Calendar and thematic planning "Modeling"
Artistic and aesthetic development. Modeling.
Explanatory note.
A child’s visual activity depends on his ideas about the subject. At this age they are just beginning to form. Graphic images are poor. Some children's images lack detail, while others' drawings may be more detailed. Children can already use color.
Modeling is of great importance for the development of fine motor skills. Younger preschoolers are able to sculpt simple objects under the guidance of an adult. In early preschool age, perceptual activity develops. Children move from using prestandards—individual units of perception—to sensory standards—culturally developed means of perception.
The main task of the teacher in working on this section is to develop the child’s interest and desire to engage in visual arts together with the teacher, children and independently.
Long-term planning of lessons is made taking into account the main tasks, goals and age requirements of the “Childhood” program. In order to achieve the desired result, all classes are organized in a story-based, playful, entertaining form. In accordance with this, visual arts classes are structured in such a way as to introduce the child into an imaginative situation that will help him emotionally perceive the object created with the teacher.
Mastery of visual and expressive means (rhythm, color, shape, composition) enriches the content of modeling and allows one to find similarities with surrounding objects and phenomena. The sensory foundations of a child’s visual activity are formed in unity with the development of the figurative principle. Solid mastery of technical skills and abilities requires long-term and systematic exercises. Good mastery of image techniques makes the process of creating sculpts free and enjoyable for the child, increases his interest in activities and develops creative abilities. Exercises in image techniques are not carried out in isolation, but in the process of solving visual problems in each lesson with children, without interfering with creative work, but helping and facilitating it.
Tasks:
Generate interest in modeling. To consolidate ideas about the properties of plasticine, plastic mass and sculpting methods.
Learn to roll out lumps with straight and circular movements, connect the ends of the resulting stick, flatten the ball, crushing it with the palms of both hands.
Encourage children to decorate sculpted objects using a stick with a sharpened end; learn to create objects consisting of 2-3 parts, connecting them by pressing them against each other. Strengthen the ability to carefully use plasticine, place lumps and sculpted objects on a board. Teach children to sculpt simple objects consisting of several parts (tumbler, chicken, pyramid, etc.). Suggest combining sculpted figures into a collective composition (tumblers dance in a circle, apples lie on a plate, etc.). Arouse joy from the perception of the result of common work.
Number of classes:
per week: 1
per month: 4
total per year: 36
Lesson duration: 15 minutes
Calendar and thematic planning.
| Month | Lesson topic | Program content | Methodological literature |
| September | Grains for the Petit-Petushka family | Exercise children in tearing a small piece from a large one, teach them to be neat; continue to learn how to perform movements following the teacher. | O.V. Pavlova “Iso-activity” p.112-114 |
| Fast balls | Develop the ability to roll a ball of plasticine using circular movements of your palms. Cultivate a positive attitude towards the modeling process. | “Forward Planning” p.114 | |
| Beautiful staircase | Continue teaching children to roll out the “sausage” on the board using straight movements of the palms; encourage children, with the help of the teacher, to name the object depicted in the picture; cultivate responsiveness and kindness. | O.V. Pavlova “Iso-activity” p.75-77 “Long-term planning” p.115 | |
| Vegetables | Continue to introduce the child to plasticine and its properties; teach how to pinch off small pieces of plasticine from a large piece, roll them between your palms with straight movements; develop fine motor skills of the hands, develop knowledge about vegetables; cultivate responsiveness and kindness. Consolidate knowledge about color, practice naming colors. | O.V. Pavlova “Iso-activity” p.87-89 Bondarenko T.M. “Comprehensive classes in 2 ml.g.” pp. 69-70 | |
| October | Fruits | To consolidate children's knowledge about the shape of objects, to teach them to distinguish objects by size, to consolidate children's ability to sculpt round objects by rolling plasticine in a circular motion between their palms. | O.V. Pavlova “Iso-activity” p.89-91 Bondarenko T.M. “Complex classes in 2 ml.gr.” p.91 “Forward planning” p.116 |
| Let's bake pancakes | Continue to introduce the child to plasticine and its properties; learn to flatten plasticine balls using all fingers; develop an interest in working with plasticine; develop fine motor skills. Introduce children to household items: stove, frying pan. Develop an understanding of the world around us and imagination. Cultivate interest in the activity game and the results of the work. | O.V. Pavlova “Iso-activity” p.77-78 “Long-range planning” p.116 | |
| Pyramid | Develop the ability to roll out a lump of plasticine with straight movements of the palms; transform the “stick” into a ring, connecting its ends, roll the lump of plasticine into a ball using circular movements of your palms; give the ball a cone shape by “pinching”; develop the eye, fine motor skills, imaginative logical thinking, spatial imagination, thinking. | Bondarenko T.M. “Comprehensive classes in 2 ml.g.” pp. 101-102 | |
| Cherries in a basket | Learn to compare and describe fruits, solve riddles, learn to sculpt berries from plasticine by rolling out small pieces of plasticine, develop accuracy and fine motor skills of your fingers. | O.V. Pavlova “Iso-activity” p.127 Bondarenko T.M. “Comprehensive classes in 2 ml.g.” pp.113-114 | |
| November | Mushrooms | Teach children to sculpt mushrooms; roll out a small piece of plasticine between your palms with straight movements in the shape of a sausage; roll out a small piece of plasticine, turning it into a ball in a circular motion, flatten it and flatten the ends, giving it the shape of a mushroom; develop fine motor skills of the hands; cultivate curiosity and accuracy in work. | O.V. Pavlova “Iso-activity” p.117 Bondarenko T.M. “Comprehensive classes in 2 ml.g.” pp. 95-96 “Forward planning” p. 117 |
| Let's feed the bunny carrots | Encourage children to roll out a lump of plasticine, lengthen and sharpen the tip of the column, flattening it with their fingers. Take care of the bunny | O.V. Pavlova “Iso-activity” p.92 | |
| Kolobok | To arouse in children the desire to create images of fairy-tale characters in modeling. Strengthen the ability to sculpt round objects by rolling plasticine between your palms in a circular motion. Strengthen the ability to carefully work with plasticine. Learn to draw some details (eyes, mouth) on a sculpted image in a stack. | O.V. Pavlova “Iso-activity” p.98-100 Bondarenko T.M. “Comprehensive classes in 2ml.g.” page 86 | |
| Gifts for animals | Cultivate a friendly attitude towards the characters. Develop the plot-role concept. Develop fine motor skills and hand coordination. Develop imagination and creativity. Teach children to use familiar sculpting techniques to create different characters. | O.V. Pavlova “Iso-activity” p.112-114 Bondarenko T.M. “Comprehensive classes in 2 ml.g.” pp. 44-45 | |
| December | Christmas tree balls | Make children want to decorate the Christmas tree for the holiday. Learn how to roll out colored plasticine and make rings, and make a garland out of them. | O.V. Pavlova “Iso-activity” p.80 |
| Snowman | Teach children to name the main signs of the winter period, sculpt a snowman from plasticine; divide the plasticine into three different parts, roll three balls (large, medium and small), connect the parts, name the color of the plasticine, bring your plan to the end; develop independence. Reinforce the concepts: “big”, “small”. | O.V. Pavlova “Iso-activity” p.98 | |
| New Year's gifts for toys | Encourage children to make candies of different shapes (round, long, flattened). Form imaginative perception and imaginative ideas, develop imagination. Teach children to use previously acquired skills in modeling. Cultivate a kind attitude towards animals and a desire to do something nice for them. | Bondarenko T.M. “Comprehensive classes in 2 ml.g.” pp. 119-120 | |
| Snow Maiden | Induce in children a desire to convey the image of the Snow Maiden in sculpting. Learn to highlight parts of the human figure in clothing (head, fur coat widening downward, arms), convey them in compliance with proportions. Strengthen the ability to work accurately. Develop figurative ideas and aesthetic perception. Develop children's creativity. Introduce children to the fine arts. | O.V. Pavlova “Iso-activity” p.112-114 Bondarenko T.M. “Comprehensive classes in 2 ml.g.” pp. 44-45 “Forward planning” p. 116 | |
| January | Hedgehog | Teach children to sculpt an object from a whole piece, conveying some characteristic features (elongated nose, paws, needles). Strengthen sculpting techniques: rolling between palms, developing the ability to pull out individual parts from a whole piece. Cause a positive emotional response to the overall result. | O.V. Pavlova “Iso-activity” p.52 |
| Fish | Teach children to sculpt oval-shaped objects, pinch out parts and decorate the product using stacks. Develop attention and fine motor skills. Foster a caring attitude towards living nature. | O.V. Pavlova “Iso-activity” p.146-148 | |
| Tumbler | Teach children to sculpt an object consisting of several parts of the same shape, but of different sizes, pressing the parts tightly against each other. Create a desire to decorate an object with small details (a pompom on a hat, buttons on a dress). Clarify children's ideas about the size of objects. Strengthen the ability to sculpt accurately. Create a feeling of joy from what you have created. | O.V. Pavlova “Iso-activity” p.112-114 Bondarenko T.M. “Comprehensive classes in 2 ml.g.” pp. 44-45 “Forward planning” p. 116 | |
| February | Our children love chocolates very much. | Learn to roll out lumps and use plasticine carefully. Cultivate a positive, caring attitude towards others. Teach children to pinch off small lumps from a large lump; Place the molded products and excess plasticine on the board. Develop a desire to sculpt, to rejoice in what has been created. | O.V. Pavlova “Iso-activity” p.93-96 |
| Vitamins | Learn to roll out lumps of plasticine using circular movements of your hands. Cultivate interest in the modeling process. | Bondarenko T.M. “Comprehensive classes in 2 ml.g.” page 244 | |
| Fun helicopters | Continue teaching children to roll out plasticine columns on the board with back and forth movements and connect them. Teach children to accompany the words of the poem with appropriate actions. Develop attention. Create joy from the created image | I.A. Lykova. “Art activities in kindergarten” p. 12 | |
| Bunny | To develop children's interest in sculpting familiar objects consisting of several parts, to teach them to divide a piece of plasticine into the required number of parts. Strengthen the ability to firmly connect parts of an object, pressing them against each other. | Bondarenko T.M. “Comprehensive classes in 2 ml.g.” page 175 | |
| March | A beautiful flower for mommy | Continue to develop the plot and role-playing concept, continue to teach children to apply plasticine on cardboard with their fingers. Develop fine motor skills of the hands. Teach children to compose an image from details, cultivate the desire to make a beautiful thing. | O.V. Pavlova “Iso-activity” p.143 |
| Three Bears Bowls | Teach children to sculpt bowls of different sizes using the technique of rolling plasticine in a circular motion. Learn to flatten and pull the edges of the bowl up. Encourage children to be emotionally responsive to someone else's misfortune. Develop interest in the modeling process. | “Forward Planning” p.60 | |
| A clubfooted bear walks through the forest | Learn to sculpt a teddy bear, conveying the shape, proportions, and small details. Strengthen the techniques of rolling, flattening, pinching. Develop aesthetic perception, consolidate the ability to carefully connect parts by smearing. | O.V. Pavlova “Iso-activity” p.97 | |
| Spring, time to plant trees | To develop the ability to perform different methods of modeling; convey the shape of the main part of the product and additional parts; develop compositional skills; cultivate interest in creativity; instill respect for nature. | O.V. Pavlova “Iso-activity” p.107-109 | |
| April | Beanbag | Teach children to sculpt an object consisting of two parts: a ball and a stick. Connect the parts, pressing them tightly against each other. Practice rolling out plasticine with straight and circular movements of your palms. | O.V. Pavlova “Iso-activity” p.82-84 |
| Rocket | Expand children's ideas about the world around them (about space), teach children to sculpt sticks using the technique of rolling out plasticine with straight movements of the palms, connecting parts, smoothing the surface of sculpted objects with their fingers; instill a desire to sculpt. | Bondarenko T.M. “Comprehensive classes in 2 ml.g.” page 206 | |
| We are walking | Teach children to sculpt a small doll: a fur coat - a thick column, a head - a ball, hands - sticks. Strengthen the ability to roll out plasticine with straight movements and circular movements. Learn to compose an image from parts. Create a feeling of joy from the resulting image. | O.V. Pavlova “Iso-activity” p.144-147 | |
| Bagels and braids | Modeling bagels: rolling out sausages and closing them into a ring, playing with molded products - “stringing” bagels on a bunch of rope. Strengthen the technique of rolling out plasticine with straight movements of your palms. Teach children how to roll the resulting sausage in different ways. Develop the ability to examine works, highlight similarities and differences, and notice the diversity of created images. | O.V. Pavlova “Iso-activity” p.100 | |
| May | Snail | Arouse children's interest in modeling. Learn to sculpt a snail by folding the column and pulling back the head and horns. | Bondarenko T.M. “Comprehensive classes in 2 ml.g.” page 82 |
| duck | Teach children to sculpt an object consisting of several parts, conveying some characteristic features (elongated beak). Practice using the technique of pinching and pulling. Strengthen the ability to connect parts by pressing them tightly together. | O.V. Pavlova “Iso-activity” p.102 | |
| Caterpillar | To help master sculpting techniques: roll a lump of plasticine between two palms in a circular motion to give it a round shape (ball); teach children to place sculpted objects on a board; use plasticine carefully; learn to knead plasticine with the fingers and palms of both hands; continue to introduce the color green. | O.V. Pavlova “Iso-activity” p.105-107 | |
| Diagnostics ka | Reveal children’s ability to separate small lumps from a large piece of clay, roll them out with straight and circular movements of the palms, the ability to sculpt various objects consisting of 1-3 parts, using a variety of sculpting techniques. |
My kindergarten
Compiled by: Elesina L.N. , teacher, Municipal Autonomous Preschool Educational Institution Combined Kindergarten “Malvina” of the municipal formation of Noyabrsk.
Explanatory note
The content of this area of the Program includes visual activities (modeling) - a traditional type of activity for Russian preschool education, united by the general concept of “productive activity of children.”
The basis for developing a work program for artistic creativity was:
- Federal state requirements for the structure of the basic general education program of preschool education Order of the Ministry of Education and Science of November 23, 2009 N 655,
- Model regulations on a preschool educational institution Order of the Ministry of Education and Science of October 27, 2011 N 2562,
- SanPiN 2.4.1.3049-13
- Basic general education program for preschool education “Learning by Playing”
Training and metodology complex:
- T.S. Komarova “Art activities in kindergarten”, M, publishing house “Mosaika-Sintez”, 2006
- E.A. Yanushko “Modeling with young children”, Moscow publishing house “Mosaic-Sintez”, 2005.
- D.N. Koldina “Modeling and drawing with children 2-3 years old”, M, publishing house “Mosaika-Sintez”, 2008
The total number of direct educational activities is 36, per week - 1. The duration of continuous direct educational activities for children of the 3rd year of life is 10 minutes. The content of the educational field “Artistic Creativity” in the work program is aimed at achieving the goals of developing children’s aesthetic feelings and interest in visual arts through solving the following tasks:
- Development of a child’s productive activity (sculpting);
- Development of children's creativity;
- Introduction to fine arts.
The work program is written in accordance with federal state requirements for the structure of the basic general education program of preschool education. The priority intellectual direction is implemented as part of direct educational activities only in some topics.
Integration of educational field content
| Educational area | Objectives, content and means of organizing the educational process |
| "Health" | The use of physical education minutes lasting 1-3 minutes. Forming the habit of keeping your body clean, your clothes and hair tidy. Familiarization with the basics of safety precautions when working with plasticine. and rules of conduct in organized activities. |
| "Physical Culture" | Formation of correct posture, the ability to consciously perform movements. |
| "Safety" | Strengthen the ability to follow the rules of being in kindergarten. |
| "Socialization" | Developing the ability to coordinate your actions with the actions of your partners. Creating conditions for creative self-expression. Creating an atmosphere of creativity and trust. Nurturing creative independence. Cultivate a respectful attitude towards others. Formation of empathy and responsiveness. Continue to enrich children's vocabulary with “polite” words (hello, goodbye, please, excuse me, thank you, etc.). Encourage the use of folklore (proverbs, sayings, nursery rhymes, etc.) in speech. Development of the desire to express one’s attitude towards the environment, to independently find various speech means for this. |
| "Work" | Formation of labor skills and abilities adequate to the age of pupils, hard work in various types of productive activities. Teach with care, treat what is made by human hands. Introduce children to the work of people in creative professions: artists, writers, masters of folk arts and crafts. Show the results of their work: paintings, books, objects of decorative art. |
| "Cognition" | Formation of a holistic picture of the world, expansion of horizons in terms of fine arts and creativity. Develop perception, the ability to identify various properties and relationships of objects (color, shape, size, location in space, etc.), including different senses: vision, hearing, touch, smell. Continue to develop the ability to compare objects, establish their similarities and differences. Continue to introduce the colors of the spectrum: red, yellow, green, blue, indigo, violet. Develop the ability to group objects according to several criteria. Continue to introduce children to various geometric shapes. Develop the ability to examine objects of different shapes. |
| "Communication" | Enrich children's speech with nouns denoting objects in their everyday environment; adjectives characterizing the properties and qualities of objects; adverbs denoting relationships between people, their attitude to work. Develop the ability to maintain a conversation. Improve the dialogical form of speech. Use of literary words in classes: nursery rhymes, riddles. By performing practical actions, kids are able to learn many new words and expressions from the active and passive vocabulary of children, develop the communicative function of speech, and develop coherent speech. |
| "Reading fiction" | Continue to develop children's interest in fiction and educational literature. Learn to listen carefully and interestedly to fairy tales, stories, poems; memorize counting rhymes, tongue twisters, riddles. Continue introducing books. Draw children's attention to the design of the book and the illustrations. |
| "Music" | Continue to develop interest and love for music, musical responsiveness to it. To form a musical culture based on familiarity with classical, folk and modern music. |
Forms of working with children
| Job Objectives | Forms of work | Forms of children's organization | Approximate volume (per week) |
| Direct educational activities | |||
| Development of children's productive activity, children's creativity and introduction to art in visual activities (modeling) | Examination of aesthetically attractive objects (vegetables, fruits, trees, flowers, etc.), patterns in the works of folk craftsmen, illustrations, works of art. Games. | Subgroup Individual | 10 min. |
Basic requirements for the level of training of pupils of the 1st junior group
Children should be able to
- Roll out a lump of plasticine with straight and circular movements of your hands; break off small lumps from a large lump and flatten them with your palms; connect the ends of the rolled stick, press them tightly against each other;
- Sculpt simple objects; use plasticine carefully.
Children need to have an idea
- about basic means of expression;
- about works of fine art: Yu. Vasnetsov, E. Charushin, V. Chizhikov.
- about Russian folk applied art: Dymkovo, Bogorodsk.
- about folk toys and amusements: matryoshka, vanka-vstanka, pyramid, Bogorodskaya toy.
Thematic planning for modeling
| Estimated date | N GCD | Subject | Number of gcd | Including: practical GCD |
| 01.09.2014 | 1 | “This is such plasticine” | 1 | 1 |
| 01.09.2014 | 2 | "Plasticine mosaic" | 1 | 1 |
| 08.09.2014 | 3 | "Pancakes" | 1 | 1 |
| 15.09.2014 | 4 | "Cooking cutlets" | 1 | 1 |
| 22.09.2014 | 5 | "Sausage" | 1 | 1 |
| 29.09.2014 | 6 | "Let's feed the chicken" | 1 | 1 |
| 06.10.2014 | 7 | "Eat my apple" | 1 | 1 |
| 13.10.2014 | 8 | "Sunflower" | 1 | 1 |
| 20.10.2014 | 9 | "Amanita" | 1 | 1 |
| 27.10.2014 | 10 | "Little Snakes" | 1 | 1 |
| 10.11.2014 | 11 | "Apples" | 1 | 1 |
| 17.11.2014 | 12 | "Worms for the Chicken" | 1 | 1 |
| 24.11.2014 | 13 | “The Hedgehog Has Needles” (regional) | 1 | 1 |
| 01.12.2014 | 14 | "Ladybug" | 1 | 1 |
| 15.12.2014 | 16 | "Christmas tree" | 1 | 1 |
| 22.12.2014 | 17 | "Cucumber" | 1 | 1 |
| 29.12.2014 | 18 | "Baranki" | 1 | 1 |
| 19.01.2015 | 19 | "Tasty pie" | 1 | 1 |
| 26.01.2015 | 20 | "Berry Glade" (regional) | 1 | 1 |
| 02.02.2015 | 21 | "Pies for Mashenka" | 1 | 1 |
| 02.02.2015 | 22 | "Candies" | 1 | 1 |
| 09.02.2015 | 23 | "Airplane" | 1 | 1 |
| 16.02.2015 | 24 | "Kolobok" | 1 | 1 |
| 02.03.2015 | 25 | "Colour pencils" | 1 | 1 |
| 16.03.2015 | 26 | "Banana" | 1 | 1 |
| 23.03.2015 | 27 | "Caterpillar" | 1 | 1 |
| 23.03.2015 | 28 | "Flowers" (regional) | 1 | 1 |
| 30.03.2015 | 29 | "Tumbler" | 1 | 1 |
| 06.04.2015 | 30 | "Beads" | 1 | 1 |
| 20.05.2015 | 32 | "Drying" | 1 | 1 |
| 27.05.2015 | 33 | "Cherry" | 1 | 1 |
| 18.05.2015 | 34 | "Cookies for the cat" | 1 | 1 |
| 18.05.2015 | 35 | "Buns" | 1 | 1 |
| 25.05.2015 | 36 | "Carrot" | 1 | 1 |
| Diagnostic GCD | 2 | |||
| 08.12.2014 | 15 | "Nose for a Snowman" | 1 | 1 |
| 13.04.2015 | 31 | "Orange" | 1 | 1 |
| Total | 36 |
Contents of work on mastering the educational component “Modeling”
Arouse children's interest in modeling. Introduce plasticine. Learn to use the material carefully. Develop the ability to break off lumps of plasticine from a large piece; sculpt sticks and sausages, rolling out the lump between your palms with straight movements; connect the ends of the stick, pressing them tightly against each other (ring, lamb, wheel, etc.). Develop the ability to roll out a lump of plasticine using circular movements of the palms to depict round-shaped objects (ball, apple, berry, etc.), flatten the lump between the palms (flat cakes, cookies, gingerbread); make a depression with your fingers in the middle of the flattened lump (bowl, saucer). Learn to combine two molded shapes into one object: a stick and a ball (rattle or mushroom), two balls (tumbler), etc. Teach children to put plasticine and molded objects on a board.
Methods for checking the mastery of elements of the content of a component of the educational field
A way to check the assimilation of the content of the component of the educational field “Artistic Creativity” is through diagnostic GCDs, which are organized as part of monitoring in December and April of each academic year.
List of literature and teaching aids
For teachers:
- Basic general education program for preschool education “Learning by Playing”
- T.S. Komarova “Art activities in kindergarten”, M, publishing house “Mosaika-Sintez”, 2006
- E.A. Yanushko “Modeling with young children”, Moscow publishing house “Mosaic-Sintez”, 2005.
- D.N. Koldina “Modeling and drawing with children 2-3 years old”, M, publishing house “Mosaika-Sintez”, 2008
For pupils:
- fiction (fairy tales, nursery rhymes, short stories).
Material and technical (spatial) conditions for organizing artistic creativity of children 2-3 years old
- Group art corner;
- Artistic and creative folder “Our creativity” for the parent community of the group;
- Exhibition of works in the reception group.
Technical training aids
- Record player;
- CD and audio material
The work program provides for the use of various types of didactic games on artistic creativity, namely:
- For the targeted development of color perception;
- On the perception of form;
- On the perception of size;
- For the number of items;
- For the development of speech and thinking;
- On the development of initial ideas about nature.
Visual and figurative material
- Illustrations and reproductions;
- Visual – didactic material;
- Game attributes;
- “Living toys” (teachers or children dressed in appropriate costumes);
- Poems, riddles;
- Postcards for viewing.
Calendar and thematic planning for modeling. Educational field "Artistic creativity"
| Date (month) | Content | ||||||
| According to plan | In fact | N | Subject | Basic program | DOW component | Material | Literature |
| 01.09.2014 | 1 | This is some plasticine | Introduce children to plasticine, its properties (it is soft, you can pinch it off), teach them to knead with the fingers and palms of both hands, and develop fine motor skills | medium-sized pieces of soft plasticine in different colors, modeling board | Yanushko, pp. 15 | ||
| 01.09.2014 | 2 | Plasticine mosaic | Introduce plasticine and its properties, teach how to pinch off small pieces from a large piece. | Development of fine motor skills | medium-sized pieces of soft plasticine in different colors, modeling board | Yanushko p.16 | |
| 08.09.2014 | 3 | Pancakes | Continue to introduce plasticine and its properties, learn to flatten plasticine balls. | Development of fine motor skills | medium-sized pieces of soft plasticine in different colors, modeling board | Yanushko page 17 | |
| 15.09.2014 | 4 | Cooking cutlets | Continue to introduce plasticine and its properties, teach how to flatten balls by pressing them onto the surface. | medium-sized pieces of soft plasticine in different colors, modeling board | Yanushko p.18 | ||
| 22.09.2014 | 5 | Sausage | Teach how to roll out sausages from plasticine, develop an interest in working with plasticine | medium-sized pieces of soft plasticine in different colors, modeling board | Yanushko p.67 | ||
| 29.09.2014 | 6 | Let's feed the chicken | Continue to introduce plasticine and its properties, teach how to place plasticine balls at an equal distance. | Enriching your vocabulary with animal names | medium-sized pieces of soft plasticine of different colors, a modeling board, a chicken toy. | Yanushko p.19 | |
| 06.10.2014 | 7 | Eat my apple | learn to roll small balls of plasticine and flatten them with your finger on top | enrich your vocabulary with the names of fruits | plasticine in red and yellow colors, an apple tree cut out of cardboard, a board, a small plate, red and yellow apples | Koldina, page 8 | |
| 13.10.2014 | 8 | Sunflower | continue to teach how to tear off small pieces of plasticine, roll them between your palms and flatten them with your finger, cultivate responsiveness and kindness | learn to accompany the words of a poem with appropriate movements | black or gray plasticine, cut out yellow sunflower template, board, granny doll, sunflower with seeds (dummy) | Koldina, p.9 | |
| 20.10.2014 | 9 | fly agaric | Teach how to pinch off small pieces of plasticine and roll them into balls and attach them to the base. | White plasticine, mushroom template cut out of cardboard, mushroom dummies | Yanushko p.29 | ||
| 27.10.2014 | 10 | Little snakes | teach to roll out a roller (sausage) on a board with straight hand movements, cultivate responsiveness and kindness | plasticine balls (4-5 pieces), a board, a toy snake | Koldina, p. 10 | ||
| 10.11.2014 | 11 | Apple | learn to roll a ball from plasticine in a circular motion between your palms and give it the shape of an apple | develop logical thinking | green and brown plasticine, board, apples (fake) | Koldina, p.19 | |
| 17.11.2014 | 12 | Worms for chicken | teach to roll out a roller (sausage) on a board with straight hand movements, cultivate responsiveness and kindness | develop speech, learn to name poultry correctly | four balls of brown plasticine for each child, a board, a toy chicken | Koldina, p. 11 | |
| 24.11.2014 | 13 | The hedgehog has spines (region) | learn to make a large ball of plasticine, roll it in a circular motion on a board, learn how to decorate a craft, develop fine motor skills. | Development of attention, imagination, memory | needles or juice straws, cardboard stand, board, toy hedgehog | Koldina, p. 11 | |
| 01.12.2014 | 14 | Ladybug | continue to teach how to tear off small pieces of plasticine, roll them between your palms and flatten them with your finger | enrich your vocabulary with the names of insects | Black plasticine, a ladybug template cut out of cardboard, insect models. | Yanushko page 32 | |
| 08.12.2013 | 15 | diagnostics Nose for a snowman | Demonstrate the ability to roll a ball using circular movements of the palms, roll out a thick column giving an elongated carrot shape | enrich your vocabulary with words - names of vegetables | orange plasticine, a board, natural carrots, a snowman cut out of cardboard | Koldina, p.15 | |
| 15.12.2014 | 16 | Christmas tree | continue to teach how to roll small balls in a circular motion between your palms and roll out “sausages” | develop speech, thinking, memory of children | Christmas decorations (unbreakable), pine cone, plasticine of different colors, board | Koldina, p.13 | |
| 22.12.2014 | 17 | Cucumber | continue to teach how to roll a ball out of plasticine in a circular motion between your palms, roll out a thick column, giving it an oval shape | continue to learn how to correctly name the color and shape of vegetables | green plasticine, knife (stack), board, vegetables (dummy): cucumber, potatoes, carrots | Koldina, p.14 | |
| 29.12. 2015 | 18 | Baranki | Learn to roll plasticine sausages with straight movements, roll the sausage and press the ends tightly. | Development of memory and imagination | toy squirrel, rope, board | Koldina, p. 12 | |
| 19.01.2015 | 19 | Tasty pie | learn to flatten a plasticine ball between your palms, giving it the shape of a flat cake, learn to decorate with the help of additional material | peas, buttons, beans, plank, toy cat | Koldina, p.16 | ||
| 26.01.2015 | 20 | Berry glade (region) | continue to teach how to roll a ball out of plasticine using circular movements between your palms | Red plasticine, board, dummies of berries (lingonberries, cranberries) | Yanushko p.38 | ||
| 02.02.2015 | 21 | Pies for Mashenka | continue to teach how to tear off small pieces of plasticine, roll them between your palms and flatten them with your finger on top | Development of attention and memory | yellow plasticine, silhouette of a box cut out of cardboard, board | Koldina, p.17 | |
| 02.02 2015 | 22 | Candies | continue to teach how to roll balls with circular movements of your hands, and roll out thick columns with straight movements | candy wrappers, tablet, doll | Koldina, p.18 | ||
| 09.02.2015 | 23 | Airplane | continue to teach how to roll out columns on the board with back and forth movements and connect them | enrich your vocabulary with words - names of transport, develop attention | pictures of an airplane, car and ship, board | Koldina, p.24 | |
| 16.02.2015 | 24 | Kolobok | consolidate the ability to roll a ball in a circular motion between the palms | Speech development, thinking | yellow plasticine, peas, beans, board, toys: hare, wolf, bear, fox | Koldina, p.21 | |
| 02.03.2015 | 25 | Colour pencils | continue to teach how to roll balls using circular movements of your palms, roll out columns with back and forth movements, and use your fingers to flatten one end of the column, giving it the shape of a pencil | strengthen the ability to distinguish and name colors | plasticine of red, blue, yellow and green colors, board, 4 boxes of different colors | Koldina, p.23 | |
| 16.03.2015 | 26 | Banana | learn to apply plasticine in a thin layer on a limited surface | Development of memory and attention | cardboard with an outline image of a banana, a board, natural fruits | Koldina, p.20 | |
| 23.03.2015 | 27 | Caterpillar | continue to learn how to roll small balls in a circular motion between your palms | enrich your vocabulary with the names of insects | short twigs or matches, a piece of wood | Koldina, page 26 | |
| 23.03.2015 | 28 | Flowers (region) | continue to learn how to roll balls using circular movements of your palms, press your finger on the ball and attach it to the base. | Plasticine of different colors, a board, artificial flowers. | Yanushko p.40 | ||
| 30.03.2015 | 29 | Tumbler | learn to create the image of a toy by attaching plasticine balls to each other: large on the bottom, small on top | develop perception of the shape and size of an object, imaginative thinking | toy - tumbler, 2 peas, board | Koldina, page 29 | |
| 06.04.2015 | 30 | Beads | Learn to press plasticine in a certain order to create an image, develop interest in the work | Develop fine motor skills | Plasticine of different colors, a board, beads of different shapes. | Yanushko p.48 | |
| 13.04.2015 | 31 | diagnostics Orange | Demonstrate the ability to roll balls from plasticine, develop interest in work, and develop fine motor skills. | enrich your vocabulary with the names of fruits. | Orange plasticine, board, fruit (orange, tangerine). | Yanushko p.62 | |
| 20.04.2015 | 32 | Drying | Teach how to act by demonstration, develop interest in work, and develop fine motor skills. | Yellow plasticine, toy squirrel, rope, board | Yanushko page 72 | ||
| 27.04.2015 | 33 | Cherries | Strengthen the skill of rolling plasticine balls, teach how to press parts into plasticine. | enrich your vocabulary with the names of berries | Red plasticine, dummies of berries. | Yanushko page 65 | |
| 18.05.2015 | 34 | Cookies for the cat | introduce the properties of plasticine: wrinkles, rolls, flattens, tears, cultivate responsiveness and kindness. | arouse interest in working with plasticine | strips of yellow plasticine, plastic plate, board, cat toy | Koldina, p. 7 | |
| 18.05.2015 | 35 | Bun | Learn to roll plasticine balls on a flat surface, develop interest in work, and develop fine motor skills. | Board, yellow plasticine, pies, buns (dummies). | Yanushko p.61 | ||
| 25.05.2015 | 36 | Carrot | Continue to learn how to roll sausages from plasticine, connect parts by pressing | enrich your vocabulary with the names of vegetables. | Red plasticine, board, carrot. | Yanushko p.68 | |
System for monitoring children’s achievement of the planned results of the Program
Monitoring of child development and educational process is carried out twice a year: December, April. Monitoring of the educational process is carried out through tracking the results of mastering the educational program, and monitoring of child development is carried out on the basis of an assessment of the development of the child’s integrative qualities and are formulated in accordance with Federal State Requirements (FGT). Using educational process monitoring tools, you can assess the degree of progress of a preschooler in the educational program. Diagnostics are carried out within the framework of direct educational activities, as well as individually. The form of monitoring is primarily observation of the child’s activity during various periods of stay in a preschool institution, analysis of the products of children’s activities.
Diagnostic technique
| N p/p | Criterion | Exercise |
| 1. | Rolls out the roller (“sausage”) with straight hand movements, bends it into a ring, and connects the ends. Rolls small balls in a circular motion on the board. | The child is asked to make a treat for the doll and place it on a plate: candy - in a circular motion, a bagel - by rolling out a column and connecting its ends. |
| 2. | Without difficulty, he breaks off small lumps from a large lump of plasticine and is able to flatten them in the palm of his hand. | Invite the children to make pies for Mashenka. Everyone rolls a ball out of plasticine and flattens it in the palm of their hand, giving it the shape of a pie. |
| 3. | Knows how to sculpt simple objects and use plasticine carefully. | Children are invited to choose their own plasticine for modeling. Ask: “What can you sculpt?” Offer to make sausages, balls, rings, etc. |
Assessment of the level of development: 0 points – this characteristic has not been formed, and its appearance is random (low level); 1 point – the characteristic assumes a periodic manifestation, depending on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc. (average level); 2 points – the emerging characteristic is stable and does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc. (high). The results of monitoring the educational process are entered into a table, which indicates all the results of the level of mastery of the necessary skills and abilities in educational areas.
Modeling (1st junior group). Educational field "Artistic creativity"
Group N:__________ Teachers: _____________________________________________________ Monitoring date:______________
| N p/p | child's FI | Rolls out the roller (“sausage”) with straight hand movements, bends it into a ring, and connects the ends. Rolls small balls in a circular motion on the board. | Able to sculpt simple objects and use plasticine carefully. | He knows how to break off small lumps from a large lump of plasticine, and he knows how to flatten them in the palm of his hand. | Average mark | Level indicator | |||||
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| 1st half of the year: B – M – L – | 2nd half of the year: B – C – L – |
