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Project "LEGO TALE" (for children of senior preschool age) Municipal Autonomous Preschool Educational Institution "Kindergarten No. 17 of Chelyabinsk" Completed by: teacher of the highest qualification. Ignatenko S.S.

Explanatory note Every teacher knows how difficult it is to make classes on the retelling of literary texts interesting for children. Therefore, we became interested and began to develop the Legoskazka project, which begins precisely at the design stage. The Lego Fairy Tale project is aimed at creating models of fairy tale characters and buildings for children to develop fairy tale plots with their further use in the game. It helps children to master the basis of a literary work, being an excellent tool for analyzing ready-made stories or discussing special and relevant topics, greatly expands the possibilities of visual representation of fairy tales for children and opens up the widest scope for creativity and imagination, while actively involving children in the development of language skills! Materials, tools and equipment necessary for working with children on the project”: 1. Nine literary works are selected for a year (one work per month); 2. Demonstration of Lego fairy tales using the Lego constructor is held once a month, the duration of classes is 25-35 minutes. 3. It is preceded by a preparatory stage, at which children construct the characters of a literary work, as well as select attributes, learn the text, consolidate the knowledge of the work in various activities (drawing, appliqué, modeling, reading fiction, FEMP, listening to musical works).

We used the "Legoskazka" technology in several ways: Initially, it was the literary work of a child (inventing a fairy tale), and then Lego-designing according to its plot; Inventing Lego fairy tales based on a ready-made set of heroes and buildings for the development of a fairy tale plot; Coming up with a Lego fairy tale based on a ready-made set of heroes and buildings for the development of a fairy tale plot with further additions to the building, the introduction of new heroes, and the development of new storylines. Thanks to the Legoskazka project, learning to retell is an exciting activity for older preschool children, regardless of their abilities or knowledge! The product helps not only to consolidate the basics of retelling, but also develops their communication skills. Through teamwork, children learn to interact with each other and develop social communication skills. Based on this, we see the RELEVANCE of our project in the fact that children of senior preschool age, working with the LEGO constructor, will quickly learn to retell literary texts. They develop creative thinking and imagination. The project "Legoskazka" promotes the development of fine motor skills, which in due time contributes to the development of speech in children.

Passport of the Lego Fairy Tale project Purpose: To develop children's active speech using Lego constructor. Project objectives: -development of coherent speech and the ability to retell Russian folk tales; -development of figurative, technical thinking and the ability to express one's intention; -development of the ability to creatively approach the solution of the problem; -development of the ability to design according to one's own plan, based on a technological map, a map-diagram of a model. - to consolidate the ability to use the created designs in layout games, role-playing games. Project participants: Children of senior preschool age, speech therapist, educator, parents. Type of project: Reproductive - the use of technological maps, maps, illustrations, literary works and other visual material for the implementation of the project Productive - performing exercises, creative tasks, didactic games in games, taking into account the personal characteristics of children and teachers Duration: Long-term Conditions for the implementation of the project LEGOPK designers, a projector, a music center, a camera, etc. Demonstration material on the subject of GCD. Didactic games to reinforce techniques. Presentations. Technological maps, maps - schemes of buildings. Themed coloring pages.

Educational standards: (relevance) Theatrical games with created Lego characters are very popular with children: they create conditions for the development of speech, creativity, and have a positive effect on the emotional sphere of the child. Through the heroes of a fairy tale, made with their own hands, it is easier for a child to reveal their individual characteristics. Lego helps the child to see the world in all its colors, which contributes to its comprehensive development. When building buildings according to verbal description and visual action, children learn to cope with complex phased constructions, elements and even more complex connected parts can turn into anything (a person’s house, a castle, a cave, a bridge) and turn the details into fairy-tale characters in front of the children’s eyes. Planned results for children: organization of the "Construction" center in groups, exhibitions of creative works, photo album. for adults: abstracts of GCD, technological maps, maps of buildings, attributes for classes and games Directions for the development of the child Cognitive development enrichment, consolidation of cognitive material for the project;

Speech development - learning fairy tales, poems, guessing riddles, reading and compiling stories, using speech games, conversations. Communicative and personal development of a dramatization on the subject of the project. Organization of role-playing games, discussions, conversations. on the topics of the project. Artistic and aesthetic development conducting directly educational activities on the application: "Inhabitants of the Forest", "Ryaba Hen with Family", "Spring Joys", "Inhabitants of Reservoirs". on constructive-model activity: "Ship", "Bears in the forest", "Fox", "Family". Physical development learning physical minutes, finger gymnastics on the topics of the project. Organization and holding of folk games.

Development of integrative personal qualities Speech development Shows interest in literary works: stories, fairy tales, nursery rhymes, poems, riddles. Artistic and aesthetic development Able to independently reproduce a fairy tale. Together with adults, he creates the necessary attributes for games. Physical development Knows gymnastics, finger gymnastics Social and communicative development Actively joins the GCD according to a fairy tale, both independently and at the suggestion of others (adults, children). Initiates communication and joint activities with peers and adults and actively participates in them. Cognition Shows cognitive interest in the process of communicating with adults and children, asks questions of a search nature. He has knowledge about the lego constructor, tells fairy tales with the help of the lego constructor. Identifies and analyzes the relationship between goals, objectives, process and results; carries out activity planning. Shows interest in storytelling

Project implementation stages: Content of children's activities Content of teachers' activities Interaction with parents, acquaintance with the history of Lego, creation of interest in Lego design issues, accumulation of personal experience; entry into the game situation (problem); formulating problems and tasks together with the teacher; suggesting ways to solve the problem; clarification of the tasks of the project analysis of theoretical material, creation of an information base; introducing children into a game (problem) situation; formulation of the problem, goals, tasks; definition of the project product; creation of conditions for the implementation of the project; acquaintance with the problem of the project; clarification of tasks; preparation of the conditions necessary for the implementation of the project Stage 1 Start of the project

The content of the activities of children The content of the activities of teachers Interaction with parents systematization of knowledge about Lego design, performance of creative work; production of attributes for fairy tales; organization of children's activities, coordination and control; assistance to children in the process of project implementation; assistance to children in preparing for the defense of the project; assistance in creating the necessary attributes for the project in accordance with its plan; assistance to children in the process of project implementation; assistance in creating a photo album; assistance to children in preparing for the defense of the project Stage 2 Implementation of the project:

The content of the activities of children The content of the activities of teachers Interaction with parents Assistance in the design of an exhibition of creative works; assistance in the design of a photo album based on the results of the project, the creation of a Lego center; abstracts, presentations, technological maps, attributes for classes; organization of an exhibition of creative works; creation of a photo album based on the results of the project; participation in the preparation for the exhibition of creative works; assistance in the design of a photo album based on the results of the project 3 The final stage of the project:

Applications to the project: 1. Complex-thematic planning of the project. 2. Summaries of directly educational and joint activities with children. 3. Creation of a developing environment. 4. Technological cards. 5. Presentations on the topics of the project. 6. Consultations for teachers, introduction of modern forms of work with parents

Project planning Month Class titles Program content Interaction with parents September Fairy tale with "LEGO" - "Turnip" Introduce the method of creating a fairy tale by a designer. To create conditions for children to get acquainted with the LEGO constructor, its contents and openings for working with it. Develop imagination and creative thinking. Development of attention, speed of mental operations. Exercise children in the classification of vegetables (according to the principle: what is edible for them - the root or the fruit on the stem). Raise the desire to work with the designer. offer to make a model of the "Russian hut". October fairy tale with "LEGO" - "Bubble, straw and bast shoes" Introduce the method of creating a fairy tale by a designer. To develop the speech of children, the ability to expressively convey the dialogues of characters. Develop imagination in children. Raise interest in fairy tales and in the designer "LEGO". Activation of the verbal vocabulary of children, development of imagination, memory, dexterity. read the fairy tale "Bubble, straw and bast shoes" to the children. Talk to children about Russian traditions.

Month Lesson Titles Program Content Interaction with Parents November Lego Story - Train Continue to introduce children to the process of creating buildings and characters using the constructor. Develop imagination, creative thinking, speech (expressively convey characters' remarks). Cultivate the desire to play together, not to quarrel. Bring drawings on the theme "Winter Fun" to organize an exhibition December a fairy tale with "LEGO" - Hen Learn to display the external difference of characters in buildings. To develop the speech of children, the ability to select adjectives (signs) for objects. Activation of the verbal vocabulary of children, consolidation of knowledge about animals, development of imagination, dexterity. Cultivate love for animals and interest in actions with the LEGO constructor. Make a model of a bird's yard for playing around with a fairy tale.

Month Names of classes Program content Interaction with parents January story with "LEGO" - Helpers Introduce the methods of creating a room - a group using the "Lego" constructor. To develop the ability to compose a story from personal experience with the help of a teacher, using simple sentences in speech. Consolidation in the representation and dictionary of the child of opposite signs of objects or words-antonyms. Raise the desire to help another child and adult. Bring plot pictures of how children help their parents February fairy tale with "LEGO" - Fox and Cancer To consolidate the techniques for creating a fairy tale with a constructor. Develop imagination and creative thinking. Develop connected speech. Cultivate an interest in the natural world. Make a model of the forest

Month Names of classes Program content Interaction with parents March Fairy tale with "LEGO" - Boat Introduce the methods of creating a ship using the "Lego" constructor. Develop children's speech, imagination and creative thinking. Develop the ability to work well in a team. Make a model of the ship. April is a fairy tale with "LEGO" - Three Bears. Introduce the method of creating a fairy tale by a designer. Develop children's speech, imagination and creative thinking. Develop the ability to work well in a team. Bring drawings on the theme "Animals of our forests" May Fairy tale with "LEGO" - Chicken and his new friends Introduce the method of creating a fairy tale with a designer. Develop children's speech, imagination and creative thinking. Cultivate love for animals and interest in actions with the LEGO constructor. Bring drawings to organize the exhibition "My Best Friends"

The use of LEGO constructors in the organization of the educational process makes it possible to introduce children to creativity, which makes it possible for children to show initiative and independence, the ability to set goals and cognitive actions, which is a priority in the light of the introduction of the Federal State Educational Standard and fully corresponds to the tasks of developmental education. Promotes the development of attention, memory, thinking, imagination, communication skills, the ability to communicate with peers, enrichment of vocabulary, the formation of coherent speech.

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Lego and us project.

Type of project according to the target setting - information - practice - oriented

Project type by duration - long

Implementation period - December 2016

Project type by the number of participants - group

Participants - educators, children, parents.

Relevance:

The relevance of the introduction of LEGO design in the educational process of preschool education is due to the requirements of the Federal State Educational Standard for the formation of a subject-spatial developing environment, the demand for the development of a broad outlook of a preschooler and the formation of prerequisites for universal educational activities. LEGO design in the Federal State Educational Standard is defined as an activity that contributes to the development of research and creative activity of children, the ability to observe and experiment.

The use of LEGO constructors in the organization of the educational process makes it possible to introduce children to creativity, which makes it possible for children to show initiative and independence, the ability to set goals and cognitive actions, which is a priority in the light of the introduction of the Federal State Educational Standard and fully corresponds to the tasks of developmental education. Promotes the development of attention, memory, thinking, imagination, communication skills, the ability to communicate with peers, enrichment of vocabulary, the formation of coherent speech.

Educational areas in kindergarten do not exist in a "pure form". Their integration always takes place, and with the use of LEGO construction, it is easy to integrate cognitive development, which includes technical design with artistic and aesthetic development, and creative design with social and communicative development and with other educational areas.

Project idea : to make the LEGO-construction process guided, to expand the content of the design activity of preschoolers, through the introduction of new generation constructors, and to involve parents in joint technical creativity formed the basis of our Lego project.

Objective of the project : the introduction of LEGO design in the educational process of preschool educational institutions.

Tasks:

1. To form primary ideas about design, its significance in human life;

3. Develop productive (design) activities: ensure that children master the basic assembly techniques;

2. To involve in scientific and technical creativity: to develop the ability to formulate a technical problem, to collect and study the necessary information, to find a specific solution to the problem and materially implement your creative idea;

4. To cultivate a value attitude towards one's own work, the work of other people and its results;

5. To form cooperation skills: work in a team, in a team, in a small group (in pairs).

6. Ensure purposeful use of LEGO constructs in the educational process of the kindergarten:

7. Raise the educational level of teachers by teaching LEGO technology.

8. To increase the interest of parents in LEGO construction through the organization of active forms of work with parents and children.

Planned results of the project implementation:

1) the child actively interacts with peers and adults, participates in joint design, technical creativity, has the skills to work with various sources of information;

2) the child is able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;

3) the child has a developed imagination, which is realized in various types of research and creative and technical activities, in building play and design;

4) the child knows different forms and types of creative and technical games, is familiar with the main components of the LEGO constructor; is able to identify, distinguish and name the details of the designer

5) the child is able to design according to the conditions set by adults, according to a model, according to a drawing, according to a given scheme, and independently build a scheme. Be able to work according to the given instructions

6) the child speaks well enough, is able to explain a technical solution, can use speech to express his thoughts, feelings and desires, build a speech statement in a situation of creative, technical and research activities;

The main forms of work with children:

1. Pattern design - offering children samples of buildings made from parts of building material and designers.

2. Construction according to conditions - without giving children a model of construction, drawings and methods of construction, determine only the conditions that the building must comply with and which emphasize practical purpose.

The main methods and techniques of educational activities:

Construction, creative research, presentation of their models, competitions between groups;

Verbal (conversation, story, briefing, explanation);

Visual (showing, working according to instructions);

Practical (assembly of models);

Reproductive method (perception and assimilation of ready-made information);

Partial search (performance of variable tasks);

Research method;

The method of stimulating and motivating activities (game emotional situations, praise, encouragement.

Project implementation model:

Presentations, poems, coloring pages

A selection of fiction on Lego construction

Summaries of classes, conversations, leisure and entertainment;

Scheme cycle.

Resource support of the project:

1. Lego is a corner.

2. Visual material:

Scheme;

Presentations;

Posters, illustrations, plot pictures, coloring books.

INTERACTION WITH PARENTS ON THE PROJECT:

1. Folders-sliders "All about Lego"

2. Conversations with parents "LEGO construction through the organization of active forms of work with children"

3. Consultations for parents "The value of LEGO - construction in the development of children in preschool";

4. Memo for parents "Play Lego at home"

5. Photo exhibition "We play LEGO"

Stages of work on the project

I stage. Preparatory

1. Choice of topic, its relevance;

2. Drawing up a work plan for the project;

3. Creation of conditions for the implementation of the Lego and Us project;

4. Accumulation of information and materials on the topic of the project:

Selection of fiction on the topic of the project;

Preparation of visual illustrative material (diagrams);

Audio recordings;

5. Development of abstracts, conversations, cognitive and creative activities;

6. Launching the project (watching cartoons with stories about the creation of the LEGO constructor, conversations, reading fiction)

II stage. Basic

III stage. Final.

Analysis of the effectiveness of work on the project "Lego and Us"

Lego building work enables preschoolers to enter a world of social experience. Children develop a single and holistic view of the objective and social world.

Construction is closely related to the sensory and intellectual development of the child: visual acuity is improved, the perception of color, shape, size is improved, thought processes (analysis, synthesis, classification) are successfully developing.

The child acquires the skills of a work culture: he begins to keep order in the workplace, distribute time and effort in the manufacture of models (each lesson has its own theme) and, therefore, plan activities.

The LEGO constructor is used both in the joint activities of an adult and children, and in the independent activities of children, not only within the framework of the GCD, but also during leisure activities, holidays, in project activities;

The basis of the educational process using LEGO technology is the game - the leading type of children's activity.

Thus, the use of game techniques with the help of LEGO brings variety to the process of learning and development, makes it brighter, more dynamic, develops constructive creativity, imagination and, of course, fine motor skills.

The implementation of the project is significant for the development of the education system, as it contributes to:

* Ensuring work within the framework of the Federal State Educational Standard;

* Formation of the image of a children's educational institution;

*Satisfaction of parents in the educational services of preschool educational institutions;

*Improve the professional level of teachers.

List of used literature:

1) Brofman V - Papa Carlo School of Architecture: a book for children and adults. - M .: "LINKA - PRESS", 2001. -144 p.: illustration.

2) Davidchuk, A.N. Development of constructive creativity in preschoolers / A.N. Davidchuk. – Ed. 2nd, add. M., "Enlightenment", 1976.

3) Komarova, L. G. Building from LEGO (modeling of logical relations and objects of the real world by means of the LEGO constructor) / L. G. Komarova. - M.: "LINKA - PRESS", 2001. - 88 p.: ill.

4) Kutsakova, L.V. Design and artistic work in kindergarten: Program and notes of classes / L. V. Kutsakova. - M.: TC Sphere, 2009. - 240 p.

5) Luss T.S. “Formation of skills of constructive-playing activity in children with the help of LEGO: A guide for teachers-defectologists. - M.: Humanit. Ed. Center VLADOS, 2003. -104 p.: ill. - (Correctional pedagogy).

6) Feshina E.V. "Lego construction in kindergarten": A guide for teachers. -M.: ed. Sphere, 2011.

Natalia Ivanova

Relevance of Lego-constructors:

1. are an excellent tool for the intellectual development of preschoolers, ensuring the integration of educational areas (Speech, Cognitive and Social and Communication Development);

2. allow the teacher to combine education, upbringing and development of preschoolers in the game mode (learn and learn in the game);

3. form cognitive activity, contribute to the education of a socially active personality, form communication and co-creation skills;

4. combine play with research and experimentation, give the child the opportunity to experiment and create their own world where there are no boundaries.

Today, LEGO constructors are actively used by pupils in various kindergartens in their play activities.

Project idea: to make LEGO-construction a guided process, to expand the content of the design activity of preschoolers, through the introduction of new generation constructors, and to involve parents in joint technical creativity formed the basis of our Lego project.

Objective of the project: the introduction of LEGO design in the educational process of preschool educational institutions.

Project objectives: 1) ensure the purposeful use of LEGO constructs in the educational process of the kindergarten:

2) Organize purposeful work on the use of LEGO-constructors in the preschool educational institution for design, starting from the MIDDLE GROUP

3) Raise the educational level of teachers by teaching LEGO technology.

4) To increase the interest of parents in LEGO construction through the organization of active forms of work with parents and children.

5) the child actively interacts with peers and adults, participates in joint design, technical creativity, has the skills to work with various sources of information;

6) the child is able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;

7) the child has a developed imagination, which is realized in various types of research and creative and technical activities, in building play and design;

8) the child knows different forms and types of creative and technical games, is familiar with the main components of the LEGO constructor and FUN S BOT;

9) the child speaks well enough, is able to explain a technical solution, can use speech to express his thoughts, feelings and desires, build a speech statement in a situation of creative, technical and research activities;

The main forms and methods of educational activities:

Construction, creative research, presentation of their models, competitions between groups;

Verbal (conversation, story, briefing, explanation);

Visual (showing, working according to instructions);

Practical (assembly of models);

Reproductive method (perception and assimilation of ready-made information);

Partial search (performance of variable tasks);

Research method;

The method of stimulating and motivating activities (game emotional situations, praise, encouragement.

Conclusion: the introduction of LEGO - construction in the educational process of the kindergarten, will create favorable conditions for introducing preschoolers to technical creativity and the formation of initial technical skills

LEGO-construction begins at the age of three: children of the second younger groups are offered the LEGO DUPLO constructor. Children get acquainted with the main details of the LEGO DUPLO constructor, the ways of fastening bricks, the ability to correlate the results of their own actions in constructing an object with the model is formed.

In the middle group (from 4 to 5 years old), children consolidate their skills in working with the LEGO constructor. At this age, preschoolers learn not only to work according to the plan, but also independently determine the stages of future construction, learn to analyze it. A form of work is added - this is design by design. Children freely experiment with building materials.

In the older group (from 5 to 6 years old), constructive creativity is rich in content and technical diversity, preschoolers are able not only to select details, but also to create designs according to a model, scheme, drawing and their own design.

In the preparatory group (from 6 to 7 years old), the formation of the ability to plan your building with the help of a LEGO constructor becomes a priority. Particular attention is paid to the development of children's creative imagination: children design according to their imagination according to the proposed topic and conditions. Thus, buildings become more diverse and dynamic.

Construction- one of the favorite types of children's activities. A distinctive feature of such activity is independence and creativity. As a rule, the construction ends with a play activity. Created by LEGO-buildings, children use in role-playing games, in theater games, use LEGO-elements in didactic games and exercises, in preparation for learning to read and write, getting to know the world around them. So, sequentially, step by step, in the form of a variety of game, integrated, thematic activities, children develop their design skills, children develop the ability to use diagrams, instructions, drawings, develop logical thinking, communication skills.

The implementation of the project is significant for the development of the education system, as it contributes to:

Ensuring work within the framework of the Federal State Educational Standard;

Formation of the image of a children's educational institution;

Satisfaction of parents in the educational services of preschool educational institutions;

Raising the professional level of teachers;

Participation of teachers in competitions of various levels;

Participation of pupils of the preschool educational institution in the festivals of robotics.

Related publications:

"Lego-construction" in the middle group. In our kindergarten there was a competition on the topic "Lego-construction", in all age groups.

lego project If a child has not learned to create in childhood, then in life he will only imitate and copy ”L. N. Tolstoy. Project type by target.

Lego project based on the tale of P. Bazhov "About the Great Snake" Elena Duppor Relevance: Wonderful nature of the Urals, forest mountains, blue lakes, fast rivers. To instill a desire to know the world and nature.

Lego organized educational activities - designing in the second junior group "House" Organized educational activity LEGO - designing in the second junior group Topic: "House" Purpose: communicative formation.

Construction work report “It's easier to be able to do everything with Lego! It's easier to get smart with Lego! (for parents) Construction is the most interesting and exciting activity, it is closely connected with the sensory and intellectual development of the child.

Project type: long term

Project participants: children of the preparatory group, parents, educators

Project relevance This project is relevant in that it reveals the world of technology for the older preschooler. More than any other activity, LEGO building sets the stage for children's technical development.

Objective of the project:

Ø create favorable conditions for the development of primary design skills in older preschoolers based on LEGO-construction.

Tasks:

Ø A number of educational, developmental and educational tasks are set in the LEGO design classes:

to develop preschoolers' interest in modeling and design, to stimulate children's technical creativity;

Teaching design according to a model, drawing, a given scheme, according to a plan;

· to form the prerequisites for educational activities: the ability and desire to work, perform tasks in accordance with the instructions and the goal, bring the work started to the end, plan future work;

Improve the communication skills of children when working in pairs, teams

develop fine motor skills of the hands, stimulating general speech development and mental abilities in the future.

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Municipal budgetary preschool educational institution kindergarten No. 3 Erudite "

Project for

In the preparatory school group for children 6-7 years old

"SUPER AMUSEMENT PARK"

Developed by the educator 1 qual. categories

Seksenova Alla Mukhitovna

Surgut 2016.

Type of project : long-term

Project participants:children of the preparatory group, parents, educators

Project relevanceThis project is relevant in that it reveals the world of technology for the older preschooler. More than any other activity, LEGO building sets the stage for children's technical development.

Objective of the project:

• create favorable conditions for the development of primary design skills in older preschoolers based on LEGO-construction.

Tasks:

• a number of educational, developmental and educational tasks are set in LEGO-designing classes:

• develop preschoolers' interest in modeling and design, stimulate children's technical creativity;
• to teach designing according to a model, a drawing, a given scheme, according to a plan;
• to form the prerequisites for educational activities: the ability and desire to work, perform tasks in accordance with the instructions and the goal, bring the work started to the end, plan future work;
• improve the communication skills of children when working in pairs, teams
• develop fine motor skills of the hands, stimulating general speech development and mental abilities in the future.

Preparatory stage:

• To form a steady interest in constructive activities, the desire to create, invent

1. Explore the variety of types of amusement parks, recreation areas.
2. Analyze the types and purpose of attractions that are usually found in parks (children's, family, extreme attractions)
3. To study the schemes for building models of attractions.

Practical stage:Cognitive and creative

1. Designing models selection of designer parts

2. Model building

3. Discussion of the movement of the model

The final stage:

• combining models into a single idea, creating a plot, playing with buildings, exhibition of works

• Develop design skills and abilities, the ability to analyze an object, highlight its characteristic features, main parts, establish a connection between their purpose and structure.
• To improve the communication skills of children when working in pairs, teams, distribution of responsibilities.
• To form the prerequisites for educational activities: the ability and desire to work, perform tasks in accordance with the instructions and the goal, bring the work started to the end, plan future work.

Project Implementation Plan

Project organization

1. Research (watching videos and information on the Internet, own knowledge): we analyzed the types and purpose of attractions that are usually found in parks (children's, family, extreme attractions) and chose 3 attractions, the models of which we will build from the constructorLego building fischertechnik(The Ferris wheel is a family attraction, "Jumping" is an extreme attraction, "Sun" is a children's carousel).

2. Practical stage:designing models of attractions (studying the instructions from the kitLego construction fischertechnik, selection of parts of the designer, building a model, discussing the movement of the model and programming it).

3. Demo stage: Testing a working amusement park model and demonstrating the model.

Conclusion: The work on the project proved that the use of the design skills that children have acquired in the legoconstruction classes not only contribute to the creation of an amusement park model, but can also be useful to us in our future adult life.

Planned results of project development

• There will be an interest in the independent manufacture of buildings, the ability to apply the acquired knowledge in the design and assembly of structures, cognitive activity, imagination, fantasy and creative initiative.
• Design skills and abilities will be formed, the ability to analyze an object, highlight its characteristic features, main parts, establish a connection between their purpose and structure.
• The communication skills of children are improved when working in a pair, team, distribution of duties.
• The prerequisites for learning activities will be formed: the ability and desire to work, perform tasks in accordance with the instructions and the goal, bring the work started to the end, plan future work.

Children will be introduced to:

• about the details of the LEGO constructor and how to connect them;
• about the stability of models depending on its shape and weight distribution;
• on the dependence of the strength of the structure on the method of connecting its individual elements;
• about the relationship between the form of a structure and its functions.

Description of educational activities

Throughout the creation of the project, children build not only on the basis of showing the method of attaching parts, but also on the basis of an independent analysis of the finished sample, which allows students to show independence in solving creative problems. Graphic models are used for work.

When creating structures, children first analyze a sample or a construction scheme, find the main parts in the building, name and show the details from which these parts of the object are built, then determine the order of construction actions. Each child participating in the work on the proposed task expresses his attitude to the work done, talks about the progress of the task, about the purpose of the structure.

After completing each individual stage of work, we check with the children the correct connection of the parts, compare with a sample or diagram.

Depending on the topic, goals and objectives of a particular lesson, the proposed tasks can be performed individually or in pairs. The combination of various forms of work contributes to the acquisition of social knowledge by children about interpersonal interaction in a group, in a team, there is training, the exchange of knowledge, skills and abilities.

Ways to determine the effectiveness of classes

are evaluated based on how well the child has successfully mastered the practical material that was supposed to be mastered. In this regard, twice a year, diagnostics of the level of development of constructive abilities are carried out.

Diagnostics of the level of knowledge and skills in LEGO design

in children 6-7 years old.