A creative workshop is one of the modern forms of working with children in preschool educational institutions.

Project "Creative Workshop"

PROJECT PASSPORT

"CREATIVE WORKSHOP"

(for children of senior preschool age 5-6 years)

Project problem.

Today, in preschool, the problem of organizing children's activities in understanding the world around them - research and experimentation - has not been sufficiently developed. This activity equally influences the development of the child’s personality as well as gaming. Ideally, the presence of these two truly children's activities is a favorable condition for the comprehensive development of preschoolers.

The child is presented with ready-made truths, ready-made conclusions and generalizations. Instead of creating the conditions to examine, experiment, create, get some result yourself. The child is forced to receive ready-made information about how other people learned about the world and what they once learned about the object being studied. Such passive perception of information about the world around us does not make it possible for children to develop high cognitive activity. This can lead to the fact that it will be difficult for children to independently acquire knowledge and study.

Relevance of the project.

Experimentation gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. By experimenting, the child hears, sees and does everything himself, so new knowledge is acquired firmly and for a long time. A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand.” The more varied and intensively a child experiments, the more new information he receives, the faster and more fully he develops. At the same time, the child’s memory is enriched, his attention, thinking, and imagination are activated. The need to talk about what you saw develops speech. It is impossible not to note the positive impact of experiments on the emotional sphere of the child, on the development of creative abilities, on the formation of work skills and the promotion of health. You can study plants, animals, humans, and inanimate objects. In most cases, this does not require any special equipment.

The child’s need for new impressions underlies the emergence and development of inexhaustible orienting (search) activity aimed at understanding the world around him. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops.

Organization of project activities with preschoolers, through cultural practices, one of the types of which is the cognitive and research activity of children, with the help of which they learn about the world around them. Observing demonstrations of experiments and practicing their reproduction allows children to become discoverers and explorers of the world that surrounds them. Preschoolers are characterized by an orientation towards understanding the world around them and experimenting with objects and phenomena of reality. Experiments carried out independently by children contribute to the creation of a model of the phenomenon being studied and the generalization of the results obtained effectively. They create conditions for the opportunity to draw independent conclusions about the value significance of physical phenomena for a person and himself.

Objective of the project.

Organization of cultural practices for older preschoolers stimulating

manifestation of curiosity, willingness to experiment, and the ability to combine knowledge obtained from different sources.

Project objectives:

- expand children’s ideas about the world around them through acquaintance with

basic knowledge from various fields of science;

- develop the ability to observe, analyze, compare, identify characteristic, essential features of objects and phenomena, and generalize them based on these features;

— to form ways of cognition in preschoolers through sensory analysis;

— involve parents in children’s experimental research activities;

- develop an emotional and value-based attitude towards the nature of the native land.

Project type:

cognitive-research.

Project type:

group.

Project participants:

older children, teachers, parents.
Implementation timeframe:
short-term (one week).

Predicted result.

Organizing the cultural practices of older preschoolers in experimental activities will arouse children’s interest in exploring nature and the surrounding world, develop mental operations (analysis, synthesis, classification, generalization, etc.), stimulate the child’s cognitive activity and curiosity, activate the perception of educational material on familiarization with natural phenomena, with the basics of mathematical knowledge, with the ethical rules of life in society.

Children will develop observation and inquisitiveness of mind, a desire to understand the world, and the ability to use non-standard solutions in difficult situations;

In children's speech, their vocabulary will be enriched with various terms, and the ability to construct their answers to questions grammatically correctly will be consolidated. Children’s ability to ask questions, follow the logic of their statements, and construct evidence-based speech is improved;

The interaction of children with peers and adult project participants will stimulate the emergence of initiative, independence, the ability to cooperate with others, the need to defend their point of view, coordinate it with others, etc.

Material and technical resources required to complete the project:

- assistant instruments: magnifying glass, cup scales, hourglass, various magnets, binoculars;

- transparent and opaque vessels of different configurations and different volumes: plastic bottles, glasses, ladles, buckets, funnels;

- natural materials: pebbles of different colors and shapes, minerals, clay, earth of different compositions, coal, coarse and fine sand, bird feathers, shells, cones, nut shells, pieces of tree bark, leaves, twigs, fluff, moss, fruit seeds and vegetables;

- waste material: pieces of leather, foam rubber, fur, scraps of fabric, corks, wire, wooden, plastic, metal objects, molds - inserts from sets of chocolates;

— technical materials: nuts, screws, bolts, nails;

- different types of paper: regular landscape and notebook paper, tracing paper, sandpaper;

— dyes: watercolors;

— medical materials: pipettes, flasks, test tubes, spatulas. Wooden stick, cotton wool, beakers, funnels, syringes (plastic without needles), gauze, measuring spoons;

- other materials: mirrors, balloons, wooden toothpicks, vegetable oil, flour, salt, colored and transparent glass, molds, trays, stacks, rulers, sieve, basin, matches, threads. Buttons of different sizes, needles, pins, cocktail straws;

— gaming equipment: magnetic games “Fishing”. Clown, water mill, sand and water play bath;

— containers for storing bulk and small items;

- oilcloth aprons, towels.

Main section of the program:

social and communicative development

Organization of activities within the project.

Preparatory stage:

— formulation of the problem and goals of the project;

— study and analyze methodological literature on the topic of the project;

— planning children's experimental activities within the framework of the project;

— selection of basic equipment and material to equip the experimental activity center;

— selection of pictures and illustrations, diagrams;

— selection of presentations for viewing;

— introducing children and parents to the goals of the project and involving them in active participation in it.

Main stage:

- Conducting conversations with children about various properties of materials and natural phenomena;

— conducting experiments, didactic games, outdoor games;

- reading fiction, listening to entertaining stories;

— viewing presentations, cartoons;

— drawing up experimental schemes;

— drawing pictures on the topic of the project;

— consultation with parents on the topic: “The role of the family in the development of children’s research activities.

The final stage:

- holding an evening of entertainment - questions and answers: “Journey to a magical land.”

Project technological map

Social and communicative development

Cognitive development

Speech development

Artistic and aesthetic development

Physical development.

Interaction with parents of students.

Distribution of activities by activity centers:

• "Lukomorye" - center for speech development:

  place a selection of books, illustrations depicting various signs of the winter months (blizzards, blizzards, icicles), coloring books, stencils.

• “Researchers” is a center for educational and research activities:

  place a variety of materials for educational and research activities: experiments with bulbs, flashlights for conducting experiments with the formation of shadows, didactic games, visual material.

• “Workshop” is
  the center of constructive activity :
  place a variety of constructors and diagrams.
• “Aibolit” is the center of a role-playing game:

  place a variety of attributes for role-playing games.

• “The Magic Palette” is a center for artistic and aesthetic development:

  place albums, colored paper, paints, brushes, pencils, glue, plasticine for children’s artistic and productive activities.

• “Golden Key” is a center for musical theater activities:

  place costumes and attributes for theatrical activities.

• “I, I know myself” is the center of socio-communicative development

  place emotion games, a box of surprises, a screen and a chair for privacy.

• “Be always healthy!”

  –
  center and physical development:
  place gaming materials and attributes, a variety of sports equipment that promote children’s motor activity.

Project implementation results (result)

During the project, children participated in research activities with interest; became acquainted with the properties of different types of objects through experiments; learned to draw conclusions, solve problematic problems, and make generalizations.

Children began to more actively show initiative, independence, and the ability to cooperate with others. We felt the need to defend our point of view and coordinate it with others.

Children's speech was enriched with various terms, their ability to ask grammatically correct questions and construct their answers, follow the logic of their statements, and construct demonstrative speech was improved.

During the project, parents were consulted and involved in joint experimental activities with children.

The result of the project was entertainment - an evening of questions and answers: “Journey to a magical land”

List of literature

(or links) to copyright, educational and methodological developments, programs, recommendations, manuals that ensure the implementation of the project, Internet resources:

1. Dybina O.V. The unknown is nearby (entertaining experiences and experiments for preschoolers). Moscow 2001

2. Kondratyeva N.N. "WE" Children's environmental education program. St. Petersburg 2000

3. Voronkevich O.A. Welcome to ecology St. Petersburg. 2003

4. Balatsenko L., Work with parents on environmental education of children // Child in kindergarten. 2002.

5. I.E. Kharchenko “Invigorating gymnastics for preschoolers” Childhood - Press, 2010. P.96

6. Arushanova, A. G. Speech and verbal communication of children 3-7 years old [Text]. M.: Mozaika-Sintez, 2008. 128 p.

7. Internet resources. https://nsportal.ru/detskiy-sad/raznoe/2015/02/01/kruzhok-tvorcheskaya-masterskaya

8. https://lesson-notes.rf/detsad/raznoe

9. https://www.pedkabinet.ru/blog/

10. https://nsportal.ru/detskiy-sad/okruzhayushchiy-mir/2013/01/07/kartoteka-opytov-i-eksperimentov-dlya-detey-doshkolnogo

11. https://ext.spb.ru/faq/2448-2013-03-02-20-53-23.html

12. https://www.maam.ru/detskijsad/opyty-i-yeksperimenty-dlja-starshego-doshkolnogo-vozrasta.html

Application to the project:

1. Consultation for parents: “The role of the family in the development of the child’s research activity”

2. Description of the experiments: “Transparent water”, “Why does everything sound?”

3. Logical tasks.

Annex 1.

Consultation for parents: “The role of the family in the development of the child’s search and research activity»

It is known that not a single educational or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and teachers. And parents must realize that they are raising their children by their own example.

Every minute of communication with a child enriches him and shapes his personality.

In individual conversations and consultations through various types of visual propaganda, we convince parents of the need for daily attention to their children's joys and sorrows. How right are those who build their communication with the child as an “equal”, support the cognitive interest of children, their desire to learn new things, independently figure out the incomprehensible, the desire to delve into the essence of objects, phenomena, reality.

So that parents follow the wise advice of V.A. Sukhomlinsky: “Know how to open one thing to the child in the world around him, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow.

Always leave something unsaid so that the child will want to return again and again to what he has learned.”

Here are some tips for parents on developing children’s research activity:

What not to do and what to do?

To maintain children's interest in cognitive experimentation.

You should not brush aside your child’s wishes, even if they seem impulsive to you. Indeed, these desires may be based on such an important quality as curiosity.

Encourage curiosity, which generates the need for new experiences: it generates the need for exploration.

You cannot refuse to participate in joint activities with your child, games, etc. – a child cannot develop in an environment where adults are indifferent to him.

Provide the child with the opportunity to act with different objects and materials, encourage experimentation with them, forming in children a motive associated with the internal desires to learn new things, because it is interesting and pleasant, to help him in this with your participation.

Momentary prohibitions without explanation hinder the child’s activity and independence.

If you have a need to prohibit something, be sure to explain why you are prohibiting it and help determine what is possible or how it is possible.

Do not endlessly point out the mistakes and shortcomings of the child’s activities. Awareness of one's failure leads to the loss of all interest in this type of activity.

From early childhood, encourage your child to complete the work he has started, emotionally evaluate his volitional efforts and activity. Your positive assessment is most important to him.

The impulsive behavior of a preschooler in combination with cognitive activity, as well as his inability to foresee the consequences of his actions, often leads to actions that we. Adults, we consider it a violation of rules and requirements. Is it so?

If the act is accompanied by the child’s positive emotions, initiative and ingenuity, and the goal is not to harm anyone, then this is not an offense, but a prank.

Showing interest in the child’s activities, talk with him about his intentions, goals (this will teach him goal setting), how to achieve the desired result (this will help him understand the process of activity). Ask about the results of the activity, how the child achieved them (he acquires the ability to formulate conclusions, reasoning and arguing.

“The best discovery is the one that a child makes himself!” (Ralph W. Emerson.)

Appendix 2.

Description of experiments.

1). "Why does everything sound"

Task:

lead children to understand the causes of sound: vibration of an object.

Material:

tambourine, glass beaker, newspaper, wooden ruler, metallophone.

Move:

Game “What does it sound like?” - the teacher invites the children to close their eyes, and he makes sounds using objects known to them. Children guess what it sounds like. Why do we hear these sounds? What is sound? Children are asked to imitate in their voice how a mosquito rings (z-z-z-z). How a fly buzzes (w-w-w). How does a bumblebee buzz? (oooh) Then each child is asked to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When she stops, the sound also disappears. Does a wooden ruler have a voice? Children are asked to make a sound using a ruler. We press one end to the table, and clap the free end with our palm. What happens to the ruler? (Trembles, hesitates). How to stop the sound? (Stop the ruler from oscillating). We extract sound from a glass glass using a stick and stop. When does sound arise? The sound occurs when air moves back and forth very quickly. This is called oscillation. Why does everything sound? What other objects can you name that will sound?

2). "Clear water"

Task:

identify the properties of water (transparent, odorless, pours, has weight).

Materials:

two opaque jars (one filled with water), a glass jar with a wide neck, spoons, a bowl of water, a tray, object pictures.

Progress:

Droplet came to visit. Who is Droplet? What does she like to play with? On the table, two opaque jars are closed with lids, one of them is filled with water. Children are asked to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is heavier? Why is it heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess that it was water? What color is it? What does the water smell like? An adult invites the children to fill a glass jar with water. To do this, they are offered a variety of containers to choose from. What is more convenient to pour? How to prevent water from spilling on the table? What are we doing? (Pour, pour water.) What does the water do? (Pours) Let's listen to how it pours. What sound do we hear? When the jar is filled with water, children are invited to play the game “Recognize and Name” (looking at pictures through the jar). What did you see? Why is the picture so clear? What kind of water? (Transparent) What have we learned about water?

3). Game “Why is a butterfly like a flower?”

If a child asks such a question, you can give him a ready answer - tell him that this is how the butterfly is trying to deceive its enemies, to hide from them. Or you can convince him of this in a different way by playing. An adult will play with a child and only then ask: why does he think a butterfly looks like a flower?

For the game you need: thin cardboard, the plane of which is divided into 2 parts - one white, the other floral, like a flower meadow; butterfly on a magnet; magnet.

The butterfly is placed on cardboard and moves along the surface using magnets. A butterfly “flies” to a white field - and is visible to the whole world, it ends up on a colored plane - and immediately becomes invisible to the eye: it is not immediately detectable.

Appendix 3.

Logic problems.

1. Purpose:

identifying children's knowledge about the properties of materials and objects

- Why can't we see air? (transparent, colorless, odorless)

- Why is the spoon visible in a glass of water, but not in a glass of milk? (water is clear)

— Why, when we pour salt or sugar into a glass of water, the water remains clear, but when we add honey or clay, the water becomes cloudy? (water is a solvent, but not all substances dissolve in water).

Why do puddles dry quickly after rain when it’s hot, but when it’s cool it takes a long time? (water evaporates when heated)

— When the water boils in the kettle, what do you see above it? (steam).

— Why can you take water with your hands in winter and it won’t spill out? (it's cold in winter, the water turns into ice and snow)

— Why do bubbles appear when you lower a piece of soil into water? (there is air in the soil, because worms, moles, and beetles live there, and they breathe)

— What will happen to the soil if you water it with dirty water (the bud will become dirty, but for the life of animals and plants the soil needs to be clean)

— Why do we use a magnet when we mix wooden objects and nails to separate them? (magnet attracts everything iron).

2. Purpose:

identifying children’s knowledge about the properties of materials; natural phenomena; seasonal changes in nature.

(based on works of children's fiction).

Glass

During the day, during a walk in kindergarten, children splashed through puddles. And in the evening, when we returned home, the puddles were covered with glass. It broke into small pieces with a crash as soon as you stepped on it with your foot.

I want to know, ask you: What kind of glass is this? Why did the puddles become covered with it in the evening? Why did it break with a crash?

Beads

At the dacha, the children got up early. And they immediately ran to the garden, where flowers and tall grass grew. They noticed large and transparent beads of water on each flower. They sparkled and shimmered in the sun. What's happened? - the children were surprised. Do you know what this is? At what time of day are they on the grass and flowers and why?

Ships

I came to the pond. How many colorful boats are on the pond today: yellow, red, orange!

The wind drove them here. Such a boat will descend and immediately float away. Many more of them will arrive today, tomorrow, the day after tomorrow. And then there will be no boats and the pond will freeze. What kind of boats?

What time of year do they occur? Why?

White flies.

In the morning Lenochka went to kindergarten. White flies swirled in the air. “How beautiful,” Lenochka thought, “I need to show them to the guys.” She held out the mitten. The flies smoothly and obediently settled on her. Helen carefully (cautiously) brought them into the kindergarten and called the children to look. But when the guys approached, droplets of water glistened on their mittens. What kind of flies were these? What happened to them in kindergarten and why? At what time of year do white flies fly?

A creative workshop is one of the modern forms of working with children in preschool educational institutions.

A creative workshop is one of the modern forms of working with children in preschool educational institutions.

Dear colleagues, today I would like to introduce you to one of the modern forms of joint activity between a teacher and children - a creative workshop.

Creativity in the broad sense of the word is an activity aimed at obtaining something new, unique

Creative workshop

- one of the forms of educational activity that allows children to show their initiative, as it provides an opportunity to satisfy their desires and needs in creativity.

The purpose of the work

in a creative workshop, the goal is to preserve the child’s creativity; providing assistance in realizing its capabilities; promoting the development of independence and creative personality; development of cognitive interest of preschool children in the objective world.

The very concept of “workshop” came to pedagogy from the sphere of creativity, initially implying a place where something new is created, which did not exist until today.

The workshop is a conventionally designated group space with tables arranged into one common table so that the children and the teacher can sit together.

A workshop (into which a group room is temporarily transformed) is a specially organized space where beautiful, interesting and necessary things for a child’s life are purposefully created.

In kindergarten, there are several types of workshops depending on the composition of participants, goals and methods of activity, and the time duration of the process.

Workshops are divided according to the composition of participants:

- classes only for children;

- only for teachers

- only for parents (legal representatives)

- which can be carried out with both adults and children.

By goals and types of activities the following are distinguished:

— art workshop (includes appliqué, drawing, sculpting);

— theatrical (production of costume elements, invitation cards, posters, scenery);

— workshop of games and toys (furniture made from matchboxes, toys from boxes);

— souvenir workshop (making greeting cards, gifts for kindergarten employees, guests);

- architectural workshop (production of models of houses, roads, maps of the village, landscape models - mountains, volcanoes).

Workshops are divided by time

into “one-act” (during one lesson) and long-term (2-3 lessons), when the work is intermittent, can last a week (immersion method) or even for several weeks.

The use of a workshop is possible both as an independent unit, organized free of continuous educational activities, and as a form of organizing classes (or as part of it) when conducting a complex lesson.

Drawing kindergarten. Abstract of the GCD creative workshop “Book Kingdom”.

Title: Drawing kindergarten. Abstract of GCD creative workshop “Book Kingdom” Nomination: Kindergarten, Class notes, GCD, visual activities, School preparatory group Author: Urakova Olga Evgenievna Position: teacher Place of work: MBDOU 259 Location: Krasnoyarsk city

Creative workshop “The Kingdom of Books is a Wise State” (school preparatory group, drawing kindergarten)

Goal: to develop in children of senior preschool age the ability to create images, reflecting the content of the chosen fairy tale in the drawing and selection of colors.

Tasks:

Educational:

- learn to convey the features of the construction of a picture or ornament on the front and back covers of a book;

- beautifully match the colors to the color of the paper chosen for the cover;

- reflect the content of the chosen fairy tale in the drawing and selection of colors.

Educational:

- develop the ability to plan your work and achieve your goals;

- develop the ability to compose a composition from several parts.

Educational:

— develop the ability to negotiate, work in microgroups/pairs.

Planned result: children unite in microgroups/pairs, are able to agree on activities and ways to carry them out; plan their activities using operational maps and diagrams, create images, reflecting the content of the chosen fairy tale in the drawing and selection of colors.

Educational environment:

Subject-practical environment: chairs according to the number of children; 4 tables, display case for books; paper of different sizes and textures, scissors, simple pencils, paste, brushes, stands for brushes, colored pencils, watercolors, gouache, cups of water, palette, cotton napkins, children's books; samples of application, drawing; operational maps, application and drawing diagrams.

Environment of interaction “adult – child”: partner form of communication, joint-individual cooperation; way of support is the teacher creating conditions that allow the child to show his own activity, independence, and initiative.

Environment of interaction “child-child”: activity in microgroups or pairs.

The environment of relationships to the world, other people, to oneself: answer questions, reflect, share impressions.

Preliminary work: conversations about books, about who creates them and how: about writers, artists, photographers, workers, looking at paintings, illustrations, reading works of art.

The teacher, together with the children of the preparatory group for school, examines the books in the center of the children's book for the younger children and notices that the covers of some books are torn. A joint decision is made to “treat” them.

Progress of educational activities:

Title: Drawing kindergarten. Notes of GCD creative workshop “Book Kingdom” Nomination: Kindergarten, Lesson notes, GCD, visual activities, School preparatory group

Modified date: May 7, 2022 Published date: May 7, 2017

Abstract of a creative workshop for children aged 5-6 years and parents. on the topic: “Father Frost’s WORKSHOP”

Transcript

1 1 Summary of a creative workshop for children 5-6 years old and parents on the topic: “Father Frost’s WORKSHOP” Purpose: To involve parents in joint co-creation with children, to introduce parents and children to the new technology for making the “Christmas Tree” applique, to create a pre-New Year mood in the manufacturing process crafts. Objectives: 1. To develop in parents the ability to organize joint creative activities with preschool children; 2. Develop intra-family connections, emotional positive family communication, the ability to find common interests and activities; 3. Test new non-traditional forms of working with families as a factor in the positive emotional development of the child; 4. Expand and clarify knowledge about the New Year holiday, its attributes and traditions; 5. Introduce and teach how to use a new technique for making the “New Year Tree” applique. 6. Develop the ability to work according to a model; 7. Develop voluntary and verbal attention in children; 8. Develop memory, thinking, imagination, motor skills (large/fine).

2 2 Integration of educational areas: social and communicative development, cognitive development, speech development, artistic and aesthetic development, physical development. Preliminary work: invitation to an event, preparation of templates, preparation of materials for making an applique. Equipment: laptop, colored and white paper, colored cardboard, scissors, PVA glue, samples of finished Christmas trees. Progress: Part 1: Educator: Good evening, dear mothers and fathers, thank you for honoring us with your presence. We have invited you and your children to spend this winter evening together. Today we will try to recreate that atmosphere of love, kindness and friendship that is so necessary in every home and every family. And today at our meeting we will try to make New Year's applications - Christmas trees with our own hands. Now guess the riddle: “Everything on the Christmas tree is toys: Beads, balls, crackers. The kids are waiting for gifts. What kind of holiday? (Answers from children and parents: New Year) Of course! This is the New Year holiday; children and adults of all nations of the world love it and celebrate it during the transition from the last day of the outgoing year to the first day of the next.” On the eve of the New Year, the spirit of holiday, celebration, and magic is in the air. I want to forget about all the problems and think only about the good and kind. Everyone has their own dreams, hopes, and everyone has the same holiday. And I want to meet him beautifully and joyfully. That's why people give each other gifts. And gifts made with your own hands, from the bottom of your heart, are especially precious, as they are warmed by your love. 2. Main part: Introduction to the history of the holiday. Let's remember what month does the new year start from? (Answers from children and parents: January) That’s right, January! Even 2000 years ago, the Roman Emperor Julius Caesar decreed “The calendar year begins on January 1. Do you know why the first month of the year is called January? (Answers from children and parents: express their assumptions) The first day of the year was dedicated to the Roman god Janus, the god of exits and entrances, all beginnings and doors. The first month of the year was named after this god.

3 3 January, and God himself was depicted as two-faced: one of his faces looked forward, while the other looked back.” Let's remember what country and what city we live in? (Answers from children and parents: “Russia”, “Our city is Abinsk”) Do you think that in Russia they always celebrated the New Year on January 1? (Answers from children and parents: express their assumptions) The New Year in our country was not celebrated on January 1 right away. For a long time in Russia, the New Year was celebrated in September, and only three centuries ago, the Great Emperor Peter I issued a decree on a new chronology. The New Year began to be celebrated on January 1. Since the emperor was a big fan of everything European, the celebration of the New Year became a bright, cheerful annual event in the life of the Russian people, as in Europe. Now guess the riddle: Someone will come to our house on New Year’s Eve from the forest, all fluffy, covered in needles, and that guest’s name is (Answers from children and parents: “Christmas tree” “Spruce”) That’s right, it’s a spruce. Once upon a time, among ancient peoples, spruce was considered a tree that brought peace and happiness. The tradition of decorating the New Year tree came to us from the east.

4 4 The tree was cut down in the forest, brought home, decorated, people believed that by decorating the New Year tree, they made evil forces kinder. The evil forces have long been forgotten, but the tree is still a symbol of the New Year holiday. What do you think Christmas trees were decorated with in the old days? (Answers from children and parents: “Apples”, “Pine cones”, “Candles”, “Lanterns”, “Candy”) That’s right, well done! They were decorated with wax candles and lanterns, flowers and ribbons, nuts, apples and sweets. What do they decorate Christmas trees with now? (Answers from children and parents: garlands, balls, toys from the store). And today we will make a “New Year tree” with you and decorate it with our own hands. In addition, a warm and cheerful holiday will be truly family-friendly if you prepare for it together. Participants of the event are invited to go to the tables where the materials necessary for making toys are located. Parents and children are shown finished toys for consideration. Take a sheet of A4 paper and cut out a square and then a triangle. We bend it in half and cut it into parallel identical lines and glue the resulting strips to the center. So we got a Christmas tree. We glue it onto a sheet of colored cardboard and decorate it by cutting it out ourselves with different figures from colored paper. Only now can she be called “New Year’s Beauty”.

5 5 Reflective stage: Dear parents, dear children, today we worked together and prepared wonderfully for the New Year holidays. And our children know many proverbs about work and friendship, which they will now tell. Proverbs about work: Every person is recognized by his work. The eyes were chosen, the hands did. The master's work is afraid. Time for business - time for fun. The sun paints the earth, and labor paints man. Finished the job - go for a walk safely. He who loves to work cannot sit idle. Working hands never experience boredom. He who knows how to work is not afraid of work. Work hard, don't be lazy. A good field from a friendly team. If you try, everything can work out. Proverbs about friendship: One in the field is not a warrior. An old friend is better than two new ones. If you don’t have a friend, look for him, but if you find him, take care of him. People's friendship and brotherhood are more valuable than any wealth. A strong friendship cannot be cut with an axe. A friend in need is a friend indeed. All for one, one for all. If you hold on to each other, you won’t be afraid of anything. Where friendship is strong, things go well. Don't have a hundred rubles, but have a hundred friends. As V.A. said Sukhomlinsky: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, the finest streams of threads flow, which are fed by the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.” Dear Parents! Do more with your children, good luck in raising your children, thank you all for your attention.

6 6

Family creative workshop as a means of interaction between preschool educational institutions and families

 The article examines the content of a family creative workshop as a modern form of involving parents of students in joint activities with children and teachers.

How childhood passed, who led the child by the hand during childhood, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.

V. A. Sukhomlinsky

In accordance with the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation,” parents have a priority right to educate and raise children over all other persons. Thus, according to the federal state educational standard of preschool education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as the Federal State Educational Standard for Preschool Education), in order to implement the educational program in the preschool educational institution, an educational environment must be created that will ensure, among other things, the openness of preschool education, create conditions for the participation of parents (legal representatives) in educational activities. One of the main principles of the Federal State Educational Standard for Educational Education is the personal developmental and humanistic nature of interaction between parents (legal representatives), teachers and other employees of preschool educational institutions and children. One of the main tasks of preschool education: providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education of children. Therefore, the search and implementation of effective forms of involving parents in the life of a preschool educational organization have become priority areas of activity for the teaching staff of MDOU d/s No. 18. We began to look for new modern forms of interaction with parents that would not only take into account the current needs of children and parents, but also make parents by their assistants.

Many questions arose:

– How to attract families to participate in the life of a group or kindergarten?

– How to make sure that both children, teachers, and parents themselves enjoy this process?

One of these forms in MDOU d/s No. 18 was the organization of a creative workshop with the participation of teachers, students and their parents.

The idea arose of creating a family creative workshop called “The Magic Box”. At meetings where parents communicate with their children, teachers and each other, and also receive the necessary knowledge and skills in the upbringing and development of children. Joint creativity forms trusting relationships between children and parents and has a positive impact on the child’s development. The creative process stimulates the child, develops communication skills, children's passive and active vocabulary, and the child's creative potential is revealed. In addition, joint creative activity is an interesting and exciting pastime. Organized joint creative activity is the inclusion of the parent in the child’s activity. This is a situation in which a child, faced with a certain difficulty, has the opportunity to turn to a parent for help. And the parent gets the opportunity to do the work together with the child. As a result of joint creative activity and common interests, the child and parent reach mutual understanding and become closer to each other.

Why a family creative workshop? The very creative atmosphere of the meetings encourages parents to open up, share their knowledge, skills and learn from others, as well as get to know their child, his abilities and opportunities to be proud of him.

What can serve for such rapprochement? Only the child himself. The co-creation of parent and child, their close communication in a creative atmosphere where their talents are revealed, where they learn from each other, provide an opportunity to look at the relationship with their child in a new way. This type of activity is very significant for the child. All children experience a lack of communication with mom and dad; it is very important for them to play, make crafts, draw, and create together with their parents. Indeed, in the process of such activities, children learn new things much faster, and most importantly, they feel moral support, become more self-confident and independent.

The main goal of the creative workshop in kindergarten is to strengthen child-parent relationships through the organization of joint creative activities.

The creative workshop in kindergarten is aimed at solving the following problems:

1. Expand the ideas of parents of pupils about creative activity.

2. Formation of an interested attitude towards the process and result of joint activities in a creative workshop.

3. Development of parent-child relationships based on joint activities.

4. Development of the emotional sphere of children. Teaches children to rejoice in the successes of other children (joy when giving handmade crafts).

5. Development of the creative union of parents (legal representatives) and the child, their close communication, where the children’s talents are revealed, the need to participate in the upbringing of the child together with the preschool educational institution.

Meetings in the family creative workshop are held once a month, according to the thematic plan. Ideas for each new workshop are suggested by parents. They turned out to be very interesting and varied.

The following workshop topics were proposed.

Plan of the creative workshop “Magic Chest” for the 2016-2017 academic year

Let us use a concrete example to show the work of creative workshops. 1 week before the meeting, an information space is prepared in the group: an invitation to a meeting in the workshop “We made feeders, opened a canteen for the birds” is posted. The poster is hung similarly in the lobby of preschool educational institution No. 18. As a rule, each meeting in a creative workshop requires preliminary preparation (teachers conducting conversations with children, preparing a speech together with parents, preparing material). An indispensable condition for organizing a creative workshop in MDOU d/s No. 18 is the creation of a positive atmosphere when children and parents feel relaxed, comfortable and free. The presence of parents (legal representatives) at creative workshops helps the child feel confident and see them as equal partners and accomplices.

Making a bird feeder is a great activity for all ages, as there are so many different materials available for decorating homemade feeders. Making feeders in our workshop was not only a creative activity for children and adults, but also an opportunity for children to become better acquainted with wintering birds. The children showed mercy, compassion for wintering birds, a desire to do good deeds, and love for nature. How much talent, invention and imagination the parents and their children showed. We had a great time doing something good for the birds.

The festival, entitled “The Family is Rich in Talents,” was held in February 2022. Families presented their creativity in different genres: choreography, vocals, arts and crafts. All participating families of pupils turned into creative family groups where they presented their talent and skills. Each performance is a whole story: it is the skill and unique ideas of the parents, the painstaking work in preparation for the festival, the excitement of the performers. For all participants, this concert program became a debut, and, admittedly, a successful one. The name of the festival, “A Family Rich in Talents,” has clearly acquired a broader meaning - now it is a constellation of big stars and little stars - parents and young talents just starting their creative path. All participating families were awarded diplomas and gifts for their participation in the family creativity festival.

“The family is rich in talents”

In December 2016, a workshop on making a New Year tree was held. The vernissage of New Year trees was held under the slogan: “Let's protect the green beauty!” Workshop participants presented their vision of the main New Year's beauty. Thanks to the skillful hands of children and parents, we created an exhibition of crafts.

These forest beauties decorated the kindergarten hall.

It can already be noted that we became very close after our meetings in the workshop. During meetings, the atmosphere is friendly, creative, everyone rejoices at their successes and the successes of others.

The experience of MDOU kindergarten No. 18 “Korablik” shows that the “creative workshop” is the most productive and active form of cooperation between parents, teachers and children. Thus, a family creative workshop, as one of the forms of interaction between a preschool educational institution and parents, helps not only to establish emotional contact with parents, improve child-parent relationships based on substantive joint activities, but also to lay the preconditions for the formation of moral norms and habits. As a result of such meetings, the parents became friends and began to communicate with each other. Our creative workshops help adults discover the possibilities of their children and see them as equal partners. We still have many interesting family meetings ahead as part of creative workshops. We plan to further improve forms of interaction with families, taking into account their social interests and needs.

Literature:

1. Babaeva T.I., Rimashevskaya L.S. “How to develop relationships and cooperation of preschoolers in kindergarten. Game situations, games, sketches: textbook. – method. allowance." – St. Petersburg: Publishing House “Childhood - PRESS”, 2012.
2. Davydova O. I., Mayer A. A., Bogoslovets L. G. Projects in working with the family. Toolkit. – M.: TC Sfera, 2012. – 128 p.
3. Introduction of Federal State Educational Standards for Preschool Education in the practice of preschool educational organizations / comp. N.V. Nishcheva. – St. Petersburg: LLC “Childhood – Press”, 2014.
4. Kirillova Yu. V. Game interaction between parents and children of early and preschool age in preschool educational institutions - St. Petersburg: “Childhood-Press”, 2016.
5. Konovalenko S.V. “Development of constructive activity in preschool children” - St. Petersburg: LLC Publishing House “Childhood - PRESS”, 2012.
6. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 “On approval of the federal state educational standard for preschool education.”