Techniques for working with scissors in different age groups. Cutting methods.

MAGAZINE Preschooler.RF

Prepared by Oksana Aleksandrovna Malyutina

Goal: To introduce children to scissors as a tool used for cutting.

Educational objectives:

• Teach children to hold scissors correctly.
• Teach safety rules when working with scissors.
• Carry out “simple” movements with them;

Developmental tasks:

• Develop fine motor skills.

Educational tasks:

• Cultivate endurance, perseverance, and attentiveness.
• Reinforce in children the techniques of careful gluing.

Materials:

• Scissors of different types and sizes. Colored paper, glue, glue brush, poetry, finger gymnastics.

Preliminary work:

• Considering scissors of different types and sizes
• Reading poems about scissors

Progress of the lesson

The teacher asks a riddle

Made of iron, able to shear and cut. When they meet, the parts are separated.

Children: Scissors

Educator: That's right, these scissors show the box, open it, and there are different types of scissors. (Slide No. 2)

“There are different scissors in the world. All of them benefit a person: they use scissors to cut hair, fingernails and toenails, cut fabric when sewing clothes, cut out fins for fish when preparing food. (slide number 3). And children use scissors to cut out different figures from paper, from which they then make beautiful pictures. But if you play with scissors - swing them, twirl them in front of your eyes, they can get angry and prick or scratch. In general, the scissors are good. If handled correctly, they can help in many ways.

Educator: Now we will get to know the scissors better, I will hand them out to you.

TEACHER: Now look carefully at your scissors. How many rings does the scissors have?

Children: two.

TEACHER: What else are they like?

CHILDREN: On the oval, on the windows, on the sun, on the bagels, on the saucer (slide number 4).

TEACHER: How many knives do scissors have?

CHILDREN: two.

TEACHER: What do the knives look like?

CHILDREN: Like a bird with a beak, like a crocodile. (slide number 5)

TEACHER: Look how I open and close the “mouth” of the scissors.

TEACHER: We will insert our fingers into the ring. Here's a look at how (demonstration). How many fingers did I put in?

CHILDREN: two.

TEACHER: And the scissors also have an important detail - a nail. Look at him, he is connecting the scissors.

Today we will learn how to use scissors and cut paper.

TEACHER: But first I want to tell you that scissors are not a toy, you can get hurt with them. Therefore, I want to tell you about the rules for working with scissors:

1. You can only take and cut with scissors with the permission of an adult.
2. Do not play with scissors or swing them.
3. Hold the scissors straight away from you in a horizontal position.
4. Pass scissors to each other rings first
5. When finished, put the scissors into the scissors box. (slide number 6)

The teacher invites the children to play with their fingers

Scissors

Initial position. Press the thumb, ring finger and little finger into the palm. Extend your index and middle fingers forward.

They either diverge or converge, imitating the movements of scissors. The palm is parallel to the table. Perform the exercise slowly at first, then speed up the pace. Make sure your fingers are straight.

I cut, I cut, I twist the fabric,

I want to learn to sew!

Educator: Now let's work with scissors. Show me how to hold scissors correctly in your hands, what movements did I show you? Try snapping scissors.

Children try to work with scissors; if they fail, the teacher takes their hand in theirs and performs the movements together with the child.

Educator: “Our scissors are tired and want to rest here. Let’s carefully collect all the scissors and put them back in the box, we will meet with them more than once.”

The children say goodbye to them. The lesson is over.

Consultation for parents of the middle group “Learning to use scissors”

Knowing how to cut with scissors requires a surprising amount of skill. To cut correctly with scissors, there must be simultaneous coordination of the left and right hands, which make completely different movements. And this is not as easy as it seems to us adults. Take, for example, cutting in a straight line: the child must hold the scissors with three fingers of one hand, while constantly opening and closing them. While with his other hand he holds the paper and moves it forward towards the scissors. And at this time you still need to stay on the cutting line. Regulate and control your actions.

From this it is obvious and clear that cutting with scissors requires great precision and bilateral coordination. At this time, the baby’s fine motor skills are intensively developing, and along with it the brain, as all its zones are activated. When working with scissors, the same muscle group is used that is necessary to properly hold a pencil when writing.

Choosing scissors.

In stores, this stationery tool can be found in any size and color. Give preference to scissors that will fit most comfortably in a small hand. Children's scissors must be well sharpened so that torn cuts do not appear on the paper. In addition, they should have rounded ends so that the baby does not accidentally injure himself or a friend. The handles of the scissors must be rubberized.

Important! If your child is left-handed, then you should give preference to scissors made specifically for such children. Otherwise, it will be inconvenient for the child to use the tool, since he will not be able to see the cutting line.

Before moving on to the question of how to teach a child to cut with scissors, it is necessary to familiarize him with safety measures.

Rules for using scissors

Explain to your child that scissors are not a toy, but a tool that can hurt themselves. Convey the information that they have a point and are therefore very dangerous.

• Scissors can only be used at the table. Do not run, jump or walk around the room with scissors.
• You can pass scissors by holding the closed blades so that a friend can grab them by the rings.
• Scissors must be taken only with the permission of an adult and at first the tool can only be used in the presence of parents or adults.
• Scissors should not be placed on the edge of the table; they may fall and injure you.
• Do not run your hands over the open blades of the scissors; they are sharp and can cause injury.
• Scissors need to be worked with the blades forward, away from you.
• Scissors should be stored in a stand with the handles facing up.

Learn how to hold scissors correctly

Position your child's hand so that the fingers are straight and the thumb is pointing up.

Place one of the scissors rings on your child's thumb.

Then, help your baby put middle finger into the second ring. The index finger fixes the scissors from below. The ring and little fingers should be clenched in a fist. If the size of the ring allows, then you can insert your index and ring fingers there at the same time.

First we just try to open and close the scissors. Do not rush your child, remember that caution and safety come first.

The baby learned to open and close scissors and still hold them straight.

It's time to start trying to cut paper.

Hold a small piece of paper in front of your baby so that it is in your hands (hanging). The child should then try to make several cuts.

After the first attempts, show him with your example how to handle a sheet of paper.

Organize a work space for your child, please note that when working you will need a large amount of paper and a container where you will put the cut paper.

Sit nearby or place the child on your lap. At first, you need to help your child handle scissors and paper. At the right moments, hold the paper and help you take steps with scissors. Naturally, if our know-it-all shouts “I myself!” There's no point in helping him. Let him puff and try on his own, but under supervision.

First, the child must learn to cut paper into pieces.

It's better to start by cutting strips. Give your child a narrow rectangular piece of paper that is comfortable to hold in his hands, take his hands in yours, helping him push the scissors blades apart and move them. Then show how to cut the strips. With your left hand, you need to move the paper between the blades of the scissors, while making sure that your fingers do not get under the blade. Over time, he will learn to do this on his own.

It is better if this work takes no more than two steps with scissors.

And from these strips, using a glue stick, you can quickly make a flower, a garland (aka beads) and even a whole Christmas tree. You can also make a three-dimensional application of grass. To do this, we cut a green strip from one edge not all the way and glue it to the edge of the album sheet. And the details can be completed with felt-tip pens.

If your child is not very good at cutting strips and the paper tears, then try making the same thing from thick magazine covers. Or just give your child small pieces of magazine covers and let him cut them however he likes. Your task is to control his actions during class.

Next stage: cutting out objects along the contours

Once your baby has mastered cutting strips, you can try cutting along the contours. To begin with, choose simple contours with clear lines. For example, geometric shapes. First a square or rectangle, then a triangle or trapezoid, and finally a circle and an oval.

Then you can try cutting out more complex shapes. It is best to cut out from children's magazines on thick paper or coloring books. Thin paper is more difficult to cut; it can easily tear if you turn the scissors incorrectly. Also use cut out figures in appliques.

Now in children's stores and on the Internet there are a lot of workbooks and manuals that contain materials for teaching a child to cut out. The exercises in them are structured in such a way that the child progresses from simple to complex.

Use them to keep your child interested in working with scissors.

We wish you good luck and creative ideas!!!

Fine motor problem: proprioception

Proprioception is a sensation in muscles, joints and ligaments, so it directly affects the development of fine motor skills in a child. This type of problem is called proprioceptive dysfunction, causing poor handwriting, confusion about the direction of letters and numbers, and problems forming sentences.

A child with a proprioception disorder holds the scissors too tightly and cuts out of line because he does not know where to start and where to end. If your child has weak muscle tone and fine motor skills, it may be worth checking to see if your child has a delayed grasp reflex (Palmer reflex) before trying fun games to develop fine motor skills. If the suspicion is confirmed, the child may always have difficulty writing, lettering, cutting with scissors, and using fine motor skills unless steps are taken to transform the Palmer reflex into full grasping.

If your child has difficulty using scissors or has a hard time understanding how to use them, problems with vision and hand-eye coordination may also be the cause. He may appear clumsy, have difficulty handling objects in his hands, constantly change hands and switch scissors, and lack spatial awareness (not understanding which direction to cut). This point is worth discussing with your pediatrician.

If the only problem is that the child does not have the skill of how to use scissors, we offer several games to develop it.

Plan of circle work on visual activities in the middle group

Long-term plan

classes and individual work with children

in the middle group

according to the program of M.A. Vasilyeva

“Program of education and training in kindergarten”

using the program by A.G. Strauning “Development of the creative imagination of preschoolers in visual arts classes”

Objectives of teaching visual arts in the middle group using the A.G. Strauning program

"TRIZ RTV"

To provide the child with ample opportunities to discover the amazing world around him, the ability to convey it in the visual arts. Develop interest in visual arts. Strengthen skills in drawing, modeling, and appliqué.

Introduce children to the beauty and brightness of painted patterns and encourage them to look. To develop the ability to highlight the characteristic features of painting elements.

To introduce your people to the sphere of culture, to evoke joy when perceiving images of birds and animals created by folk craftsmen. (haze)

Introduce some items of decorative and applied art. Develop the ability to notice color combinations and the arrangement of pattern elements.

By using new transformation techniques, create a new image, change the borrowing of the situation.

Long-term plan

classes with children in the middle group according to the program of M.A. Vasilyeva “Program of education and training in kindergarten using the program of A.G. Strauning

“Development of creative imagination of preschoolers in visual arts classes”

September.

1 Week.

Drawing “Draw a picture about summer” (pencil)

To develop in children the ability to reflect received impressions in accessible ways. Strengthen the ability to hold a pencil correctly and shade evenly. Encourage drawing of different objects in accordance with the content of the drawing. Develop creative imagination.

Drawing “Apples are ripe on the apple tree”

Continue to develop the ability to draw a tree, conveying its characteristic features: the trunk, the branches diverging from it, long and short. Develop the ability to convey the image of a fruit tree. Reinforce drawing techniques with pencils. Develop the ability to quickly draw foliage. Encourage children to evaluate their work emotionally.

Week 2.

Modeling “Big and small carrots”

Develop the ability to pull into a cone and roll plasticine into an elongated shape. Secure the rolling into a column. Continue to form an impression of the environment. Develop the right attitude towards results.

Drawing “Fabric Painting” (haze)

Introduce children to the toys of Dymkovo craftsmen. To develop the ability to create a pattern from elements of the Dymkovo ornament on a strip of paper. To develop the ability to draw rings, to consolidate the drawing of stripes with the entire pile. Develop color perception. Elements: rings, straight lines. Shape: stripe. Color: blue, red.

Week 3.

Drawing “Good Sun”

Develop the ability to draw the image of a kind sun, with long, straight and wavy rays. Secure the drawing of the circle with a pencil, painting with a pencil without gaps.

Drawing "Gifts of Autumn"

To form in children an idea of ​​​​preparing food for the winter, to consolidate the ability to draw a round shape, an idea of ​​an oval shape, to develop the ability to convey its features in a drawing, to consolidate the ability to draw with paints. (on a cut-out jar shape)

Week 4.

Application “Beautiful flags” (introduction to scissors)

Develop the ability to use scissors, correctly hold and compress and unclench rings, and cut a strip along a fold. Reinforce the techniques of neat gluing and the ability to rhythmically arrange figures. Develop a sense of rhythm and color.

Drawing “Multi-colored handkerchiefs”

Continue to develop the ability to draw a square shape with a pencil, paint evenly without pressing on the pencil.

Week 5.

Drawing by design.

October.

1 Week.

Drawing “Golden Autumn”

Develop the ability to depict the beauty of autumn, practice the ability to draw a tree, thick and thin branches, continue to develop the ability to quickly draw foliage. Strengthen the ability to draw with a pencil. Lead to the transfer of natural phenomena. Foster independent creativity.

Drawing “Fairytale tree” TRIZ RTV (foam print)

Continue to develop the ability to draw a tree with a brush, draw straight and curved lines with the end of the brush, and give the tree a fabulous look. Develop imagination, creativity, imagination.

Week 2.

Modeling “Cucumber and beets”

Continue introducing oval-shaped objects. To consolidate the ability to convey the characteristics of each object, the ability to roll out plasticine with direct movements of the hands when sculpting oval-shaped objects and in a circular motion when sculpting round shapes. Develop the ability to pull and round the ends with your fingers, smooth the surface.

Drawing “Painting a handkerchief” (haze)

Continue to introduce the painting of Dymkovo masters, make a simple pattern on a square from elements of Dymkovo painting, strengthen the ability to rhythmically arrange a pattern, and use a beautiful combination of colors. Elements: stripes, rings, circles, dots.

Week 3.

Drawing “Colored balls are flying” TRIZ RTV (finger)

Continue to get acquainted with oval-shaped objects. Develop the ability to convey in a drawing the distinctive features of round and oval shapes. Strengthen your painting skills. Practice the ability to paint easily. Cultivate the desire to achieve good results.

Drawing “Funny pinwheels” (brush)

To develop in children the ability to paint pinwheels, create a joyful mood, and use familiar elements of arts and crafts. Arrange the pattern rhythmically, use rich colors. Strengthen brush painting skills.

Week 4.

Application “Boats float on the river”

To develop in children the ability to create objects by cutting off the corners of rectangles, to consolidate the ability to create a beautiful composition and the sequence of gluing.

Drawing “Sailboat” (brush)

To develop the ability to draw a boat with a sail, conveying the characteristic features of its appearance. Strengthen the ability to draw a rectangle with beveled corners, a triangle. Create a simple composition. Cultivate imagination.

5 week

Drawing by design.

November.

1 Week.

Drawing “Horse Painting” (haze)

To develop in children the ability to use familiar elements of Dymkovo painting in decorating the flat figure of a horse, to introduce the wavy line element. Develop the ability to select colors. Develop aesthetics.

Elements: straight lines, circles, rings, dots, wavy lines.

Drawing “My favorite bun” (brush)

To develop in children the ability to create the image of their favorite fairy-tale hero kolobok, create a cheerful mood, draw him with arms, legs, and a hat. Strengthen the ability to paint with a brush. Develop creative imagination.

Week 2.

Modeling “Mushrooms for a basket”

Strengthen the ability to sculpt familiar objects, using the learned techniques of rolling and unrolling plasticine with straight and circular movements of the hands, flattening with the palms, sculpting with the fingers to refine the shape. Continue to develop the ability to tightly fasten parts. Lead to a figurative assessment of work.

Drawing “Fairytale Page” (pencil) TRIZ RTV (foam rubber imprint)

Strengthen the ability to convey the correct structure of a tree. To develop the ability to draw a little forest man - a gnome, to compose an image from simple parts: a round head, a cone-shaped shirt, a triangular cap, straight arms, to maintain the ratio in size. Strengthen the ability to draw with a pencil. Develop creativity and imagination.

Week 3.

Drawing “Clouds with white sides” (brush) TRIZ RTV (foam rubber imprint)

To develop in children the ability to create images from the clouds they see floating in the sky, to create imaginative imagination and fantasy. Reinforce brush painting techniques.

Drawing “Tree in the wind” (pencil)

To develop in children the ability to display natural phenomena, create an image of a tree in the wind, draw a curved trunk, inclined branches in the wind. Strengthen the ability to draw a tree with a pencil using different pressure.

Week 4.

Application "Mushrooms"

To develop children's ability to cut corners by rounding them. Strengthen the ability to hold scissors correctly, cut, and carefully paste. Lead to correct assessment of work.

Drawing “Miracle Mushroom” (brush) TRIZ RTV (print with eraser stamps)

Continue to develop in children the ability to display a picture of nature - a mushroom meadow, and create a simple composition according to their imagination. Develop the ability to draw parts of a mushroom, clarify the shape - oval. Reinforce brush painting techniques. Nurture creative imagination.

5 week

Drawing by design.

December.

1 Week.

Drawing “The little Christmas tree is cold in winter”

Strengthen the ability to convey a simple plot, highlighting the main thing. To develop the ability to draw a Christmas tree with elongated branches. Strengthen the ability to draw with paints. Develop imaginative perception. Drawing “The bunny hid under the tree”

To develop in children the ability to create a simple composition from familiar objects. Continue to consolidate the ability to draw a Christmas tree with a brush, perform drawing techniques, draw a bunny from an idea, and be creative.

Week 2.

Modeling “Girl in winter clothes” Snow Maiden.

Develop the ability to see parts of a human figure in clothing (head, fur coat widening towards the bottom, arms) and convey this in compliance with proportions, use a stack, the ability to roll out and fold plasticine, pull, pinch, round to the desired shape.

Drawing “Decoration of a mask and crown for the New Year” (brush)

To arouse in children a pleasant anticipation of the New Year's holiday, to consolidate the methods of drawing circles, rings, stripes, wavy lines, dots, the rhythmic arrangement of the pattern, and to develop the ability to combine colors. Develop aesthetics.

Week 3.

Drawing “Snow Maiden” (brush)

To develop the ability to draw the Snow Maiden in a fur coat (the fur coat is widened towards the bottom), hands from the shoulders, to draw in the entire sheet. Strengthen the techniques of painting with a brush, apply one paint to another (after drying).

Drawing “Fun Hour” (brush)

Create a joyful mood in children in anticipation of the New Year holiday. Develop the ability to draw funny carnival images, convey details that make you smile. Reinforce brush painting techniques.

Week 4.

Application “Let's decorate the Christmas tree with beads”

Reinforce knowledge about round and oval shapes. Develop the ability to cut corners of rectangles and squares to obtain round and oval beads. Strengthen gluing techniques and the ability to use scissors.

Drawing “Who were you on New Year’s Eve” (pencil)

To develop in children the ability to draw a person, conveying simple movements, maintain proportions, and consolidate the ability to create a simple composition. Strengthen the ability to carefully paint over with a pencil.

5 week

Drawing by design.

January.

1 Week.

Drawing "Snowman"

Continue to develop the ability to draw round objects consisting of several parts, arrange parts according to size, and draw large on the entire sheet.

Drawing “Bird Painting” (brush) (haze)

To develop in children the ability to draw a simple pattern from the elements of Dymkovo painting: stripes, rings, circles, dots, arrange the pattern rhythmically, draw with the end of a brush, use bright colors of paints, develop color perception. Elements: stripes, rings, circles, dots, wavy lines.

Week 3.

Drawing “Mother Winter” (brush)

Continue to develop in children the skills of creating a picture of winter nature, reflecting the characteristic features of this time of year. Reinforce brush painting techniques. Develop imagination.

Drawing “Patterns on glass” (pencil)

To develop children’s ability to make a pattern seen in frosty weather (on a square). Reinforce pencil drawing techniques. Cultivate fantasy and imagination.

Week 4.

Application “Pyramid of balls”

Continue to develop the ability to cut the corners of a square, rounding them to obtain a round shape. Reinforce techniques for using scissors, stick them, arranging them according to size.

Drawing “Losharik” (brush) TRIZ RTV (print with crumpled paper)

Develop the ability to create an image from geometric shapes, consolidate the ability to draw a circle with a brush, and paint it carefully. Cultivate imagination. Create a joyful mood.

February.

1 Week.

Drawing “Girl dancing” (brush)

Develop the ability to draw a human figure, conveying the simplest relationships in size: small head, large torso. To develop in children the ability to depict simple movements, to consolidate the techniques of painting with paints. Encourage children to imaginatively evaluate images.

Drawing “Skater on Ice” (pencil)

Continue to develop the ability to draw a human figure, create an image of a figure skater, convey relationships in size, display the simplest movements, consolidate techniques for shading with a pencil, and carefully paint over.

Week 2.

Modeling “Cockerel” (haze)

Continue to introduce the Dymkovo toy of simple shapes. Sculpt a figurine of a cockerel from a whole piece. Reinforce familiar sculpting techniques using a stack.

Drawing “My favorite toy”

To develop in children the ability to create an image of their favorite toy in a drawing. Strengthen the ability to convey the shape, arrangement of parts, their relative size. Continue developing the ability to draw on the entire sheet. Practice shading with a pencil. Continue to strengthen your ability to look at pictures.

Week 3.

Drawing “Fairytale House” (pencil)

To develop the ability to convey the image of a fairy-tale mansion in a drawing. Strengthen the ability to draw a house, draw with a pencil, carefully paint over it. Develop imagination.

Drawing “I saw a dream” (pencil, simple - graphite)

Develop the ability to create an imaginary composition, place it across the entire sheet, draw in color or in a black-white combination. Reinforce pencil drawing techniques. Develop your imagination.

Week 4.

Application “Cutting and pasting a beautiful flower as a gift for mother and grandmother”

Strengthen the ability to cut and paste a beautiful flower: cut out parts of the flower (cutting off the corners by rounding them) to create a beautiful image from them. Develop a sense of color and aesthetic perception.

Drawing “Flower-light” (brush)

To develop the ability to draw a houseplant, conveying its appearance and characteristic features. Reinforce brush painting techniques. Nurture aesthetics.

5 week

Drawing by design.

March.

1 Week.

Drawing “The sun is baking, the snow is melting, melting” (brush)

Convey a simple story. Lead children to figuratively convey phenomena: snow is melting, streams are flowing, the sun is shining brightly. Paint with the end of the brush, flat. Develop color perception.

Drawing “Tender sun” (sunrise) (pencil)

Continue to develop the ability to create an image of the sun, reflect color, superimposing one color on another, and consolidate pencil drawing techniques. Develop the ability to talk about a drawing.

Week 2.

Modeling “Cup and saucer”

To develop children’s ability to sculpt dishes using the techniques of rolling, pressing, and flattening the edges of the mold. Practice connecting parts by pressing and smoothing the fastening points.

Drawing “Table for decorating Dymkovo toys”

To develop the ability to create a pattern from familiar elements of Dymkovo painting, to introduce new elements with arcs and strokes, to select the right colors, to draw with brushes and flats. Foster a love of folk art.

Elements: stripes, wavy lines, dots, circles, arcs, strokes.

Week 3.

Drawing "Birdhouse"

Continue to develop in children the ability to create a familiar object from geometric shapes, draw a rectangle, circle, triangle, and paint evenly with a pencil. Cultivate an interest in drawing.

Drawing “Traffic light” (pencil, brush)

Develop the ability to draw a traffic light. Reinforce knowledge about traffic lights. Use pencils and paints in the drawing. Cultivate neatness.

Week 4.

Drawing “Beautiful building”

To develop in children the ability to convey in a drawing different designs from bars and triangular prisms, correctly placing them on a sheet. Fix the correct name of the shapes: rectangle, triangle. Paint in one direction without going beyond the contour lines.

5 week

Drawing by design.

April.

1 Week.

Drawing “Beautiful flowers bloomed (brush) TRIZ RTV (foam rubber imprint)

To develop the ability to draw beautiful flowers using a variety of form-building movements, working with a brush and its end. Develop aesthetic feelings.

Drawing “Bird on a spring branch (brush, pencil)

To strengthen in children the ability to draw a branch with blossoming flowers, to correctly convey the image. Secure the drawing of the oval with a pencil.

Week 2.

Modeling “A bird pecking from a saucer”

Strengthen the ability to sculpt familiar objects using previously learned techniques: rolling, pulling, pinching, connecting parts, pressing and smoothing the fastening area. Depict a bird in motion (the bird leaned towards the saucer)

Drawing “The House You Live In” (brush)

Develop the ability to draw a large house, convey the rectangular shape of the walls, rows of windows. Develop the ability to complement the image based on impressions of the surrounding life. Strengthen the ability to select paints. Reinforce brush painting techniques.

Week 3.

Drawing “Spring branch” (pencil)

To develop children’s ability to convey the image of a spring twig and its light green young leaves. Develop the ability to see beauty in this image. Draw with a pencil using drawing techniques. Nurture aesthetics.

Drawing “Fairytale world of spring” (brush)

Strengthen the skill in displaying the beauty of spring nature, the awakening of trees, the gentle sun, conveying images using the right paint. Reinforce techniques for drawing young foliage.

Week 4.

Application "Riddles"

Strengthen the ability to correlate flat geometric shapes with the shape of parts of objects, create an image from ready-made parts, small parts, and cut them out yourself. Practice careful gluing. Develop creative imagination.

Drawing “Draw the answer” (pencil)

Continue to develop the ability to create an image from your imagination, draw with a pencil, correlating objects by size. Continue to strengthen the ability to paint with a pencil without gaps. Cultivate imaginative imagination.

5 week

Drawing by design.

May.

1 Week.

Drawing “Based on the fairy tale “Kolobok” (pencil)

Continue to develop children’s ability to depict a simple fairy tale plot in a drawing and independently determine the content. Reinforce pencil drawing and coloring techniques. Develop creative abilities.

Drawing “Golden Meadow” (brush) (foam rubber imprint)

Continue to develop the ability to draw a picture of spring. Place it correctly on the sheet, draw round dandelions, convey the color, the sun is bright, the rays reach the ground.

Week 2.

Drawing “Dymkovo masters” (brush)

Use hazy elements in painting, arrange the pattern rhythmically, use bright colors of paint. Cultivate interest in folk art.

Modeling “The bunny met the bun”

Continue to consolidate the ability to sculpt an animal, convey the shape of the body and head. Reinforce sculpting techniques. Use stack.

Week 3.

Drawing “My dad or mom are wizards” (about work) (pencil)

Develop the ability to draw a human figure. Reflect simple movements. The effect of the parents' profession. Strengthen the ability to draw with a pencil. Cultivate respect for the profession of parents.

Drawing “Planes fly through the clouds” (brush)

on wet TRIZ RTV.

Develop the ability to draw airplanes. Use an unconventional technique to draw a cloud. Develop imaginative imagination.

Drawing “Golden Carpet” (brush) TRIZ RTV

Continue to develop the ability to create a simple composition of flowers, reflect the shape of flowers, leaves, and color. Reinforce familiar brush painting techniques using unconventional techniques. Cultivate a love of beauty.

Individual work with children in the middle group.

September.

“Vegetables, fruits” (brush)

Strengthen the ability to display objects, conveying shape and color. Continue to develop skills in drawing a circle and oval.

“My favorite tree” (brush)

Fix the drawing of the trunk, the end of the brush, curved branches, conveying more accurate images.

October.

“Draw what can be oval shaped (pencil)

Develop knowledge about geometric shapes, continue drawing round shapes, develop imagination.

November.

“Happy Trees” (pencil)

Continue to develop the ability to convey the image of a tree swaying in the wind, draw the trunk and branches correctly with a pencil.

December.

“Cheerful Parsley” (pencil)

Continue to develop the ability to create an image of Parsley, maintain proportions in size, and paint without gaps.

"Girl Snow Maiden"

Developing the ability to create the image of a girl in a long fur coat, maintain proportions, and convey the features of her outfit. Reinforce brush painting techniques.

January.

"Dymkovo Theater" (brush)

Strengthen the ability to draw elements of Dymkovo painting, arrange them rhythmically, and use bright colors. Paint with the end of the brush, flat.

February

“What did you see in the toy store” (pencil)

Continue to develop the ability to draw your favorite toy, conveying the correct image, arrangement of parts, and their size. Coloring with pencil.

March.

“House for the Starling” (pencil)

Continue to strengthen the ability to create an object from geometric shapes. Fluent with a pencil.

April.

“Bird on a spring branch” (brush, pencil)

Continue to strengthen the skill of drawing a branch with blossoming leaves, correctly conveying the image. Secure the drawing of the oval with a pencil.

“Make a wish and draw” (brush, pencil)

Strengthen the ability to convey an image with a direct transfer of parts, ratio in size.

May.

“Portrait of Mom and Dad” (about profession) (pencil)

To consolidate knowledge about the profession of parents. Strengthen the ability to draw the image of a loved one and be fluent in using pencils.

How to teach a child to use scissors: games and exercises

Below are exercises that will help develop fine motor skills and teach your child how to use scissors. Later, you can simply give your child unnecessary postcards, booklets or magazines so that he can cut everything out.

Cutting out zigzags

Pages with wide and dotted lines are designed for younger children who are just learning to use scissors. Simply use a marker to draw various zigzags, waves and lines on strips of colored paper. The younger the child, the larger the figures should be. Invite your child to cut strictly along the line with scissors.

Source www.funwithmama.com

Game with scissors "What's hiding in the grass"

To find out what or who is hiding in the grass, the child needs to cut off all the “blades of grass.” Making such a game couldn’t be easier: cut green colored paper into strips and glue it to any picture.

Techniques for working with scissors in different age groups. Cutting methods.

Children learn techniques for working with scissors by imitating the ways of an adult. Therefore, the teacher must show the correct ways to use scissors, taking into account the difficulties that children usually experience. For example, the teacher needs to make sure that the child does not bring forward the elbow of the hand with scissors, control the movements of both hands, knowing that large parts are cut out with wide open scissors, and small parts are cut out with small, careful movements.

Let's take a closer look at the basic cutting techniques

, based on the principle of gradual increase in image difficulty for children of different age groups:

a) cutting out geometric figures and objects, the basis of which are these figures and their combinations;

b) symmetrical cutting of objects and pattern elements;

c) cutting out by eye the complex outline of objects with an asymmetrical structure.

Figure 1 shows cutting out different geometric shapes by eye

,
the technique of folding
from various types of blanks, as well as
techniques for replicating figures
(techniques for replicating geometric shapes by bending blanks into several parts are used in classes with children of only senior preschool age 6 - 7 years old) for patterned compositions.

Cutting flat geometric shapes and objects of simple and complex shapes

This way you can cut out two rectangles.

, and eight. In the first case, the workpiece in the form of a strip is divided in half over the eye, and then a straight transverse section is made (Fig. 1, 1). In the second example, to obtain eight rectangular strips, the workpiece is folded in half three times and cut along the folds seven times (Fig. 1, 2). This replication allows you to get several identical figures. These could be windows for a multi-storey building or a bus, flags for making a garland, etc.

Square

They are also cut from a strip, having previously calculated the ratio of width and length. For example, to obtain two figures, take a workpiece 4X8 or 3x6 cm. When it is necessary to cut out a larger number of squares, the workpiece is increased in length. Thus, four figures are obtained from a 4X16 cm strip, and twice as many are obtained from a 4X32 cm blank (Fig. 1, 3, 4).

Triangle

can be cut in different ways. The simplest technique is to cut the square in half diagonally with an oblique cut from one corner to the opposite (Fig. 1, 5). To replicate triangles, the same technique of folding a strip of paper is used, but in a different way: first, the workpiece is folded in half horizontally two or three times. Then, holding the fold with your left hand, make a diagonal incision, as in the first case (Fig. 1, 6). So, from a strip of 4X16 cm, seven triangles are immediately obtained.

For a trapezoidal

The opposite narrow sides of the strip are connected to each other and the corner is cut along an oblique line (Fig. 1, 7). A rhombus can be cut in two ways: by bending the rectangle in half lengthwise and crosswise and after bending, cutting off each corner from one end to the other (Fig. 1, or on a strip at the same distance from each other, oblique parallel cuts along the length are made by eye (Fig. 1 ,9).

To cut a polygon

(hexagon and octagon), the square is folded in half twice vertically and horizontally, then, stepping back from the center of the fold, the corner is cut off (octagon - Fig. 1.10). To depict a hexagon, the square is first folded in half and then into three more parts. After folding with an oblique cut from one end to the other, remove the corner (Fig. 1.11).

Rounded shapes

(circle, oval, ellipse) are cut out from a square, rectangle and strip, smoothly rounding all four corners (Fig. 1, 12-14).

The described techniques for cutting out geometric shapes are used both in composing geometric patterns

, and
when depicting objects of simple and complex shapes
, parts of which are close to the outlines of certain standard forms.

Objects of simple shape include those whose basis is a single figure, close to a square, circle, rectangle, etc., allowing for slight deviations (a ball, a watermelon, an orange, a melon, a flag).

Objects of a complex or combined form consist of combinations of several forms, reflecting the specifics of their structure, proportional relationship and spatial arrangement of parts.

From lesson to lesson, the child practices correctly displaying the rectangular, triangular, and round shapes of objects, consolidating knowledge of these features when conveying the outlines of familiar objects.

Greatest difficulty

for a child, represent
techniques for depicting a round shape
(circle, oval). Training should begin with the development of the ability to round corners in combination with the already learned techniques of straight and curved cuts. So, to depict carrots, peppers, and peas, children are given a strip of the appropriate color. One end of such a blank is sharpened with two oblique lines at the top and bottom. And the other end is rounded. Additionally, cut out the tops and cuttings from green paper. Leaves, petals of chamomile, marigold, dahlia, dragonfly wings, and birds are cut out in a similar way. Then the children are taught to sequentially round both ends of the workpiece when cutting out an elongated oval (cucumber, eggplant, pyramid rings), and then a short oval (melon, plum, lemon, “golden” egg) and a circle (ball, watermelon, ball, bun, beads and etc.).

Having mastered the ability to cut out geometric shapes, children learn to depict the signs of a real shape

(apple, pear, strawberry, banana, zucchini, etc.). The outlines of each of these objects have individual characteristics that differ from the geometric standard. For example, although an apple is basically round, it is still not completely identical with a circle. If a circle is a perfect curve, then in the contour of an apple such perfection is interrupted by opposing grooves, which seem to squeeze the circle from above and below or pull it vertically, forming small depressions. Therefore, to reflect these specific features in the application, it is necessary to select a blank.

To cut a round apple

with notches, take
a square
, and to display varieties with
an elongated or compressed shape,
you need
a rectangle
in a vertical or horizontal position. They also differ in color - from different shades of yellow, green, red to a complex combination - with veins - red with yellow or green with red.

For cutting lemon and pear

they also take
a rectangle
, from which an object with its characteristic shape is obtained by smoothly transitioning from a wider part to a narrow one (pear) or rounding and slightly sharpening the opposite sides (lemon). Additional stickers of leaves and cuttings increase the similarity of the applications with the original natural images (Fig. 2).

This structure of teaching how to depict objects helps the child to look more closely and remember both general and specific signs of real forms.

Most objects in the surrounding world have a complex shape

. Their structure combines rectangular, round, oblique elements in different interactions.

Such objects include houses of various types and structures (rural, multi-storey residential, public and industrial purposes, Palaces of Culture, theaters, utility buildings, etc.), means of transportation (urban passenger transport, trucks and cars, air, railway, water transport), plants, birds, labor and household items.

Many of them can be depicted in applications, so the teacher must know how to cut them out. When choosing any subject for an image, you should proceed from the following requirements

: objects must have
a clear division
, a pronounced shape, color, and the color should help highlight one or another part. The parts should be evenly spaced according to the design of the item.

Encourage children to cut out difficult objects

it is necessary
gradually
, as their structure becomes more complex - from the image of two or three homogeneous parts (snowman) to a combination of several parts of different configurations (fungus, house, beetle), and then a more complex structure (multi-story building, bus, flower).

Cutting out objects of complex shapes occurs in parts

, which requires a developed ability to divide an object into its component parts, determine their shape, ratio in size, location, color. These properties are learned and consolidated in the process of examining objects.

From individual parts, preschoolers make appliqués of different types of transport (truck, bus, tram, motor ship) depicting their design, shape and size of parts, and characteristic details. For example, based on the ability to cut and paste a bus from separate parts, children can independently perform other types of it: a minibus, an ambulance. Here it is necessary to modify some parts and include new ones: taxi checkers, light signal and red cross of ambulance, etc.

By combining different shapes, applications with images of insects, birds, and animals are created.

Symmetrical cutting

The program for children of the sixth and seventh year of life provides for mastering the ability to create appliqués using symmetrical cutting techniques

.
This technique is based on preliminary folding a piece of paper in half
or
several times
to simultaneously transfer the repeating parts of the cut out object.

This process helps to display in the application the correct structure of flowers, leaves, butterflies, some species of animals, the relationship of parts of the human figure, the uniform arrangement of decorative elements, taking into account their size and color.

In children's applications, the most striking shapes are leaves, flowers, butterflies and other objects.

.

The simplest

are used for transfer in the applique
.
Most of them are built on the principle of mirror symmetry.
Despite the variety of shapes of
the leaf plate (simple, simple dissected, complex), differences in length, relative size, structure of the edges (serrated, entire, deeply dissected), and color,
all of them
(except for unequal-sided ones)
are characterized by a general distribution of lateral sides evenly on the right and left .
Therefore, when cutting leaves, it is advisable to use the technique of preliminary folding the blanks in half

(to convey the mirror correspondence of the sides in the applique) and
simultaneous cutting through both layers of paper along the imaginary contour of half the figure relative to the fold
. Changing the shape of the workpiece, its ratio of width and length, size and color allows you to depict the variety and multicolor of leaves, especially autumn ones.

When cutting leaves by bending the workpiece in half, you should take into account the features

structure of the original figure, the relationship between its size and shape.
Square paper
is needed to depict
heart-shaped leaves
(lilac, watercolor).
Long strips
are needed when cutting out
linear shapes
, such as narcissus, amaryllis, and iris leaves.
Ovoid leaves
are obtained from
a rectangular blank
, in which
the ratio
of width to length does not differ sharply (for example, 6x4 cm).

Many leaves have a vertical extension

.
Therefore, when cutting, the workpiece is folded in half vertically
.
Only kidney-shaped leaves
(geranium, forest violet) are created from
a rectangular blank by folding it in half horizontally.
Features of the selection of blanks depending on the shape and length of the leaves, as well as techniques for cutting them after folding the paper in half are presented in Fig. 3.

By repeating the same image along the fold, it is necessary to consistently complicate the outlines of the figures.

Therefore, first you need to teach cutting out simple leaves (poplar, lilac, apple tree), and then move on to the transfer of dissected and cut or composite compositions (rowan, oxalis, strawberry, maple).

Reinforcing the techniques of folding and cutting out uniform leaves is facilitated by tasks related to the need to depict several repeating parts (a poplar branch, an autumn bouquet of leaves, a garland).

Flowers
with one axis of symmetry have different outlines
, and in each case, when cutting out, it is necessary to highlight, first of all,
the features of the form
. For example, a bell or lily of the valley has a rounded calyx at the base, and sharp petals smoothly and evenly diverge in opposite directions from the middle petal. In lily and amaryllis, the flowers are made up of gracefully curved petals scattered to the sides, while in hyacinth and iris they are rounded, curling like curls. When examining them, it is important to determine the specifics of the shape and location of the main elements in order to preserve the general but characteristic features of the flower when cutting it out of paper.

To cut flowers from paper, you can use the technique described above of folding the workpiece in half

to display in the application the equality of opposite parts of a symmetrical figure. After folding the paper, cut out half of the flower shape. At the same time, changing the outline, color and size of the paper blank allows you to obtain different images of bells, lilies of the valley, irises, lilies, gloxinia, etc.

In Fig. 4 shows techniques for cutting flowers with mirror symmetry

.
Three groups of shapes
are identified here , united by the common configuration of the workpiece (square, rectangle) and folding techniques (in one case, vertical bending is used, and in the other, diagonal).

The use of these techniques makes it possible to reflect the roundness of figures and a more correct ratio of width and length in them. So, to lengthen shapes, for example, to cut out oval-shaped plants (crocuses, irises), it is better to take rectangular paper. And for flowers with petals scattered to the sides (lilies, amaryllis, gloxinia), a square divided in half diagonally is more suitable. This technique helps to increase the image area and reflect the specificity of flowers with deeply dissected petals.

A large group of flowers with different numbers of petals is built according to the principle of axial, or central-radial, symmetry

, when the petals are evenly repeated from the middle around the circumference. Such a corolla can have three, four, five, six or more petals.

Depending on the number of these petals, the flowers are roughly grouped into different groups based on folding a blank square in a certain sequence. Thus, the second group includes four-petaled flowers, the third - eight-petaled forms (this is how daisies, daisies, etc. can be depicted). The fourth group consists of three-petaled flowers, the fifth - flowers with six petals, and the last, sixth group - five-petaled flowers.

All these flowers are cut out from a square blank

, into which shapes with parts evenly distributed from the middle to the edges fit well.

Quadripetals

cut out after bending the square in half three times: along, then across, and then diagonally (Fig. 6). This way you can cut jasmine, meadow heart, hydrangea, celandine, radish flowers, etc.

In order to convey the specific features of these flowers in the application, children must highlight and know these features before completing the task. In the process of examining flowers, the children's attention is fixed on the signs of commonality in the number of petals. For example, the meadow core has white and pink flowers with pointed petals, while hydrangea has wide ones with rounded ends, and jasmine has a beautiful notch. Wild radish has blunt petals, as if cut off (Fig. 6, 1, 2, 3).

Flowers with many petals, symmetrically located relative to the center, are conventionally presented in applications as eight-petaled forms (daisies, chrysanthemums, daisies, marigolds, cosmos, etc.).

Options for the structure of the petals, features of cutting out eight-petals

by folding the square are given in Fig. 6, 4, 5, 6.

From a piece of paper divided by folding into twelve equal parts

, you can also cut out various
shapes of snowflakes.
After folding a white square, free combinations of notches, triangles, and semicircles are cut out on the edges of the workpiece. The resulting forms are pasted onto a dark background (black, blue, purple). The contrasting color comparison of the base and the cut-outs helps convey the delicacy of the snowflakes and highlight the uniform alternation of repeating parts. Several such samples are shown in Fig. 8.

In the process of cutting out snowflakes, children's attention is directed to an independent search for various compositions for constructing figures. The teacher encourages the most interesting, creative work.

Silhouette cutting

The most difficult technique for creating appliqués for preschoolers is the technique of cutting out objects of an asymmetrical structure with curved contours by eye.

(fish, birds, animals, etc.) with complex outlines of figures, smooth transitions from one part to another.

Specifics of cutting by eye

consists in the fact that an image from paper or other materials is produced
by a continuous continuous movement of scissors along a mentally created silhouette of an object
.
Therefore, this technique is called silhouette cutting
.

The methodology for teaching preschool children silhouette cutting in appliqué was developed in detail by I. L. Gusarova. The author recommends building training on the basis of a thorough analysis of the structure of figures, highlighting the relationship of their parts, as well as by showing depiction techniques in interaction with precise verbal descriptions of each movement made with scissors

.

The process of mastering cutting by eye presents certain difficulties

. Children should have a sufficiently highly developed visual acuity and manual skill, which helps to achieve accuracy and expressiveness of the contour, and therefore show the beauty and clarity of the silhouette.

In older preschool age, perception is more meaningful, which allows the child to distinguish an object and its outlines from the surrounding world. At the same time, the word helps to analyze each shape and each movement made by the hands during the cutting process.

The teacher should approach teaching children silhouette cutting carefully. It is necessary to ensure a gradual complication of tasks by varying silhouette outlines and moving from depicting forms that are simple in configuration to more complex ones.

This situation can be seen in the example of teaching preschoolers to cut out silhouettes of dishes with an asymmetrical arrangement of parts (handles, spouts), as well as fish, birds, and animals. When selecting them, one should take into account the simplicity of the outline and the possibility of using decorative elements. Various shapes of dishes are cut out with a smooth transition from the body to the image of the spout, on the one hand, and the handle, on the other (milk jug, coffee pot, teapot).

Initially, it is necessary to determine the location and proportional relationship of the parts in shape, size, and combine rectilinear and curvilinear sections and corresponding silhouettes when cutting (Fig. 15).

Having learned to depict simple-shaped dishes (glasses, cups with handles), children can cut out more complex silhouettes (teapot, kumanets, coffee pot). They are pasted onto a colored background and decorated decoratively with paint or appliqué. This is how the relationship between classes in appliqué and decorative drawing is established, dividing the content of the work evenly into two classes. On one of them (based on applique), children learn to cut out silhouettes of dishes, and on the other, how to decorate them with patterns.

When cutting out silhouettes of dishes and other asymmetrical objects, it is important to teach the child a certain image sequence. At first

you need
to choose the shape of the workpiece
so that the object and its parts fit completely into the space of the paper in width and height.
Then
you should
determine the location and mark the parts
. This creates visual supports for a more correct rendering of the silhouette.

Silhouettes of fish, birds, and animals are cut out using the same principle.

etc. When choosing blanks for them, you should visually correlate the location of the parts, highlight the horizontal or vertical extent of the figure. For example, fish are cut out of a rectangle - strips. It is so easy to convey the sequential arrangement and connection of the main elements. The color and size of the blanks vary depending on the types of fish and the nature of their interpretation (like a folk toy, or a fairy-tale image, or natural varieties). If children cut out aquarium fish with a highly developed tail and fins, then the shape of the paper from which the children cut them out changes accordingly.

The size and shape of paper for depicting birds and animals is also taken taking into account the type and pose,

necessary for transfer to the application. So, a swan is cut out of a rectangle with an aspect ratio of approximately 8x10 or 6x8 cm. And for a giraffe, a rectangle is taken in a vertical position with an aspect ratio of 1:2. This blank helps children convey the vertical position of the main part, based on the length of the neck and other parts of the body.

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Project “Cutting with scissors”

Project “Cutting with scissors”, middle group

Author: Rebrushkina Oksana Viktorovna, MADOU CRR Kindergarten No. 7, Verkhnyaya Pyshma, Sverdlovsk region.

The ability to cut with scissors very well develops fine motor skills of the hands, and therefore has a positive effect on the development of the baby’s speech. And yet, the decision to give scissors to a very young child requires special vigilance from parents and educators. You must remember about safety precautions.

At what age can a child be trusted to cut with scissors? In kindergartens, cutting with scissors begins in the middle group - after four years. Some preschool programs recommend an earlier age of three years.

We must focus exclusively on the individual characteristics of children. If a child became interested in scissors much earlier than three years old, then it is time to teach him how to use them. In my opinion, the sooner a child learns how to properly handle scissors and use them in their creativity, the better.

Choosing scissors for a child

The choice of scissors for a child must be approached with all responsibility. The main criteria should be safety and convenience. Small and almost toy scissors with animal-shaped handles are not suitable for learning cutting.

If we have already decided that our child has grown up to use scissors, then they should be the real thing. Choose medium-sized scissors with blunt ends on the blades at a stationery store. It’s good if the scissors have rubber handles - they are softer and do not slip.

And, of course, the rings on the handles of the scissors should be the right size for the baby. It is better if one ring is round (for the thumb), but the other is elongated (for the index and middle fingers). This will make it easier for the child, otherwise his fingers will run in all directions.

It is also desirable that the scissors are sold together with a cover.

The first steps to the ability to cut with scissors

It would seem that these steps are quite simple. Once - they opened the scissors, twice - they closed them. Simple and clear. But for a child this is the most difficult, boring and uninteresting. Very often, at this very initial stage, parents are defeated and a good initiative is shelved.

After all, scissors don’t just need to be opened and closed, they need to be held correctly. But the unskillful children’s fingers don’t want to obey. It didn’t work out once, it didn’t work out twice and the baby gets bored. But if you don’t teach your baby to hold scissors correctly, open and close them without changing the position of his hand, then he won’t be able to cut anything.

How to overcome this boring stage on the way to the ability to cut with scissors? I suggest using shadow theater and a story about birds with a long beak to help, and you can invent dialogues on the go.

The trick is that in order for the shadow to look like bird beaks, the scissors must be held correctly. And in order for the beaks to move, the scissors will have to be opened and closed. A child interested in the final result will try very hard. If you show imagination and your personal interest, then your child will definitely not find this activity boring.

Let's start cutting paper

The child learned to open and close scissors and still hold them straight. It's time to start trying to cut paper. It's better to start by cutting strips. Give your child a narrow rectangular piece of colored paper folded in half. Paper folded in half is denser, which means it is more difficult to tear it with incorrect scissor movements. Then show how to cut the strips.

The child should hold the rectangular piece with the fold facing him. It is better if this work takes no more than two steps with scissors. If your child is not very good at cutting strips and the paper tears, then try making the same thing from thick magazine covers. Or just give your child small pieces of magazine covers and let him cut them however he likes.

At first, you can help your child handle scissors and paper; at the right moments, help hold the paper and take a step with scissors. Naturally, if a preschooler shouts “I myself!” There's no point in helping him. Let him puff and try on his own.

Cutting out objects along the contours

Once your baby has mastered cutting strips, you can try cutting along the contours. To begin with, choose simple contours with clear lines. For example, geometric shapes. First a square or rectangle, then a triangle or trapezoid, and finally a circle. Then you can try cutting out more complex shapes. It is best to cut from children's books on thick paper or coloring books. Thin paper is more difficult to cut; it can easily tear if you turn the scissors incorrectly. Also use cut out figures in appliques.

Safety precautions

Once you have made a conscious decision to give your child scissors, you need to immediately explain to him that scissors are not a toy. They should be used only for their intended purpose and only at the table. Below are the basic safety rules for using scissors:

— Scissors cannot be taken without permission

— Scissors should not be placed on the edge of the table, they can fall and injure

— Scissors must not be left open

— You can’t run your hands over the open blades of the scissors, they are sharp and you can get hurt

— Scissors cannot be passed with the blades forward

— Scissors should be stored in a stand with handles up

— Scissors should not be held with the blades facing up or toward you, as you may stumble and get hurt.

- Scissors cannot be used to cut on the go

These are the basic safety rules that you should explain to your child before using scissors. You yourself must remember that a small child should not be left alone with scissors in his hands, especially if he is not alone. You can afford such luxury only closer to school age.

All children develop differently. The age limits below should be used as a guide, taking into account individual children's interests, temperament and attention span. 2 years: Children at this age will enjoy tearing paper into small pieces and cutting things out, only by repeating what adults do; 3 years: at this age you can try to cut out any shapes with your child, sitting next to him and continuously observing the process; 4 years: the child is able to cut out simple lines and shapes on his own with a little help from an adult; from 5 years and older: the child should easily cut out pictures and glue them onto paper, making appliqués.

Of course, your baby has seen scissors more than once, as we use them to cut nails on children’s fingers, trim his bangs, or even give children’s haircuts. And scissors come in handy every now and then in everyday life... The child sees all this from the outside, since until a certain time parents do not trust such work to their son or daughter. But sooner or later the time comes when the child wants to learn how to use scissors on his own. In principle, a child over two years old can already be shown how to use scissors correctly and safely, without waiting for the child to stealthily get to them and ruin everything around or get hurt.

Of course, at such a young age we can only talk about working with scissors under the supervision of an adult. Well, at what age children’s scissors will take their place among the items for children’s creativity that are freely available to the child depends on the child himself. Some people can be trusted at two and a half years old, but for others it will still be fraught at five years old. By the way, working with scissors in preschool educational institutions is introduced from the middle group, that is, for children over 4 years old. Well, at home, under your close supervision, you can offer your child to work with scissors much earlier. After all, children love to imitate adults, and what is usually forbidden arouses great interest.

For initial acquaintance, you can purchase scissors with plastic blades. They are considered the safest, but such scissors often cut so poorly that they simply irritate children. But when learning, it is very important that the child succeeds in what he intended, since in the event of repeated failures, the desire to master this difficult skill may disappear.

Needless to say, children's scissors should be medium-sized, with rounded ends. Good safety scissors for children can be purchased at Ikea. They are sold in a set: some with straight blades, the second with zigzag cutting. It is almost impossible to cut yourself with such scissors. You can also find scissors with a stop at office supply stores. They are good because the child only has to squeeze the rings of the scissors, and they return to their original position on their own, which greatly facilitates the child’s work. Well, if your baby prefers to hold scissors in his left hand, you need to purchase left-handed scissors.

Remember that you need to show how to work with scissors slowly, so that the baby sees that they require special handling; Otherwise, the child, taking the pace of an adult, may get hurt. The best position for both of you when teaching your child to use scissors is to sit behind him. Show your child how the scissors “click their beak” (you can say: “Am! Am!” “Chick-chick” or “Click-click”). Place the scissors in the child's hand (the thumb and middle fingers are inserted into the rings of the scissors, the index finger supports the scissors from below; the ends of the blades are directed away from you, forward) and help him first open the blades, then press on the rings of the scissors. After repeating the procedure several times together, then give the child the opportunity to do it independently. After practicing “idle”, you can help your child make cuts along the sides of an A4 sheet.

You can also invite your child to cut a narrow strip of paper across (the strip should be no wider than scissors can cut in one motion). Teach your child to hold the strip with his fingers at a safe distance from the place where you plan to make the cuts and not to point the scissor blades towards the fingers of the hand holding the paper. In order to train your child in remembering and naming colors, you can prepare strips of colored paper, double-sided paper or photocopier paper. And if you take the time, you can prepare, say, a banana, cucumber or carrot cut out of colored paper for playing with scissors, and invite the little one to treat his toys by dividing the vegetables and fruits into parts.

As a complication, you can invite your child to make cuts not in a free order, but along a drawn line. So, for example, you can make a fringe for a rug (on the sides of an A4 sheet), cut all the same fruits and vegetables along the drawn lines, or, having drawn a comb, you can cut its teeth along the lines.

The next step is to cut wider pieces (for example, tomato, apple, pear, etc.), designed for several openings and contractions of the scissors. You can prepare appropriate strips of paper to reinforce the concepts of “narrow-wide”, “long-short” (in this case, the strips are cut crosswise either in a free order or along drawn lines). A more difficult task is to provide the child with the opportunity to independently cut off the strips marked on the sheet (i.e., along, along the drawn lines).

Next, teach your child to cut out squares and rectangles. Then show how, by cutting them from corner to corner, you can get triangles, and by cutting off the corners of a square or rectangle (slightly rounded), the square can turn into a circle, and the rectangle into an oval. At this level, it is already necessary to engage not only in cutting or making cuts, but also in finding a use for the carved “masterpieces.” That is, now it is no longer cutting as an end in itself, but preparatory work for making applications and crafts.

Here are some ideas for simple appliqués, the details of which a child can cut out on their own:

• a house made of a square (rectangle) and a triangle (it can be supplemented with windows of different shapes);
• a Christmas tree made of green triangles (can be of different sizes) and a small brown rectangle (square) - the trunk;
• a fence of two long horizontal stripes and several short vertical stripes;
• a sun made of a yellow circle and stripes-rays or triangles-rays;
• a flower made of a circle (core) and round or oval petals (it can be supplemented with a striped stem and oval leaves);
• a snowman made of circles of different diameters;
• centipede made of circles (can be of different diameters, different colors);
• beads (from different geometric shapes);
• rails for a train (similar to a fence);
• a train made of rectangular cars and wheels (if it is a passenger train, you can glue the windows);
• truck: a square, next to (close to) a rectangle located vertically, next - a rectangle located horizontally, two wheels below.

Working with scissors develops fine motor skills, hand muscles, coordination of movements, concentration, and perseverance. In addition, by giving your child various tasks, you help reinforce basic mathematical concepts (color, shape, size, width, length, etc.). And the cut or glued parts can be counted - to consolidate the quantitative count. You can come up with tasks to consolidate ordinal counting. And when it comes to gluing the blanks your child has cut out, you can reinforce concepts such as top, bottom, right, left, center, next, under, above, etc. (more complex level - for example, upper right corner or lower left, etc.). But this is provided that you discuss and pronounce all the concepts with your child, and this, in turn, also contributes to the child’s speech development. Thus, working with scissors and, as a result, practicing appliqué have great developmental potential.