Constructive games 2 junior. Didactic design games for the second junior group. Construction game “My house is made of bricks”

Abstract

construction game “Building a farm”

for children of the younger group of kindergarten

Description: This game belongs to the creative group. The game begins at the initiative of the teacher. The teacher invites the children to become farm builders. All children participate in the game. Children are given play material from which they must build a farm. The teacher, using his own example, explains to the children the principle of construction. Next, the children themselves solve constructive problems, under the supervision of the teacher.

At the end of the game, a conversation is held about the farm, after which the teacher offers to play with the building, and all the children were given different roles.

Target: Creating a social development situation to develop in children the ability to use building tabletop material and act with it in a variety of ways.

Tasks:

Consolidate previously acquired knowledge about the farm;

To contribute to the development of children’s ability to create the simplest models of real objects, to reflect the acquired knowledge and impressions in playing out the building;

To contribute to the development of children’s ability to purposefully act with objects, independently selecting the necessary parts in accordance with the nature of the building and to carry out the construction according to the teacher’s model;

Promote the receipt of positive emotions in the process of activity, the formation of the ability to interact in society.
relationships in the game.

Equipment: game material for construction (cubes, arches), pets.

Organizational guidelines:

The teacher gives the children a set of Farm toys and invites them to play. Draws attention to the fact that the animals need to be provided with a safe place so that they do not run away and no one harms them, leading the children to the conclusion that it is necessary to build a fence around the farm. Children themselves choose the building material (bars) and build a fence by placing parts close to each other. If the children forget to leave room for the gate, the teacher asks how a tank truck can enter the farm to pick up milk.

The teacher suggests populating the farm with small animals (piglets, sheep, poultry) and checking whether the fence is high enough.

Then large animals (cows, horses) move in and the children come to the conclusion that insufficient height fence The teacher shows a sample of a fence superstructure (a cube alternates with an inverted arch, placed close to each other on top of a fence made of bars). The children are finishing the construction.

The teacher asks questions about the farm and offers to play with the building.

What animals are raised on the farm?

Who cares about them?

How do farmers take care of cows? What do they get from them?

How do farmers care for pigs? What do they get from them?

How do farmers care for horses? How are they used?

How do farmers care for birds? What do they get from them?

How do farmers take care of goats and sheep? What do they get from them?

Why does a dog live on a farm?

What machines help farmers?

Constructive and construction classes are aimed at developing spatial thinking, which contributes to more effective mental, sensory, moral, labor, creative and aesthetic development of children.

Children are introduced to the size and shape of cubes and bricks, and are taught to place them in a row or on top of each other. They show how to assemble and disassemble the pyramid.

At an older age, they are taught the skills of comparing different shapes, sizes, colors of parts, and the ability to select them in accordance with the intended action.

Constructive construction games in kindergarten are recognized as creative and are considered as a type of role-playing games. It cannot do without a motive, a game plan, a role, rules, game actions, and a result.

Note to teachers: You can buy equipment for construction games in kindergarten in a specialized store for kindergartens - detsad-shop.ru

Place and material for construction games

A special corner is allocated at the site and in the group with all the materials necessary for classes.

Play “building materials” must be safe and meet the objectives of constructive development for a specific age group children.

Used:

• Natural materials - sand, stones, snow, clay, water.
• Ancillary materials - boxes, boards, crates.
• Specially created material in the form of a table and floor construction set. For example: “Ancient Castle”, “Young Architect”, “Lego” and others.

Examples of construction games for kindergarten

Children play with story constructors with great pleasure. Such sets allow you to build buildings of a certain nature in the form of a farm, a palace, an Egyptian pyramid.

IN seniors and preparatory groups games are made more complex by the use of building materials with different methods of fastening. Having mastered the floor constructor, older children are interested in using building materials with more in a complicated way fastenings They can easily cope with ceramic and metal construction sets.

A new technique is also used - design using flat geometric shapes, including paper. Children aged 4-7 years learn to create using symbolic means. artistic images from their environment and convey an emotional attitude towards them.

Educational children's construction game for children from 3 years old

Floor building constructor, for example, constructor of JLLC PP "Polesie".

Junior group

Purpose of the game:

• Teach to compare, observe, distinguish, remember color and shape.

The teacher introduces the children to the names of the construction set parts: cube, brick, plate, cylinder, prism.

Pays attention to color, what details are beautiful - red, yellow, blue, green.

Game:

1. The teacher shows the details one by one - the children name them together.
2. At the request of the teacher, children find parts of the same shape (for example, a cylinder) or the same color (red or blue)
3. "Monkey." Children repeat after the teacher. He took two parts, the children take the same ones. The teacher builds a tower or a house - the kids repeat.

The buildings gradually become more complex.

Middle group

Purpose of the game:

• Develop creative imagination, aesthetic perception, artistic taste.
• Teach to follow the sequence of actions.
• Expand your vocabulary: names of geometric shapes, spatial relationships. (Higher - lower, longer - shorter, right - left).

The teacher talks about the noble work of the builders, what beautiful structures they build. Children get acquainted with illustrations of architectural structures.

Game. The group turns into a construction bureau, which is given tasks to build: a tall house with two apartments, a long path leading to it; a garage with a low fence and so on.

Senior and preparatory groups

Purpose of the game:

• Formation of independence, active thinking, development of working capacity, constructive and creative abilities, right relationship in a friendly team.
• Development of coordination of movements and eye.
• Construction of the simplest buildings according to drawings drawn by adults, or according to options in the “Construction” section of the preschool general education program.

Game. Children learn to do work according to plan. The teacher draws a plan - for example, a room, a yard or a house. Introduces the children to the plan and puts it away. The task is to create from memory the teacher’s idea from the parts of a building set.

Construction game “My house is made of bricks”

The basics of building houses from building kits.

For younger children

Purpose of the game.

• Reinforce the concepts: big - small, low - tall.
• Teach techniques for building houses for your favorite fairy-tale characters.

Material:

• bricks,
• cubes,
• triangular prisms.

The teacher, using a counting rhyme, divides the children into two teams: the house builders and its residents (cat, mouse, dog).

Game.

1. The teacher shows the “builders” how to properly build houses for their little friends and says:

- I'll take two cubes
I'll put them close.
I'll put a roof on them -
There will be a pussy house.

He puts two cubes next to each other and a roof on top - a triangular prism - and invites her pussy to the housewarming party. Here everyone unanimously notices that the house is very small and only a mouse can fit in it. The mouse is congratulated on his housewarming.

2. How to build a bigger house for a cat? The teacher places the bricks on edge parallel to each other, with two parallel prisms on top.

Sentences:

- Let’s take two bricks
And let's put them edge-on.
Let's put two prisms with their faces -
The roof will be higher.
Be a good cat -
Jump into your new home quickly!

1. The teacher suggests building a house for the foal.

- This house is very simple -
We'll put the bricks up to size.
Let's cover everything with a roof -
Here comes the house!

2. The teacher shows how you can build a house for a dog.

The dog doesn't want to be homeless
Let's build him a comfortable house!

Two bricks are placed vertically close together. There are also two bricks in parallel at a distance. Two parallel prisms are laid to form a roof. They show how to make a window: a brick is placed on a narrow edge and the wide side is placed against the house.

Metal constructor

Metal construction set - game increased complexity, requires a certain skill of children.

Purpose of the game:

• Teach children to work with the diagram: distinguish parts of the structure in the drawing; find the parts needed for them; arrange them accordingly.

Game.

1. Children get acquainted with a unique way of connecting parts using nuts and small rods with threads.
2. Using the fine muscles of the hands, they learn to tighten the nuts with their fingers. Then tighten them using a small wrench.
3. Assemble structures independently according to the selected diagrams.

A special feature of classes with a metal construction set is the gradual mastery of the material.
The acquired ability to assemble a model from a drawing is further developed. The assembled models are often used as an addition to other story-based games.

Organization of construction games

In the second younger group

One of the main features of the construction game is that it is based on constructive skills and abilities.

Construction games belong to the group of creative games.

The peculiarity of games with building materials is that in order to master constructive skills, special training is required in the classroom. Without the consistent development of constructive skills, games remain at the level of manipulation.

The relationship between construction and play:

It is important to take into account the relationship between games with building materials and role-playing, theatrical, active, and didactic games.

Early age: construction is merged with the game.

Junior preschool age: Construction often occurs during and is caused by role-playing games. ( For example, The children decided to play sailors, so the need arose to build a ship.)

Senior preschool age: a construction game can arise as an independent game, and one or another game develops on its basis. ( For example, children build a theater and then play artists.)

The creative nature of the game determines:

• presence of a game plan,
• its free development,
• variability in solving a creative problem,
• children's interest in the activity process,
• presence of an imaginary situation.

There are significant differences between construction and role-playing games:

• in the role-playing game, first of all, various phenomena are reflected and relationships between people are mastered;
• In the building and constructive game, the main thing is constructive creativity.

Development design features material encourages children to create new objects, change their properties: put a brick on a wide edge - you can build a path, a bench, put the same brick on a narrow short edge - you can build a high fence, etc.

Possibility to build on the same theme in different ways activates the imagination. Borrowing models from the surrounding life requires the ability to highlight the main thing, distract from the details, accept the convention of one’s own creation (use a cylinder as a column, replace the roof with a triangular prism, etc.).

In theory and practice preschool education There are several types and forms of construction that children must master:

Types of children's design:

1) From building material.

2) From paper.

3) Made from natural material.

4) From waste material.

5) From designer parts.

6) From large-sized modules.

Forms of organization of design training:

1) Design according to a sample.

2) Designing according to the topic (leads the child to the creative implementation of the task, but its limits are limited by the topic).

3) Design by design (a complex type of design in which the child solves all problems independently).

4) Construction according to conditions (in the proposal to carry out the construction, certain parameters are specified (type of building material, color, size, quantity), based on which the child must complete the construction independently).

5) Design based on a model (a type of design developed by A.R. Luria) - the child first analyzes the model, identifies the main parts, then selects those forms that are needed to recreate the theme.

6) Design according to drawings and diagrams.

Thus, the basis of construction-constructive play is an activity in which children reflect the life around them in a variety of buildings using various materials and playful actions with them.

Educational and developmental influence

construction games for children

Construction and constructive games contribute to the child’s development of:

• creativity,
• constructive thinking,
• spatial imagination,
• fantasies,
• create different models,
• knowledge of color, size, shape.

The concept and content of construction games contain one or another mental task, the solution of which requires preliminary thinking: what to do, what material is needed, in what sequence the construction should take place.

In the process of construction and constructive games, an adult teaches children to observe, distinguish, compare, remember and reproduce construction techniques, and focus on the sequence of actions. Children learn how to make a building, learn to plan the work, presenting it as a whole, and carry out analysis and synthesis of the building.

Construction games promote positive relationships between peers. Construction and construction games are of a group or collective nature and therefore contribute to the development of mutual understanding, teach them to be attentive to other children, and communicate with peers and adults. In addition, children noticeably develop an interest in technology and the ability to finish a job; see the result of collective work, its benefits.

Construction games are an opportunity to master a precise vocabulary (speech is enriched) that expresses names geometric bodies, spatial relationships: high - low, right - left, up - down, long - short, etc.

In construction games, a variety of motor activity the child develops coordination of movements. Of particular importance is the development of small muscles of the hand and the eye. By constructing buildings from large parts, children make the physical efforts available to them, show endurance and endurance.

Thus, construction games significantly influence the development of a preschool child.

September

1 week Kindergarten.

No. 1 “House for a cockerel.”

Draw children's attention to building materials and their design capabilities.

Karpukhina N.A., p. 176

Week 2 Autumn. Natural phenomena.

No. 2 “House for the dog.”

Continue to introduce the constructive capabilities of building materials, help children keep their attention on buildings and promote verbal expression of emotions.

Karpukhina N.A., p. 176

Week 3 Vegetable garden. Vegetables.

No. 3 “House for a bunny.”

Learn to place bricks end to end, perform basic actions with identical parts. Encourage children to create different houses.

Karpukhina N.A., p. 176-177

Week 4 Garden. Fruits.

No. 4 “Chair for Katya.”

Introduce children to the cube. Develop thinking and memory. Cultivate accuracy and perseverance.

Karpukhina N.A., p. 177

October

Week 1 Where did the bread come from?

Learn to build a tower. Encourage children to name the color blue. Develop speech activity.

Karpukhina N.A., p. 178

Week 2 Forest. Mushrooms. Berries.

No. 5 “Tower of two blue cubes.”

Learn to build two towers of different colors. Develop speech activity. Strengthen the ability to apply details, increasing the height of the building.

Karpukhina N.A., p. 178

Week 3 Wild animals and their young.

No. 7 “Path for a car.”

Learn how to use building materials correctly. Encourage creating a variety of paths. Develop speech activity.

Karpukhina N.A., p. 182

Week 4 Domestic animals and their young.

No. 8 “Table and chair made of yellow cubes and bricks.”

Learn to use two types of parts at the same time - cubes and bricks. Fix the names of the parts. Develop the ability to build according to a model.

Karpukhina N.A., p. 180

November

1 week Poultry and their young.

No. 9 “A green table and two yellow chairs.”

Learn to consistently carry out constructions, controlling your actions. Combine buildings according to the meaning of the plot. Foster a desire to play with buildings.

Karpukhina N.A., p. 180

Week 2 Late autumn.

No. 10 “Multi-colored path.”

Learn how to use building materials correctly, applying brick to brick, placing them on a wide surface. Encourage the creation of varied paths.

Karpukhina N.A., p. 182

Week 3 Man.

No. 11 “Independent design”.

Learn to independently choose a theme for design, details. Strengthen the ability to play with buildings. Cultivate positive relationships among children.

Week 4 Family.

No. 12 “Ladder”.

Learn to highlight the details of a building and play with the building. Practice constructing ladders consisting of six cubes. Foster a desire to build together.

Week 5 Home. Furniture.

No. 13 “Table and chair of different colors.”

Learn to choose your own color. Develop construction skills. Cultivate perseverance and attentiveness.

Karpukhina N.A., p. 173

December

1 week Getting to know folk traditions and culture.

No. 14 “Narrow yellow path.”

Encourage children to build. Develop speech activity. Recognize and name the color yellow.

Karpukhina N.A., p. 182

Week 2 Winter. Winter fun and entertainment.

No. 15 “The track and the ball are the same color.”

Learn to build according to a model, placing the parts evenly. Develop color perception. Cultivate perseverance.

Karpukhina N.A., p. 183

Week 3 Wintering birds.

No. 16 “Wide red carpet.”

Learn to use the technique of laying building parts on a wide edge. Develop color perception. Cultivate neatness and a desire to play with buildings.

Karpukhina N.A., p. 173

Week 4 New Year.

No. 17 “Independent design”.

January

1 week Clothes.

No. 18 “Fence”.

Learn to use the technique of laying building parts on a long edge. Build according to a ready-made model. Cultivate perseverance.

Karpukhina N.A., p. 184

Week 2 Shoes.

No. 19 “A fence made of cubes and bricks.”

Improve children's skill in building a fence by alternating building parts. Develop memory and attention. Cultivate neatness.

Karpukhina N.A., p. 185

Week 3 Zoo.

No. 20 “Fence. Blue square + red square."

Learn to build according to your own design. Strengthen the ability to build a fence. Foster a desire to play with buildings.

Karpukhina N.A., p. 185

February

1 week Ground transport.

No. 21 "Small Car".

Introduce children to a new construction part - a plate. Develop thinking. Foster a desire to play with buildings.

Karpukhina N.A., p. 187

Week 2 Traffic rules.

No. 22 "Bus".

Strengthen the ability to superimpose parts on top of each other. Develop speech activity. Cultivate a friendly attitude towards each other.

Karpukhina N.A., p. 187

Week 3 Water and air transport.

No. 23 “Bus and Truck Model.”

Teach children to carry out constructions according to the teacher’s verbal explanation, looking only at the sample. Develop memory and thinking. Cultivate a desire to build on your own.

Karpukhina N.A., p. 188

Week 4 Defender of the Fatherland Day.

No. 24 "Train"

Strengthen children's skills in building vehicles. Form the concept of size and color. Cultivate a desire to review works and evaluate them.

Karpukhina N.A., p. 188

March

1 week Profession. Tools.

No. 25 “A bench for a nesting doll.”

Introduce children to a new activity with construction details - the simplest floors. Form activity in the process of work according to the model. Review works and evaluate them.

Karpukhina N.A., p. 189

No. 26 “Big and small benches.”

Strengthen the ability to build a bench. Teach children to examine parts and play with buildings.

Karpukhina N.A., p. 189-190

Week 3 Spring.

No. 27 “Gate and fence.”

Teach to build according to the teacher’s model without explaining the construction technique. Develop logical thinking. Cultivate attention

Karpukhina N.A., p. 190

Week 4 Products.

No. 28 “Colorful buildings.”

Strengthen the skill of buildings made of bricks, plates, different in size and color. Develop the ability to communicate and help in the process of playing with buildings. To promote the assimilation of word names for designating construction parts.

Karpukhina N.A., p. 190-191

Week 5 Dishes.

No. 29 “House with a roof.”

Introduce children to a new building part - a prism (roof). Learn to consistently carry out construction, controlling your actions. Improve the skill of applying and applying.

Karpukhina N.A., p. 192

April

1 week Our city. My street.

No. 30 “House with a roof 2.”

Continue introducing children to prisms. To promote understanding of the expression “put a roof on top.” Encourage to distinguish building parts by shape, size, color, name.

Karpukhina N.A., p. 192

Week 2 Cosmonautics Day.

No. 31 “House based on a model without display.”

To develop the ability to carry out buildings according to a model without demonstrating basic design techniques.

Develop the need to communicate with adults and peers. Foster a desire to create a variety of buildings.

Karpukhina N.A., p. 193

Week 3 Migratory birds.

No. 32 “House with a Window.”

Reinforce the skills children have acquired throughout the year. Teach children to complete simple buildings. Cultivate friendly relationships.

Karpukhina N.A., p. 193

Week 4 Pisces. Water world.

No. 33 “Garage doors”.

Learn to build according to a model. Develop the ability to evaluate your own work and the work of your comrades. Foster a desire to play with buildings.

May

Week 1 Victory Day.

No. 34 "Children's Town".

Learn how to build consistently. Apply the parts evenly. Foster respect for materials.

Week 2 Flowers (medicinal, indoor).

No. 35 “Independent design”.

Learn to choose your own theme for design. Develop the ability to play with buildings. Foster a desire to play together.

Week 3 Insects.

No. 36 “Independent design”.

Learn to choose your own theme for design. Develop the ability to play with buildings. Foster a desire to play together.

Week 4 Summer.

No. 37 “Independent design”.

Learn to choose your own theme for design. Develop the ability to play with buildings. Foster a desire to play together.

For younger children preschool age The image is typical of single objects or small structures. The themes of these buildings are closely related to the role-playing games of children: they build a house for a doll (bear), a crib, a table, a fence, a garage. The construction of the buildings is very elementary. Children arrange the building as if in a horizontal plan - they “draw” rather than build. A bear house is a space fenced off with several cubes. IN best case scenario a plate is placed on top as a roof.

Younger children are also characterized by a certain process: having erected a building, they destroy it and begin to build again. Often construction is ahead of the plan; having started to build, the child then “recognizes” an object in the construction.

In middle-aged and older children There is a gradual expansion of the subject matter of buildings. These are various buildings, ships, cars, bridges. The design is distinguished by its desire to convey the originality of specific structures: children are building not just a bridge, but the Kirov Bridge across the Neva, not just a metro, but the Ploshchad Vosstaniya metro station, building the Moscow Kremlin, the Ostankino TV tower, etc. The design itself, the buildings, are gradually becoming more complex as if growing upward, children decorate them in a variety of ways (towers, columns, etc.), using various ceilings.

Most Soviet researchers note that without special training in construction skills and abilities, without targeted guidance from adults, children’s buildings remain very elementary in design and poor in subject matter.

There are two ways to guide construction games:

First way— teaching children constructive activities in the classroom.

Second way— teaching techniques for constructing and developing constructive skills and abilities in the process of guiding children’s independent games.

In the process of learning, children master the necessary technical skills, thanks to this the themes of their buildings expand. At the same time, as in independent play, children move from constructing individual objects to constructing structures. Learning to design in the classroom develops their ability to plan their activities and select material in accordance with the plan. Children's knowledge about the design features of materials is enriched. For example, various materials require different methods of fastening: some - gluing, others - stitching, others - screwing, overlaying, etc. During the learning process, there is an active and systematic improvement in the mental activity of children, and this contributes to the development of independent construction games, in during which children apply the knowledge and skills acquired in class. However, teaching children how to design in the classroom does not exclude the possibility and necessity of guiding children’s design during play.

Organized, targeted observations and examination of objects, buildings, and structures are essential for the development of design. During the observation, the vital purpose of the observed structure, features of its design, proportions of parts, etc. are clarified; children's attention is directed to the beauty of the building, its expediency; it is established how this is achieved. The observation is accompanied by a conversation about which parts of the building material can be used to make this or that part of the structure. Observation of objects and structures is supplemented by examination of paintings, photographs, and schematic drawings. In the process of teaching constructive skills, various methodological techniques are used: demonstration of a sample; demonstration of construction methods with explanation of construction techniques; formulation of a problem problem (how to rebuild a garage so that 2-3 cars fit in it); message about the construction topic indicating the conditions, which it must correspond to (build a room for a family with a certain number of people).

The teacher’s guidance of the game itself is aimed at developing its content and at forming correct friendly relationships between the players. The techniques for managing these games for children are the same as for role-playing games. The younger the children, the more often the teacher takes a direct part in the game: he encourages, provides assistance, sometimes suggests the topic of construction, shows how to do it, builds with the children, etc. He builds himself in the presence of children of primary preschool age, involves kids in playing out the construction (at the zoo, different animals live in cages, children come there with their parents).

Uses the technique of co-creation:

Invites children (in different age groups) to complete, rebuild, transform the building that he built (add a porch, a balcony;

Build a high or low fence around the house;

Change the height of the slide;

Make a springboard for skiers out of a slide;

Extend the bridge;

Widen the path).

The teacher shows the model to children 2-3 years old, and then the children build it together. As experience accumulates, a partial model is offered, i.e., the child is shown only those techniques that are unfamiliar to him. By participating in the games of young children, the teacher helps them organize for a joint construction and play around it (“they made a bus and went to dacha"), determine who will build what, explain to individual children the general plan of the building, etc.

Middle aged children you can offer to show an unfinished example of a building that everyone can complete in their own way (the teacher builds the skeleton of a carriage, the children turn it into a bus, tram, passenger carriage). You can propose changing the building model (add or subtract a floor).

Children of middle and senior preschool age The teacher mainly helps only with advice. Together with the children, he discusses what and how should be changed in the building, how to supplement it. In cases where children cannot overcome the difficulty that has arisen, the teacher shows the necessary technical techniques (for example, how to strengthen the ceiling, how to movably connect two parts, etc.), but always strives to encourage children to take initiative

It is necessary to cultivate in children the ability to play together, without suppressing each other’s initiative.

In construction games, middle-aged and older children should be taught to independently agree on the topic of construction, distribute responsibilities, select materials, etc. It is useful, after completing the overall construction, to review with the children its compliance with the plan, and discuss the participation of each child. For preschoolers who have experience in constructive activities, it is advisable to offer not one sample, but 2-3 samples to choose from. For older children, a drawing, drawing, or construction diagram are used as a model. They are also taught to draw up a diagram of the proposed building, independently outlining its design features. The methodology for teaching children constructive skills is specified depending on the type of construction.