Work program for additional education in the senior group "plasticine fantasies". The work program for additional education "Skillful hands" (senior group) Additional educational program in the senior group

Municipal budgetary preschool educational institution

« Kindergarten No. 15, Krasnoarmeysk, Saratov Region"

Working programm

on additional education

(circle work)
in senior group
for 2015-2016 academic year

Explanatory note
“The world surrounding the child is, first of all, the world of nature, with an unlimited wealth of phenomena, with inexhaustible beauty. Here, in nature, is the eternal source of the child's mind.

V. Sukhomlinsky
Directions and relevance:

The circle "Young Ecologist" has an ecological focus, which is determined by particular relevance environmental education in modern conditions. With the beginning of the third millennium environmental problems, which arose earlier, not only did not disappear, but continue to deepen. In the 21st century, their solution acquires the character of a factor in the survival of mankind.

Since the problems of ecology in last years come to the fore, it is necessary to deepen the knowledge of children in this area. Introducing children to ecological culture must begin from childhood, since at this age it is easiest to introduce children to nature, teach them to love and protect nature. Children learn to observe changes in nature and draw conclusions.

Being engaged in a circle, children enrich their stock of knowledge with new knowledge about natural phenomena. This instills curiosity in them. careful attitude to nature, the desire to know more. When studying the topics provided for by the circle, figurative and concrete thinking develops; visual and auditory memory; speech, attention, perception.

The main goal of the program is:

Education of a humane, socially active personality, able to understand and love the world, take care of nature;

Formation of ideas about the inherent value of nature, emotional, positive attitude towards it, the ability of environmentally competent and safe behavior in nature and in everyday life;

Consolidation of the acquired initial skills, allowing to participate in feasible practical activities for the protection of the nature of the native land, awareness of the consequences of their actions in relation to environment.

Tasks:

The program implements the following tasks:

1) Learning task is to enrich vocabulary, expanding and clarifying the child's knowledge of the world around him, teaching narrative speech (retelling, compiling a dialogue), developing elementary and completely elementary scientific ideas about the relationships existing in nature, obtaining initial information about nature.

2) Development task It is aimed at developing the personality of the child as a whole, the ability to compare and generalize one's own observations. Improving thinking, creativity, the ability to think independently, logically and consistently, maintaining their cognitive interest and striving for independent repetitions.

Travel game;

Classes in the form of a game;

Excursions in nature;

Experimental activities;
Conducting methods:

looking at pictures;

Labor in nature;

Collective work;

Individual assignments.

Visual:

Observations (short-term and long-term);

Definition of an object according to certain characteristics;

Reconstruction of the picture of the whole according to individual features.
Practical:

Experiments;

Didactic games (board-printed, verbal),

Games-occupations;

Outdoor games;

Creative games.
Verbal:

storytelling;

Reading.
Time spending: The working hours of the circle are once a week for 30 minutes, every Thursday from 16.30 to 17.00.

Expected results:

By the end of the school year, students should know and be able to:

Name natural objects and reproduce them at the request of an adult;

Correctly behave in relation to surrounding objects and be responsible for their actions, and understand their consequences for the world around them;

Possess and independently implement elementary skills of rational nature management;

To know the conditions for the existence of a living organism and the dependence of its stay in different conditions.

Understand the value of natural objects.
The results of the development of the program:

results environmental development children are expected to be tracked by conducting monitoring twice during the school year based on observations of children.
Final event: Ecological evening of entertainment: "The earth is our common home."

Age features of children
Children of the sixth year of life master the main movements, their relationship with adults and peers becomes more complex and meaningful. Mental abilities improve: perception becomes more stable, purposeful and differentiated, memory and attention become arbitrary. All this makes it possible to complicate the content of environmental education.

Ecological and pedagogical work with children of age has similarities with the system of middle age, and difference from it. Observations are organized, all cycles of observations combine the components of mental and moral education: children acquire specific knowledge through sensory-sensory ways, which ensure the formation of the only correct, effective attitude towards living beings.

literary core environmental work are the works of V. Bianchi, whose cognitive tales correspond to the ecological content and the possibilities of assimilation by children. The teacher of the senior group should pay attention to complex classes, their developmental value. Change of activities.

At the senior preschool age figurative thinking continues to develop. Children are able not only to solve the problem visually, but also to perform transformations of the object, to indicate in what sequence the objects will interact. However, such decisions will turn out to be correct only if children use adequate mental means. Among them, we can distinguish schematized representations that arise in the process of visual modeling; complex representations that reflect children's ideas about the system of features that objects may have, as well as ideas that reflect the stages of transformation of various objects and phenomena (representations about the cyclical nature of changes): ideas about the change of seasons, day and night, about the increase and decrease in the object as a result various influences, ideas about development. In addition, generalizations continue to improve, which is the basis of verbal logical thinking. At preschool age, children still lack ideas about classes of objects. Children group objects according to features that can change, but the operations of logical addition and multiplication of classes begin to take shape. So, for example, older preschoolers, when grouping objects, can take into account two features: color and shape (material).

As studies by domestic psychologists have shown, children of older preschool age are able to reason and give adequate causal explanations if the analyzed relationships do not go beyond their visual experience. The development of imagination at this age allows children to compose quite original and consistently unfolding stories. Imagination will actively develop only if special work is carried out to activate it. Stability, distribution, switching of attention continue to develop. There is a transition from involuntary to voluntary attention. Perception at this age is characterized by the analysis of complex forms of objects; the development of thinking is accompanied by the development of mental means (schematized representations, complex representations, ideas about the cyclical nature of changes); the ability to generalize, causal thinking, imagination, voluntary attention, speech, the image of the Self develop.

Thus, ecological and pedagogical work with children of the older group, based on the material of the previous age, develops, complicates it, that is, it is a new round in the general system of environmental education for preschoolers - the formation of a conscious attitude to nature, to human interaction with it.

Perspective work plan of the circle
OCTOBER


A week
Topic
Program content
Material, equipment

1

I
1. "Flowering plants"

2. "Let's help the earthworm find a home"


Fix the names of 4-5 flowering plants. Introduce children to the variety of plant species in nature. Describe the parts of plants and their functions. Cultivate respect for the environment.

To form knowledge: soil as the top layer of the earth, children's idea that there are no harmful animals in nature, all animals are necessary. Clarify the inhabitants of the soil /on the example of earthworms/, their role in soil formation.


Di. "Confusion", boxes, models "What plants need", "How to care for plants".

Di. "Ecological chains", video film.


2

I
1. "Our home is nature"

2. "Autumn changes in inanimate nature"


To form concepts about inanimate nature, as a factor in the life of all living things. Develop children's cognitive interest in nature, the desire to actively explore natural world. Cultivate respect for the environment.

To acquaint with a complex of characteristic phenomena of inanimate nature and their seasonal changes (the day is shortening, it becomes colder, it often rains, cold winds blow). Clarify the dependence of changes in living nature on changes in inanimate nature.


Globe, ball, natural material.

Calendar of nature, d./i. “When does this happen?”, autumn illustrations, Dunno.


3

I
1. "Meadow - eco system"

(excursion)

2. "Forest - multi-storey building"


Fix the rules of behavior in nature. Learn to find the connection between plants and insects. Clarify knowledge: the influence of light, heat, water on plant life. To cultivate the desire to preserve and protect the natural world, to see its beauty of the native land, to follow the available environmental rules in activities and behavior.

To learn to notice the interaction of the inhabitants of the forest, their food dependence on each other. To clarify: the forest as an example of a community. To cultivate understanding and love for all living things, overcoming the consumer attitude to the nature of the native land.


Models of behavior in nature, garbage bags, baskets, Pinocchio.

Model of forest floors, d./i. "Food chains", "Whose house?".


4
1. "Who is in charge in the forest?"

2. "Vegetables and fruits on our table"


Learn to recognize 5-6 trees, 3-4 shrubs. To fix, the main link in the forest is a plant. Discuss the effects of tree destruction. To develop respect for the forest.

To teach children to take part in the work of adults: preparing the garden for winter, preparing land for the garden on the window. To acquaint people with the work of collecting vegetables and fruits in gardens and orchards.


Model of forest floors, d./i. “What grows in the forest?”, “Who lives in the forest?”, Ball. Magic wand, models of vegetables and fruits, vegetables.

NOVEMBER


A week
Topic
Program content
Material, equipment

1
1. "Bread is the head of everything"

2. "Migratory birds"


To expand children's ideas about the cultivated plants of the field (cereals) and their cultivation. Learn the concept of "cultivated plants". To instill respect for the work of grain growers, bread.

To consolidate and expand the concept of birds: to give an idea of ​​migratory birds. Show the connection of birds with their habitat. To educate in children a caring attitude towards birds.


Ears of wheat and rye, illustrations of labor of grain growers

2

I
1. "Introducing children to the soil"

2. "I and nature"


Clarify the children's idea of ​​the soil as the top layer of the earth: "living earth". Soil pollution, possible consequences. The need for soil conservation.

To form ideas about the inextricable connection between man and nature / man is part of nature. Develop independence in the process of cognitive research activities. To instill in children a love for the nature of their native land, the desire to take care of plants and animals.


Mole toy, educational film "Geography for the little ones."

Didactic game

"Nature is not nature"

"Guess what's in the bag", trash bags.


3

I
1. "The sun is a big star"

2. “Why are there different times of the year"


Describe the Sun as a star.

Clarify knowledge about the structure of the solar system. To develop children's cognitive interest in nature, the desire to actively explore the natural world: look for answers to questions, make guesses and assumptions, heuristic judgments.

To form an idea of ​​the sun - a source of light and heat. Explain how the seasons change. To consolidate knowledge about seasonal changes in nature. Show children the role of the Sun in human life.


Drawing up the layout solar system”, an educational film “Geography for the smallest”,

di. "Solar system", illustrations, multimedia presentation.


4

I
1. "How plants prepare for winter"

(target walk)

2. "Golden Autumn"


Learn to recognize and name 5-6 trees, 3-4 shrubs, 4-5 garden flowering plants by leaves and fruits. Clarify seasonal changes in plant life: foliage coloring, fruits, leaf fall, leaf fading. Develop independence in the process of cognitive research activities. To instill in children a love for the nature of their native land, the desire to take care of plants.

Generalize and systematize children's knowledge about autumn. To teach children to establish relationships between the length of the day, air temperature, the condition of plants, the availability of food for animals and plants. Develop everything mental processes, the ability to analyze and generalize, communication. Cultivate love.


Di. “Recognize the tree”, “What branch are the children from?”, “What plants need” models, Pinocchio toy, baskets.

Nature calendar, individual calendars, autumn illustrations, "Seasons" model, d./i. "When does it happen?"

Name:
Nomination: Kindergarten, Methodological developments, Circle work

Position: instructor in physical culture of the first category
Place of work: MADOU Kindergarten No. 5 "Rodnichok"
Location: Konstantinovka village, Amur Region

Program for additional education for children of senior preschool age

  1. Explanatory note
  2. Purpose, tasks.
  3. Principles of building a program
  4. Principles of interaction with children
  5. Program implementation period
  6. Methodological support of the program
  7. Program effectiveness
  8. Mug system model
  9. forward planning
  10. Literature

Explanatory note

To make a child smart and reasonable, make him strong and healthy: let him work, act, run, scream, let him be in constant motion!

Vasily Sukhomlinsky

The program is designed for the purpose of physical education of children

preschool institution. Increasing the effectiveness of physical education of preschool children is extremely important, since it is at this age that the foundations of a person’s physical development are laid.

The need to work in this direction arose for a number of reasons:

heavy workload with static activities

desire to realize oneself in motion

the desire of parents to see the child physically perfect: developed, healthy, active.

The preschool period is an extremely important stage in a child's life.

A child is born helpless, with the only ability to learn everything over time. He is not born with a ready-made set of movements, but masters them in the process of life.

Movement training has an impact on health, general physical development, the development of cognitive abilities, volitional qualities, emotionality of the child, i.e. on his inner world. Movement training contributes to the harmonious development of the personality, the improvement of both physical and mental, intellectual, spiritual and moral qualities.

Learning movements, the child acquires the knowledge necessary for his conscious motor activity, gains experience in their implementation, including creative.

Teaching movements contributes to the child's awareness of himself as a person, develops in him the need to improve his own nature, creates the prerequisites for the realization of his individuality. Carrying out a variety of movements, the child gets the opportunity for self-improvement, interest and love for physical culture is formed. The program is aimed at forming in a small child an interest in his personal health, at improving all types of movements and developing physical qualities.

PHYSICAL EDUCATION IS WHAT PROVIDES HEALTH AND JOY"

Target: increasing the physical fitness of children, the level of health while developing their mental abilities.

Tasks:

preservation and strengthening of children's health;

formation of habits for a healthy lifestyle;

formation of motor skills and abilities;

development of psychophysical qualities (speed, strength, endurance, flexibility, dexterity);

development of motor abilities (functions of balance, coordination of movements);

prevention of disorders of the musculoskeletal system, colds;

formation of the need for daily motor activity;

development of attention, concentration, organization,

imagination, fantasies, the ability to control their actions, feelings.

Program construction principles:

The principle of systematicity and consistency implies the relationship of knowledge, skills and abilities.

The principle of connection between theory and practice forms in children the ability to apply their knowledge on the preservation and promotion of health in everyday life.

The principle of repetition of skills and abilities is one of the most important, since as a result of repeated repetitions, dynamic stereotypes are developed.

The principle of individual-personal orientation of education suggests that the main goal of education is the child, and not the world around. The teacher, relying on the individual characteristics of the child, plans his development, outlines ways to improve skills and abilities, build a motor regime.

The principle of accessibility makes it possible to exclude harmful consequences for the body of children as a result of excessive demands and physical exertion.

The principle of success lies in the fact that at the first stage of the formation of health, the child receives tasks that he is able to successfully complete.

Principle active learning obliges to build the learning process using active forms and teaching methods that contribute to the development of independence, initiative and creativity in children (game technologies, work in pairs, subgroups, individually, organization of research activities, etc.).

The principle of communication helps to educate children in the need for communication, in the process of which the social motivation of health is formed.

The principle of interaction between the kindergarten and the family, continuity in the transition to school is aimed at creating conditions for a more successful realization of the child's abilities and ensuring the possibility of maintaining health during further education at school.

The principle of effectiveness implies obtaining a positive result of health-improving work, regardless of the age and level of physical development of children.

Principles of interaction with children:

the child himself is well done, everything works out for him, the difficulties that arise are surmountable;

constant encouragement of all the efforts of the child, his desire to learn something new and learn new things;

exclusion of a negative assessment of the child and the results of his actions;

comparing all the results of the child only with his own, and not with the results of other children; each child must move forward at his own pace and with constant success.

The program implementation period is 1 year:

- 1 time per week

- time - 30 minutes

- per month - 4 lessons - 2 hours

– number of children – 8-10, age 5-7 years

Methodological support of the program:

  • Classes in this program consist of practical activities for children.
  • Conducted under the guidance of a teacher.

Program effectiveness:

– Development of physical qualities of preschoolers through sports and recreational work.

— Increasing the level of physical fitness (increase in indicators of the development of physical qualities).

- Diverse, exciting, joint activities with children, provide motor activity for children, contribute to their emotional upsurge.

Model

mug systems "Sports carousel"

in physical culture.

EXERCISES

TO FORM THE CORRECT POSTURE

Target: help optimize the growth and development of the musculoskeletal system.

Tasks:

Form the correct posture.

- help children to know their body by performing acrobatic exercises, in accordance with age characteristics.

Promote the prevention of flat feet.

To promote the development and functional improvement of the respiratory, circulatory, cardiovascular and nervous systems organism.

BALL SCHOOL

FITBALL

Purpose: Development of motor abilities, prevention and correction of posture and flat feet, improvement of the functions of the vestibular apparatus.

Stages of implementation.

  1. ideas about form and physical properties fitball.
  2. Training in the correct landing on a fitball.
  3. Fitball exercises
  4. starting positions when performing exercises (sitting, lying, squatting).
  5. maintaining the correct posture when performing exercises for the arms and legs in combination with swaying on the fitball.
  6. exercises to maintain balance with various positions on the fitball.
  7. performing exercises in relaxing muscles on a fitball.
  8. a set of general developmental exercises using a fitball


GAME EXERCISES

GAME STRETCHING

Purpose: To develop a sense of rhythm, strengthen muscles, straighten posture, relieve complexes, and raise interest in physical activity in children.

The technique of game stretching is based on stretching the muscles of the body and the articular-ligamentous apparatus of the arms, legs, spine, which helps to prevent and correct posture disorders, which have a deep healing effect on the entire body.

Exercises are aimed at preventing various deformities of the spine, strengthening its ligamentous apparatus, and forming a correct posture. In addition, muscle elasticity, coordination of movements develop, endurance and diligence are brought up.

FUN TRAINING

Purpose: Development of coordination of movements and posture, increased load for certain muscle groups, development of flexibility, joint mobility, improved blood circulation, increased interest in classes.

Cheerful training is an exercise that promotes coordination of movement and posture, gives a load to certain muscle groups, develops flexibility, joint mobility, and improves blood circulation. Monitoring the performance of exercises makes it possible to assess the level of physical susceptibility of certain muscle loads in each child, and, thereby, to individualize the volume and number of repetitions. Their names help children to perform and remember the exercises qualitatively, symbolizing the imitation of any actions of various characters from works and fairy tales, as well as objects, birds, fish, animals, trees, etc.

Literature:

1. Varenik E.N. Physical culture and health-improving classes with children aged 5-7 years. M., "TC Sphere", 2006

2. Gavryuchina L.V. Health-saving technologies in preschool educational institutions. Methodological guide, M., "TC Sphere", 2007.

3. Golitsyna N.S. Non-traditional physical education classes in a preschool educational institution. M., "Publishing house Scriptorium 2003", 2006.

4. Orel V.I., Agadzhanova S.N. Improving work in preschool educational institutions. Tutorial, St. Petersburg, "Childhood-press", 2006.

5. Saikina E.G., Firileva Zh.E. Physical education - hello to minutes and pauses! Methodological guide, St. Petersburg, "Childhood-press", 2006.

6. Stepanenkova E. Methods of physical education. M., Publishing house "Education of a preschooler", 2005.

7. Utrobina K.K. Entertaining physical education in kindergarten for children 5-7 years old. Textbook, M., "Gnome and D.", 2008

Elena Smirnova
Work program for additional education "Skillful hands" (senior group)

Explanatory note

In the draft federal component of the state educational standard general education one of the goals related to the modernization of the content of the general education, is a humanistic orientation education. It determines the personality-oriented model of interaction, the development of the personality of the child, his creative potential. The process of profound changes taking place in modern education, puts forward as a priority the problem of the development of creativity, thinking, contributing to the formation of a diversified personality, distinguished by originality and originality.

What is meant by creativity?

AT pedagogical encyclopedia Creative skills are defined as the ability to create an original product, product, in the process work over which the acquired knowledge, skills, abilities are independently applied, are manifested at least in a minimal deviation from sample individuality, art.

So way, creativity is the creation on the basis of what is, of what has not yet been. These are customized psychological features child, which do not depend on mental abilities and manifest themselves in children's fantasy, imagination, a special vision of the world, his point of view on the surrounding reality. At the same time, the level of creativity is considered to be the higher, the greater the originality of the creative result.

Work in a circle« skillful hands» - an excellent means of developing creativity, mental abilities, aesthetic taste, as well as design thinking in children.

One of the main tasks of teaching and educating children in the classroom is to enrich the pupil's worldview, i.e., the development of the child's creative culture (development of a creative non-standard approach to the implementation of the task, education of diligence, interest in practical activities, the joy of creation and discovering something new for oneself ).

work in the circle is planned so that it does not duplicate labor program material, and so that classes expand and deepen information on work with paper and cardboard, natural material, salt dough, napkins, etc. Work The circle is organized taking into account the experience of children and their age characteristics.

Proposed program has an artistic and aesthetic orientation, which is an important direction in the development and education. Program involves the development of artistic taste and creative abilities in children.

Target:

Formation of artistic and creative abilities through providing emotionally - figurative perception of reality, development aesthetic feelings and performances figurative thinking and imagination.

Tasks:

promote the development of fine motor skills of the hands;

activate observation, attention and imagination;

educate the will, sense of form, eye and color perception;

cultivate industriousness, patience, accuracy, a sense of satisfaction from joint work, a sense of mutual assistance and collectivism;

contribute to the development of artistic taste.

Work carried out in accordance with the main didactic principles:

Systematic and consistent (knowledge is presented in a system based on previously studied material);

visibility (knowledge of preschoolers needs visual confirmation);

Accessibility (cognition comes from easy to difficult, from known to unknown, from simple to complex);

Student-centered approach (knowledge is given taking into account the individual and age characteristics of children);

Connections between theory and practice (knowledge gained by children from books and conversations is confirmed by practice, applied in games and everyday life);

Consciousness and activity (the most frequently used question is "Why?" to teach children to think actively, to establish cause-and-effect relationships).

Creativity and independence (do not do for them what they can do on their own, do not hold back the initiatives of children).

AT work the following methods are used learning:

visual (display samples, diagrams, demonstration of visual aids);

Verbal (conversations, story, explanation);

Practical exercises;

Stimulating method (praise, approval, gratitude, encouragement).

Along with educational process, children are also involved in cultural and leisure Events: making toys for "New Year" holiday gifts for moms and dads "February 23", "March 8".

Forms of conducting classes

Forms of conducting classes are different. There are both theoretical ones - the teacher's story, a conversation with children, children's stories, the teacher showing the method of action, and practical ones, during which children, under the supervision of the teacher, independently perform work.

Expected results

As a result of training on this program it is assumed that children will acquire certain knowledge, skills, abilities, the child will identify and realize his abilities, the formation of general labor and special skills, methods of self-control, the development of attention, memory, thinking, spatial imagination, fine motor skills of hands and eye; artistic taste, creativity and imagination; mastering the skills of a work culture, improving their communication skills and acquiring skills team work.

Implementation summary forms additional educational program:

children's exhibitions work in kindergarten;

participation in art and aesthetic competitions;

presentation of children's work for parents;

creative report of the educator - the head of the circle at the teachers' council.

Skillful Hands Program” is calculated for 1 year (for children 5-6 years old). For successful development programs in the classroom the number of children in group The circle should be no more than 10 people. Classes are held once a week, from October to May. Duration classes: no more than 25 minutes.

long term plan

No. Subject Program content

1. Getting to know the circle « skillful hands» Target: introduce children to the circle « skillful hands» , consider children's crafts senior groups, illustrations from children's work, draw attention to the materials from which crafts are made.

2. Collective Work"Sun" Target: teach children to perform a composition from dry leaves, develop interest in work with natural material, imagination and aesthetic taste.

3. Collective Work"Hedgehog" Target: teach children to make a composition of dry autumn leaves, lay them out along a pencil outline; cultivate respect for the materials used.

4. "Mushrooms" Target: to teach children to make three-dimensional compositions from colored paper and cardboard, to cultivate accuracy and aesthetic taste.

1. "Semolina, buckwheat and millet - everything is wonderfully given to us" Target: introduce children to non-traditional application techniques using various cereals, develop creative imagination, thinking, fantasy, tactile sensations.

2. "Panel" Target: to form in children the skill of making an application from cereals, to develop fine motor skills, imagination, fantasy.

3. Making crafts in technology "Testoplasty" Target: introduce children to salt dough, technique work with him: making crafts, drying, dyeing.

4. Making crafts in technology "Testoplasty" Target: continue to introduce technology salt dough work.

1. "Funny Matryoshkas" Target: reveal the secrets of creating toys - crafts from paper "accordions". Learn how to use the acquired skills and abilities to make crafts.

2. "Snowflake" Target: learn work With various materials, develop imagination and aesthetic taste.

3. "Christmas garland" Target: teach children to make garlands from colored paper strips, connecting loops, snowflakes and balls together, choosing a color scheme for this composition.

4. Collective Work"Wonder Tree" Target: teach children to make a Christmas tree craft from children's hands.

1. VACATION

2 Collective Work"Snow and snow all around" Target: learn to compose a plot composition using objects made of colored paper and cotton wool; develop aesthetic taste; cultivate a desire to help each other.

3. "Snowman" Target: teach children to make crafts from cotton pads.

4. "Bunny" Target: to teach children to make three-dimensional objects from a cone; cultivate aesthetic taste.

1. "Chanterelle" Target: continue to teach children to make three-dimensional objects from a cone; cultivate aesthetic taste.

2. "Airplane" Target: to teach children how to make gifts for dads from matchboxes, pasting voluminous objects with colored paper; cultivate a desire to please loved ones.

3. "Toys" Target: teach children to make crafts from waste material (boxes from kinder surprise) using plasticine.

4. "Box" Target: teach children how to make and decorate a cardboard box, develop imagination, cultivate aesthetic taste.

1. "Flower for Mom" Target: to teach children to make three-dimensional objects from strips of different sizes and colors; cultivate aesthetic taste.

2. "Tulips"

(origami) Target: developing the skill of folding a tulip in the origami way.

3. "Panel with flowers"

(sgraffito) Target: to introduce children to the sgraffito technique - "scribbled" on plasticine.

4. Collective Work"Come, birds!" Target: learn to create a composition from individual parts; develop motor skills, imagination.

1. "Jolly Clown" Target: Developing children's skill to use the pattern, improving the skill work with scissors.

2. "Rocket" Target: improving the skill of applications from cereals.

3 "Spring is red" Target: to teach children to make a broken application, creating a plot picture; cultivate accuracy, the ability to work in a team.

4 "Car" Target: to teach children to make toys from waste material, gluing individual parts with colored paper and assemble them into a single layout.

1 "Postcard to a Veteran" Target: teach children to festively decorate a postcard using various appliqué techniques.

2 "Lilac" Target: teach children to cut out small parts with scissors from paper folded in four; to cultivate interest in painstaking work and a sense of beauty.

3 "Spring meadow" Target: to teach children to make a single plot composition from colored paper with three-dimensional elements; to instill in children a sense of mutual assistance and a desire to engage in a collective application.

4 "Butterfly" Target: to teach children to make objects from strips of different sizes and colors; develop imagination and creativity.

1. Explanatory note.

3. Targets.

5. Educational and thematic plan.

6. Forms for summing up the results of work with children under an additional educational program.

7. Methodological support of the program.

1. Explanatory note.

Federal Law "On Education in the Russian Federation" dated December 27, 2012 No. 273 highlights the main guidelines for updating the content of education within the framework of a preschool institution. It gives an orientation to the personal originality of each child, to the development of the abilities of each person, expanding the horizons of the child, transforming the subject environment, ensuring independent and joint activities children according to their desires and inclinations.

According to the Order of the Ministry of Education and Science Russian Federation(dated October 17, 2013 N 1155 Moscow "On approval of the federal state educational standard preschool education" the content of the educational area "Cognitive development" includes experimental activities of preschool children.

This work program for additional education is a regulatory and managerial document of an educational institution that characterizes the system of organization educational activities teacher for the development of experimental activities of children.

The work program for additional education is built on the basis of taking into account specific conditions, educational needs and developmental features of preschool children. The creation of an individual pedagogical model of education is carried out in accordance with the requirements of federal state educational standards for preschool education.

Relevance of the program is that children's experimentation as a form of activity is not widely used in practice, although it is an effective means of developing important personality traits such as creative activity, independence, self-realization, and the ability to work in a team.

Such qualities contribute to the successful education of children at school, and participation in the pedagogical process on an equal basis with adults - the opportunity to design your life in the space of a kindergarten, while showing ingenuity and originality.

Experimental activity is aimed at the child's need for knowledge of the world around him, at new impressions that underlie the emergence and development of inexhaustible research (search) activity. The more diverse and intense the search activity, the more new information the child receives, the faster and more fully he develops.

Significance.

Children are by nature researchers of the surrounding world, therefore the organization of children's experimentation is aimed at creating conditions in which objects most clearly reveal their essence, hidden in ordinary situations.

The most important condition for the formation of knowledge about the relationships in nature is the presence in children of a certain stock of factual information obtained as a result of sensations and perceptions of objects and phenomena. Establishing relationships that exist in nature helps the child explain the observed phenomenon, and therefore understand it.

To establish by children the causes of certain phenomena, connections and relationships between objects or phenomena, elementary experiments are used.

Satisfying his curiosity in the process of active cognitive-exploratory activity, the child, on the one hand, expands his ideas about the world, on the other hand, he begins to master the fundamental cultural forms of ordering experience: cause-and-effect, spatial and temporal relationships that allow linking individual ideas into a coherent picture.

At the senior preschool age, children achieve great success in mastering knowledge about nature. They learn not only facts, but also quite complex patterns underlying natural phenomena. Experimental work arouses the child's interest in research, develops mental operations (analysis, classification, generalization), stimulates cognitive activity and curiosity, activates perception educational material on familiarization with natural phenomena, with the basics of mathematical knowledge and with ethical rules in the life of society. Everyone knows that an important criterion in preparing a child for school is the education of his inner need for knowledge. And experimentation is the best way to form this need through the development of cognitive interest.

The legal basis for the development of the work program is:

        • Law on Education 2013 - Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation".
  • Order of the Ministry of Education and Science of the Russian Federation "On approval of the federal state educational standard for preschool education" dated October 17, 2013 No. 1155.
  • Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 "On approval of the procedure for organizing and implementing educational activities in the main general educational programs - educational programs of preschool education."
  • Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 N 26 "On the approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations ".

The program is designed taking into account the implementation of the integration of educational areas:

Social and communicative development:

  • Introduction to the elementary generally accepted norms and rules of relationships with peers and adults.
  • The formation of independence, purposefulness and self-regulation.
  • Development of social and emotional intelligence.
  • Formation of readiness for joint activities.

Cognitive development:

  • Development of interests, curiosity and cognitive motivation.
  • Formation of cognitive actions, formation of consciousness.
  • Development of intellectual-speech and general abilities of the child.

Speech development.

  • Speech as a means of communication and culture.
  • Enrichment of the active vocabulary.
  • The development of coherent, grammatically correct dialogic and monologue speech.
  • Improvement of intonational expressiveness of speech, diction.
  • The development of speech creativity.

Artistic and aesthetic development.

  • Music perception.
  • Development of productive activity of children.

Physical development.

  • Proper development of gross and fine motor skills.
  • Preservation and strengthening of physical and mental health.

Continuing education program for cognitive development"Know-ka" is made for children 5-6 years old.

2. Goals and objectives of the program implementation. Program implementation principles.

Purpose of the program: To promote the formation and development of children's cognitive interests through experimental activities.

Main goals:

Educational tasks:

  • Stimulate the activity of children to resolve the problem situation.

Development tasks:

  • Develop the ability to examine objects and phenomena from different angles,

detect dependencies.

  • Develop mental operations, the ability to put forward hypotheses, draw conclusions.
  • Develop fine motor skills in children finger gymnastics, carry out self-massage of the hands with non-traditional objects, etc.

Educational tasks:

  • To promote the upbringing of independence, activity.

Achieving the set goal and solving problems is carried out taking into account the following principles:

1. The principle of compliance of the content and methods of organizing classes with the age and functional characteristics of preschool children.

2. The principle of complexity - in each lesson it is necessary to pay attention to the solution of each of the tasks.

3. The principle of consistency - only as knowledge is accumulated, and skills and technology are mastered, the content of the classes expands and deepens.

4. The principle of compliance of the form of organization of classes with the leading type of activity of children of this age group- game.

5. Gradual, dosed presentation of the material.

6. Development of the creative potential of all children and the individual capabilities of each.

7. The principle of taking into account personal characteristics.

8. The principle of the developmental approach (based on the idea of ​​L. S. Vygotsky about the "zone of proximal development"), which consists in the fact that education should lead the development of the child.

9. The principle of a multifunctional approach, which provides for the simultaneous solution of several tasks in the structure of one lesson.

10. The principle of consciousness and activity of children, which means that the teacher must provide in his work methods for activating the cognitive abilities of children. Before the child it is necessary to set cognitive tasks, in the solution of which he relies on his own experience. This principle encourages more intensive mental development preschoolers and provides for the child's understanding of the material and its successful application in practical activities in the future.

11. The principle of visualization, which ensures close interconnection and wide interaction of all analyzer systems of the body in order to enrich the auditory, visual and motor images of children.

3. Targets.

As a result of mastering the content of the program for additional education in cognitive development "Know-ka" it is expected:

  • the formation of stable natural science knowledge and ideas among pupils;
  • the formation of research skills, as well as independence in the process of experimental activities, the application of knowledge in practice.
  • the formation of the ability to empirically prove the properties of water (transparent, odorless, has weight, has no shape);
  • the formation of the ability to experimentally prove the properties of air;
  • the formation of the ability to experimentally prove the properties of sand;
  • the formation of the ability to empirically identify the properties of objects, mass, size;
  • formation of the ability to draw conclusions based on the results of experiments based on previously obtained ideas and own assumptions;
  • mastery different ways knowledge, including experimentation, contributing to the development of an active, independent, creative personality.

4. Curriculum. Practice mode. List of children.

The program of additional education on cognitive development "Know-ka" was developed on the basis of methodological recommendations:

Implementation period: The program is designed for 1 year of study.

The implementation of the program is designed for 30-32 calendar weeks, and includes 2 lessons of direct educational activities per week, 8 lessons per month, 60-62 lessons per year. The duration of one lesson in the senior group is 25 minutes. (according to SanPiN). When organizing classes on cognitive development, it is important to remember that in order for children to successfully master skills and abilities, it is necessary to take into account the age and individual characteristics of children, their desires and interests.

Forms of study:

  • experimentation;
  • conversations;
  • solving problem situations;
  • experiences;
  • research activities ;
  • lessons;
  • group and individual work;
  • collective creative work;
  • work with parents.

Teaching methods:

  • visual;
  • practical;
  • explanatory and illustrative;
  • publication of information on the website of MBDOU, group;
  • creating a game situation;
  • pronunciation of sounds;
  • conversation;
  • showing the educator;
  • display of video materials, illustrations;
  • observation.

Schedule

5. Educational and thematic plan.

  1. "A child in the world of search" O.V. Dybin. - Sphere, M.2005
  2. "The unknown is nearby. Entertaining experiments and experiments for preschoolers" O.V. Dybin. - Sphere, M. s. 2013
  3. Young ecologist. The program of environmental education in kindergarten S. N. Nikolaeva. – Mosaic Synthesis, M. 2010
  4. "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. – Mosaic Synthesis, M. 2014
A week Lesson topics. Program content Literature
October
I 1. "Sand country" With. 5.
2. "Why does sand flow well?" With. 45.
II 3. "Clay, what is it?" With. 5.
4. "Magic Stuff" With. 45.
III 5. "Sand and clay are our helpers" With. 5.
6. "Properties of wet sand" With. 5.
IV 7. "Wind and sand" With. 5.
8. Hourglass With. 5.
November
I 9. "Stubborn Air" With. 52.
10. "Search for Air" With. 5.
II 11. "Wind in the Room" With. 5.
12. "What's in the bag?" With. 35.
III 13. "Sailing races" With. 5.
14. "Inflate the balloon" With. thirty.
IV 15. "Dry out of water" With. 52.
16. "Air expands when heated" With. 5.
December
I 17. "How does sound travel?" With. 54.
18. "Why does everything sound?" With. 40.
II 19. "Where does the echo live?" With. 54.
20. "Where does the voice come from?" With. 40.
III 21. "Ship" With. 41.
22. "How to make the sound louder?" With. 54.
IV 23. "Box with a secret" With. 54.
24. “Why did Mishutka squeak? With. 54.
January
III 25. "Where does water come from?" With. 51.
26. "What properties?" With. 51.
IV 27. "Helper water" With. 51.
28. "Making colored ice cubes" With. 28.
February
I 29. "How many ears" With. 55.
30. "Check your hearing" With. 55.
II 31. "Our helpers are eyes" With. 55.
32. "Big - small" With. 55.
III 33. "Whose eye is sharper?" With. 55.
34. "Taste it" With. 55.
IV 35. "Identify by smell" With. 55.
36. "Recognize by voice" With. 55.
March
I 38. "Solid - Liquid" With. 22.
39. "How to measure heat?" With. 54.
II 40. "How similar?" With. 25.
41. "Delicious experience" With. 54.
III 42. “Where did the water go? With. four.
43. "The sun dries things" With. 54.
IV 44. "How a thermometer works" With. four.
45. « The water cycle in nature» With. four.
April
I 46. ​​"Attracted - not attracted" With. 53.
47. "Magnetic Forces" With. 53.
II 48. "How to see magnetic forces?" With. 53.
49. "Two magnets" With. 53.
III 50. "We are magicians" With. 39.
51. "Unusual Paperclip" With. 53.
IV 52. "Draw a magnet or not" With. 53.
53. "Soaring Plane" With. 53.
May
I 54. "Wood, its qualities and properties" With. 55.
55. « Paper, its qualities and properties» With. fifty.
II 56. "Fabric, its qualities and properties" With. 52.
57. "Glass, its qualities and properties" With. 47.
III 58. "Glass Relatives" With. 23.
59. "Metal, its qualities and properties" With. 48.
IV 60. "Rubber, its qualities and properties" With. 48.
61. "Plastic, its qualities and properties" With. 49.

6. Forms for summing up the results of work with children under an additional educational program:

  • Exhibition;
  • competition;
  • festival of arts and crafts;
  • reporting exhibitions;
  • reporting concerts;
  • open lessons;
  • holding a master class among teachers.

7. Methodological support of the program.

  1. "A child in the world of search" O.V. Dybin. - Sphere, M.2005
  2. "The unknown is nearby. Entertaining experiments and experiments for preschoolers" O.V. Dybin. - Sphere, M. s. 2013
  3. Young ecologist. The program of environmental education in kindergarten S. N. Nikolaeva. – Mosaic Synthesis, M. 2010
  4. "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. – Mosaic Synthesis, M. 2014

Saratov region"

"Agreed"

Deputy head of preschool education

___________ / Vasilieva T.T /

"I approve"

Head of MDOU

___________ / Nikolaeva L. N. /

Protocol No. _____

from "____" ______________ 2015

Working programm

for additional education

in the senior group No. 1

"Plasticine Fantasies"

for 2015-2016 academic year

Considered at the meeting pedagogical council

Protocol dated "______" ____________ 2015 No. ____

Supervisor:

educatorIqualification category Yunina S.Yu.

2015

Explanatory note.

The work program for additional education "Plasticine Painting" is aimed at the artistic and aesthetic development of preschool children, the formation of an aesthetic attitude and the development of artistic and creative abilities of children of senior preschool age in visual activity.

Relevance of the program consists in the formation of artistic and aesthetic principles in preschool children, the development of attention, creativity and imagination, fine motor skills of the hands, the eye, perseverance, the ability to bring the work begun to the end.

Work on additional education in the circle "Plasticine Painting" prepares preschool children for the next social level, schooling.

Purpose of the program : Formation of the foundations of an aesthetic attitude to the outside world and elementary artistic abilities in active creative activity.

Program objectives:

    Create conditions for free experimentation with artistic materials and tools.

    Develop the artistic abilities of children, taking into account their individual features. To provide each child with the opportunity to actively, independently manifest and experience the joy of creative creation.

    To help children acquire freedom of action and creativity, mastering different ways of depicting objects.

The novelty of the program is: in integration different types visual activity based on the principle of interconnection of generalized ideas (intellectual component) and generalized methods of action (operational component) to ensure optimal conditions for the full development of children's artistic and aesthetic abilities in accordance with their age and individual capabilities.

Pedagogical expediency of the program consists in the formation of the main personality traits:

    activity,

    independence,

    diligence.

When developing the program, general pedagogical principles were taken into account, due to the unity of the educational space:

    the principle of seasonality: building the educational content of the program, taking into account the natural and climatic conditions of our area;

    principle of systematicity and sequence: setting goals aesthetic education and the development of children in the logic “from simple to complex”, “from close to distant”, “from well-known to little-known”;

    the principle of the developing nature of art education;

    principle of interest: building a program based on the interests of children.

The work program for additional education was developed on the basis of methodological manual T. N. Yakovleva "Plasticine painting".

An additional educational program has been developed for children of the senior group No. 1. The age of children is 5-6 years.

The duration of the program is 1 year.

Classes in the circle are held once a week, on the 2nd and 4th week of each month, on TuesdaysIIhalf a day. The duration of the lessons is 25 minutes.

Expected results of the program implementation:

By the end of the year, the children of the senior group:

    develop attention, imagination, fine motor skills, eye, artistic taste, creativity and fantasy;

    master the skills of cultural labor;

    improve their communication skills and acquire teamwork skills;

    learn to follow oral instructions, create individual and collective creative works using different visual techniques.

Summing up forms implementation of the additional educational program "Plasticine Painting" are thematic exhibitions of children's creativity by season, once a quarter:

- "Autumn motives";

- "Winter fantasies";

- "Spring Miracles";

Diagnostics of the artistic abilities of children at the beginning (September) and the end of the school year (May).

Methodological support of the Work program for additional education in the circle

"Plasticine painting" in the senior group for the 2015-2016 academic year

№ p/n

Topic

Conduct form

Methods and techniques of organization

Program content

Equipment

the date

holding

"Clouds"

Game-occupation

1. Reading and conversation on the story "The Tale of Plasticine."

2. Riddles about clouds.

3. Observation of the clouds.

4. Listening to fragments of musical works.

5.Step-by-step execution of work.

6. Creation of a composition.

7.D / and "A ball in the clouds"

Introduce the concepts of "plasticine painting", "landscape", "perspective and "horizon line". Learn to convey the sensations of mobility and lightness of clouds by smoothing and smearing plasticine with a stack. Consolidate the ability to work in a team. Develop observation, interest in the environment, fine motor skills fingers.Cultivate accuracy.

Plasticine, stacks, cardboard, musical accompaniment.

"Yellow Leaves Fly"

Game-occupation

1.D / and “From which tree is the leaf?”.

2.Listening to music. works by S. Prokofiev "Autumn Fairy".

3. Reading a poem about autumn.

4. Consideration of illustrations made in the technique of plasticine painting.

5. Pachilchikovy gymnastics "Maple leaves".

To teach children with the help of color in plasticine painting to convey their mood to the objects of nature. To consolidate the ability to use plasticine of different colors in work, to work in stacks. Develop fine motor skills of the fingers. To cultivate the ability to bring the work started to the end.

Silhouettes of leaves of different trees, soft colored plasticine, stacks, boards, musical accompaniment.

"Favorite Bird"

Game-occupation

1. Guessing riddles about birds.

2. Considering photos and postcards depicting birds.

3. Performing birds in different poses in compliance with proportions.

4. Finger gymnastics "Whistles".

To acquaint children with the art form - animalistics. To teach constructive modeling methods, performing birds in different poses, observing proportions. Develop fine motor skills of the fingers. Cultivate a caring attitude towards our smaller brothers.

Photos, postcards with the image of birds, cardboard, colored plasticine, stacks, thread No. 10, soft cloth, boards.

"Rowan branch"

Game-occupation

1. Examination from nature of a rowan branch.

2. Acquaintance with bas-relief and high relief.

3. Demonstration of methods for performing bas-relief and high relief.

4. Doing work.

Get to know the bas-relief. To teach children to use expressive means, to use suitable material, achieving similarities with a rowan branch, to arrange the details compositionally. Develop fine motor skills of the fingers. Develop a desire to see things through to the end.

Colored cardboard, soft colored plasticine, plank, stacks, soft cloth.

"Happy Holidays!"

Game-occupation

1. Consideration of postcards on the New Year theme.

2. Conversation.

3. Making a postcard on thick paper folded in half.

4. Exercise for the hands with stacks of different shapes.

To acquaint with the type of graphics - a postcard. To teach children to independently invent and embody a plot that reflects the winter New Year theme in a postcard. Develop fine motor skills of the fingers. Cultivate initiative, independence in the performance of work.

Thick paper folded in half (in the form of a postcard), colored plasticine, stacks.

"Skier"

Game-occupation

1. Consideration of a reproduction of a painting by K.F. Yuon "The end of winter. Noon".

2. Conversation on the picture.

3. Doing work.

To learn to draw a person schematically in dynamics, to sculpt sportswear in a bas-relief way, to perform a color scheme, to develop fine motor skills of the fingers.

Reproduction of a painting by K.F. Yuon "The end of winter. Noon”, diagrams of a person in different postures, movements.

"Fairy tale hut"

Game-occupation

1. Consideration of illustrations for fairy tales, folklore by artists V.M. Konashevich, Yu.A. Vasnetsov and others.

2. Conversation.

3. Finger gymnastics "Brothers-fingers".

4. Collective performance of work.

To teach children to depict the difference between ice and bast houses. Strengthen the ability to depict a conceived plot from memory. Develop fine motor skills of the fingers. Cultivate interest in the visual arts.

A4 cardboard with slots, soft colored plasticine, scissors for cutting out the silhouettes of houses, a soft cloth.

"Headwear Decoration"

Game-occupation

1. Consideration of illustrations of Russian folk costumes in books, magazines.

2. Conversation.

3. sorting out large beads, drawing up a pattern.

4. Modeling from plasticine patterns.

5. Outplaying.

To acquaint with the Russian folk costume and headdress, elements of its decoration, colors. Develop imagination, a sense of color and shape, fine motor skills of the fingers. Strengthen the technical skills of modeling. Raise interest in Russian antiquity.

Headwear shapes (cardboard), simple pencil, soft colored plasticine, stacks, soft cloth, illustrations of Russian folk costumes and headwear.

"Flowers for Mom"

Game-occupation

1.Reviewing illustrations, photos with different colors.

3. Conversation.

4. Repetition of the rules for the compositional construction of the work, the rules for obtaining different colors by mixing pieces of plasticine.

5. Creation of a bouquet composition.

Develop emotional responsiveness, fine motor skills of the fingers. Learn to use different ways of drawing and sculpting flowers on a silhouette, make a sketch with a pencil. To consolidate the ability to create a composition of a bouquet. Cultivate a desire to please mom.

Flower templates, a simple pencil, soft colored plasticine, a soft cloth board.

"Fantastic Bird"

Game-occupation

1. Consideration of illustrations for R.Sc. "Finist-clear falcon"

2. Conversation about the manner of execution of the drawing by the artist.

3. Doing work.

4. Exercise for hands with stacks.

Learn to apply the image on cardboard and cut out the silhouette. Strengthen the ability to compose an image from parts. Develop fine motor skills of the fingers. Cultivate love for r.n. With.

Soft colored plasticine, stacks of various shapes, soft cardboard silhouettes, book: Suteev V.G. Tales in pictures. M., 2002.

"Spaceship in space"

Game-occupation

1. Consideration of illustrations about space.

2. Creation of a cosmic landscape on paper according to one's own design (by moldings, bas-relief method) to musical accompaniment.

3. Physical education minute "I will fly into space."

Learn to portray spaceship, combining simple geometric figures. Develop creativity, imagination, fantasy, fine motor skills of fingers. Cultivate interest in creativity

Tinted cardboard (15x30 cm), soft colored plasticine, stacks, trays, soft cloth, audio recording "Space flight".

"Easter Egg"

Game-occupation

1. Reading literature about the Easter holiday.

2. Considered painted Easter eggs ("Easter eggs").

3. A conversation about beauty, elegance, decorativeness, plot.

4. Decoration of Easter eggs.

5. Russian folk game "Roll the egg."

Learn to decorate an Easter egg using the technique of plasticine painting. Develop fine motor skills of the fingers. Strengthen technical skills and abilities. Cultivate accuracy, independence.

Testicle (shape), soft colored plasticine, stacks, testicle stand, tray, soft cloth.

"Butterflies, beetles fly in the meadow"

Game-occupation

1. Consideration of illustrations, photos, videos with insects.

2. A conversation about the similarities and differences in the structure of insects.

3. Riddles about insects.

4.D / and "Insects".

5. Performing the composition "In the Meadow".

6.D / and "Fly - Tsokotukha birthday girl."

To teach children to depict butterflies and beetles fluttering over a meadow. Develop fine motor skills of the fingers. Fix the characteristic features of insects. Cultivate a caring attitude towards our smaller brothers.

Cardboard, colored plasticine, stacks, thread No. 10, plank, scarf, soft cloth.

"In the Land of the Rainbow"

Game-occupation

1. Riddles about the rainbow.

2. Reading a poem by T. Sharygina "Rainbow".

3. consideration of a reproduction of a painting by G.G. Nissky "Rainbow".

4. Conversation about the artistic originality of the picture.

5.Reading will take about the rainbow with movements.

6. Create a drawing.

Learn to draw a rainbow in the desired color sequence. Fix the technique of stretching the plasticine with your finger and smoothing it, without going beyond the contour line. Develop fine motor skills of the fingers. Cultivate accuracy.

Reproduction of the painting by G. G. Nissky "Rainbow", A4 size cardboard with soft colored plasticine, stacks, soft cloth, board, tray.

"Hello summer!"

Game-occupation

1. Admiring flowers.

2. Reading poems about flowers.

3. Exercise - plastic "Flowers".

4. Creation of a flower arrangement with color spots and moldings.

Develop observation, fine motor skills of the fingers. To learn to depict flowers using the technique of plasticine painting, performing a top view, To contribute to the formation of emotional responsiveness. Cultivate love for the beauty of nature. develop

Cardboard sheet 15x20 cm, soft colored plasticine, stacks, soft cloth.

"Flowers in the Meadow"

Game-occupation

1.Viewing a presentation about animate and inanimate nature.

2. Conversation on the content of the presentations.

3. Plastic study "Flowers in the Meadow".

4. Listening to the work of P.I. Tchaikovsky "Snowdrop".

5. Finger gymnastics "Flowers".

6. Performance of work.

To improve the aesthetic vision of the beauty of the surrounding nature. Learn to comprehend your impressions, expressing them through plasticine painting. Develop fine motor skills of fingers. Cultivate love for the nature of the native land.

Presentations about animate and inanimate nature, audio recording (P.I. Tchaikovsky "Snowdrop"), colored plasticine, stacks, silhouettes of flowers, cardboard.

Bibliography

    Colored landscapes. We draw all year round(ed. Kazakova T.G.) // We grow and develop. M; 2003

    Avsiyan O.A. Nature and drawing according to representation. M; 1985

    Chistyakova M.I. Psychogymnastics. M;1990

    Mitrokhovich T.I. The use of bas-relief modeling in working with children // Educator DOU.2008. #1

    Volobuev A.T. 500 riddles and poems about animals for children. M; 2009.

    Yakovleva T.N. Plasticine painting. M; 2010

    Gribovskaya A.A. Classes in visual activity: collective creativity. M; 2009

    Bruckner Yu.; Mederake I. Music therapy for children. M; 2004

    Trouble G.V. Painting. M; 1986.

Application No. 1

"Criteria for assessing children's mastery of manual labor skills"

p/n

Surname Name of children

Manual labor

Communication skills

Manual skills

Level of development of the program

Communication

Planning

Evaluation

Skills

Creation

1

2

3

4

5

6

7

8

9

10

Levels

High

Average

Short

Level scale:

0-6 low

7-11 medium

12-15 high

Chapter

Points

Criteria for evaluation

Communication

Easily communicates in a team, possesses the skills of polite behavior

Little help is required from the teacher in cooperation with children, the desire to communicate with peers.

Rebѐ nok is not proactive in communication: support and stimulation of activity from an adult is necessary.

Planning

He knows how to plan and reveal the topic together with his peers, find ways to solve problems, and is kind to the opinions of others.

Builds a variety of new ideas: individually approaches creative ideas, but does not perceive the opinions of others.

Does not know how to find ways to solve problems without the help of an adult.

Evaluation

Able to adequately assess the work. Understands the inadmissibility of indifference (the result of work depends on the quality of work of each child).

Knows how to see the positive work of peers, but highlight only his own work.

Does not know how to evaluate and compare the final result.

Manual labor skills

Easily learns new techniques, masters the skills of working with various materials.

Has difficulty working with various materials.

Performs the work of the same type, uses the material unconsciously.

Creation

He treats the task with creative imagination, the work is distinguished by originality.

Little help is required from the educator in striving for the most complete disclosure of the plan.

It does not strive for the full disclosure of the idea, support and stimulation of activity from an adult is necessary.

Municipal preschool educational institution

"Kindergarten No. 1 r.p. Tatishchevo, Tatishchevsky municipal district

Saratov region"

Magazine

accounting for the work of the circle "Plasticine painting"

in the system of additional education for children

senior group number 1

2014 - 2015

Circle work schedule

Tuesday (II – IVweek of the month)………………..15.40 – 16.05

Circle leader: educatorIqualification category Yunina Svetlana Yurievna

Accounting for attendance by children of the senior group No. 1

mug "Plasticine painting"

p/n

Surname, name of the child

Period

September

October

november

December

January

February

March

April

May

Gainashova Alina

Ermalaeva Luda

Zvyagintseva Vera

Kuzmina Lena

Maslova Katya

Nefedova Angela

Ramaldanov Sultan

Uchaeva Anya

Turcan Maxim

Yakunina Polina

Work mug:

the date

Topic

Qty

classes

Manager's signature

mob_info