Summary of classes on testoplasty in kindergarten. Summary of the lesson on testoplasty "Christmas tree Testoplasty classes in the preparatory group

Epanchintseva Irina Svyatoslavna,

educator

MAUDO of the city of Yalutorovsk "Kindergarten No. 9"

Pedagogical experience 27 years

THE USE OF TESTOPLASTY TECHNIQUES AS A MEANS OF DEVELOPMENT OF PRESCHOOL CHILDREN

Target: Present the possibilities of testoplasty as a means of developing preschoolers

Tasks:

1. To acquaint the participants of the master class with the techniques of testoplasty.
2. Show the system for working with dough as a material for children's creative activities.

Equipment: salt dough, blank for making crafts "Chicken", material for decorating crafts.

Master class progress

An important role in the creation of a modern educational environment today is played by innovative technologies aimed at developing the interests of children with special educational needs, based on the principle of fantasizing in play activities.

Dough modeling is just as natural and organic a child's need as a game. Testoplasty is one of the most fascinating types of arts and crafts.

Making dough from flour, salt and water is an ancient custom and was used to make figurines from folk tales. In Russia, figurines made of this material were given for the New Year as a sign of well-being, fertility, satiety. And they were decorated with paintings, typical for the area where our ancestors lived. It was believed that any piece of salt dough in the house is a symbol of wealth and prosperity in the family, and bread and salt will always be on the table. That is why these figurines were often called very simply - "The Hospitable".

The dough has several advantages:

The material is environmentally friendly, non-allergenic.

Surprisingly flexible material.

Salt dough crafts are more durable and can be used in games.

Crafts can be painted in different colors.

Difficulties may arise when working with the test:

1. You need to learn how to knead the dough. It is a mistake when we take a lot of flour, it is better to make less and knead well. Dough recipe: 1 glass of water, 1 glass of fine salt, flour.
2. It is necessary to take into account thematic planning when developing the circle program.

When working with a fantasy test, there is no limit !!! The process of work is the joy of learning. The child transfers his sincere interest, surprise or admiration into his work, he not only reflects the world, but also cognizes it. Great educational and educational value of modeling, especially in terms of mental and aesthetic work with the test allows you to solve a variety of problems, and is aimed at:

1. development of the sphere of images-representations;
2. the formation of mental activity: stimulation of mental activity, the formation of mental operations, the development of visual forms of thinking (visual-effective and visual-figurative), concrete-conceptual (verbal-logical);
3. development of spatial gnosis and constructive praxis;
4. formation of space-time representations;
5. development of mental abilities through mastering the actions of substitution and visual modeling in various activities;
6. development of visual-motor coordination, stimulation of reflex zones and nerve endings of the palms and fingers;
7. activation of the formation of connections between the hemispheres of the brain;
8. development of creative abilities.

In addition, the special tasks of developing and correcting the shortcomings of the emotional-volitional sphere and the emerging personality are also solved, which implies:

1. development and training of mechanisms that ensure the adaptation of the child to new social conditions;
2. prevention and elimination of occurring affective, negativistic, autistic manifestations, other deviations in behavior;
3. development of social emotions;
4. creating conditions for the development of self-awareness and self-esteem;
5. formation of the ability to volitional efforts, arbitrary regulation of behavior;
6. prevention and overcoming of negative personality traits and emerging character.

The use of testoplasty is indispensable for the prevention of severe emotional disorders, the lack of formation of communicative competence, in order to develop game activity, form game motives and interest in the game in a child. Testoplasty provides a child with ample opportunities to emotionally respond in a socially acceptable way.

During joint activities with a child, the use of testoplasty techniques makes it possible to fix color, quantity, shape, ordinal and reverse counting, as well as to expand and clarify knowledge about the world around us using riddles, poems, proverbs and sayings.

Testoplasty contributes to the activation of vocabulary, the actualization of existing ideas about sensory standards of color, shape, size; consolidation of ideas about seasonal changes in nature. Even restless children in the process of testoplasty show such a long concentration of attention on one type of activity, unusual for them.

There are practically no children who would refuse to experiment with the test, leaving prints on it with various objects, play with molds and stacks, or mold something at their discretion.

In correctional and developmental work, you can use various didactic games and game exercises, the material for which will be dough products. For example, in the didactic game "The Fourth Extra", you can invite children to find an extra figure made of dough (the child must highlight the sign of difference - in color, shape, size). You can invite children to independently make all the figures the same by changing the sign of inconsistency.

In the game "Learn by touch" we invite children to recognize by touch a given object (it can be fruits, vegetables, toys made from colored dough by the baby himself). In addition, testoplasty opens up wide opportunities for the development of elementary mathematical concepts of preschoolers.

Children can independently make material from the dough for the development of counting skills and operations. It is possible to consolidate and update such mathematical concepts as “one-many”, “more-less”, “equally”, “long-short”, “wide-narrow”, “big-small”, etc. All objects with which the child acts and which are created by him as a result of productive activity serve as a visual support for verbal-thinking exercises. Moreover, in this case, the visibility is represented by three-dimensional objects, and not by illustrative material.

Working with dough is a kind of exercise that helps in the development of fine differentiated movements, coordination, tactile sensations necessary for children with disabilities in work. Productive activity acts as a specific figurative means of cognition of reality, therefore it is of great importance for the mental development of children. In turn, the mental education of the child is closely connected with the development of speech.

Testoplasty is an opportunity to use improvised material:

• Spaghetti (hedgehog spines)
• Painted pasta and vermicelli (cake decoration)
• Cereals (they laid out a fur coat for a bear made of buckwheat)
• Peppercorns (nose, eyes)
• Garlic press (hairstyles)
• Stacks (draw)
• Buttons (make a relief surface)

So, playing, on the basis of common enthusiasm, testoplasty helps children develop, and teachers - to solve the set correctional and educational tasks.

I start each class session with a warm-up:

• Shifting and squeezing the dough in the palms;
• Rolling a kolobok in the palms;
• Pressing on the bun - getting a cake;
• The “mice” came and began to dig minks;
• The “geese” flew in and began to pinch the dough;
• A "bear with a clubfoot" came and began to stomp on the dough;
• Rolling the cake into a sausage;
• We wrap the sausage in a "snail";
• The "snail" hid in the house - it turned out to be a bun.

After warming up, we proceed to the manufacture of crafts. I propose to make an Easter chicken (the idea of ​​the craft was taken from the website http://yasno-solnishko.ru).

To begin with, we will knead the salt dough from 2 tbsp. flour, 1 tbsp. fine salt and an incomplete glass of water. Let's add yellow gouache.

1. Then we roll out the dough into a layer about 0.5 cm thick and squeeze out an oval with a mold. As a mold, we will take a plastic cup and lightly press it from the sides to make an oval.

1. We separate the oval from the rest of the dough and smooth its edges with a finger slightly moistened with water. This is the body of a chicken.
2. For the wings, we blind small ovals, roll them thinly, lightly moisten them with water and glue them to the chicken. With a toothpick, draw stripes-feathers on the wings.
3. For the peephole we roll up small balls, for the beak - a square.
4. For the legs, we blind small ovals, roll them out with gouache.
5. We will make holes in the blank - one at the top for hanging the egg and two at the bottom for attaching the legs. We will also make holes in the legs for attaching to the chicken.

1. Then they dried everything in the oven at a low temperature.
2. When the dough has cooled, we will color the details.
3. Insert the ribbons into the holes.

Well, here, our Easter chicken from salt dough is ready. You can use it to decorate a room or as a gift.

Testoplasty acts as a means of cognition of reality, is of great importance for the mental development of children, helps to maintain positive motivation and cognitive activity of children with psychophysical disorders. Thus, the possibilities of testoplasty in correctional and developmental work are endless.

Municipal state preschool educational institution

kindergarten with Sosnovka

Khabarovsk municipal district

WORKING PROGRAMM

ADDITIONAL EDUCATION

ARTISTIC AND AESTHETIC DIRECTION

CIRCLE "MAGIC DOUGH" WITH CHILDREN 6-7 YEARS,

PREPARATORY GROUP"Sailors"

MKDOU s. Sosnovka

for 2017 - 2018 academic year

Implementation period 1 year

Compiler / Developer of the program

caregiver Zebzeeva Elena Pavlovna

Pedagogical experience 12 years old

Sosnovka village, 2017

I. Target section

1.1 Explanatory note

PROGRAM FOCUS: Artistic and aesthetic, dominant area: "Artistic and aesthetic development."

The program is designed taking into account the Federal State Educational Standard of Preschool Education; The main educational program of preschool education of the municipal state preschool educational institution kindergarten with. Sosnovka; features of the educational institution, the region, the educational needs and requests of pupils, in addition, the conceptual provisions of the Approximate basic educational program of preschool education “From birth to school” used in the preschool educational institution, edited by N. E. Veraks, T. S. Komarova, M. A. Vasilyeva in accordance with the Federal State Educational Standard.

The work of the circle is organized by a teacher from among the pupils of the preparatory group "Sailors". The program is designed for 1 year of study. Groups are completed taking into account the interests and desires of pupils to engage in this type of activity. Opening hours: 2 times a week on Tuesdays and Thursdays at 2 noon, 30 minutes - for preparatory groups with physical education.

Currently, many children have insufficiently developed fine motor skills. Children clumsily hold a pencil, pen or brush as a working tool.

The development of fine motor skills of preschool children is one of the urgent problems, since the weakness of the movement of the fingers and hands makes it difficult to master the simplest, necessary skills and self-service skills. In addition, the level of development of fine motor skills is one of the indicators of intellectual readiness for schooling. Usually a child with a high level of development of fine motor skills is able to reason logically: he has sufficiently developed memory and attention, coherent speech.

In creative activity, I see my task not so much in teaching children the fine arts, but in providing the foundations for the development of each child into a competent person, the ability to adequately think, feel and act in a cultural society. In practice, this task will be implemented by me through testoplasty with older children (preparatory group).

The novelty of this program lies in the fact that testoplasty is one of the little-studied activities for the development of fine motor skills of hands in preschoolers.

Scientists who study the development of children's speech argue that the movement of the fingers is very closely related to speech function. The development of the function of the hand and speech goes in parallel. Approximately the same course of development of the speech of the child. First, subtle movements of the fingers develop, then the articulation of syllables appears. All subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements.

Modeling is of great importance for the education and upbringing of preschool children.

It contributes to the development of visual perception, memory, imaginative thinking, instilling manual skills and abilities necessary for successful schooling.

Modeling is one of the most useful activities for children. By plastically reproducing this or that object from life, from memory or drawing, children get acquainted with its shape, develop their hand, fingers, and this, in turn, contributes to the development of children's speech.

Modeling is a favorite and exciting pastime for children and many adults. You can sculpt the old fashioned way - from clay and plasticine, but it is interesting to try something new, for example, salt dough.

Dough is a good material for modeling. It is a pleasant, pliable, plastic and environmentally friendly material. Anything can be sculpted from it, and after drying and coloring, leave it as a souvenir for many years. The result can be seen, touched. It is interesting to show it to others and get approval. Thanks to this, the child feels like a creator and feels satisfaction and pride in his achievements.

The program is also a kind of potential of the society of tomorrow, it is on how a person learns to organize his leisure time in childhood that the fullness of his entire future life depends.

Scientists have proven that the development of logical thinking, coherent speech, memory and attention is closely related to the development of fine motor skills and coordination of finger movements. The level of development of fine motor skills is one of the indicators of intellectual readiness for schooling. Hand movements are of great importance for mastering writing. If the speed of movement of the fingers is slow, then the accuracy of movements is also impaired. In such cases, children try to avoid situations in which they feel they are not successful.

This activity is relevant because at preschool age it is important to develop the mechanisms necessary for mastering writing, create conditions for the child to accumulate motor and practical experience, and develop manual skills. Modeling classes contribute to the development of "manual skill" for the child to enter school.

To create and create are magnificent moments of our life, it is joy and light in the soul. Sculpting from dough is an affordable activity for both adults and children. This hobby brings in addition to pleasure and invaluable benefits for the health of the body and soul. The work of the fingers, the brain is activated and there is a complete relaxation of the body and soul.

Modeling is of great importance for the education and upbringing of preschool children. It contributes to the development of visual perception, memory, imaginative thinking, instilling manual skills and abilities necessary for successful schooling. Sculpting, like other types of visual activity, forms aesthetic tastes, develops a sense of beauty, the ability to understand beauty in all its diversity. Sculpting as an activity, to a greater extent than drawing or appliqué, leads children to the ability to navigate in space, to the assimilation of a number of mathematical concepts.

Another specific feature of modeling is its close connection with the game. The volume of the completed figure stimulates children to play with it. Such an organization of classes in the form of a game deepens children's interest in modeling, expands the opportunity to communicate with adults and peers.

Modeling classes are closely connected with familiarization with the environment, with teaching the native language, with familiarization with fiction, with observing living objects.

Creating even the simplest sculptures by a child is a creative process. And creative creation is a manifestation of the productive activity of human consciousness.

Salt dough is becoming more and more popular in our country, successfully competing with traditional materials - clay and plasticine. In working with it, many are attracted not so much by accessibility and relative cheapness, but by the endless possibilities that this material provides for developing the creative abilities of preschoolers.

Salt dough is a wonderful craft material. It has a number of advantages: leaves no residue and is easy to clean, safe for children, environmentally friendly natural material that does not cause allergies. You can even eat it. Both children of 5-6 years old and the smallest can sculpt. The dough is very plastic and allows you to work out small details. On the test, wonderful prints from any objects remain - buttons, palms, forks, cloves, combs, fabrics - any object whose relief is of interest to you.

Observations of children in the younger group showed that 60% of children have a low level of development of fine motor skills of the hands. They do not know how to use scissors, draw poorly with pencils and paints, and hardly hold a spoon and fork. Children are timid and shy, unsure of their abilities.

Working with dough is a kind of exercise that helps in the development of fine differentiated movements, coordination, and tactile sensations in children. Everything that is so necessary for a child at school: education of perseverance, accuracy, patience; development of manual dexterity and accuracy of the eye; mastery of technological operations and, above all, a creative approach to any work, the joy of creativity through self-expression through the manufacture of products from salt dough.

ADVANTAGE OF SALT DOUGH

You can cook at any time without spending extra money;

Easy to wash and leaves no residue;

Safe when ingested, once tasted

The dough tastes good, the child no longer tries to put it in his mouth - tasteless!

If it is properly mixed, it molds wonderfully, does not stick to hands;

You can dry in the oven, or you can just air dry;

Any paint sticks, and the possibilities for painting are practically unlimited;

It’s good to varnish over the paint - it will last for centuries.

You can play with the finished "product" - without fear that it will lose its shape.

1.1. Goals and objectives of the work program of additional education

Goals:

• Give children the joy of creativity.
• To consolidate the techniques of modeling from salt dough.
• Development of creative and communicative abilities of the child through the manufacture of products from salt dough.
• Development of fine motor skills of hands through testoplasty.
• Formation of aesthetic attitude and creative abilities in pupils in visual activity through modeling.
• Mastering the skills of working with non-traditional material, improving techniques while working in accordance with the topic.
• The development of cognitive, constructive, creative and artistic abilities in the process of creating images using salt dough.
• Satisfy the child's need to create something new in the study of the properties and possibilities of non-traditional ways of depicting objects with modeling.

The main objectives of the program:

1. Show pupils a variety of salt dough, acquaint them with its properties: plasticity, viscosity, integrity of the mass.
2. Raise interest and desire to engage in arts and crafts.
3. Develop aesthetic and artistic taste in children.
4. To master techniques by experience: knead, slap, put prints, open and pinch off pieces; put together again, crush, squeeze, flatten, make indentations with your finger, poke holes with the tip of a pencil, etc.
5. Learn to see the basic shapes of objects, highlight their brightest and most characteristic features, compare objects similar in shape (orange and apple, ball and watermelon, bagel and ring, pencil and brush).
6. Synchronize the work of both hands; coordinate the work of the eyes and both hands.
7. Create simple forms:

Roll out the cylinder (sausage) with direct movements of the palm;

Roll out the ball (bun) in a circular motion of the palms;

And they will slightly modify them - transform them into other forms (flatten the ball into a disk, the cylinder into a plate), while creating expressive images (balls, apples, cookies, gingerbread, sweets, worms, pencils, etc.).

1. Use a stack (to decorate molded forms).
2. Use poems, nursery rhymes, riddles, toys for playing with molded figures in your work.

Tasks:

Educational:

Teaching pupils various methods of test transformation;

To teach to cognize the world and oneself in it through the discovery of sounds, colors, forms.

Developing:

Development of aesthetic perception of artistic taste;

The development of imagination, the ability to see the unusual in ordinary objects;

- development of the ability to be included in the creative process through physical and verbal actions.

Development of artistic and creative abilities and creativity of pupils.

Educational:

Education of diligence, accuracy, desire to bring the work begun to the end;

Raising the desire to enjoy the results of their work and the work of comrades.

1.3. Principles and approaches to the formation of the program

The program of artistic and aesthetic orientation is based on the interests of individual pupils and the children's society as a whole and corresponds to the principle of seasonality (building and adjusting the cognitive content of the program, taking into account the natural and climatic features of the area at the time), combines the principles of systematic and consistent learning (setting and adjusting the tasks of aesthetic upbringing and development of pupils is carried out in the logic “from simple to complex”, “from close to far”), is built taking into account the principle of the developing nature of art education.

The program also reflects the specific principles determined by the peculiarities of artistic and creative activities during additional educational activities in modeling: aestheticization of the subject-developing environment and life in general, cultural enrichment of the content of visual and creative activities, the relationship of productive activities with other types of children's activity, integration of various types fine arts and artistic activity, the relationship of enriched ideas and generalized methods of action aimed at creating an expressive artistic image by means of modeling.

Areas of work:

Development of creative abilities;

Artistic and creative development;

cognitive development.

Principles of construction of the pedagogical process.

1. From simple to complex.

2. Systematic work.

3. Principle of thematic cycles.

4.Individual approach.

Forms of educational activity:

circle lessons,

Individual forms, games.

Forms of organization of activities of communication with pupils:

individual,

steam room,

collective,

Subgroup.

Forms of conducting classes:

interactive exhibitions,

Exhibitions of works by masters,

Conversations on the art of sculpting,

individual presentation,

game forms of work,

Visit to the art museum

Work in a creative corner

Visit to the artist's studio

Master classes.

Teaching methods in the classroom:

Verbal (oral presentation, conversations, use of the artistic word, analysis of works of art);

Visual (showing exercises, performance by the teacher, observation, work according to the model);

Practical, partially exploratory (selection of material).

Formation approaches:

Creating a relaxed and friendly environment in the classroom.

Accounting for the age characteristics of pupils.

Consistent complication of tasks

Continuity.

Positive rating.

Safe behavior when sculpting with non-traditional materials and methods.

Program features:

- the methodical use of testoplasty through the principles and methods of teaching is specifically, fully and systematically stated, the structure of work with pupils in organized educational (additional) activities, the use of methodological teaching aids are revealed;

Log-rhythmic models, algorithms, schemes, designs are actively used for the natural development of the image with the help of testoplasty;

Each work is evaluated only positively, correct criticisms are possible only in an individual form, after discussing the most successful moments;

Mandatory motivation for the performance of work;

Additional educational activities in testoplasty are carried out only in a state of creative upsurge and a desire to create;

There is an integration of modeling techniques, experimentation with materials;

The pupil not only competently and convincingly solves each of the creative tasks that arise in the course of his work, but also realizes the logic of their following.

1.4. Age features of pupils in art activities

Age features of pupils 6-7 years old:

At this age, pupils have a craving for subject drawing. This is a period of active drawing. The child seeks to create his own image, expressing his attitude to what he depicts. In life, the child expresses himself through mood, word, deed. And in drawing - with the help of color, line and other expressive means. In some drawings, you can see kind, airy images, warmed by the love of a child. On others, the images are completely different: sharp, hard, angular. This is how the child expresses his dislike, disgust, fear. The older preschooler has a great ability to reincarnate. And this ability allows him to push the boundaries of his "I". Reincarnating, the child sees from the inside the life of a fairy-tale hero, animal, plant or even an object. Classes can be held for 30 minutes.

1.5. Planned results of the program development

The tasks of the psychological and pedagogical work of this program of additional education are solved in an integrated manner during the development of the following educational areas:

1) "artistic creativity";

2) "communication";

3) "knowledge";

4) "reading fiction";

5) "socialization".

Development of reproductive activity of children (sculpting);

Development of children's creativity;

Introduction to inventive art.

Development of free communication with adults and children;

The development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation; coherent speech - dialogic and monologue forms) in various types and forms of children's activities;

Practical mastering by pupils of the norms of speech.

sensory development;

Development of cognitive-research and productive (constructive) activities;

Formation of elementary mathematical representations;

Formation of a holistic picture of the world, expanding the horizons of children.

Development of children's play activities;

Introduction to the elementary generally accepted norms and rules of relationships with peers and adults (including moral ones);

Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community.

Expected results:

1. Children will learn elementary actions with the test.
2. They will master the ability to sculpt objects of the simplest form: balls, swords, columns, sticks, flagella, etc.
3. Fingers will gradually develop.
4. Children will enjoy doing their jobs.

Will be able to:

• Express your own preferences, associations; strive to express impressions, emotions;
• Show respect for works of art, materials, tools in the process of additional educational activities, as well as accuracy and composure, respect, goodwill towards peers and adults working with them in the process of creating a collective (pair) work;
• Adequately evaluate the results of activities, taking into account the assessment and opinion of an adult;
• Manage your behavior and plan your actions during work.

Assumes:

• development of the prerequisites for value-semantic perception and understanding of works of art (fine), the natural world;
• the formation of an aesthetic attitude to the world around;
• the formation of elementary ideas about the types of art;
• stimulation of empathy for the characters of works of art;
• implementation of independent creative activity of children (fine art).

• creation of conditions for the artistic and aesthetic development of the pupil through the use of various technologies of fine arts; development of motivation for the knowledge of creativity;
• introducing pupils to the world of art; ensuring the emotional well-being of the pupil;
• prevention of antisocial behavior, strengthening mental and physical health; interaction of the teacher of additional education with the family.

• examining works of folk arts and crafts and fine arts with understandable and interesting content, in which different emotional states of people and animals are conveyed (happy, angry, etc.);
• examining branches, cones, plant roots, stones, etc., discovering some kind of image in a bizarre form of natural material;
• reading (perception) of fiction and folklore, including through the inclusion of works on new topics, with a large number of characters, a detailed plot, in various situations (everyday, magical, adventure, travel); understanding the cause-and-effect relationships in the read text (for example, the reasons for this or that action of the hero and the consequences that have occurred);
• manifestations of situational interest in works of art, literature, folklore, the natural world, the first artistic and reader preferences, the desire to ask questions about them (their content);
• drawing attention to the beauty of nature and admiring, together with adults and other children, the perfection of the form, color, structure of trees, shrubs and other objects of flora and fauna; on individual means of artistic expression, which most fully and accurately characterize the characters (appearance, internal qualities), as well as the world around them (living and inanimate nature);
• expressions of personal attitude to the beauty of natural phenomena;
• emotional response to works of art in which different emotional states of people and animals are conveyed (joy, sadness, anger), understanding the meaning of the image (“This is a horse”), to the beauty of the actions of the characters.

Creating conditions for gaining experience:

• daily free modeling, application, design, artistic work, setting several simple but interconnected goals and achieving them with the support of an adult and peers;
• stories about what they blinded themselves.
• children's independent choice of colors and shades of paints, the background and shape of a sheet of paper, self-transfer of images of objects;
• finding simple plots in the surrounding life, when reading fiction and implementing them in visual, constructive and modeling activities;
• the use of formative movements, the correlation of the quality of movements with the created image (lightness, smoothness, scope, pressure);
• drawing up patterns consisting of simple elements in two or three colors and a characteristic color on paper in the form of a square, circle, strip, rectangle based on folk arts and crafts; transfer of the form and structure of objects consisting of several parts (human figure, birds and animals, plants, buildings, cars, etc.); the use of generalized modeling methods that underlie the image of many animals; using poses, various details to achieve greater expressiveness of the image image, conveying the characteristic features of the material, combining the images of objects on one line in a row, arranging them vertically or horizontally on a sheet of paper and observing the relative size of objects;
• mastering the means of modeling, including the use of various modeling methods (from a whole piece of dough, in a combined and constructive way), aimed at creating a three-dimensional image (vegetables, fruits, etc., animals and birds, the simplest image of a person);
• mastering the techniques of rolling, pressing, smoothing, leveling, pinching, pulling and sticking, as well as setting the figure on a wide base, on a stand, on legs and decorating with stacks and moldings; conveying the shape and structure of objects.

Implementation of independent creative activity of pupils:

• To form in children a steady interest in visual activity. Enrich the sensory experience, include hand movements on the subject in the process of familiarization with objects.
• Continue to develop figurative aesthetic perception, figurative representations, form aesthetic judgments; to teach in a reasoned and detailed way to evaluate their own work and the work of their peers, paying attention to the obligation of a benevolent and respectful attitude towards the work of comrades.
• To form an aesthetic attitude to objects and phenomena of the surrounding world, works of art, to artistic and creative activities.
• Cultivate independence; to develop the ability to actively and creatively apply previously learned methods of image in drawing, modeling and application, using expressive means.
• Continue to develop collective creativity. To cultivate the desire to act in concert, to agree on who will do what part of the work, how individual images will be combined into a big picture.
• To form the ability to notice the shortcomings of their work and correct them: to make additions to achieve greater expressiveness of the created image.

The formation of an aesthetic attitude to the world around

• Continue to expand children's ideas about the environment (decoration of premises, a kindergarten site, a park, a square).
• To develop the desire to admire the beauty of environmental objects: handicrafts, nature, architectural structures.
• Learn to highlight eye-pleasing components of the environment (wall painting, furniture, site design, etc.).
• Involve pupils in the design of exhibitions in a group, kindergarten, in the organization of play corners, the arrangement of materials for independent creative activity, etc.
• To form in pupils the ability to aesthetically assess the environment, express value judgments, justify their opinion.

1. Variable forms, ways, methods and means of implementing the program

All forms are integrative in nature, that is, they allow solving the problems of two or more educational areas, the development of two or more types of children's activities.

Educational area "Artistic and aesthetic development"

Direction of artistic and aesthetic development:

• Drawing
• modeling
• Application
• Applied art
• Children's construction
• Music

Types of classes in fine arts:

Forms of work with pupils in artistic creativity

NGO "Artistic and aesthetic development»

Funds required for the implementation of the Program

1. Features of the interaction of the teaching staff with the families of pupils

A modern educational institution is unthinkable without a systematic, meaningful interaction with the family.

The family is not only and not so much one of the customers of the educational institution and the consumer of its educational services, first of all, the family is the basis for educating the personality of the child, it is no coincidence that the family is the institution of the primary socialization of a growing person.

Parents are the first and main (in terms of strength and degree of influence) educators of the child.

The relationship between the family and the preschool institution is determined by the concepts"collaboration" and "interaction".

Cooperation - this is communication "on an equal footing", where no one has the privilege to indicate, control, evaluate.

Interaction - a way of organizing joint activities, which is carried out on the basis of social perception and through communication.

Before the teaching staff of the preschool educational institution delivered goal:

To make parents (legal representatives) active participants in the pedagogical process, helping them to exercise responsibility for the upbringing and education of children.

The main tasks of the interaction of the kindergarten with the family:

• studying the attitude of teachers and parents to various issues of upbringing, education, development of children, the conditions for organizing various activities in kindergarten and the family;
• acquaintance of teachers and parents with the best experience of education in kindergarten and family, as well as with the difficulties that arise in the family and public education of preschool children;
• informing each other about the urgent tasks of raising and educating children and about the possibilities of the kindergarten and the family in solving these problems;
• creation in the kindergarten of conditions for a variety of content and forms of cooperation, contributing to the development of constructive interaction between teachers and parents with children;
• attracting the families of pupils to participate in joint events with teachers organized in the district (city, region);
• encouragement of parents for their attentive attitude to the various aspirations and needs of the child, the creation of the necessary conditions for their satisfaction in the family.

Basic principles in working with families of pupils:

• openness of the kindergarten for the family;
• cooperation between teachers and parents in the upbringing of children;
• creation of a unified developmental environment that provides unified approaches to the development of the individual in the family and the children's team.

Forms of interaction with the family

Socio-pedagogical diagnostics:

• conversation;
• questioning;
• writing;
• visits by teachers to the families of pupils;
• open days in kindergarten;
• meeting meetings.

Informing

• stands;
• counseling;
• newspapers magazines;
• family calendars;
• booklets;
• new internet sites.

A phased model of interaction between a teacher and parents (legal representatives)

Stage 1 - INTRODUCTION

Teachers: Collection of information (first communication; conversation, observation, analysis of the results, analysis of the type of families)

parents: Collection of information (acquaintance with kindergarten (adaptation)

Stage 2 - GENERAL PREVENTIVE

Visual campaigning (stands, consultations, parent newspaper, brochures, booklets), viewing open classes, events. Meeting with experts.

Stage 3 - INDIVIDUAL WORK.

teachers : Acquaintance with the experience of family education, traditions, photo exhibitions, "Mother's Day", creative workshop, choice of content, forms of work with the child's family.

parents: Receiving individualized advice

Stage 4 - INTEGRATIVE

Modern events (leisure, holidays, round tables, Health Weeks, hikes, competitions, exhibitions, questions and answers evening

Joint discussion of problems, participation in joint affairs, business games, discussion club

Only in this case it is possible to create conditions that help to reveal all the creative and human capabilities of the child.

Lines, methods and forms of interaction with the families of pupils

III. Organization section.

3.1.Organization of the developing object-spatial environment

The basis for the implementation of the Educational Program is the subject-developing environment of childhood, which is necessary for the development of all specific children's activities. In kindergarten, it is built in such a way as to ensure the full-fledged physical, artistic-aesthetic, cognitive, speech and social-communicative development of the pupil.

The developing object-spatial environment in the preschool educational institution performs educational, developing, educating, stimulating, organizational, communication, socializing and other functions and is aimed at developing the initiative, independence, creative manifestations of the child, have the character of an open open system capable of adjustment and development (not only developing, but also developing system). The surrounding objective world must be replenished, updated in accordance with the age capabilities of the pupil.

The environment provides:

• maximum realization of the educational potential of the space of a preschool organization (group, site);
• availability of materials, equipment and inventory for the development of children in various types of children's activities; protection and strengthening of their health, taking into account the characteristics and correction of shortcomings in their development;
• the possibility of communication and joint activities of pupils (including early and preschool ages) and adults with the whole group and in small groups;
• motor activity of pupils, as well as opportunities for solitude;
• taking into account the national-cultural, climatic conditions in which educational activities are carried out;
• taking into account the age characteristics of pupils, early and preschool ages.

Principles building a developing object-spatial environment:

• Saturation the environment should correspond to the content of the Program, including the implementation of the complex-thematic principle of its construction (focused on an approximate calendar of holidays, the theme of which reflects all directions of development of a preschooler), as well as the age characteristics of pupils (taking into account the leading type of activity in different age periods of preschool childhood) . The educational space should include the means of implementing the Program, gaming, sports, recreational equipment and inventory (in the building and on the site) for the possibility of self-expression and the implementation of creative manifestations.
• Transformabilityimplies the ability to change the functional component of the subject space depending on the educational situation and the changing interests and abilities of pupils (for example, the subject-developing environment changes depending on the time of year, age, gender characteristics, the specific content of the Program implemented here and now).
• Polyfunctionalityinvolves the use of many possibilities of objects of the spatial environment, their change depending on the educational situation and the interests of pupils, opportunities for joint activities of an adult with children, independent children's activity, allows you to organize the space of a group room with a specialization of its individual parts: for quiet activities (centers "Books ”, “Theatrical activity”), vigorous activity (motor center (sports equipment), experimentation center, design center, role-playing games center), etc.
• variability provides for the possibility for the pupil to choose a space for the implementation of various types of activities (game, motor, design, visual, musical, etc.), as well as materials, toys, equipment that ensure the independent activity of pupils.
• Availability provides free access for pupils to games, toys, materials and aids in various types of children's activities. (The game tools used are arranged so that the child can reach them without the help of adults. This helps him to be independent.)

• Security assumes the compliance of all its elements with the requirements for ensuring reliability and safety (there should be no dangerous objects in the room (sharp, breaking, heavy), corners should be closed).

Materials, toys and equipment must have a certificate of quality and meet pedagogical and aesthetic requirements (promote the development of creativity, imagination; the ability to use toys in both individual and collective games; have didactic properties (teach design, introduce color, shape, etc.) .); introduce to the world of art.

Strategy and tactics for building the environmentis determined by the features of the personality-oriented model of education. Its main features are:

1. An adult, in communicating with pupils, adheres to the position: “Not next to, not above, but together!”
2. Its purpose is to contribute to the development of the child as an individual.
3. This involves solving the following tasks:

• Provide a sense of psychological security - the child's trust in the world
• The joys of existence(mental health)
• Formation of the beginnings of personality(the basis of personal culture)
• The development of the individuality of the child is not “programming”, but the promotion of personality development)
• Knowledge, abilities, skills are considered not as a goal, but as a means of the full development of the individual.

1. Ways of communication - understanding, recognition, acceptance of the personality of the child, based on the emerging ability in adults to take the position of the child, take into account his point of view, not ignore his feelings and emotions.
2. The tactic of communication is cooperation. The position of an adult is to proceed from the interests of the child and the prospects for his further development as a full-fledged member of society.

When creating a subject-spatial developing environment, it is necessary to take into account the gender principle, which provides the environment with materials and toys, both common and specific for boys and girls.

The subject-spatial developing environment should correspond to the age periods of development of a preschool child.

organizational conditions,allowing to realize the content of the training course, implies the presence of: a special study room, a specialist in visual and artistic activities, literature, equipment and materials for work. It is also necessary to have a collection of various works of art of non-traditional art, objects of particular artistic value that can be used in the pedagogical process for artistic and aesthetic education, acquaintance and training of pupils in the types of non-traditional drawing, genuine works of art by contemporary artists, made both in traditional and in an unconventional technique.

In order to teach the pupil to look at paintings, compare the technique of their execution, notice beauty and enjoy it, the teacher is recommended to arrange mini-exhibitions of works of art, where children are taught to walk calmly, without noise and haste. Mini-exhibitions of art paintings in the preschool educational institution are the first step in visiting museums, the beginning of spiritual development. The collection of artworks in the preschool educational institution may contain works made in various non-traditional ways and techniques.

It is recommended to use activity games for artists: “Young Artist”, “Draw with fingers”, “Scratch a drawing”, “Funny stained-glass windows”, “Colorful palms”, etc., computer programs: “Yandex. Paints”, “We draw with paints”, etc.

3.2. Organization of the educational process

Working mode:

Classes are divided into theoretical and practical. At the theoretical stage, we introduce students to a new type of image - testoplasty, talk about the upcoming work, plan the stages of work, techniques, materials, consider reproductions of artists, etc. Practical can be divided into two classes, i.e. into two stages, depending on the complexity. In the middle of the year (January), a week-long vacation is organized for pupils.

Thematic planning

3.3. Provision of methodological materials and means of training and education.

Material and technical conditions for the implementation of the program -

• compliance with sanitary and epidemiological rules and regulations;
• compliance with fire safety rules;
• means of education and upbringingin accordance with the age and individual characteristics of the development of children;
• equipmentpremises with a developing object-spatial environment;
• educational and methodical set, equipment, equipment with methodical literature.

Main literature:

• Artistic and aesthetic development of children aged 5-7 years: program, planning, integrated classes / ed. N.N. Leonova. - Volgograd: Teacher, 2014. - 282 p.
• Creativity of children in work with various materials. Brykina E.K. - M .: Pedagogical Society of Russia, 2014. - 147 p.
• Visual activity and artistic work. Middle group: complex classes / ed.-comp. O.V. Pavlova. – Ed. 2nd. - Volgograd: Teacher, 2015. - 202 p.
• Visual activity and artistic work. Senior group: complex classes / ed.-comp. O.V. Pavlova. – Ed. 2nd. - Volgograd: Teacher, 2015. - 206 p.
• Visual activity and artistic work. Preparatory group: complex classes / ed. O.V. Pavlova. – Ed. 2nd. - Volgograd: Teacher, 2015. - 206 p.
• Davydova G.N. 22 drawing lessons for preschoolers. non-traditional techniques. - M .: Publishing house "Scriptorium 2003", 2014. - 112 p.
• The development of the imagination of a preschooler. Methodological guide for educators and parents. - M.: Mosaic-Synthesis, 2013. - 128 p.
• Education of the sensory culture of the pupil from birth to 7 years. Kindergarten Teacher Program. Venger L.A., Pilyugina E.G. - M .: Education, 2014. - 144 p.
• Drawing with preschool children: non-traditional techniques, planning, lesson notes. Ed. R.G. Kazakova. - M .: Publishing house "TC Sphere", 2007. - 128 p.

Equipment:

1. Dough (flour, salt, water);
2. Stacks, rolling pins;
3. Various children's prints;
4. The pencils;
5. Shells of nuts, seeds;
6. Traffic jams;
7. strainers;
8. Paints (honey);
9. Food colorings;
10. Oilcloths;
11. Napkins;
12. Toys for showing and playing;
13. Dough molds;
14. Small items (peas, etc.).

Dough preparation

Recipe #1

200 gr. flour

200 gr. salt

water.

Recipe #2

200 gr. flour

200 gr. salt

1-2 tsp wallpaper glue

water.

Recipe #3

100 gr. wheat flour

100 gr. rye flour

400 gr. salt

2 tbsp. l. wallpaper glue

water.

Recipe #4

200 gr. flour

200 gr. salt

1 st. l. grows. oils

water.

colored dough

1. Food colorings
2. gouache.

Rhyme texts

Gingerbread Man - Gingerbread Man

He has a ruddy side.

And he is good, and handsome,

And it looks like the sun!

Put the Gingerbread Man

Cool down on the window

Gingerbread man from the windows - lope!

Rolled down the track.

Ay, swing - swing - swing!

Look - donuts, kalachi!

Look - donuts, kalachi!

From the heat, from the heat of the oven -

All blush, hot.

Rooks flew here

Picked up rolls.

We are left

Lambs!

I. Drumnikova

"Three loaves"

I blinded three loaves -

I have a birthday.

I feed my whole family

Loaf of clay.

I made three loaves

I bring home:

This one is for mom

This one is for dad

This one is for me.

A squirrel sits on a cart

She sells nuts.

Fox - sister,

Sparrow, Titmouse,

Bear fat-fifth,

Zainka mustachioed:

To whom in a scarf

Who cares

Who cares.

Almonds - Almonds!

Grandma baked pancakes.

poured oil,

She gave it to the kids.

Dasha - two,

Pasha - two.

Vanya - two

Tanya - two.

Good pancakes

Our grandmother!

Drink fresh milk

Here are the chickens:

- Ko-ko-ko!

Trying pancakes

Oh, ok, ok.

The chicken came out

- I'm coming to you straight from the barn.

I didn't eat, I didn't drink.

I laid an egg for you

Isn't it time for lunch?

The doors were unlocked and

Masha calls everyone to the table.

Dog Arapka,

cat - scratch,

Chicken - grouse.

Doggy - in a bowl,

In a saucer - pussy,

Laying hen

Millet in a skull

And Mashenka in a bowl

Deep, not shallow.

I walk around the stove

Yes, I walk around

I'm looking at the stove

Yes, I look.

Here comes the cake

Honey pie

The pie has browned

From flour from the new.

We baked pies

With different fillings;

And with cabbage

And with carrots

With onions and potatoes.

From the rest of the test

We blind the pretzel.

frets - frets - frets

Grandma baked pancakes,

Watered with oil

gave the kids

Sasha - two, Yana - two,

Sonya - two, Anya - two

Good pancakes

Our grandmother.

- Zainka, did they treat you?

- Serenky, did they treat you?

- Treated, treated, my dear:

Katyushka - then - pancakes.

And Lizonka - pies.

The cat went to the market,

I bought a cat pie.

The cat went to the street

I bought a bun for a cat.

Testoplasty ( class notes), middle group.

Subject: "I found a bug in the grass"

Target : Arouse interest, desire to make a ladybug. To introduce children to the sculptural method of modeling. To teach the technique of pulling from a whole piece of dough is the amount of material that is needed to model the head. Development of cognitive interest and careful attitude of children to wildlife (in particular, to insects).

Material used: salt dough (salt, flour), stacks, brushes, a glass of water.

1. Introduction to the topic: music sounds (“Flight of the Bumblebee”), children express their opinions that arise when they listen to this work. And if some animal were “depicted” with this music, then who could it be, and if it was an insect?

During this conversation, the children look at illustrations of the insects in question.

After this introduction, the children are given a sample of the craft they need to make. Sample analysis:

Considering a sample;

Let's create our composition.

Finger game "Insects"

We count fingers together -squeeze and unclench fingers.

We call insects.

Butterfly, grasshopper, fly,alternately bend the fingers in

This is a beetle with a green belly.fist, starting with the big one.

Who is calling here?

Oh, here comes the mosquito!rotate the little finger.

Hide! hide their hands behind their backs

3. Practical part. Background music: "Flight of the Bumblebee" from the opera "The Tale of Tsar Saltan" (N. Rimsky-Korsakov.) Help children with leading questions, specific advice, individual demonstration (reception "hand in hand")

4. Conclusion:

Children analyze their craft: did they manage to do everything, what is the “mood” of their beetle.

Children are invited to express their thoughts and impressions about the information received in the lesson: what they learned new, maybe unexpected for themselves, whether the attitude towards some insects that they used to be afraid of or did not like has changed, etc.

You can play the game "Beetle".

I found myself a beetle

On a big daisy.

I do not want to hold in my hands -

Let it lie in a pocket. (children show)

Oh, fell, my beetle fell ( bend down)

Nose covered in dust

My dear beetle flew away, flew away on wings. (children flap their wings

Theme: "Flowers"

Program content:

To teach children to sculpt relief paintings as a gift to loved ones -

mothers and grandmothers.

Show color options.

Learn to sculpt flowers in different ways: model with your fingers

(roll out a ball, flatten into a disk, on one side stretch and

sharpen, press and smooth on the other), cut with a mold or

stack.

Develop a sense of form and rhythm.

Cultivate aesthetic taste.

Preliminary work:

A conversation about the spring holiday of mothers and grandmothers - March 8th Day. Examination of works of arts and crafts with floral elements of decor. Examination of images of flowers in children's albums on various types of arts and crafts.

Working process:

Quiet calm music sounds.

Educator: Children, let's all sit down on the mat, close our eyes and imagine how the kind gentle hands of the mother stroke us on the head, they are warm and pleasant, because the kindest person in the world is the mother.

Mini-etude "Flower meadow".

Children, imagine that summer has come, many flowers have blossomed in the meadow. They are so beautiful, bright, colorful! Want to be a beautiful flower in the meadow. The sun has not yet risen, the flowers are sleeping. Their eyes are closed. Breathe deeply, evenly, calmly. But here is the first ray of sunshine. He stroked each flower on the head. The flowers first opened one eye, then the other, looked down, up, left, right. Blinded by the bright sun. They opened their eyes and smiled. How happy the flowers are in the sun! They looked at each other and all said together: “Hello, morning!”

Educator: Guys, you want to make unusual flowers from dough as a gift to mothers and grandmothers.

Options: (show by the teacher)

Flatten or roll out a soft ball of salt dough;

Cut flowers in a stack according to the pattern;

Cut out flowers with cookie cutters.

Finger gymnastics

"Scarlet Flowers" (the teacher, together with the children, moves his fingers to the text of the poem)

Our scarlet flowers

connect the palms in the shape of a tulip.

The petals are unfolding.

slowly open your fingers.

The wind breathes a little

move your hands gently from side to side

The petals sway.

Our scarlet flowers

slowly close your palms.

Close the petals.

Sleeping quietly

They shake their heads.

Tell the children that fashioned flowers can be decorated with beads, beads, buttons.

Practical activity of children. Help children with leading questions, specific advice, individual demonstration (hand-in-hand technique)

At the end of the work, the children examine the flowers, discuss with what words they can be given to their mother and grandmother. Then lay them out to dry.

Turtle Theme

Program content:To teach children to sculpt a turtle from separate parts: shell, head, paws, tail; exercise in the techniques of rolling, pressing, rolling, attaching and lubricating; to teach to give expressiveness to the image: the turtle is crawling, scared of something, saw something, etc.

Equipment : Salt dough, planks, stacks, large board.

Working process:

On the eve of the lesson, the children, together with the teacher, examine the turtle and talk about it.

Finger game "Turtle".

(The hand is clenched into a fist, show the thumb and hide it.)

"Here's my turtle,

She lives in a shell

She loves her home very much.

When she wants to eat

She sticks her head out

And hides it back, the children, together with the teacher, perform movements

When he wants to sleep.

The teacher offers to remember what parts her body consists of. After that, the teacher explains how to sculpt a turtle. He takes a piece of salt dough, divides it into three parts: a large one, a smaller one, and an even smaller one. From a large piece he sculpts a shell with a body - he rolls a ball, and then slightly flattens it. He divides the second piece of dough into two parts and rolls long cylinders from each, bends them in half and attaches them to the lower part of the body - these are paws; from the remaining small piece he makes a head in the form of an oval and a small tail. After the explanation, the teacher invites the children to think about what the turtle will do. Everyone must come up with something of their own: a turtle can crawl - spread its paws in different directions; can be frightened - then she hides her head, tail and paws under the shell, etc. e. In the course of work, the teacher helps the children, advises, shows how to sculpt. At the end, the expressiveness of each figure is noted.

Theme "Mushroom-boletus"

Target: to consolidate the ability to sculpt familiar objects using learned techniques: rolling the dough with straight and circular movements, flattening with the palms, sculpting with the fingers to refine the shape. Develop creativity and imagination.

Working process:

"Under the pine by the path

Who is standing among the grass?

There is a leg, but no boots.

There is a hat, but no head.

arranges mushrooms (models).

- "Where did we get to?" (children tell what you can see in the forest, who lives there, what mushrooms they know, clarify their ideas about the appearance and special taste properties)

Finger game "I'll pick mushrooms"

I take a basket to the forest, they show surprise, they breed

I'll pick mushrooms there. hands to the side

My friend is surprised

"How many mushrooms are around here!"

Boletus, butterdish, alternately bend fingers

Boletus, honey agaric, fingers on both hands, starting

Borovik, chanterelle, breast - from the little finger of the right hand.

Let them not play hide and seek!

Ryzhik, volushki

I will find it at the edge.

I return home

I carry all the mushrooms with me.

And I won't carry fly agaric. The thumb of the left hand is

Let him stay in the forest! they threaten him.

The game "Hide and Seek" (on flannelgraph). The teacher changes the location of the mushroom (using the prepositions “for”, “under”, “before”).

Each child is invited to take a mushroom, examine it, find similarities between mushrooms, differences, tell about their mushroom according to the scheme: size - cap color - shape. Remember how they sculpted a mushroom from plasticine, modeling methods.

Independent work of children, if necessary, provide assistance.

Theme "Hedgehogs-thorns"

Target: Learn to sculpt a hedgehog, conveying the characteristic features of the appearance, experiment with art materials to depict a prickly "fur coat". Direct to an independent search for means of figurative expression. Build confidence in visual arts.

Materials: salt dough, different materials for needles to choose from (seeds, toothpicks, cereals, pasta ...), stacks, oilcloths ...

Working process:

prickly touchy

Lives in the wilderness of the forest.

There are a lot of needles, but not a single thread.

After a conversation about the appearance and lifestyle of hedgehogs, read E. Charushin's story "Hedgehog".

The teacher offers to mold hedgehogs with different spines (consider the proposed material). Ask how the children will sculpt a hedgehog (from a whole piece of dough).

1. Roll out into an oval;
2. We stretch and sharpen the nose;
3. We make thorns (at will);
4. We make out the muzzle

Game "Hedgehog"

Children stand in a circle. Hands are pulled forward. In the center is a hedgehog.

Everyone says things like:

What are you, hedgehog, so prickly?

And the hedgehog answers:

This is me just in case.

Do you know who my neighbors are?

Wolves, foxes and bears.

To the words "bears" "hedgehog" runs in a circle and tries to stain the children, i.e. touch the hands, and the children must quickly remove their hands.

Children take the dough, prepare their workplace, choose the material for the needles as they wish and begin to sculpt.

After drying the products, place the hedgehogs in the “clearing” and arrange the exhibition “Here is a hedgehog - no head, no legs”

Program content: to teach how to use the dough to manifest the creative abilities of children, to teach how to accurately convey the conceived idea when making a product, to reveal the creative imagination of children in the process of modeling, to develop the flexibility of the fingers, to teach to see the end result of the planned work.

Equipment: modeling dough, stacks, coasters, napkins, aprons, cardboard plates

Lesson progress:

Organizing time

Let's imagine that we are in a real workshop. I will be the master and you will be the apprentices (distributing aprons). Before starting work, it is necessary to put on aprons so as not to get dirty in flour.

Topic message

Today we will get acquainted with the magical material. He is plastic, obedient, warm, kind. We will make various decorations from it.

Main part

My dear apprentices, you need to know the safety rules, all the guys in our workshop know them by heart. This is a stack ( showing) - our main tool, remember: do not wave the stack and brush, do not throw it on the floor, keep order in the workplace, and most importantly - you can not take the dough in your mouth - it is kneaded with salt and glue.

Let's take a look at salt dough. Take a piece of dough out of the bag, remember it in your hands - let it recognize you too. The dough is a soft material, surprisingly obedient, breathable, tender. And when it dries, it becomes like stone, but it can be easily broken.

Look here ( showing a picture), one merchant brought me a picture and complains that his soul does not rejoice when he looks at it. Why do you think? What is missing from it? But it's true! To make the loaf tasty and appetizing, you need to decorate it.

Pinch off a piece of yellow dough - from it we will make various curls for the pie. Roll up a thin sausage and fold it into rings, curls, curls . Set aside on a paper plate.

Let's decorate the cake with your curlicues.

Reflection :

And now let's remember all the secrets that I told you today (the guys remember the safety rules, the features of working with the test).

Today we have just touched the magical world of dough plastics, I want you to make friends with a wonderful material - with salt dough. I hope you have many more interesting discoveries, secrets, and creative works ahead of you. M it was not very pleasant to work with you. At the end of the work, one more secret - “the secret of clean hands”, - I invite the guys to wash their hands.

Lesson 2. Topic: "Coloring with paints" Buns - curls ".

Program content: Learn to paint a product from salt dough with paints that were made in the previous lesson and carefully dried. To teach accurately, to convey the conceived idea when coloring the product, to reveal the creative imagination of children in the process of work. To develop the flexibility of the fingers when working with a brush, to teach to see the end result of the intended work.

Equipment: watercolors, brushes, napkins, aprons.

Summary of the lesson "Vegetables".

Tasks:

Sculpt vegetables in a certain sequence;

Expand children's knowledge about vegetables;

Fix modeling techniques;

Learn to convey a characteristic shape (spherical - tomato, oval - cucumber, conical - carrot);

To consolidate children's knowledge about the color of vegetables;

Promote the development of fine motor skills of the hands;

Develop observation, attention, thinking, memory, speech;

To educate children in perseverance, accuracy;

Cultivate respect for nature;

Learn to finish what you start.

Equipment and materials:

Salty dough prepared for modeling, vegetable models or natural vegetables, modeling boards, apron and armlets, a damp cloth or napkin.

Preliminary work:

Consideration of natural vegetables and illustrations on the topic "Vegetables";

Learning riddles;

Singing the song "Harvest"

Reading a poem by Y. Tuwim "Vegetables";

Lesson progress:

Educator: In September, many different vegetables ripen in our gardens: here are carrots, and cucumbers and tomatoes, and other vegetables. Many mothers and grandmothers make preparations for the winter. We will also prepare vegetables, but these vegetables will be unusual.

Do you guys like riddles? (children's answers).

Then start guessing.

Puzzles:

I grow in the garden. Summer in the garden

And when I ripen, fresh, green,

They cook a tomato out of me, And in the winter - in a barrel,

Strong, salty are put in cabbage soup.

And so they eat.

(children's answers) - tomato. (children's answers) - cucumbers.

For a curly tuft

Dragged a fox from a mink.

To the touch, very smooth,

Tastes like sugar, sweet.

(children's answers) - carrots.

Educator: To begin with, let's look and name all the vegetables that are on the table.

Guys tell me what shape does a tomato have? What colour is he?

What is the shape of a cucumber? What colour is he?

(presumed responses of children).

What is the shape of a carrot? What color is she?

(presumed responses of children).

Gesture the shape of a tomato, the shape of a cucumber, and the shape of a carrot.

Children draw a circle, an oval and an elongated semicircle (cone-shaped) with a finger in the air.

Educator: how great you did it, and so that your pens are sculpted, let's do exercises with you for them.

Fitness minute.

We chop cabbage, chop,moving the edge of the palm up and down.

We three carrots, three.moving the palms forward and backward.

We salt carrots, salt,circular movements with fingers.

We press the carrot, we press.Squeezing the palms into fists.

Educator: And now I suggest you go to the tables and start your work. How will we sculpt a tomato? (children answer and show). You said and showed everything correctly, well done.

The teacher rolls the clay into a ball.

What else are we doing? (children's answers). That's right, we will slightly flatten our ball, and then lightly press our finger into the middle. And now, I suggest you mold a tomato.

Educator: how will we sculpt a cucumber? (children answer and show). That's right, well done. The teacher rolls the clay into a sausage (roller or cylinder). In my opinion, this sausage (roller) does not look like a cucumber. Is there anything else that needs to be done? (children's answers).

That's right, you need to round the edges of this sausage (roller). See how it should be done. The teacher recalls the methods of smoothing the surface, rounding the slices.

And now it looks like a cucumber? (children's answers). I suggest you make a cucumber.

Educator: How will we sculpt a carrot? (children answer and show).

Right. The teacher rolls the clay into a ball with circular movements of the hands.

What else are we doing? (children's answers). We sharpen one side of our ball, for this we pull the edge of the ball with our fingers or additionally roll one of the edges into a sausage, with one or two or three fingers until a sharp end is obtained. And now I suggest you guys fashion your own carrot.

Summing up the lesson.

Educator: Guys, I liked your work so much. You all tried, everyone turned out very beautiful vegetables. Let's make an exhibition of our vegetables, and moms and dads, grandparents will be happy to look at your work. All works are exhibited on a prepared rack.