Construction planning 2nd junior group. Abstract of GCD for design in the second junior group

Summary of GCD in 2nd younger group on design using methods of socio-game technology.

Author: Bykova Natalya Ivanovna, teacher.
Place of work: MDOU "Development Center child-kindergarten No. 110" Petrozavodsk, Republic of Karelia

Design lesson for the 2nd junior group. Topic: “Home for Mishka and his friends.”

Educational areas: « Cognitive development», « Speech development", "Social and communicative development", " Physical development».
Target: formation of simple constructive skills in young children preschool age, development of mutual understanding between children.
Tasks:
Social and communicative development: To develop in children the ability to work in a team, to promote the development of mutual understanding between children. Continue to teach children to work in pairs, helping each other in joint construction. Cultivate a feeling of empathy and sympathy for the character (bear), a desire to help him, and respond emotionally to someone’s request.
Cognitive development: Develop visual and spatial perception, the ability to analyze, compare, generalize. Develop constructive skills in the process of working with building parts, the ability to construct a sustainable building. Reinforce the concepts: high, low. Practice counting to 2.
Speech development: Expand and enrich children's vocabulary, strengthen dialogic speech skills.
Physical development: Develop fine motor skills hands, coordination of movements.
Demonstration and handout material: toy bear; pictures depicting houses made of bricks, straw, stones, branches, boards; small timber builder; a large plastic construction set for a teacher and for children (8 large bricks each; 6 cubes for two children); toys: fox, hare, mouse, frog, wolf. I. Motivational stage.
Educator: Guys, we have guests. Let's put away the toys, put things in order, approach the guests and greet them.
Educator: Guys, another guest has come to us! Look around with your little eyes, where is our guest, where has he hidden?
If the children do not find it, you can offer to guess the riddle:
“The furry beast loves honey.
If he doesn't understand something,
Can roar wildly
Because he is... (a bear).”
Children look for a toy, find it on a shelf, and say hello to Mishka.
Educator: Children, our Misha is somehow sad. Let's ask him what happened? (the teacher “listens” to the bear).
Educator: Misha came to us from the fairy tale “Teremok”. Remember what happened to the tower? (the bear wanted to climb into the tower and broke it). Now the little animals have nowhere to live, they don’t have a home. What to do, how to help Mishenka? (build a new house for Mishka and his friends).
Educator: We need to think about what we can build a house from.
II. Approximate stage.
Educator: What material will we build a house for Misha from? Look how different the houses are in my pictures. What are they made of? (Made of bricks, boards, branches, stones, straw, etc.).
Educator: True, but in our group there are no bricks, boards, or stones. What to do?
Children can offer to build from a wooden builder, or the teacher asks the children if it is possible to build a house for Mishka from a small wooden builder.
Educator: Think about whether such a building would suit our Mishka (it won’t; the house will be small and low, but the bear will be big and tall). The bear needs a high house.
III. Performing stage. Let's create an object.
The children propose (or the teacher leads the children to this) to build a house from a large floor constructor.
Educator: Guys, what does everyone have at home? (walls, roof, windows). What needs to be built first? (walls). What should the wall be like? (strong, stable, because this determines what kind of house the house will turn out to be: reliable, strong or not).
Educator(shows a designer part) What is this? (brick).
The teacher shows how to build a wall: you need to connect 2 bricks together. The teacher connects, counts the bricks, and invites the children to count. He also makes another blank for the wall. Children count how many parts they have (2).
Educator: Did I get a solid wall, stable? (Yes). And look at the cracks in such a wall (shows). What to do? (connect these parts together with cubes). Guys, what else do I need to do? (window). So I’ll put 2 cubes on top, it’ll make a window.
Then the teacher builds another wall, puts them side by side, and shows them to the children.
Educator: This is the kind of house I ended up with. To build a strong house, let's prepare our hands.
Finger gymnastics:
Knock and knock - knocking is heard everywhere. (knock fist on fist)
We are building a house, a big house, (we show the roof of the house with our palms above our heads)
And with a porch and a chimney. (put your palms together)
There is smoke coming from the chimney (we show smoke with lip movements)
There is a lock on the door, (hands in the lock) Who could open it?
Pulled, twisted, (perform hand movements according to the words)
They knocked and opened it. We open the gate, everyone come here (we spread our palms to the sides).
Game: "Find a pair."
Educator: Guys, when one person builds a house, it will take a long time. But if you build it together, it will be quick and fun. Find yourself a friend!
Dynamic pause.
The teacher gives tasks in pairs:
Smile at each other.
Stand with your backs to each other.
Turn around and pat your friend on the head.
Look your friend in the eyes.
Place your hand on a friend's shoulder.
Hug your friend.
Educator: What a great fellow you are! Friendly guys! Take your friend by the hand and go with him to any table where the construction set is lying. Build a house with a friend.
The children come to the table and do the work together. Pay attention to the sample. When the construction is completed, invite the children to transfer it to the carpet.
Educator: Carry it carefully so as not to break it.
Educator: Guys, what is missing from our houses? (roofs).
Offer to look around what is suitable for the roof (wooden plates).
IV. Let's summarize. Reflection.
Educator: Guys, you are so great! We didn't have just one tower, but many. What kind of houses did we get? (large, strong, stable, beautiful, reliable). Did you enjoy building the house? Fun, were you interested? You built a house together with a friend, so you built it quickly and correctly. Do you think Mishka will like our houses?
V. We play with the object.
Educator: Come into the house, Mishenka. Will it be convenient for you to live here? Misha smiles, happy, he really likes his new home! Mishka invites his friends to new homes.
The teacher brings other animals: a mouse, a frog, a hare, a wolf, a fox.
VI. Entering into independent activity.
Educator: Guys, what else can we build for our animals? (road, benches, fence, etc.).
Invite the children to build anything else they want and play after class.

Abstract of GCD for constructing “Houses” in the 2nd junior group

Program content:

Teach children to build houses, correctly name familiar parts of a building set, and play with their buildings.

Tasks:

Fix the name of the main parts of the designer (cube, brick, prism).;

Continue to teach children to carry out construction in the required sequence according to the teacher’s model.;

Exercise children in simultaneous action with three types of parts: cube, brick, prism.;

Activate children's speech with words: brick, prism, cube, roof.;

Improve the ability to write a description of objects, highlighting essential features.;

Cultivate responsiveness and a desire to help.

Preliminary work.

Looking at illustrations of houses in books. Familiarization during walks with architectural buildings and construction details (walls, roof, windows). Reading fiction. Learning finger play.

Materials:

kit building material for each child, a sample building, wild animal toys.

Methods and techniques:

Visual, verbal, practical.

Progress of the lesson:

Educator:

Guys, please come to me and let's say hello to each other as best we can.

Hello, Heaven! (Raise your hands up)

Hello, Sun! (Describe a large circle with your hands)

Hello Earth! (Smoothly lower your hands to the carpet)

Hello, our big family! (Hold hands and lift up)

All the children gathered in a circle,

I am your friend and you are my friend. (Release your hands down)

Let's hold hands together

And let's smile at each other! (Smile at each other)

Our smiles immediately made us feel lighter and warmer.

Guys, please tell me what time of year it is now?

Children: Winter.

Q: Why do you think so?

D: Because it’s cold, snowing, etc. (children's answers)

Have you ever wanted to take a trip through this fabulous time of year? Admire the white snow, breathe in the frosty air? Then I invite you to a world of miracles! Get ready kids, it's time to travel! Educator: “Let's line up like a train. Is everyone up? Go! (The song is played from the cartoon “Locomotive from Romashkovo”

We drove along and arrived, where? Where do you think we ended up?

Children: “In the forest.”

Educator:

Right we got into winter's tale, “fairytale” forest. Let's remember how to behave in the forest.

If you came to the forest for a walk,

Breathe fresh air

Run, jump and play

Just don't forget,

What you shouldn’t make noise in the forest:

Even sing very loudly.

The animals will be scared

They will run away from the forest edge.

Don't break the spruce branches,

Never forget.

There's no need to catch everyone here,

Stomp, clap, hit with a stick.

You are just a guest in the forest.

Here the owner is spruce and elk.

Take care of their peace,

After all, they are not our enemies!

Oh guys, it’s getting cold, let’s play with you to warm up.

Stings the ears, stings the nose, (touch the ears and nose)

Frost creeps into felt boots. (imitate frost)

We are not afraid of frost (they shake a finger)

Let's continue and have fun. (actively move hands)

We walk through the snowdrifts (raise our legs high) Raise our legs higher.

On the right - clap and on the left - clap. (claps hands)

Guys, and what animals live in the forest?

(Children's answers)

Educator: That's right, bears, hedgehogs, hares, squirrels, foxes, and wolves live in the forest.

Look, they came to visit us today forest dwellers. Who is this?

Children: Wolf, Fox, Hare. (Stuffed Toys)

Educator: Look how sad they are. Why do you think?

(Children's answers)

Educator: It turns out that in the forest they have nowhere to hide from the snow and wind, they don’t have houses. The animals came to ask us for help. They want us to build new houses for them. Do you want to help them?

Children: Yes.

Educator: What can you use to build houses for animals?

(Children's answers)

Educator: That's right, they can be built from building material. Look at the house I built from building materials.

Educator: What parts is the house built from?

Children: Made of bricks, cubes, roof - prisms.

Educator: What does the house have? What parts does it consist of?

Children: Roof, windows, walls.

Educator: What are the walls made of?

Children: From cubes.

Educator: What is the roof made of? What is the correct name for this part? Let's say it all together: prism.

Children: Prism.

Educator: Guys, do you want to build such houses for animals?

Children: Yes.

(The children choose an animal for which they will build their house.

Educator: Well, are you ready for construction?

Children: Yes.

Educator: Then let's prepare our hands.

Finger game "Knock, knock."

Knock, knock with a hammer

The animals are building a new home.

The roof is big - like this!

The windows are big - like this!

Animals build all day long

They are not too lazy to build a house!

They will invite guests -

It will be more fun in the house!

(Children sit at tables)

Educator: Guys, look, you have building material on your table. Let's name the details that are there?

Children: Cubes, prisms, bricks.

Educator: Where will you start building a house?

(Children's answers)

Educator: That's right, first you need to build walls, a window, and then a roof.

Let's start building. (The teacher approaches children who are having difficulty, helps, guides).

Educator:

Guys, what wonderful houses have you built? It is already possible to inhabit them with animals. Look how happy they are with their new houses. Well done!

(Examination, analysis of all the houses, playing around.)

Educator: Well done, guys, you all did a very good job, you built beautiful houses for animals. They say thank you and give you a basket with...

(Children thank the animals and say goodbye to them. The lesson ends)

Irina Rumyantseva
Long-term planning for the design of “Construction Games” in the second junior group

Forward planning

organization of joint educational activities adult with children

on construction (building games)

Second junior group

Month/Week Topic/Tasks

September

1. Topic: “Tracks for nesting dolls”

Tasks: to develop children’s ability to build paths from bricks; encourage the desire to play with buildings; cultivate a desire to communicate during play action.

2. Topic: “Furniture for kindergarten”

Tasks: develop the ability to create models of various pieces of furniture; develop interest in working with building materials; cultivate interest in joint activities with adults.

3. Topic: “Path in the garden”

Tasks: promote the formation of basic design skills in children; encourage the desire to play around with the building.

4. Topic: “Slide with ladders”

Tasks: improve basic design skills; expand children's understanding of objects in their immediate environment.

October

1. Topic: “Truck tracks”

Tasks: develop the ability to build paths from bricks; arouse interest in playing with the building; cultivate a caring attitude towards the buildings of peers.

2. Topic: “Furniture for dolls”

Tasks: to develop in children the ability to build according to a model and analyze a building, to use parts in construction different colors; develop a desire for playful and verbal communication.

3. Topic: “Table and chair”

Tasks: develop in children the ability to distinguish and name building parts (cube, plate, brick, develop the ability to use parts taking into account their structural properties (stability, shape, size); cultivate interest in playing with buildings together.

4. Topic: "Car"

Tasks: develop the ability to carry out construction according to a model; improve design skills; cultivate interest in objects of the immediate environment.

5. Topic: “Gates for different cars”

Tasks: develop the ability to build a building according to a model, using additional materials according to your plan; develop the skill of independently organizing play with buildings; cultivate a desire to share parts and toys with play partners.

November

1. Topic: “Zoo” (construction of cages for animals)

Tasks: develop the ability to build animal cages using bricks according to a model. Develop partnerships, verbal interaction during gameplay. Cultivate an interest in the animal world.

2. Topic: “Furniture for dolls”

Tasks: develop the ability to build according to a model, using parts of different colors, and analyze the construction. Develop a desire for playful and verbal communication.

3. Topic: “Tower. Introduction to the “Pyramid Principle”

Tasks: develop the ability to design from drawings and photographs. Reinforce the concepts of “high” and “low”.

4. Topic: “Table and chair for Mishutka”

Tasks: develop in children the ability to distinguish and name building parts (cube, plate, brick, the ability to use them taking into account their structural properties (stability, shape, size).

December

1. Topic: “Room for dolls”

Tasks: Exercise children in building models of furniture based on ideas. Develop the ability to use in work such a property of building parts as interchangeability.

2. Topic: “Gates are wide and narrow”

Tasks: improve the ability to construct various buildings according to given conditions. Clarify the meaning of the concepts “wide - narrow”.

3. Topic: “Garland - a chain of rings”

Tasks: develop the ability to glue rings from multi-colored stripes paper. Create a desire to create New Year's attributes with your own hands. Cultivate accuracy and attention; develop fine motor skills of the hands.

4. Topic: “Furniture for the Snow Maiden”

Tasks: continue to introduce children to the character - the Snow Maiden. Expand children's understanding of familiar objects in the world around them. Develop the ability to play with your buildings.

January

1. Topic: “Dog kennel”

Tasks: improve the ability to design from drawings and photographs. Continue to form ideas about the concepts of “high - low”.

2. Topic: “Furniture for a doll”

Tasks: improve the ability to carry out construction in a certain sequence, change buildings using the method of building on top. Cultivate interest in playing with dolls.

3. Topic: “Furniture for Santa Claus”

Tasks: expand children's ideas about the New Year's character. Continue to develop children’s ability to complete buildings in the required sequence, and independently come up with a plot to play out their construction.

4. Topic: “House for a fox”

Tasks: develop the ability to build a house for a fox and play with your construction. Foster independence, the desire to take care of the character in the fairy tale.

February

1. Topic: “Funny snakes” (paper)

Tasks: to develop children’s ability to see the possibilities of aesthetic transformation of objects. Develop activity and independence.

2. Topic: “House for a bunny”

Tasks: develop children’s ability to build a house according to their own design, to play with their construction. Form game interaction while playing.

3. Topic: “Airplane” (paper)

Tasks: develop the ability to make paper crafts. To develop children’s interest in “revitalizing” the applicative image.

4. Topic: “Furniture store”

Tasks: develop the ability to construct buildings of different sizes, heights, and widths. Foster friendly interaction with peers in joint games.

March

1. Topic: “Building a house”

Tasks: develop children's ideas about the shape, size and color of objects. To develop an interest in designing houses.

2. Topic: “Furniture for dolls”

Tasks: develop the ability to build according to a model, analyze a building, and use parts of different colors in it. Develop a desire for playful and verbal communication.

3. Topic: “House for a nesting doll”

Tasks: develop the ability to create buildings with internal free space. Cultivate the desire to bring joy to your favorite toy.

4. Topic: “Gate for a truck”

Tasks: improve the ability to build a building according to a model, using additional materials according to your plan. Develop the ability to play with buildings, share parts and toys with other children.

April

1. Topic: “Zoo”

Tasks: continue to develop the ability to build animal cages using bricks placed on a narrow long side and a narrow short side close to each other or at a certain distance from each other. Develop cognitive interest, memory, imagination.

2. Theme: "Tower"

Tasks: develop the ability to design from drawings and photographs. To form an understanding of the concepts of “high - low”. Develop the ability to play with buildings, share parts and toys with other children.

3. Topic: “Beautiful house for a bunny”

Tasks: to form in children an idea of ​​their own importance - I can help the bunny. To develop children’s ability to design using drawings and photographs.

4. Topic: “Dog kennel”

Tasks: develop the ability to independently construct a familiar object, using drawings and photographs if desired. Reinforce the concepts of “high - low”.

1. Topic: “Houses on our street”

Tasks: improve children's skills in building models of houses of different heights. Develop the ability to use your buildings in story games.

2. Topic: “House for a gnome”

Tasks: develop the ability to build a house for a character and play around with it. Cultivate the desire to bring joy to your favorite toy.

3. Topic: “Town”

Tasks: promote children's initiative; encourage the desire to use acquired constructive skills in play.

4. Topic: “Bridges”

Tasks: improve children's skills in completing constructions according to the scheme. Develop the ability to play with buildings, share parts and toys with other children.

Literature:

1. Kutsakova L. V. “Design and artistic work in kindergarten", M., Sfera shopping center, 2010

2. Grisik T.I. et al., “Rainbow. Planning work in kindergarten with children 3–4 years old,” M.: Prosveshchenie, 2012

Thank you for attention!

Any child likes to create crafts with their own hands. Nothing that is uneven, askew, crooked, but he did it himself. Children love to sculpt different figures from dough (plasticine), glue applique, draw with paints, pencils, chalk, etc. They are capable of creativity from the age of one year. So that the child does not stop liking this activity, it is necessary to develop it daily. From the age of 3, children can be trusted with scissors to learn how to cut out simple shapes and help them in a new direction - paper construction. The younger group is just learning a new activity, so be patient with the kids.

Introducing a new type of creativity

The moment has come when you entrusted your baby with scissors. Now learn to apply them in practice. Construction usually begins in the second junior group. They need to be taught how to cut out simple figures. To make it interesting for children to study, they come up with different games or fairy tales based on the theme. At the same time, teachers develop children’s listening skills, teach different techniques with paper, introduce children to geometric shapes(main: circle, square, oval, triangle). During learning, children develop memory, attention, imagination, fine and gross motor skills, and spatial orientation. The teacher’s task, in addition to the above, is to teach children to be neat, handle materials economically, and leave a clean place after their work. During the first lessons, the teacher prepares the material himself, and then later invites the child to learn how to cut out all the necessary shapes for the lesson.

Construction at preschool educational institutions: junior group

For children 2-3 years old, the teacher suggests making crafts from blanks. As a rule, construction in the second junior group begins at the beginning of the semester with simple stripes. The teacher gives them several pieces of the same length and width. Let's try to make a "bunny". Take one strip and glue its ends together. The result is a head. Glue the ears in separate strips. Separately, we make a bridge to which the head is attached. Look at the photos to see what the bunny looks like.

Near it, help your child make grass, flowers, a bridge, etc. Let your child help you fantasize. The eyes can be made from a button or simply cut out circles from colored paper. We make the nose and mouth in the same way. Kids will love building. The 2nd younger group is the age when kids are very inquisitive and can easily imagine. Help them develop in this direction.

Construction. Kutsakova: second junior group

There is a lot for children interesting technique design. It's called origami. Lyudmila Viktorovna Kutsakova (a famous teacher) suggests using this technique with early age. She claims that the sooner you start working with your baby, the faster and easier it will be for him to design. In the second younger group, children are taught just the basics, and teachers or parents help them in the process of work. Let's consider what Kutsakova offers.

Cut a rectangle out of paper and fold it in half. Thus, as in the photo.

From this you can make almost any animal. Children love dogs very much, so you can make a four-legged friend. For this you need cardboard or any other paper, but thicker. Scissors, pencil and paints or markers. On cardboard folded in half you need to draw a torso, tail, paws. On another piece of cardboard (separately) draw the head and neck. Before you cut it out, color it with your favorite colors, spots, etc. Cut out all the pieces. Then glue the head to the body. This way you can do not only a dog, but any animal. With this design, children perfectly remember colors, shapes, quantities, etc.

Origami lantern for children 3-4 years old

For any child in early preschool age, it is very difficult to create crafts with your own hands. This is especially true for design. Don't scold him if it doesn't work out. He’s trying, he just doesn’t have enough skills yet. It's not at all difficult to make a flashlight. This volumetric craft, but it doesn’t take long to do it. To begin, take a rectangle folded in half. Make cuts in the strips, one centimeter apart from each other, from one edge to the other. Unfold the paper and you will see that you have cuts all over the sheet, as shown in the picture.

Roll them up with a torch and glue the two sides together. That's all. All that remains is to make a handle, and you can put the flashlight somewhere for decoration. Construction in the second junior group is fun and carefree.

DIY garlands

Probably the easiest task for kids. Cut several strips 3-5 cm long. The main thing is that they are multi-colored. Show the children how to properly glue a strip into a ring. Let them do it with you. Insert the second strip into the first ring and glue another circle. Then insert the third into the second, etc.

The main thing is that the same colors are not next to each other. During this lesson you will reinforce colors and learn new ones. Teach your child to think. Such construction in the second junior group is considered one of the easiest tasks. This work is best done in a team. One group of children glues from the right edge, the other from the left. Make a long and bright garland.

and educators

Very important point One that shouldn't be missed is scissors. They should be rounded. During work, adults should never leave their children a single step. After all, they have dangerous objects. During the construction period, children learn not only about technology. Pay attention to the colors geometric shapes, on, etc. You can make crafts even from newsprint. Children love such a subject as design. The 2nd younger group is just learning it, so show as much warmth and patience as possible.

Even if your child fails at something, but you see that he is trying, be sure to praise him. For children 2-3 years old it is very important to hear that they are able to cope with the task. There is no need to do difficult tasks right away. To begin, let the baby crumple the paper or tear it. This is the first thing a child should know and love. When you are fully familiar with the material, then just proceed to the main task. Construction in the second youngest group is more difficult than for older children, since they do not yet have the necessary skills and experience. Only thanks to adults does the baby develop precision of movement and orientation in space. Before making origami-type crafts, teach your child to simply fold paper or cardboard in half. Only when the child learns to understand where the center is, he will begin to succeed in crafts. Develop your children every day, let them please you with their successes.