The children's goods market is represented by a huge selection of construction sets for children of different ages.... And every year more and more new ideas appear, expanding their range. Let's take a look at what types of constructors are there.

Cubes. This is the very first construction set for a child. Cubes are both soft, plastic and wooden. With their help, the kid will be able to construct the first buildings in the form of towers.

Building set Is a kind of cubes. They are different sizes, this set includes not only cubes, but also cones, cylinders, arches, bars and other elements. Such a set is convenient to use for the construction of both separate parts and the whole castle. The construction kit can be wooden or plastic, it is pleasant to the touch and safe for crumbs. A child can play with such a constructor even before school.

Lego constructors... Such a set consists of parts of various colors and sizes, which are "put on" each other with the help of special fasteners. Each parent can choose for their child a constructor suitable for his age: for beginner builders - large parts, for older children - smaller ones.

Thematic sets. These are constructors in which there are blocks that are fastened together and parts united by one theme. For example: "Farm", "Fire Department", "Country House", etc.

Bolt constructors. They come in a variety of materials. This type of construction set is not easy to assemble, therefore it is recommended for children over four to five years old. Although even at this age, parents will have to show a lot - both how to tighten the bolts, and how to combine the details.

Magnetic constructors- consist of sticks and magnetized balls, which "stick" to each other. Designed for children over three years old, as it has small parts. It is very interesting to play with him, developing imagination.

Outline constructors- such constructors consist of many tubes that can be easily bent into different positions. The composition includes fasteners and sticks, different in color and size. With their help, bizarre models are created. Such a constructor is suitable for a child from 6 years old.

Constructor - transformer when one model can transform into another. These are various superhero or animal figures.

Electronic - based on wiring diagrams... Suitable for a student.

Articular- connecting elements like joints.

Soft constructors- the material of their manufacture is izolon, it is non-toxic and pleasant to the baby's body. With their help, you can create both flat toys and volumetric ones.

Labyrinth constructors. The set consists of parts that are connected to each other, creating a huge maze or city. Balls roll along the "paths", developing the baby's thinking.

LEGO design in the preschool educational institution.

RELEVANCE : Currently undergoing a global revision of the principles preschool education... In the education system of children preschool age new games and entertainment appeared. Children easily master information and communication means, and it is already difficult to surprise them with traditional visual means. Development educational process goes in many directions, affecting mainly the formation of personal qualities of a preschooler. The result of educational activities of preschool educational institutions nowadays, it is not the sum of knowledge, skills and abilities that is considered, but the personal qualities acquired by the child: curiosity, activity, independence, responsibility and good breeding.

It is difficult to interest children in abstract concepts, and even more so it is impossible to force them to learn the material if the purpose of its study is incomprehensible to them. We, teachers, strive to use a variety of techniques and methods, realizing that we ourselves must learn modern technologies, because our pupils live in the world of computers, the Internet, electronics and automation. They want to see it in educational activities, study, use, understand. One of these modern methods is considered joint (preschoolers, teachers and parents) integration activities - Lego - design.

LEGO - pedagogy is one of the well-known and widespread pedagogical systems today, using three-dimensional models of the real world and the subject-play environment of the child's learning and development.

Every child is a born designer, inventor and researcher. These tasks laid down by nature are especially quickly realized and improved in constructive activity. Construction is fun and fascinating activity, it is closely related to the intellectual development of the child.

In this type of activity, the use of Lego is distinguished by its novelty - a constructor, with the help of which the child has the opportunity to communicate, explore and play.

Lego encourages the head and hands to work equally. The designer helps children to realize their ideas in life, build and fantasize, working with enthusiasm and seeing the end result.

Children who are fond of design are distinguished by rich imagination and imagination, an active desire for creative activity, a desire to experiment, invent; they have developed spatial, logical, mathematical, associative thinking, memory, and this is the basis intellectual development child.

Lego is always a new discovery new idea... New impetus for development.

All these data confirm the relevance of using lego-design in preschool educational institutions as a means of development intellectual abilities children.

The basic principles of organizing LEGO - design activities.

Availability of the studied material.

Systematic, sequence of classes.

Emotionally rich topics of classes.

Problematic - the situational nature of the tasks.

Variative - differentiated content of tasks.

Providing children with broad independence, encouraging their initiative.

In working with preschoolers, taking into account their age characteristics different kinds of constructor can be used. This is the Duplo construction set, intended for children from one and a half to five years old, and the smaller Dakta construction set, recommended for use for children from four years old.

At the first stage, I introduced the children to the constructorLego, its varieties and properties. We examined the details: size, shape, color, what they are made of, tested empirically for strength and buoyancy. We decided with the guys the name of each form.

Then, in joint activities, I invited the children to complete Lego construction tasks. The first buildings were carried out by the guys using a visual model from a large Lego Duplo designer and its counterparts from a small number of parts (3-5 parts). Children with interest were involved in the work and, as a rule, supplemented their details into the proposed model from the constructor.

After a detailed acquaintance with the constructor and the first joint design experiments, children began to play more often with the LEGO constructor, moreover, they used it not only as an independent game, but also as a way of complementing them in role-playing games.

After mastering the skills of fastening a large Lego constructor, I proposed the children to perform buildings using the Dacta constructor (the usual size of the Lego constructor).

At the next stage of my work, engaged in lego-design with children, I complicated the types of proposed buildings by increasing the details and drawing up diagrams. Tasks with schemes require a greater concentration of attention and clear coordinated actions, of course, they are more difficult for children than constructing according to a visual model, but they develop the child's maximum independence of actions.

Constructive activity involves not only the individual implementation of buildings, but also work in pairs, micro-groups, as well as teamwork.

One of the favorite types of lego construction for children is doing work according to their own intentions, because each child can create their own storyline of the game. Design by design is suitable for bi-monthly diagnostics.

Based on the work done, I concluded that by creating structures from LEGO, I not only develop design skills in children, but also solve problems in other educational areas provided for by the program. Using a Lego constructor, I set simple, understandable and attractive tasks for children, solving which they, without noticing it, learn.

Lego construction involves the participation of parents, who can influence the development of children's abilities and the identification of their talents.

At the beginning school year I conducted a survey of parents about the presence of a LEGO constructor in their children at home.

In the course of my work, I noted that children are more interested in constructive activity. The guys actively design, they are ready to fantasize and try to create on any topic, they are not afraid to create something new, phrases: “I don’t know how to do it” or “How to do it?” Are less and less frequent. Already during the discussion of the upcoming construction, many children offer design options, in the very process of activity, communication between the children becomes more productive and respectful towards each other.

In the future, in my work, I would like to introduce the guys to the LEGO Education training series, created to develop mental abilities, a feature of which is programming Lego models using a personal computer.

Based on the results of my work, I came to the conclusion that the Lego constructor, answering all modern requirements educational standards allowslearn by playing and learn by playing.

The basis for this project was the interest and activity of preschool children in learning about the world around them. A preschooler's idea of ​​the surrounding things begins to form from the moment the object comes into the child's field of vision. There is a desire to explore and experiment. Maintain the child's interest in the future and direct actions to the side cognitive development, possibly in the presence of various forms of organization and methods of action with objects, offered to an adult, and subsequently independently chosen by a child.

The goal of designing in preschool age is to teach children not only a variety of actions with objects, but also at the same time notice, put forward their assumptions, experiment, tinker and play, communicating with peers and adults, proposing their own version and accepting the point of view of another. Choosing design as a process of creative creation, I proceeded from the fact that when working with it, the child is faced with a space that is not filled with anything, he himself endows it the right content, in which the game will unfold.

Free experimentation with the material that was suggested to the child (construction parts made of soft sponge and soft wire for children's creativity), made it possible to formulate children's ideas for construction, consolidated the child's ideas about the properties and qualities of these materials, made it possible to assess the feasibility of their ideas, based on their own capabilities and listening to the opinions of their peers and adults, involving them in joint activities and already, proceeding from the general idea, to receive a new building.

In this work, it was important to preserve benevolent relationships and consistency, coordination of game and design goals with the goals of peers. The project was implemented through educational areas, a variety of techniques. Starting a joint activity, showing details, the child was given the opportunity to examine it, clarify, what can be done with it, what to build out of it, how a building can be beaten. In the process of activity, all suggestions of children were listened to and encouraged, somost supported the child's interest in creativity. What we want to build, how we can play with our buildings, what details we need, building and playing together, correcting the building and using it in games are the main"Stages" of joint activities.

The presentation of the project consisted of the final lesson "Toy City". Children, independently and in pairs, proposed their own options for building a city for toys.

Objective of the project:Formation of cognitive activity in children of 4 years old, development and enrichment of creative potential by means of designing using parts from improvised material (soft sponge) and objects made of soft wire for children's creativity.

Project objectives:

  • develop in children a cognitive interest in design;
  • to form curiosity and imagination;
  • cultivate the ability to think, seek different ways buildings from improvised material;
  • develop design capabilities;
  • create conditions for the development of communication skills in the process of joint actions;
  • develop free communication with peers and adults, contribute to the formation of dialogical speech.

Stages of project implementation:

Organizational:

  1. Drafting phased plan work on this project.
  2. Problem analysis: boost cognitive interest children in various activities through playing with objects made of soft sponge; development creativity children through the creation of items from soft wire.
  3. Creation of a bank of ideas on this topic; selection of didactic material, visual aids; selection of methodological literature on this topic.
  4. Selection of the necessary equipment and manuals for the practical implementation of the project, enrichment of the subject-developing environment for the development of the creative potential of 4-year-old children.

Basic:

  1. Planning activities and events.
  2. Development of abstracts different types children's activities.

Final:

  1. Defining and composing new forms of working with children to develop and maintain an interest in design.
  2. Familiarization of parents with the manufacture of manuals from improvised material in order to develop and activate the cognitive and creative abilities of children.

Project result:development of children's design abilities, cognitive interest, creative activity;imagination, independent cognitive game activity; mtree motor skills; atability to actively cooperate with children and adults in simple problem situations.

Terms of project implementation:

Psychological - pedagogical conditions:

  • trusting relationship between children and the teacher;
  • improving the style of partnership between the teacher and children;

Practical conditions:

  • organization and integration of various types of children's activities;
  • consistency and frequency of planned activities.

Literature:

1.Kaye V.A. Designing and experimenting with children 5-8 years old. Toolkit. M .: TC Sphere, 2015.

2.Belaya K.Yu. Innovative activities in kindergarten: Toolkit. M., 2005.

Working with constructors


TO Category:

The basics technical modeling

Working with constructors

Working with sets of parts from various designers continues the activities of younger students in the initial foundations of design. Keeping the principles of working with flat and volumetric parts, you can proceed to the manufacture of models of technical objects from finished parts, which are offered in various sets of constructors. Plates, plates, corners, disks, wheels and other parts are based on geometric shapes. The approach to work remains the same, i.e. creation of an image of an object and its practical production, it remains only to acquaint the children with the assembly process.

Our industry produces a wide variety of sets of construction sets from various materials... Of the metal sets, the most interesting are the sets developed by I.S. Sakharov, for example, "Designer-schoolboy", "Little designer" and other sets correspond to the program of labor training. "Designer Yunost", "Young Designer-Mechanic", etc.

Of the plastic kits, the most interesting are the constructors "Engineer" "Constructor-mechanic", "Constructor of road-building machines", "Avtokonstruktor", "Constructor of agricultural machinery", etc.

From these sets, children with great interest design a variety of machines, devices and fixtures. In the process of work, schoolchildren learn a lot, satisfy their interests, the need to get in touch with working life people.

Each set includes an album of drawings and photographs with images of the models and a list of parts.

Experience practical work showed that it is better to acquaint children with the constructor by grouping the contents of the set by the type, shape and purpose of the parts, for example:
1) tool;
2) fasteners;
3) details of rotation;
4) rolled profiles.

All parts are provided with rows of holes for fastening to each other. These holes allow you to connect parts in a wide variety of ways, since their diameter and distance between them are the same. The diameters of all shafts, handles and screws are equal to the diameter of the holes. The fasteners are also all standard and the threads of the bolt and nut are always the same.

Rice. 1. Fasteners: 1- hex nut; 2- short screw; 3- long screw; 4- adjusting screw; 5- washer; 6- square nut; 7- hairpin; 8- the spring clip is pulled in the nut with a wrench;

Using the album attached to the kit in their work, the guys of primary school age learn to read technical drawings, and this can be considered one of the first steps in working on a drawing, that is, to the ability to read a drawing. Having mastered the assembly according to the technical drawing, the guys usually strive to improve the design, to introduce something new, their own. This is how individual design skills arise and are formed. They try to reproduce the cars that the guys see on the street, in the movies, as well as in books and magazines. It helps students in this to compare technical forms with geometric shapes and bodies, as well as the ability to mentally dissect technical objects and compare individual parts with geometric bodies. Assembling a technical object from flat ready-made parts of a designer, schoolchildren practically first make separate volumetric parts of a technical object, which in shape resemble geometric bodies (a car body is a prism), and then connect these parts into a volumetric model of a technical object. Working with a set of ready-made parts of the designer, schoolchildren get the opportunity to make a model in a shorter time, that is, they do not spend time on the manufacture of individual parts. They often make models of their own design or try to build the machines of the future.

Rice. 1. Details of rotation: 1 - axial rod; 2- crank; 3- sleeve; 4- handle; 5- shaft; 6- wheel; 7- car tire; 8- rubber ring; 9- faceplate with sleeve; 10- roller without hub; 11- roller with hub; 12-disc; 13-ring; 14 - wheel

Rice. 2. Rolled profiles: 1 - plates; 2- plate; 3- plastic plate (transparent); 4-curved plate; 5-semicircular plate; 6- triangular flexible plate; 7- strip; 8- wide strip; 9- plug; 10- bracket; 11 - bracket with oppositely directed corners; 12- support; 13- gon; 14- isosceles square; 15- unequal square; 16 - channel; 17- pin; 18- flat pin

In the most complete set, it is impossible to provide for all the parts that may be required, therefore, the missing parts for their own designs and the design of machines and mechanisms are usually made by schoolchildren themselves from thin tin, wire, plywood or cardboard. If, while assembling from finished parts, children learn to properly handle a wrench and a screwdriver, then by making additional details, they gain skill in working with a hammer, chisel, saw, file, awl and other tools, making models self-propelled, using rubber and electric motors, etc.

In working with a metal constructor, students get acquainted with the fixed and movable (articulated) connection of parts. The simplest fixed connection of parts with a nut.

The moveable connection can be made with a single screw and nut. If the nut is not tightened tightly, the parts can move freely. But such a connection is very unreliable. There are two types of reliable movable joints, in which a second nut (lock nut) is used for strengthening. In the first case, both nuts are together, and the parts are located between the screw head and the nuts. The screw rotates freely in the holes of both parts, and the nuts tightly pulled together hold the screw in the holes of the parts to be joined. In the second case, one of the movably connected Parts is tightly clamped between the two nuts at the end of the screw. Another piece is placed between the head of the screw and the first nut.

Rice. 4. Types of connections: 1 - fixed connection with one screw and one nut; 2- fixed connection with two screws and two nuts; 3- movable connection, when the parts are located between the screw head and two nuts; 4- movable connection, when one part is clamped between two nuts, and the second between the head of the screw and the first nut

When, in individual work, children have a good mastery of the assembly of technical objects from ready-made parts, it is possible to acquaint them with the principles of brigade work of in-line assembly of machines at the lessons of the circle. It is important to draw the attention of schoolchildren to the fact that the success, efficiency and quality of the product depend on each member of the team and the well-coordinated, friendly work of the entire team according to the principle of responsibility: "One for all and all for one." It will be good if there is not one, but several teams, so that you can organize a competition, the conditions for which the guys develop themselves. Children distribute responsibilities, and each becomes a certain specialist: for example, a designer, a technologist, a toolmaker, a draftsman, an assembler and a foreman of assemblers. Each provides his own area of ​​work for this product, which was chosen, developed or improved by the guys themselves. It is better to make such models for which there would be enough parts available in stock to make two or three copies. When assembling other types of products, the positions of the guys change. So every member of the circle will be able to try his hand at any job, all the time feeling responsibility to the team. Each collector is assigned a separate workplace, on which the parts necessary for the operation being performed are stacked. For example, the wheels are in the possession of the assembler who puts them on all models. Pre-checked screws, nuts and necessary tool... All collectors must work in equal conditions. It is important that the work is organized like a production line. All labor activities of students are carried out under the guidance of an educator or head of the circle.

Similarly, work is carried out with sets of wooden and plastic parts. Making models from kits of ready-made parts will be the first step for many students to create complex self-propelled car models.


Article


Educational design opportunities in working with children

younger preschool age
One of the main directions in the development of modern education is the need to move from knowledge-based education to development-oriented education. The modern paradigm of education relies on the development of a functionally literate person who is able to use all knowledge, skills and abilities that are constantly acquired throughout life to solve the maximum range of problem solving in various fields of activity, communication and social relations. In the context of the implementation of the educational project "TEMP", it becomes especially important to familiarize preschool children with technical professions. XXI century is the century of active informatization, computerization and robotics. Technological advances are penetrating all spheres of human life faster and faster and arouse the constant interest of children. Technical objects surround children everywhere, in the form of household appliances and apparatus, toys, transport, construction and other machines. Children with early age interesting moving toys. At the present stage, the teacher has great opportunities to familiarize preschool children with various professions, including professions of a technical orientation, the basics of the structure of technical objects. Considering all these factors, we paid special attention to child construction and decided to use this type of activity in our work to familiarize young children with professions. The program (or how to call it the activity ?!) was developed taking into account the requirements of the Federal State Educational Standard of Preschool Education and the new educational project of the Chelyabinsk region "TEMP".
We are convinced that in this case constructive-model activity has a high educational potential. Design is efficient modern means development of preschoolers, familiarization with objects and phenomena of the surrounding reality. Therefore, one of the ways to familiarize preschool children with the professions and work of adults is constructive-model activity. And among the many educational constructors, the Lego constructor undoubtedly stands out. What is Lego? A fashion trend or a demand of the times? "Lego" in translation from Danish means "smart game". This is a series of educational toys, which are sets of parts for assembling and modeling various objects (constructors). It is generally accepted that construction sets as a type of educational toys are intended for adult children who have reached at least six or even seven years of age, but this is not at all the case. Moreover, few people know that the first Lego constructors, produced back in 1967, were focused on the smallest ones. Constructors "Lego" of this series arouses interest with its brightness, fits comfortably in the palm of your hand and is easily combined with other elements. In addition, this series is presented quite widely, and therefore it will be incredibly interesting for kids to get acquainted with it. It is possible to start working with the LEGO constructor from an early age, since it is at this age that the development of color perception begins, and familiarization with other sensory standards. How does the Lego constructor help me solve the problems of familiarizing children of younger preschool age? How do we start our work? Give the children a construction set, let them, not preoccupied with any construction plan, act as researchers! Children should get to know a new toy, touch it, discover bright colours and a variety of forms of LEGO - elements, just sorting out these wonderful, so invitingly knocking details, studying how multi-colored bricks connect to each
friend, what comes out of it. Let them play with their building. Not everyone will be able to immediately complete even the most primitive construction, but this is not scary: children must first get acquainted with the material, try it. This (first) and a few other activities must be taken from this point of view. It is necessary to start acquaintance with a profession that the child understands (cook, educator, driver, salesman, doctor). Do not forget about the preliminary work (art word, illustrations, conversations). We are also assisted in our preparatory work by the Getting Started Professions books, which are brochures with LEGO characters that give children an idea of ​​what a postman, firefighter, farmer, ambulance driver, and more looks like to work. The content of the book is such that at first the child will hear stories about professions, and then he will be able to test and strengthen his knowledge by solving simple tasks. For example, how to introduce children to such important profession how is the doctor? Reading poems: K. Chukovsky "Aibolit", V. Berestov "Sick Doll", E. Blaginina "Sick Bunny". An excursion to the kindergarten's medical office, observing the work of a doctor, a nurse, viewing the illustrations of "Profession", talking about various professions. Also in our work, we assume the active involvement of parents in the educational process: we involve parents in joint technical creativity, inform parents about the features of the constructive activity of children of younger preschool age and its positive impact on intellectual and creative development, enrich the design knowledge and skills of parents, increase the pedagogical level parents. We use various forms of work with parents, including: open pedagogical events, open doors, thematic exhibitions, information in parent corners, on the website of the preschool educational institution, speeches at parent meetings, master classes.
In our work, we are guided by the following basic principles:  Accessibility and visibility.  Consistency and systematic training and education.  Taking into account the age and individual characteristics of children; Working with educational constructors "Lego" allows children in the form of a cognitive game to learn many ideas and develop the skills necessary in later life. Thus, and having learned the existing practical experience of using Lego constructors in educational activities, we came to the conclusion that their use by their content, form of organization and effectiveness contributes to the formation of children's ability to analyze, compare, contrast, which affects the development of attention, observation, memory, spatial representations, imagination. In addition, design has great educational potential: it helps to develop certain personality traits - perseverance, patience, mutual respect, accuracy. Thanks to its use, children become active participants in the educational process, their ideas about the world around them become more conscious. When using the Lego constructor in educational activities with children of younger preschool age, we try to work creatively and keep pace with the times. I believe that this is the main guarantee of success in achieving this goal, since the designer:  is an excellent tool for the intellectual development of preschoolers, ensuring the integration of educational areas;  allows the teacher to combine education, upbringing and development of preschoolers in the regime;  forms cognitive activity, contributes to the education of a socially active personality, forms the skills of communication and co-creation;
 combine play with exploratory and experimental activities, provide the child with the opportunity to experiment and create their own world in which there are no boundaries.