Lego technology. Logomag

With the help of Lego constructors, kids can create their own unique world, simultaneously mastering the most complex mathematical knowledge, developing motor coordination, fine motor skills, training the eye. Construction classes stimulate curiosity, develop imaginative and spatial thinking, activate fantasy and imagination, awaken initiative and independence, as well as interest in invention and creativity. The teacher faces the most important task - to create the necessary conditions for involving children in an exciting activity that allows them to reveal the potential abilities of their students.

Goals of teaching Lego construction in kindergarten, specific tasks and techniques

Lego construction is a type of productive activity based on creative modeling () using a wide range of universal Lego elements. The use of Lego constructors helps to realize serious educational objectives, because in the process of exciting creative and educational game Favorable conditions are created to stimulate the all-round development of a preschooler in accordance with the requirements of the Federal State Educational Standard.

During the design process, favorable conditions are created that promote the comprehensive development of preschool children

Lego technology is an example of the integration of all educational areas, both in organized educational activities and in the independent activities of children. Let us give an example of the intersection of educational and educational directions in the process of children's design:

• - the child selects and counts out the parts required in size, color, configuration.
• Development of speech and communication skills - the child replenishes the dictionary with new words, communicates with adults in the process of construction, asks concrete questions about various objects, clarifies their properties.
• Correctional work has a beneficial effect on the development of the child as a whole (fine motor skills, memory, attention, logical and spatial thinking, creativity, etc. are developed).
• Educational work - playing together with other children and with adults helps the child become more organized, disciplined, purposeful, emotionally stable and efficient, thus playing a positive role in the process of preparing the child for school.

Video: speech therapy session using Lego

https://youtube.com/watch?v=kZKBvR1K99Y Video can’t be loaded: Speech therapy session using LEGO. (https://youtube.com/watch?v=kZKBvR1K99Y)

Objectives of the Lego Method

Junior preschool age (2–4 years):

• learn to distinguish and correctly name the parts of the Lego constructor “Duplo” (brick, beak, bridge, base of the car, semicircle, oval, etc.);
• introduce elementary mental operations of analyzing buildings according to the following parameters: shape, size, color of parts, learn to compare objects;
• create a simple structure according to a sample and specified conditions, for example, a fence for a farm, a garage for a car;
• replenish the dictionary with new phrases: long (short), wide (narrow) blue path;
• develop fine motor skills and visual coordination in the process of attaching construction kit parts.

With children 3–4 years old, Lego sets with large elements and simple connections of parts are used

Middle preschool age (4–5 years):

• to develop knowledge about symmetry, proportions, the concept of part and whole;
• teach construction using Lego cards;
• remember and freely use the names of Lego parts in speech.

In the middle group, medium-sized design elements are used, diagrams, photos and pictures with images of models are used

Senior and preparatory groups:

• stimulate children's technical creativity;
• teach modeling based on drawings and your own ideas;
• develop the ability to independently solve technical problems;
• introduce the basics of computer modeling.

When working with older preschoolers, you can use complex models made from small parts

Basic ideas of Lego technology:

• from simple to complex;
• taking into account age and individual characteristics;
• creativity and effectiveness;
• development of creative abilities;
• an integrated approach that involves a synthesis of teaching, gaming, and developmental activities.

Peculiarities practical use taking into account the age of the children:

• With children 3–4 years old, Lego sets with large elements and simple connections of parts are used.
• With children 4–5 years old, the design becomes more complicated, medium-sized elements are used, more complex options connection of parts. In the middle group, color photographs and pictures with images of models are used, according to which children must build. Creative activity is carried out according to a theme, a model, a plan and the simplest conditions.
• At 6–7 years old, various types of Lego constructors are offered for technical creativity, from large ones with simple connections of elements to the most miniature ones with complex execution techniques. When working with older preschoolers, you can use tasks in the form of graphic diagrams, complicated models of future buildings, work based on design, conditions, and various thematic tasks.

One of the forms of implementation of the Lego method is a festival

Forms of implementation of the Lego method in kindergarten:

• Scheduled lessons (10–15 minutes in the junior group, 20 minutes in the middle group, 25–30 minutes in the senior and preparatory groups).
• Individual work of a teacher in pairs with a child or with a subgroup of children (once a week no more than 40 minutes):
  • preparing a child for a competition;
  • working with gifted or underdeveloped children.
• Long-term and short-term projects, the participants of which may be:
  • educator;
  • children and parents.
• Everyday independent design, construction game in free time from scheduled classes.
• Festivals, competitions, quizzes.
• Club work, which is carried out by teachers of a preschool institution.

Theatrical play develops imagination and creativity

Techniques for working with children during design classes using a block constructor

The following pedagogical techniques are used in the learning process:

Work according to the schemes can be offered to preschoolers in game form

• Creative design based on a plan or a drawn model. Such classes are practiced with older preschoolers who have already mastered the basic techniques, and they can be offered work using pictures, photographs depicting an object on a favorite topic.

Video: Lego technologies in working with preschoolers

https://youtube.com/watch?v=mnP3H_YRZzo Video can’t be loaded: “Lego technologies in the implementation of educational programs” (https://youtube.com/watch?v=mnP3H_YRZzo)

Design methods relevant for preschool children

Ways to teach preschoolers how to design:

• according to the model;
• by model;
• according to the conditions;
• according to cards-schemes;
• by free design;
• thematic design.

Photo gallery: examples of cards, instructions and models for Lego construction

Scheme of a post and a fence Options for designing figures Schemes of posts Instructions for constructing a Lego flower Lego animal models Boat models Man models Service transport models Instructions for assembling a conveyor An example of a drawn diagram Models of Lego structures Instructions for constructing a helicopter The simplest diagrams of Lego crafts

What types of Lego building classes are there?

A competitive activity is a competition that is held in a playful way.

Table: card index of Lego building lesson topics

Video: lesson on Lego construction in a senior group on the topic “Space travel”

https://youtube.com/watch?v=S32sMRKQ9WM Video can't be loaded: Open lesson on light engineering (https://youtube.com/watch?v=S32sMRKQ9WM)

Photo gallery: examples of completed crafts and structures

Crafts on the theme “Sea voyage” Crafts on the theme “Journey to Africa” Flower in mosaic technique Helicopter in mosaic technique Crocodile in mosaic technique Collective project “City of the Future” Exhibition of creative works Collective project “ Fairy tale» Collective project “Geese-Swans” Collective project “Children’s Playground” Collective project “Kindergarten of the Future” Decorations for the role-playing game “Kolobok” Collective project “Summer Olympic Games”

Organizing and conducting classes with Lego in kindergarten

A lesson in kindergarten has its own logical structure:

1. The organizational stage is a motivating start in a playful way (up to 5 minutes).
2. The main stage (from 10 minutes in the younger group to 25 minutes in the preparatory group) - the most active practical part classes, which includes the following activities:
   • showing a sample, the teacher explaining step-by-step instructions, analyzing a diagram-card;
   • independent work of children according to a model, scheme or creative concept; preschoolers can work individually, in pairs or as part of a small subgroup;
   • physical education, video exercises with Lego men, outdoor games, finger or breathing exercises, which will help you relax, and then return to exciting design with fresh energy.
3. The final, final stage (up to 5 minutes) - reflection, cleaning of workplaces, organizing an exhibition of children's works. The analysis is carried out taking into account the following criteria:
   • neatness, symmetry, integrity and attractive appearance designs;
   • technical skills;
   • degree of independence of the work done;
   • determination, discipline, hard work, sense of camaraderie and emotional responsiveness shown while working on the project.

Where to begin

It is important to conduct the organizational part of the lesson in an unusual, interesting, exciting and creative way. A bright, intriguing beginning will help to form positive attitude to the lesson and the teacher, will create a favorable emotional mood, liberate the children and awaken the desire to experiment and create. To activate cognitive interest, search activity and attention of preschoolers, the teacher in the introductory part of the lesson usually uses rich and varied motivating material in combination with pedagogical techniques:

• moment of surprise - introducing a toy character, a loved one, into dialogue with children fairy tale hero who will ask for help, puzzle and delight, invite children on an exciting journey to a fairyland;
• video message from a fairy-tale or fictional character;
• poems and riddles;
• reading a fragment of a work fiction;
• didactic and outdoor games;
• educational conversation and discussion of issues;
• problematic situation;
• music, viewing pictures, demonstrating presentations, videos or animated films.

It is important to conduct the organizational part of the lesson in an unusual, interesting, exciting and creative way.

Table: examples of the motivational part of the lesson

Fascinating educational games will create a favorable emotional mood

Table: games for classes using the Lego method

Video: Lego fairy tale “Teremok”

Photo gallery: examples of Lego games

The “Draw a Detail” game develops sensory and logical thinking The “Magic Patterns” game is aimed at creating a variety of symmetrical patterns Designing according to a pattern develops color perception and spatial thinking The “Colorful Columns” game reinforces knowledge of colors Adding numbers develops spatial thinking and counting skills When building paths, you must follow conditions on the card When filling out the squares, you must follow the rules Designing according to the conditions shown on the table develops logical thinking Solution mathematical examples strengthens counting skills “Logical chain” develops thinking “Assemble according to the picture” teaches spatial thinking “Assemble a number slide” develops counting skills

Video: cartoon about Lego cars

Poems about Lego

• "Lego" - smart game,
  Attractive, cunning.
  It's fun to play here
  Build, compose, search!
  I invite all my friends
  Collect Lego quickly.
  It's also interesting for adults:
  It's good to play with Lego!
• One, two, three - add up the parts,
  So that they become a machine.
  Assemble the garage. After
  Don't forget to build a house.
  You can go to the very threshold
  Pave another road
  Select a location for the bridge -
  That will be beauty!
  From the constructor of this
  Whatever you do, everything works!
• Cars, robots, animals,
  Your friends, your girlfriends.
  Pirates, castles and miners,
  And trains, and the whole city!
  Your favorite heroes -
  On land, in the air, at sea.
  Are you with them the whole world open it -
  You will go, fly, build...
  And into this world - cheerful, bright,
  Where are the magical gifts?
  You plunge into the sea from the shore:
  Welcome to the LEGO world!
• Lego is a fantasy world!
  A world of ideas and diversity.
  Studying the diagrams in it,
  It might turn out to be a house.
  Or we'll build a castle
  Where does the big dragon live?
  He is guarding the princess
  And he growls like fire at everyone.
  Lego develops hands
  And it doesn’t stop us from dreaming.
  And I’ll tell you about Lego
  This is the best game!
• There are millions of spare parts here!
  We are Lego champions!
  Do you want to cheer up?
  Start playing Lego.
  You can build everything from Lego,
  The main thing is to use your imagination.
  We have a Lego constructor,
  You won't be bored with him,
  We build cars and houses
  And we advise everyone to play.
  Lego is beautiful!
  We build different houses from cubes
  And the car and the garage,
  A house, a ship, even a school.
  Lego is simply “super” class!
  Now we don't run at all
  We don't want to at all
  Because in "super" Lego
  We play as a group!
• The boy was, oh, mischievous!
  And now it’s completely different.
  When they bought him Lego,
  Oleg is unrecognizable now.
  He doesn't look like himself
  He barely looks at the drawing,
  And the robot is already walking,
  Instead of a nose there is a long trunk,
  Colored pattern on the sleeves.
  Our designer is a dreamer,
  Plays for hours
  How calm my mother felt.
  She is happy for Oleg!
  Buy Lego for your kids!

Table: example of a lesson-project on Lego construction in the preparatory group “Let’s build an amusement park”

Lego is not just a fun toy, it is a wonderful tool that promotes enrichment inner world child, the disclosure of his personal characteristics, the manifestation creative potential and realizing opportunities. A variety of activities using Lego technology provide a real chance for every child to develop logical and spatial thinking, imagination, independence and skills for interacting with peers, and for teachers to captivate children with technical creativity. Creative play will help to better understand the child, and therefore develop effective remedy to solve problems of both the child and the teacher.

Lego is a smart game
Attractive, cunning.
It's fun to play here
Build, compose, search!
I invite all my friends
Collect Lego quickly.
It's also interesting for adults:
It's good to play Lego

EDUCATIONAL LEGO TECHNOLOGY

“Development of cognitive-research, constructive activities and technical creativity through light engineering and robotics”

1. INTRODUCTION

1.1.Relevance,innovative significance of technology. A qualitative leap in the development of new technologies has entailed society’s need for people who are able to solve new problems in innovative ways and introduce new content into all spheres of life. Modern children live in an era of active informatization, computerization and robotics; in a rapidly changing life, a person requires not only possession of a certain amount of knowledge, but also, first of all, the ability to obtain this knowledge himself, operate with it, think independently and creatively, be able to transform and adapt existing experience to rapidly changing conditions.

Improving the educational process in the context of modernization of preschool education goes in many directions, affecting mainly the formation personal qualities preschooler.At the present stage of preschool education, the emphasis is shifted from knowledge, abilities and skills to the formation mental processes and development of personal qualitieschild, such as curiosity, determination, independence, responsibility, “creativity” or creativity,providing social success And promoting formation of an intellectual creative personality, which is characterized by:

• Ø the ability to make decisions and achieve the required result in uncertain problem situations, independently replenishing the lack of knowledge and information;
• Ø the ability to interact positively with people of other cultures, languages ​​and religions;
• Ø mastery of information technology; the ability to independently learn throughout life in the context of both personal professional growth and social life, to work in a team for a common result;
• Ø the ability to defend one’s point of view, justifying it, to conduct a discussion in such a way that it leads to a new understanding of the problem, and not to conflict.

Raising a harmonious, comprehensively developed personality is one of the most important government tasks, the implementation of which is aimed at improving the education system, methods of education and training.

The issue of using innovative pedagogical technologies in terms of training a person of this kind is relevant, but in preschool education there is no experience of systematic work on the development of cognitive, research and constructive activities, technical creativity of preschoolers 4-6 years old through the use of light construction and robotics.

Domestic teachers and psychologists have recognized the fact thatThe results of modern psychological and pedagogical research(Yu.K. Babansky, L.A. Wenger, N.A. Vetlugina, N.N. Poddyakov, I.D. Zverev, V.V. Zaporozhets, I.Ya. Lerner, A.I. Savenkov, G .I. Shchukina, etc.) show that the possibilities of intellectual development of preschool children are much higher than previously assumed. Thus, it turned out that children can successfully learn not only the external, visual properties of objects and phenomena, but also their internal communications and relationships.

During preschool childhood, abilities to initial forms generalizations, inferences, abstractions. The value of real technology lies in the fact that practically, through direct activities, hidden sides of an object or phenomenon are revealed; The child’s ability to identify a problem, perform analytical operations, and the ability to independently choose a way to solve it develops.

In the works of many domestic teachers N.N. Poddyakova, A.P. Usova, E.L. Panko “children’s design claims to be the leading activity during the period preschool development" Cognitive, research and constructive activities make it possible to combine almost all types of activities and all aspects of the education of preschool children: it develops observation and inquisitiveness of the mind, develops the desire to understand the world, cognitive abilities, the ability to invent, use non-standard solutions in difficult situations, to form in children the desire to educational activities, to educate a creatively oriented personality.

Scientists (Luria. A.R., Rubenstein S.L., others) involved in research of the brain and mental development of children have proven the connection fine motor skills with the development of speech and the intellectual development of the child as a whole. Constructive activities, Lego design classes, receive a lot of attention in the implementation of general educational programs of preschool educational institutions. However, as a rule, teachers encourage the child to engage in constructive activities and activities aimed at developing fine motor skills in early preschool age. The constructive activity of children of senior preschool age is more often organized in free activities, and less often in specially organized ones.

However, the resource for performing multiple manipulations during classes in Lego construction and roboticscan serve as the basis not only for the development of motor skills, stimulating the development of intellectual abilities and mental processes of the child, but also a fairly high factor in cognitive motivation, design, and technical creativity, starting from early preschool age.

Based on the above, today there is an actual problem increasing cognitive motivation and intellectual development of preschool children through cognitive-research, constructive activities and technical creativity, through light engineering and robotics, which must be addressed at all levels of education, within the framework of organizing interaction on a network basis with educational institutions of the city.

As practice shows,the organization of such activities is the basis of the activity approach,which in the field of light engineering and robotics has not become widespread, as in gaming, productive, project,experimental types of children's activities.

The relevance of the problems we identified is explained by the need to overcome the following contradictions: between the need to develop cognitive motivation and technical creativity in preschool children and the search for conceptually new approaches, methods and techniques in this direction.

In the aspect of the problems and contradictions identified above, we have determined subject our educational LEGO technology: “Development of cognitive, research and constructive activities, technical creativity through light engineering and robotics».

2. Goals and objectives educational course technologies.

Target development of cognitive-research, constructive activity and technical creativity of the child through lightweight construction sets and robotics. Formation of intellectual and personal qualities of preschool children, technical abilities, design skills, education of a creative and purposeful personality, capable of independently setting tasks and finding original solutions.

Tasks:

• Ø Development individual abilities child;
• Ø To develop preschoolers' interest in modeling and design, to stimulate children's scientific and technical creativity.
• Ø To form spatial thinking, the ability to analyze an object, highlight its characteristic features, main parts, and establish a connection between their purpose and structure.
• Ø Develop the ability to apply your knowledge in the design and assembly of structures.
• Ø Develop operations of logical thinking,
• Ø Develop children's cognitive activity, imagination, fantasy and creative initiative;
• Ø Develop fine and gross motor skills, spatial orientation;
• Ø Develop dialogic and monologue speech, expand lexicon.
• Ø Improve children's communication skills when working in pairs, teams, and sharing responsibilities;
• Ø Development of outlook and culture;
• Ø To form the prerequisites for educational activities: the ability and desire to work, carry out tasks in accordance with instructions and the set goal, bring the work started to completion, plan future work.

The development of design abilities activates thought processes child, generates interest in creative solution set tasks, ingenuity and independence, initiative, the desire to search for something new and original, and therefore contributes to the development of talent.

The main idea and novelty of the technology.

The main idea and novelty is that , that the educational development technology we have proposed reflects a conceptually new approach in the field of introducing preschoolers to constructive activities and technical creativity, ensuring their active , proactive and independentinvolvement in activities and stimulating cognitive activity.

The main target groups to which the technology is aimed.

The open nature of the innovative activities of the MBDOU DS OV "Zvezdochka" (city innovation platform), methods of testing and disseminating the results of activities (forums, Internet conferences, presentations, training seminars and city master classes) will make it possible to put into practice the technology for the development of cognitive, research and constructive activities, technical creativity through light engineering and robotics. This technology May beaddressed to teachers and specialists of preschool educational institutions, managers, deputy heads, students of advanced training courses for teaching staff, etc.

2. MAIN PART

LEGO technology is interesting because, being built on integrative principles, it allows us to ensure the unity of educational, developmental and training goals and objectives of the education process for preschool children. LEGO construction is not only practical creative activity, but also the development of mental abilities, which manifests itself in other types of activities: speech, play, visual arts. It is also social education active personality With high degree freedom of thinking, development of independence, the ability of children to solve any problems creatively. LEGO technology undoubtedly claims to be called an interactive pedagogical technology, as it stimulates the cognitive activity of preschoolers.

Relevant use in preschool educational institutions technologies of educational light construction and robotics:

ü the use of Lego constructors is an excellent tool for the intellectual development of preschool children, ensuring the integration of various types of children's activities (play, communication, cognitive-research, constructive, self-service and basic household work, motor),

ü The basis of educational activities using Lego technology is play - the leading type of children's activity. Lego - allows you to learn by playing and learn through play.

ü the use of Lego technology in preschool educational institutions makes it possible to raise high level development cognitive activity preschoolers, and this is one of the components of the success of their further education at school.

ü Lego technology is a means of developmental education, stimulates the cognitive activity of preschool children, promotes the education of a socially active personality with a high degree of freedom of thinking, the development of independence, determination, and the ability to solve any problems creatively.

ü Lego technology combines elements of play with experimentation, and, consequently, activates the mental and speech activity of preschool children.

In preschool educational institutions, Lego construction sets were used earlier, but more often in children’s independent activities and were in the nature of plot construction. The idea to make light construction a guided process rather than a spontaneous one arose with the adoption of the Federal State Educational Standard, because having studied the demands of modern society for the personality being formed from the first stage of preschool education, we thought about the relevance of using the technology of educational light construction and robotics in the educational process. Through the use of legoconstructors, it is possible to effectively solve educational problems implemented in kindergarten in accordance with the approximate general education program Preschool educational institutions, both in the invariant and variable parts, formed by participants in the educational process, because the program allows you to optimally combine the basic content of education and priority areas in the work of preschool educational institutions. Lego technology can be introduced into the educational process and successfully integrated with other educational areas “Cognitive”, “Speech”, “Social-communicative”, “Artistic-aesthetic”, “Physical”.

In the process of LEGO construction, preschoolers develop math skills, counting parts, blocks, fasteners, calculating required amount details, their shape, color, length. Children become familiar with such spatial indicators as symmetry and asymmetry, and orientation in space. In addition, design is closely related to the sensory and intellectual development of the child: visual acuity, perception of color, shape, size are improved, and mental processes (analysis, synthesis, classification) are successfully developed.

Lightweight construction also develops communication skills, activatingmental and speech activity of preschool children. Older preschoolers are happy to talk about their buildings, pronounce the sequence of their actions, evaluate this or that constructive situation. They perform tasks that require activation of mental activity, for example, completing a building according to a given sign or conditions (“Fill the space”, “Guess whose part I am?”, “Bring your model to life” and others). Speech situations that arise in the process of creating buildings and playing with them contribute to the development of children’s speech, which serves as one of the most important means active work person, and for the future student it is a guarantee successful learning At school. Many learning tasks are solved: vocabulary expands, communication skills develop, and the ability to generalize and draw conclusions improves.

In our opinion, one of the main opportunities in light construction is to teach children to work effectively together. Today, the joint acquisition of knowledge and development of skills, the interactive nature of interaction are in demand more than ever before. In a group activity, children can not only communicate, but also exchange tips on mounting methods, parts, or even combine their models to create a larger structure. It is important to organize conditions under which participants joint activities could solve emerging problems by communicating and consulting with each other, and also learn from their mistakes. At the same time, preschoolers develop social skills: independence, initiative, responsibility, mutual understanding necessary when interacting with other children.

LEGO building classes help preschoolers enter the world social experience. Children develop a unified and holistic idea of ​​the objective and social world. The lesson plan includes topics such as “Animals”, “Urban and rural buildings”, “Furniture”, “Toys”, “Transport”, “Ships explore the Universe”, “Journey to a fairy tale” and others. On calendar holidays, thematic exhibitions are organized in the children's creativity corner, which invariably present the works of children attending additional classes in LEGO construction.

By engaging in light construction during joint educational activities throughout the day, children acquire work culture skills: they learn to maintain order in the workplace, distribute time and effort when making models (each lesson has its own topic) and, therefore, plan activities.

In light construction, the formation and development of artistic and aesthetic skills can easily be achieved by designing and transforming ready-made models, when not only the designer, but also paper, pencils, and other materials can be used to create a holistic image.

Due to its versatility, LEGO construction sets are the most preferred educational material for diversifying the learning process of preschoolers. This is reflected in project activities. The word “project” successfully fits into the work system of our kindergarten, where children have the opportunity to show their individuality and realize creative ideas within the framework of joint parental projects in accordance with the calendar and thematic planning of the preschool educational institution. The purpose of such events is to make parents want to participate with their child in thematic design, to give them the opportunity to gain skills in interacting with children on the basis of cooperation and equal relationships. And in this situation, the LEGO constructor acts as a universal material, working with which gives equal pleasure to both children and adults. Also, at the end of the school year, leisure activities are held in kindergarten, where children, together with their parents, take part in the construction of a LEGO town with streets, parks, and playgrounds. Joint creative activity “on equal terms” has great developmental potential: it gives adults the opportunity to understand the interests and reveal the talents of their child, establish mutual understanding, and make each participant feel their importance in the common cause.

So, lightweight construction and robotics make it possible to implement information Technology in educational DOW process, help preschoolers master the elements of computer literacy, skills and abilities to work with modern technical means.

In casual play, children develop easily and comprehensively, they develop cognitive interest, creativity, and observation, which contributes to the formation of a creative personality.

Organization and content The process of interaction between teachers and students to develop their intellectual potential is determined by conceptually new approaches aimed at the efficiency of this process:

Introduction of educational light construction into joint educational activities (JED), in special moments, in independent activities during the day;

Organization of a developing space that promotes constructive activities with various types legoconstructors in independent activities during the day;

Optional work in in this direction, aimed at developing intellectual potential through the development of constructive activities and technical creativity;

The main part is represented by the following technological chain of actions: need - motive - implementation of the interaction process - result, aimed at the development, implementation and implementation of developing technology:

1st action

Focus on needs, this is a resource efficient process interaction between a teacher and preschoolers in the field of constructive activities and technical creativity, aimed at developing cognitive motivation and intellectual capabilities of a preschoolerthrough light engineering and robotics.

2.1. Methods and techniques , used to implement the technology:

n clear (use of ICT technologies, viewing fragments of animated and educational films, educational presentations, examining diagrams, tables, illustrations, collecting photographic materials, didactic games, organizing exhibitions, personal example of adults)

verbal (reading fiction, riddles, proverbs¸ minutes of reflection, problematic issues and situations, conversations, discussions, situation modeling)

practical (game situations, elementary search activity(experiments with buildings), playing with buildings, modeling situations, competitions, physical exercises.

2nd act

Creation pedagogical conditions in preschool educational institutions, the so-called “Smart Environment”, which contribute to increasing motivation satisfy the above needs.

3rd act

Algorithm implementation of the interaction process teacher with children includes the following positions:

1. Analytical report of the teacher on his readiness to expand the boundaries of the innovative space for interaction with children in the field of constructive activities and technical creativity.

2. Characteristics of interaction (where the semantic chain of the direction of activity is built: what are we doing? - what are we making from? - for whom? - why? - with whom together?).

3. Organization of the process of interaction between the teacher and students, which is determined by conceptually new approaches, psychological - pedagogical principles and stages of activity:

Conceptual approaches

Activity approach – this is the approachin the center of which is the child’s activity (the child receives knowledge not in finished form, but produces them himself in the process of activity). This approach also involves a different range and change in the methods used, training and development techniques (graphic modeling method, comparison method, techniques for drawing up buildings according to a diagram, construction based on a model, fantasy techniques, many others); considered as a vector of the sequence: “goal-motive-task-means-action-operation-result-evaluation-forecast-aftereffect.”

The acmeological approach is the attitude and desire of all participants in the educational process in the context of “children - parent - teacher” towards common success (A. Asmolov).

Humane approach – recognition of dignity, personal freedom, tolerance of the opinions of others.

Psychological and pedagogical principles

The principle of “development through activity”, proposed by the American scientist D. Dewey: taking into account the interests of children; development through training in thought and action; cognition and knowledge are a consequence of overcoming difficulties.

The principle of continuity (continuity between all levels of education at the level of technology content).

The principle of psychological comfort.

The principle of creativity and variability.

The principle of taking into account the age characteristics of children (selection of methods and techniques appropriate to the child’s age).

The principle of phasing,which entails the distribution of activities among all participants pedagogical process:

3. Distribution of activities

between participants in the pedagogical process (stages of implementation)

Table 1

The first humanoid knight was proposed by Leonardo da Vinci in 1495, in 1738 the French mechanic Jacques de Waccanson created the first android, and in 1921 Czech writer Karel Capek coined the word "robot".

Relevance. The first humanoid knight was proposed by Leonardo da Vinci in 1495, in 1738 the French mechanic Jacques de Waccanson created the first android, and in 1921 the Czech writer Karel Capek coined the word “robot”.

Robotics entered the world at a rapid pace in the middle of the 20th century. It was one of the most advanced, prestigious, and expensive areas of mechanical engineering. The basis of robotics was technical physics, electronics, measurement technology and many other technical and scientific disciplines.

Today it is impossible to imagine life in the modern world without mechanical machines programmed to create and process food, sew clothes, assemble cars, control complex systems management, etc. Robotics today is one of the most dynamically developing areas of industry. IN beginning of XXI century robotics is one of the priority areas in the field of economics, mechanical engineering, healthcare, military affairs and other areas of human activity. Specialists with knowledge in this area are in demand.

In the USA, Japan, Korea, China, in a number of European countries Robotics is developing by leaps and bounds. Already from kindergarten, children have the opportunity to attend clubs and innovation centers dedicated to robotics and high technology. Japan is a country where modernization and robotics have become a cult. This is why we are seeing high-speed technological growth in the country.

What do we have?

In Russia there is such a problem: insufficient supply of engineering personnel and the low status of engineering education. There is already a huge demand in Russia for specialists with knowledge in this field.

In Russia, a whole range of knowledge is offered to children, but, unfortunately, such an area as robotics is extremely poorly represented. But it will soon be in great demand and prestigious in the future. Therefore, it is necessary to popularize the engineering profession, because the use of robots in everyday life, in production and on the battlefield requires that users have modern knowledge in the field of robot control. Kindergarten is the first stage where you can develop initial knowledge and skills in the field of robotics, instill in students an interest in robotics and automated systems.

Federal State Educational Standard Modern society has an urgent need for
highly qualified specialists with high intellectual capabilities. Therefore, it is so important, starting from preschool age, to form and develop technical inquisitive thinking, an analytical mind, and to form the personality qualities designated by the federal state educational standards of preschool education. Forming motivation for the development of learning in preschoolers, as well as creative, cognitive activities - these are the main tasks that teachers face today within the framework of the Federal State Educational Standard. In this regard, great importance is assigned to design, which encourages both the head and hands to work equally, while two hemispheres of the brain work, which affects comprehensive development child. Construction has always been present in kindergarten. It is carried out with children of all ages, both in classes and in joint and independent activities of children, in an accessible playful form, from simple to complex.

But if earlier priorities were placed on constructive thinking and development of fine motor skills, a new approach is now required in accordance with the new standards.

Modern children are technically “advanced,” but ready-made toys deprive them of the opportunity to create on their own. But even the smallest set of building elements reveals to a child new world. Therefore, we need to help children practical study, design and independent production of technical objects.

Each person has his own path of development and improvement. The task of education comes down to creating an environment that makes it easier for a child to discover his own potential, to allow him to act freely, getting to know this environment, and through it the world around him. The role of the teacher is to organize and equip an appropriate educational environment and encourage the child to learn and act.

Designers.

Currently, such productive activities as Lego construction and educational robotics are becoming very popular in working with preschoolers. This direction in the development of education in our country is laid down by the federal target program “Concept for the development of education for 2016-2020.”
Lego construction and educational robotics is a new pedagogical technology, representing the most advanced areas of science and technology, and is a relatively new interdisciplinary area of ​​​​education and development of children.

This technology is relevant in the context of the implementation of federal government educational standards preschool education because:
- is an excellent tool for the intellectual development of preschool children,

Allows the teacher to combine education, upbringing and development of preschoolers in game mode (learn and learn in the game);

Allows the student to show initiative and independence in various types of activities - play, communication, construction, etc.

Combines play with exploration and experimental activities, provides the child with the opportunity to experiment and create his own world, where there are no boundaries.

The reasons for the increasingly active entry of robotics into preschool education are related to its capabilities and the tasks solved with its help:

Development of fine motor skills by working with small parts of construction sets;

Math and counting skills: even at the level of selecting parts, comparing parts by size and counting within 10-15;

First programming experience;

Design skills, familiarity with the basics of mechanics;

Team work: the robot is usually made by two or three people;

Presentation skills: when a project is completed, you need to talk about it

Today, the educational market offers a large number of interesting construction sets, but can all of them be called educational? What criteria must a designer meet to be considered educational?

Firstly, the designer should strive for infinity, that is, offer as many design options as the teacher and child can come up with, he should not limit the imagination.

Secondly, the designer must contain the idea of ​​complication, which, as a rule, is provided by the constituent elements, details of the designer, which make the design diverse and, in the long term, complex.

Third, the construction set should be part of a line of construction sets that provide the ability to work sequentially with each set, depending on the age of the children and the design tasks.

Fourth, carry a full semantic load and knowledge, which is expressed in the meaningful creation and reproduction by children of models of reality objects from construction set parts.

A designer that meets these criteria is able to accomplish a serious task associated with the harmonious, full development of a child.

Mastering the designer and using it should be a guided process, not a spontaneous one. For these purposes mandatory element the learning process is that the teacher has a clear strategy for using the constructor in the educational process.

Mastering robotic design skills for preschoolers occurs in stages:

1. At the first stage of work, you get acquainted with the designer and assembly instructions, study the technology of connecting parts.

1. At the second stage, children are taught to assemble simple structures based on a model.
2. At the third stage, the teacher is faced with the task of introducing children to the programming language and icons, as well as the rules of programming in a computer environment.
3. The fourth stage of improving the models proposed by the developers, creating and programming models with more complex behavior.

Young designers explore how changing the design of a model affects its behavior: they replace parts, conduct tests, evaluate its capabilities, create reports, give presentations, come up with stories, write scripts and act out performances using their models.

To effectively organize classes, it is necessary to arrange the environment where classes will be held with children. Many preschool educational institutions today have special classrooms. The technical center houses an interactive complex for demonstrating video materials, technological process, mastering the basics of programming, shelves for containers with construction sets, tables and chairs for joint activities with children and parents. There will also be a corner for the teacher-organizer, where there will be methodological literature and necessary material for educational activities.

During educational activities, children become builders, architects and creators; while playing, they come up with and implement their ideas. Starting with simple figures, the child moves further and further, and, seeing his successes, he becomes more self-confident and moves on to the next, more complex stage of learning.

It’s unlikely that anyone seriously believes that robotics for preschoolers has anything in common with the operation of industrial robots. On the other hand, such classes are the first step towards further training in robotics: familiarization with mechanics, program control, feedback and other elements.

This technology has a great future. It is very relevant. Our industry lacks highly qualified engineers, designers, and technologists, but robotics perfectly develops technical thinking and technical ingenuity in children. Robotics has shown high efficiency in the educational process; it successfully solves the problem of social adaptation of children of almost all age groups. And robotics competitions are vibrant educational events that unite children and adults.

Teaching children using robotic equipment is not only learning through play, but also technical creativity at the same time, which contributes to raising active, passionate people. self-sufficient people new generation.

Conclusion. Why hasn't robotics been used before if it's so useful and unique? Again, there are several reasons. Firstly, any changes in education come very slowly. Secondly, today there are more opportunities both in terms of choosing the purchase of designers, and in terms of methods, and in terms of personnel training. Requests from parents also play a certain role in this process. In general, this process is slow and difficult.

The company was born in 1932. Its founder was the Dane Ole Kirk Christiansen, who was the foreman of a team of carpenters and joiners. In 1947, the company expanded production and began producing plastic toys. Since its introduction in 1949, LEGO elements in all their versions have remained compatible with each other. So, for example, elements created in 1958 are still paired with elements released in 2010, despite radical changes in the design and shape of the elements over the years. All parts of LEGO construction sets are manufactured to a specific standard with a high degree of precision, which allows them to be connected without significant effort. In addition, after connection, the parts must be securely attached to each other. To ensure these conditions, the design elements are manufactured with an accuracy of 2 micrometers.

Since 1991, with the beginning of the era of computer video games, the Lego company suffered losses for 11 years, correcting this situation only with the release of new robotic sets. The process of creating Lego bricks is actually not that complicated. The production of designer elements consists of pouring liquid plastic into a mold and placing it under a press. The form cools, opens, and you have a ready-made Lego brick in your hands. Then comes the second, more complex part of the process - processing, adding artistic details such as suits, ties, etc.

This is the reception area at Lego headquarters. Pay attention to the ceiling and chairs - it seems that they are made of designer bricks.

All Lego sets are made from the same plastic based on acrylonitrile, butadiene and styrene. It comes to Lego directly from suppliers and is then stored in giant silos. It is usually either red or clear, and piece-specific dye is added to the molding machines. This is a container filled with liquid plastic based on acrylonitrile, butadiene and styrene, with the addition of individual dyes.

This is a molding machine. First, very hot plastic is poured into the molds on the right side. It then spreads through small channels and enters the pressing area through very small incisions. When cold water is poured into the molding machine, it causes the plastic to cool and the mold opens, allowing the bricks to fall freely onto the conveyor belt.

Currently, there are about 7 thousand active forms that are used in the production of Lego. However, in general, the company has more than 9 thousand of these forms at its disposal, many of which are waiting in the wings on the shelves, like this one, for example. Medium form costs about 72 thousand dollars, the cost of the most complex and expensive is 360 thousand dollars.

Here you can see how plastic is poured into the pressing area of ​​the molding machine.

In this photo we see two ellipsoidal parts that have just been in the mold. After a few seconds they will fall onto the conveyor belt.

This photo shows a mold for making ellipsoidal parts from the top photo.

The produced bricks and other elements can later be used in different ways. These blue pieces can be used both as heads for tiny figures and as decoration for other elements.

Thousands of purple Lego bricks that were under pressure just a few minutes ago.

This is one of twelve molding modules located in Billund. Each module, or dedicated production room, houses up to 64 working molding machines, divided into two blocks of 32 machines each.

A robotic arm removing waste from the melting process and making parts from a molding machine. The plastic will be sent back for melting and will be used very soon.

Basket for production waste.

Production at the Lego factory is virtually waste-free, as the plastic is put to good use. However, some of the waste generated during the production process is still sent to the trash bin.

Pipes through which plastic granules enter molding machines. The noise this creates is reminiscent of the noise that would be caused by billions of grains of rice moving through plastic pipes.

The molding machines are used for four weeks before being taken out and thoroughly cleaned. In the photo we see a company employee performing this procedure.

At this stage of production of the figures, arms, legs, heads and other additional parts and elements will be attached to them.

The robot attaches hands to the figurine.

Here you can see how the machine stamps faces and shirts onto the figures.

This display shows the weight of a small bag of Lego pieces, known as a pre-tare. The weight should be between 94.9 and 95.7 grams. This pre-pack weighs 94.94 grams, so it passes inspection. However, as the display shows, five bags were too light and one was too heavy.

Pre-packed Lego pieces on a conveyor belt, at the end of which they are weighed.

This is the packaging department, most of the parts are in bags that fall into the container automatically. But some bags are too big and you have to shake them by hand to evenly distribute the parts and make the bags flatter and thinner.

Hundreds of cardboard blanks that will be used to make boxes for Star Wars-themed Lego sets.

Yulia Tutsovich
The use of Lego technologies in preschool educational institutions

LEGO. It seems to you that this is a toy. In their hands it turns into a tool.

Educational programs of preschool education are aimed at the diversified development of preschool children, taking into account their age and individual characteristics, including the achievement by preschool children of a level of development necessary and sufficient for their successful development of educational programs of primary general education, based on an individual approach to preschool children .

One of the main tasks is to preserve and support the child’s individuality, develop the individual abilities and creative potential of each child as a subject of relationships with people, the world and himself; the formation of a general culture of students, the development of their moral, intellectual, physical, aesthetic qualities, initiative, independence and responsibility, the formation of prerequisites for educational activities;

If we talk about the implementation of the Preschool Education Program, we mean that the Standard defines the implementation of preschool education based on the child’s cooperation with adults and peers in age-appropriate activities. This type of activity for a preschooler is a game. An educational situation built in a game form has more pedagogical significance than training session type school lesson. Work on the Federal State Educational Standards involves constructing educational activities in such a way that game situation has become a part of the child’s life, in which he helps the hero of this situation find a way out of the current situation or complete a task in such a way that everyone feels good. Preschoolers are always ready for exploits. They will even fly into space just to help everyone (they will draw honey for a hungry bear or make up sentences for a letter from the Baby Mammoth to his mother). The main thing is that the child understands what he is doing and why he needs it. Then he will not only achieve results, but will understand that he is already successful at 3 or 5 years old.

I invite all my friends

"LEGO" collect quickly.

It's interesting for adults too:

IN "LEGO" It's good to play!

When LEGO bricks are in children's hands, the magic begins. They open up the imagination and awaken the child's imagination. Sets are an excellent tool for child development within the framework of key early age educational regions: social-emotional development, cognitive development, early language development, early math development, and artistic development. At the same time, working with LEGO allows each child to express themselves, as well as improve their communication skills and ability to work in a team.

It seems to you that this is a toy. In their hands it turns into a tool.

Educational Solutions LEGO for preschool education stimulate children's natural desire to jointly explore the world around them and learn through play. Safe, durable kits LEGO contribute to the development of children with different levels of knowledge and skills, allowing them to develop social skills of cooperation and interaction with the outside world. Solutions LEGO for preschool children it is a variety of ways of learning. The introduction of such modern educational solutions into the educational process can become part of the early development program for preschoolers. After all, supporting and developing a child’s natural interest in learning from an early age is the key task of a preschool teacher.

I noted that children show high performance, work with pleasure both in mini-groups and individually, take the initiative into their own hands, show creativity in decision-making, and are not afraid to make mistakes when completing tasks.

Creative and cognitive development

Embodiment own ideas in life increases self-confidence. Bringing it to life with educational solutions LEGO wonderful ideas created by their own imagination, children express themselves in a creative, artistic form. Cubes LEGO easily capture children's attention, encouraging them to co-create, discuss ideas and assign roles. With the help of blocks, children think, communicate, and develop the ability to understand and appreciate the ideas and contributions of others.

Preschool Learning Solutions LEGO always involve organization creative work and self-expression in the classroom in three different ways, depending on the age group of the students.

Set of soft cubes

Set of soft cubes LEGO– a great way to introduce sets to preschool children LEGO and the inherent potential for creativity. Large, soft bricks encourage children to explore their own creativity while developing gross motor skills and a sense of space.

Kids can use the bricks to build full-size figures, walls, towers and other structures. During the game they develop their physical abilities and spatial thinking. This set encourages children to explore space, shapes and colors while developing their motor skills. The material from which the cubes of this set are made is a polymer that easily restores its shape after deformation, lightweight and durable. Ideal material for both outdoor activities and quiet time.

LEGO- an ideal tool not only for implementing brilliant design ideas, but also practical support for the development of self-realization skills, teamwork and fine motor skills. And construction cards will be great for you. auxiliary material and a source of inspiration for your students.

LEGO allows children to create all kinds of models taken from real life or fictional characters, objects and buildings. The construction process develops fine motor skills, especially for toddlers. Who knows where the power of their imagination might take them?

"Big farm"

With this set, children will learn about caring for animals, the seasons and harvesting. You will be able to discuss many questions: what sounds do animals make, how to take care of animals, when to harvest, how seasons affect crop yields, how to grow different crops and why.

With lots of animal shapes, kids can easily learn to categorize them. And thanks to the large number of parts, the set is ideal for large group classes, role-playing games or free creativity.

"Wild animals"

Cute animal figurines and various elements to decorate the scenery will allow kids to get acquainted with the life of wild animals and arrange a suitable home for each of them. The set includes five those: taiga, savannah, jungle, Antarctica and river reservoir. Pay attention to the hippopotamus and crocodile - they have movable jaws!

Kit « Emotional development child" invites preschool children to plunge into the fascinating world of emotions. During activities that take place in the form of a game, children learn a lot about various human emotions and physical characteristics of a person. As children work together to create different characters, they will learn to recognize different feelings and identify their similarities and differences. The work cards will serve as a resource and source of inspiration so children can build new models over and over again.

Early mathematical development

Constructors LEGO will help teach the child to concentrate his attention, understand simple instructions and carry them out. In addition, the solution is ideal for studying abstract concepts such as cause and effect, the position of objects in space, and others. To stimulate children's imagination, you can use the illustrated cards from the set.

"Math Train"

This themed set is perfect for introducing maths in a gentle and intuitive way through incredibly fun railroad role-play. Together, children will learn numbers and practice mental calculation by loading and unloading colorful trailers using a special crane. And a large number of additional elements, characters and cargo will allow you to come up with and implement various scenarios about adventures at a railway station.

Early language development

Constructors LEGOs are widely used in preschool educational institutions. They represent a variety of thematic series, designed on the basis of basic building elements - multi-colored bricks lego. By developing the speech creativity of preschoolers, the teacher can invite children to come up with a fairy tale about how one building turned into another, carrying out this transformation in the course of the story.

Created buildings from LEGO can be used in theatrical games, in which the content, roles, and game actions are determined by the plot and content of one or another literary work, fairy tales, etc., and there are also elements of creativity. While constructing, children create a three-dimensional image that promotes better memorization image of the object. The child is more willing to talk about the horse he made himself and invent different stories etc.

Given using LEGO-construction also contributes to speech creativity: During character building, the child describes his character. You can also invite children to come up with their own ending to a familiar fairy tale, act out the best one, or do everything in turn. Used by LEGO-elements and in didactic games and exercises. The teacher can develop various manuals and use them for carrying out exercises for the purpose of developing speech and mental processes in children, developing interest in learning, and forming a communicative function. For example, the game « Wonderful pouch» , in which children develop tactile (palpation) shape perception and speech can be carried out with LEGO.

Application didactic exercises With using LEGO-elements are quite effective when conducting classes in preparation for learning to read and write, correcting sound pronunciation, familiarizing themselves with the outside world, etc. In the process of constructive play activities, the teacher, relying on the involuntary attention of children, activates their cognitive activity, improves sensory-tactile and motor sphere, shapes and corrects behavior, develops communicative function and interest in learning. In the process of constructive play activities with LEGO teacher can use a variety of forms: tasks are given by the teacher, children perform them; tasks are formulated by the child and carried out by the children and the teacher; children give each other tasks; performed by parents and child.

Children love to play in free activities.

During educational activities, children become builders, architects and creators; while playing, they come up with and implement their ideas. Starting with simple figures, the child moves further and further, and, seeing his successes, he becomes more self-confident and moves on to the next, more complex stage of learning.

Kids enjoy building simple things designs: paths, fences, bridges, gates, fences, cars, houses. Children practice recognizing colors, counting to 5, and consolidating concepts: "high Low", "wide narrow". Are used constructors with large-sized parts.

In the middle group, the basis for organizing work with LEGO- the constructor is a fairy tale. This is a preliminary familiarization with the work, and then constructing its characters, creating models of familiar fairy tales, and also composing your own stories. At this age, children become familiar with small construction sets. LEGO DASTA – design by design.

Children can freely experiment with building materials. The sample can be given at the beginning, and then it is removed. Examples of lesson topics include: be: “We will go with you to the forests - miracles “Character modeling based on the fairy tale Kolobok” and etc.

Using LEGO-technology in the system additional education in preschool educational institutions is relevant in light of the new federal state requirements for the preschool program education:

the principle of integration of educational regions: construction is in the educational field "Cognition" and integrates with educational areas "Communication", "Work", "Socialization", "Reading fiction", « Artistic creativity» , "Safety";

constructor LEGO used both in the joint activities of adults and children, and in the independent activities of children, not only within the framework of educational activities, but also during leisure time, holidays, and in project activities;

the basis of the educational process with using LEGO-technology is play - the leading type of children's activity.

Using LEGO-technology in preschool educational institutions makes it possible to raise the development of cognitive activity of preschoolers to a higher level, and this is one of the components of the success of their further education at school.