Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?
Zhiryakova Nadezhda Vladimirovna
Position: educator
Educational institution: MOU kindergarten №11
Locality: Volgograd city, Volgograd region
Material name: work experience
Topic:"Development of fine motor skills of the hand through quilling in children of the 2nd junior preschool age".
Publication date: 08.01.2016
Chapter: preschool education
The work experience of the teacher Zhiryakova Nadezhda Vladimirovna. My priority area of work is
"The development of fine
motor skills of the hand through quilling in children 2 younger
preschool age.
Target:
ongoing work - to teach children of the 2nd junior group the quilling paper processing technique through systematic and consistent work with a gradual complication of the level of work performance and joint activities of the kindergarten and the family to master this type of design.
Tasks
: to introduce children to a new type of design - quilling, to teach how to make basic shapes (dense spiral, free spiral, drop, arrow), to make various compositions from them from simple to more complex. Through quilling, increase the level of development of fine motor skills in children, develop thinking, attention, memory, and creativity. In the process of work, instill in children an aesthetic taste, interest in creative work. Organize work with parents to familiarize themselves with quilling using various forms (master class, consultation, workshop, design of exhibitions of joint works, multimedia viewings). In my work he uses such manuals as “Quilling. The Magic of Paper Curls" by S. Bukin, M. Bukin, "Patterns and Motifs from Paper Ribbons" by D. Jenkins, "Popular Quilling" by W. Helen, "Development and Learning. Educators and parents ”V. N. Belkin. I have identified ways to implement the training of children of the 2nd younger age group in the technique of paper processing "quilling" by creating conditions (subject-developing environment, methodological support, TSO), updating the content, forms and methods of working with children, educating parents, promoting this type of design among them . In working with children, I use such forms and methods as subgroup activities, reading cognitive literature. I pay great attention to individual work with children. I actively use multimedia tools for
teaching children the technique of quilling. The subject-developing environment of the group and the veranda promotes and encourages children to this type of creativity. Elena Borisovna uses games with sticks and colored matches, finger games, exercises with mosaics and small construction sets, drawing using stencils and using a curly ruler, shading of varying complexity, modeling with natural materials, various types of appliqué, graphic dictations, etc. As a result, the work carried out in children of the 2nd younger group effectively develops fine motor skills of the hand. The level of development of fine differentiated movements of the fingers and hands becomes more purposeful. Of particular importance is the indicator of improvement in the development of complex-coordinated movements of the leading hand. The indicators of the development of speech, thinking, memory, attention, and coherent speech have significantly improved among the pupils. History of quilling. Quilling is the art of paper rolling, one of the types of decorative and applied art. Narrow and long strips of paper are twisted into spirals with a needle, an awl or a simple toothpick, which are then modified into a variety of shapes, from which flat or three-dimensional compositions can be made. Quilling - in English, this needlework is called "quilling" - from the word "quill" and translates as "bird feather". It was the bird feather that played a big role in the development of quilling and the creation of paper masterpieces: in order to get a thin spiral for the composition, long strips of paper were wound just on it. The history of quilling is rather unusual. This art passed from West to East and back, enriched by the national characteristics of different cultures. It is also possible that the appearance of quilling refers to different cultures. Although the origin of quilling is nowhere recorded, some believe that this art form appeared immediately after the invention of paper in China in 105 AD. Other sources believe that this art form existed in ancient Egypt. One thing is clear - quilling has a rich history. It is believed that in the 300s and 400s, columns and vases were decorated with silver and gold stripes, and using this technique, they created beautiful jewelry. By the 1200s, this art form was very popular. In Korea, paper rolling acquired characteristic qualities inherent in the art of the East. Each work of an oriental master can require a huge amount of time to make, differ in the greatest
thoroughness, subtlety and consist of hundreds of tiny details combined into one perfect composition. In Korea, quilling is even included in the school curriculum, and is also considered a kind of national art. In Europe, the art of paper rolling arose during the Renaissance, at the end of the 14th - beginning of the 16th century. Nuns in Catholic Italian and French monasteries learned how to create miniature decorations from gilded paper, which was often cut out of the gilded margins of books. Quite possible! After all, the mysterious and unhurried world of medieval monasteries was quite conducive to non-futile work for the Glory of God. The nuns used quilling to decorate book covers and religious objects. When viewed closely, these miniature paper masterpieces created the complete illusion that they were made of thin gold stripes. Unfortunately, paper is a short-lived material and little remains of medieval masterpieces. However, in England, the Victoria and Albert Museum in London houses many of the creations of Princess Elizabeth, who was seriously fond of the art of quilling. In the 18th century, filigree paper lace became popular in Europe, in those days girls studied needlework in special schools, this was one of the few occupations allowed for women from the upper strata of society. Why - precisely from the "higher"? – It is quite clear that high-quality multi-colored paper was once a very expensive material, which only a privileged class could freely use. In the 19th century, this was already a favorite ladies' entertainment. Quilling jewelry was used everywhere: on cabinets and racks, purses, ladies' accessories, paintings and frames, baskets, coats of arms and wine barrels. Quilling was also very actively used in decorating furniture, some furniture was made with special recesses in the front panels for paper lace. Quilling was also used in combination with embroidery, painting and other art forms. But for most of the 20th century, it was forgotten. And only at the end of the last century, quilling began to turn into art again.
Explanatory note
In the draft of the Federal Component of the State Educational Standard for General Education, one of the goals related to the modernization of the content of general education is the humanistic orientation of education. She conditions
personality-oriented model of interaction, development of the personality of the child, his creative potential. The process of profound changes taking place in modern education puts forward as a priority the problem of developing creativity, thinking, which contributes to the formation of a diversified personality, distinguished by originality and originality. What is meant by creativity? In the pedagogical encyclopedia, creative abilities are defined as the ability to create an original product, products, in the process of working on which the acquired knowledge, skills, skills are independently applied, manifested at least in a minimal deviation from the model of individuality, art. Thus, creativity is the creation on the basis of what is, of what has not yet been. These are the individual psychological characteristics of the child, which do not depend on mental abilities and are manifested in children's fantasy, imagination, a special vision of the world, their point of view on the surrounding reality. At the same time, the level of creativity is considered to be the higher, the greater the originality of the creative result. One of the main tasks of teaching and educating children in the classroom of applied arts is to enrich the worldview of the pupil, i.e. development of the child's creative culture (development of a creative non-standard approach to the implementation of the task, education of diligence, interest in practical activities, the joy of creation and discovering something new for oneself). The proposed work on "Development of fine motor skills of the hand through quilling in children of 2 younger preschool age" has an artistic and aesthetic orientation, which is an important direction in development and education. Being the most accessible for children, applied art has the necessary emotionality, attractiveness, and efficiency. This work involves the development of artistic taste and creative abilities in children. At present, the art of working with paper in children's creativity has not lost its relevance. Paper remains a creative tool that is available to everyone. Paper is the first material from which children begin to make, create, create unique products. She is known to everyone from early childhood. The steady interest of children in creativity from paper is also due to the fact that this material gives great scope for creativity. The paper sheet helps the child feel like an artist,
designer, constructor, and most importantly - an infinitely creative person. Undergoing tremendous changes since ancient times, paper in modern society is represented by a great variety. Colored and white, velvet and glossy, papyrus and twine - it is available to all strata of society. With the help of paper, you can decorate a Christmas tree, fold a puzzle, make a funny toy or a gift box, and much, much more that interests a child. As already noted, paper falls into the hands of a child from early childhood, and he independently creates images of his inner world from it. Ordinary material (paper) is acquiring a new modern direction, it can be used in different techniques. Paper filigree is an ancient paper processing technique that is still widespread in our time, called "quilling". "Quilling" opens the way for children to creativity, develops their imagination and artistic abilities. The work is built "from simple to complex". Various techniques for making paper and cardboard products using a wide variety of techniques (paper rolling, design, mosaic, appliqué) are considered. "Merry Curl" - this is the name of the course. It offers the development of the child in a variety of directions: design thinking, artistic and aesthetic taste, figurative and spatial thinking. All this is necessary for a modern person to realize himself as a harmoniously developed personality. The leading idea of this work is the creation of a comfortable communication environment, the development of abilities, the creative potential of each child and his self-realization.
Objective
- to teach children a new paper processing technique - quilling, in their free time, the comprehensive intellectual and aesthetic development of children in the process of mastering the elementary techniques of quilling technique, as an artistic method of designing from paper.
Work tasks:
Tutorials:
Introduce children to the basic concepts and basic forms of quilling. Learn different paper handling techniques. Develop the ability to follow verbal instructions. Introduce children to basic geometric concepts: circle, square, triangle, angle, side, vertex, etc. Enrich the child's vocabulary with special terms. Create compositions with products made using the quilling technique.
Developing:
Develop attention, memory, logical and spatial imagination. Develop fine motor skills of hands and eye. Develop artistic taste, creativity and imagination of children. To develop in children the ability to work with their hands, to accustom them to precise finger movements, to improve fine motor skills of the hands, to develop an eye. Develop spatial imagination.
Educational:
Raise interest in the art of quilling. Build a culture of work and improve work skills. Contribute to the creation of game situations, expand the communication skills of children. To improve labor skills, to form a culture of work, to teach accuracy, the ability to carefully and economically use material, to keep the workplace in order.
Principles underlying the work:
accessibility (simplicity, compliance with age and individual characteristics); visibility (illustrativeness, availability of didactic materials). “The more our sense organs take part in the perception of any impression or group of impressions, the more firmly these impressions fall into our mechanical, nervous memory, they are more faithfully stored by it and easier, then they are remembered” (K.D. Ushinsky); democracy and humanism (interaction between a teacher and a preschooler in society, the realization of one's own creative needs); scientific character (validity, availability of methodological base and theoretical basis); The subject of classes is built taking into account the interests of preschoolers, the possibility of their self-expression. In the course of mastering the content of work by children, the rate of development of special skills and abilities, the level of independence, and the ability to work in a team are taken into account. Work allows you to individualize complex work: stronger children will be interested in a complex design, less prepared, you can offer easier work. At the same time, the educational and developmental meaning
work is saved. This makes it possible to warn the child against the fear of difficulties, to join without fear to create and create. In the process of working on the “Development of fine motor skills of the hand through quilling in children of senior preschool age”, children constantly combine and combine all the components of a paper image into one whole: material, visual and color scheme, manufacturing technology, purpose, etc.
Organizational and methodological support of work on this topic:
(children's age, implementation timeframe, class schedule, group occupancy) The work on "Development of fine motor skills of the hand through quilling in children of senior preschool age" is designed for 2 years. For its successful implementation in the lesson, the number of children in the group should be no more than 12 people. The annual course of work is designed for 72 hours, 3 lessons of 20 minutes. The group is formed from children aged 3-7 years.
Forms and methods:
In the process of classes, various forms of their conduct are used: traditional, combined and practical classes, games, holidays, contests, competitions and others. As well as various methods: methods based on the method of organizing the lesson: verbal (oral presentation, conversation, story, etc.); visual (showing multimedia materials, illustrations, observation, showing (performing) by a teacher, working on a model, etc.); practical (performing work on instruction cards, diagrams, etc.).
Methods based on the level of activity of children:
about
explanatory and illustrative - children perceive and assimilate ready-made information; reproductive - preschoolers reproduce the acquired knowledge and mastered methods of activity; Partial-search - participation of children in a collective search, the solution of the task set together with the teacher; research - independent creative work of preschoolers.
Methods based on the form of organization of activities
preschoolers in the classroom:
frontal – simultaneous work with all children; individual-frontal - alternation of individual and frontal forms of work;
group - organization of work in groups; individual - individual performance of tasks, problem solving, etc.
Expected results:
As a result of the work carried out on this topic “Development of fine motor skills of the hand through quilling in children of 2 primary preschool age”, preschoolers: will learn various methods of working with paper; will know the basic geometric concepts and basic forms of quilling; learn to follow oral instructions, draw diagrams of products; create quilling products using instruction cards and diagrams; will create compositions with products made using the quilling technique; develop attention, memory, thinking, spatial imagination; fine motor skills of hands and eye; artistic taste, creativity and imagination. get acquainted with the art of paper rolling; master the skills of work culture; improve their communication skills and acquire teamwork skills.
Forms for summing up the results of the implementation of work on this topic
Compilation of an album of the best works. Holding exhibitions of works of preschoolers: in kindergarten, in the city. Participation in exhibitions of children's applied and technical creativity.
Technical equipment for classes and tools for quilling
For classes, you must have: colored paper, white and colored cardboard, PVA glue, scissors, simple pencils, a ruler, glue brushes, napkins, oilcloth. More:
Tweezers.
The tips should be sharp, exactly aligned. For high precision work. Notches at the end are undesirable, because. they can leave marks on paper. The grip force should be comfortable for your hands, providing a secure grip with the least amount of pressure.
Scissors.
Like tweezers, they should have pointed ends. For the most precise cutting of fringes.
Glue.
There are no special recommendations. However, it should dry fairly quickly and leave no residue. Try starting with PVA. When marking a future composition, you will need the simplest drawing tools: compasses, ruler, pencil.
Quilling technique
At first glance, the paper rolling technique is simple. A strip of quilling paper is twisted into a tight spiral. It will be convenient to start winding by wrapping the edge of the quilling paper tape on the tip of a sharp awl. Having formed the core of the spiral, it is advisable to continue working without using a quilling tool. So you can feel with your fingertips whether the roll is uniformly formed, and adjust the forces in time. As a result, a dense spiral should form, less than a centimeter in diameter. It will be the basis for the further diversity of all forms. After that, the paper spiral dissolves to the desired size, and then the necessary quilling figure is formed from it. The tip of the paper is caught with a drop of glue. Rolls can be given a variety of shapes by performing compressions and dents. In total, there are 20 basic elements for quilling, but the principle remains the same: we fold, pinch - using your imagination, you can always come up with new quilling elements yourself.
Quilling paper
Ready-made cut strips of paper can be bought at specialty stores that sell goods for postcards, etc. If this is not possible, then pass sheets of colored paper through a paper shredder or cut. The standard width of quilling strips is 3 mm, but this is an optional condition. Another very important point. If you make strips yourself, then the weight of the paper is important - at least 60 grams per square meter (usually the weight is indicated on the paper packages), otherwise it will not curl neatly and keep its shape.
Literature:
- Jane Jenkins. "Crafts and souvenirs from paper ribbons." - Helen Walter. "Patterns from paper tapes".
-D.Ciotti. "Original paper crafts". - E. Kotarginova "Quilling". Paper plastic. 2008. - A. Bystritskaya. "Paper filigree". Iris Press. 2010. - Diana Boden "Fantasy from paper tapes: Miniature quilling", etc. - Magazine "Rainbow of ideas (quilling)" No. 8 (14) 2012 - Magazine "The joy of creativity: Fantasies from paper (quilling)" No. 6 2012. -N. G. Pishchikova "Working with paper in non-traditional technique - 3" Moscow 2009
Irina Razvodova
Technology "quilling" as a means of developing fine motor skills in children of senior preschool age
Quilling technology as a means of developing fine motor skills in older preschool children.
“The origins of the abilities and talents of children are at their fingertips, from them, figuratively speaking, the thinnest streams flow that feed the source of creative thought.”
Vasily Alexandrovich Sukhomlinsky.
2 slide
In accordance with the Federal State Educational Standards, the responsibility of preschool educational institutions for the quality of each child's achievement of the level of development, taking into account his individual age abilities, has increased.
This requires from us, teachers, the implementation of new pedagogical technologies, constant creative search, so that our students, by the time they enter the school, have mastered the integrative qualities that the Federal State Educational Standard dictates to us.
When a child enters school, the game activity is replaced by a new one - learning activity.
Psychologists note that the most difficult thing for a first-grader is in Russian language lessons.
Preparation for writing is one of the most difficult stages in preparing a child for systematic learning.
Psychologists, physiologists, doctors, teachers constantly emphasize that the success of a child in mastering visual, constructive, labor skills, mastering his native language, developing initial writing skills, largely determines the level of formation of fine motor skills.
Therefore, at the senior preschool age, work on the development of fine motor skills should be an important part of preparing the child for school.
Having become acquainted with pedagogical technologies and methods for developing fine motor skills of preschoolers, I came to the conclusion that the use of quilling technology will be the most effective in working with older children. Since, in my opinion, it is in the process of working with thin strips of paper, twisting them onto tools, or without using a tool, with your own hands, that the child actively develops fine motor skills of the hands.
3 slide
Quilling is one of the non-traditional ways to develop fine motor skills of the fingers. This is a technique of twisting strips of paper into various shapes and compiling holistic works from them. It originated in Europe at the turn of the XIV-XV centuries. The name of the quilling technique came to us from the English language and means "bird feather". It was on the tips of bird feathers that medieval nuns wound paper with gilded edges. Quilling is a simple and very beautiful activity that does not require high costs. The techniques for working in this technique are very simple and easy for children to understand.
4 slide
Based on the foregoing, the goal of my work program was the development of fine motor skills of older preschool children through quilling technology. Based on the Basic Educational Program of the preschool educational institution, I made a perspective thematic plan. Once a week in the afternoon I organize joint artistic and creative activities in the form of circle work.
1. Developing:
Develop fine motor skills of hands and eye.
Develop artistic taste, creativity and imagination of children.
Develop attention, memory, logical and spatial imagination.
2. Educational:
Introduce children to the basic concepts and basic forms of quilling (roll or spiral, drop, eye, leaf, square, horns, curl, heart).
Develop the ability to follow verbal instructions.
Enrich the child's vocabulary with special terms.
3. Educational:
Raise interest in the art of quilling.
Build a culture of work and improve work skills.
5 slide
I base my work on the following principles:
“from simple to complex” (having learned elementary work skills, the child applies his knowledge in the performance of his creative work).
Accessibility (simplicity, compliance with age and individual characteristics);
Visibility (illustrativeness, availability of didactic materials).
Democracy and humanism (interaction between a teacher and a child in society, the realization of their own creative needs of a preschooler);
In my work I use various methods and techniques:
1. Organizational:
Verbal (oral presentation of the material, conversation, story)
Visual (showing multimedia materials, illustrations, observation, showing (performing) by a teacher, working on a model)
Practical (performing work on instruction cards, diagrams)
2. Methods based on the level of activity of children:
Explanatory and illustrative - children perceive and assimilate ready-made information
Reproductive - preschoolers reproduce the acquired knowledge and mastered methods of activity.
Partial-search - participation of children in a collective search, solving the problem together with the teacher.
6 slide
For creative activities with children, I use strips of colored double-sided tinted paper, or special strips for quilling, white and colored cardboard, PVA glue, scissors, simple pencils, a ruler, glue brushes, napkins, oilcloth, a stick with a crevice at the end for twisting strips. I started my work by introducing children to the history of this technique - quilling. Showed the finished work, the necessary equipment. Children learned how to mark and cut strips for quilling.
7 slide
It is advisable to start mastering the technique of paper rolling by winding rolls. Next, you should begin to study the more complex basic elements of quilling: roll or spiral, drop, eye, leaf, square, horns, curl, heart. It is noteworthy that both boys and girls are happy to do quilling. This allows me to form a gender approach in joint artistic and creative activities.
Having mastered the basic elements of paper rolling, children can create their own compositions by first drawing a sketch. Working with a sketch develops children's attention, thinking, as children have to count how many, what color and shape details need to be made and how to arrange them.
9 slide
It is necessary to teach preschoolers to create joint compositions. In the process of collective creativity, children develop the simplest skills of teamwork: children share material, help each other, give way, notice the actions of a neighbor.
10 slide
As a result of mastering this technique, my pupils develop an eye, a sense of proportionality (in correlating composition elements) and a design vision: the ability to see and distribute elements of a pattern or plot, choose colors and come up with a compositional image solution.
11 slide
As a result of work on the development of fine motor skills of preschoolers in the process of mastering the elementary techniques of quilling, we have achieved the following successes, which you see on the screen:
Beginning of the year End of the year
high 29% high 68%
average 53% average 32%
low 18% low
When comparing the results, significant shifts are noticeable. The number of children with a high level of development of fine motor skills has increased, and the number of children with an average level has decreased.
12 slide
In this way:
1. Constructing from paper using the quilling technique, fine motor skills of the hands are improved, which has a beneficial effect on the overall intellectual development of children.
2. Quilling significantly affects the formation of such cognitive processes as perception, attention, memory, logical thinking.
3. With the help of this technique, the labor skills of the child are improved, a culture of work is formed.
4. In the process of working with paper, the child creates a game situation on a sheet using ready-made forms. The very process of twisting paper is a fascinating action that saturates the life of children in kindergarten with playful tricks.
5. In the child, in the process of joint activity, the principles of collectivism are formed with the simultaneous development of the qualities inherent in the individual - independence, self-development, self-determination.
6. Quilling helps to develop confidence in one's strengths and abilities - there are no unsuccessful ones. Develops creativity, imagination, artistic taste.
13 slide
To improve the work on this topic, I outlined the following perspectives:
Summarize your experience on the topic with the aim of publishing on the site “maam. RU"
Conduct a master class for preschool teachers on the topic "Quilling"
Follow new developments, manuals, literature in the field of development of fine motor skills in children.
14 slide
Thanks for attention
Related publications:
Using the quilling technique as a means of developing fine motor skills in preschool children Plan. 1. Theoretical part. - The influence of artistic and creative activity on preschool children. - Acquaintance with the history of quilling.
Finger games as a means of developing fine motor skills of the hands of children of primary preschool age Consultation for educators "FINGER GAMES AS A MEANS OF DEVELOPING FINE MOTOR HANDS IN YOUNGER PRESCHOOL CHILDREN" Prepared by:.
Game technology as a means of developing cognitive interest in preschool children Game technology as a means of developing cognitive interest in preschool children (slide 1) Modern technologies Technology.
Recently, we often hear about fine motor skills and the need to develop them. What is fine motor skills? Fine motor skills develop.
Consultation "Artistic creativity as a means of developing fine motor skills of hands in preschool children" Artistic creativity is a unique tool for the development of fine motor skills and speech. The ability to control fingers and hands is necessary for a person.
Non-traditional drawing techniques as a means of developing fine motor skills in young children. Purpose: Development in young children.
Plasticineography and three-dimensional modeling as a means of developing fine motor skills of hands in pupils of senior preschool age Topic: "Plasticineography and three-dimensional modeling as a means of developing fine motor skills of hands in pupils of senior preschool age" Problem.
The development of fine motor skills of hands as a means of developing the speech of children of primary preschool age Why do some children speak better and others worse? For what reason do some notebooks have even rows of letters, while others have solid scribbles?
Drawing in non-traditional technique as a means of developing fine motor skills of children of primary preschool age Drawing in non-traditional technique as a means of developing fine motor skills of children of primary preschool age V. A. Sukhomlinsky wrote.
Image Library:
SELF-EDUCATION
caregiver
Kochetkova G.V.
SELF-EDUCATION
Topic: Papermaking as a means of mental and aesthetic development of preschool children.
In recent years, attention has increased to the problems of the theory and practice of aesthetic education as the most important means of forming an attitude to reality, a means of moral and mental education, as a means of forming a comprehensively developed, spiritually rich personality.
The problem of aesthetic education is of interest to specialists in various fields: educators, teachers, psychologists. After all, deep aesthetic feelings, the ability to perceive beauty in the surrounding reality and in art are an important condition for a person’s spiritual life.
The productive activity of children reflects such specific features of their thinking as concreteness, figurativeness.
The productive activity of the child is closely connected not only with individual functions (perception, memory, thinking, imagination), but also with the personality as a whole.
It shows the interests of the child, temperament, some gender differences. In the process of productive activity, manual skill, visual-motor coordination, necessary to prepare the child for writing, develops.
A child successfully masters writing if he can make rhythmic, uniform, smooth movements with his hand. The formation of such movements is facilitated by drawing plants, decorative drawing based on embroideries, paintings, etc.
In the classroom for artistic creativity, the tasks of the comprehensive development of the child's personality are also carried out: mental development and aesthetic attitude to reality, moral education. This process evokes positive emotions in children, satisfaction from working with visual material, the result of which is an expressive image.
Based on the above, the goal of studying this problem is:
to determine the most effective methods of developing abilities in preschool children.
Tasks:
To study psychological and pedagogical sources on the peculiarities of introducing children to arts and crafts - quilling (paper plastic).
Contribute to the formation of ideas among teachers about the new arts and crafts - quilling. Familiarize yourself with the technique of performing quilling. To acquaint students with the experience of preschool educational institutions in this direction.
To develop a system (Program) of work on the formation of decorative and creative abilities in preschoolers.
Test the system in practice.
Determine the effectiveness of the developed training system.
Based on the tasks set, a plan was drawn up on the topic of self-education.
SELF-EDUCATIONAL PROGRAM
- study of scientific, methodical literature,
- attending lectures, seminars,
- holding master classes for teachers and parents.
- analysis and generalization of theoretical data,
Stage II (practical)
- drawing up the program "Quilling (paper-plastic) for preschool children".
- implementation of the acquired theoretical knowledge into practice,
- approbation of the program.
III stage (generalizing)
- generalization of work experience on the topic of self-education,
- diagnostics and analysis of work results.
Stage I (information and familiarization)
The methodological literature on the topic of self-education was analyzed:
Book: "We make funny figures from corrugated cardboard" Authors: L. V. Kurochkina, T. V. Shchur, A. A. Urgard - masters of the Sweet Deed studio. Editor: Derevyanko T.
Paper Ribbon Patterns - Walter Helen
Anna Zaitseva: Quilling: new ideas for creativity.
Yurtakova A., Yurtakova L.: Quilling: creating compositions from paper ribbons
Novikova I.V.: Paper crafts in kindergarten. Quilling. Amazing things - DIY
Shilkova E.A.: Quilling: crafts from paper ribbons
Best practices studied (acquaintance with methodological literature, articles in the media, the Internet)
Consultations for teachers and parents on the topic of self-education have been developed:
Topic: "The meaning of quilling technique for the mental and aesthetic
development »
Participation in the work of seminars, conferences, teachers' councils of preschool educational institutions with master classes.
Introductory quilling classes with presentations were held with children.
Analysis of work on the topic of self-education
After analyzing the literature, having studied the paper-plastic technique (“quilling”), master classes were held for parents and teachers.
.
Having introduced the children to the arts and crafts technique “quilling”, a certain experience of work on the topic of self-education has been accumulated.
Taking into account the characteristics of our age group (second youngest), this arts and crafts - quilling, was very interesting for children.
The children looked at the pictures created by the teachers, the presentation.
With the help of a teacher, the children learned how to twist the strips and then lay out a small pattern. The result of working with children was a team work.
In the next academic year, it is planned to continue work on self-education on this topic, which will allow us to study this problem more deeply, gain experience in teaching the quilling technique to preschoolers using modern techniques and methods.
To this end, the following activities are planned for the next academic year:
Compilation and testing of the program
Topic: "Papermaking as a means of mental and aesthetic development of preschool children."
Stage II (practical)
drawing up the program "Quilling (paper-plastic) for preschool children."
implementation of the acquired theoretical knowledge into practice,
approbation of the program.
Events:
Working with parents - Consultations, conversations, meetings, master classes
Participation in the work of seminars, conferences, teachers' councils - Consultations for teachers, presentations
Exchange of experience - Open screening and attendance at open classes
Summing up the work - Diagnostics and analysis of the results
Program of work on self-education for middle school children
(For the first half of the year.)
Papermaking as a means of mental and aesthetic development of preschool children.
Developing a program for preschool children, on our topic of self-education, we try to ensure the construction of a holistic pedagogical process aimed at the full and comprehensive development of the child: physical, social and moral, artistic and aesthetic, intellectual. Therefore, we will conduct quilling classes 2 times a month (in subgroups).
The leading idea of this program is the creation of a comfortable communication environment, the development of abilities, the creative potential of each child and his self-realization.
The purpose of the program is the comprehensive intellectual and aesthetic development of children in the process of mastering the elementary techniques of quilling techniques, as a means of mental and aesthetic development of children.
Program objectives:
PLAN.
September
1. Introduction to quilling paper
- introduce children to quilling stories (showing a presentation)
- show finished products.
2. Introduction to paper and quilling tools
- get the kids interested
- start learning to twist the rings.
October
3. Forms for quilling.
-continue to teach children to twist the rings to achieve accuracy and learn to glue the tip of the product
4. Forms for quilling.
- introduce children to the shape of the leaf, improve the technique
November
5. Making a snowflake pattern
-show the children a quilling snowflake
- start making blanks for snowflakes
6. Making a snowflake pattern (continued)
- continue to make blanks with children
- to form in children the desire to do things carefully
December
7. Making a snowflake pattern (continued)
-prepare with the children the basis for a snowflake
- lay out a snowflake on it and explain to the children how to glue the parts together
8. Making a snowflake pattern (continued)
Final postcard design
In our group, the topic of self-education is "Papermaking as a means of mental and aesthetic development of preschool children." During the first half of the year, we conducted classes with middle-aged children once every two weeks (taking into account the workload of children and the daily routine).
During this period, the objectives of which were the following tasks:
Introduce children to the basic concepts and basic forms of quilling.
Learn different paper handling techniques.
Develop the ability to follow verbal instructions.
Introduce children to basic geometric concepts: circle, square, triangle, angle, side, vertex, etc. Enrich the child's vocabulary with special terms.
Create compositions with products made using the quilling technique.
Develop fine motor skills of hands and eye.
Develop artistic taste, creativity and imagination of children.
To develop in children the ability to work with their hands, to accustom them to precise finger movements, to improve fine motor skills of the hands, to develop an eye.
Raise interest in the art of quilling.
To improve labor skills, to form a culture of work, to teach accuracy, the ability to carefully and economically use material, to keep the workplace in order.
Creation of conditions for a positive perception of the world around the child;
Organization of a subject - developing, educational space for the maximum disclosure of the intellectual - creative potential of each child within the framework of the preschool standard.
Not all children in the group coped with the tasks, since the individual characteristics of children, such as attention, memory, perseverance, the development of differential movements of the hands, and especially mental and physical development, were not taken into account.
However, for most children, paper-plastics aroused great interest.
Given the individual - personal approach to each child, additional classes were conducted with some children on an individual basis.
All the children in the group were introduced to the quilling technique by the end of the semester.
In general, all children in the group mastered two forms for paper rolling
(ring and leaf).
To identify the effectiveness of the topic of self-education, based on the results of the first half of the year, after analyzing the work of children and their capabilities, we compiled the following diagram.
We stopped, as we believe in our opinion, on two criteria.
SEQ table Table \* ARABIC 1
We believe that it is advisable to continue work on the chosen topic of self-education.
Program of work on self-education for middle school children
(For the second half of the year)
Papermaking as a means of mental and aesthetic development of preschool children.
Continuing work on the topic of self-education, the goal of the program remains.
The leading idea of this program is the creation of a comfortable communication environment, the development of abilities, the creative potential of each child and his self-realization.
The purpose of the program is the comprehensive intellectual and aesthetic development of children in the process of mastering the elementary techniques of quilling techniques, as a means of mental and aesthetic development of children.
Tasks for the second half of the year:
Improve your paper skills.
Continue to teach different techniques for working with paper.
To form in children the creative development of their own idea and its implementation in accordance with their internal quality criteria.
Continue to develop the ability to follow verbal instructions.
Develop the ability of aesthetic and artistic perception;
Continue to create compositions with products made using the quilling technique.
Develop fine motor skills of hands and eye.
Develop artistic taste, creativity and imagination of children.
Develop WPF.
Introduce children to the basic concepts and basic forms of quilling.
Continue to cultivate interest in the art of quilling.
Organization of a subject - developing, educational space for the maximum disclosure of the intellectual - creative potential of each child within the framework of the preschool standard.
On the basis of art criticism and psychological and pedagogical research, we have developed a series of classes that contribute to the development of the aesthetic development of the child.
The following principles formed the basis:
step by step (from simple to complex).
combination of techniques.
use of innovative technology.
Work plan.
January.
9. Forms for quilling.
-improve the ability of children to twist the rings, achieving accuracy and learning to glue the tip of the product.
February.
10. Forms for quilling.
-continue to introduce children to new forms for quilling.
11. Compilation of the composition "Flower for Mom".
- show the children a quilling card as a gift to their mother, and start making blanks for her.
(work is carried out in subgroups and individually, depending on the skill level of the child)
- start making blanks for postcards.
March
12. Compilation of the composition "Flower for Mom". (continuation).
-prepare with the children the basis for the postcard
- lay out a flower on it and explain to the children how to glue the parts together.
13. Drawing up a collective composition.
-start with children to make blanks for compiling a collective composition.
- to instill in children the desire to do things carefully.
April
14. Drawing up a collective composition. (continuation)
-continue to make blanks with the children to compose a collective composition.
- to form desires to do accurately.
15. Drawing up a collective composition (continued)
-continue to make blanks with the children to compose a collective composition.
- collect flowers and leaves from parts.
May.
16. Drawing up a collective composition (end)
-Final design of the composition
Analysis of work on the topic of self-education.
Since the developing functions of productive activity (and the "quilling" technique refers to the productive activity of children) is associated with a wide range of abilities, skills and abilities. It develops in children the ability for long-term volitional efforts aimed at achieving the goal; develops imagination, imaginative thinking, the ability to correlate the whole and parts.
In the second half of the year, age and individual characteristics of children were taken into account, so individual classes were held with children.
Preliminary conversations were held with the children with the whole group, and the main work was carried out by small subgroups of children.
Engaging in paper plastic continues to arouse the interest of children.
All children in the group mastered the quilling technique by the end of the year.
Children began to create these forms and small compositions on their own or with the help of a teacher.
We have identified some features of the assimilation of expressive means by children and the aesthetic development of children with the help of our series of classes:
in children who do not give preference to productive activities, there is an interest in the quilling technique.
children are attracted by the simplicity of creating pictures.
the variety of techniques and their novelty stimulates the imagination of children, develops their imagination and their creative abilities, contributes to the formation of expressive images.
The end result is very important for children, especially if the product of creativity can be taken home, in the manufacture of which they took part.
Diagnosis of the results for the year (table 2):
(the diagram uses the number of children on the list of 24 children)
1. The interest of the child in this type of creativity.
2. The degree of skill and skill of the child (does it work or not)
Table 2 (data for the year)
Table SEQ Table \* ARABIC 1 (data for the 1st half of the year)
An analysis of the results of the topic of self-education allows us to conclude that the results of the comparison show a significant increase in the level of aesthetic development in the innovative technique of "quilling" in children of middle preschool age. Children showed more creative interest, acted more independently, actively using new techniques, correctly conveyed the shape and proportions of objects, used a wide range of colors.
Based on the results of the topic of self-education, the following conclusions can be drawn:
The study showed the effectiveness of a series of paper-plastic classes with children for the purpose of mental and aesthetic development of preschool children, which is aimed at generating children's interest in activities, the formation of various knowledge and ideas about a new type of productive activity.
In the study, the pedagogical conditions for improving
The series of classes developed by us took place in stages - from simple to complex.
in the classroom, an emotionally favorable, creative atmosphere was created, conducive to the formation and development of interest in the paper-plastic process.
children will be given a choice of materials that contribute to the formation of interest in the work and the result.
an unconventional technique was introduced in the cycle of classes, for a preschool institution - paper-plastic (quilling) aimed at shaping the mental and aesthetic development of preschool children.
Thus, the tasks set in the topic of self-education have been solved, paper-plastic classes have a positive effect on the formation of the mental and aesthetic development of preschool children.
We plan to continue working on this issue.
Guidelines for educators working with children of middle preschool age on the organization of productive activities in the process of paper-plasticity (quilling).
According to the results of the study, which clearly demonstrated that paper plastic is one of the most attractive and affordable types of work in preschool age, we can draw the following conclusion:
Productive activity is a complex, multi-species, multi-operational artistic and labor activity, it contains the potential effect of influencing the artistic, labor education, development of cognitive and creative activity of children.
Therefore, we can recommend educators:
Using non-traditional quilling techniques
(paper-plastic) which carry elements of artistic
originality, non-standard thinking and performance, have great potential for the formation of a positive attitude towards visual activity in children, satisfaction of their need for self-expression, development of their cognitive and creative abilities, development of expressiveness in the works of children.
In the process of productive activity in the course of a specially
organized work with children of middle preschool age
the creation of expressive images will become available, the development of which is facilitated by the development of specific means of expression: the stylization of the image, the correct arrangement of compositions, the decorativeness of color, the technicality of gluing elements.
Increasing the level of mental and aesthetic development of children
preschool age is facilitated by work in various techniques, including paper-plastic technique, children learn new ways to create expressive images, learn to combine different techniques in one work.
It is necessary to form the aesthetic perception of children in a way
reflection of reality, due to the purpose of products, features of materials, technique of execution and characteristic means of expression.
Formation and improvement, aesthetic perception and
mental development in preschoolers should be carried out in stages in the process of specially organized training.
Recommended methods in working with children in the direction of paper plastics
Using multimedia equipment (showing presentations)
verbosity and clarity of instructions
individual approach
consideration and discussion of the compositions of illustrations and visual material,
performance of creative tasks that have proven themselves in experimental work.
Quilling as a means of developing fine motor skills of the hand in children of older preschool age
The development of fine motor skills of the hand in preschool children is one of the important aspects of their overall physical and mental development. It is impossible to achieve effective activity in training and master elementary practical skills without developing the small muscles of the hand. The level of formation of fine motor skills becomes an indicator of the child's success in various fields. Mastery of labor, visual, musical and graphic skills is carried out only if fine motor skills are developed. In addition, a child with a high level of its development is able to reason logically, he has sufficiently developed memory and attention, coherent speech, he has high intellectual and creative abilities.
Currently, many children also experience insufficient development of the small muscles of the hand. The coordination of the movement of the leading hand is especially poorly developed (i.e. the ability to hold a pen, pencil or scissors as a working tool), the ability of children to work in the “eye-hand” system (copy, copy, repeat graphic elements), there is no flexibility and accuracy in performing practical actions (clumsiness and slovenliness). This greatly complicates the work of teachers in primary school in teaching children to write and read and write, develop speech and manual labor. V.A. Sukhomlinsky wrote that “the origins of the abilities and talents of children are at their fingertips. The more confidence in the movements of a child's hand, the more subtle the interaction of the hand with the tool, the more complex the movements, the brighter the creative element of the child's mind. And the more skill in the child's hand, the smarter the child ... ". That is why the development of fine motor skills of the hand in senior preschool age is of paramount importance. Many scientists, teachers, doctors and other specialists paid attention to this problem. The study of fine motor skills as a kind of movements regulated by the psyche was carried out by such scientists as V.M. Bekhterev, L.S. Vygotsky, A.A. Leontiev, M. Montessori and others. They concluded that it is necessary to provide the child with maximum opportunities for the development of his fine motor skills and arm muscles during the period of greatest susceptibility to the development of movements, that is, from 0 to 6 years. They proved the need to create a subject-developing environment for children with the possibility of constant movement of the fingers. Scientists L.V. Zankov, A.R. Luria, M.S. Pevzner, G.E. Sukhareva and others believe that disturbances in the development of fine motor skills or its insufficient development is one of the characteristic symptoms of mental retardation and neuropsychiatric disorders. I.A. Groshenkov, T.N. Golovina, M.N. Nudelman, N.M. Pavlova, Zh.I. Shif and other experts came to the conclusion that properly organized work on the development of small muscles of the hand can become corrective for children with various speech therapy problems. According to research conducted by L.V. Antakova-Fomina and B.I. Pinsky, the connection between practical and intellectual activity was confirmed. Research of the innovative teacher M.M. Koltsov confirmed that systematic exercises for training finger movements are “a powerful tool for increasing the efficiency of the cerebral cortex” and contribute to the mental and speech development of a preschooler. Thus, we can state the unity of views of all scientists that fine motor skills are the basis of development, a kind of “locomotive” of all mental processes (attention, memory, perception, thinking, speech). It is fine motor skills that are an indicator of the development of the child.
From an early age, the child is surrounded by the subject environment. Interaction with her is carried out from the first months of life. Unconscious observation is replaced by a purposeful process of studying individual objects of the surrounding world. Grasping actions, shifting from hand to hand, palpation and other manipulations allow you to develop the small muscles of the hand in a natural way. Over time, actions with objects become more difficult, and movements become more accurate. The child learns to hold a cup, a spoon, can work with a brush and plasticine. During preschool age, skills become more varied and complex. The proportion of actions that require coordinated actions of both hands is increasing. Children learn to work with a pencil, scissors, coordinate the eye with the accuracy of finger movements. Self-service skills are easily instilled in them (Eating, dressing, cleaning toys, helping around the house, etc. on their own). In addition, motor skills can be developed in a variety of ways. Ball games are traditional; small details (designer, inserts, collection of natural material in the form of cones, shells, etc.); lacing, puzzles; work with paper, clay; finger exercises and gymnastics. Among the non-traditional ways of developing motor skills, one can single out applied art. Origami, testoplasty, quilling, embroidery, felting, force-ice, etc. not only fulfill the function of the creative development of the child's personality, but also improve the work of the small muscles of the hand.
Recently, quilling paperwork has become very popular. Donatella Ciotti gave the following definition to the concept of quilling - this is the art of making various patterns from thin, twisted into spiral strips of paper. Quilling is also called "paper rolling" or paper filigree. Twisted strips can be used to make planar or voluminous compositions resembling a thin lace cobweb. In a few minutes, you can get two- and three-dimensional shapes of a square, oval, star, cone, hemisphere. Then these volumetric forms, sometimes called modules, joining and flowing one into another, create a cascade of figures, leaves, flowers, obeying the endless imagination of the master artist. It is also noteworthy that both boys and girls are happy to do quilling. Quilling is not only the development of motor skills, imagination, attention, thinking, aesthetics, but also tremendous opportunities to realize your potential.
As a result of studying the literature, it was revealed that there are not enough programs to familiarize with the quilling technique in additional education, but there is a program by S.P. Plotnikova "The Art of Quilling" Svetlana Nikolaevna considers it possible "with some adjustment of the methods and content of the activity" to use this program as a fundamental one. On this basis, I was able to develop a modified program of additional education for children in the direction of "Quilling as a way to develop hand motor skills in children of senior preschool age." My course is designed for 36 hours. Classes are held 2 times a week for 20-25 minutes in groups of 5-7 people. The basic principle of learning from simple to complex. During the training, the theoretical issues of this type of art and practical features are revealed. By the end of the training, children should have certain knowledge and skills. During the entire period of study, collective and personal exhibitions of children's works are held. Quilling soothes, relieves tension and impulsiveness, develops taste. It is useful for the development of spatial imagination, fantasy and eye. Children enjoy quilling and get satisfaction from their work.
As a result of considering the issue of the significance and development of fine motor skills, we can say that work on the development of hand movement should be carried out regularly and systematically. She needs to pay attention both at home and during specially organized classes, only then the greatest effect from the exercises will be achieved. One of these is quilling. Tasks should bring joy to the child. The main thing is to teach him to combine business with pleasure!
