Using the LEGO constructor
in working with preschoolers and
first class (extracurricular activities)
Prepared by:
Teacher MBOU Secondary School No. 37
Lyashenko I.S.
Belgorod -2015
LEGO technology in the teaching and educational process of a preschool institution………………………………………………………3
Project “Lego Country”……………………………………………………5
Lesson notes on Lego construction…………...17
Game exercises and didactic games using Lego constructors…………………………21
Construction schemes…………………………………………………….25
LEGO is one of the most famous and widespread pedagogical systems, widely using three-dimensional models of the real world and a subject-game environment for the learning and development of a child. LEGO allows children to learn through play and learn through play.
Play is the most important companion of childhood; in the process, children begin to imitate adults, try their hand, fantasize, and experiment. Play provides children with enormous opportunities for physical, aesthetic and social development.
Construction is the most important type of productive activity for a preschooler to model both real-life objects and objects invented by the children themselves.
The activity plan I developed on the topic “LEGO construction” is aimed at developing cognitive activity and constructive play skills in preschoolers.
LEGO construction work takes place in the form of joint activities and leisure, and allows you to solve the following problems:
Develop imagination, speech, fine motor skills, analysis and synthesis functions;
develop skills in planning the process of creating your own models and joint projects;
to develop children's interest in director's play by playing with constructive buildings and images;
form sensory representations;
develop skills to work in a team.
The planning of joint activities is based on methodological manuals: L.G. Komarova “Building from LEGO” - M.: “LINK-PRESS”, 2001; E. V. Feshin “LEGO construction in kindergarten” - M.: SFERA shopping center, 2012.
As a constructive play environment I use construction sets: LEGO DUPLO , LEGO DACTA, LEGO themed sets.
In the process of working with Lego constructors, they use a variety of assignment forms:
With younger children
Design according to sample
Transform a sample by condition
Design by Design
With middle school children
Design by condition
Design by Design
With children of senior preschool age group
Design by pattern and transformation of pattern by condition
Design by condition
Design by Design
Independent design according to drawing
According to the method in the younger group, the role of the leader is always taken by an adult, since children cannot yet distribute their roles in the game, I choose the simplest games. Children get acquainted with the main parts of the LEGO DUPLO constructor, methods of fastening bricks, and children develop the ability to correlate the results of their own actions in constructing an object with a model.
In the middle group, the games will become a little more complicated. Children will learn to work using cards where the image is in color; construct according to plan, experiment freely with building materials, and get acquainted with the small LEGO DASTA construction set for the first time. In the older group, children are more independent in games. They will take on the role of leader and collaborate with each other.
The world that a Lego constructor opens up for a child is so fascinating and exciting that when playing with it, the child, among other things, will also receive a lot of pleasure and positive emotions. Subsequently, perhaps, this will turn into a constant desire to learn and perceive everything new in life with childish enthusiasm.
name of the project
Lego Country
project objectives
Target : , , intellectual V .
Tasks:
1. analyze functioning of the future design, install her , contribute original designs on the same : finish building, blocks of different configurations, build in additional .
2. Conduct on their own , model diagram.
3. Use the created structures in -layouts, - role-playing games.
Stages of work
I. - (2013-2014 academic year)
1. -oriented analysis.
Comprehensive Study - And -methodological literature.
needs And existing problem.
specific goals, , solving the problem.
II. (2013-2014 academic year)
1. For .
2. Production specific By .
3. project implementation:
Selection .
monitoring project implementation.
- plan with kids.
testing .
4. within the framework of the project
Establishment for the implementation of the project.
Informing results.
implementation of the project.
. - generalizing (2014-2015 academic year)
1. Making tactical and strategic decisions , determination of prospects for further development.
Expected Result
I. with kids:
creates designs from different types according to your own design.
Applies means to achieve results (diagrams, models, drawings, samples)
Independently organizes the subject-game environment, reflecting and refracting the surrounding reality, books.
Strive to become a participant in a collective role-playing game using crafts from various types of construction sets.
In a director's game, he takes on the role of organizer and performer of all the characters in the game, creating and playing complete plots based on the created games - layouts.
II. Information and educational product
2. Analytical report on the results of the project “Formation of cognitive and research activity of children during the implementation of the “Lego Country” project.
3. Master class “Development of a child’s creative potential in games with Lego constructors.”
Project implementation timeframe
2 years
Project participants
Preschool children, teachers, parents.
Explanatory note
Toys and games are one of the most powerful educational tools in the hands of society. Play is usually called the main activity of a child. It is in the game that different aspects of his personality are revealed and developed, many intellectual and emotional needs are satisfied, character is formed, which has a positive effect on the social health of a preschooler.
But at the same time, you can often see the picture: the baby has a lot of toys, but he does not play with them. There is, of course, more than one reason for this, but most often the main reason is that the toys have already “exhausted themselves”, the element of novelty has disappeared. And this is what attracts the child in the first place. The finished toy is not capable of giving him a mental challenge or a long-term intellectual challenge. In this regard, building materials, mosaics, etc. are much better. These games have great variability and a variety of combinations. But their developmental capabilities are also limited: they do not encourage children to intensify mental activity, do not require significant stress from them, do not advance the child’s development, and at best satisfy only his immediate needs. And this is very little for the development of creative abilities. If we also take into account that not every family has all the necessary conditions for the development of children’s creative activity, then it becomes obvious:we need new types of games , games that simulate the creative process itself and create their own microclimate, where opportunities arise for the development of the creative side of the intellect, promoting the formation of communication skills in children and the establishment of positive interpersonal relationships.
These new types of games aregames with constructors likeLego , which, with all their diversity, proceed from a common idea andhave characteristic features :
1 . Each construction game isset of problems , which the child solves using parts from the construction set.
2. Tasks are given to the child in various forms: in the form of a model, drawing, photograph, drawing, oral instructions, etc., and thus introduce him todifferent ways of transmitting information .
3. The tasks are arranged approximately in order of increasing difficulty, i.e. they use the principle of folk games:from simple to complex .
4. A gradual increase in the difficulty of design tasks allows the child to move forward and improve.on one's own , i.e. develop your creative abilities , in contrast to education, where everything is explained and where only performing traits are formed in the child.
5. The solution of the problem appears before the child not in the abstract form of the answer to a mathematical problem, but in the form of a structure made from construction kit parts, i.e. in the form of visible and tangible things. This allows you to visually compare the “task” with the “solution” and check the accuracy of the task yourself.
6. Most games with a constructor are not limited to the proposed tasks, but allow children to create new versions of tasks and come up with new games with a constructor, i.e.engage in creative activities.
Thus, modeling using construction sets such as “Lego” allows you to solve several problems at once related to the development of creative abilities, imagination, and intellectual activity; the formation, based on the creation of common structures, of communication skills: the ability to express one’s suggestions, advice, requests in joint activities, and answer questions in a polite manner; kindly offer help; unite in the game in pairs, micro-groups.
Faced with the problem of teaching children how to model using Lego-type constructors, it became necessary to develop a project using Lego-type constructors.
Stages of work on the creation of the project are the following: organizational-preparatory, technological and reflective-generalizing.
On organizational and preparatory stage a problem-oriented analysis was compiled, psychological, pedagogical and scientific-methodological literature was comprehensively studied, specific goals and ways to solve the problem were determined.
On technological stage a bank of methodological recommendations and manuals was created for constructive activities using Lego constructors; diagnostic methods were selected. A calendar-long-term plan for the implementation of the project with children was developed, constituting the implementation of game mini-projects: “Our group”, “Building a city”, “Forests-miracles”, “Space”. Lesson notes were developed and tested. Cooperation was established with parents for the successful implementation of the project.
On reflective-generalizing stage decisions were made based on the monitoring results, prospects for further development were determined.
Distinctive peculiarity and novelty work is expressed in the implementation of tasks for the development of creativity and constructive skills through such forms of work as gaming mini-projects using constructors such as “Lego”.
In the course of teaching work, the following are used:principles :
from simple to complex ;
taking into account individual capabilities children in mastering communication and constructive skills;
activity and creativity - the use of effective methods and targeted activities aimed at developing children’s creative abilities;
complexity of problem solving - solving constructive problems in different types of activities: gaming, cognitive, speech;
effectiveness and assurance - realization of the child’s rights to receive help and support, guarantees of a positive result, regardless of the age and level of development of the children.
When developing the “Lego Country” project, the following goals were set:goals :
develop creative imagination, intellectual activity in constructive and playful activities;
develop social emotions and motives that contribute to the establishment of interpersonal relationships in children in playful and constructive activities.
The implementation of the Lego Country project makes it possible to implement the followingtasks :
1. To promote the emergence of friendly, partnership relationships and gaming associations of interests in games; independently negotiate with each other, distribute roles fairly, resolve conflicts in an ethically acceptable manner
2. To develop in children the ability to analyze the operating conditions of a future structure, establish the sequence of its implementation, facilitate the creation of different original structures on the same basis: complete the construction using blocks of different configurations, build in various elements.
3. Learn to use the created structures in mock-up games, role-playing games, and director’s games.
The objectives of the project are implemented according to the followingdirections :
1. Teaching children throughtask games, exercise games, didactic games , which develop various intellectual qualities: attention, memory, the ability to find dependencies and patterns; classify and systematize material; ability to combine; the ability to make correct conclusions based on the analysis.
2. Implementation implementation of mini-projects : “Our group”, “Wonderful forests”, “Building a city”, “Space”. They allow you to develop the ability to plan the process of creating your own model and a joint project; constructive imagination when creating a building according to your own design; the ability to foresee the results of one’s actions; find a partner to implement your own plan, be able to establish friendly relationships with a peer, create and play with a thematic layout.
3. Carrying out diagnostics level of development of constructive skills in children.
"OUR GROUP" (Our class)
Tasks
Forms of work
View
construct
Torah
date
1.
2.
3.
4.
5
To instill in children an interest in the purposeful beauty of the objective world, to introduce them to the aesthetics of everyday life and the improvement of premises.
Develop the ability to analyze a model and correlate your actions with it: select the necessary details, reproduce buildings according to a model or diagram.
Learn to create on the basis of independent experimentation with the details of the design of a structure according to your own design.
Teach constructive techniques for constructing a model of the human figure.
To develop children's cooperation skills in joint activities.
Cognitive motivation “How to make a group beautiful and cozy.”
Looking at photographs of kindergarten groups.
Tour of the kindergarten.
Drawing up a diagram of the arrangement of furniture in a group.
Design "Furniture"
Exhibition "Furniture"
Discussion of design and purpose, arrangement of furniture in the room layout.
Designing “Girl”, “Boy” according to the diagram.
Modeling human figures: “Me and my friend” based on drawings.
Design and execution of the “Our Group” layout
Lego
Mega block
Lego
Mega block
Lego
Mega block
Lego
Mega block
October
Implementation plan for a gaming mini-project
"CITY STREETS"
Tasks
Forms of work
Designer type
date
Create conditions for emotionally rich communication between an adult and a child in play.
To consolidate the principles of constructing architectural buildings, methods of fastening parts as shown;
Develop constructive imagination during construction
buildings according to drawing
Learn to use moving and rotating parts;
Develop the constructive imagination necessary to realize your own ideas.
Conversation “What kind of city do we want to build?”
Analysis based on illustrations, photographs of modeling objects;
Modeling of gates, arches, towers, cathedrals;
Construction of a model of a mansion according to the sample;
Construction of Russian churches based on drawings (photos);
Construction of a model of a Russian tower based on illustrations to fairy tales;
Construction of cathedrals, Russian Kremlin according to the scheme;
Construction of models of modern ground transport (bus, taxi, truck);
Construction of working machines (tractor, excavator, bulldozer, combine harvester);
Construction of the tower according to plan;
Creation of models of city houses (one-, two-, multi-story);
Creating a model of the car of the future.
Lego
Mega block
Mega block
Mega block
Mega block
Lego
Mega block
Lego
Mega block
Lego
Mega block
november
December
Implementation plan for a gaming mini-project
"FORESTS ARE WONDERS"
Tasks
Forms of work
View
design-
Torah
date
1.
2.
3.
4.
5
Teach planning work using a story about the planned subject; teach to see the design features of models.
Strengthen the skills of modeling the human figure.
Strengthen the ability to convey the characteristic features of animals using construction kits.
Develop imagination and constructive imagination; develop constructive skills to convey the design of the building.
Learn to create a plot for a joint game, using and combining acquired knowledge,
act out game dialogues, adhere to the general plan.
Game "Guess my model";
Modeling of human figures: “Me and my friend” based on drawings;
Modeling the figure of a giant according to the model and design.
Creating models of dogs and cats based on the model.
Designing birds according to pattern and design.
Modeling animal figures based on drawings.
Modeling a fantastic animal according to design.
Simulation of a fantastic animal.
Construction of a monster model according to your own design.
Creating a fabulous vehicle.
Story-based role-playing game
"Forests are miracles"
Lego
Mega block
Lego
Mega block
Lego
Mega block
Lego
Mega block
January
February
Implementation plan for the gaming mini-project "COSMOS"
Tasks
Forms of work
View
designer
date
Develop skills in analyzing an object and conveying its form using a constructor.
Strengthen the skills of transferring shapes using rotating and moving parts.
Develop the ability to follow the teacher’s oral instructions.
Development of fantasy and constructive imagination.
Develop children's communication skills through play.
Encourage sustainable associations of children in play.
Modeling an aircraft based on a model;
Creating an airplane model from a picture.
Construction of military vehicles according to the model and based on drawings;
Creation of robot models based on the sample;
Construction of helicopters according to the scheme.
Construction of aircraft, rockets;
Simulation of warships.
Design of spaceships;
Simulation of attractions according to design;
Creating models of robots and aliens according to your own ideas.
Creating and playing out “Space” layouts
Lego
Lego
Mega block
Lego
Lego
All types of constructors
March
April
Lesson summary "We will go with you to the forests-miracles."
Fantastic animal simulation,
playing out a game situation.
Tasks:
1.Create a gaming situation that promotes the emergence of creative associations of children based on interests and desires.
2. Teach how to formalize your idea through a preliminary story.
3.Develop the ability to select designer parts that best convey the characteristic features of the intended animal.
4. Develop social emotions and motives that promote interpersonal relationships
Material:
Lego constructors, themed;
Fairytale forest, figurines of hares, a house and a bench, assembled from construction kit parts; illustrations from fairy tales.
Progress of the lesson:
The teacher creates a game situation: displays toy Christmas trees, various other trees, a hut assembled from construction kit parts, and bunny figures. Then he tells the following story: “Once upon a time, on the edge of the forest, mother Hare and her son, Fluffy Bunny. One day, mother comes home from a neighboring garden with cabbage and sees that her little son is sitting on a bench in front of the house, very sad. She asks him: “What’s the matter, dear, why are you sad?” And the little bunny answers her: “Mommy, I suddenly became so bored that I don’t even want to play anything. “Don’t be sad, dear,” says the Hare, “let’s go on a trip with you!”
The teacher reads an excerpt from the poem “Wonderful Forests”:
We will go with you to the wonderful forests.
There is a blue elk wandering around the lake.
There a fox sweeps the thicket with his tail,
So that the forests-miracles are clean.
We will go to the wonderful forests.
There we will meet a smart bear,
Let's look into the owl's hollow.
The owl's hollow is warm and light...
And then I’ll invite Owl,
And we will all go to visit the lion.
He lives under a hill in a cave,
"Good Lion" - sign on the door.
And the good lion will give you his paw
And he purrs: “Hello!”
Do you want to play tag with the Deer -
This is such an amazing region!
The teacher invites the children to imagine that they have already found themselves in this forest and met an extraordinary animal there. asks about what this animal looks like, what size it is, how long its neck and tail are, how many heads, paws, and eyes it has. Offers to unite in pairs or groups if desired, come up with a game plan, and distribute roles.
The guys create a model of the animal, build its home, and construct part of the forest. They give the forest dweller a nickname, talk about what he can do, where he lives and what he eats, and play out the game situation.
Discussion: “How did the game turn out? Who performed what roles?”
Making plans for the future, how we will play tomorrow.
Lesson summary: " Construction of working machines."
Tasks:
1. Strengthen the skills of analyzing an object using an illustration, highlighting its main parts.
2.Teach the use of moving and rotating parts.
3.Teach children how to model a bucket.
Material:
Handout - the minimum set of necessary Lego parts for each child;
Demonstration - large pictures of cars, samples of models assembled from Lego parts, and toy cars.
Progress of the lesson:
The teacher asks the children riddles to get the children excited about the topic of the lesson, shows pictures, and talks about the purpose of each machine.
They don't feed me oats,
They don't drive with a whip,
And how it plows,
Dragging seven plows.
(Tractor)
Giant ship
It doesn't sail on the sea,
Giant ship
It walks along the ground.
The field will pass
The harvest will be collected.
(Harvester)
I'll turn my long neck,
I'll carry a heavy load.
Where they order, I will put it -
I serve man.
(Crane)
Where a new house is being built,
A warrior walks with a shield,
Where it goes it will be smooth,
There will be a flat area.
(Bulldozer)
A mole got into our yard,
Digging the ground at the gate,
If the mole opens his mouth.
A ton of earth will enter the mouth,
(Excavator)
The children, together with the teacher, remember what working machines they know and for what purposes each of them is used. First, the ground for the field is prepared, that is, if there are stumps, they must be uprooted - this is done by a bulldozer. The field is then plowed with a plow. To plow a large field, several plows are attached to a frame, and a tractor drags it across the field. Plowshares cut the ground. Then a harrow is attached to the tractor, and it loosens the ground so that the grain that falls into it can germinate.
A special machine - a seeder - makes furrows with a sharp steel tip, sprinkles seeds into them in a stream and immediately covers them with earth. The tractor pulls several seeders at once. Here, in order not to get stuck in the ground, a caterpillar tractor is needed.
If you need to dig a ditch, an excavator will help in this matter. At the end of summer, combines go out into the fields to harvest the crops. In order to prepare grass for animals, wheeled tractors with mower trailers are used.
The teacher, together with the children, analyzes the shape of various machines, identifies their main parts and shows what parts and techniques can be used to build a model of a particular machine. Draws the attention of children that the construction of any machine must begin with a set of plates for the platform, firmly fastening them with bricks. To do this, it is better to take longer bricks. In an excavator, the cabin must rotate along with the bucket, so a square part with a rotating circle must be secured to the platform. The arrow can be made from moving parts.
Having received different pictures of cars, the guys begin modeling. They assemble the excavator bucket following the teacher’s verbal instructions - they install beaks on a square plate, vice versa, and fasten them along the edge with narrow plates. Also, under the guidance of a teacher, they assemble two grips for a bulldozer.
Game exercises and didactic
games to develop logical thinking
using Lego constructor.
1.Classification.
- "Wonderful bag." The bag contains several Lego pieces. a) The teacher shows the part that needs to be found. b) The teacher only names the required detail. c) The child needs to determine by touch what parts the model is made of.
- "Assemble the model." Children assemble a model under the dictation of the teacher. When determining the relative position of parts, the adverbs “top”, “in the middle”, “left”, “right”, “across” are used.
2.Attention and memory.
- "Assemble the model from memory." The teacher shows the children a model of 3-4 parts for a few seconds, and then removes it. Children assemble the model from memory and compare it with the sample.
- “Remember and lay out the row.” A number of details are displayed in compliance with some pattern. The teacher emphasizes that for better memorization, you need to understand the pattern with which the details are placed in the sample. Children look at the sample for a few seconds and then perform the same from memory.
3.Spatial orientation.
- "Assemble the model using landmarks." The teacher dictates to the children where to place a part of a certain shape and color. The following position references are used: "top left corner", "bottom left corner", "top right corner", "bottom right corner", "middle of the left side", "middle of the right side", "above", "under", " to the left of", "to the right of".
- “Make a layout of the study, group and reception rooms.” For the relative position of objects in the room, a reference point is used that does not coincide with the child’s position.
4.Symmetry.
- “Lay out the second half of the pattern.” The teacher lays out the first half of the pattern, and the children must, while maintaining symmetry, lay out the second half of the pattern.
- “Make a pattern.” Children create symmetrical patterns on their own - you can depict butterflies, flowers, etc.
5.Logical patterns.
-Exercises to continue the series . The teacher shows a sequence of elements consisting of construction parts, and the child must continue it.
First stage - each element of the series consists of one design part; two features are used to create patterns.
Second phase - each element of the series consists of two parts of the designer; one feature is used to create patterns.
Third stage - each element of the series consists of two parts of the designer, and two features are used to form patterns.
- "Search for the missing figure." The teacher presents a problem consisting of three horizontal and three vertical rows of figures from construction set parts. The child is given a task with one missing piece, which must be picked up. The cycle of exercises begins with the simplest tasks, when the figures consist of one part and differ in one way. Then the tasks gradually become more difficult.
6.Combinatorics.
-"Traffic light". The teacher gives the children bricks of three colors and invites them to compete - who can make the most different traffic lights, that is, it is required that the yellow, red and green bricks be in a different order. After identifying the winner, the teacher demonstrates six combinations of traffic lights and explains the system by which they had to be compiled so as not to miss a single option.
- "Make flags."
The teacher gives the children bricks of two colors and asks them to make all possible flags from one red brick and two blue, from one red and three blue, or from two red and two blue.
Psychotechnical
liberating games
Game "Part and Whole".
Children's age is 4-5 years. The game is played individually in a group room (specialist’s office).The teacher shows the child the details of a large Lego constructor,shows connection methods.
One piece, two pieces
It's brother and sister!
One detail! Two details!
You are a designer assembler!
Can you guess what's in the bag?
You get a prize right away!
You get a magic bag. The child is invited to touch the Lego piece that lies in the bag (without looking into it, by touch) - to say whether it is one or several pieces connected together. For each correct answer, the child receives a prize (there are different prizes for girls and boys, for example, a cardboard flower for a girl, a boat for a boy). The parts in the bag are deliberately arranged so that it is obvious where there is one part and where there are many (this is done in order to instill success in the child at the initial stage of the game). The teacher praises the child for correctly identifying all the parts. From the Lego parts collected from the bag, the child is invited to assemble some kind of toy (taking into account the age of the children and their psychophysical characteristics). The prizes are not chosen randomly; they inspire the child’s idea of further play.
Game "Gateway to a Fairy Tale".
Children's age is 4-5 years. The game is played in a group room with a subgroup of children. The teacher says that today in the group all the Lego pieces were lost and we need to try to collect them:
There is a designer in our group
Lego, Lego – beauty!
We'll show you how to build
Even a Flower, even a cat!
One two three four five!
We begin to search.
Looking for small details
We are looking for large parts
Let's collect a “fairy tale”!
Children collect construction pieces and bring them to the carpet in the center of the group room. The teacher notes that these are only small particles, but they can probably be used to make interesting toys. He asks what can come out of the constructor. The teacher brings in colorfully decorated gates, but warns the children that they are very unstable, and he (the teacher) does not know what to do. Children offer their options, and the teacher agrees with them and suggests starting to build supports from Lego. When the gate is secured, the teacher admires the beauty of the fairy-tale gate, says that he could not have guessed to secure the gate so successfully (even if not everything worked out as it should, at the first stage of such games the most important thing is to give the children the opportunity to believe in themselves ). Children are invited to come up with what fairy-tale characters would like and be able to walk under these gates. At the request of the children, independent play continues.
Game "Interesting Find".
Children's age is 5-6 years. The game can be played both in a group room and in a kindergarten area. The game is played with a subgroup of children. The teacher hides crafts made from Lego in advance (crafts of an unusual shape, unlike objects and toys familiar to children) in different places in the group room (the walking area of the kindergarten). Children are invited to find a hidden craft and come up with a name and purpose for it. The teacher does not say what exactly is hidden, but says that these are some new objects (the crafts should really be made from a type of Lego that has not previously been included in the group). Children find crafts and independently come up with the name and purpose of the toys. Children are invited to play with the found crafts (playing is not discussed, it is given for independent activity, if children want, they can play in subgroups, pairs, individually, they can disassemble an existing toy and model a new one)
LEGO
CONSTRUCTION SCHEME
The use of LEGO promotes :
1) development of sensory concepts in children, /since parts of different shapes are used, painted in primary colors/;
2) development and improvement of higher mental functions / memory, attention, thinking, emphasis is placed on the development of such mental processes as analysis, synthesis, classification, generalization /
3) training the fingers of the hands, which is very important for the development of fine motor skills of the hand and will further help prepare the child’s hand for writing;
4) uniting the children's team, developing a feeling of sympathy for each other, because children learn to solve problems together, distribute roles, and explain to each other the importance of this constructive solution.
METHODOLOGICAL RECOMMENDATIONS FOR TEACHERS ON ORGANIZING WORK WITH CHILDREN IN LEGO CONSTRUCTION
1. Coordinate the topics of LEGO construction lessons with the topics of the work plan for kindergarten and school;
2. Organize classes on LEGO construction in junior and middle groups: following an example, using cards with models, at your own request, working with large-sized construction sets.
3. Organize classes with LEGO constructors in the senior group, preparatory and first grade: according to the instructions, modeling project materials using drawings or illustrations, work with a small constructor begins;
4.Use LEGO construction sets with children who find it difficult to find friends to play with, who are active and shy;
5. Use LEGO construction sets for independent games, in order to independently invent and act out various events;
6. Organize constructive activities in subgroups (no more than 6 people);
7.Take into account the individual characteristics of children;
8.Prepare notes and a selection of teaching materials for each lesson;
9.Do not give children all the parts of the set, as children can spend a lot of time looking for small parts;
10.Use surprise moments and bright visuals at the beginning of the lesson to increase activity;
11. Use LEGO models built during the lesson in didactic, active and role-playing games and encourage children to do this;
12. Organize exhibitions of children's works.
If in any other non-game activity the goal, the result, is important first of all, then in the game the process is mainly important, since the game does not seem to have a visible goal. It is the interest in the game process itself that is the driving force that allows the game to last. The game provides the child with emotional well-being, allows him to realize a variety of aspirations and desires and, above all, the desire to act like adults, the desire to control objects. I always use musical and didactic games in my classes. The main purpose of musical and didactic games is to develop children's musical abilities in an accessible playful way. While participating in the competition, I began to select musical and didactic games in which you can use the Lego constructor. The age of the children is of great importance, I decided that I would conduct musical and didactic games using Lego for middle groups (correctional groups), but you can choose games for different ages.
Target:
Formation of musical abilities in children in an accessible playful way using Lego constructors.
Encouragement for independent actions (games) outside of music classes.
Task:
Develop musical and sensory abilities using Lego constructors.
Material and equipment: Lego constructor, leko.
Preliminary preparation:
selection of games in accordance with learning objectives;
selection of the necessary designer for different buildings;
preparing the music director for the game: study and comprehend the entire course of the game, one’s place in the game, methods of directing the game;
Preparing children:
show the children the structures that will be needed for the game and build them together with the children;
explain the course of the game and for what game this or that design is needed;
enrich them with knowledge and ideas about the objects necessary to solve the game problem;
I use the following types of musical and didactic games:
For development of pitch hearing In the game “Musical Ladder”, together with the children we built a Lego ladder and a Lego man. Determining the upward movement of the melody, the child moves the little man up the ladder. When the melody moves down, the Lego man “moves” down. When the melody remains on one sound, the Lego man stands still.
The second game uses the “Low, High Sound” Lego ladder, where the child identifies low and high sounds and places the little man on the appropriate ladder.
To develop a sense of rhythm Together we assemble noise instruments from Leko parts, into which we put small Lego parts. We choose children with a counting rhyme:
Who will perform?
One two three four five.
Come out and play for us.
A child plays a noise instrument along with a song.
Lego instrument sounds
It makes all the kids happy.
Who's having so much fun playing?
It’s Tanya who’s making noise.
In the game “Long, Short Sound,” children listen to a rhythmic pattern, and then build the sounds they heard. Those children who find it difficult to determine what sound is playing perform the task in reverse. They build their own rhythmic pattern, and the music director plays the melody built from the construction set.
For memory and hearing development I chose the game “Choose a toy”; I use animals built from Lego construction sets: a bear, a bunny, a fox, a bird, which we place on the table. Children listen to the melody and find a toy that matches its character. The game ends when there is not a single toy left on the table.
To develop children's creativity I decided that we would build the mood of the melody. After listening, they choose the color of the parts corresponding to the character of the melody and give it a shape, building a hollow or lego from a construction set. You can play a program piece, and then ask the children to build a picture of what they heard. These games develop not only children's musical ear, but also their imagination.
Construction is becoming an integral part of not only GCD, but also holidays and entertainment. We use leko.lego.duplo constructor for various constructions. So in the “Teremok” scenario, in the younger group, children with their parents built a house for a bear from a Leko-constructor set, in the graduation for the “Vovka in the Thirtieth Kingdom” scenario, they built a throne for the king, and in a math game, the children built an answer from a construction set.
While playing games using the construction set, the children did not notice how they answered questions quickly and correctly.
Results:
With the help of a constructor, children learn and remember lesson material more easily;
Children show a desire to repeat the game with the constructor in independent activities, strengthening their sensory abilities, feeling, and distinguishing the properties of musical sounds.
During the lesson, even those children who were hemmed in became leaders during the game.
The use of a constructor has a beneficial effect on the process of musical education.
Maria Kabanova
In our group, as in others, children really love to build with construction sets. Lego.
The guys prefer the designer Lego other designers, but we don’t mind, because this designer encourages both the child’s head and hands to work equally.
Working with the constructor Lego allows children in the form of cognitive games learn a lot of important things and develop skills necessary for later life.
Elements Lego can be used not only for design, but also in didactic games and exercises.
For the children of our group I have prepared several didactic games using Lego constructors.
1. "Colored Towers"
Target: fix the names of colors; develop interest, attention, speed, fine motor skills.
Children take turns throwing the dice. On the faces of the cube there are colors indicating which color cube you need to take next to build the turret.
For games we use small and large cubes Lego.
2. "Labyrinth".
Target: develop thinking, attention, coordination of movements.
Children independently build mazes, complex and simple, on Lego plate. Or they play a ready-made maze built by the teacher.
3. “Collecting and counting”
Target: consolidate the count and composition of numbers within 9; develop attention and thinking.
Option 1.
Children name the number shown in the column. By counting the cubes, they assemble a tower of as many cubes as the number shown in this column.
Option 2.
The child, laying out the cubes on the card, counts them and selects from the cards the number that is needed.
In our group we are currently playing math games. games under the guidance of a teacher.
4. "Count and put"
Target: consolidate counting and basic addition skills; develop attention and thinking.
With the help of these cards, children add numbers within 10 easily and with interest.
5. "Colored rugs".
Target: continue to teach how to correlate what is shown on the card with the building; develop attention and observation.
Looking at the card, the child collects "rug", observing color alternation.
Our group also has cards for making according to the sample. We buy cards ready-made or make them ourselves. I try to replenish the card index regularly.
Children enjoy playing with data games using Lego- the designer and your children, I’m sure they will like them. Thank you for attention!
Publications on the topic:
Didactic games. Games using nesting dolls. Games using nesting dolls. The games are aimed at consolidating the understanding of given size parameters in objects (length, width, height, etc.).
Didactic game “Find a Pair” The goal of the game is to find materials of the same texture by touch. Objectives: introduce different species.
Didactic games using ICT Speech therapist teacher, kindergarten No. 9, Moskovsky district of St. Petersburg Nelya Mikhailovna Besperstova Topic: “Differentiation of sounds [Z].
Didactic game - lotto “Who likes to eat what?” Purpose. Learn to form the accusative case of nouns. Consolidate the dictionary.
Games using Lego constructors. I carry out constructive activities with children in an accessible playful form from simple to complex. Realizing that children cope very easily.
Using the Lego constructor in developing the ability to see the world artistically. GCD in the preparatory group Goal: To introduce landscape as a genre of fine art. Objectives: Educational: - To cultivate sensitivity to works of art;.
Consultation for teachers “Using Lego constructors in working with preschoolers” A person who is able to think constructively and quickly solve logical problems is the most adapted to life, as he quickly finds.
Light construction in kindergarten
In the older group, children take on the role of leader. Games develop collectivism, memory, and thinking. Children learn to study using cards.
“Whose team will build the fastest?”
Goals:
- learn to build in a team, help each other;
- develop interest, attention, speed, fine motor skills;
"Hollow" , sample.
Progress: children are divided into two teams. Each team is given a sample building, for example, a house, a car with the same number of parts. The child can attach one piece at a time. Children take turns running up to the table, selecting the desired part and attaching it to the building. The team that builds the structure the fastest wins.
"Mysterious bag"
Goal: to teach to guess the details of the designer by touch.
Equipment: sets of designer parts, bag.
Progress: the teacher holds a bag with Lego construction parts. Children take turns taking one detail from it, guessing it and showing it to everyone.
"Put the parts in their place"
Purpose: to consolidate the names of Lego construction parts.
Equipment: boxes, Lego parts (beak, paw, oval, semicircle).
Procedure: children are given boxes and a construction set. Two parts are distributed for each child. Children must assemble the entire construction set in a short time. Whoever collects without errors wins.
"Traffic light"
Target:
- fix the meanings of traffic lights;
- develop attention and memory;
Equipment: Lego bricks red, green, yellow.
1st option:
Teacher- "traffic light" , the rest of the children are "cars" . The teacher shows a red light "cars" stop, yellow - get ready, green - go.
2nd option:
Traffic light and pedestrians cross the road when the light is green.
3rd option:
At a red light, children crouch, at a yellow light, they raise their hands up, at a green light, they jump in place.
“Find the same detail as on the card”
Purpose: to consolidate the names of Lego construction parts "Hollow" .
Equipment: cards, Lego parts "Hollow" , fee.
Progress: children take turns taking a card with a drawing of a Lego construction part "Hollow" , find the same one and attach it to the board. At the end of the game, the children come up with a name for the building.
In the school preparatory group, children are already studying using cards and building more complex buildings. The purpose of the games is to develop speech, be able to work in a team, help a friend, develop thinking and memory.
"Name and Build"
Goals:
- fix the names of Lego construction parts "Dakta" ;
- learn to work in a team;
Equipment: Lego set "Dakta" .
Progress: the teacher gives each child in turn a construction piece. The child names her and keeps her. When each child collects two parts, the teacher gives the task to build one structure from all the parts, come up with a name for it and tell about it.
"Lego gifts"
Goal: to develop interest in the game and attention.
Equipment: playing field, men according to the number of players, dice (one side with the number 1, the second with the number 2, the third with the number 3, the fourth with a cross (we skip the move)), Lego gifts.
Progress: children distribute the little men among themselves. They place them on the playing field, throw the dice one by one and move the men clockwise. The first person to complete the entire circle wins, and the child chooses a gift for himself. The game continues until all the gifts are taken away.
"Don't take the last die"
Goal: to develop attention and thinking.
Equipment: board with tower.
Progress: two children play, taking turns removing one or two bricks from the tower. Whoever takes off the last one loses.
"Remember the location"
Goal: to develop attention and memory.
Equipment: Lego set "Dakta" , fees for all players.
Progress: the teacher builds a structure of eight (no more) details. For a short time, the children memorize the design, then the teacher removes it, and the children try to build the same one from memory. Whoever does it correctly wins and becomes the leader.
“Build without opening your eyes”
Goals:
- learn to build with your eyes closed;
- develop fine motor skills and endurance;
Equipment: board, designer kits.
Progress: the children have a board and a construction set in front of them. Children close their eyes and try to build something. Whoever comes up with the most interesting construction is encouraged.
"Fish, Beast, Bird"
Goal: develop memory and attention.
Equipment: Lego brick.
Procedure: the teacher holds a Lego brick in his hands. Children stand in a circle. The teacher walks in a circle, gives each child a brick in turn and says: "fish" . The child must say the name of any fish, then give it to another and say: "bird" or "beast" . Whoever makes a mistake or repeats it is eliminated from the game.
Korneva Olga Leonidovna
Job title: teacher
Educational institution: MBDOU d/s "Teremok"
Locality: Tazovsky village
Name of material: Methodological development
Subject: Educational games with LEGO constructors for preschool children
Publication date: 03.02.2016
Chapter: preschool education
MUNICIPAL BUDGET PRESCHOOL
EDUCATIONAL INSTITUTION
KINDERGARTEN "TEREMOK"
Educational games with
LEGO constructor for
preschool children
Educator: Korneva O.L.
Tazovsky village, 2015. Lego constructors are today indispensable materials for classes in preschool institutions. Children love to play in free activities. Games with Lego constructors are a way for a child to explore and orientate himself in the real world. Children learn from the moment they are born. They touch objects, pick them up, move them - and thus explore the world around them. For children aged three to six years, the basis of learning should be play - in the process, children begin to imitate adults, try their hand, fantasize, and experiment. Play provides children with enormous opportunities for physical, aesthetic and social development. This brochure contains a small selection of game exercises for preschool children that contribute to the implementation of various educational areas of the Federal State Educational Standard of preschool education.
Educational area
"Cognitive Development"
"Let's get acquainted"
Goal: get to know the children. Equipment: LEGO brick - “Duplo”. The teacher gives the children a brick one by one and asks: “What is your name?” The child answers and gives the brick back.
“Find a brick like mine”
Purpose: to fix the color, shape (square, rectangle). Equipment: LEGO bricks - “Hollow”, red, blue, green, yellow (2x2, 2x4 cm). The box contains LEGO bricks. The teacher takes out one brick at a time and asks to name the color and shape and find the same part among the proposed three or four parts lying in front of the child.
"Sort by color"
Purpose: to consolidate the names of colors. Equipment: LEGO bricks of all colors (2x2 cm), 4 boxes. Children, at the teacher’s command, put the parts into boxes.
"Find the extra detail"
Purpose: to fix color and shape. Equipment: LEGO bricks in four colors. Since children at this age are able to take into account only one feature when analyzing details - either color or shape, we take several bricks (no more than 6) and ask them to find the extra detail. For example, we take 4 red bricks and one green or 4 square bricks and one rectangular.
"Magic Path"
Purpose: to fix color and shape. Equipment: LEGO bricks. Children sit in a circle (around a table), each child has a construction set. Children move in a circle. The first one lays any brick, and the subsequent ones lay a brick of the same color or the same shape.
"Divide into parts"
Purpose: to fix color and shape. Equipment: LEGO bricks. At this age, the child is able to take into account two features when grouping objects (shape and color). We will need bricks of four colors (2x2 and 2x4 cm). We invite the child to divide the bricks into 4 parts. The number of bricks can be increased to 8.
“Wonderful bag”, “Find the same one!”, “Find and name!”
Goal: To develop visual and auditory attention, visual and tactile memory; introduce the concepts of “element”, “detail”; develop the ability to distinguish geometric shapes, act according to a given pattern and verbal instructions.
Equipment: LEGO bricks. The bag contains several Lego pieces. a) The child needs to determine by touch what parts the model is made of. b) The teacher shows the part that needs to be found. c) The teacher only names the necessary detail.
“What has changed?”, “What has disappeared?”
Goal: Develop visual attention, spatial orientation; continue to form ideas about the color and shape of objects; the ability to express one's actions in words. Equipment: LEGO bricks The teacher shows the children a model of 5-7 parts for some time. Then he closes the model and changes the position of 1-2 parts in it or replaces 1-2 parts with others. After which he shows the model again and asks to tell him what has changed.
"Find the building"
Goal: develop attention, observation, learn to correlate what is shown on the card with buildings. Equipment: LEGO bricks, cards with images of buildings. Children take turns taking a card out of a box or bag, looking at it carefully, calling what is depicted on it and looking for this building. Whoever makes a mistake takes a second card.
"Traffic light"
Purpose: to fix color and shape. Equipment: LEGO bricks The teacher gives the children bricks of three colors and invites them to compete - who can make the most different traffic lights, that is, it is required that yellow, red and green bricks be in different orders. After identifying the winner, the teacher demonstrates six combinations of traffic lights and explains the system by which they had to be compiled so as not to miss a single option.
"Fish, Beast, Bird"
Purpose: to consolidate the names of fish, birds, animals; develop memory and attention. Equipment: Lego brick. The teacher is holding a Lego brick in his hands. Children stand in a circle. The teacher walks in a circle, gives all the children a brick in turn and says: “fish.” The child must say the name of any fish, then gives it to another and says: “bird” or “beast.” Whoever makes a mistake or repeats it is eliminated from the game.
Educational area
"Social and communicative development"
"For mushrooms, for berries"
Goal: to establish which mushrooms are edible and which are not; fix the colors Equipment: LEGO bricks. Let's go into the forest with the guys, we'll find mushrooms and berries. They hid from us, we'll find them now. We explain to the children the conditions of the game. Let, for example, green bricks be edible mushrooms, red bricks be fly agaric mushrooms. You only need to collect edible mushrooms. Or yellow bricks are mushrooms, red bricks are berries. Some children pick mushrooms, while others pick berries.
"Traffic light"
Equipment: LEGO constructor
Goal: Continue to introduce the rules for safe crossing of the roadway; develop spatial orientation and color perception.
"On road"
Goal: To consolidate ideas about the rules of the road; encourage the creation of thematic buildings and play them out in joint activities with adults and peers. Equipment: LEGO constructor
"When there's a stranger at the door"
Purpose: To introduce the rules of safe behavior in a situation when a child is alone at home and a stranger rings the doorbell; develop active speech; instill reasonable caution in behavior.
"Traffic light"
Goal: - to reinforce the meaning of traffic lights - to develop attention and memory Equipment: LEGO bricks Option 1: Teacher – “traffic light”, children – “cars”. The teacher shows a red brick, the “cars” stop, yellow – they get ready, green – they drive. Option 2: At a red light, children squat, at a yellow light they raise their hands up, at a green light they jump in place.
“What autumn gave us”
Goal: to consolidate children’s knowledge about the signs of autumn; develop the ability to correctly classify vegetables and fruits; introduce a new profession - fruit and vegetable picker; cultivate friendly relationships in joint activities. Equipment: Lego set
The teacher invites one of the children to harvest apples from the Lego tree. And put it in Lego boxes for storage. And for other children to collect the potato harvest from the Lego beds into bags. And take the harvested crop to the grocery store. Children are divided into
apple pickers, potato pickers, drivers and store clerks.
"In the animal world"
Goal: to consolidate the knowledge of preschool children about wild and domestic animals.
Equipment: Lego set
The teacher examines didactic pictures on the topic: “Wild and domestic animals.” Emphasizes where each animal lives and what its home is correctly called. Children look at figurines of wild and domestic animals prepared by the teacher in advance: horse, dog, duck, giraffe, fox, etc. Next, it is proposed to play a role-playing game: “Builders” and build a house from Lego for one of the animals.
"The New Year is knocking on our doors"
Goal: To expand and consolidate children’s knowledge about the customs and traditions of celebrating the New Year in our country. Equipment: Lego set The teacher asks the children questions: “What is New Year?”, “Where does Santa Claus live?” Conducts a conversation with children: “How do people congratulate each other on New Year’s Day?” And he offers to go to the creative workshop of Santa Claus. Children, together with their teacher, board a magic carpet and hit the road. In the creative workshop, the teacher tells the children that there is very little time left until the New Year, but there are a lot of applications from the children. He offers to help grandfather (assemble toys from Lego and send them to the children) and play a role-playing game: “Santa Claus’s Helpers.”
Educational area
"Speech development"
“Practicing prepositions”
Goal: practicing prepositions FOR/NA Equipment: LEGO bricks In the junior preschool group, children with a speech therapist learn prepositions FOR/NA. You can build a small tower (up to 6 bricks) and use it to practice these prepositions. Ask, for example, what
brick ON red? We ask the child to give a detailed answer - “There is a green brick on the red brick.” The same thing with the preposition FOR.
“Lay out the diagram of the word”
Equipment: LEGO bricks Purpose: To develop the ability to carry out sound analysis of words consisting of three to six sounds; continue to learn how to lay out a word diagram, indicating vowel sounds in red, hard consonants in blue, soft consonants in green; consolidate ideas about the concepts of “word”, “sound”, “letter”.
"Tell me a story"
Equipment: LEGO constructor Goal: Develop coherent speech, develop the ability to compose a plot story in a logical sequence, using three structural parts (beginning, development of action, ending); develop children's imagination and verbal creativity.
Educational area
"Artistic and aesthetic development"
Constructive modeling activities
“Build a long (short) path!”
Goal: To develop the ability to identify spatial characteristics of objects (height, length, width) and perform simple tasks. Involving the reduction or enlargement of buildings in two ways: by adding small parts to larger ones and by building on parts; develop active speech through the use of definitions (long, short, straight, winding).
"Wide and Narrow Paths"
Goal: Continue to form ideas about the width of objects; learn to compare objects by width; develop the ability to analyze a subject or graphic pattern and correlate your actions with it.
“Lay out the second half of the pattern”
Goal: to teach how to maintain symmetry in construction and laying out patterns.
Equipment
:
Lego constructor The teacher lays out the first half of the pattern, and the children must, observing symmetry, lay out the second half of the pattern.
"Who has it higher"
Equipment: Lego constructor, multi-colored cube. Everyone takes a plate, throws a cube, and takes a piece of the corresponding color. You need to build a tower of the same color, higher than your opponent. That is, if different colors fall out all the time, you won’t get a high tower.
"Ornament by dictation"
Invite your child to make a pattern on the panel, arranging the parts in a certain way according to your dictation: “Put a blue brick in the upper right corner, a red cube in the center, etc. Place a blue stripe with four dots anywhere, to the right of it is a red brick, below it is another blue one, and so on. Place four cubes so that the one on the far left is red, and the one on the right is only red.” Come up with similar tasks yourself, with gaps, with laying out figures diagonally from each other, etc. Let this task be during the game of robots or astronauts.
Educational area
"Physical development"
"Pass the LEGO brick"
Goal: to develop coordination of movements. Equipment: large LEGO brick. The teacher closes his eyes. Children stand in a circle; on the command “Pass,” they quickly pass the brick to each other. When the teacher says “Stop” and opens his eyes, the child who has the brick becomes the leader.
"Assemble LEGO bricks"
Purpose: to consolidate the names of colors; develop attentiveness and speed of movement. Equipment: LEGO bricks in four colors. We divide the children into groups of four, scatter bricks on the carpet, put boxes, and distribute who will collect which color. At the command “Start!” children collect bricks. The one who collects the fastest wins.
"My house"
Purpose: to consolidate the names of colors; develop attentiveness and speed of movement Equipment: LEGO bricks There are hoops of different colors on the floor, with bricks of the corresponding color in them. We give the children a brick of any color in their hand; to the music, the children run around the hoops; as soon as the music stops playing, each child must take his own hoop (the same color as the brick in his hand).
"Who is faster"
Goal: develop speed, attention, coordination of movements Equipment: LEGO bricks Players are divided into two teams. Each team has its own color of Lego bricks and its own part. For example, 2x2 cm bricks are red, 2x4 cm are blue. Players move bricks one by one from one table to another. Whose team is faster wins. "
Lego on the head"
Goal: improve spatial orientation; to develop the ability to act according to verbal instructions Equipment: LEGO bricks The child places a LEGO brick on his head. The rest of the children give him tasks, for example, walk two steps, sit down, raise one leg, stand on one leg, spin. If a child completes three tasks and a brick does not fall off his head, then he has won and receives a prize.