Work experience “Workshop as a form of working with children”

Work experience “Workshop as a form of working with children”

In my report I would like to highlight this form of working with children as a workshop. Using this statement, I would like to emphasize the importance of developing creative activity in children as a factor in overall personal development and growth. The essence of the modern personality-oriented process of preschool education is the process of the child’s accumulation of such specific subjective experience, which contains means and ways of interacting with the world and thanks to this expands the child’s opportunities to actively and creatively participate in this interaction and, moreover, encourages him to acquire his own experience. Creativity in the broad sense of the word is an activity aimed at obtaining something new and unique. Therefore, the main indicator of creativity is the novelty of the created product. The result of children's creative activity, as a rule, is not distinguished by objective novelty that is significant for science, culture or production. However, the products of children's activities are new to themselves and play a huge role for the development of the child. The basis of any creativity is imagination. The preschool age of a child is characterized by activation of the functions of imagination. And if the imagination is not specifically developed during this period, then a rapid decrease in the activity of this function occurs subsequently. Along with a decrease in the ability to fantasize, a person’s ability to think creatively decreases. However, fantasy should contribute to a better knowledge of the world, self-discovery and self-improvement of the individual, and not develop into passive daydreaming. Domestic psychologists have identified indicators with the help of which children’s creativity is “recognized.” What determines the novelty of creative solutions? The novelty of creative solutions is facilitated by a broad orientation in the material before presenting any tasks, organized by an adult as an independent child experimentation that acquires a cognitive character, and the formation of generalized methods of activity encourages children to “embed” previously assigned methods into new semantic contexts. And this, in turn, leads to the generation of both new methods, new images and new meanings based on cognitive and emotional experience. What does children's creative activity contribute to? It contributes to the formation of a universal ability to construct any activity that is significant for a child, be it visual, speech, play, etc., as the creation of integrity (drawing, text, plot) from different units, but using the same techniques. “Creative workshops” are one of the modern forms of educational activities that are very attractive to children. Children love everything bright and unusual; they like to sculpt, draw, cut, stick, experiment, and design. And where else can a child realize his ideas, if not in the “workshop”? There is everything here to create. “Creative workshop” is one of the new forms of direct educational, joint and independent activity for children. Creative workshops can be used in various areas of children’s activities: for example, theater workshops, in which children can create their own costumes and attributes for performances, can be used to develop children’s communicative, aesthetic, and artistic abilities. Workshops on developing communicative abilities using problem situations and reading fiction can be used in speech development activities. Art workshops give children the opportunity to independently choose materials, direction and technique for making a craft or drawing. Workshops of good deeds will help organize work on repairing books, toys, labor education, for example, helping a junior teacher. A local history workshop will help familiarize children with the sights of their hometown, teach them to appreciate their small homeland and be a patriot. Educational workshops have the ability to create layouts and diagrams that will help children master natural knowledge, such as the basics of mathematics, chemistry, and learn about the world around them, its structure and patterns. Thus, the use of the workshop as a form of work with children is possible in a wide variety of activities; a significant advantage of this form of work is the voluntary nature of work in the workshop, the ability of children to be independent, to make choices, to develop empathy and the ability to build joint activities with peers. The work is built in stages, where each stage roughly corresponds to an age period, starting from the middle group. Within the stages, work is carried out cyclically: “Working with paper”, “Working with natural materials”, “Working with threads and fabric”. The mastered content of one cycle is integrated into other cycles. When planning material, the principle of concentricity is observed, i.e. at each stage the content increases and becomes more complex. For example: if in middle age, when working with natural materials (stones), children only examine and paint them in different colors, then in the older group they already decorate the stones, and in the preparatory group they bring them to life with the help of details. Classes in the “workshop” help children develop the basic skills and abilities provided for by the program: the ability to hold a pencil, use a brush, scissors; pick up paints, etc. and contributes to the implementation of the tasks provided for in the educational field of “Artistic and Aesthetic Development”. Creativity plays a special role, which is important at all stages of the workshop’s activities. The incentive for associative thinking plays an important role. Associations in the workshop are used to actualize the personal experience of the participants, develop the work of imagination and thereby contribute to the development of the creative process of everyone’s activity. Working with associations can be used in any type of workshop: this is one of the main technological methods for individualizing work, even with a large number of participants. The peculiarity of the “workshop” is that the children themselves decide whether to participate today or not. Creativity cannot exist under pressure and violence. It should be free, bright and unique. Without parting with pencils, felt-tip pens, and paints, the child quietly learns to observe, compare, think, and fantasize. Materials for joint activities in the form of a workshop can be very diverse: paint, paper, scissors, glue, colored pencils, felt-tip pens, different types of paper, brushes of different sizes and purposes, napkins, “waste” material: candy wrappers, threads, all kinds of scraps for cutting and stickers The creative process is a real miracle. This is confirmed by observations of how children reveal their unique abilities and the joy that creation gives them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children: “In creativity there is no right way, there is no wrong way, there is only your own way.”

Project "Creative Workshop"

PROJECT PASSPORT

"CREATIVE WORKSHOP"

(for children of senior preschool age 5-6 years)

Project problem.

Today, in preschool, the problem of organizing children's activities in understanding the world around them - research and experimentation - has not been sufficiently developed. This activity equally influences the development of the child’s personality as well as gaming. Ideally, the presence of these two truly children's activities is a favorable condition for the comprehensive development of preschoolers.

The child is presented with ready-made truths, ready-made conclusions and generalizations. Instead of creating the conditions to examine, experiment, create, get some result yourself. The child is forced to receive ready-made information about how other people learned about the world and what they once learned about the object being studied. Such passive perception of information about the world around us does not make it possible for children to develop high cognitive activity. This can lead to the fact that it will be difficult for children to independently acquire knowledge and study.

Relevance of the project.

Experimentation gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. By experimenting, the child hears, sees and does everything himself, so new knowledge is acquired firmly and for a long time. A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand.” The more varied and intensively a child experiments, the more new information he receives, the faster and more fully he develops. At the same time, the child’s memory is enriched, his attention, thinking, and imagination are activated. The need to talk about what you saw develops speech. It is impossible not to note the positive impact of experiments on the emotional sphere of the child, on the development of creative abilities, on the formation of work skills and the promotion of health. You can study plants, animals, humans, and inanimate objects. In most cases, this does not require any special equipment.

The child’s need for new impressions underlies the emergence and development of inexhaustible orienting (search) activity aimed at understanding the world around him. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops.

Organization of project activities with preschoolers, through cultural practices, one of the types of which is the cognitive and research activity of children, with the help of which they learn about the world around them. Observing demonstrations of experiments and practicing their reproduction allows children to become discoverers and explorers of the world that surrounds them. Preschoolers are characterized by an orientation towards understanding the world around them and experimenting with objects and phenomena of reality. Experiments carried out independently by children contribute to the creation of a model of the phenomenon being studied and the generalization of the results obtained effectively. They create conditions for the opportunity to draw independent conclusions about the value significance of physical phenomena for a person and himself.

Objective of the project.

Organization of cultural practices for older preschoolers stimulating

manifestation of curiosity, willingness to experiment, and the ability to combine knowledge obtained from different sources.

Project objectives:

- expand children’s ideas about the world around them through acquaintance with

basic knowledge from various fields of science;

- develop the ability to observe, analyze, compare, identify characteristic, essential features of objects and phenomena, and generalize them based on these features;

— to form ways of cognition in preschoolers through sensory analysis;

— involve parents in children’s experimental research activities;

- develop an emotional and value-based attitude towards the nature of the native land.

Project type:

cognitive-research.

Project type:

group.

Project participants:

older children, teachers, parents.
Implementation timeframe:
short-term (one week).

Predicted result.

Organizing the cultural practices of older preschoolers in experimental activities will arouse children’s interest in exploring nature and the surrounding world, develop mental operations (analysis, synthesis, classification, generalization, etc.), stimulate the child’s cognitive activity and curiosity, activate the perception of educational material on familiarization with natural phenomena, with the basics of mathematical knowledge, with the ethical rules of life in society.

Children will develop observation and inquisitiveness of mind, a desire to understand the world, and the ability to use non-standard solutions in difficult situations;

In children's speech, their vocabulary will be enriched with various terms, and the ability to construct their answers to questions grammatically correctly will be consolidated. Children’s ability to ask questions, follow the logic of their statements, and construct evidence-based speech is improved;

The interaction of children with peers and adult project participants will stimulate the emergence of initiative, independence, the ability to cooperate with others, the need to defend their point of view, coordinate it with others, etc.

Material and technical resources required to complete the project:

- assistant instruments: magnifying glass, cup scales, hourglass, various magnets, binoculars;

- transparent and opaque vessels of different configurations and different volumes: plastic bottles, glasses, ladles, buckets, funnels;

- natural materials: pebbles of different colors and shapes, minerals, clay, earth of different compositions, coal, coarse and fine sand, bird feathers, shells, cones, nut shells, pieces of tree bark, leaves, twigs, fluff, moss, fruit seeds and vegetables;

- waste material: pieces of leather, foam rubber, fur, scraps of fabric, corks, wire, wooden, plastic, metal objects, molds - inserts from sets of chocolates;

— technical materials: nuts, screws, bolts, nails;

- different types of paper: regular landscape and notebook paper, tracing paper, sandpaper;

— dyes: watercolors;

— medical materials: pipettes, flasks, test tubes, spatulas. Wooden stick, cotton wool, beakers, funnels, syringes (plastic without needles), gauze, measuring spoons;

- other materials: mirrors, balloons, wooden toothpicks, vegetable oil, flour, salt, colored and transparent glass, molds, trays, stacks, rulers, sieve, basin, matches, threads. Buttons of different sizes, needles, pins, cocktail straws;

— gaming equipment: magnetic games “Fishing”. Clown, water mill, sand and water play bath;

— containers for storing bulk and small items;

- oilcloth aprons, towels.

Main section of the program:

social and communicative development

Organization of activities within the project.

Preparatory stage:

— formulation of the problem and goals of the project;

— study and analyze methodological literature on the topic of the project;

— planning children's experimental activities within the framework of the project;

— selection of basic equipment and material to equip the experimental activity center;

— selection of pictures and illustrations, diagrams;

— selection of presentations for viewing;

— introducing children and parents to the goals of the project and involving them in active participation in it.

Main stage:

- Conducting conversations with children about various properties of materials and natural phenomena;

— conducting experiments, didactic games, outdoor games;

- reading fiction, listening to entertaining stories;

— viewing presentations, cartoons;

— drawing up experimental schemes;

— drawing pictures on the topic of the project;

— consultation with parents on the topic: “The role of the family in the development of children’s research activities.

The final stage:

- holding an evening of entertainment - questions and answers: “Journey to a magical land.”

Project technological map

Social and communicative development

Cognitive development

Speech development

Artistic and aesthetic development

Physical development.

Interaction with parents of students.

Distribution of activities by activity centers:

• "Lukomorye" - center for speech development:

  place a selection of books, illustrations depicting various signs of the winter months (blizzards, blizzards, icicles), coloring books, stencils.

• “Researchers” is a center for educational and research activities:

  place a variety of materials for educational and research activities: experiments with bulbs, flashlights for conducting experiments with the formation of shadows, didactic games, visual material.

• “Workshop” is
  the center of constructive activity :
  place a variety of constructors and diagrams.
• “Aibolit” is the center of a role-playing game:

  place a variety of attributes for role-playing games.

• “The Magic Palette” is a center for artistic and aesthetic development:

  place albums, colored paper, paints, brushes, pencils, glue, plasticine for children’s artistic and productive activities.

• “Golden Key” is a center for musical theater activities:

  place costumes and attributes for theatrical activities.

• “I, I know myself” is the center of socio-communicative development

  place emotion games, a box of surprises, a screen and a chair for privacy.

• “Be always healthy!”

  –
  center and physical development:
  place gaming materials and attributes, a variety of sports equipment that promote children’s motor activity.

Project implementation results (result)

During the project, children participated in research activities with interest; became acquainted with the properties of different types of objects through experiments; learned to draw conclusions, solve problematic problems, and make generalizations.

Children began to more actively show initiative, independence, and the ability to cooperate with others. We felt the need to defend our point of view and coordinate it with others.

Children's speech was enriched with various terms, their ability to ask grammatically correct questions and construct their answers, follow the logic of their statements, and construct demonstrative speech was improved.

During the project, parents were consulted and involved in joint experimental activities with children.

The result of the project was entertainment - an evening of questions and answers: “Journey to a magical land”

List of literature

(or links) to copyright, educational and methodological developments, programs, recommendations, manuals that ensure the implementation of the project, Internet resources:

1. Dybina O.V. The unknown is nearby (entertaining experiences and experiments for preschoolers). Moscow 2001

2. Kondratyeva N.N. "WE" Children's environmental education program. St. Petersburg 2000

3. Voronkevich O.A. Welcome to ecology St. Petersburg. 2003

4. Balatsenko L., Work with parents on environmental education of children // Child in kindergarten. 2002.

5. I.E. Kharchenko “Invigorating gymnastics for preschoolers” Childhood - Press, 2010. P.96

6. Arushanova, A. G. Speech and verbal communication of children 3-7 years old [Text]. M.: Mozaika-Sintez, 2008. 128 p.

7. Internet resources. https://nsportal.ru/detskiy-sad/raznoe/2015/02/01/kruzhok-tvorcheskaya-masterskaya

8. https://lesson-notes.rf/detsad/raznoe

9. https://www.pedkabinet.ru/blog/

10. https://nsportal.ru/detskiy-sad/okruzhayushchiy-mir/2013/01/07/kartoteka-opytov-i-eksperimentov-dlya-detey-doshkolnogo

11. https://ext.spb.ru/faq/2448-2013-03-02-20-53-23.html

12. https://www.maam.ru/detskijsad/opyty-i-yeksperimenty-dlja-starshego-doshkolnogo-vozrasta.html

Application to the project:

1. Consultation for parents: “The role of the family in the development of the child’s research activity”

2. Description of the experiments: “Transparent water”, “Why does everything sound?”

3. Logical tasks.

Annex 1.

Consultation for parents: “The role of the family in the development of the child’s search and research activity»

It is known that not a single educational or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and teachers. And parents must realize that they are raising their children by their own example.

Every minute of communication with a child enriches him and shapes his personality.

In individual conversations and consultations through various types of visual propaganda, we convince parents of the need for daily attention to their children's joys and sorrows. How right are those who build their communication with the child as an “equal”, support the cognitive interest of children, their desire to learn new things, independently figure out the incomprehensible, the desire to delve into the essence of objects, phenomena, reality.

So that parents follow the wise advice of V.A. Sukhomlinsky: “Know how to open one thing to the child in the world around him, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow.

Always leave something unsaid so that the child will want to return again and again to what he has learned.”

Here are some tips for parents on developing children’s research activity:

What not to do and what to do?

To maintain children's interest in cognitive experimentation.

You should not brush aside your child’s wishes, even if they seem impulsive to you. Indeed, these desires may be based on such an important quality as curiosity.

Encourage curiosity, which generates the need for new experiences: it generates the need for exploration.

You cannot refuse to participate in joint activities with your child, games, etc. – a child cannot develop in an environment where adults are indifferent to him.

Provide the child with the opportunity to act with different objects and materials, encourage experimentation with them, forming in children a motive associated with the internal desires to learn new things, because it is interesting and pleasant, to help him in this with your participation.

Momentary prohibitions without explanation hinder the child’s activity and independence.

If you have a need to prohibit something, be sure to explain why you are prohibiting it and help determine what is possible or how it is possible.

Do not endlessly point out the mistakes and shortcomings of the child’s activities. Awareness of one's failure leads to the loss of all interest in this type of activity.

From early childhood, encourage your child to complete the work he has started, emotionally evaluate his volitional efforts and activity. Your positive assessment is most important to him.

The impulsive behavior of a preschooler in combination with cognitive activity, as well as his inability to foresee the consequences of his actions, often leads to actions that we. Adults, we consider it a violation of rules and requirements. Is it so?

If the act is accompanied by the child’s positive emotions, initiative and ingenuity, and the goal is not to harm anyone, then this is not an offense, but a prank.

Showing interest in the child’s activities, talk with him about his intentions, goals (this will teach him goal setting), how to achieve the desired result (this will help him understand the process of activity). Ask about the results of the activity, how the child achieved them (he acquires the ability to formulate conclusions, reasoning and arguing.

“The best discovery is the one that a child makes himself!” (Ralph W. Emerson.)

Appendix 2.

Description of experiments.

1). "Why does everything sound"

Task:

lead children to understand the causes of sound: vibration of an object.

Material:

tambourine, glass beaker, newspaper, wooden ruler, metallophone.

Move:

Game “What does it sound like?” - the teacher invites the children to close their eyes, and he makes sounds using objects known to them. Children guess what it sounds like. Why do we hear these sounds? What is sound? Children are asked to imitate in their voice how a mosquito rings (z-z-z-z). How a fly buzzes (w-w-w). How does a bumblebee buzz? (oooh) Then each child is asked to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When she stops, the sound also disappears. Does a wooden ruler have a voice? Children are asked to make a sound using a ruler. We press one end to the table, and clap the free end with our palm. What happens to the ruler? (Trembles, hesitates). How to stop the sound? (Stop the ruler from oscillating). We extract sound from a glass glass using a stick and stop. When does sound arise? The sound occurs when air moves back and forth very quickly. This is called oscillation. Why does everything sound? What other objects can you name that will sound?

2). "Clear water"

Task:

identify the properties of water (transparent, odorless, pours, has weight).

Materials:

two opaque jars (one filled with water), a glass jar with a wide neck, spoons, a bowl of water, a tray, object pictures.

Progress:

Droplet came to visit. Who is Droplet? What does she like to play with? On the table, two opaque jars are closed with lids, one of them is filled with water. Children are asked to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is heavier? Why is it heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess that it was water? What color is it? What does the water smell like? An adult invites the children to fill a glass jar with water. To do this, they are offered a variety of containers to choose from. What is more convenient to pour? How to prevent water from spilling on the table? What are we doing? (Pour, pour water.) What does the water do? (Pours) Let's listen to how it pours. What sound do we hear? When the jar is filled with water, children are invited to play the game “Recognize and Name” (looking at pictures through the jar). What did you see? Why is the picture so clear? What kind of water? (Transparent) What have we learned about water?

3). Game “Why is a butterfly like a flower?”

If a child asks such a question, you can give him a ready answer - tell him that this is how the butterfly is trying to deceive its enemies, to hide from them. Or you can convince him of this in a different way by playing. An adult will play with a child and only then ask: why does he think a butterfly looks like a flower?

For the game you need: thin cardboard, the plane of which is divided into 2 parts - one white, the other floral, like a flower meadow; butterfly on a magnet; magnet.

The butterfly is placed on cardboard and moves along the surface using magnets. A butterfly “flies” to a white field - and is visible to the whole world, it ends up on a colored plane - and immediately becomes invisible to the eye: it is not immediately detectable.

Appendix 3.

Logic problems.

1. Purpose:

identifying children's knowledge about the properties of materials and objects

- Why can't we see air? (transparent, colorless, odorless)

- Why is the spoon visible in a glass of water, but not in a glass of milk? (water is clear)

— Why, when we pour salt or sugar into a glass of water, the water remains clear, but when we add honey or clay, the water becomes cloudy? (water is a solvent, but not all substances dissolve in water).

Why do puddles dry quickly after rain when it’s hot, but when it’s cool it takes a long time? (water evaporates when heated)

— When the water boils in the kettle, what do you see above it? (steam).

— Why can you take water with your hands in winter and it won’t spill out? (it's cold in winter, the water turns into ice and snow)

— Why do bubbles appear when you lower a piece of soil into water? (there is air in the soil, because worms, moles, and beetles live there, and they breathe)

— What will happen to the soil if you water it with dirty water (the bud will become dirty, but for the life of animals and plants the soil needs to be clean)

— Why do we use a magnet when we mix wooden objects and nails to separate them? (magnet attracts everything iron).

2. Purpose:

identifying children’s knowledge about the properties of materials; natural phenomena; seasonal changes in nature.

(based on works of children's fiction).

Glass

During the day, during a walk in kindergarten, children splashed through puddles. And in the evening, when we returned home, the puddles were covered with glass. It broke into small pieces with a crash as soon as you stepped on it with your foot.

I want to know, ask you: What kind of glass is this? Why did the puddles become covered with it in the evening? Why did it break with a crash?

Beads

At the dacha, the children got up early. And they immediately ran to the garden, where flowers and tall grass grew. They noticed large and transparent beads of water on each flower. They sparkled and shimmered in the sun. What's happened? - the children were surprised. Do you know what this is? At what time of day are they on the grass and flowers and why?

Ships

I came to the pond. How many colorful boats are on the pond today: yellow, red, orange!

The wind drove them here. Such a boat will descend and immediately float away. Many more of them will arrive today, tomorrow, the day after tomorrow. And then there will be no boats and the pond will freeze. What kind of boats?

What time of year do they occur? Why?

White flies.

In the morning Lenochka went to kindergarten. White flies swirled in the air. “How beautiful,” Lenochka thought, “I need to show them to the guys.” She held out the mitten. The flies smoothly and obediently settled on her. Helen carefully (cautiously) brought them into the kindergarten and called the children to look. But when the guys approached, droplets of water glistened on their mittens. What kind of flies were these? What happened to them in kindergarten and why? At what time of year do white flies fly?