We have all been familiar with construction sets since childhood: different materials, colors and sizes allowed us to create entire universes and could captivate us for the whole day. Modern parents have already experienced the Lego era as children and remember how a new set was the most desired gift, and nothing could distract them from the construction process. Children today are also easily drawn to creating Lego models, and the new sets offer much greater opportunities for creativity. Let's figure out whether construction sets are beneficial for the development of children using the example of the most popular of them - Lego.
The process of playing the constructor
It should be noted that any designer is first and foremost a tool. And like any tool, it can be used in different ways. If we analyze the ways of playing Lego, we can highlight the following:
- The child independently constructs a model according to the proposed scheme,
- The child embodies his own ideas for models,
- Several children independently construct models and participate in a common game,
- A child or group of children constructs models with the participation of parents or teachers.
All these processes, although outwardly similar, will literally be different activities for the child, since in some conditions he will more actively develop creative thinking, in others the emphasis will be on the development of communication skills, and in some games, logical thinking will be primarily developed.
The benefits of playing with construction kits for a child’s development largely depend on how the process of this game is organized. By changing the conditions and rules of the game, we can gently guide the child’s development in the right direction: a constructor can instill perseverance and accuracy in a noisy fidget, while a shy child can find an excellent reason to communicate with peers.
Project “LEGO construction and robotics in preschool educational institutions”
Angelina Biktasheva
Project “LEGO construction and robotics in preschool educational institutions”
Author: Biktasheva A. S.
Content
Relevance of the project….…3
Goals and objectives of the project...5
Statement and justification of the problem of an innovative project. …. 6
Contents of teaching activities…. 7
Stages of project implementation….…. 10
Conclusion….12
List of used literature... 14
Appendix...15
Relevance of the project:
Of course, the state and modern society have an urgent need for highly qualified specialists with high intellectual capabilities. Therefore, it is so important, starting from preschool age, to form and develop technical inquisitiveness of thinking, an analytical mind, and to develop personality qualities designated by federal state educational standards.
Psychological and pedagogical research (L. S. Vygotsky, A. V. Zaporozhets, L. A. Venger, N. N. Poddyakov, L. A. Paramonova, etc.) show that the most effective way to develop children’s aptitude for technical creativity, the emergence of a creative personality in the technical field is the practical study, design and production of technical objects, the independent creation by children of technical objects that have signs of usefulness or subjective novelty, the development of which occurs in the process of specially organized training.
The opportunities of preschool age in the development of technical creativity are currently underutilized. Training and development in preschool educational institutions can be implemented in an educational environment with the help of LEGO constructors and robotics.
In addition, the relevance of Lego technology and robotics is significant in light of the implementation of the Federal State Educational Standard, since:
• are an excellent tool for the intellectual development of preschool children, ensuring the integration of educational areas (Speech, Cognitive and Social-communicative development);
• allow the teacher to combine education, upbringing and development of preschoolers in the game mode (learning and learning in the game);
• form cognitive activity, contributes to the education of a socially active personality, develops communication and co-creation skills;
• combine play with research and experimental activities, provide the child with the opportunity to experiment and create his own world, where there are no boundaries.
Today, LEGO constructors are actively used
pupils in our kindergarten in play activities. The idea is to make LEGO construction a guided process, to expand the content of the design activities of preschoolers, through the introduction
designers of the new generation, as well as attracting parents to joint technical creativity formed the basis of our innovative project.
Project goals and objectives
Objective of the project:
introduction of LEGO construction and robotics into the educational process of preschool educational institutions.
Project objectives:
to ensure the targeted use of LEGO constructs in the educational process of kindergarten:
• Organize targeted work on the use of LEGO construction kits in preschool educational institutions (once a month);
• Develop and test an additional technical educational program “LEGO CONSTRUCTOR” using programmable LEGO construction sets for children of senior preschool age;
• Create a Lego center;
• Increase the educational level of teachers by teaching LEGO technology.
• Increase parents' interest in LEGO construction by organizing active forms of work with parents and children.
• Develop a mechanism for introducing LEGO construction and robotics as an additional paid service.
Novelty of the project
is to adapt new generation construction sets: Lego Wedo, programmable construction sets into the educational process of preschool educational institutions for children of senior preschool age.
Statement and justification of the problem of an innovative project
In the actual practice of preschool educational institutions, there is an acute need to organize work to arouse interest in technical creativity and initial technical skills. However, the lack of necessary conditions in kindergarten does not allow this problem to be fully solved. An analysis of the institution’s work made it possible to identify contradictions that formed the basis for this project, in particular the contradictions between:
• The requirements of the Federal State Educational Standard, which indicate the active use of constructive activities with preschoolers, as activities that contribute to the development of children's research and creative activity and the insufficient equipment of the kindergarten with LEGO constructors;
• The need to create an innovative subject-development environment in preschool educational institutions, including one that promotes the formation of initial technical skills in preschoolers and the lack of a program for working with children with new generation construction sets;
• Increasing demands on the quality of a teacher’s work and insufficient understanding by teachers of the influence of LEGO technologies on the personality development of preschool children;
Conclusion:
The identified contradictions indicate the need and possibility of introducing LEGO - construction and robotics in the educational process of kindergarten, which will create favorable conditions for introducing preschoolers to technical creativity and the formation of initial technical skills.
Contents of teaching activities.
The main idea of the project is to implement a broader and deeper content of educational activities in kindergarten using LEGO constructors.
The implementation of the project idea using LEGO technology takes place in several directions.
1st direction:
As part of the mandatory part of the general education program of the preschool educational institution, it is assumed that direct educational activities will be carried out using LEGO constructors, starting from early preschool age (age category from 3 to years). The consistency and direction of this process is ensured by the inclusion of LEGO construction in the regulations of the educational activities of the kindergarten; it is implemented within the educational area “Cognition”, section “Design”, based on the methodological developments of M. S. Ishmakova “Design in preschool education under the conditions of the introduction of the Federal State Educational Standard” .
LEGO construction begins at the age of three: children in the second junior groups are offered the LEGO DUPLO construction set. Children get acquainted with the main parts of the LEGO DUPLO construction set, methods of fastening bricks, and children develop the ability to correlate the results of their own actions in constructing an object with a model.
In the middle group (from 4 to 5 years old), children consolidate their skills in working with LEGO constructors, on the basis of which they develop new ones. At this age, preschoolers learn not only to work according to a plan, but also to independently determine the stages of future construction and learn to analyze it. A form of work is added - this is design by design. Children experiment freely with building materials.
In the older group (from 5 to 6 years old), constructive creativity is distinguished by its content and technical diversity; preschoolers are able not only to select parts, but also to create structures according to a model, diagram, drawing and their own design.
In the preparatory group (from 6 to 8 years old), developing the ability to plan your own construction using LEGO construction sets becomes a priority. Particular attention is paid to the development of children's creative imagination: children construct from their imagination on the proposed topic and conditions. Thus, buildings become more diverse and dynamic.
Construction is one of the favorite types of children's activities. A distinctive feature of such activities is independence and creativity. As a rule, construction ends with play activity. Children use LEGO-created buildings in role-playing games, theatrical games, and use LEGO elements in didactic games and exercises, in preparation for learning to read and write, and familiarization with the world around them. So, sequentially, step by step, in the form of a variety of playful, integrated, thematic activities, children develop their design skills, children develop the ability to use diagrams, instructions, drawings, develop logical thinking, and communication skills.
Direction 2: – the expansion and deepening of the content of design activities of senior preschool children is being implemented through the use of programmable construction sets of the new generation LEGO-WеDо as part of the additional educational program of the technical circle “LEGO CONSTRUCTOR”. Group composition: 8-10 people. The formation of the group occurs at the request of the students and is stable. Age category: from 5 to 7 years. The content of educational activities involves 2 stages of training:
Stage 1 - “Beginner” for children 5-6 years old. Children get acquainted with the unique possibilities of modeling buildings in the LEGO-WeDo program. The organization of educational activities, at this stage, is built in individual and subgroup forms of work with children;
Level 2 - “Robotechnician” (age category: from 6 to 7 years) involves mastering LEGO - construction using robotic construction sets: LEGO-WeDO, ROBO-KIDS; Designers of this type are intended to begin the formation of a holistic understanding of the world of technology, the structure of structures, mechanisms and machines, and their place in the surrounding world among students of preparatory groups. The implementation of this course allows you to expand and deepen the technical knowledge and skills of preschoolers, stimulate interest and curiosity in technical creativity, the ability to investigate a problem, analyze available resources, and put forward hypotheses. At this stage of work, it is planned to organize joint project activities and actively involve parents in technical creativity.
Direction 3 - involves the active training of teachers in LEGO technology, both through course preparation and the organization of training workshops, master classes, open classes, etc.
And also the opening of a LEGO center. LEGO - center is a kindergarten educational room, equipped with educational robotic construction kits for assembling a robot by young children without computer programming skills (to bring the robot to life, special cards are used, with the help of which the robot is programmed.
Office zoning involves:
The first part is for the teacher-organizer, where you can store methodological literature, plans for working with children, and the necessary material for classes; teacher's desk.
In the second part (along the perimeter of the office) there are shelves for containers with construction sets.
In the third part (center of the office) - for joint activities with children and parents. Interactive whiteboard and computer for demonstrating video material, technological process, mastering the basics of programming.
Project implementation stages:
The first stage (preparatory: September - December 2015) - study of the possibilities of introducing educational robotics into the educational process of preschool educational institutions, analysis of existing conditions, development of an innovative project, formation of a program of experimental activities, organization of initial material and technical support for the LEGO Center.
The second stage (implementation: January-April 2021) is the practical implementation of experimental activities: organizing the work of the LEGO Center, summarizing and analyzing the intermediate results of the experiment; carrying out adjustments to the program of experimental activities, resolving organizational issues for the wider use of the capabilities of the LEGO Center in the educational process with preschoolers: implementation of child-parent projects, master classes on working with children, parents, teachers; identifying and eliminating problems that arise during the work process;
The third stage (summarizing: May – August 2021) – systematization and generalization of the results obtained, their statistical processing; presentation of the results obtained.
Necessary resources used in the project:
• Kindergarten students;
• Kindergarten teachers;
• Parents of pupils;
• LEGO – a center equipped with new generation construction sets.
Assessment methods
• Monitoring at each stage of the experiment, which includes research into the technical creativity of students,
• Interest of preschool children in design, activity in design activities, participation and interest of parents in joint creative activities,
• The equipment of the LEGO center will allow us to determine the quality of the achieved results of experimental activities, determine the effectiveness and efficiency of the work, identify difficulties and problems, which will generally ensure a positive result of the experiment.
But when implementing this project, like any other experimental activity, you can foresee some risks that you should pay attention to:
1. Insufficient opportunity to demonstrate personal achievements in the field of LEGO construction (robotics festivals only for school-age children) will not satisfy the needs of students.
2. Inconsistency between the content of the educational program and the needs and interests of preschool children may lead to reluctance to engage in the proposed activity.
3. The lack of partnerships with parents can lead to parents’ disinterest in joint creative projects.
Methods for eliminating risks.
1. Search for potential project partners, establishing networking in the direction of technical creativity of students, suggesting further training in this direction and joint creative projects;
2. Intensifying parents’ activities on the problem through active forms of interaction, systematically informing about the success of preschoolers, expressing timely gratitude (letters of gratitude, information at stands, the preschool educational institution website, etc.);
Conclusion:
As a result of successful implementation of the project, it is planned to achieve the following results:
1. Creation of new conditions for training and development in preschool educational institutions
preschoolers, through the organization of a targeted educational process using Lego construction, as part of the implementation of the main part of the kindergarten educational program.
2. Expressed activity of parents in joint educational activities with children to introduce them to technical creativity;
3. Introduction of an additional paid service in preschool educational institutions for technical design.
As a result of summarizing the work on the project, it is expected to obtain the following products that can be used in the work of preschool institutions and institutions of additional education:
1. A program of additional education in design using Lego constructors (with applications of long-term thematic planning for 2 age groups; a number of lesson notes);
2. Experimental activity program;
3. Model of the Lego center (with methodological recommendations for organizing work in the Lego center: rules of work in the Lego center, a diagram-algorithm for working with Lego constructors, technological maps for assembling design models, a preschooler’s workbook on educational robotics (for 6-7 years) ;
4. Joint parent-child projects, master classes.
The implementation of the project is significant for the development of the education system, as it contributes to:
• Ensuring work within the framework of the Federal State Educational Standard;
• Formation of the image of a children's educational institution;
• Parents' satisfaction with the educational services of the preschool educational institution;
Development prospects
Solving the tasks set in the project will make it possible to organize conditions in the kindergarten that will facilitate the organization of creative productive activities of preschoolers based on LEGO construction and robotics in the educational process, which will allow the development of initial technical skills at the stage of preschool childhood. As a result, conditions are created not only for expanding the boundaries of a child’s socialization in society, intensifying cognitive activity, and demonstrating one’s successes, but also laying the foundations for career guidance work aimed at promoting engineering and technical professions.
Possibility of using the project.
The project is addressed to teachers of preschool educational institutions, teachers of additional education as part of the implementation of the Federal State Educational Standard for Preschool Education and all interested parties.
List of used literature:
1. E. V. Feshina “Lego - construction in kindergarten” - M.: Tvorcheskiy, 2012.
2. A. Bedford “The Big Book of LEGO” - Mann, Ivanov and Ferber, 2014
3. M. S. Ishmakova “Design in preschool education under the conditions of the introduction of the Federal State Educational Standard” - IPC Mask, 2013.
4. O. V. Dybina, We create, change, transform / O. V. Dybina. – M.: Creative, 2002.
5. L. G. Komarova, We build from Lego / L. G. Komarova. – M.: Mosaika-Sintez, 2006.
6. L. V. Kutsakova, Design and artistic work in kindergarten / L. V. Kutsakova. – M.: Creative, 2005.
What are the benefits of Lego constructors for a child?
Undoubtedly, construction contributes to the development of children, so let’s figure out in which areas children’s development comes first.
Lego helps develop fine motor skills
Connecting and disconnecting parts of different sizes and shapes requires efforts from the child that vary in direction, strength and duration, thereby perfectly training the hand, preparing it for writing, and also contributing to the development of the baby’s thinking.
Lego develops creativity and out-of-the-box thinking
By inventing their own models, children learn to combine parts of different shapes, colors and sizes. By playing with Lego on their own, kids can create a variety of models, from a farmer's house to an alien spaceship. At the same time, children have almost no restrictions on the type and design of models, which means they have no fear of doing something wrong. It is these conditions that create the atmosphere for the development of imagination and creativity.
Lego develops attention, planning and problem solving skills
By creating models, children learn to plan their activities, find and solve problems, and develop voluntary attention. When creating a model according to instructions, the child learns to read diagrams, break the task into steps and monitor their implementation. When faced with a problem, the child has to double-check the previous steps and analyze where the mistake was made. All these skills will be useful to your child more than once at school and in adulthood.
Lego develops spatial and logical thinking
By creating models independently and according to a diagram, as well as with the participation of adults, the baby gradually becomes familiar with the concepts of color, size, shape, symmetry and balance and constantly has the opportunity to use this knowledge: the designer will stand only if it has legs of the same length, two small blocks can be replaced by one large one; the small base area makes the structure unstable. All these and many other discoveries allow the child to lay a solid foundation for subsequent learning in mathematics and physics, and also forms cognitive motivation.
Lego promotes child speech development
By playing with a construction set in the company of peers or an adult, a child learns to explain his ideas, describe the construction process and the difficulties encountered along the way. The child’s vocabulary is expanded by discussing models: for example, the child discovers that the front of the car has a hood, the place where gasoline is poured is called the fuel tank, and the driver can put things in the trunk. Using different stories and a strong desire to share his ideas, the child, without noticing it, begins to use more and more new words and expressions.
Lego develops teamwork skills
Letting your little one play with building blocks with other children gives him the opportunity to improve his teamwork skills. If there is to be a joint design, you must first decide what it will be, a rocket, a spaceship or a racing car. By creating models together, children learn leadership and cooperation, assign roles and use different ideas to create more interesting games. Kids learn to subordinate their actions to a common idea, create and accept the rules of the game, explain their ideas, assign roles, set aside their opinions and accept amendments to the original plan.
The ability to organize interesting teamwork with the help of construction toys even prompted American psychologists to introduce a new direction of therapy, called Lego therapy, designed to help children with communication difficulties learn to interact with peers. During Lego therapy, children create models with the support of a child psychologist who helps children set goals, assign roles and achieve results together.
Lego develops determination and strengthens a child's self-esteem
When playing with Lego, children tend to build more and more complex structures. Such models require not only developed planning skills, but determination to achieve the goal. When encountering difficulties, a child can rebuild the model almost from scratch, but the reward in the form of a result will not be long in coming. The Lego set is designed in such a way that external factors have almost no effect on the final result - the parts rarely break and always fit together. Thanks to this, the child always gets results in accordance with the efforts made, which has a positive effect on his self-esteem.
Playing with construction sets has a positive impact on the development of a child’s physical, intellectual and communication abilities. Different ways of organizing the game allow you to pay attention to different areas of the child’s development: teamwork develops the child’s communication skills, creating a complex model develops patience and perseverance, step-by-step construction develops the child’s ability to plan and organize independent activities.
Lightweight construction project “Our Beloved City”
Lightweight construction project “Our Beloved City”
Relevance.
A LEGO constructor opens up a new world for a child, providing an opportunity in the process of work to acquire such social qualities as curiosity, activity, independence, responsibility, mutual understanding, skills of productive cooperation, increasing self-esteem through the awareness of “I can do it, I can”, a positive attitude, emotional and muscle tension. The ability to use instructions and drawings, diagrams is developed, and logical, design thinking is formed. During educational activities, children become builders, architects and creators; while playing, they come up with and implement their ideas.
This project is relevant because it reveals the world of technology to older preschoolers. LEGO building, more than other activities, sets the stage for the development of children's technical abilities. LEGO construction combines elements of play with experimentation, and therefore activates the mental and verbal activity of preschool children, develops design abilities and technical thinking, imagination and communication skills, promotes interpretation and self-expression, broadens horizons, and allows one to raise the development of cognitive activity to a higher level. preschoolers, and this is one of the components of the success of their further education at school.
Objective of the project:
The development of technical creativity and the formation of scientific and technical orientation in children of senior preschool age using the Lego constructor.
Project objectives:
To give children knowledge about their hometown and its history, to develop a caring attitude towards it, its sights, and cultural values.
Introduce the names of those who founded and glorified the city.
Develop children's coherent speech; enrich and activate children’s vocabulary, teach them to think freely and fantasize;
To promote love for one’s hometown, region, the ability to see beauty and be proud of it.
To form primary ideas about design and robotics, its significance in human life;
Project topic
: “Our beloved city”
Project duration
: short-term
Project Manager
: teacher of the highest qualification category Marushkina Alena Viktorovna
Project participants
: older children, parents, teacher.
Project product
: Exhibition of handicrafts, production of a travel folder with poems and riddles, exhibition of joint works of children and parents.
Expected results:
Enriched and systematized children's knowledge about the city.
Formation of sustainable interest in the study of this problem.
Alternative opinion
There are teachers who criticize various aspects of playing with Lego: strict geometric shapes, limited expression of imagination when playing with modern sets, the formation of simplified ideas about objects. Let's figure out whether there is a real danger in playing with construction sets.
Speaking about simplification, it should be noted that you need to choose a construction set and the rules of playing with it in accordance with the age of the child. Any toy will contribute to the development of a child only if the child does not succeed in everything the first time. Sometimes kids themselves try to create more and more complex models; sometimes a timely question asked by an adult can help. Children grow out of their toys, and this is a sign of their development, and Lego allows you to increase complexity by purchasing new sets or changing the goals of the game.
Speaking about limiting the possibilities for expressing imagination, it is necessary to mention that today the choice of designers is quite wide. Some kits are really more suited to building a specific pattern, while more general kits offer more scope for creativity, and mixing different kits can lead to very creative solutions. Paying attention to your child's needs allows you to choose the set that best suits your child.
Critics often mention the unrealistic shapes in Lego sets. Indeed, if a child plays only with Lego all his life, he may not recognize a cat in a living cat. Fortunately, in reality, a child encounters a huge number of images of varying detail, which, on the contrary, enriches the child’s understanding of the variety of objects and phenomena of this world.
The Lego constructor, used consciously by parents, has many advantages, and the disadvantages are often associated not with the set itself, but with the ways of its use and the inadequacy of the child’s age. A construction set cannot replace all of a child’s other toys, but its rational use has a positive impact on the baby’s development.
Unconventional ideas
The versatility of the construction set's elements allows it to go beyond the playing area. There are many non-standard ideas for using Lego for the development and organization of children's leisure time.
Lego household items
Armed with a search engine, you can find many ideas for creating night lights, key holders, bird feeders and pencil holders from Lego. Together with your child, you can create a gift project for relatives, make a glass for storing pencils according to your own design, or use your imagination to solve the current problem of organizing space at home.
Using a construction set for such purposes has a number of advantages: it is difficult to break, a child can easily correct any mistakes on his own, the item can be disassembled at any time, and the construction set itself does not get dirty and does not require special storage conditions.
Constructors in training
Recently, more and more teachers are using construction sets as visual material when teaching writing and reading, developing the child’s thinking, memory and attention. Addition and subtraction, multiplication and division are explained more easily when using blocks of different sizes. The letters printed on the blocks make learning to read a truly entertaining process. Working with the constructor, the child connects physical activity to the learning process, which makes this process much more effective and interesting. Here is one example of educational games made from Lego:
Creating new tasks is limited only by your imagination, and new ideas can always be gleaned from teachers and parents whose approaches you trust.
Construction sets can become not only an excellent toy, but also educational and creative material for preschoolers and primary schoolchildren. Varying ideas and elements creates almost unlimited possibilities for organizing educational activities for children.
Project "Lego construction and robotics" in the preparatory group
Bibliographic description:
Basanets, L. A. Project “Lego construction and robotics” in the preparatory group / L. A. Basanets, Yu. O. Stepanenko. — Text: direct // Questions of preschool pedagogy. — 2021. — No. 6.1 (23.1). — P. 3-5. — URL: https://moluch.ru/th/1/archive/128/4242/ (access date: 11/21/2021).
Project type: educational and gaming
Project duration: long-term (September - May)
Project participants: preparatory group children, teachers, parents.
Relevance of the project
Construction is one of the most popular and common types of development of fine motor skills, as well as speech, thinking, imagination, attention, memory, and intelligence in children. This project is relevant because it opens up the world of technology and design for older preschoolers. In addition, children become familiar with spatial indicators such as symmetry and asymmetry.
A modern child strives to understand the environment; he is interested in everything unknown, the structure of the world, the past and the future. He asks a lot, reasons, expresses his guesses, thinks and offers his own ways to solve existing problem situations. But not every adult knows and realizes that children play in order to learn to master the objects around them, that is, to acquire skills, knowledge and skills. LEGO building, more than other activities, prepares preschoolers for the ability and development of technical skills. The use of LEGO construction sets is an excellent tool for the intellectual development of preschool children, ensuring the integration of various types of activities. The program is integrated in nature and is based on an activity-based approach to learning. Working with LEGO constructors promotes the development of spatial thinking, since three-dimensional design is much more difficult than laying out any models on a plane. At the same time, the child pays attention not only to the general appearance of the future structure, but also to every detail of it.
Formulation of the problem
Nowadays there is an acute problem of organizing work to intensify cognitive interest in technical creativity and the formation of initial technical skills. When solving this problem, teachers are faced with the lack of necessary special conditions in the institution for the development of design and robotics. Therefore, the need to introduce LEGO construction and robotics into the educational process of kindergarten makes it possible to create favorable conditions for introducing preschoolers to scientific and technical creativity through LEGO construction and robotics and the formation of initial technical skills.
The goal of the project: to introduce preschoolers to children's scientific and technical creativity through LEGO construction and robotics.
Project objectives:
– to develop skills and abilities in LEGO construction, to facilitate the acquisition of initial experience in solving design problems;
– promote the development of cognitive interest in LEGO construction and robotics;
– develop visual perception, logical thinking, working memory, fine motor skills, spatial orientation.
Methods and forms of work:
– accessibility and visibility;
– consistency and systematicity of training and education;
– taking into account the age and individual characteristics of children.
When working with families, the following forms of work are used:
– participation of parents in enriching the subject-development environment;
– familiarizing parents with the meaning and possibilities of Lego construction;
– instilling the traditions of Lego construction in family pedagogy.
Expected results:
Children will learn:
– build positive self-esteem and self-confidence through creating a situation of success in the classroom;
– develop logical thinking and creative abilities;
– enrich the lexical vocabulary of preschoolers, including technical vocabulary;
– develop attention and patience, calmly experience failures and be persistent on the path to the goal.
Event schedule:
| date | weeks | Work with children | Working with parents | Improving the subject-development environment |
| September | 1. | D/game “Colorful trailers” D/exercise "Find by touch" | Parent meeting “Introduction to Lego Design” | Making children's robots from Lego constructors |
| 2. | D/exercise "Wonderful bag" D/game “Colored lanterns” | |||
| 3 | D/exercise "What changed?" D/game “Yes-no” | |||
| 4 | D/game “On the contrary” D/exercise “Collecting and counting” | |||
| October | 1 | D/game “Colored rugs” D/exercise "Make a whole from parts" | ||
| 2 | D/exercise "Traffic light" D/game “Name and Build” | |||
| 3 | D/exercise "Lego gifts" D/game “Don’t take the last die” | |||
| 4 | D/game “Merry little engine” D/exercise "Remember the location" | |||
| November | 1 | D/game “Fish, Beast, Bird” D/exercise “Assemble the model from memory” | Consultation “Involving children in children's scientific and technical creativity” | Enriching the subject-development environment with the help of parents. |
| 2 | D/exercise "Post the other half" D/game “Our wonderful plane” | |||
| 3 | D/exercise "Make a pattern" D/game “Let’s build turrets” | |||
| 4 | D/game “Select similar” D/exercise "Tic Tac Toe" | |||
| December | 1 | D/game “Make no mistake Parsley!” D/exercise "Colorful Mugs" | ||
| 2 | D/exercise "Guess it" D/game “Assemble the Christmas tree” | |||
| 3 | D/exercise "Lego - gifts" D/game “Animals in the forest” | |||
| 4 | D/game “What has changed?” D/exercise “Name it and tell it to me” | |||
| January | 2 | D/exercise "On the contrary" D/game “Find out and compare” | Folder for parents “Design and robotics” | |
| 3 | D/exercise "Remember the location" D/game “What’s extra?” | |||
| 4 | D/game “Collect the picture” D/exercise "Make a pattern" | |||
| February | 1 | D/game “Beast, fish, bird” D/exercise "Build a Snowman" | ||
| 2 | D/exercise "Select similar" D/game “Wonderful bag” | |||
| 3 | D/exercise "Lay out your other half" D/game "Houses" | |||
| 4 | D/game “Assemble a car” D/exercise "Lanterns" | |||
| March | 1 | D/game “Remember the location” D/exercise “What color is missing?” | Open lesson for parents “Assemble a pattern” | Preparation of didactic material for open classes |
| 2 | Modeling “Assemble a rug from colored pieces” D/game “Tic Tac Toe” | |||
| 3 | D/exercise "Collect a flower" D/game “Assemble a model from memory” | |||
| 4 | D/game “Labyrinths” D/exercise “Collecting and counting” | |||
| April | 1 | D/game “Don’t take the last die” D/exercise "Multi-colored stream" | ||
| 2 | D/exercise "Spring flowers" D/game “Find the same one” | |||
| 3 | D. control "Sun" D/game “Pick up the rays” | |||
| 4 | D/game “Lay out according to the model” D/exercise "Guess it" | |||
| May | 1 | D/game "Merry caterpillar" D/exercise "Make a pattern" | Creative competition among parents “Make it with your child” (Making an educational game with your own hands) | Designate an area for the material used to develop initial technical skills |
| 2 | D/exercise "Colored rugs" D/game “Big, medium, small” | |||
| 3 | D/exercise "Collect a butterfly" D/game “Fold the Rainbow” | |||
| 4 | D/game “Assemble a house” D/exercise “Lay out the figures from memory” |
Key terms
(automatically generated)
: game, LEGO, logical thinking, fine motor skills, skill, cognitive interest, the last brick, subject-development environment, involvement of preschoolers, work.
Conclusion
Construction sets are an excellent educational toy for children of different ages. Modern kits provide a wide range of ways to play: from creating a simple model according to a diagram to designing and creating radio-controlled robots with your own hands. Classes with construction toys develop spatial and logical thinking, voluntary attention, speech and communication abilities of children, teach them to plan their activities and control the process of completing tasks, and develop their personal qualities. Different ways of organizing children's play involve different areas of their development, and the use of construction sets as educational material makes playing with construction sets an element of learning to read and count.
