Productivity lessons. Summary of classes on productive activities. Formation of productive activity of a preschooler

The concept of "productive activity" covers several types of activity - drawing, modeling, application - traditionally presented in children's lives and occupying a significant place in them.

Organization productive activity as a partner with an adult is associated with a number of methodological issues related to the frequency and frequency of work, the style of behavior of the educator, etc. These issues can be explained as follows.

It is advisable to designate productive activity as work in a “workshop” (into which a group room turns for a while) - in a specially organized space where things that are beautiful, interesting and necessary are purposefully created. The surroundings and spirit of the "workshop" makes it possible to move away from the so-called "class" - the space of compulsory training sessions that require a completely different style of behavior, both from children and adults.

Work in the "workshop" can be integrated with the reading of fiction, the formation complete picture of the world, which can determine the direction of the work, its specific subject, creating a semantic background for it.

The voluntary inclusion of children in productive activities with an adult (according to the principle: “I also want to do this”) presupposes, in addition to the selection of interesting content, a number of essential conditions:

1) organization of a common workspace;

2) the ability to choose a goal from several - according to strengths and interests;

3) an open time end of activity, allowing everyone to act at their own pace.

First of all, it is necessary to organize a common space for work: a large desktop (or several desktops) - it can be arranged by moving ordinary tables with the necessary materials, tools, samples, etc. Places should be provided at the desktop for all potential participants, in including for the teacher. He does not separate himself from the teacher's table, but is located next to them.

Places for children are not strictly assigned to them (as in a training session). Everyone can settle down where he wants, from time to time choosing his neighbors himself. Children can move freely around the room if they need some kind of tool, material. The position of the educator is also dynamic. In the process of activity, he is located next to one or another child who requires more attention, weaker than others in this type of work or with these materials and tools.

The common working space organized in this way provides an opportunity for each participant to see the actions of others, to easily discuss goals, work progress and results, to exchange opinions and discoveries.

Starting a GCD (productive activity), an adult does not oblige or force children to do it, but draws their attention to the prepared materials, puts forward interesting ideas for work (problem situations, game motivation).

Children should be offered as many goals (samples, schemes) or different materials for the realization of one goal, which provides a choice according to interests and opportunities. For example, if the task of the educator is to practice the children in working on samples, and he planned to make boats (application), you can provide 3-4 samples that differ in appearance and contain a different number of details. This will allow children to choose a job to their liking and will not alienate the weaker ones. In such a situation, they will be able to choose a simpler sample.

The educator is included in the activity on a par with the children - having chosen a goal for himself, he begins to act. It becomes a living example of a systematic organization of work. He does not instruct or control children (this is the style of the lesson), but discusses ideas, analyzes samples with him, comments on the steps of his work; by its very active presence and the desire to obtain the final product, it supports this desire in the rest of the participants.

An adult behaves at ease, explaining his actions, accepting children's criticism and, without interfering with commenting aloud, discussion by preschoolers of their own work, exchange of opinions and assessments, spontaneous mutual assistance.

The work offered to children should be designed by the educator for a while (depending on age features children) necessary to achieve the ultimate goal (based on the pace of work of the “average” child of the group). At the same time, it is necessary to have some reserve of time so that everyone can, without haste, get involved in the work, cope with it, acting at their own pace. In accordance with this, this activity should be planned second or third in the schedule before the walk. As the work is completed (achieving the goal accepted by each), the children move on to free activities of their own choice. The adult does not leave the "working field" until everyone has completed the work, approving the slow children with his presence.

Cognitive - research activities- the activity of the child, directly aimed at comprehending the structure of things, the connections between the phenomena of the surrounding world, their ordering and systematization.

As the main developmental functions of cognitive - research activities the following may be indicated:

¾ development of the child's cognitive initiative (curiosity);

¾ the child's mastering of the fundamental cultural forms of ordering experience: cause-and-effect, generic-species (classification), spatial and temporal relations;

¾ transfer of the child from the systematization of experience at the level of practical action to the level of symbolic action (schematization, symbolization of connections and relationships between objects and phenomena of the world around);

¾ development of perception, thinking, speech (verbal analysis - reasoning) in the process of active actions to search for connections between things and phenomena;

¾ expansion of horizons

¾ of children by taking them beyond direct practical experience into a wider spatial and temporal perspective (mastering ideas about the natural and social world, elementary geographical and historical ideas.

How should cognitive-research activities be organized in order to evoke cognitive activity children and support their research activity?

Having taken the position of an interested, inquisitive partner, the educator can follow approximately the following sequence of research steps:

- actualization of the topic, leading children to raise questions, problems;

- discussion of ideas, the assumption of children and adults about the questions and problems that have arisen;

- experimental verification or subject-symbolic fixation of connections and relationships between the discussed objects, phenomena;

Offering children subject material that ensures the continuation of research in free activities in a group or at home with their parents.

For each specific activity, an attractive starting point is needed - some kind of event that arouses the interest of preschoolers and allows them to raise a question for research. A question posed by a teacher outside of a relevant and attractive topic can leave children completely indifferent and cause them no exploratory activity.

The starting point can be real events taking place in this period: bright natural phenomena (for example, leaf fall) and social events (for example, March 8, which everyone is talking about and preparing for).

Also, these are events specially “modeled” by the educator: the introduction of objects with an unusual effect into the group or the appointment, previously unknown to children, causing genuine interest and exploratory activity (“What is it? What to do with it? How does it work?”). such objects can be a magnet, a collection of minerals, illustrations on a specific topic, etc.

Many research interests are caused by imaginary events occurring in works of art that the educator reads or reminds children.

And finally, events that take place in the life of the group, which "infect" most of the children and lead to fairly stable interests, can become an incentive for research.

Based on the event, the educator poses a question for research (Why does the wind blow? Why does it fall in autumn? How does a rainbow turn out?).

Each question, turning children to a certain fact, the conditions for the occurrence of a phenomenon, makes them compare - distinguish and connect these facts and phenomena, establish possible connections and relationships between them. The teacher, together with the children, discusses the expressed ideas, assumptions, offers his own version of the answer.

The discussion takes place over round table” (at a real table or on a carpet, around key subject material). At this stage of the study, the teacher makes extensive use of real subject and illustrative material. And this is not only a single set for a demonstration experience or an illustration posted on a board. There should be several sets for the experiment, so that each child can try out the possibilities of the studied material, device, tool.

The illustrative material offered for the study (analysis - comparison) is a card different size, from fairly large to small (as in a children's loto), which are considered by all participants, are passed from hand to hand. Only with such work with the material does its detailed analysis become possible, active discussions and ideas arise regarding similarities and differences, connections between the objects and phenomena under study.

The next stage of the research is the experimental verification of the idea. Participants carry out this part of the research work individually, in pairs or in small subgroups, depending on the context and subject material. The teacher connects to one of the subgroups, then moves on to another, etc.

Partner cognitive-research activity with an adult is in itself valuable for the development of the child, it should also give impetus to free independent activity preschoolers, step up their own delights outside of GCD. Such an impetus can be given by specific subject material that provokes children to reproduce and supplement the research work carried out in the process of GCD.

Subject material must be mobile: in the process of activity, it must be possible to remove them from the wall, place them on the floor, on a large table for further “research”. From things brought by preschoolers. Collections, you can organize an exhibition, your own museum, providing the exhibits with labels - inscriptions.

Let's pay attention to one more important point.

When organizing cognitive-research activity, it should not be confused with productive activity.

Unlike productive activity, the meaning of which is to achieve a result with good quality, in cognitive research activity the main thing is to find connections between things and phenomena. However, a thematic connection between the activity of the cognitive cycle and productive activity can be used.

It is also not necessary to mix cognitive - research activities (research - travel) and a story game. Although research is a journey and takes place on a conventional plane, their main motto is to recognize, compare, distinguish and connect facts and phenomena in space and time. In the story game, the child “lives” and masters holistic models of human actions and relationships. The main thing for him during the game is not to analyze the world, but to “be” in it, even conditionally, someone significant, to manage events.

At the same time, research-journey can serve as a preamble, preparation for the deployment of a real role-playing game on a journey, with appropriate subject design and playing out various dramatic collisions that happen along the way.

So, cognitive-research activity can be supported by other activities:

1. Reading fiction, introducing the topic, emphasizing the research problem, the question, then the actual cognitive research activity.

2. Actually cognitive - research activity - then a productive activity that continues the topic.

3. Actually cognitive - research activity - then story game based on activity.

Sequence planning is determined by the thematic plan.

The teacher is free to choose the forms of cognitive-research activity. These can be experiments (experiments), traveling on a map (space of the world), traveling along the “river of time” (historical time), collecting (classification). These odds can be varied by the teacher, based on the pedagogical expediency and specific interests of the children of the group.

Practical part.

Map travel.

Topic: Oceans and their inhabitants (underwater world).

Let's discuss how it would be possible to travel under water, look at the underwater world (submarine).

Let's imagine that we went on such a journey (we choose the point of departure and destination. Let's plot the route on the map - through all the oceans). Let's discuss what awaits us on the way, whom we can meet. Let's check our assumptions - consider suitable photo illustrations of underwater landscapes (with slaves, octopuses, crabs, mollusks, coral colonies, algae thickets, etc.) and draw an analogy between life on land and in the underwater world.

Let's see what happens in the real "piece2 underwater world- in the aquarium, watch a video4 discuss how fish breathe, how they manage to dive and emerge (adaptation to the habitat - gills, swim bladder).

In the future, you can play an underwater journey: we will build an underwater spoon on the carpet, we will come up with different adventures along the way.

Productive activity is an activity aimed at obtaining any product (building, drawing, appliqué, stucco work, etc.) that has certain specified qualities (N.I. Ganoshenko).

Productive types of children's activities include designing, drawing, modeling, appliqué and the creation of various kinds of crafts, models from natural and waste material. All these types of children's activities play an important role in the development of a preschool child.

Productive children's activities are formed in preschool age and, along with the game, has during this period highest value for the development of the child's psyche, since the need to create a product is closely related to the development of its cognitive processes, emotional-volitional sphere, skills, moral, aesthetic and physical education preschoolers.

These actions develop not only figurative forms of thinking, but also such qualities as purposefulness, the ability to plan one's activities, to achieve some result.

The social and personal development of the child is facilitated by the possibility of displaying creative activity, initiative in creating a drawing, modeling, crafts that can be used by oneself or shown and presented to others.

In progress visual activity and construction, children develop the ability for purposeful activity, volitional regulation of behavior.

For the artistic and aesthetic development of the child, an important role is played by the modeling nature of productive activity, which allows him to reflect the reality around him at his own discretion and create certain images. And this has a positive effect on the development of imagination, imaginative thinking, creative activity of the child.

It is important for children to cultivate an aesthetic attitude to the environment, the ability to see and feel the beautiful, to develop artistic taste and creative abilities. A preschooler is attracted by everything bright, sounding, moving. This attraction combines both cognitive interests and an aesthetic attitude to the object, which is manifested both in evaluative phenomena and in the activities of children.

Productive activity plays an important role in the education of the aesthetic feelings of a preschooler. The specificity of drawing classes provides ample opportunities for the knowledge of beauty, for the development in children of an emotional and aesthetic attitude to reality. Productive activity shows a person the world of real-life beauty, forms his beliefs, influences behavior, promotes the development of children's creative abilities, which is possible only in the process of assimilation by preschoolers and their practical application of knowledge, skills and abilities.

Productive activity is closely related to problem solving moral education. This connection is carried out through the content of children's works, which reinforce certain attitude to the surrounding reality, and the education in children of observation, activity, independence, the ability to listen and complete the task, to bring the work begun to the end.

In the process of the image, the attitude to the depicted is fixed, since the child experiences the feelings that he experienced when perceiving this phenomenon. Therefore, the content of the work has a great influence on the formation of the personality of the child. Nature provides rich material for aesthetic and ethical experiences: bright combinations of colors, a variety of forms, the beauty of many phenomena (thunderstorm, sea surf, snowstorm, etc.).

Engaging in productive activities with the right organization has a positive effect on physical development child, contribute to raising the general vitality, creating a cheerful, cheerful mood. During classes, the correct training fit is developed, since productive activity is almost always associated with a static position and a certain posture. The performance of applicative images contributes to the development of the muscles of the hand, coordination of movements.

In the process of systematic studies in designing, drawing, sculpting, and appliqué, cognitive processes develop:

• - The visual representations of children about the surrounding objects are refined and deepened. Children's drawing sometimes speaks of a child's misconception about the subject, but it is not always possible to judge the correctness of children's ideas from the drawing. The idea of ​​the child is wider and richer than his visual abilities, since the development of ideas is ahead of the development of visual skills and abilities.
• - In the process of productive activity, the visual memory of the child is actively formed. As you know, a developed memory is a necessary condition for the successful cognition of reality, since thanks to the processes of memory, memorization, recognition, reproduction of cognizable objects and phenomena, consolidation of past experience occur. Fine art is inconceivable without operating with the images of memory and ideas of the child obtained directly in the process of drawing. The ultimate goal for a preschooler is such knowledge of the subject that would make it possible to master the skill completely freely, to depict it according to the idea.
• - The development of visual-figurative thinking occurs in the learning process. N.P. Sakulina showed that the successful mastery of image techniques and the creation of an expressive image require not only clear ideas about individual subjects, but also establishing links between the appearance of an object and its purpose in a number of objects or phenomena. Therefore, before the beginning of the image, children solve mental problems based on the concepts they have formed, and then look for ways to solve it.
• - The fundamental moment in the design is the analytical and synthetic activity for examining objects. It makes it possible to establish the structure of the object and its parts, to take into account the logic of their connection. On the basis of analytical and synthetic activity, the child plans the course of construction, creates an idea. The success of the implementation of the plan is largely determined by the ability of the preschooler to plan and control its course. preschool age productive
• - In the classes on drawing, modeling, appliqué and design, children's speech develops: the names of shapes, colors and their shades, spatial designations are assimilated, the vocabulary is enriched. The teacher involves children in explaining the tasks, the sequence of their implementation. In the process of analyzing the work, at the end of the lesson, the children talk about their drawings, modeling, express judgments about the work of other children.

In the process of systematic studies in design and application, sensory and mental abilities are intensively developed in children. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

In the process of designing, preschoolers acquire special knowledge, skills and abilities. Constructing from building material they get to know each other:

• 1. with geometric volumetric shapes,
• 2. get ideas about the meaning of symmetry, balance, proportions.
• 3. When constructing from paper, children's knowledge of geometric planar figures is clarified,
• 4. Concepts about the side, corners, center.
• 5. The guys get acquainted with the methods of modifying flat forms by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional form appears.

In the process of productive activity, such important personality traits as mental activity, curiosity, independence, initiative are formed, which are the main components of creative activity. The child learns to be active in observation, performance of work, to show independence and initiative in thinking through the content, selecting materials, using various means of artistic expression.

No less important is education in the process of productive activity.

• 1. purposefulness in work, the ability to bring it to the end,
• 2. neatness,
• 3. ability to work in a team,
• 4. diligence,

According to teachers and psychologists, a child's mastery of types of productive activity is an indicator of a high level of his general development and preparation for schooling. Productive activities greatly contribute to the mastery of mathematics, labor skills, and writing.

The processes of writing and drawing have an external resemblance: in both cases it is a graphic activity with tools that leave traces in the form of lines on paper. This requires a certain position of the body and hands, the skill of holding a pencil and pen correctly. Learning to draw creates the necessary prerequisites for the successful mastery of writing

In the classroom for productive activities, children learn to carefully use the material, keep it clean and tidy, use only necessary materials in a certain sequence. All these points contribute to the successful learning activities in all lessons.

Malakhova Anna Ivanovna

Municipal budgetary preschool

educational institution No. 89 "Kindergarten

combined type "Umka"

educator, suitability for position

Synopsis of directly organized educational

activities "Wish Tree for Forest Animals"

Educational areas:

Cognitive - speech development;

Artistic and aesthetic development.

Purpose: to introduce children to non-traditional technique Christmas tree drawing New Year's toys.

Tasks:

To develop in children creative activity, imagination, fine motor skills;

To form artistic taste, aesthetic perception of the world, the ability and desire to bring things to the end;

Learn to perform a three-dimensional image using shaving foam;

To cultivate love and respect for nature and animals.

Preliminary work: observing the Christmas tree during a walk; learning the poem by K. Chukovsky "Christmas Tree"; listening to the children's song "A Christmas tree was born in the forest"; talking with children about the upcoming New Year holiday.

Equipment and materials: blanks with carved children's palms and New Year's toys for the Christmas tree; shaving foam, gouache, glue, napkins, magnetic board, squirrel toy, squirrel basket with supplies (mushrooms, cones, riddles).

Age of children: 4 years

Lesson progress

Organizing time

The children hear a knock on the door. The teacher offers to see who came, goes out the door and returns with a toy - a squirrel.

Educator (for a squirrel)"Hello guys! Recognized me? I ran to you from the forest and brought riddles to you in a basket from forest animals. Can you guess them? Well, then listen.

∙Completely in needles, but not a hedgehog To our home under New Year

There are paws, but no legs Someone will come from the forest

All in beads, but not a girl All fluffy, in needles

In the New Year, she is the queen! And the name of that guest is ………

(tree) (tree)

Educator (for the squirrel, sad): Well done boys! Of course it's a tree.

Educator: Squirrel, why are you so sad?

Educator (for a squirrel): In autumn, she stocked up for the winter, picked mushrooms, cones, and ran so far away from home that she got lost. And I had a good house on a big fluffy Christmas tree and I lost it. But the little animals in the forest told me that in middle group Kindergarten "Snow White" is inhabited by very sympathetic, kind, cheerful and skillful children, and if I ask them, they will definitely help me.

Educator: Let's help, guys, squirrel?

Children (in chorus): Yes!

Educator: And how can we help the squirrel? (children's suggestions)

Educator: Do not be sad, squirrel, sit down, rest. And the guys and I will make you such a Christmas tree that you won’t find it more beautiful in the forest.

Main part

The teacher invites the children to the previously prepared tables with materials for work and invites the children to stretch their fingers a little first.

Finger gymnastics:

“In front of us is a Christmas tree (fingers are intertwined, from thumbs- top of the Christmas tree

Knobs, needles (hands in fists, index fingers pointing forward)

Balls, flashlights ("balls" from the fingers to squeeze, unclench)

Bunnies and candles ("ears" from the index and middle fingers)

Stars, little men "(palms folded, fingers spread, index and middle

"walk" on the table)

Educator: Guys, remember yesterday we circled our palms on green paper, and then cut them out? Now our palms will be useful to us for making a very beautiful fluffy Christmas tree. Well, what shall we try? Let me show you how to do it.

(the teacher sticks blanks of children's palms made of green paper on the bottom layer of a high triangle - blanks for spruce, the fingers of the palms look down. Children continue gluing until the silhouette of the Christmas tree is obtained)

Educator: What are you, well done! We tried our best! Goodies! Instead of one, we got several Christmas trees. Let the squirrel choose one for herself, and give the rest to her forest girlfriends. In the meantime, the squirrel is admiring our beautiful Christmas trees, I suggest you guys warm up a little, otherwise we sat up for something.

Stand in a circle and repeat the movements after me.

Physical education: children repeat different movements after the teacher

Fir trees stand outside the window

Looking into the blue sky

Branches stick out to the side

Squirrels sit on branches

We sit under the trees

And look at the squirrels

The sun is shining in the sky

Fox galloping across the field

Well, we'll walk a little

And we'll return home

(children sit down at the tables again)

Educator: Guys, who remembers what holiday we are approaching?

Children: New Year.

Educator: That's right, the New Year will come to us soon. What do we do on New Year's Eve? How are we preparing for this holiday? (leads the children to the idea that they need to decorate the Christmas trees with New Year's toys) I suggest that we also decorate the Christmas trees that we prepared for the squirrel to make them even more beautiful. Do you agree? But since our Christmas trees are not quite ordinary, then the decorations for them should also be magical.

(shows the children blanks Christmas decorations from white paper, offers to choose those that you like the most)

These toys are your desires. But in order for your wishes to come true, you need to paint these toys with “magic” colors. They are so bright and airy.

(offers children bowls with pre-prepared multi-colored paints shaving cream + gouache)

We will draw these magic paints on our fingers and apply a thick layer on our Christmas tree toy, and when the paint dries we will see how voluminous and beautiful they turned out.

Children, having made a wish, paint toys, and then attach them to ready-made Christmas trees.

Educator (for a squirrel):

Oh what a beauty! I am very pleased with my house, and I will give the rest of the Christmas trees to my girlfriends. And I will definitely convey all your wishes to Santa Claus.

(children say goodbye to the squirrel)

Lesson results:

Educator: Well, guys, let's remember what we did today in our lesson (children's answers). Who did we help? Why does a squirrel need a Christmas tree? What did you enjoy doing the most today? (children's answers). Well done guys, I want to thank you all for your work, for your kindness and responsiveness.

In each age group Classes have their own characteristics both in time and in organization.

According to the Veraks program "From Birth to School", classes on productive activities are organized as follows:

With children of the second group early age drawing and modeling is carried out once a week for 8-10 minutes.

At 2 junior group drawing is carried out once a week, modeling and application once every 2 weeks for no more than 15 minutes.

In the middle group, drawing is carried out once a week, modeling and application once every 2 weeks for up to 20 minutes.

IN senior group drawing is carried out 2 times a week, modeling and application 1 time in 2 weeks lasting no more than 25 minutes.

IN preparatory group drawing is carried out 2 times a week, modeling and application 1 time in 2 weeks lasting no more than 30 minutes.

The number of design classes is not regulated.

Classes for additional education, if such are provided for by the work plans of the preschool educational institution, are held in agreement with the parent committee. In the second junior group - 1 lesson, in the middle group - 2 lessons, in the senior group - 2 lessons, in the preparatory group for school - 3 lessons per week.

In accordance with the approximate modes of the day and the time of year, classes in groups are recommended to be held from September 1 to May 31. The educator is given the right to vary the place of employment in pedagogical process, integrate content various kinds classes depending on the goals and objectives of training and education, their place in educational process; reduce the number of regulated classes, replacing them with other forms of education.

At early preschool age, games are held with children - classes. In the first group of early age, classes are conducted with children individually. Due to the fact that in the first year of a child's life, skills are formed slowly and frequent exercises are required for their formation, games - classes are carried out not only daily, but several times during the day.

In the second group of early age, 2 classes are held with children. The number of children participating in classes depends not only on their age, but also on the nature of the lesson, its content.

All new types of classes, until the children master the primary skills and master the necessary rules of conduct, are carried out either individually or with a subgroup of no more than 3 people.

With a subgroup of 3-6 people (half of the age group), classes are held for teaching object activities, design, physical education, as well as most classes for the development of speech.

With a group of 6-12 people, you can conduct classes with a free form of organization, as well as musical and those where the leading activity is visual perception.

When combining children into a subgroup, it should be borne in mind that their level of development should be approximately the same.

The duration of the lesson is 10 minutes for children from 1 year old. 6 months and 10-12 minutes for seniors. However, these figures may vary depending on the content of the learning activity. Activities of new types, as well as those that require more concentration from children, can be shorter.

The form of organizing children for classes can be different: the kids sit at the table, on chairs arranged in a semicircle, or move freely around the group room.

The effectiveness of the lesson to a greater extent depends on how emotionally it flows.

An important didactic principle, on the basis of which the methodology of classes with children of the 2nd year of life is built, is the use of visualization in combination with the word.

Education of young children should be visual and effective.

In groups of older children, when cognitive interests are already developing, it is enough to report on the topic or the main goal of the lesson. Older children are involved in organizing the necessary environment, which also contributes to the emergence of interest in the lesson. However, the content and nature of setting learning objectives are of primary importance.

Children are gradually accustomed to certain rules of behavior in the classroom. The educator reminds the children about them all the time both during the organization of the lesson and at the beginning of it.

At the end of the lesson with older children, the general result of cognitive activity is formulated. At the same time, the educator strives to ensure that the final judgment is the fruit of the efforts of the children themselves, to encourage them to emotionally evaluate the lesson.

The end of the lesson in the younger groups is aimed at strengthening positive emotions associated with both the content of the lesson and the activities of children. Only gradually in the middle group is a certain differentiation in the evaluation of the activity of individual children introduced. The final judgment and assessment is made by the educator, from time to time involving children in it.

The main form of education: developing classes using methods, didactic games, game techniques.

The main forms of organizing children of older groups in the classroom are frontal and subgroup.

In the younger group, children come fairy-tale heroes or go to visit them. For example, one day the kitten Fluffy may come to visit the guys, who was so carried away by playing ball that he did not notice how he unwound it. The children will help the kitten. They wind the thread around the ball. IN joint activities drawing technique is fixed with children round shape in a spiral, color, size, appearance kitten and his habits.

A snowman can help with the continuous drawing of a circle. These techniques are easily assimilated by children, with the help of the introduction of game characters into the joint activities. In the future, they can be used by children in other drawing classes - "Funny Chickens", "Balloons".

In middle age, children are given the opportunity to independently solve the problem, to find several solutions. Much attention is paid to working with a pencil. In this age group, joint artistic activities are used - travel, which made it possible to be in different places: a fairy tale, a river, a forest, etc. During joint artistic activities, children read and listen to poetry, music, knowledge about the world around them is consolidated. For example, in the lesson "Journey to the Fairy Forest" the mobile game "Burn, burn brightly" is used; didactic game"Butterfly house"; game transformation "Beautiful butterfly". All these playing techniques help children in their further work, decorating butterfly wings. This joint activity will help children consolidate warm and cold tones, as well as get acquainted with the mirror image.

At an older age, previously acquired skills and abilities are consolidated. Possibility to draw different materials, get acquainted and use new drawing techniques in their work. The teacher introduces unusual means of image: a candle, a comb. Toothbrush, cotton buds, etc. This liberates children in the course of their activities and helps develop imagination and fantasy.

Plan:

1. Forms of organization and management of the productive activities of preschoolers (joint activities of educators with children, independent activities of children).

2. Lesson as the main form of education and creative development of children: thematic, complex, combined classes.

3. The structure of the lesson.

4. Types of classes: on the topic proposed by the teacher (classes on mastering new program material and repeating the past, exercises in visual

and technical skills) on a topic chosen by the child (by design).

5. Features of planning classes for the organization of productive activities (single-species and integrated classes).

1. The main form of education and development of children's fine arts are classes, direct educational activities. Art classes are a means of educating children. They develop aesthetic perception, aesthetic feelings, imagination, creativity, form figurative representations.

2. Classes in drawing, modeling, appliqué are part of multifaceted work in a group, therefore, visual activity is closely related to all aspects of educational work (getting to know others, games, reading books, etc.), during which children receive a variety of impressions, knowledge. For the image I choose the most bright phenomena from the life of children, so that the proposed topic is familiar to them, arouses their interest, a positive emotional mood, a desire to draw, sculpt or cut and paste.

In addition to classes in the preschool educational institution, joint activities of the educator with children are organized and carried out.

The main forms of joint activity of the educator and children:

a) "Joint-individual" - characterized by the fact that the participants in the activity at the beginning work individually, taking into account the general plan, and only at the final stage, the work of each becomes part of the overall composition. The task is given to everyone immediately, at the beginning of work individually and then adjusted depending on what others have done. When doing his part of the work, the child knows that the better he himself will do what he is entrusted with, the better the work of the team will be. On the one hand, this creates the conditions for mobilizing the child's creative abilities, and on the other hand, it requires their manifestation as necessary condition. The advantages of this form of organizing activities include the fact that it allows you to involve in collective creative activity a fairly large group of children who do not have experience of working together.

b) “Joint-sequential” - involves work on the principle of a conveyor, when the result of the actions of one participant is in close relationship with the results of the previous and subsequent participants.

c) "Jointly - interacting" - the work is performed by all participants simultaneously, the coordination of their actions is carried out at all stages.

Another effective form of organizing the visual activity of preschoolers is independent activity.
Productive independent activity occurs almost always at the initiative of children.
Conditions for independent activity:
1. Learning in the classroom should be structured so that children act not only on the direct instructions and display of the teacher, but also without his help.

2. organization of a subject-developing environment in the preschool educational institution and the family, providing children with various art materials (brushes, paints, paper, etc.), books with illustrations, theatrical toys, musical instruments for free use. Everyone chooses those of them that he needs in this moment. All these items are located in places convenient for independent productive activities of children.

3. close contact of educators and parents in organizing the conditions for the formation and development of the child's creative inclinations in kindergarten and at home.

2. Types of classes according to the nature of the cognitive activity of children:
1) classes on the topic proposed by the teacher:
a) classes on communicating new knowledge to children and familiarizing them with new ways of depicting;
b) classes to exercise children in the application of knowledge and methods of action.

2) classes on a topic chosen by the child (creative classes in which children are included in search activity and are free to implement ideas).

Types of classes depending on the selection criterion:
by image content:
- subject;
- plot;
-decorative.
by image method:
- on presentation;
-by memory;
- from nature.

3. The structure of the lesson on visual activity:

I part of the lesson - explanation of the task:

1. Game motivation or introductory conversation.
2. Examination of nature, examination of the sample.
3. Display of image methods (full or partial, depending on the age of the children).
4. Physical minute.
5. Fixing the sequence of image methods.

II part of the lesson:
Independent performance of visual tasks by children.
The use of individual work techniques by the educator: showing ways of depicting, explanations, instructions, advice, encouragement.

Part III of the lesson - analysis of the work performed:
Forms of analysis:
- the teacher shows the drawing and offers to evaluate whether everything in it is correct, what the child came up with interesting;
- one of the children is instructed to choose the best, in his opinion, work and justify his choice;
- the child analyzes the drawing, comparing it with nature, a sample and evaluates it;
- children, together with the teacher, consider one work after another and give them an assessment.