	Selection of parts for assembly according to a given scheme; Assembling the "Flying Propeller" scheme
3 lesson	Develop the ability to read the diagram;	Explanation of individual details; connection methods Offer to assemble the scheme yourself; Assist in the assembly of the circuit.	Introduction to the scheme: "The Sounds of Star Wars Controlled by Sound"
4 lesson. Assembling the circuit according to your own plan.	Develop the ability to read the diagram;	Explanation of individual details; connection methods; Offer to assemble a scheme according to your own plan.	Examination of details and elements of the designer; Assemble the circuit according to your own plan, use additional details Experimenting with the Model

Practice results.

As a result of the short-term educational practice "Journey to the World of Sound and Light", children will receive initial ideas about electrical engineering, learn how to assemble electrical circuits of various purposes and complexity. Students will learn the basics of electronics. This practice contributes to the development of imagination, spatial orientation, the formation of abstract and logical thinking, the accumulation of useful knowledge, and makes it possible to maximize creative abilities.

This practice aroused the interest of the children. Children actively participated, asked questions during the construction. They offered their own solutions. They created their own plans. They actively shared their impressions and acquired knowledge with other children, as well as with their parents.

The COP program of a technical orientation.

Short-term educational practice of a technical orientation - this is a technique for teaching children to design from counting sticks, paper, lego constructor, cardboard, waste material, natural material, etc.

RELEVANCE

By posting images, creating a product of his activity, the child learns analysis and synthesis: he explores the sample and comes up with his own original design, analyzes intermediate options, corrects errors and inaccuracies. So, training in creating simple and complex structures becomes a stimulus for the development of the child's thinking. Separately, I want to say about the Lego constructor. This program is implemented with the participation of middle-aged children. This is an excellent educational material. The game in the designer develops color and logical thinking, spatial imagination, tenacity of fingers, in a word, develops everything cognitive processes. Having once shown the child the principle of playing with the constructor, you will not be able to tear him away from this exciting activity a very long time. Lego is good because you can endlessly change its designs, create something new. It is this diversity that attracts children so much, giving them food for creative thinking.

In the course of the COP of a technical orientation, the followingtasks :

Educational - teaching design techniques;

Developing - training of thinking, development of fine motor skills of the hand, spatial thinking, logic, the child's imagination, expands his understanding of the world around him;

Educational - education of purposefulness, perseverance, patience and the ability to bring the work begun to the end are developed.

At the heart of each practice lesson is a story that is offered to children. During the work, such methods will be used as: the observation method (showing the methods and techniques of doing work), examining the subject, the demonstration method, plot games, the verbal method (story, explanation and conversation).

The result of the practice is to obtain a product of activity, to come up with your own design. Teaching children to design develops their thinking, memory, imagination and ability for independent creativity.

The program includes several blocks; new blocks will appear as the program is implemented.

1 BLOCK - Paper construction

KOP No. 1 "Funny little animals"

2 BLOCK "Construction from counting sticks"

COP No. 1 "Traveling with sticks"

Lesson 1 - "Puppy's Journey" (Studying and compiling basic geometric shapes from sticks)

Lesson 2 - "Adventure of the Gnome" (Laying out sticks according to the plot)

Lesson 3 - "The Adventures of Tanya and Misha" (Learn to model game situation)

Lesson 4 - “In the village” (Construction of various buildings from sticks (houses, fence). To develop in children ingenuity, creativity)

KOP No. 2

Block No. 3 - KOP "Construction from waste material"

KOP No. 1 "Construction from matches"

Routing

1st lesson - designing from matches "Sun".

2nd lesson - designing from matches "Chamomile".

3rd lesson - designing from matches "Cat".

4th lesson - designing from matches "Butterfly".

Block number 4 - Construction from Lego - designer

KOP No. 1 "Funny little men"

Routing

1. Considering samples of men from Lego constructor

2. Studying the Assembly Sequence Diagram

3. Beginning of the practical part

4. End of the practical part

5. Independent games with little men from Lego constructor.

KOP No. 2 "Zoo"

Routing

1. Examination of animal samples from the Lego constructor

2. Study of the sequential assembly scheme

3. Assembling an animal to choose from according to the scheme

4. Independent games in the "Zoo"

Children's age: 5-7 years.

Technological map of short-term educational practice of a technical orientation

№	Sections	Content
1	annotation	Children will learn how to make a toy with a strong thread and a button. With the help of simple hand movements, they will learn to control with this toy.
2	Purpose of the CPC	To teach children to transfer acceleration to the rotation of a button by stretching the thread. To acquaint with one of the types of pendulum - torsion, and its application. Develop imagination, creativity, fine motor skills of hands.
3	Number of hours	1
4	Maximum number of participants	8
5	List of materials and equipment	Maps - schemes for the phased manufacture of the pendulum. Strong thread, scissors, large diameter button with two holes.
6.	Estimated result	The child makes a pendulum toy and experiments with it.
7.	Bibliography	"Simple Experiments for Preschoolers". Auth. Sultanova M.E. - Moscow, LLC "Hatber - press" 2014 "Your first scientific experiments" from the series "explore it" ed. Komarov S. V. G. Moscow - 2011 Publishing house AST.

For this experiment, choose a large button and strong thread.

Cut 60 -70 centimeters of thread.

Pass through the button, into its two holes, a harsh thread and tie the ends of the thread.

Take the ends of the thread, placing the button in the middle.

With circular motions of your hands, make sure that the threads are twisted. When they are well twisted, pull them in different directions. The button will begin to rotate rapidly and, by inertia, will twist the threads in the other direction.

Alternating the tension and loosening of the threads, we will force the button to quickly rotate in one direction or the other. Whenever we pull the ends of the threads and thereby unwind them, we give the button a portion of energy. Our hands in this case act as an engine. The button will be in motion until you get tired of this fun.