Club work program. Club work as an extracurricular form of enhancing students’ cognitive activity

MDOU "Tsvetik-Semitsvetik" Neryungri district, Berkakit settlement.

This program can be used when working with children of older preschool age

Group work program “Stoves and benches”

1. Explanatory note.

Organized activities in the social and communicative direction “Stoves and Benches” are implemented in the part formed by participants in educational relations.

At preschool age, great opportunities open up for the development of a child’s personality. It is in childhood that the way of life of children is formed and the foundation for a healthy organization of the child’s life in the future is laid.

Our children know less and less about the history of Russian culture, the history Russian people. With loss moral ideals, a component of the foundation of personality is also lost - patriotism, love for the Motherland (big and small). In order for our country not to perish in the future, and Russian culture not to disappear, it is necessary to acquaint children with the past of the Russian people. This will help children with early age understand that they are part of the great Russian people.

Systematic and systematic familiarization of children with the life of the people at different historical times develops cognitive abilities children, human relations, children develop an awareness of themselves in the system of the objective and social world.

Organized activities are aimed at forming in preschoolers ideas about the life of the people in different historical times (life, culture, traditions, rituals, etc.) and are integrated with the areas: cognitive development, speech, physical, social-communicative, artistic and aesthetic.

This organized activity is designed for children of the preparatory group (6-7 years old), for a period of 1 year, is carried out in the afternoon once a week, lasts 30 minutes and is part of the educational relationship formed by the participants.

The circle program has the following sections: folk song, dances, folk games, folk musical instruments, small genres of folklore, calendar holidays.

The program content of the sections corresponds to the age characteristics of children. During training, children master material from simple to complex.

2.Goals and objectives of the program

Target: Introducing children to the life, traditions, art and folklore of the Russian people

General tasks:

• Introduce children to the elements of material culture, which includes familiarization with housing, household items, tools, and national clothing.
• Develop interest in the culture of the Russian people through customs, rituals, and holidays.
• To educate a free and creative personality, aware of their roots, national origins and able to navigate the modern world.

Music director's responsibilities:

• To acquaint children with Russian folk, poetic and musical creativity, with traditional folk holidays: Autumn, Maslenitsa, Christmastide, Christmas, Easter, Fair.
• To develop performing skills in singing, playing music, and movements.
• To cultivate love for one’s native land, for the traditions of one’s people. To develop a sense of national dignity.
• To develop an active perception of music through Russian musical folklore.
• Develop musical abilities: sense of rhythm, harmony, musical and auditory perceptions.

3.Forms of working with children.

• Conversations;
• Organized activities based on the integration method;
• Examination of authentic folk art products, illustrations, albums, postcards, tables;
• Exhibitions in the mini-museum of household items, Russian decorative products applied arts;
• Didactic games;
• Working with various art materials;
• Entertainment, folklore festivals, gatherings;
• Learning rhymes, chants, jokes, fables, nursery rhymes, poems, Russian folk songs;
• The use of folk games, including round dances.

Conditions:

Special premises, technical means, Russian folk musical and noise instruments, folk household items, folk costumes, different types of theater, oral and musical folklore material, paraphernalia.

5. System for assessing program mastery.

In accordance with the Federal State Educational Standard for Educational Education, the teacher in his work builds an individual development trajectory for each child. This assessment is carried out within the framework of pedagogical diagnostics. Pedagogical diagnostics carried out in the form of observations of children 2 times a year (October - May). Based on the methods carried out, a individual card development of each child and an individual development trajectory is built.

The level of development of a child is determined by five indicators:

1. Life and way of life of people in Rus'.
2. Folk calendar.
3. Folklore.
4.Russian folk musical instruments.
5.Russian folk games.

6. Planned results of mastering the program.

7.Interaction with specialists and parents.

The work of the circle is more efficient and effective with the participation of specialists from preschool educational institutions: Advice from a speech therapist helps improve the speech skills of preschoolers. Teachers also take part in holidays and entertainment in the role of characters. Parents provide assistance in making attributes and costumes for the holidays; participate as characters.

Conversations with parents and their participation in the work of the circle help at home to consolidate the knowledge and skills acquired by children in classes and, thereby, achieve the results we want.

8. Grid OOD

CHAPTERI:

"Folk folklore"

Oral folk art

« Nursery rhymes, sentences, chants.”

"Lullabies, pestles."

“Counting books, teasers, ditties.”

"Fairy tales, riddles, fables, epics"

Musical folk art

Folk games

“Calendar, round dance songs”

CHAPTERII:

"Folk Art"

“Gzhel, Khokhloma, Dymkovo painting”

"Folk toy"

Chapter III

"Life and life of the Russian people"

“Acquaintance with housing, everyday life, utensils”

"Clothing of the Russian people"

CHAPTERIV

"Russian folk musical instruments"

"Introduction to folk instruments"

"Playing folk instruments"

CHAPTERV

Russian folk games

RZDELVI

Folk calendar and folk holidays

10. Calendar - thematic planning. October

November

December.

January

February

March

April

11. Educational and methodological equipment.

Visual demonstration material:

- pictures depicting various paintings: “Khokhloma”, “Gzhel”

- musical instruments

— pictures “Russians folk instruments»

— Khokhloma dishes and dishes with “Gzhel” painting

- well

- wooden fence

– wicker furniture (table and 3 chairs)

- wicker dolls

- rag dolls

- dolls with paintings

– wooden eggs “Krashenki”

Musical instruments:

Wooden spoons - 6 pcs.

Plastic ratchet - 1 pc.

Pinwheel - 1 pc.

Mallet with ball - 1 pc.

Whistle “Matryoshka” - 5 pcs.

Gusli - 1 piece.

Attributes for dances, games, dramatizations, handouts

Basket - 1 pc.

Bucket – 2 pcs.

Chest – 2 pcs.

Russian folk scarves - 6 pcs.

Russian folk costumes: (Sundress – 7 pcs., Kokoshnik – 6 pcs., Shirt – 8 pcs.)

Handkerchiefs – 16 pcs.

Samovar – 1 pc.

Cradle – 1 pc.

Sleigh with firewood – 1 pc.

Rocker – 2 pcs.

Wooden balalaikas – 4 pcs.

Bast shoes – 2 pcs.

12.Literature.

1.M.F. Litvinova “Russian folk outdoor games for preschool children”;

2. N.V. Pugacheva “Calendar ritual holidays for preschool children”;

3.L.S.Kuprina, T.A.Budarina “Introducing children to Russian folk art”;

4. O.A. Solomennikova “The Joy of Creativity”;

5.O.L. Knyazeva, M.D. Makhanev “Introducing children to the origins of Russian folk culture.”

6. Kaplunova I., Novoskoltseva I.. “Like ours at the gate”, “Go there, I don’t know where”, “This amazing rhythm”.

7. Kartushina M.Yu. Russian folk holidays in kindergarten. - M., 2006.

Pleskovskaya E. V.

Plan for group work “Entertaining sensory skills”

in the second junior group

The club operates during the academic year (September – May inclusive), once a week – Thursday. The circle plan is designed for a year. Number of children attending the “Entertaining Sensory” club - 28 people. Children's age: from 3 to 4 years.

Explanatory note.

Sensory development (from the Latin sensus - feeling, feeling) involves the formation in a child of processes of perception and ideas about objects, objects and phenomena of the surrounding world.

A baby is born with sensory organs ready to function.

But these are only prerequisites for perceiving the surrounding reality. Full sensory development is carried out only in the process of sensory education, when children purposefully form standard ideas about color, shape, size, signs and properties various items and materials, their position in space, etc., all types of perception develop, thereby laying the foundation for the development of mental activity. Sensory education creates the necessary prerequisites for the formation of mental functions that are of paramount importance for the possibility of further learning. It is aimed at developing visual, auditory, tactile, kinetic, kinesthetic and other types of sensations and perceptions.

The leading role of sensorimotor in the perception and cognition of various objects using active touch was emphasized by B. G. Ananyev, A. V. Zaporozhets and others. The combination of the work of the skin-mechanical and motor analyzers provides information on size, shape, hardness, ratio of parts and other characteristics palpable objects. The development of a child’s sensory actions does not occur by itself, but only in the course of assimilation of social sensory experience, under the influence of practice and training. The effectiveness of this process increases significantly if the child is specially taught how to examine objects using appropriate sensory standards. So, sensory development, on the one hand, forms the foundation of the child’s overall mental development, and on the other, it has independent significance, since full perception is basic for the successful mastery of many types of activities.

The early stage of child development involves the formation of a broad orientation in subject environment.

That is, not only the traditional familiarization with the color, shape, size of objects, but also the improvement of sound analysis of speech, the formation of an ear for music, the development of muscle sense, etc., taking into account that important role, which these processes play in the implementation of musical, visual activities, speech communication, and simple labor operations (A. V. Zaporozhets, A. P. Usova).

The need to accurately and completely perceive the properties of objects clearly arises before the child in those cases when he must recreate these properties in the process of his activity, since the result depends on how successfully the perception is carried out.

Knowledge of the properties and qualities of objects, phenomena, mastery of generalized knowledge and skills associated with orientation in the environment occur in the process of various types of meaningful activity (initially - in the process of objective activity). The modern system of sensory development of children in domestic science is based on this position (V.N. Avanesova, L.A. Wenger, A.N. Lebedeva, N.N. Poddyakov, N.P. Sakulina, etc.).

Purpose of circle work:

Development mental abilities in children of primary preschool age through sensory development.

Tasks:

Give children an idea of ​​sensory standards, which are examples of the main varieties of each property: 6, then 7 colors of the spectrum, 5 geometric shapes, 3 gradations of size.

To form the cognitive activity of children during direct educational activities (games, didactic exercises, experiments, game tasks and assignments).

Strengthen clear ideas about the varieties of each property.

Teach correctly and understand the words: “shape”, “color”, “same”. Because “magnitude” does not have an “absolute” meaning; learn to perceive it only in comparison with another quantity.

Participants: Teachers - teacher, children, parents.

Duration: Club work is carried out throughout the school year once a week in the form of didactic games and exercises. Once a month, in the fourth week, a final lesson is held to consolidate the material covered.

Expected result:

enrichment of children's active and passive vocabulary;

cognitive interest in the GCD circle;

preparation of attributes for games, GCD.

Preparatory stage:

Preparation of poems, nursery rhymes, riddles, games.

Preparation of attributes for GCDs and games.

Main stage:

Long-term planning of game activities for circle work

Final stage:

1. Diagnosis of children on sensory development in the 2nd junior group at the end of the 2016 -2017 school year.

2. Summing up the results of the project (the work of the circle).

3. Preparing a presentation using photographs.

4. Design of a wall newspaper for parents based on the results.

Applications:

Long-term planning.

Scheduling.

Appendix 1.

Long-term planning of circle work for (2016-2017)

September.

Introducing colors: yellow, red, blue, green, white, black. Didactic game “Hide the mouse.”

Introducing shapes: square, rectangle, triangle, oval, circle. Didactic game: “Bird in a Cage.”

Introduction to the parameters of three quantities. Didactic exercise “Feed the bears”

Integrated GCD: “Find the same color and shape.”

“Hide the bunny from the fox” - color.

“Who sleeps where” - form.

“Playing with balls” is a magnitude.

Integrated GCD: "Wonderful bag"- shape and size.

Color of water - color.

What shape are the objects in our group.

Let's build a tower.

Integrated GCD Colorful rooms– color and size.

“Christmas tree decoration” - color.

“New Year trees” - size.

“Composite pictures” – form.

Lotto "color and shape".

Didactic game “The Rooster’s Tail” - color.

Didactic game "Shop" - form.

Didactic game “Who is taller” - magnitude.

Didactic game "Living Dominoes" - color.

Game - competition “Who can roll up the tape faster” - value.

“Let's build a tower” - magnitude.

Integrated GCD "Rainbow"- color and size.

Game instructions - color and size.

The didactic game “Let's collect fruits” is great.

Game exercise “Find your house” - form.

Integrated GCD "Handkerchief for Mom"- form.

Didactic game “Colorful flags” - color.

Didactic game “Bring and Show” – shape and size.

Game exercise “Find your clearing” - color.

Didactic exercise “How animals chose their place.”

Consolidation – didactic game “Spring has come” - color, shape and size.

Consolidation – collective drawing of “Colors of Spring”.

Fastening – collective applique “Spring drops” - size.

Appendix 2.

Calendar planning of circle work.

September

Lesson 1. Didactic game “Hide the mouse.”

Target: Introducing children to the six colors of the spectrum and naming them. Formation of color indication skills.

Material: Demonstration: sheets of paper of six colors (20/15cm), in the middle a white square (8/8cm) on which a mouse is drawn (Mouse House), squares of the same six colors - doors (10/10cm), a toy - a cat.

Handout: the same material in a smaller size - colored sheets (10/8 cm), white squares on them (5/5 cm), colored squares (6/6 cm); three houses and six “doors” for each child.

Progress of the lesson:

(Children sit in a circle at the table with the teacher).

The teacher plays the game “Hide the Mouse” with the children. First, he introduces the children to the rules of the game: “Meet the guys - the mice have come to visit us, each has its own house. Let's name what color (red, yellow, blue, green, black, white). Mice are very afraid of cats, and hide behind doors as soon as they see her. Each has its own door, you see the mouse in the red house has a red door. The mouse in the blue house has a blue door. Let’s find the mouse’s door together for everyone.”

Children play with the teacher. Then the children play independently. They hide mice from the cat by matching multi-colored houses with windows that are exactly the same color as the house, and closing the windows so that the mouse is not visible. Children learn the names of the six colors of the spectrum.

Lesson 2. Didactic game “Bird in a Cage”.

Target: Introducing children to the basic geometric shapes(circle, square, triangle). Develop skills in examining a form - tracing the outline of a form with a finger. Formation of the ability to identify forms.

Material: Demonstration: large cardboard circle, square, triangle, with painted “faces” - figures - men. Handout: sets of the game “Birds in Cages” - sheets with windows - geometric shapes, which depict a bird and separate “doors” in the shape of a triangle or circle.

Progress of the lesson:(Children sit in a circle at the table with the teacher). The teacher shows funny geometric people. – Unusual geometric figures came to visit us, they smile at you. Meet, this is a circle, this is an oval, this is a square, this is a triangle, this is a rectangle. Take them and trace them with your finger. The circle and oval have no corners, their side is smooth, you can drag your finger for a long time. And a triangle, a square, a rectangle have corners, feel the sharp ones with your finger.

(The teacher lays out a sheet for the game “Birds in a Cage”) - The birds flew to us and sat in their cages, but they can fly away, let’s close the doors in their cages. Just choose the right door. Here is a bird in a circle - it needs a round door, and here there is a bird in a square - find its square door. (The teacher plays the game with all the children)

In conclusion, the kids are offered the outdoor game “Birds and a Car.”

Lesson 3. Didactic exercise “Feed the bears.”

Target: Introducing the parameters of three sizes (large, medium, small). Develop the ability to identify size parameters of objects.

Material: Three toys of different sizes - bears, respectively, three chairs, three plates, three cups, three spoons. Two physical education benches of different heights, depicting bridges over rivers.

Progress of the lesson.

The teacher invites the children to go visit three bears. The children go on a journey, and on their way they encounter two rivers with bridges: through one handle the bridge is lower, through the other - higher. On a low bridge, children can easily cross to the other bank; on a high bridge, it is scary to fall into the river.

Well, we came to visit our bears. Let's talk about our journey, how we crossed the river on the bridge. – Which bridge was easier to walk on, which was more difficult, why - one bridge is low, the other is high. Guys, our bears are also different, one is taller, the other is shorter, the third is completely short. How else can you say it? – One is large, the second is medium (or smaller), and the third is small.

The teacher explains the rules didactic exercise: - Our bears are going to have lunch, but they can’t decide who should choose which plate, cup and spoon. Let's help: for a large bear, choose a large plate, for a smaller (medium) bear - a smaller plate, and for a small bear - a small plate. (using the same principle, children select the rest of the dishes for the bears).

In conclusion, the grateful bears play the active game “Bear and Children” with the children.

Lesson 4.“Find the same color and shape”

Target: Develop skills in comparing the color of an object with a color standard, classification according to the main six colors, and comparing the shape of objects with form standards.

Material: By color - a hoop, squares of six colors, 3-4 objects (colored cubes) of each of these six colors. In form - geometric figures of three shapes, 2 objects of each of these shapes. Hoop.

Progress of the lesson.With color. The teacher lays out all the colored cubes and objects (toys) different colors. Then a game is played: the teacher shows a sample (a cube of one of six colors) and rolls the hoop towards one of the children. The child selects an object that is the same color as the sample and chooses the child to name the color of the object. The selected item is placed next to the sample on a separate table. The game then continues in the same way. With form. The teacher, together with the children, examines objects and toys of different shapes lying on the table in front of them, they say what shape the object and toys are - round, square, triangular. Next is the game: the teacher shows one of the figures and invites the child towards whom the hoop is rolling to choose a toy of the same shape and name what shape it is. The selected item is transferred to another table next to the sample form. The game continues until all the items are matched to the samples.

In conclusion: two hoops are placed on the floor, in one you need to bring round-shaped toys and red colors, in the other you need to put square-shaped and green objects. You can repeat the game by setting other shape and color parameters.

October

Lesson 1. Didactic game “Hide the bunny from the fox.”

Target: Develop the ability to correlate objects based on color and shape.

Material: Demonstration: sheets of paper of six colors (20/15 cm), in the middle there are white “windows” of different shapes (3 types) (8/8 cm), on which hares are drawn (bunny house), “doors” of different shapes and corresponding (10/10 ). Fox toy. Handout: the same material in a smaller size - color sheets (10/8 cm), “doors” (6/6 cm), and “windows” (5/5 cm). Three houses and six doors for each child.

Progress of the lesson. The teacher plays the game “Hide the Bunny from the Fox” with the children. First, he draws the children’s attention to the color of the “houses” and the shape of the “doors”. Shows how to choose the right “doors” in the houses of hares, taking into account color and shape. Then he invites the children to play on their own. They hide the rabbits from the fox by matching multi-colored houses with different shaped windows with exactly the same colors as the house and the same shape as the window.

In conclusion, the outdoor game “Fox and Hares”.

Lesson 2.“Who sleeps where?”

Target: We continue to introduce children to three geometric shapes and their names. Formation of the selection action according to the sample.

Material: Demonstration: large circle, square, triangle (human figures). Handout: the same smaller sized figures with “faces, one set for each child. Cards with outline images of the same figures of the same size.

Progress of the lesson. Children remember the names of familiar figures - little men. The teacher names the shapes one by one in the following order: circle, oval, triangle, square, rectangle. Tracing the figure with his finger, the teacher asks what shape this little man is. Particular attention is paid to the angles and proportions of the figures (oval and rectangle are elongated). Children “draw” the outlines of figures in the air. Then the teacher offers to play with small figures - people. Children are given cards showing “beds” for each of the figures. The “little people” must be put to “sleep” in beds suitable for them, that is, all the figures must be laid out on cards so that they coincide with those drawn.

Note. In a stronger subgroup of children, the size of the figures may be smaller than the outlines on the card.

Lesson 3."Game with balls"

Target: To develop the ability to identify parameters of the size of objects.

Material: Ball. Handout: for each child, kits for the game “Find its place for the ball” - cut balls of different diameters and colors and a cardboard card with images of balls of the same colors and sizes.

Progress of the lesson: Children stand in a circle with the teacher. The teacher plays a ball with them, throwing it to each other. Then the teacher asks you to close your eyes and hides the ball. The ball is hidden either high (it cannot be reached from the floor) or low (the ball is easy to reach). Children determine the position of the ball (high, low), look for a way to get the ball if it lies high. The game is repeated several times.

The teacher offers the children the game “Find its place for the ball”, game sets are laid out on the tables in front of the children and after the teacher shows them, the children play independently.

Lesson 4."Wonderful bag."

Target: Develop the skills of selecting figures by touch according to a visually perceived pattern. Consolidating knowledge of color shades.

Material: A wonderful bag containing plastic cubes and balls of different colors.

Progress of the lesson.(Children sit in a circle on chairs). The teacher shows the children wonderful pouch and says: “Now I’ll take the cube out of the bag and won’t look into it.” He takes out a cube by touch and asks the children to name what color the object is. Now I’ll take out a round ball and won’t peek. He puts his hand into the bag and takes out a ball. Now you try it.

The teacher brings the bag to each child in turn and offers, without looking, to take a cube or ball out of it. The child takes out and names the color of the object. When all the objects are taken out of the bag, the teacher suggests sorting the objects into groups according to color shades. Finally, the children help put the cubes in one box and the balls in another.

November

Lesson 1."Water coloring"

Target: To familiarize children with shades of color based on lightness and their verbal designations: “light”, “dark”, “lighter”, “darker”.

Material: Demonstration: 14 transparent cups, 2 of them with stickers - light red and dark red, gouache paints, a separate container with water. Handout: red gouache, 2 cups of water for each child, brushes.

Progress of the lesson: The teacher invites the children to prepare water for making colored ice. The teacher shows how to make light red water by putting a little paint on a brush and diluting it in water, and then making darker water by dipping the brush into the paint twice. Then the children prepare water of two shades. Under the guidance of the teacher, they first make light red water in one glass, and then dark red water in another glass. Having prepared colored water, they bring it to the teacher, naming where the water is light red and where it is dark red. (Then the teacher will take their cups to freeze).

And he suggests diluting other shades of paint. To do this, pre-prepared disposable glasses with water are set out and other colors of gouache are taken. Invites children to name what colors came out in the cups.

Lesson 2.“What shape are the objects in our group?”

Target: Develop the skill of visually examining objects and verbally describing their shape.

Material: Items found in the group room.

Progress of the lesson. The teacher, together with the children, examines the objects in the group, determining what shape they are. Then a game is played: the teacher names an object, the child independently determines the shape of this object. For example, what shape is the mirror, what shape is the window, cabinet, etc.

Lesson 3."Let's build a tower."

Target: To form an understanding of the relationships in magnitude between three-dimensional and flat objects, the correlation of 2-3 rows of quantities with each other.

Material. Demonstration: pictures of animals: bear, fox, mouse. Cubes of different sizes (large, smaller, smallest). Handout: three squares of different sizes for each child.

Progress of the lesson. The teacher, together with the children, examines the animals depicted in the pictures, arranging them in order: the largest bear, by smaller fox, the smallest mouse. Next, the children, together with the teacher, build a tower of cubes for the animals, correlating the size of the animals with the size of their “apartments” - cubes. Then the children independently build the same towers in their places at the tables, following the sequence of selecting squares by overlapping them when comparing (house for animals).

Lesson 4."Colorful rooms"

Target: Consolidating knowledge of primary colors. Develop skills in highlighting color while distracting from other features of an object.

Material: Each child has a card (30/20 cm), divided into 6 cells (10/10 cm) of different colors; small cardboard silhouettes of toys - one of each color.

Progress of the lesson. The teacher draws the children’s attention to the multi-colored “rooms” on the card and explains that all the objects in them must be the right color so that they are not visible. Examines and names toys and objects with children, notes that there are the same objects and toys of different colors. Then the children place toys and objects in their rooms so that they are not visible. A doll or a bear checks the correctness of the task.

December

Lesson 1."Christmas tree decoration."

Target: Consolidate the idea of ​​primary colors, practice arranging objects on a plane in a given color order.

Material: Demonstration: flannelgraph, planar figures of a Christmas tree and Christmas balls of the same size and six primary colors. Handout: for each child a set of flat Christmas tree figurines and multi-colored Christmas tree balls.

Progress of the lesson.(Children sit on chairs in a semicircle near the flannelgraph). The teacher draws the children's attention to the bright green Christmas tree on the flannelgraph. - Guys, a forest guest has come to us, look at the Christmas tree. What color is it? Coming soon New Year and in every home there will be such a beauty, only something is missing for the festive mood, what do you think? (decorations, balls, tinsel) - There are Christmas tree balls laid out on the table in front of you. Let's name them by color. (The teacher shows balls of different colors one by one, the children name them)

Let's decorate our guest, I will call who will come up and take the red ball (blue, green, yellow). Let's start, Lera take the red ball and secure it at the very top of our Christmas tree. (children together with the teacher decorate the Christmas tree).

Then the teacher invites the children to go to the table and decorate their Christmas trees according to the model from the flannelgraph. He approaches each child and asks what color his ball is and where he will hang it.

At the end there is a round dance “The little Christmas tree is cold in winter...”.

Lesson 2."New Year trees".

Target: To develop children’s ability to use measurements to determine size parameters.

Material: Three sets of Christmas trees: each set contains three Christmas trees with a height difference of five centimeters. The same sets of rooms (rectangular sheets of paper), narrow cardboard strips (measurements) corresponding to the height of the trees and rooms.

Progress of the lesson. The teacher creates a game situation: it is necessary that in each house there is a Christmas tree up to the ceiling. The teacher invites all the children to “go into the forest” so that they can choose Christmas trees of the desired height, and gives them cardboard strips - measurements. Using this measure, each child will select a Christmas tree of the desired height. The teacher shows the children how to select a Christmas tree according to measurements (applies a measurement from the base of the tree to its top. If the ends match, the tree “fits”). Next, the children “go to the forest” for Christmas trees, and everyone picks up a Christmas tree. The children “take the selected Christmas trees to town” and install them in those houses where the trees fit right up to the ceiling (they try them on).

Lesson 3."Composite Pictures"

Target: Develop the ability to dissect images of objects into their component parts and recreate a complex shape from parts.

Material: Samples of drawings made up of geometric shapes: Christmas tree, house, rocket. Handout: sets of geometric shapes: circles, squares, triangles for making pictures.

Progress of the lesson: The teacher looks at the drawing samples together with the children. The drawings are analyzed from the point of view of its constituent parts: features of size, proportions and shapes, features of their location in space. Then the children lay out various pictures on the tables.

Lesson 4. Lotto "color and shape".

Target: Develop skills of orienting to two features simultaneously (color and shape) with a distraction from the third (size).

Material: Six lotto cards with three geometric shapes arranged in different orders, all shapes on the card are of different colors; thirty carved figures of three shapes, six colors.

Progress of the lesson. The teacher-leader takes one figure out of the box and asks: “Who has such a figure?” If the child responds, he receives it and closes the corresponding figure on the card. If no one responds, the figure is put aside. The winner is the one who covers all the figures on the card first.

January

Lesson 1. Didactic game “The Rooster’s Tail.”

Target: Consolidation of ideas about primary colors and correlation in accordance with size parameters.

Material: Demonstration: flannelgraph, 2 cockerels - one with a beautiful bright tail, the second without a tail; feathers (6 pieces of different sizes, difference 5 cm) from his tail in a separate set. Handout: for each child a cockerel and a set of feathers of different sizes and different colors.

Progress of the lesson. The teacher makes a riddle about a cockerel. Two cockerels are displayed on a flannelgraph, how they are similar and how they are different. That's right, one cockerel doesn't have a tail, that's the problem, you can't live without a tail. He invites the children to help the cockerel, shows the feathers, and the children name them by color. How to properly fasten a rooster's tail? The feathers are not only different in color, but also in size. The teacher shows how to find the largest feather and secures the rooster, then calls the children in turn and together they secure the tail of the rooster.

Then the teacher draws attention to the cockerels at the table and asks the children to help them with their ponytails. Children complete the task independently, the teacher controls the process.

Lesson 2. Didactic game "Shop".

Target: Strengthen the ability to compare the colors of an object with a color standard, classify by color, and group shades.

Material: Toys and objects of six colors and their shades (3-4 each), multi-colored rectangles (“checks”).

Progress of the lesson. The teacher offers to play in the store. Children come to the “store” and look at toys and objects, noting what color and shade they are (it is necessary to achieve a clear definition of color and shade: light green, light purple, dark red, etc.). When looking at toys, children compare pairs of objects of the same color tone based on their lightness. Next, children receive “Checks” (rectangles of different colors). To buy a toy, its color must match the color of the receipt (shades of colors are included). At first, the role of the seller is played by the teacher, then the children can be divided into “sellers” and “buyers”.

Lesson 3. Didactic exercise “Who is taller.”

Target: Introduce the rules for measuring objects using a single reference point.

Material: Dolls – girls of different heights, cube.

Progress of the lesson: The teacher invites the children to play with dolls. He creates a game situation: children came to kindergarten and argued which of them was taller. Dolls are measured in height (the difference in doll height should be insignificant). The dolls continue to measure their height, the teacher quietly places a cube under the feet of one of the dolls (smaller in stature). Children face a problematic task: is it possible to measure height in this way? Children must independently come to the conclusion that when measuring, the legs of girls dolls should be on the same line.

Finally, the children are measured in height against each other.

February

Lesson 1."Living Domino"

Target: Consolidating knowledge of primary colors, the ability to highlight colors with distraction from other characteristics of objects.

Material: Each child has a card (30/20 cm), divided into six cells (10/10 cm) in which silhouettes of animals and birds of different colors are pasted. And small silhouettes on cut cards.

Progress of the lesson. The teacher draws attention to large cards with six colored silhouettes of animals and birds, invites each child to choose one such card. The teacher himself, the presenter, suggests choosing a pair for each image, showing one cut card at a time. The winner is the one who matches all his animals before the other children.

Lesson 2. Game competition “Who will roll the tape faster.”

Target: Strengthen the skills of identifying parameters of the size of objects.

Material: 2 ribbons, attached to sticks, of the same width, but different lengths and different colors: red - 1m, blue - 50cm.

Progress of the lesson. The teacher shows the children 2 ribbons of equal width with a contrasting difference in length, and teaches them how to roll the ribbon. Attention is not paid to the length of the ribbons. Next, a game is played: the teacher names a couple of children, each takes a ribbon, and a game-competition is held. Naturally, the one with the shorter ribbon wins. The rest of the guys notice that the one with the longest tape loses. When the game is repeated, the called children strive to “take possession” of the short ribbon in order to ensure that they win the competition. Children explain their actions, compare the lengths of the ribbons, placing them next to each other.

In conclusion, you can invite the children to compete, just to hand out ribbons of the same length.

Lesson 3. Let's build a tower.

Target: To develop an understanding of the relationships in magnitude between three-dimensional and flat objects, the ability to correlate 2-3 series of quantities with each other.

Material: Demonstration: pictures of animals: bear, wolf, fox, hare, mouse. Five cubes of different sizes. Dispenser: 5 squares of different sizes.

Progress of the lesson. The teacher, together with the children, examines the animals depicted in the pictures. Arranging them in order: the largest (bear), smaller - wolf, even smaller - fox, even smaller - hare and the smallest - hare. Next, the teacher, together with the children, builds a tower of cubes for the animals, correlating the size of the animals with the size of the cubes. Then the children independently build the same towers in their places at the tables, following the sequence of selecting squares by placing them on top of each other when comparing.

Lesson 4."Rainbow".

Target: Introducing children to the color system, including the new color blue.

Material: Demonstration: picture “Rainbow”, flannelgraph, set of individual “Rainbow” strips. Handout: sheets of paper with an unfinished rainbow, sets of strips for each child to complete the “Rainbow”.

Progress of the lesson. Children look at a picture of a rainbow and listen to the poem “Colors of the Rainbow.” The teacher invites them to put together a rainbow from a set of strips on a flannelgraph in front of them and names the colors of the rainbow. In this case, the teacher pays attention to the sequence of colors in the picture. Next, children are invited to complete their own “rainbow” at the tables. Children complete the task, and the teacher controls the process, approaches the children and asks them to name the colors of the rainbow.

In conclusion, the outdoor game “Sun and Rain” is offered.

March

Lesson 1. Game orders.

Target: Develop the ability to distinguish and name toys, highlight their main qualities (color, size). Develop auditory perception, improve verbal communication.

Material: a large and small toy dog ​​(or cubs), a car, a red or blue ball, large and small cups, nesting dolls.

Progress of the lesson. The teacher shows the children toys, asks them to name them, tell what color and size they are. Then he gives instructions to the children.

Give a large dog tea from a large cup.

(If the child makes a mistake, the dog growls and turns away from the cup)

Place the nesting doll next to the red ball.

Give the little dog a blue ball.

Take a small dog and sit him on the mat. -Put the big dog next to the little one.

At the end of the lesson, the teacher asks the children to put the toys and objects used in the game back in their places.

(The teacher monitors the correct execution of instructions).

Lesson 2."Let's pick fruit"

Target: Strengthen the ability to distinguish and name the size of objects (fruits). Develop auditory perception.

Material: Demonstration: Three-dimensional fruit models of 2 sizes (large and small), two baskets (large and small). Handout: sets of the game “Let’s collect fruits” for each child in a flat version (large and small fruits and large and small baskets).

Progress of the lesson. The teacher points to the table where three-dimensional fruit models are laid out. different sizes. He offers to name the fruits and choose one fruit for himself, then puts two baskets and says: - We will put large fruits in the large basket, so I put one large pear. And in a small basket, I will put a small apple. Now you, one at a time, come up and put your fruit in the right basket. (Children come up and decide where to put their fruit, the teacher asks to name the size of their fruit and the size of the chosen basket).

The teacher offers to play a game at tables with flat figures (fruits and baskets). At the end of the lesson, offer physical exercises.

Lesson 3. Game exercise “Find your house.”

Target: Continue to get acquainted with objects of various shapes and sizes. To develop the ability to correlate details, to carry out a set of objects of two different shapes (ball, cube) and three sizes (large, smaller, small). Act according to verbal instructions, observe the actions of other children.

Material:“entertaining box”, which has slots of three sizes: square (7, 5, 3 cm) and round (diameter 7, 5, 3 cm); cubes (2, 4, 6 cm) and balls (2, 4, 6 cm) for each child. Or use a didactic manual - inserts in the form for each child.

Progress of the lesson. Option 1. – The teacher draws the children’s attention to cubes and balls of different sizes, asking them to find “their house”, put it in a “fun” box, and to do this they need to separate the cubes from the balls. When the children complete this part of the task, the teacher moves the box in a circle, from one child to another, inviting everyone to put a cube into it first, and then a ball. Children choose figures, arbitrarily guided by their size: a small object can be lowered into any hole in the “house”, a medium-sized object - into a large or medium hole, a large object - only into the largest hole. This is how children learn not only to correlate objects by size, but also to perform this action more rational ways.

Similarly, each child places the second and then the third pair of objects into the “house”. The teacher evaluates the “work” from the point of view rational decision tasks.

Option 2. Children are offered inserts with six different windows and shapes for them. The teacher invites each form to find “its own house.”

Lesson 4."A handkerchief for mom."

Target: Develop the ability to lay out patterns from single-color geometric shapes, analyze, and arrange objects in space. Develop perception of form.

Material: For each child, a sheet of square paper with drawn outlines of shapes, the same size (5 pieces), glue pencil, cut geometric shapes. Sample of a finished “handkerchief”.

Progress of the lesson: The teacher shows the children an applique - a sample (handkerchief for mother). Gives children the opportunity to name familiar geometric shapes and draw them with their finger in the air. Pay attention to the blanks on the tables, carefully examine all the figures and arrange them in their drawn places. Then offer to stick it on, the teacher helps the children complete the appliqué. Offer ready-made handkerchiefs to give to mothers.

April

Lesson 1."Multi-colored flags."

Target: To develop the ability to distinguish color tones by comparing them with each other and applying them to a sample. Improve visual perception. Accustom to accurately and diligently carry out group instructions.

Material: colored flags of four primary colors - 4 sets each.

Progress of the lesson: The teacher draws the children's attention to the flags lying on the table, names the color of each flag, and invites them to play with them.

Take any flag, name its color and find the same one using the application technique.

Four children are chosen, the teacher points to the table on which the child will look for his flag. The one who finds the flag of his color must show it to all the children, and they will see if the task was completed correctly. If the task is completed correctly, everyone will clap their hands.

(Having selected a flag by color, each child gives one flag to the teacher, and takes the other to the table and returns to the chair.)

Lesson 2.“Bring it and show it.”

Target: continue to develop the ability to visually examine forms in difficult conditions; foster a sense of responsibility for completing assignments; enrich the experience of a friendly gaming partnership.

Material: small cards (6/8cm) with images of geometric shapes: circle, triangle, square, rectangle according to the number of children; large cards depicting the same figures.

Progress of the lesson. At the beginning of the lesson, the teacher, together with the children, lays out one set of figures, first on one table, then on the other three; allows children to see if all the figures are in place; It is not allowed to touch or pick up the figures.

Children sit on chairs. The teacher calls four children and places them opposite the rest. Having chosen the outline of one of the figures, the teacher shows it first to the sitting children, and then to the four called.

Please bring us this triangle, but first look at it carefully! (The teacher slowly traces the outline of the figure with his finger, and the children follow his movements, then he invites them to trace the figure with their eyes again and after a few seconds removes it.)

Children - One, two, three, look.

WITH last words each of the four called children goes to their table and carries out the assignment. At this time, the teacher lays out a sample on the table or board. Each child, having completed the assignment, independently places the figure he has chosen on the sample, brings it and shows it to the children.

The game is of a control nature. The teacher thinks through the composition of each four, selecting children of approximately the same abilities. In a specially prepared list after the game, the child’s success (+ or -) is noted.

Lesson 3."Find your clearing."

Target: Strengthen the ability to correlate colors in different objects and identical items different colors.

Material: large colored sheets of paper, silhouettes of toys of different colors.

Progress of the lesson: The teacher shows different ways to complete the task: in the “clearing” - a large sheet of colored paper places objects of the same color. If the children make a mistake by selecting identical objects of different colors, the teacher shows that not all toys have the same color as the color of the clearing on which they lie.

It is important to draw children's attention to the fact that various items can be the same color (red flower and tumbler) - then their clearing is the same, and the same objects can be of different colors (yellow and green leaves) - then their clearings are different.

Lesson 4.“How animals chose their place.”

Target: To develop the ability to distinguish and name toys depicting animals, to understand and use the words “near”, “in front”, “behind”.

Material: medium sized toys.

Progress of the lesson: Educator: Chest of nuts.

The squirrel has a chest, click and click of teeth -

It contains hazelnuts. The shells are flying.

The squirrels gathered for a gathering. For all the cheese - talk!

E. Moshkovskaya.

Her forest friends came running to the squirrel. The runaway bunny galloped up and stood next to the squirrel. Andryushka, put the bunny next to the squirrel. The child performs. Nastya, tell me how the bunny and the squirrel stand. (Child - nearby).

Educator. They gnaw nuts and play together. Then a fox came running, stood far away and watched the squirrel and the bunny play, came closer and began to play with them too. Sasha, tell me, where was the fox at first? Child - Far away. Educator - And then where did she go? Child. - Closer. Educator - That’s right, the fox came closer to the squirrel and stood behind her. Camilla, tell me, where did the fox stand? The child answers. - That's right, behind the squirrels. And the bunny came running and stood in front of the fox. Akim, put the bunny in front of the fox. The child performs. Where did Akim put the bunny? The children answer. - Now, children, take your toys and we will also choose a place for ourselves. Children take a toy each. Adeline, go out into the clearing with the squirrel. Pavlik, stand in front of Adeline. The children get up.

Right. Where did Pavlik stand? The children answer.

Denis, stand next to Adeline. Where did Denis stand? The children answer.

Well done, you all have found your place well. Now we'll play with the toys.

This month there are three reinforcement classes, children together with the teacher create drawings, publish a newspaper, and hold a competition with the participation of parents.

The teacher also conducts diagnostics on sensory education for children in the group, the results of the knowledge gained are recorded in a diagnostic table.

Reporting parent meeting to sum up the results of circle work using ICT in the form of a slide presentation.

The materials in this thematic section will help in the development and execution of work programs in the system of additional education for children. These pages contain ready-made programs circles various directions. These materials are often provided with comments from teachers about their direct application in practice. Each of the publications represents a developed additional educational course in a specific area. Including: experimental, artistic and aesthetic, local history and environmental, physical education and valeology.

Create only excellent work programs, using the positive experience of your colleagues.

• Programs. Educational, working, variative, additional education

Showing publications 1-10 of 1926.
All sections | Circle work. Club programs, work programs for additional education for children

Presentation “Report on the additional program “Friends of Nature” Pedagogical feasibility Pedagogical feasibility of the program"Friends of Nature" is that its content is aimed at developing environmental culture, increasing the motivation of preschool children not only for knowledge the surrounding world, but also to active work on...

Club program “Skillful Hands” EXPLANATORY NOTE All body movements and speech activity have common mechanisms, so the development of fine motor skills of the hands has a positive effect on the development of a child’s speech. In folklore, there are a lot of nursery rhymes that combine speech and hand movements. Finger games...

Circle work. Club programs, work programs for additional education for children - Review of the additional education program “Skillful Hands”

Publication “Review of the program of additional education “Skilled...” Review of the additional education program “Skillful Hands”, compiled by the teacher of the MDOU “Kindergarten No. 116 of a combined type” Irina Alekseevna Katishchina. The additional education program “Skillful Hands” belongs to the artistic and aesthetic direction...

Image library "MAAM-pictures"

Additional general developmental program of social and pedagogical orientation “Getting ready for school” Municipal budgetary preschool educational institution combined type kindergarten No. 3 of the city of Lebedyan, Lipetsk region Adopted at a meeting of the pedagogical council of MBDOU d/s No. 3 of Lebedyan, Lipetsk region Minutes No. Approved by the head of MBDOU d/s No. 3 of Lebedyan, Lipetsk region....

Additional general education program "Legograd" (4th level) PROGRAM PASSPORT Name of the program Additional educational program“Legograd” (4th level) (hereinafter referred to as the Program) Program Manager Teacher 1 qualification category Lisakova Natalya Viktorovna Executing organization MADOU “Kindergarten No. 112” g.o. Saransk...

Work program of the Malinki vocal circle for children 4–7 years old“APPROVED” Head of MDOAU DS No. 31 _ O.V. Morozova "_"_ 2018. Work program vocal circle "Malinka" For children 4 - 7 years old. Author: Musical director Prokhorenko A.A. 2018 Contents: 1. Explanatory note…………………………………………………. 3 2. Structure...

Circle work. Club programs, work programs for additional education for children - Work program for additional education of the sand therapy circle “Sand Fantasy”

Work program for additional education of the study group sand therapy“Sand Fantasy” for preschool children 3-4 years old Implementation period 1 year Educator: Nazarova E.Yu. “The origins of children’s abilities and gifts are at their fingertips. From the fingers, figuratively speaking...

Work program of the "Talkers" club on the speech development of children of the senior group Everyone knows that correct speech– one of the most important conditions for successful personal development. The more developed a child’s speech is, the wider his ability to understand the world around him, the more complete his interaction with peers and adults, the more perfect his mental and psychophysical...

Explanatory note

Club activities occupy a special place in extracurricular activities.. It is in the circle that it is possible to take into account and satisfy as much as possible individual requests students, develop personality, cultivate a love of nature, art, and the creative process. School after school is a world of creativity, the manifestation and disclosure by each child of his interests, his hobbies, his “I”. Here the child makes a choice, freely expresses his will, and reveals himself as a person.

Relevance of the program

The relevance of the program is that at the present stage there is a need to develop creativity and imagination, which will undoubtedly contribute to increasing labor efficiency. Properly done work and a circle activity have great educational value. Children develop a sense of collectivism, responsibility and pride in their work, and respect for the work of others.

Correctional schoolchildren VIII schools species have significant impairments in the cognitive, emotional and volitional sphere. Classes according to the program of the “Island of Masters” circle allow these shortcomings to be corrected to some extent. Work on making products from paper (applique, design from paper) and plasticine develops children's visual, figurative and logical thinking, creative imagination, memory, precision of finger movements, the child’s creative potential develops. The circle of knowledge is expanding, interest in the culture of decorative and applied arts is increasing.

An integral part of the correctional educational process is the aesthetic education and development of children's creative abilities. The development of fine motor skills and coordination of hand movements is an important point in the work of a teacher, since the development of the hand is in close connection with the development of the child’s speech and thinking. Therefore, it is necessary to pay attention to exercises that contribute to the development of manual skill.

Any craft requires performing labor operations in a certain sequence, which means it teaches children to work according to plan, observing the sequence of work.

The technique of making crafts from different materials requires dexterous actions, therefore, promotes the development of fine motor skills, which in turn has a beneficial effect on the speech areas of the cerebral cortex. In the process of systematic work, the hand acquires confidence and accuracy.

This program offers to solve the identified problem through mastering techniques for working with paper and plasticine

Novelty: In classes in this program, children “give a second life to things.” When making crafts, various materials are used, nylon, fabric, paper and much more, which were once in use and have become unsuitable in everyday life. And for children it is a working material with the help of which they create works worthy of admiration from unnecessary things.

Thus, the program introduces the child to amazing world creativity, gives the opportunity to believe in oneself, in one’s abilities, provides for the development of students’ visual, artistic and design abilities, out-of-the-box thinking, creative individuality.

The program promotes:

Development of the child’s versatile personality, education of will and character;

Help in his self-determination, self-education and self-affirmation in life;

Formation of the concept of the role and place of decorative and applied arts in life;

Mastering modern types of decorative and applied arts;

Teaching practical skills artistically - creative activity, understanding the connection between artistic and figurative tasks with ideas and plans, the ability to generalize one’s life ideas taking into account possible artistic means;

Creating a creative atmosphere in a group of students based on mutual understanding of collective work;

Getting acquainted with the history of plasticine, paper plastic, applique...

The purpose of the “Island of Masters” circle program

Main objectives of the program:

Educational:

— learn to make crafts and souvenirs using various materials;

- teach practical use crafts for room decoration.

Educational:

- develop visual perception;

Develop fine motor skills of fingers,

- promote the development of creative activity.

- develop children's imagination and imagination, attention, memory, patience; - cultivate aesthetic taste, a sense of beauty

Educational:

— to cultivate diligence, accuracy, perseverance, the ability to complete the work started, respect for the results of work;

- develop responsiveness and ability to work in a team;

- cultivate interest in creative and leisure activities.

The objectives of this program will be completed if the child takes the position “I want to do it myself” during the lesson. The teacher’s task is not so much to help the child in production, but to create conditions under which his potential will be fully used. To do this, the teacher needs to remember the characteristics of children with disabilities in the classroom.

The lesson should have a specially organized part aimed at ensuring an understanding of the purpose and procedure for performing practical work, and properly equipped independent activity of the child in transforming material into products, and on theoretical part classes should be given three times less time than for practical actions. This is justified by the fact that theoretical work under the guidance of a teacher, it can be accelerated by organizing the discussion in a dynamic, fun, exciting form, and independent practical actions should be carried out slowly, in a strictly individual rhythm, ensuring the formation of work skills at the proper level. It should be remembered that the educational and developmental potential of classes is reduced if the child gets used to working only “under the dictation” of the teacher according to the principle “do as I do.” Of course, imitative activity contains great opportunities for children’s learning, but delaying students at this level of learning negatively affects their development: they become passive, often helpless when solving the simplest tasks. Use of instructions and technological maps increases time in class for practical work, allows the most prepared children to work independently, and the teacher to have great opportunity provide assistance to less prepared children.

Individual work of students outside of class time is that under general management As a teacher, schoolchildren independently carry out work tasks that interest them. The subject matter, complexity and labor intensity of these tasks should be selected taking into account age and individual characteristics schoolchildren with disabilities and opportunities to provide them with everything necessary for the successful implementation of their plans.

Compliance with the rules of work culture, economical use of materials, and careful handling of tools, devices and materials is of great importance.

The production of products must be done at different levels of difficulty: according to a sample, a drawing, a simple drawing, according to the child’s own plan, taking into account the individual characteristics and capabilities of the student. When making any product, the child learns to establish the sequence of actions and the order of working with tools. Skipping the most minor operation or choosing the wrong tool for the job at the moment, - all this immediately affects the quality of work.

The main task of the teacher conducting the lesson should be to take care of the developmental nature of learning inherent in the content. The methodological solution to this problem will be to try to explain less, to better involve children in the discussion; You shouldn’t overload the lesson with new information, rush the children, and immediately seek help if something doesn’t work out. The child must try to overcome himself; in this he learns to be an adult.

The program of all sections of the circle becomes more complicated from lesson to lesson, from year to year. Gradually, creating works of small or large shapes completed in a short or long time, the teacher and the children themselves see qualitative and creative growth from work to work. In this regard, the criteria by which work is assessed at various periods of study have been determined:

— accuracy;

- accuracy of product execution;

— independence of execution;

- presence of a creative element.

The final assessment is carried out in the form of demonstrating the best products in the circle classes in front of students. Best works are marked with certificates, diplomas, and gifts.

Conditions for the program

The “Island of Masters” club program is designed for classes with students aged 11–14 years. Classes are held in the afternoon in accordance with the new requirements anddesigned for two years of study.

The group is formed on the principle of voluntariness.

Lesson mode

1 year of study – 1 hour per week 3 times a month, 27 hours per year

2nd year of study – 1 hour per week 3 times a month, 27 hours per year

In order to reduce tension and overload during classes, visual gymnastics and physical training breaks are used.

Program implementation form

- group;

— individual-group;

Forms of conducting classes:

Practical work makes up the bulk of the time for each topic. It has an artistic and aesthetic orientation. Consists of several tasks. At the initial stage of work - mastering techniques - for each type separately. These should be small-scale works performed according to the sample. All practical work of the circle members is based on the principlefrom simple to complex. They can be educational and creative. Educational work can be carried out using a finished sample - a product. When performing it, students study the technological processes of manufacturing a product and working techniques. When executing creative works development is envisaged individual abilities each member of the circle in design, artistic and technological performance.

Theoretical work includes conversations and explanations as the work progresses. In order for interest in theory to be stable and deep, it is necessary to develop it gradually, presenting theoretical material as it becomes necessary to apply it to practice. It may include - a brief explanation by the head of the circle on the topics of classes with a demonstration didactic material and working methods.

Teaching methods:

Verbal:

- story;

- conversations;

— discussions;

Visual:

— display of illustrations, videos, presentations;

— demonstration of herbariums;

— show finished works;

Practical:

— practical work;

Expected results:

By the end of 1 year of study, students must

know:

name and purpose of materials - paper, fabric, plasticine;

name and purpose of hand tools and devices: scissors, glue brush, needle, thimble;

rules of occupational safety and personal hygiene when working with these tools.

When working with salt dough, using knowledge of modeling methods and techniques,

be able to:

organize your workplace, maintain order during work;

comply with occupational safety and personal hygiene rules;

analyze the product under the guidance of a teacher (determine its purpose, the material from which it is made, methods of connecting parts, the sequence of manufacture);

economically mark materials using templates, bend sheets of paper in half, quarter, cut paper and fabric with scissors along the marking lines, connect paper parts using glue.

Proper use of additional devices, application of various effects (glazing, browning, coloring of dough); usage paint and varnish materials, tools and devices; the use of various paints, the use of stylization when working with salt dough.

By the end of year 2, students should

know:

name of hand tools, materials, devices;

labor safety rules when working with hand tools;

rules for marking and control using templates, rulers, squares;

methods of processing various materials;

use of watercolors, colored pencils, gouache.

be able to:

use hand tools correctly;

comply with labor safety and personal hygiene rules in all types of technical work;

organize the workplace and maintain order during work;

treat tools and materials with care;

economically mark the material using templates, rulers, squares;

independently produce products according to the sample;

do work using art materials;

Ways to check expected results:

— children's work;

- exhibitions of works;

— quizzes, holidays;

— participation in school, district and city competitions;

— final exhibition.

Forms for summing up the program implementation:

Forms of summing up are the participation of students in exhibitions and competitions of various levels, open classes, holidays, and master classes. Indicators of the effective implementation of the program are a stable interest in decorative and applied arts, the desire for independent creative activity, aesthetic perception of works of art, and bringing manual operations from the simplest to the implementation of complex decoration techniques.

Logistics of the program

To implement the program the following is requiredequipment :

computer

media projector

Material support for the program

To perform the work, certain materials, tools and equipment are required:

Natural material : sticks, maple wings, shells, acorns, pumpkin seeds, rowan berries, rose hips.

Paper drawing and drawing, writing, wrapping, wallpaper, corrugated, colored and blotting, velvet; colored, thin, packaging cardboard; cards, napkins, candy wrappers.

Various original materials : buttons, shells, pebbles, beads, bugles, sequins, beads of different sizes and shapes to create unconventional products.

Cotton wool, synthetic winterizer, nylon for stuffing toys.

Waste material: cardboard box, 2 plastic cups, plastic bottle, cotton wool jar, computer disks; pieces of felt, drape, foam rubber, leather, fabric, wire, matches.

PVA glue and “Moment”.

Scissors, brushes, pencils, scissors, rulers, gouache etc.

Simple and colored pencils, paints, and brushes are necessary for painting toys.

It is represented by various types of labor activity (working with paper, fabric, working with natural materials, plasticine, working with waste material) and is aimed at mastering the basic teaching techniques necessary in life for handwork with different materials, making toys, various useful items for school and home .

Working with paper and cardboard is present in all age groups. Both different types of paper and different ways of processing and using it are considered. Paper, an accessible and universal material for children, is widely used not only in drawing and appliqué, but also in artistic design. Children are especially attracted by the opportunity to create crafts themselves, which will then be used to decorate the classroom for the holidays, or given as birthday or holiday gifts to their parents, teachers, and friends.

When working with plasticine, children learn to spread a thin layer of plasticine onto a base, onto which they then apply imprints with stacks or other objects, drawings with plasticine flagella, and mosaic elements. Plasticine also appears as visual medium for creating applications on cardboard and glass. Modeling is one of the types of fine art, the creation of sculpture from soft materials. Modeling classes contribute to the formation of children’s mental abilities, expand their artistic horizons, and promote the formation of a creative attitude towards the world around them. As you become more familiar with this type of work, the technique of applying a plasticine background changes: a plain background becomes multi-colored. The familiar constructive method of modeling is complicated by applying stuck-on decorations to the product. Working with natural materials attracts children with their results. Schoolchildren experience the joy of handmade crafts. Making gifts for friends and adults brings no less pleasure.

Having learned the rules of collecting, drying and storing, children make flat applications on a paper base from leaves, herbs and flowers, achieving a picturesque effect. Mosaics on flat and volumetric bases covered with plasticine are made from pebbles, seeds, twigs, shells, choosing colors, shapes and sizes, trying to match the outlines. To create artistic images, students use materials of larger sizes (cones, driftwood), comparing their shapes with the elements of the visual object, studying different types of connections. To make appliqués, children are offered new materials that they have not previously used, such as bird feathers, eggshells, straws, etc. When working with waste materials, children use various types of packaging - plastic and cardboard boxes, cups, matchboxes, various bottles, etc.

Work in the circle does not duplicate program material By labor training for children of the VIII type, but expands and deepens information about working with paper and cardboard, fabric, plasticine, as well as working with other materials, improves the skills and abilities acquired by children in lessons. The work of the circle is organized taking into account the experience of children, their age and individual characteristics.

Educational and thematic plan for 1 year of study

The program includes the following sections:

Contents of classes:

Introduction to the training course. Introductory lesson

Goal and objectives . Demonstration of an exhibition of products, photographic materials, methodological literature. Purpose of tools, devices and materials used in the work. Rules for occupational safety and personal hygiene.

Practical work: Acquaintance with finished products made in previous years. Introduction to paper (color, density), self-adhesive film, waste and natural materials.

Internal regulations. Responsibilities of a preschooler. Organization of classes. Contents of the workplace. General information about paper.

Practical work : Organization of the workplace, economical use of material, selection of tools. Definition of paper (colored, white, drawing, cardboard), selection of natural material.

Crafts made from natural materials “In a wonderful forest”

Demonstration of samples, illustrations, didactic material.

Familiarization with natural materials: sticks, shells, rowan berries, apple seeds, pumpkin seeds, zucchini seeds, maple lionfish, rose hips.

Practical work : Usage natural shape textures of natural materials. Making crafts, connecting individual parts using wire, PVA glue, thread. Mastering the techniques of cutting with scissors, gluing, stringing berries and seeds on a needle and thread.

Paper and cardboard crafts “Paper Country”

Planar and volumetric – similarities and differences. Introduction to types of paper: drawing - drawing, wrapping, wallpaper, corrugated, colored and blotting, velvet; colored, thin, packaging cardboard; postcards, napkins, candy wrappers. Selection of cardboard and paper.

Practical work : marking and measuring paper of different texture, density and color. Folding paper, bending in half, cutting with scissors, joining parts with glue, thread, wire. Work from a pattern and drawing. The use of gluing and stitching operations on paper and cardboard parts. Assembly and design of the toy.

Crafts from waste materials “island of unnecessary things”

Familiarization with the technique of making crafts from waste materials.
Examination of toy samples. Explanation of the benefits of these toys. Formation of a sustainable interest in working with various materials.

Practical work : making toys from plastic bottles, cups, cotton wool jars, computer disks, pieces of foam rubber, wire. Connecting individual parts of crafts in various ways using glue and thread. Decorating crafts using beads, seed beads, glass beads, scraps of leather and fabric, and sparkles.

Crafts from plasticine “Magic dough”

Understanding the history of salt dough. Working methods.

Modeling from salt dough is one of the ancient types of decorative and applied arts. The ancient Egyptians, Greeks and Romans used salt dough figurines for religious rituals. In Germany and Scandinavia, it was customary to make Easter and Christmas souvenirs from salt dough. Various medallions, wreaths, rings and horseshoes were hung in window openings or attached to doors. It was believed that these decorations brought good luck and prosperity to the owners of the house they decorated. In Greece and Spain, during the holiday in honor of the Mother of God, magnificent bread wreaths decorated with lush ornaments were placed on the altar. Even in distant Ecuador, craftsmen made products painted with bright colors. Among the Indians, such dough figures used to have a symbolic or mystical meaning. In 17th century China, puppets were made from dough.
In countries Eastern Europe Large dough paintings were popular. U Slavic peoples Such paintings were not painted and had the usual color for baking, which was considered very attractive. The dough was used to make figures in folk tales.

Practical work: Plasticine applique on cardboard “Flight to the Moon”, “Vase with flowers” ​​(based on the sample).

Crafts made from fabrics and threads “in the kingdom of threads and fabrics.”

Familiarization with types of threads and fabrics.

Practical work: Making soft toys.

References.

1.N.S.Voronchikhin “Make it yourself from paper”

2.S.I.Gudilina “Miracles with your own hands”

3.A.M.Gukasova “Handicraft in primary school”

4.M.A.Gusakova “Applique”

5. M.A. Gusakova “Do-it-yourself gifts and toys”

6. N. Dokuchaeva “Tales from the gifts of nature”

7.T.I. Eremenko “Handicraft”, “The Art of Beading”, “Toy”

8.M.M.Kalinich, L.M.Pavlovskaya, V.P.Savinykh “Handicrafts for children”

9.T.A.Kanurskaya, L.A.Markman “Beads”

10.N.M.Konysheva “Wonderful workshop”

11.N.M.Konysheva “Our man-made world”

12.N.M.Konysheva “Skillful hands”

13.N.M.Konysheva “Secrets of the Masters”

14. S.V. Kochetova “Toys for everyone” (Soft toy).

15.E.T.Krasovskaya “Knitted hedgehog”

16. O.S. Molotobarova “Circle for making toys-souvenirs”

17.M.I.Nagibina “Natural gifts for crafts and games”

18.A.Petrunkina “Beaded baubles”

19.http:// countrymasterov. ru – Country of masters

20. http://pochemu4ka.ru/ — Children's development portal "WhyChka" Educator

GKS(K)OU "Kargapol boarding school"VIII kind"

Zhukova Yulia Nikolaevna

Program focus

Artistic and aesthetic

Purpose of the program

Development of creative abilities of schoolchildren with disabilities, creation of a cohesive children's team through the cultivation of hard work, perseverance, patience, mutual assistance, and mutual assistance.

Course Objectives

— learn to make crafts and souvenirs using various materials;

- improve practical skills and students’ skills in processing various materials;

- develop children's imagination and imagination, attention, memory, patience,

- cultivate aesthetic taste, a sense of beauty.

Program implementation period

Two years

Main sections of the program

Explanatory note.

Purpose of the program.

Tasks.

Features of course construction.

Conditions for the implementation of the program.

Educational and thematic plan.

Bibliography.

Main Department of Education of the Kurgan Region.

State government special (correctional) educational institution for students, pupils with disabilities health "Kargapol special (correctional) secondary school - boarding schoolIIIV kind"

Reviewed Approved

To MO teachers to MO schools

Protocol No. "___" Protocol No. "__"

from "___" _______2014 from "__" __________

___________________ _________________

Shakhmatova G.P. Aristova O.S.

Club program

Additional education

"Island of Masters"

For students aged 11 – 14 years of correctional schoolIIIV kind

Kargapolye 2014

The relevance of the program is that at the present stage there is a need to develop creativity and imagination, which will undoubtedly contribute to increasing labor efficiency. Properly done work, the activity of the “Island of Masters” circle has great educational value. Children develop a sense of collectivism, responsibility and pride in their work, and respect for the work of others.

Municipal budget preschool educational

establishment of the Krasnozersky district of the Novosibirsk region

Krasnozersky kindergarten No. 6

WORK PROGRAM

MUG “FANTASERS”

(preparatory group)

1. Explanatory note

- Relevance of the program

Goal and objectives

Planned results

Pedagogical technologies, methods and forms of work

2. Thematic work plan for the circle

3. Logistics support for the implementation of the circle’s work plan

4. Literature

1. Explanatory note

In the context of the introduction of the federal state educational standard preschool education one of important tasks The work of teachers of preschool educational institutions is the artistic and aesthetic education of children. The relevance of developing this work program for the circle is due to the fact that in order to change traditional form working with children, creating conditions for the development of creativity and deepening the abilities of preschoolers in working with various artistic materials, our team began to use partial program“Colored palms” by I.A. Lykova Sphere shopping center Moscow 2009 During the preschool years, the child develops: a sense of beauty, high aesthetic tastes, the ability to understand and appreciate works of art, beauty and wealth native nature. This contributes to the formation of a spiritually rich, harmonious developed personality. Club program:

Visually introduces preschool children to art materials, tools and techniques for working with them;

Gives first ideas about the means artistic expression in various materials and techniques;

Helps develop aesthetic perception of nature and shows techniques for displaying it.

Visual activity is perhaps the most interesting activity for preschoolers. It allows the child to reflect his impressions of the environment in visual images and to express his attitude towards them. In the process of visual activity, favorable conditions are created for the development of aesthetic and emotional perception of art, which contribute to the formation of an aesthetic attitude to reality. Observation and identification of the properties of objects that are to be conveyed in the image (shapes, structure, sizes, colors, location in space) contributes to the development in children of a sense of form, color, rhythm - components of the aesthetic sense. About what visual activity is invaluable for comprehensive development Many teachers of the past wrote about the child: Froebel, Kamensky and others. I chose this direction in working with children, because I consider it relevant, important and necessary, because visual activity opens up opportunities for the development of children's creative abilities, fantasy and imagination.

Target This circle program is aimed at developing interest in the aesthetic side of the surrounding reality, satisfying children’s needs for self-expression, and developing creative abilities.

Tasks:

promote the development of cognitive psychological processes(perception; attention; memory; thinking; imagination);

develop reflection through admiration of the results;

promote constructive communication and interaction with peers and adults, development of independence; goodwill and emotional and moral responsiveness;

promote the development of moral standards through cooperation;

introduce the variety of genres of arts and crafts through educational and research activities and bring knowledge to the skillful use of it by children;

develop the ability to see and highlight the qualities of objects (shape, size, color, position in space.

promote the development of technical techniques for working with various materials used in visual arts;

develop creative activity imagination in children, hand motor skills.

develop the ability to correctly convey your impressions of the surrounding reality in the process of depicting specific objects and phenomena.

Club work is carried out in joint activities with children - once a week. The duration does not exceed the time stipulated physiological characteristics age of children and “Sanitary and Epidemiological Rules and Norms”: 25 – 30 minutes. The educational process is based on the principle of integration educational areas in accordance with the age capabilities and characteristics of the pupils, it is innovative in nature, since the work system uses non-traditional methods and ways to develop children's creativity.

Planned results:

By the end of their education, children reach a certain level of artistic and aesthetic development:

emotionally perceive the content of the work, remember and recognize familiar paintings, illustrations, notice visual and expressive means (color, rhythm, shape, composition), with the help of these means create an image in the drawing, evaluate what happened, note the expressiveness of the form, lines, silhouette , color combination;

children will learn to combine different art materials and visual techniques when performing creative tasks;

the skill of independent work will be developed, the ability to clearly formulate, express one’s thoughts and convey subject and personal information;

Children will develop the creative abilities necessary for subsequent learning fine arts at school.

Pedagogical technologies, methods and forms of work

The selection and use of educational pedagogical technologies is based on the principle of a personality-oriented approach to teaching and upbringing:

- activity technologies oriented towards mastering manual labor skills,

- personality-oriented aimed at personality development, in particular at the formation of personality activity in the educational process,

- cognitive(mental activity), aimed at developing the intellectual functions of children;

- group technology(group survey, simultaneous work with a group, work in pairs in shifts);

- gaming technology (plot, with subject, etc.)

Technology of research activity, a decisive factor in activating interest in knowledge;

- dialogue learning technology, in which the idea of ​​optimizing students is implemented;

- technology of collective creative activity(mastering the elements of creativity in practical activities; discovering the ability to create some creative products).

Methods and techniques:

Verbal method- in theoretical and practical classes (explanation, story, conversation, fairy tale);

Game method - to intensify work activity and better mastery of manual labor skills;

The visual method serves to concentrate attention and develop students’ ability to plan their upcoming work;

Sequential method allows you to resort to direct teaching less often, since previously learned material is repeated in one form or another;

Cognitive method forms students’ independent work skills, promotes the active use of previously acquired knowledge, and develops mental activity;

Reproductive method reinforces consistent work skills;

Explanatory and illustrative method;

Independent work method;

Creating a situation of success;

Incentive method;

Wellness method.

Club activities are organized with the use of visual materials, presentations, musical accompaniment, and the use of gaming techniques.

Ways to organize activities:

Experimental action;

Group;

In small groups.

Forms of organizing classes:

Practical work of reproductive and creative nature,

Educational game

Integrated lesson

Role-playing games,

Creative exhibitions,

Competitions.

Club activities are organized according to general pedagogical principles seasonality, systematicity and sequence “from simple to complex”, “from close to distant”, “from well-known to little-known and unfamiliar”, according to the principle of interest based on the interests of individual children and children's community(groups of children) as a whole.

Resource support for group work:

Group art corner,

Art Center at the preschool educational institution,

Methodological tools,

Visual material: attributes for role-playing and didactic games, etc.

2. Thematic work plan for the circle

Literature used:

1. I.A.Lykova. Program for artistic education, training and development of children 2-7 years old “Colored Palms”. Sphere shopping center Moscow 2009

2. Mititello. Applique technique and art” - M.: ed. "Eksmo", 2005

3. Komarova T.S. Teaching children drawing techniques. M: Enlightenment, 1996.

4. Kutsakova L.V. “Construction and artistic work in kindergarten: Program and lesson notes. - M.: Sphere shopping center, 2008

5. Kazakova T.G. Develop creativity in preschoolers. M-Enlightenment, 1985

6. Shvaiko G.S. Art activities classes in kindergartens. M-Vlados, 2000