home General biology The work program of circle work on design and modeling for older children “Magic Workshop. Initial technical modeling and design Mathematical circles from the creative laboratory "2×2"

The work program of circle work on design and modeling for older children “Magic Workshop. Initial technical modeling and design Mathematical circles from the creative laboratory "2×2"

The program of the circle "Technical project"

9 - 11 grade

Explanatory note

One of the fairly new forms of student activity is project work. The idea is that for some time, students independently prepare and defend a project on the proposed topic. This type of activity combines independent individual work of students with work in a group. Thus, each project participant learns to work independently, studying a certain section of the subject, preparing his individual task for defense, and also acquires the skill of working in a small team.

The project can be divided into 4 stages:

1-immersion in the project

2- organization of activities

3- implementation of activities

4- presentation of results

During project work, it is very easy to integrate different subjects, both studied at school and not. This is very good, because the vast majority of schoolchildren can poorly apply knowledge in one subject to the study of another.

It is especially important that each project participant can choose the type of activity that is most interesting to him, which he is best at: it can be working with a computer, searching and selecting material on a topic, drawing, translating texts into a foreign language, and much more. In this case, individual inclinations and the best abilities of each student are taken into account, which means that a situation of success is created for everyone, which undoubtedly increases the motivation for learning. However, there is always work that no one wants to do, in which case the group, after discussion, assigns this work to someone who, in their opinion, can best do it. In this case, children learn that, if necessary, for the sake of a common cause and themselves, they have to do not very interesting work and understand that it was not in vain, observing the result of common work when defending a project.

Experience shows that regardless of the type of activity of each individual student in the group, all participants perfectly master the topic on the subject and are able to answer any question on the developed section.

Project work is liked by the participants, despite the fact that it is carried out in non-school, that is, free time, and requires a lot of time.

For the successful implementation of project activities, the work program of the circle "Technical design creativity" has been developed, which realizes the possibility of successful project activities and corresponds to specialization.

Students of grades 9-11 participate in the work of the circle.

The work of the circle lasts throughout the school year. Classes are held weekly for 2 hours a week.

Forms of work: lectures, seminars, brainstorming, individual work of students.

The result of the work of the circle can be:

1. Protection of the project within the framework of the NSTU Technical Olympiad, created for this by the team (spring holidays).

2. Protection of projects on the studied program material (during the academic year).

Ways to check the results: evaluation of work by teachers, evaluation of work by the NSTU commission, as well as the presentation of design work to lyceum students and educational and research conferences.

Program goal:

creating conditions for:

Social, cultural and professional self-determination,

Creative self-realization of the personality of the student,

Intellectual development of the personality of the student,

Development of personal motivation for knowledge and creativity,

Ensuring the emotional well-being of the student

Tasks:

1. Teaching - learners should be able to

Conduct a selection of material on the topic under study

Analyze and summarize the collected material

Compile a technical task on the topic

Carry out design development of individual objects

Submit project results

Conduct a project defense

2. Developing - students should be able to

Carry out interdisciplinary integration

Engage in self-education on a given topic

Study the latest scientific and technical achievements through the INTERNET

Learn how to work with the latest computer programs, for their use when working on a project

Develop oral and written language

3. Educational - students must learn

Work in a team

Combine individual activities with group work

Topic 1. Preparatory stage of work on the project.

The selection of material in the chosen direction in the form of texts, illustrations, diagrams, diagrams is carried out. The material is prepared for listening in the classroom.

Topic 2. Analysis and specification of the topic.

The selected material is analyzed. In the process of reviewing the prepared material, the topic is specified. The analysis of the selected materials is done. Tasks are set for further work on the project. The work is distributed among the project participants.

Topic 3. Studying the work of the AUTOKAD program.

The principle of the program. Navigation. Basics of use. Practical lessons in drawing.

Topic 4. Studying the work of 3D programs.

Volume graphics. Learning the basics of three-dimensional drawing. Studying the principles of the programs. Workshops.

Topic 5. Working with literature.

Bases of the bibliography. The study of conducting a bibliographic search.

Search for materials in the INTERNET. Compilation and registration of the list of literature used in the work.

Topic 6. Project layout.

Learning how to design work. Acquaintance with the requirements for the design of abstracts, printed works, computer presentations.

Formation of work in accordance with the requirements.

Topic 7. Creating a presentation.

Workshops. Work on individual parts of the presentation. The layout of the overall presentation.

Topic 8. Preparation of oral defense of the project.

Acquaintance with the general rules of oral speech. Studying the rules for the collective protection of the project (speech, answering questions, participating in the discussion). Creation of individual performances. Creation of the general protection of the project. Protection development.

Educational and thematic planning

	Name	Number of hours
	Selection of text material
	Selection of illustrative material
	Selection of reference material
	Preparing material for listening
	Listening to prepared material
	Analysis of the selected material

	Specification of the topic
	Distribution of work between project participants
	Introduction to AUTOKAD
	Navigating the AUTOKAD program

	Practical lesson on working with the AUTOKAD program
	Practical lesson on working with the AUTOKAD program
	Create drawings for a project
	Create drawings for a project
	3D Graphics
	Principles of creating three-dimensional graphic objects

	Practical lesson on 3D drawing
	Practical lesson on 3D drawing
	Practical lesson on 3D drawing
	Practical lesson on 3D drawing

	Creating drawings for designing a project
	Creating drawings for designing a project
	Creating drawings for designing a project
	Learning the basics of bibliography
	Learning the basics of bibliography
	Learning the Basics of Bibliographic Search
	Practical lesson on bibliographic search in the lyceum library catalog
	Search for materials on the INTERNET

	Practical lesson on searching for materials on the INTERNET
	Compilation of a list of literature used in the work
	Making a list of literature used in the work
	Practical lesson on compiling a list of literature used in the work
	Compilation of a list of literature used in the work on the current project
	Acquaintance with the requirements for the design of abstracts
	Familiarity with the requirements for the design of printed works
	Seminar on project design

	Work on the design of the project
	Work on the design of the project
	Acquaintance with the requirements for the design of computer presentations
	Learning to work in the POWERPOINT program
	Learning to work in the POWERPOINT program
	Practical lesson
	Practical lesson
	Seminar on the design of the presentation of the project

	Creation of presentations for individual parts of the project
	Creation of presentations for individual parts of the project

	Creating a general presentation of the project
	Acquaintance with the general rules of oral speech
	Studying the rules of collective protection of the project
	Preparation of individual speeches
	Preparing answers to possible questions
	Preparing to participate in the discussion
	Creating a general presentation when defending a project

	Practicing a general speech accompanied by a presentation
	Preliminary protection of the project
	Analysis of the preliminary protection of the project

	Refinement of the project protection, taking into account the results of the analysis
	Reserve time

Julia Suvorova
The work program of circle work on design and modeling for older children "Magic Workshop"

"Magic Workshop"

Educator:Suvorova Yu. M.

Explanatory note

There is always something for skillful hands,

If you take a good look around.

We can create a miracle ourselves

With these skillful hands.

Construction (construo - build, create)- a type of productive activity, during which the child independently or together with an adult creates a structure from parts, for which he must learn certain methods of action.

The program of the circle "Magic Workshop" is aimed at the formation of cognitive and research activity among preschoolers, the development of constructive skills and abilities, and the development of children's creative abilities. Throughout the entire period of study, children become more familiar with the types and types of construction. The program of the circle includes both technical and artistic design.

In technical design, children display real-life objects. At the same time, they model their main structural and functional features. The technical type of design activity includes: construction from building material (wooden painted or unpainted parts of a geometric shape); construction from parts of designers with different ways of fastening. In artistic design, children, creating images, not only (and not so much) reflect their structure, but express their attitude towards them, convey their character, using color, texture, shape. The artistic type of design includes paper design and design from natural material.

The existence of two types of children's design - creative and technical, each of which has its own characteristics, requires a differentiated approach in managing them.

In terms of preparing children for school, constructive activity is also valuable because it develops the ability to closely connect acquired knowledge with their use, understanding that knowledge is simply necessary for success in activity. Children are convinced that the lack of necessary knowledge about the subject, constructive skills and abilities is the cause of failures in creating a structure, an uneconomical method of its manufacture, and poor quality of the result of the work. In educational situations, constructive activities form important qualities in a preschooler; the ability to listen to the teacher, accept the mental task and find a way to solve it.

The topics of the classes are built taking into account the interests of the pupils, the possibility of their self-expression. In the course of assimilation of the content of the program, the rate of development of special skills and abilities, the level of independence, the ability to work in a team are taken into account. The program allows you to individualize complex work: stronger participants will be interested in a complex design, less prepared, you can offer easier work. At the same time, the educational and developing meaning of the work is preserved. This makes it possible to warn the pupil from fear of difficulties, to join without fear to create and create.

The program provides for 1 lesson per week in the afternoon - Monday / Friday (every other week). The duration of continuous directly educational activities for children 5-6 years old is 20-25 minutes. Implementation period from September to May.

Purpose and objectives of the program

To form in children a steady interest in design and modeling.

Tasks.

Educational:

To improve the ability to work with various materials for construction, taking into account their properties and expressive possibilities in the design process.

To consolidate the ability to identify, name, classify various three-dimensional geometric bodies and architectural forms that are part of Lego constructors.

To consolidate the ability to use various types of composition to create three-dimensional structures.

To consolidate the ability to create plot constructive images.

To consolidate the ability to compare geometric shapes with each other and objects of the surrounding life.

To consolidate the ability to highlight the image in various geometric bodies.

Improve the ability to use various techniques and techniques in the process of creating a constructive image.

Continue to learn how to draw up a structure according to verbal instructions, descriptions, conditions, diagrams.

Learn to independently transform materials in order to study their properties in the process of creating constructive images.

To consolidate the ability to select adequate ways to connect the details of a constructive image, making them strong and stable.

To consolidate the ability to find a replacement for some parts with others.

Improve the ability to bend paper of different density in different directions.

Learn to work according to ready-made patterns, drawings.

Developing:

Continue to form a sense of form, plasticity when creating buildings and crafts.

To consolidate the ability to use compositional patterns: scale, proportion, plasticity of volumes, texture, dynamics (statics) in the design process.

Continue to develop visual-effective and visual-figurative thinking, imagination, attention, memory.

Improve your planning skills.

To consolidate and expand the child's vocabulary with special concepts: substitute, structure, etc.

Educational:

Raise interest in the art of design.

Enhance children's communication skills.

Contribute to the creation of game situations, expand the communication skills of children.

To improve labor skills, to form a culture of work, to teach accuracy, the ability to carefully and economically use material, to keep the workplace in order.

Types of design.

According to the materials used in the design process:

Construction from the constructor (lego)

Waste material construction.

Paper and cardboard construction

paper plastics;

Origami;

Volumetric paper and cardboard modeling.

Conditions for the implementation of the program

The work program of the circle is designed for one year of study. Training is carried out taking into account the individual abilities of children, their level of knowledge and skills. In the classroom, children are given opportunities to satisfy their interests by actively including them in creative activities.

The program provides for 1 lesson per week in the evening - Monday / Friday (every other week).

The principles of organizing the work of the circle

1. The principle of consistency and regularity of classes.

2. Availability. The content of the program, topics and teaching methods correspond to the age characteristics of students, their level of development and cognitive abilities, as well as the individual characteristics of the child.

3. Visibility (availability of demonstration material) and accessibility of the submitted material for children of this age category

4. Consistency and sequence of material presentation from "simple to complex".

5. The strength of mastering knowledge, skills and abilities - an accurate definition of the objectives of the classes. Each child imagines what result is expected at the end of the lesson, what knowledge and skills he will acquire, where he can apply them.

6. The principle of even distribution of the load, taking into account the individual capabilities of each child, avoiding overwork.

7. Novelties. For the development of interest, it is necessary to constantly introduce elements of novelty at all stages of the educational process.

A variety of methods and techniques are used to teach children to design and model.

visual: Examination of finished buildings in the classroom, demonstration of fastening methods, methods for selecting parts by size, shape, color, ways to hold them in your hand or on a table.

Information-receptive: Examination of details and material, which involves the connection of various analyzers (visual and tactile) to get acquainted with the form and structure of determining the spatial relationships between them (on, under, left, right. The joint activity of the teacher and the child.

reproductive: Reproduction of knowledge and methods of activity (form: collecting models and designs according to a model, conversation, analogy exercises)

Practical: The use by children in practice of the knowledge gained and the methods of work seen.

Verbal: Brief description and explanation of actions, support and demonstration of samples, different versions of models.

Problem: Statement of the problem and search for a solution. Creative use of ready-made tasks (objects, their independent transformation.

Game: Using the plot of games to organize children's activities, characters to play out the plot.

Partial search: Problem solving with the help of a teacher.

Expected learning outcomes:

As a result of training under this program, it is expected that children will master such knowledge, skills and abilities as:

Mastering non-traditional construction techniques from various materials by children.

Ability to work with different materials.

Ability to follow the teacher's verbal instructions.

Increasing the level of development of fine motor skills and hand-eye coordination.

Persistent interest and desire in children to experiment, combining different types of materials in the work.

Mastering the culture of work and teamwork skills.

Increasing the level of communication skills, creativity, fantasy, imagination.

Monitoring methods:

regular monitoring during the GCD process

Analysis of products of children's activities

Diagnostic cards (every quarter)

In the process of implementing the program of additional education, the integration of all educational areas is ensured:

Cognitive development: introducing children to various materials for compositions, identifying them by touch; familiarity with design techniques, to cultivate a desire to participate in joint labor activities, respect for materials and tools;

Socio-communicative: solving problem situations, fostering friendly relationships, developing the ability to communicate freely with adults and children, developing the ability to express one's point of view.

Artistic and aesthetic development: poems and stories according to the subject of the lesson, listening to musical works.

Physical development: physical education minutes, the formation of the ability to follow the rules of safe work with the materials and tools used, the development of coherent speech.

Speech development: vocabulary development, grammatical structure formation

Calendar-thematic planning

There are three sections:

1. Construction from the Lego constructor - 11 hours

2. Work with paper and cardboard - 13 hours

3. Work with waste material - 12 hours

Total: 36 hours

September

1. Diagnostics

2. Diagnostics

3. Introductory lesson: "What is origami" -Office paper, schemes of basic forms.

4. “In a certain kingdom, a paper state ...” - Tinted green paper, scissors, glue.

October

1. Autumn trees - Paper bags, colored paper, scissors, glue.

2. Mushrooms-Plastic bottles, adhesive tape. Stencils, colored cardboard.

3. Hedgehog - Office tinted paper

4. "Journey to the country - Constructor" Lego "

November

1. Bridge across the river-Designer-"Lego"

2. Well-Designer-"Lego"

3. Hut on chicken legs-Designer-"Lego"

4. “How a flap twisted into a Stolbushka doll” - Pieces of fabric of different colors and sizes, scissors, strong threads.

December

1. Birds - Tinted paper, corrugated paper.

2. Pencil with a toy - Cardboard sleeve, hard thread (or thin colored wire, colored paper, scissors, glue.

3. “How we built the estate of Santa Claus - White paper strips, scissors. Rolls of foil, small household molds for frames of "ice" sculptures.

4. Without which there is no carnival and masquerade - Soft loose paper, plastic trays, glue brushes, glue, frame molds, elastic bands.

5. Foam toys - Foam rubber, strong threads, buttons, paints, brushes.

January

1. Aquarium-Plastic bottles (large, shells, pebbles, colored cardboard, glue, scissors.

2. Goldfish - Plastic bottles (large, shells, pebbles, colored cardboard, glue, scissors.

3. Labyrinth-Designer-"Lego"

February

1. Truck-Designer-"Lego"

2. Ships are sailing - Constructor - "Lego"

3. Sailor - Disposable tableware, paper, threads, ribbons.

4. Air fleet - Tinted paper, felt-tip pens.

March

1. “What is a house and a ten-handle in it?” - Pieces of fabric of different colors, strong threads.

2. Chick in the nest - Wire, bast, egg cells, colored paper, glue scissors.

3. Children - Constructor "Lego"

3. Zoo - Constructor - "Lego"

4. Clown - Colored paper, scissors, glue. Wrappers.

April

1. Flying saucer - Disposable saucer, straws for the boiler, colored paper, glue, scissors.

2. Rocket-Designer-"Lego"

3. Robot - Constructor - "Lego"

4. Pinwheel - tinted paper.

1. Soldier cap-Tinted paper

2. Military equipment-Match boxes, corrugated matches. cardboard, colored paper, scissors, glue.

3. Diagnostics

4. Diagnostics

Work with paper and cardboard.

Work in the Origami technique. The traditional technique of folding paper figures, popular in Japan, is of great interest to teachers and parents nowadays. This is due to the unique possibilities of the influence of "origami" on the development of children. Folding figures has a beneficial effect on the development of finger and hand movements, attention, memory, logical thinking, and creative abilities. Classes "Origami" contribute to the education of perseverance, accuracy, independence, purposefulness. In the process of classes and when using the received figures, the teacher can solve many problems of a teaching and educational nature. The folding of the figurines is accompanied by informative stories of various kinds. Creating paper models, the child constantly works with geometric shapes: he starts folding by performing actions on the plane of the original geometric figure - a square (rectangle); in the process of folding in the hands of a child, one geometric figure is transformed into another. Working with geometric figures, children consolidate information about their structure (sides, angles, vertices, aspect ratio, etc., signs of their similarities and differences. In the manufacture of some classic figures, preschoolers learn about some of the customs that exist in Japan. Origami classes are in itself culturological information.When folding the figures, the teacher tells the children information of an ecological nature, especially if these are figures of animals.Classes are accompanied by information about the birds and animals that live in our country.

Paper plastics.

The work is based on the children's skills acquired in the applique and origami classes: folding paper in different directions, symmetrical, silhouette, contour, multi-layer cutting, gluing, etc.

The perception of the beauty of natural forms through practical activities contributes to the education of children in respect for the world around them, the development of the emotional and sensory sphere, artistic and figurative thinking, and the realization of their creative abilities.

Learning objectives:

Learn different paper handling techniques.

Develop the ability to work with glue, glue parts, attaching one to another;

To teach the basic techniques in the application technique "paper plastic" (breaking, creasing, rolling into a ball);

To teach children the technique of working with scissors: cut paper in various directions: straight, diagonally, cutting corners from squares and rectangles; cut long and short strips.

Learn to make elementary toys - homemade products from bent cardboard: Teaches the elements of paper folding using the Origami technique.

Promote the development of fine motor skills of the hands; develop accuracy and coordination of hand and eye movements; flexibility of hands, rhythm.

Work with waste material.

Practical work with a variety of waste material encourages children to be creative, provides for the development of manual labor skills, design, introduces the methods of working with various tools, teaches them to carefully handle them, promotes the development of coordination of finger movements, develops fine motor skills of fingers, cultivates perseverance and independence. Many of the proposed crafts involve their use in everyday life, and an important point in their manufacture is the strength of the structure. Working with different materials, children get acquainted with their properties, diverse structure, acquire labor skills and abilities, learn to think. Some operations require the application of efforts, the use of the most dangerous tools, especially in the preparatory stage, and the teacher takes on this stage of work.

Lego - construction

LEGO - the designer is widely used in continuous educational activities on design and solves the following tasks: develops thought processes (analysis, synthesis, comparison, generalization, etc.). A sufficiently effective means of activating thinking is designing according to models, diagrams, drawings, plans, samples, and memory.

The use of LEGO contributes to:

1) the development of sensory representations in children, since parts of different shapes are used, painted in primary colors;

2) development and improvement of higher mental functions / memory, attention, thinking, emphasis is placed on the development of such thought processes as analysis, synthesis, classification, generalization

3) training the fingers of the hands, which is very important for the development of fine motor skills of the hand and in the future will help prepare the child's hand for writing;

4) unity of the children's team, the formation of a feeling of sympathy for each other, since children learn to jointly solve problems, distribute roles, explain to each other the importance of this constructive solution.

Materials, tools, equipment necessary for the implementation of the program:

Lego";

Waste material (foam rubber, plastic bottles, wire, bottle caps, disposable tableware, etc.)

Cardboard and tinted paper in different colors.

Glue, oilcloths

Scissors

Templates, stencils

In the second pavilion of VDNKh, the most unusual “Roboschool” in Russia has been opened: one of the teachers here is the android Tespian.

In total, 4 courses are open in the "Roboschool". There is "Robotics", where they introduce the basics of design, modeling and programming, teach how to create smart electronic machines. You can choose the STEAM program (Science, Technology, Engineering, Art, Mathematics), which consists of engineering lessons and experiments. On the Electromechanics course, students will learn to distinguish resistors from transistors, assemble radios and other equipment.

Also in the "Roboschool" industrial design is provided. In the classroom, children not only learn the history of modern design, but also create art objects on their own. The best creations will be in the Hall of Fame "Robostation".

5200 rubles per month

Museum of entertaining sciences "Experimentanium"

An ideal platform for open lessons and interactive classes. We follow the latest trends
in the field of additional education for children. Our educational courses allow you to expand your child's horizons, acquire useful skills and knowledge that open up new perspectives in the modern world. And most importantly, we know how to make the educational process fun and enjoyable for children!

In the new academic year, the "Laboratory" of entertaining sciences opens its doors in our museum, in which children will be able to get acquainted with the natural sciences and technical laws in practice under the guidance of real scientists. We have also prepared an interesting program of popular science lectures from the already beloved cycle “Scientists for Children”. And for fans of designing and programming, admission to Robotics courses and a drone piloting school is already open!

The minimum cost of 1 lesson in the course is 1000 rubles

Open prototyping laboratory "Laba"

The first techno-coworking in Russia is also an educational platform. The Lab provides training in computer programs for drawing and 3D modeling, master classes in 3D printing, 3D scanning, and working with laser machines. By the way, in most cases, "Laba" is designed for adults - people come here to work on 3D printers, plotters, milling machines and other fancy equipment.

For children, the center has about 10 areas, the most interesting of which are shipbuilding, aircraft modeling and robotics. According to the co-founder of Labs, Maxim Pinigin, in techno-coworking you will be able to realize any idea, “from a stool to a satellite.” Regardless of the age of the inventor.

From 5000 rubles per month

Feast of Science

"Celebration of Science" is an interactive and educational program for children from 8 to 13 years old. You can arrange a scientific holiday, a master class, hold a birthday or a whole scientific festival. The goal is to popularize science and show children that all this can be not abstruse and boring, but exciting and interesting. The secrets of film special effects technologies, physical and chemical experiments, entertaining mathematics - children are usually delighted.

In addition to major events and holidays, you can sign up for classes and courses. Now there is an intensive course "Engineering creativity" (for children 9-12 years old), "Electricity for inventors" (for children 9-12 years old) and "Chemistry in the life of children and adolescents" (for children 8-12 years old). The course "Engineering Creativity" will teach children layout and modeling, develop spatial thinking and fine motor skills. On the course about electricity, children will learn how to assemble electrical circuits and even make a real lightsaber. Chemistry is pure joy, reactions and experiments.

From 6900 rubles for 7 lessons

Mathematical circles from the creative laboratory "2×2"

The main value of the creative laboratory "Twice Two" is in its teachers. In the mathematical circles of the center, people who are in love with numbers and formulas work. They manage to infect children with a passion for the exact sciences: the average score of pupils in mathematics at school is 4.58, they often win prizes at city and Russian Olympiads.

In order to study in a circle for free, you need to pass several interviews. Only the most mathematically capable are accepted here.

House of Scientific and Technical Creativity of Youth (DNTTM)

The branch of the Palace of Children's Creativity on Sparrow Hills boasts a rich set of scientific fields - from robotics and paleontology to astronomy and robotics. There are 11 chemistry circles here alone.

Special attention in the House of Creativity is given to children interested in technology. For example, the center has several courses in radio electronics. In the beginners circle, electronic circuits are soldered and simple electronic devices are created. At the course "Radio Engineering" they study radio-electronic structures, and at the lessons of "Entertaining Electronics" they learn to read and make simple circuits.

There are free classes

Engineering Center of the Museum of Cosmonautics

Why does an airplane or rocket fly? How does the Universe work, who can go into space, and why do you need a spacesuit? In the engineering center of the Museum of Cosmonautics, you can get answers to thousands of questions. This year, the Space Squad club was opened here, where, in addition to theoretical knowledge, you can pass psychological tests (almost like astronauts!), work out on the SOYUZ-TMA docking simulator and get a test cosmonaut certificate.

And for those who prefer to work on Earth, there is a three-year program of the Vostok design bureau. Future engineers will get acquainted with the basics of electrical engineering, computer programming and 3D modeling, learn how to work on a breadboard, read and draw electrical circuits, and write codes.

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Center for Design Creativity
"Start Pro"

The center is called the "children's Skolkovo": one of the best scientific bases in the country is assembled in Start Pro. There are 6 laboratories open here, in which about 60 programs are presented. So, in "Entertaining Mathematics" they learn to solve complex puzzles, in the "LabVIEW Graphical Environment" - to create robots and develop simple applications, and in "Stroymaster" - to work with tools, natural materials and metal.

Yes, and no boring lectures: the teachers of the center know how to talk simply about the complex, turn science into a game, and boring school subjects into exciting quests.

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Center for additional education "Young motorist"

Allnakhodka.rf

This is the most provocative children's center in Moscow: for example, it is allowed to drive motorcycles here from the age of 8! Young riders are taught the basics of motorcycling, are taught how to repair equipment and provide first aid in case of accidents. Both equipment and motorcycles are provided by the center.

In addition, there is an opportunity to learn everything about the structure of the car, learn the rules of the road and even pass an exam on traffic rules.

Although most of all, children respect the practical part of the classes: they put you behind the wheel at the age of 12. Pupils drive go-karts, participate in rallies and win prizes in Russian car competitions.

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Club of the young railway worker at the Russian University of Transport (MIIT)

If your child loves trains, you should take a closer look at the courses at MIIT. In the classroom, children learn the history and structure of railways, study the composition of electric locomotives and wagons, get acquainted with the rules of "railway traffic" and railway professions. Every summer in Kratovo, near Moscow, the students of the club are waiting for an internship on the Small Moscow Railway. The guys can try themselves as a controller and conductor of a passenger car, a track fitter and even a driver.

Bonus: successful graduation from the club entitles you to preferential admission to MIIT, all other things being equal.

7-11 grades

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Children's Center for Scientific Discoveries "Innopark"

Mos-holidays.ru

An ideal format for those who have not yet decided on their preferences. Innopark provides short courses that tell interesting stories about the world of science and technology.

In total, the center has developed 4 programs. So, the course “Everything is on the shelves” affects optics, mechanics, electricity and astronomy. In the classroom, the children will have to make a diffraction grating, create optical illusions, assemble a battery from vegetables and make a moon rover. You can choose one of the two courses "Robotics" or "Science in the palm of your hand", where children will get acquainted with physics, biology, chemistry and geography, as well as set up experiments.

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digital home

3D scanners, 3D printers, powerful computers, neurotechnical equipment - the "Digital House" resembles an exhibition of the achievements of modern technology. True, in this “museum” it is allowed to touch any exhibits with your hands.

In the center, you can do robotics - on the basis of the Lego Mindstorm EV3, Lego WeDo and Arduino constructors, the guys assemble both the simplest models and technically complex devices. Another popular area of the Digital Home is 3D design. In practice, children learn to work with the latest machines and even create unique objects themselves.

From 4,000 rubles per month

The education system has the following responsible tasks, which are:
- teaching students the basics of science and profession;
- learning to independently replenish their knowledge;
- education of an ideologically hardened and comprehensively developed personality.
The main direction in pedagogy is how the creative abilities and creative activity of students will develop. This will help to expand the scope of the lesson, and learning in other forms will continue beyond it.
Modern society requires that the child be brought up as a comprehensively developed personality. Therefore, approaches to the organization of the educational space are changing significantly. Trends associated with the modernization of modern education during the transition to second generation standards are trying to significantly increase the amount of extracurricular activities of students. This direction of development is justified, since it has positive aspects, which are how to most effectively organize students' leisure throughout the working day, how to implement a meta-subject approach in education. This form of organization of cognitive activity is not new, but for the first time it is planned to make a serious emphasis on it.
Some researchers believe that the reason for the emergence of Russian out-of-school education is the fact of the appearance in the 30s of the XVIII century. in the gentry cadet corps of the literary circle. His pupils a little later began to publish their own printed organ, the name of which is “Idle time, for the benefit of the used”. Other researchers - with the initiative of the advanced intelligentsia, which received the support of influential teachers and public figures such as: I.A. Korf, N.I. Pirogov, K.D. Ushinsky, associated with the creation of out-of-school institutions - Sunday schools, public libraries, reading rooms. It must be remembered that the main task of out-of-school education is to create and implement democratic programs for the development of education in Russia.
S.T. Shatsky, L.D. Azarevich, L.K. Shleger, A.U. Zelenko, A.A. Fortunatov, A.P. Lesgaft, E.N. Medynsky believe that the main task of extracurricular activities is to develop the child's personality. It was assumed that extracurricular organizations were trying to help children choose activities to their liking and create conditions for reasonable leisure. According to S.T. Shatsky, everything that was “crushed in children by living conditions” should appear on the circle.
According to E.N. Medynsky, the term "out-of-school education" is extremely unfortunate. That education, which was called out-of-school, is considered a continuous process that accompanies the development and formation of a person throughout her life.
Interest circles are the most common form of organization of extracurricular activities related to how the creative abilities of children develop at school. Through the vigorous activity of various circles, children's aesthetic culture and diligence are nurtured, their polytechnic horizons are expanded, and the ability to perceive and feel the beautiful is developed.
In the process of studying in a circle, children deepen their knowledge and skills related to the business they are interested in, and then use them in work, which is useful for society, at school and at home. If the teacher is able to consider and unravel the interests, inclinations, abilities and talents of his students, as well as create opportunities for the development of creativity, then he will bring up a creator in each student.
In the 19th century, in the studies of culturologists, the concept of "innovation" first appeared, which meant the introduction of certain elements of one culture into another.
J. Schumpeter is considered the founder of the theory of innovation. In 1912, he published his work entitled "The Theory of Economic Development", where innovation is a means of entrepreneurship in order to make a profit. According to the author, entrepreneurs are "economic entities that carry out new combinations and act as an active element" .
Creativity is understood as an activity, as a result of which new material and spiritual values are created. Since creativity is a cultural and historical phenomenon, it has a psychological edge: personal and procedural. It provides that a person has abilities, motives, knowledge and skills, thanks to which a completely new, original and unique product arises. In the process of studying individual characteristics, the main role of imagination, intuition, unconscious components of mental activity, an individual need for self-actualization, disclosure and expansion of one's creative abilities was discovered.
Nowadays, teachers face the task of organizing the educational process in such a way that the creative activity and individual abilities of students develop. According to V.A. Sukhomlinsky, “a child by nature is an inquisitive explorer and discoverer of the world. Therefore, let a wonderful world open before him in living colors, bright and trembling sounds ... through a fairy tale, fantasy, game, through a unique children's creativity - the right way to the heart of a child.
The creative (innovative) activity of students is to determine new aspects of the phenomena that are being studied, to expand and deepen knowledge. Students who work creatively do not use only a textbook, but use scientific literature, reference books and encyclopedias. Working with the textbook, they find questions that need to be studied further, and also conduct independent research. The main thing in the creative activity of students is the procedural side, the methods that they apply, mastering knowledge. At the same time, students can not only study certain phenomena, express their own attitude to what they are studying, have their own point of view, transfer known methods of solution to new conditions, but also find completely different methods.
In extracurricular activities, a special environment of enthusiastic teachers and children arises, which is filled with emotions. This is a world of creativity, manifestation and disclosure of each child's interests and hobbies.
Interest circles are the most popular form of organization of extracurricular activities, which develops creative abilities at school. The main purpose of these circles is to captivate the child in a certain scientific field, launch a program of creative discoveries, and expand the range of activities. The most effective in the classroom will be learning mechanisms, but only if the classes are composed “from simple to complex”. In the process of overcoming the difficulties that are feasible for the child, each time he will climb the steps of knowledge. In this case, the teacher is obliged to apply differentiated tasks. The main thing is that the child is not afraid to make a mistake. Therefore, the teacher should not suppress the desires of children, their impulses of creativity and ideas, but support and guide them.
When organizing extracurricular activities related to the innovative creative activity of students, it must be remembered that the guiding principle is to provide all students with the opportunity to satisfy all aspirations and develop abilities. The interest of the child, which arises in the classroom, in the course of work, watching TV programs, reading an article in the newspaper, can be developed, deepened in circle classes, where the teacher may not follow the program.
Technical circles work according to programs or thematic plans, which have some differences from the curriculum. Each program consists of practical activities with the necessary theoretical information that children must learn.
The circle program is not always mandatory in all its parts. It depends on the conditions, on the skills of the teacher, on the interests and preparation of the students. That is why it is possible to change its theoretical and practical parts.
In addition to theory, the program consists of a huge amount of practical work, which, unfortunately, cannot be an end in itself. In the process of its implementation, children must acquire labor skills, the ability to use various tools, skills in installation work, the ability to read a drawing, understand the design of a model or machine and manage it.
In order for labor education at school to become newer and non-standard, it is proposed to single out a new group of non-traditional materials, which will significantly expand and diversify the types of activities in labor lessons. "Non-traditional" materials are materials that can replace the usual ones used in labor classes.
Often a new non-traditional design material is used - the remains of polypropylene pipes, which are used to install the heating system and the water supply and sewerage system in the premises. A huge number of things are also made from them: furniture, greenhouses and greenhouses, interior items: chandeliers, lamps, panels, etc.
In the course of studying and analyzing the theory related to the innovative creative activity of students, it was concluded that special issues in the work of the teaching staff are those related to improving the methodology for organizing classes in technical creativity during extracurricular time. It must be remembered that students do not immediately know how to make new creative solutions, since each of them has its own potential. All creative possibilities must be developed.
So, the work of the circle at school is effective if it is connected with general education subjects. This integration of classroom and extracurricular activities is able to raise children's motivation both for the subject and for classes at the circle.
Through circles of technical and artistic creativity, it is possible to reveal the creative possibilities of students, psychologically and practically prepare them for work. The activity of these circles is an element of educational work. Their goal is to solve complex pedagogical tasks, which are to:
- to educate the aesthetic culture and diligence of students;
- to expand their polytechnic horizons;
- provide students with the opportunity to communicate fruitfully with peers and the teacher;
- to develop a conscious and respectful attitude towards the work of other people, to understand the importance of one's own work.
The most effective tool in the work of circles of technical creativity is the project method, the authors of which are V.V. Guzeev, N.Yu. Pakhomova, J. Dewey. With its help, design is included in the education process as an activity. The project method involves such a technology for organizing educational situations where the student will be able to pose and solve their own problems, and the teacher will accompany the student's activities. The problem for the student should be important and culminate in the creation of a product. In the course of project activities, the functions of the participants in the process change. The teacher is obliged to advise, motivate, observe, facilitate, and the student is obliged to choose, create a system of relationships with people, evaluate.
Often children want to make some product with their own hands at labor lessons, but they do not always have the opportunity to work out in detail each creative project. In the classroom, this opportunity arises for every child. At the same time, the composition of children, taking into account age, is important, since younger students can get advice regarding the choice of material and the development of the best idea, not only from the teacher, but also from older school children. They will learn how they made products from similar materials, work with them, get a master class. Children of senior school age, in this case, get the opportunity to some extent feel like teachers, professionals, and sometimes look at themselves from the outside and pay attention to what they need to work on.
There is another criterion for the work of the circle, which is the level differentiation of students. The features of this technology were described in their works by I.E. Unt, T.K. Donskaya, A.S. Granitskaya and V.V. Firsova. The circle of technical creativity is a vivid example of the external differentiation of students, since its participants are two categories of children: gifted, who are interested in the educational field "technology", and children who find it difficult to study the subject and who are trying to improve their skills in the circle. Combining all children into a group, the question arises related to effective internal differentiation, namely: with combining into different groups, taking into account abilities, adjusting the level of complexity of the tasks, with help in choosing objects of project activities.
So, the combination of two educational technologies contributes to the effective organization of the work of the circle of technical creativity at school and the achievement of certain results in the subject "technical work", which is to increase academic performance in the subject and the effective organization of work with gifted children.
The main feature of the circle at school is to attract children from the “risk group”, in other words, students who are capable of committing criminal or delinquent acts. Adolescent children who are registered with the police departments, starting to attend classes of the circle, often find themselves in creativity, blend well into the team and spend all their free time happily in the workshops.
The positive dynamics of the quality of knowledge that students have received in the subject, and the trend of stability of these indicators is the result of the successful interaction of educational programs with extracurricular programs.
Successfully realizing themselves in creativity, students feel satisfaction with the results of their own activities, and the state of a person corresponding to the greatest satisfaction with the conditions of his being, the fullness and meaningfulness of life, the realization of his human purpose, is happiness. According to experts in the field of elixology, when a student is happy, the teacher is also happy, who is inspired by success.
Summing up the work of the circle at school, its impact on the education, upbringing and development of the personality of students, we must not forget that the activities of the circle are closely related to the school program. In the transition to the standards of the second generation, this association will take its rightful place in the new system of organization of the educational process. Every teenage child should be given the opportunity to realize their creative potential, to get satisfaction from the results of their work, to feel their importance, belonging to a common cause.

Adapted program of additional education.

Technical direction.

Technical modeling and design "Samodelkin".

For a group of compensatory orientation of older and preparatory age.

The level of implementation of the program - trainees 5 - 8 years.

The implementation period is 3 years.

1. Target section

1.1. Explanatory note

Work in the circle "Samodelkin" is carried out in accordance with the Federal Law of December 29, 2012 No. 273 "On Education in the Russian Federation", with the federal state educational standard for preschool education and the norms of SanPiNa 2.4.1.3049-13 of July 30, 2013.

Children's design is one of the types of artistic and visual activity aimed at creating a variety of buildings from building kits, designers; production of crafts, toys, attributes for games from paper, cardboard, natural, waste materials. Children's construction in the course of the historical development of society and its culture was isolated from the constructive activity of an adult. The main difference is that the products of constructive activity of an adult are knowledge-intensive, complex in their functional purpose, while the results of children's design are simple and concise both in form and in content. However, in the activities of an adult and a child there is one common characteristic. In both cases, the design has a practical purpose, namely, in the world of adults, it ensures the vital activity of a person, and in the world of a child, it organizes his game as one of his activities. Play often accompanies the building process, and crafts made by children are used in games.

Designing and modeling is an attractive activity for older preschool children. Toys and games are one of the most powerful educational means in the hands of society. The game is usually called the main activity of the child. It is in the game that different aspects of his personality are manifested and developed, many intellectual and emotional needs are satisfied, character is formed, which positively affects the social health of a preschooler.

Far from every family has created all the necessary conditions for the development of children's creative activity, therefore, games of a new type are needed, games that model the creative process itself and create their own microclimate, where there are opportunities for the development of the creative side of the intellect, contributing to the formation of communication skills in children, the establishment of positive interpersonal relations. Such games are games with cubes, construction from chenille wire, games with a magnetic designer, Lego-type constructors, which, for all their diversity, come from a common idea and have characteristic features:

1. Each game with the constructor is a set of tasks that the child solves with the help of details from the constructor.

2. Tasks are given to the child in various forms: in the form of a model, drawing, photograph, drawing, oral instruction, etc., and thus introduce him to different ways of transmitting information.

3. The tasks are arranged approximately in order of increasing complexity, i.e. they use the principle of folk games: from simple to complex.

4. The gradual increase in the difficulty of design tasks allows the child to go forward and improve independently, i.e. develop their creative abilities, in contrast to education, where everything is explained and where only performing traits are formed in the child.

5. The solution of the problem appears before the child not in the abstract form of the answer to a mathematical problem, but in the form of a structure made of constructor parts, i.e. in the form of visible and tangible things. This allows you to visually compare the "task" with the "solution" and check the accuracy of the task yourself.

6. Most of the games with the constructor are not limited to the proposed tasks, but allow children to compose new versions of tasks and invent new games with the constructor, i.e. engage in creative activities.

In the classes of the Samodelkin program, students get acquainted with the basics of design and modeling, classes contribute to the development of creative abilities and visual-figurative thinking, the development of all cognitive processes, including fine motor skills, and contribute to the formation of friendly relations in the team of pupils; develop confidence in themselves and their learning abilities.

The methodological basis of the program is the concept of the activity approach and the theory of socialization.

Working adapted program t technical modeling and design "Samodelkin" developed in accordance with the introduction of the Federal State Educational Standard of preschool education.

Program goal: additional education of children of senior preschool age.

1.2. Priority areas of activity

Construction has always been in kindergarten. But if earlier priorities were placed on constructive thinking and the development of fine motor skills, now a new approach is needed in accordance with the new standards. Construction in kindergarten is carried out with children of all ages, in an accessible way, from simple to complex. From ordinary cubes, the child gradually moves to constructors consisting of simple geometric shapes, then the first mechanisms appear. The Samodelkin technical modeling and design room is equipped for classes and is located on the 4th floor of the preschool educational institution building. We have a sufficient number of wooden building kits, from which we build rockets, bridges, swings, etc., a magnetic constructor, a soft constructor, kits for building labyrinths, houses. In the course of work, acquaintance with the simplest properties of geometric bodies, their shapes, areas and volumes occurs, observation develops; children acquire some information of a technical nature.

Collective type constructors " My city", "Flora» develop fantasy, creative thinking, imagination. At the same time, children do not follow the schemes proposed by the manufacturer at all, they find dozens of their own, individual solutions.

Magnetic constructors is a new kind of constructor. They develop fine motor skills, help to realize creative potential, provide an opportunity to gain a lot of new knowledge in the field of physics and geometry, logic. The details of this designer are universal, and the result of creative activity is unlimited. It can be figures on the plane, three-dimensional, various animals, machines. In games with this building material, children develop an interest in technology.

It is very important to practice working in a team, the ability to take on roles, distribute responsibilities and clearly follow the rules of conduct.

With the use of educational kits, children independently acquire knowledge in solving practical problems and problems that require the integration of knowledge from various subject areas, as a result, project activities make it possible to educate a doer, not a performer, develop volitional qualities of a person and skills of partnership interaction.

Games with building materials are especially close to work activities. They bring up in children such qualities that directly prepare them for work: the ability to set a goal, plan their work, select the necessary material, critically evaluate the results of their work and the work of friends, and be creative in achieving the goal.

Properly organized games with building materials contribute to the development of a high culture of activity: the child’s fantasy is widely developed in them, moreover, “creative working fantasy”.

Games with building materials contribute to the development of children's thinking. Such thinking processes as analysis and synthesis, the ability to compare, are still very poorly developed in a preschooler. The need to single out structural features in the observed structures, to accurately reproduce buildings, forces the child to resort to comparison, analysis and synthesis, to establish similarities and differences, they are taught not to be satisfied with random solutions to a constructive problem, but to find more expedient.

1.3. Design and modeling tasks

Work program for "Technical modeling and design" in the field of "Cognition" is aimed at achieving goals for the formation of ideas, their ordering, understanding of existing patterns, connections and dependencies in the world around, through the solution of the following tasks:

Educational areas	Tasks in accordance with the Federal State Educational Standard, which are solved using the constructor
Speech development	Possession of speech as a means of communication; enrichment of the active dictionary; development of dialogic and monologue speech;
cognitive development	Development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, quantity, number, part and whole, space, movement and rest, causes and effects).
Physical development	Coordination of movements, development of large and fine motor skills of both hands.
Social and communicative development	Development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; the development of emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude towards the results of the work of peers; the formation of positive attitudes towards various types of work and creativity; the formation of the foundations of security.
Artistic and aesthetic development	Implementation of independent creative constructive-model activity of children

The program is focused on solving the following tasks:

1st year of study:

Senior preschoolers (5-6 years old):

Educational:

Introduce materials for construction (natural, waste, construction and paper).
Introduce volumetric geometric shapes (brick, ball, cube, cylinder, cone, pyramid) that are part of building kits or designers.
Learn to place various geometric bodies in space.

Learn to highlight familiar images in buildings and crafts.

Improve the ability to use various techniques and techniques in the process of creating a constructive image.
Learn to select adequate ways to connect the details of a constructive image, making them strong and stable.
To consolidate the ability to find a replacement for some parts with others.
Improve the ability to bend paper of different density in different directions.
Learn to work from blueprints.

Developing:

To form a sense of form, plasticity when creating buildings and crafts.
Improve your planning skills.
To form a sense of form when creating elementary buildings and crafts.
Develop visual-effective and visual-figurative thinking.
Promote the development of attention, memory.
To form the ability to attach the details of crafts to each other.

Educational:

Generate interest in design and constructive creativity.
To cultivate an aesthetic attitude towards works of architecture, design, products of one's own constructive activity and handicrafts of others.
To cultivate accuracy when working with various materials and tools. Improve scissor skills.
Develop the ability to work collaboratively.

2nd year of study:

Senior preschoolers (6-7 years old):

Educational:

To improve the ability to work with various materials for construction (natural, waste, construction and paper), taking into account their properties and expressive possibilities in the design process.
Learn to use different types of composition to create three-dimensional structures.
Continue to learn how to draw up a structure according to verbal instructions, descriptions, conditions, diagrams.
Learn to independently transform materials in order to study their properties in the process of creating constructive images.

Developing:

Continue to form a sense of form, plasticity when creating buildings and crafts.
Continue to develop visual-effective and visual-figurative thinking, imagination, attention, memory.

Educational:

To continue to cultivate an aesthetic attitude towards works of architecture, design, products of one's constructive activity and handicrafts of others.
Continue to cultivate accuracy when working with various materials and tools. Improve scissor skills.
Continue to cultivate the ability to work collaboratively as a team.

3rd year of study:

Senior preschoolers (7-8 years old):

Educational:

1. To consolidate the ability to identify, name, classify different volumetric geometric bodies (bar, ball, cube, cylinder, cone, pyramid, prism, tetrahedron, octahedron, polyhedron) and architectural forms (domes, roofs, arches, columns, doors, stairs, windows, balconies), which are part of building kits or constructors. To consolidate the ability to create plot constructive images.

2. To consolidate the ability to compare geometric shapes with each other and objects of the surrounding life.

To consolidate the ability to highlight the image in various geometric bodies.

Developing:

1. To consolidate and expand the child's vocabulary with special concepts: substitute, structure.

To consolidate the ability to use compositional patterns: scale, proportion, plasticity of volumes, texture, dynamics (statics) in the design process.

Educational:

Generate interest in constructive experimentation.
Continue to cultivate the ability to hear the verbal instructions of the teacher, his instructions, characteristics.
To cultivate the ability to see beauty in designs and crafts.

1.4.Pedagogical principles of design in a preschool educational institution

Technical design and modeling technologies are developed on the following principles:

The principle of taking into account age and individual characteristics implies such an approach, which opens up the prospect of the artistic and aesthetic development of each child in accordance with his level of abilities and age opportunities;

The principle of simultaneous inclusion of all analyzers in the process of cognition of any value ensures the strength of conditional connections in the cerebral cortex and the activity of all mental processes;

The principle of integration of various types of arts and various types of artistic and creative activities of children contributes to a deeper aesthetic understanding of reality, art and their own artistic creativity, the formation of figurative representations, figurative, associative thinking and imagination;

The principle of accessibility involves managing the pace and content of the child's development through the organization of educational influence;

The principle of productivity emphasizes the pragmatism of the method, the obligatory orientation towards obtaining a meaningful, real, complete result for the child;

The principle of the relationship between the artistic and creative activities of children and educational work creates conditions for the formation of various ideas and expands the experience of perception, stimulates the development of imagination and creativity;

The principle of variability and helicity. The variability of the content, forms and methods of working with children makes it possible to realize the value of the arts in different types of activities and in different ways, from the particular to the general, from the general to the particular;

The principle of effectiveness implies a respectful attitude to the results of children's creativity, the wide inclusion of their works in the life of a preschool educational institution, the organization of exhibitions, concerts, etc.

1.5. Expected Results

Predicted results and evaluation criteria:

The direct evaluation criteria are the successful assimilation of the program by the years of study by the pupils, as well as the increase in their theoretical knowledge and practical skills in design and modeling, as well as the manifestation of creativity. Indirect criteria are the creation of a friendly team of pupils, the initiative and activity of children in the classroom.

● the child shows initiative and independence in various activities - playing, communicating, designing, etc. Able to to choose own occupation, participants in joint activities, reveals the ability to implement a variety of ideas;

● the child is self-confident, open to the outside world, has a positive attitude towards himself and others , has self-esteem. Actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;

● the child has a developed imagination which is implemented in various activities. The child's ability to fantasy, imagination, creativity intensively develops and manifests itself in game . The child owns different forms and types of play. Can obey different rules and social norms , to distinguish between conditional and real situations, including game and educational;

● Creative skills the child is also manifested in the fact that he knows how to fantasize aloud, can express his thoughts and desires;

● the child has developed large and fine motor skills. He can control and manage his movements, has a developed need to make crafts from various materials, etc .;

● the child is capable of strong-willed efforts, to overcome momentary impulses, to complete the work begun.

In the end first year learning children should:

Know and choose the right materials for construction;

Be able to distinguish geometric shapes;

Be able to find a replacement for some parts with others;

Ability to work from blueprints;

Be able to create elementary buildings and crafts.

In the end second year learning children should:

Ability to work with a variety of building materials

To be able to draw up a construction according to verbal instructions, description, conditions, schemes;

Learn to carefully work with various materials and tools, in particular, with scissors.

To be able to compare geometric shapes with each other and objects of the surrounding life.

Be able to highlight the image in various geometric bodies.

2.1. Features of teaching children of senior preschool age to design

2.2 Forms of organization of modeling and design. Types of design.

2.3 Thematic planning

2.1 Features of training.

The constructive creativity of older preschool children is distinguished by a substantial and technical variety of buildings and crafts, due to the presence of a certain degree of pictorial freedom.

Making crafts from natural material forms in children not only technical skills and abilities, but also an aesthetic attitude to nature, art, and their creativity. However, this becomes possible only with a comprehensive and systematic approach to the learning process. It is important that the knowledge, skills and abilities acquired in the course of one type of construction, children can use in others.

As an activation of the constructive creativity of children, it is advisable to use a variety of stimulating material: photographs, pictures, diagrams that guide their search activities. As for the materials used in the course of creating a constructive image, it should be more than required for a separate building (both in terms of elements and in quantity). This is done in order to teach children to select only the necessary details that correspond to their plan. If a child is not able to make a choice and uses all the material provided to him in the lesson, not trying to objectively assess its significance for the implementation of the plan, then this indicates a rather low level of creative development. It is important to teach children to analyze the material, to correlate its properties with the nature of the created constructive images. Children of senior preschool age, when creating structures, do not build in general, but with a specific purpose, i.e. in order to apply the construction (handicraft) in practical activities. This gives the design meaning and purpose.

Given the variety of materials used in the design, it is necessary to think over the storage system. It is most convenient to arrange the materials in boxes, depending on the type, while making it accessible to children. It is more expedient to carry out the process of classifying material together with children. Firstly, this will allow them to quickly remember its location, secondly, the joint work on disassembling the material teaches children to order, accuracy, and thirdly, in the course of such activities, preschoolers indirectly consolidate knowledge about the properties of different types of material.

At senior preschool age, under the guidance of an educator, children learn new ways of connecting for them, learn to create a variety of movable structures from pictures, drawings. At the same time, special attention is paid to the special development in children of the ability to connect parts with the help of nuts and wrenches, since this requires the participation of the small muscles of the hand, which is still imperfect in a preschooler.

Sets of building material and designers are not given all at once, but gradually, as they are mastered by children. After the children, under the guidance of the educator, have mastered one or another constructor, it can be placed in the corner of creativity so that the children have the opportunity to independently use it in free activities.

Paper is also widely used in older groups in the process of paper-plasticity, which is used as an independent form of creativity, and in combination with others, for the manufacture of various crafts and toys. Children are given different types of paper: thick desktop, writing, glossy, semi-paper, as well as different types of cardboard.

The variety of natural material and ease of processing allow it to be used in many ways in working with preschoolers. The teacher, together with the children, prepares natural material. Replenishment of its stocks occurs throughout the year. To create a complete craft or design from natural material, you need to choose an adequate method of fastening. In that age group, as an additional means, such as: an awl, a needle, a wire can already be used, which, due to their safety, are not recommended for use in younger groups. However, even for older preschoolers, it is necessary to instruct them on the specifics of working with these tools, as well as to control the entire process of work.

Natural material allows you to create structures of small and large sizes. At the same time, the work will have a collective character. For example, the construction of buildings made of sand or snow on the site. In this case, children will develop the ability to work together, where you need to negotiate, find a common solution.

2.1 Forms of organization of modeling and design

1. Design by sample.

Its essence: the construction of parts, on the example of a sample and a manufacturing method. This is a necessary and important stage during which children learn about the properties of building material details, master the technique of erecting buildings, a generalized method of analysis - they learn to identify its main parts in any object, establish their spatial arrangement, highlight details.

Within the framework of this form, tasks are solved that ensure the transition to independent search activity, which is of a creative nature. Visual-figurative thinking develops.

2. Design according to the model.

Its essence: as a model, a model is proposed in which its constituent elements are hidden from the child. In other words: a certain task is proposed, but not a way to solve it. As a model, you can use a design pasted over with thick white paper. Children reproduce it from an existing builder. Generalized ideas about the constructed object, formed on the basis of analysis, will have a positive impact on the development of analytical and figurative thinking. Model-based design is a more sophisticated form of model-based design.

3. Design by conditions - is of a different nature, children must create constructions according to given conditions, emphasizing its practical significance, the main tasks should be expressed through conditions and be of a problematic nature. This form of education develops creative design, but on condition that children have some experience.

4. Design on the topic.(For example - transport)

This form is similar in nature to designing by design, the only difference being that the artist's intention is limited to a specific topic. The main goal of designing on the topic is to consolidate the knowledge and skills of children.

5. Design by design: this is a creative process during which children have the opportunity to show independence. However, the teacher must remember: the design concept, its implementation is a rather difficult task for preschoolers. The degree of independence and creativity depends on the level of knowledge and skills.

6. Frame construction. When children get acquainted with the simple construction of a frame and as a result easily learn the general principle of constructing a frame and learn to highlight design features based on a given frame.

In a construction of this type, the child must, as it were, finish drawing it, adding additional details to one and the same frame. It develops the imagination. However, the organization of this form of design requires the development of a special design material.

7. Design according to the simplest drawings and diagrams. This form makes it possible to acquaint children with drawings, diagrams. The ability to use templates, and then see the details in three dimensions. As a result of such training, children develop imaginative thinking of cognitive and creative abilities.

Types of design.

According to the materials used in the design process:

Construction from building kits.
Construction from constructors.
Construction from natural materials.
Waste material construction.
Construction from paper and cardboard (paper-plastic):
- origami;
- volumetric paper and cardboard modeling.

Realistic design.
Stylized.
Abstract.

By the nature of the children's activities:

Individual.

Collective.

By appointment:

Design with a practical purpose.

Design, which has an artistic and aesthetic purpose.

Materials and equipment.

It should be noted that the materials related to such types as paper, natural, waste materials are used the same as for working on the application. But there are also materials specific only for construction - these are building kits and constructors.

Construction material represents kit various geometric bodies (cube, cylinder, prism, etc.). It is divided into small (table) and large. In the classroom, mainly various sets of small (desktop) building materials are used, with the exception of large collective buildings, where a large set is used.

Constructors. Today, a preschooler has the opportunity to work with various designers.

By nature of use:

Constructors, assuming a one-time production of buildings (they involve gluing parts, after which the designer cannot be reused).
Constructors limited in the content of buildings (consist of elements (forms) that can only be used to obtain certain types of buildings).
Constructors universal (not limited either in the maintenance of buildings or in the possibility of multiple use).

By material: wooden; plastic; metal; ceramic.

Design methods:

fixing parts on the base
connecting parts to each other(learning from an early age);
gluing(learning from an early age);
sealing(training from the younger group);
gluing(training from the younger group);
sewing on(training from senior groups);
piercing(training from senior groups);
twisting(training from senior groups);
clamping(training from the middle group);
creasing(learning from an early age);
bending(extension, arching) (learning from an early age);
addition(training from the younger group);
unfolding(folding);
twisting(untwisting);
wrapping(training from senior groups);
lubrication(training from the younger group).

In the process of designing, preschoolers acquire special knowledge, skills and abilities. In process building material structures, children get acquainted with geometric volumetric forms, study their properties, master the rules of composition in design (get an idea about the meaning of symmetry, balance, proportions). When constructing from paper children have the opportunity to clarify their knowledge of flat geometric shapes, compare their properties and features with three-dimensional forms. Here, children learn how to work with paper, which they can later use in appliqué classes. Modifying flat forms by bending, folding, cutting, gluing paper, children get a three-dimensional shape.

Working with natural and waste materials contributes to the manifestation of creativity in each child, since only the ability to single out a new function in an object and object allows you to transform it, having received a completely different constructive image.

In the design can be used and ready-made forms, depending on the learning objectives.

All types of design contribute to the versatile development of the personality of a preschooler: all types of thinking, imagination, creativity, memory, attention. This is due to the fact that the child, before completing the construction, first imagines it (mentally or on the basis of an existing diagram, picture), thinks through the shape of its parts, then correlates the image with the existing forms, determines the degree of their suitability, and then proceeds to create the building. In the course of the construction itself, the child can make adjustments, add unplanned details, remove existing ones, include additional materials (to connect parts) or apply coloring.

Such a phenomenon, when children do not play with a completed structure or construction, can often be observed. It seems that the child is interested in the constructive process itself, as if he is mastering something new, complex, interesting in it. But in this pictorial design, the main content of constructive and technical activity is still present. If the child does not use crafts in his practice, then, creating it, he tries to display in it, if possible, everything that is necessary for the action. The principles of creating a product of constructive activity are the same as in design. At the same time, it should be noted that often in pictorial construction in his buildings the child achieves a much greater resemblance to the surrounding objects than when they are intended for direct practical use in the game, while in the buildings for the game the child allows more conventions. In such a building, it is important for him to have the most necessary things for the game. For example, in the course of the game, it was necessary to fly on an airplane, so it turned out to be sufficient to have a steering wheel, wings for the seat for the pilot. It does not matter that the built aircraft looks primitive: it fully satisfies the play needs of children. Another thing is when a child seeks to show different types of aircraft. Then the children perform them with special constructive care. Thus, the nature and quality of the building does not always depend on the skills of children. The constructive activity of preschoolers is in the nature of a role-playing game: in the process of creating a building or structure, children enter into play relationships - they perform certain roles. Therefore, constructive activity is sometimes called a building game. The type of material used in children's constructive activities also determines the type of construction.

3. Organizational section

3.1 Logistics

In order for a creative personality to develop, a subject environment must be created in the group, material and the teacher's ability to direct and develop the child's abilities are necessary.

Types of constructors:

1. Magnetic constructor SMARTMAX

The kit is designed for organizing collective and individual games and allows you to create both full-height structures and plot-themed tabletop structures.

The constructor consists of fairly large elongated magnetic elements, fastened together with the help of balls.

This method of fastening creates conditions for the construction of a wide variety of structures, the height of which can exceed the height of the child himself. Additional construction elements, such as wide curved pipes, cars, descending tracks, greatly expand the variability of games. Curved pipes allow you to build tracks for rolling balls, descending tracks become tracks for rolling cars from the upper level to the lower one, special modules turn the construction set into a mini-city. With the help of a magnetic constructor, you can solve such educational problems as the development of a child's ideas about color, shape, size, and also help the formation and development of mathematical concepts, counting and reading skills. Thus, the designer will be interesting for both boys and girls and will allow the whole group to be involved in the game.

2. Tactile needle constructor.

This is an original construction kit designed for both creative construction and sensory development of children from 2 years old. Unusual elements of the designer, equipped with "needle" sides, not only easily connect to each other in almost any plane, but also gently massage the fingertips. The attractiveness of the material stimulates the cognitive and creative activity of children, and also turns simple games for attention, memory, thinking into an exciting game.

The kit is designed for organizing group and individual games on the design of three-dimensional crafts from plastic elements of the designer. The constructor is suitable for solving such educational problems as the formation of spatial representations, ideas about the shape, size, color. Thus, by varying the conditions, choosing different content of instructions in working with this material, teachers get the opportunity to carry out psychological and pedagogical activities in a wide range of areas.

The set also includes small figurines of people and animals, which allow you to organize story games and make the game exciting and varied. A large selection of different construction elements allows you to build bridges, vehicles, houses and makes the set interesting for both girls and boys.

3. Constructor "Lego"

The constructor allows you to solve many problems from different educational areas. It can be considered universal. One of the great advantages of this constructor is the availability of detailed methodological support for the use of each set, including computer programs. The Lego constructor has versatility, variability of use, takes into account the peculiarities of age (for kids - a soft and large set, sets with a small number of medium-sized parts, for older ones - small parts). The push-button fastening makes the construction stable and strong, which, of course, is also an important advantage of this constructor and increases the motivation for its use in both children and adults.

The disadvantages include high cost (you can use designers, analog "Lego" - they are much cheaper, but they do not have methodological support); difficulties in replacing parts when they are lost or broken; incorrect from the point of view of science (in some cases) the name of the parts.

The advantages of the designer "Tiko", as well as "Lego" include: the development of methodological support for its use in various types of children's activities and in almost all educational areas; An interesting and strong connection of parts allows you to create practical designs and use the created three-dimensional models in gaming and household activities without fear of breaking them.

4. Rug - transformer (soft color) Floor constructor

One of the varieties of children's designers are children's floor puzzles in the form of a rug or mosaic. You can only play with them on the floor because of the large size of the parts.

Floor puzzles have the following advantages:

the parts are large, so even kids can fold them;
develop accuracy and attentiveness, perseverance;
presented in a wide range;
they can be used as a warm play mat in the children's room.

The set consists of parts that are interconnected to create a huge labyrinth or city. Balls roll along the "paths", developing the thinking of the baby.

6. Game-constructor "House for the gnome» is made of safe eco-friendly materials, so you can safely invite even a baby to play with logs.

It helps to develop arbitrariness (the ability to play by the rules and follow instructions), creativity, artistic abilities, combinatorial abilities, abstract thinking.

This unusual construction set is ideal for preschoolers who are just starting to try their hand at creating 3d projects. The toy will teach the child a new type of construction - instead of the usual bricks, here you will find cylindrical parts in the form of miniature logs. Visual step-by-step illustrations will help the little builder succeed in creating 3 different huts, the main thing is to follow the instructions carefully.

The logs adhere tightly to each other if the baby precisely aligns the grooves, so the house can be successfully used for theatrical performances and role-playing games. In the set you will also find fabulous inhabitants for the buildings created by the child - funny fairy gnomes. Playing with the constructor "House for the Gnome" you will not notice how time flies, and help the baby develop spatial and logical thinking, make hand movements more dexterous, clear and coordinated.

Consists of round flat figures with slots for connection. Figures of four colors in the amount of 80 pieces, 20 of each color.

Constructors are entertaining educational games for the perception of color, shape and size in children, starting from an early age. Develop combinatorial abilities and spatial imagination.

Material: polyethylene.

It can be used both in preschool institutions, leisure centers, play areas, playgrounds, and at home. The constructor can be used both indoors and outdoors. During the game, children develop imagination and creative ideas.

The building blocks are large enough so that children can create large objects as quickly and easily as possible. At the same time, construction from blocks is absolutely safe.

The number of game forms that can be assembled from a set or from several sets is unlimited.

Calendar-thematic planning.

Month		№	Topic	Watch	Program Content and Tasks
September		1	Presentation of the circle "Samodelkin"		To develop positive motivation in the activities of the circle in children
		2	An invitation to the world of craftsmanship and beauty		Provide children with the opportunity to see the variety of materials from which crafts can be made, to arouse the desire to do it yourself
October		3	Geometric figures (magnetic constructor, soft constructor)		Tasks for the development of constructive activity. Assemble the design according to the model: circle, triangle, square, rhombus, etc.
		4	Funny figures (magnetic and needle constructor, Lego)		Tasks for the development of processes of perception, attention, memory. Sorting parts by color, shape, size.
		5	Multicolored numbers and letters		Consolidation of visual patterns (the image of numbers and letters)
November		6	Lego mouse		Teach children to build according to the scheme, choose the right part. Craft game.
		7	Airplane from the Lego constructor and the needle constructor		Task for the development of visual-motor coordination, fixing the color, shape and size of the structure. Reading a poem by A. Barto "Airplane"
		8	Snake, fence (magnetic constructor)		Task for the development of logical thinking. Drawing up a sequence of parts (finish the sequence / complete the missing part)
December	9		Lego dog		Introduce children to a new craft from the designer, teach them to design according to the instructions with the help of a teacher. Play with craft.
	10		Lego turtle		Introduce children to a new craft from the designer, teach them to design according to the instructions with the help of a teacher. Craft game.
	11		Craft by design		Tasks for the development of speech. Perform tasks according to verbal instructions in pairs.
January	12		Herringbone (magnetic constructor, soft constructor, mosaic constructor)		Task for the development of constructive activity. Craft games.
	13		My gift to my best friend (Lego set, needle and magnetic set)		Task for the development of logical thinking and the development of speech.
February	14		Furniture for doll Katya (needle designer)		Tasks for the development of gaming activities. To teach children to design from a certain set of parts. Craft games.
	15		Car for dad (needle and magnetic constructor, Lego constructor,)		Tasks for the development of imagination, stimulation of creative and speech activity.
	16		Carpet-transformer		Tasks for the development of logical thinking.

March	17		Labyrinth (dynamic constructor labyrinth with balls)	2	Tasks for the development of thinking and coordination.
	18		Flowers for mom (mosaic constructor, Lego constructor)	2	To learn how to build according to the proposed scheme, instructions, taking into account the methods of attaching parts, to convey the features of the object using the means of this designer.
April	19		Houses and garages (Lego constructor)		To teach to modify the sample given by the educator, according to certain conditions.
	20		Funny numbers (magnetic constructor)		Tasks to consolidate the number series, counting skills and ideas about numbers.
	21		Amusement park (magnetic constructor, dynamic labyrinth constructor)		Tasks for the development of gaming activity, imagination, thinking.
	22		My house (needle constructor, Lego constructor)		To teach children to think creatively, to be able to create crafts according to their own design.
May	23		I am a dreamer (magnetic constructor)	2	Tasks for the development of imagination, creative activity. Learn to design from a specific set of parts.

Bibliography:

Kolesnikova E.A. Solving the problem of shortage of technical personnel in the modern labor market of Russia [Electronic resource] / E.A. Kolesnikova // Scientific community of students of the XXI century. Economic sciences: Sat. Art. by mat. XIII int. stud. scientific-practical. conf. No. 13. - Access mode: http://sibac.info/archive/economy/Economy 05.11.2013.pdf (date of access: 06.23.2016).
Integrated program "Ural Engineering School" for 2015-2034 [Electronic resource]. – Access mode: docs.cntd.ru›document/422448790 (accessed 23.06.2016).
Kosminskaya V.B. Methods of teaching fine arts to preschool children [Text] /V.B. Kosminskaya. – M.: Enlightenment, 1977. – 220p.
Kutsakova L.V. Design and art work in kindergarten. Program and notes of classes [Text] / L.V. Kutsakov. - M .: TC Sphere, 2005. - 240s.
Nechaeva V.G. Construction in kindergarten [Text] / V.G., Nechaeva. - M .: Education, 1999. - 178s.
Paramonova L.A. Children's creative design. [Text] / L.A. Paramonov. - M.: Karapuz, 1998. - 115p.
Lishtvan, Z.V. Design: A guide for the educator of children. garden. - M.: Enlightenment, 1981. - 159p.
Kutsokova L.V. Classes on designing from building material M .: 2006
Wenger A.L. "Development" program for preschoolers
Davidchuk A.N. Constructive creativity of a preschooler M .: "Enlightenment", 1973
Paromonova L.A. Design as a means of developing creative abilities M .: Pedagogical University "First of September" 2011.

The work program of circle work on design and modeling for older children “Magic Workshop. Initial technical modeling and design Mathematical circles from the creative laboratory "2×2"

Explanatory note

Conditions for the implementation of the program

Calendar-thematic planning

Museum of entertaining sciences "Experimentanium"

Open prototyping laboratory "Laba"

Feast of Science

Mathematical circles from the creative laboratory "2×2"

House of Scientific and Technical Creativity of Youth (DNTTM)

Engineering Center of the Museum of Cosmonautics

Center for Design Creativity "Start Pro"

Center for additional education "Young motorist"

Club of the young railway worker at the Russian University of Transport (MIIT)

Children's Center for Scientific Discoveries "Innopark"

digital home

Center for Design Creativity
"Start Pro"