Project. Educational robotics for preschoolers. Robotics classes for children, their benefits and organization rules What develops robotics in kindergarten

Municipal autonomous preschool educational institution

"Kindergarten" Flower of Urengoy "

WORKING ADDITIONAL EDUCATIONAL PROGRAM

ON ROBOTICS "LEGOTECHNIK"

for children 5-7 years old

Direction: "Cognitive development"

Compiled by:

Deputy Director for VMR Olaru E.D.

Senior educator Dzhemakulova F.A.

Educator Shafieva A.U.

Novy Urengoy

2016 Nov.

Explanatory note

Currently, significant changes are taking place in the preschool education system. The success of these changes is associated with the renewal of the scientific, methodological and material base of education and upbringing. One of important conditions upgrade is the use of LEGO technology. Using LEGO constructors in educational work with children acts as an optimal means of forming constructive-play skills and a criterion for the psychophysical development of children preschool age, including the formation of such important components of activities as the ability to set a goal, select the means to achieve it, make efforts to accurately match the result with the intention.

The working additional general developmental program "Legogtechnik" is designed for two years of study, taking into account age characteristics children (senior and preparatory groups).

Relevance

This program 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 the development of children's technical abilities.

LEGO-construction combines elements of play with experimentation, and therefore, activates the thinking and speech activity of preschoolers, develops design abilities and technical thinking, imagination and communication skills, promotes interpretation and self-expression, broadens horizons, allows raising the development of cognitive activity to a higher level preschoolers, and this is one of the components of the success of their further education at school.

Using the LEGO Building Set is a great intellectual development tool for preschoolers, integrating different activities. The program is integrated in nature and is built on the basis of an activity-based approach to learning.

Novelty

The novelty of the program lies in the fact that it allows preschoolers in the form of cognitive activity to reveal the practical feasibility of LEGO construction, to develop the acquired skills and abilities necessary in later life. Integration of various educational areas in the LEGO circle opens up opportunities for the implementation of new concepts for preschoolers, mastering new skills and expanding the range of interests.

The program is aimed not so much at teaching children the complex ways of fastening parts, as at creating conditions for the self-expression of the child's personality. Every child loves and wants to play, but ready-made toys deprive the child of the opportunity to create on his own. LEGO-constructor opens up a new world for the child, provides an opportunity in the process of work to acquire such social qualities as curiosity, activity, independence, responsibility, mutual understanding, skills of productive cooperation, self-esteem increase through the realization “I can, I can”, mood in a positive way, withdrawal emotional and muscle tension. The ability to use instructions and drawings, diagrams develops, logical, project thinking is formed.

During educational activities children become builders, architects and creators, playing, they come up with and implement their ideas.

Pedagogical expediency

The pedagogical feasibility of the program is due to the development of children's design abilities through practical skills. A number of special tasks for observation, comparison, speculation, fantasizing serve to achieve this.

Principles of building a program

In the classroom, the structure of activity is formed, which creates conditions for the development of the design abilities of pupils, providing for their differentiation according to the degree of giftedness. The main didactic principles of the program: accessibility and clarity, consistency and systematic training and education, taking into account the age and individual characteristics of children. Studying according to the program, children go from simple to complex, returning to the material they have covered at a new, more complex creative level.

Purpose of the program: development of spatial representations through LEGO construction; development of the ability to independently solve the assigned design tasks.
Objectives of the program:

1. to learn to compare objects in shape, size, color, to find patterns, differences and common features in designs;

2. to acquaint with such concepts as stability, foundation, scheme;

3. using the demonstration material, teach to see the structure of a specific object, analyze its main parts;

4. to learn to create various designs according to the picture, scheme, conditions, according to verbal instructions and united by a common theme;

5. organize collective forms of work (pairs, triplets) to promote the development of teamwork skills;

6. formation of the ability to convey the features of objects by means of the LEGO constructor;

7. Development of communication skills, communication skills.

Classes in which "noise" is the norm, "talking" is not chatter, "movement" is a necessity. But LEGO is not just an entertaining game, it is the work of the mind and hands. Favorite children's activities "to draw" and "design" are built under the guidance of a teacher into a certain system of exercises, which, in accordance with age, are, on the one hand, playful, on the other, educational and developmental. The creation of something whole from separate elements: houses, cars, bridges and, in the end, a huge city, populating it with inhabitants, is a fun and at the same time educational hobby for children. Playing with the LEGO construction set is not only fun, but also very rewarding. With the help of games, children learn to live in society, socialize in it.

The joint activity of the teacher and children on LEGO construction is aimed primarily at developing the child's individuality, his creative potential, classes are based on the principles of cooperation and co-creation of children with the teacher and with each other. Working with LEGO parts teaches the child to create and destroy, which is also very important. Destroy not aggressively, not thoughtlessly, but to ensure the possibility of creating a new one. Breaking down his own building from a LEGO-constructor, the child has the opportunity to create another one or complete some of its parts from the freed-up parts, acting as a creator.

To teach children LEGO construction, I use a variety of methods and techniques.

At the beginning joint activities with children, a series of free games using the LEGO constructor is included in order to satisfy the child's desire to touch, feel these parts and just play with them. Then finger gymnastics is necessarily carried out. Finger gymnastics, physical education is selected taking into account the topic of joint activities.

There are many different parts in LEGO-constructor sets, and for ease of use you can come up with names for parts and other elements with the guys: bricks (bricks), skirts, boot, beak, etc. LEGO bricks come in different sizes and shapes (2x2, 2x4, 2x8). The names of the parts, the ability to identify a cube (brick) of a certain size are fixed with the children and for several lessons, until the children fix these names in the active dictionary.

In the classroom, children are invited to watch presentations, videos with plots on the topic, which show the moments of the assembly of the structure, or the tasks of the intellectual plan are presented.

When planning joint activities, preference is given to various game forms and techniques in order to avoid monotony. Children learn to construct models step by step. Such training allows them to move forward at their own pace, stimulates the desire to learn and solve new, more complex problems.

Working on the model, children not only use the knowledge gained in the classroom on mathematics, the world around them, the development of speech, the visual arts, but also deepen them. The topics of the lessons are selected in such a way that, in addition to solving specific design problems, the child broadens his horizons: fairy tales, architecture, animals, birds, transport, space.

In a collaborative LEGO building activity, children try to establish what an object looks like and how it differs from others; master the ability to measure the width, length, height of objects; begin to solve design problems "by eye"; develop imaginative thinking; learn to represent objects in different spatial positions. In the course of classes, work is underway on the development of imagination, fine motor skills(manual dexterity), creative inclinations, the development of dialogic and monologic speech, expansion of vocabulary. Special attention paid to the development of logical and spatial thinking. Children learn to work with the proposed instructions, diagrams, to make a building according to an idea, given conditions, and a model.

Work with children should start with the simplest buildings, teach correctly, connect parts, examine a sample, “read” a diagram, having previously correlated it with a specific building model.

When creating structures, children first analyze a sample or a construction scheme, find the main parts in a 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 implementation of 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 separate stage of the work, we check, together with the children, the correctness of the connection of the parts, we compare it with a sample or a diagram.

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

The structure of direct educational activities (GCD)

The first part of the lesson- This is an exercise for the development of logical thinking (duration - 10 minutes).

The purpose of the first part is to develop the elements of logical thinking.

The main tasks are:

• Improving classification skills.
• Training in the analysis of logical patterns and the ability to make correct inferences based on the analysis.
• Activation of memory and attention.
• Familiarization with sets and the principles of symmetry.
• Development of combinatorial abilities.
• Consolidation of orientation skills in space.

Second part- the actual design.

The goal of the second part is to develop visual modeling skills.

Main tasks:

• The development of the ability to analyze an object, to highlight its characteristic features, the main functional parts, to establish a connection between their purpose and structure.
• Learning to plan the process of creating your own model and a joint project.
• Stimulating constructive imagination when creating a building according to your own idea, according to a proposed or freely chosen theme.
• Formation of the ability to act in accordance with the instructions of the teacher and transfer the features of objects using the LEGO constructor.
• Development of speech and communication skills.

The third part- playing with buildings, exhibition of works.

Expected result of the program implementation:

• There will be an interest in the independent manufacture of buildings, the ability to apply the knowledge gained in the design and assembly of structures, cognitive activity, imagination, imagination 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 communicative skills of children are improved when working in pairs, in a team, in the distribution of responsibilities.
• The prerequisites for educational activities are formed: the ability and desire to work, perform tasks in accordance with the instructions and the set goal, bring the work started to the end, plan future work.

Children will have views:

• about the details of the LEGO-constructor and how to connect them;
• about the stability of the 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.

Results presentation form

• Open classes for preschool teachers and parents;
• LEGO construction exhibitions;
• Contests, competitions, festivals.

For children, classes are held once a week: for children 5-6 years old up to 25 minutes, and for children 6-7 years old up to 30 minutes. Classes are held with one subgroup of children up to 6-8 people.

Material and technical conditions for the implementation of LEGO construction

and robotics at the preschool educational institution.

Learning and using a constructor should be a guided process, not spontaneous. For these purposes, an obligatory element of the learning process is that the teacher has a clear strategy for using the constructor in the educational process. To effectively organize LEGO building classes, it is necessary to equip the environment where the classes will be held with the children. After the first lesson, the teacher already understands how best to give the child the details of the designer - in a box or in bulk. The child must move freely and not be limited by the table. In order to use LEGO in the classroom in the future, he must touch, touch the elements, try the options for their fastening, get used to the diversity and brightness of these magic bricks, just play with them and begin to freely navigate the elements lying in the box. LEGO bricks are specially designed bricks that are designed in such a way that a child can get the most information about modern science and technique and master it. Some sets contain the simplest mechanisms for studying in practice the laws of physics, mathematics, computer science. The extraordinary popularity of LEGO can be easily explained - this fun is suitable for people of all ages, mindsets, inclinations, temperaments and interests. For those who love accuracy and calculation, there is detailed instructions, for creative individuals - unlimited possibilities for creativity (two simplest LEGO bricks can be added 24 different ways). For the curious - an educational LEGO project, for the collective - the possibility of joint construction. Robotics today is one of the most dynamically developing areas of the industry. The path of development and improvement is different for each person. At the same time, the task of education is reduced to creating an environment that makes it easier for the child to reveal his own potential, will allow him to freely act, knowing this environment, and through it and the world... The role of the teacher is to organize and equip the appropriate educational environment and encourage the child to learn, to take action. The main forms of educational activity are: free class, individual and class with a group of children. For this, the preschool educational institution was equipped with an office for the implementation of the additional general developmental program "Legogtechnik".

Equipment:

HUNA

A set of cards and diagrams for each type of constructor

Methods for determining 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, diagnostics of the level of development of constructive abilities is carried out twice a year.

Lego-design

in children 5-6 years old.

Diagnostics of the level of knowledge and skills in Lego-design

in children 6-7 years old.

Approximate calendar and thematic planning

Bibliography

1. Komarova L.G. Building from LEGO "LINKA-PRESS" - Moscow, 2001.
2. T.V. Luss Formation of constructive-play skills in children with the help of LEGO. - Moscow: Humanitarian Publishing Center VLADOS, 2003.
3. L.G. Komarov We build from LEGO (modeling logical relationships and objects the real world by means of the LEGO constructor). - M .: "LINKA - PRESS", 2001.
4. Lishtvan Z.V. Construction - Moscow: "Education", 1981.
5. Paramonova L.A. Children's creative design - Moscow: Publishing house "Karapuz", 1999.
6. Feshina E.V. "Lego construction in kindergarten»A guide for teachers. - M .: ed. Sphere, 2011.
7. Ishmakova M.S. Designing in preschool education in the context of the introduction of the Federal State Educational Standard All-Russian educational and methodological center of educational robotics. - M .: Publishing house-polygraph center "Mask", 2013.

Internet resources:

https://sites.google.com/site/nxtwallet/ http://www.elrob.org/elrob-2011 http://forum.russ2.com/index.php?showforum=69 http: // www. robo-sport.ru/ http://www.railab.ru/ http://www.tetrixrobotics.com/ http://lejos-osek.sourceforge.net/index.htm http://robotics.benedettelli.com / http://www.battlebricks.com/ http://www.nxtprograms.com/projects.html http://roboforum.ru/ http://www.robocup2010.org/index.php http: // myrobot .ru / index.php http://www.aburobocon2011.com/ http://creative.lego.com/en-us/games/firetruck.aspx?ignorereferer=true http://www.youtube.com/watch ? v = QIUCp_31X_c

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Robotics in a modern preschool educational institution - the first step

in introducing preschoolers to technical creativity

Innovative processes in the education system require a new organization of the system as a whole, special importance is given to preschool upbringing and education, because it is during this period that all the fundamental components of the formation of the child's personality are laid.

Formation of motivation for the development of preschoolers' education, as well as creative, cognitive activity - these are the main tasks that the teacher faces today within the framework of the Federal State Educational Standard. These difficult tasks, first of all, require the creation of special conditions in learning, in this regard, great importance is assigned to design.

Construction in kindergarten has always been, but if earlier constructive thinking and the development of fine motor skills were a priority, now a new approach is needed in accordance with the new standards.

The relevance of the introduction of lego-design and robotics is significant in the light of the introduction of the Federal State Educational Standard of Education, since:

• is an excellent tool for the intellectual development of preschoolers;
• allows the teacher to combine education, upbringing and development of preschoolers in the game mode(learn and learn in the game);
• allows the pupil to show initiative and independence in different types activities - play, communication, construction, etc.
• combine play with exploratory and experimental activities, provide the child with the opportunity to experiment and create their own world, where there are no boundaries.

Designing in kindergarten is carried out with children of all ages, in an accessible playful way, from simple to complex. The designer encourages the head and hands to work equally, while the two hemispheres of the brain work, which affects the all-round development of the child. The child does not notice that he is mastering oral counting, the composition of a number, and performing simple arithmetic operations. Every time, situations are involuntarily created in which the child talks about what he was building so enthusiastically, he also wants everyone to know about his treasure - all this is the development of speech and the formation of the ability to speak in public easily and naturally.

From simple cubes, the child gradually switches to constructors consisting of simple geometric shapes, then simple mechanisms and programmable constructors appear.

It is very important to work in a team: the ability to take on roles, distribute responsibilities and clearly follow the rules of conduct. Each child can take on different roles (today a dog, tomorrow a trainer). Using educational constructors, children independently acquire knowledge when solving practical problems or problems requiring the integration of knowledge from various subject areas. They develop strong-willed personality traits and partnership skills.

Games - research with educational constructors stimulates interest and curiosity, develops the ability to solve problem situations, the ability to research a problem, analyze available resources, put forward an idea, plan a solution and implement them, expand the child's technical and mathematical vocabularies.

Today the educational market offers a large number of interesting construction sets, but can all of them be called educational? What criteria must a designer meet to be considered educational?

Firstly , the designer should strive for infinity, that is, offer as many design options as the teacher and the child can think of, he should not limit his imagination.

Secondly , the constructor must have an idea of ​​complication, which, as a rule, is provided by the constituent elements, the details of the constructor, which make the design diverse and complex in the future.

Thirdly , a construction kit should be included in the line of construction kits that provide the ability to work consistently with each kit, depending on the age of the children and the design tasks.

Fourth , carry a full-fledged semantic load and knowledge, which are expressed in the meaningful creation and reproduction of models of objects of reality by children from the details of the constructor.

As a result, children demonstrate the degree of their mastery of knowledge and subject-sensory experience.

Meeting these criteria, the designer is able to perform a serious task related to the harmonious full development of the child.

On the one hand, the child is keen on creative and cognitive play, on the other hand, the use of a new form of play contributes to all-round development in accordance with the Federal State Educational Standard.

As the director of the Federal Institute for the Development of Education, Academician Alexander Grigorievich Osmolov says:"Develop, develop and develop again"... Purposeful systematic teaching of preschool children to design plays a big role in preparing for school, it contributes to the formation of the ability to learn, achieve results, gain new knowledge in the world around them, lay the first prerequisites for educational activities. It is important that this work does not end in kindergarten, but continues at school.

Construction and robotics is a new, innovative direction, thus attracting the attention of children and parents. An excellent opportunity to give a child a chance to show constructive, creative abilities, and for a kindergarten to involve as many preschool children as possible in technical creativity.

Educational constructors are multifunctional equipment that can be used in five areas of the Federal State Educational Standard: speech development, cognitive, social - communicative, artistic and aesthetic and physical.

The main idea behind the introduction of light construction and robotics is to implement a wider use of LEGO constructors in educational activities.

Constructors LEGO Education series (LEGO Education) - these are specially designed constructors, which are designed in such a way that the child in the process of an entertaining game could get the most of information about modern science and technology and master it. Some sets contain the simplest mechanisms for studying in practice the laws of physics, mathematics, computer science.

The extraordinary popularity of LEGO can be easily explained - this fun is suitable for people of all ages, mindsets, inclinations, temperaments and interests. For those who love accuracy and calculation, there are detailed instructions, for creative individuals - unlimited possibilities for creativity (the two simplest LEGO bricks can be folded in different ways). For the curious - an educational LEGO project, for the collective - the possibility of joint construction.

In the course of educational activities, children become builders, architects and creators, playing, they come up with and implement their ideas. Starting with simple shapes(from 3 to 5 years old) , the child moves further and further, and, seeing his successes, he becomes more self-confident and moves on to the next, more difficult stage of learning. In the older age group(from 5 to 6 years old) Children can create their ideas and designs of models in the virtual LEGO constructor - in the LEGO Digital Designer software. In the preparatory group for school, children begin to master the basics of robotics in the LEGO WeDO computer environment.

There are different types and ages of Lego constructors(Lego DUPLO, Lego WEDO, Lego-Constructor "First constructions", Lego-Constructor "First mechanisms", Thematic Lego constructors - airport, municipal transport, farm, wild animals, etc.), which allows to give an opportunity to active and creative teachers who wish to try the use of Lego constructors in the educational process.

Robotics today is one of the most dynamically developing areas of the industry. Today it is impossible to imagine life in modern world without mechanical machines programmed to create and process food, tailor clothes, assemble cars, control complex control systems, etc.

In the USA, Japan, Korea, China, in a number of European countries, robotics is developing by leaps and bounds. Already from kindergarten, children have the opportunity to attend clubs and innovation centers dedicated to robotics and high technology. Japan is a country where modernization and robotics are cult-like. That is why we are seeing high-speed technological growth in this country.

In Russia, a whole spectrum of knowledge is offered for children, but, unfortunately, such a direction as robotics is very little represented. But it will soon be in great demand and prestigious in the future. Already now in Russia there is a huge demand for specialists with knowledge in this area.

This technology has a great future. Robotics has shown high efficiency in the educational process; it successfully solves the problem of social adaptation of children of almost all age groups. In the regions where robotics is being introduced, offenses committed by children who are fond of robotics are not recorded. And robotics competitions are bright educational activities connecting children and adults.

The relevance of the introduction of lego-design and robotics into the educational process of preschool education is due to the requirements of the Federal State Educational Standard for the formation of a subject-spatial developmental environment, the demand for the development of a broad outlook of the senior preschooler and the formation of prerequisites for universal educational actions.

The path of development and improvement for each person is different, based on the conditions. At the same time, the task of education boils down to creating these conditions and an educational environment that make it easier for a child to reveal his own potential, which will allow him to freely act, learn about the educational environment, and through it, the world around him. The role of the teacher is to competently organize and skillfully equip, as well as use the appropriate educational environment in which to correctly guide the child towards learning and creativity. The main forms of activity: educational, individual, independent, project, leisure, correctional, which are aimed at integrating educational areas and stimulate the development of potential creativity and abilities of each child, ensuring his readiness for continuous education.

Continuity in the work of preschool educational institutions and primary school lies in the fact that children come to the first grade who want to learn and can learn, i.e. they must have developed such psychological prerequisites for mastering educational activities on which the curriculum of the first grade of the school is based. These include:

Cognitive and educational motivation;

The motive for the subordination of behavior and activity appears;

Ability to work according to the model and according to the rule, associated with the development of voluntary behavior;

The ability to create and generalize, (usually arising no earlier than by the end of the senior preschool age), a product of activity.

From all of the above, it follows that it is inappropriate to shorten the preschool period, which is based on children's activities, where play takes the leading place.

Constructive activity occupies a significant place in preschool education and is a complex cognitive process, as a result of which there is intellectual development children: the child acquires practical knowledge, learns to highlight essential features, to establish relationships and connections between details and objects.

Bibliography:

1. Williams D. Programmable robots. - M .: NT Press, 2006.
2. Entertainment industry. PervoRobot. A book for the teacher and a collection of projects. LEGO Group, translated by INT, - 87 pp., Ill.
3. Groom V. Fundamentals of Robotics. - M .: Phoenix, 2008.
4. Methodological aspects of studying the topic "Fundamentals of Robotics" using Lego Mindstorms, Final qualification work by A.A.
5. Filippov S.A. Robotics for children and parents. - SPb.: Science, 2010.

Internet resources:

Olga Panova
Robotics in kindergarten

The task now facing the system of Russian education is to train creative engineers who could invent and introduce new technologies that would have no analogues in the world. Now it can be argued that in the next five years, the most demanded professions will be engineering specialties. Accordingly, those children who will be carried away robotics and design already now - these are future engineers-innovators who will be in demand in various spheres of life.

Enthusiasm robotics, programming, design encourages children of all ages to think creatively and produce a unique product. This is the key to a successful future not only for an individual child, but also for the country as a whole.

Start teaching children robotics it is necessary as early as possible, since interest in engineering specialties is manifested literally from the age of 5. This interest needs to be developed and promoted everywhere, not only in schools, but also in kindergartens, private clubs and circles.

What's happened robotics?

Robotics is about making robots from special constructors. For this purpose, we use LEGO sets, which include plastic parts, motors, various sensors. (movements, colors, obstacles, ultrasonic, etc.) and a programmable block. The kit also includes a program development environment, directly with which you need to work in order to "revive" robot.

What is the purpose of the lessons robotics?

The child is interested with my own hands create a real robot and observe the result of their labors. And before the teacher there is another task: to acquaint children with the basics of programming, develop design skills, logic, dedication, self-confidence. Robotics Is the perfect combination of entertainment with development, pleasure with benefit.

How are the classes robotics?

Children are given sets of constructors and instructions for assembling a certain figure (dog, elephant, snake, wheelbarrow, etc.)... Then the most important part of the work begins - programming. On a computer, the guys write a program that will control robot, and save it on the fixed on robot programmable block. At the end of classes, testing takes place robots- they turn on and do what they were "taught".

Robotics has already shown high efficiency in the upbringing and educational process, it successfully solves the problem of social adaptation of children of different age groups.

With the help of the constructor, conditions are created for solving the problems of educational activities with preschoolers according to the following directions:

Development of fine motor skills of the hands, stimulating general speech development and mental abilities;

Learning to correctly and quickly orientate in space;

Obtaining mathematical knowledge about counting, shape, proportion, symmetry;

Expanding children's ideas about the world around them;

Development of attention, ability to concentrate, memory, thinking;

Teaching imagination, creative thinking;

Mastering the ability to mentally divide an object into its component parts and assemble a whole from the parts;

Learning to communicate with each other, respect for their own and others' work.

Through construction, children acquire cultural skills labor: learn to maintain order in the workplace, allocate time and effort in the manufacture of models and, therefore, plan activities.

So using Robotics in a preschool educational institution allows you to raise the development of the cognitive activity of preschoolers to a higher level, and this is one of the components of the success of their further education in school.

Related publications:

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Consultation for parents "Robotics in preschool" Consultation for parents on the topic: “Robotics as an image is an emotionally colored image of an educational institution that has a purposeful purpose.

Lego construction and educational robotics at a preschool educational institution"Light construction and educational robotics in preschool" Purpose: to create favorable conditions for the development of preschool children.

Master class for teachers "Robotics as a means of forming elementary mathematical representations" Master class "Robotics as a means of forming elementary mathematical representations" Date: December 1, 2016. Location:.

Methodological development Criteria for the diagnosis of mastering by children of senior preschool age (5–7 years) a robotics circle. Diagnostics of the level of mastering the program "Robotics" by children (preparatory groups) -Ability to create a model according to the scheme, to select the appropriate.

GCD design and robotics "Mill" Synopsis directly - educational activities "Mill" with children of senior preschool age The purpose of the GCD: to develop scientific and technical.

Explanatory note

One of the problems in Russia is: its insufficient provision of engineering personnel and the low status of engineering education. Now it is necessary to popularize the engineering profession. The intensive use of robots in everyday life, in production, requires that users have modern knowledge in the field of robot control, which will allow the development of new, smart, safe and more advanced automated systems. It is necessary to instill an interest in children in the field of robotics and automated systems.

To attain high level creative and technical thinking, children must go through all the stages of construction. It must be remembered that such tasks are set when children have a certain level of knowledge, work experience, abilities and skills.

Young explorers entering entertaining world robots, are immersed in a complex environment of information technology, allowing robots to perform a wide range of functions.

The program "Robot" of scientific and technical orientation, modular, is focused on the realization of the interests of children in the field of design, modeling, the development of their information and technological culture. The program corresponds to the level of basic general education, is aimed at the formation of cognitive motivation, which determines the attitude towards continuing education; gaining experience of productive creative activity.

Relevance, novelty and pedagogical feasibility of the program

During the transition modern society from industrial to information economy, from traditional technology to flexible high-tech industrial complexes, extremely high rates of development are observed in the field of robotics. According to the latest data, 1 million 800 thousand of various robots - industrial, domestic, toy robots - are working in the world today. The age of accumulation of knowledge and theoretical science is replaced by a new era - when all kinds of robots and mechanisms fill the world. The labor market needs for technical specialists and increased requirements modern business in the field of educational competencies, they put forward the urgent task of teaching children the basics of robotics. Technical education is one of the critical components preparing the younger generation for an independent life.

The active nature of technological education, the focus of the content on the formation of prerequisites for skills and abilities, generalized methods of educational, cognitive, communicative, practical, creative activity allows children to form the ability to navigate in the world around them and prepare them for continuing education in educational institutions of any type. The development of the scientific, technical and creative potential of the child's personality during the development of this program occurs mainly due to the passage through a variety of intellectual, play, creative, festival forms that require the analysis of a complex object, the formulation of transformative tasks in relation to it and the selection of tools for the optimal solution of these tasks.

The motivation for children to choose this type of activity is the practical orientation of the program, the possibility of deepening and systematizing knowledge, skills and abilities.

Working with educational constructors Robokids, HUNA-MRT, LEGO Education WeDo allows children in the form of a cognitive game to develop the skills necessary in later life, forms special technical skills, develops accuracy, perseverance, organization, focus on results.

The program was developed based on general pedagogical principles: relevance, consistency, consistency, continuity, individuality, concreteness (age of children, their intellectual capabilities), focus (highlighting the main, essential in educational work), accessibility, effectiveness.

Distinctive features of the program

The implementation of the program is carried out using teaching aids specially developed by the All-Russian Educational Methodological Center for Educational Robotics (VUMTSOR) for teaching technical design based on educational constructors. This course offers the use of the next generation of construction sets: LEGO WeDo, Robokids, HUNA-MRT as a tool for teaching children about construction and modeling. The simplicity of building a model, combined with great design possibilities, allows at the end of the lesson to see a hand-made model that fulfills the task.

The course involves the use of computers and special interface blocks in conjunction with designers. It is important to note that the computer is used as a control tool for the robotic model; its use is aimed at compiling control algorithms for the assembled models. Children get an idea of ​​the peculiarities of drawing up control programs, automating mechanisms, modeling the operation of systems.

Methodological features of the program implementation

The peculiarities of the program implementation presuppose a combination of the development opportunities of individual creativity and the formation of skills to interact in a team through group work.

One of distinctive features of this program is its functionality. The topic of the program within the framework of certain program sections can be changed and supplemented, taking into account the relevance and relevance. It is possible to develop and implement new topics of a robotic nature. Each section of the program includes basic theoretical information, an array of different models and practical tasks. The study of the material of the program is aimed at the practical solution of the task, therefore it should be preceded by the necessary minimum of theoretical knowledge.

Practical work and preparation for robot competitions (designing, testing and launching a robot model) requires the advice of a teacher, careful preparation and compliance with safety rules.

This program was developed for additional education of children, as part of the implementation of the Federal State Educational Standard of DO.

Description

Software the "Robot" program includes 3 types of constructors: Lego WeDo, Robokids, HUNA-MRT in the process of working with which children learn to use basic sensors and motors of kits to learn the basics of programming.

Line of constructors HUNA-MRT- Kicky-Basic designed for beginners - these are sets of the GOMA (MRT1), FUN & BOT (MyRobotTime) and KICKY (MRT2) series. All the details of the designers are plastic, bright, with a minimum of electronics. This is a preliminary, non-programmable stage of acquaintance with robotics for children 5-8 years old. The kits teach the basics of construction, simple mechanisms and connections. Robots of this level are not programmed and this is a plus for preschool children - children get a quick result of their work without wasting time developing an algorithm, writing a program, etc. At the same time, the designers include electronic elements: sensors, motors, control panel - all this allows you to learn the basics of robotics. The kits are accompanied by detailed instructions and teaching materials. All material is presented in a playful way - these are fairy tales, stories, examples from the surrounding life.

Working with this designer gives you the opportunity to create bright "Smart" toys, endow them with intelligence, learn the basic principles of programming on a PC, learn to work with motors and sensors. This makes you feel like a real design engineer.

Lego WeDo- this set includes the following software: a set of classes devoted to various topics (interesting mechanisms, wild animals, playing football and adventure stories), a book for a teacher, a license for one workplace. If the program is installed on multiple computers, you will need a WeDo Robot license (one license for one educational institution). This program uses drag-and-drop technology, i.e. the child needs to drag the necessary commands from one panel to another in the right order with the mouse to draw up the robot's movement program. The program is based on LabVIEW. The kit also contains examples of programs and examples of building various robots. To control motors, tilt and distance sensors, the corresponding Blocks are provided, in addition to them, there are Blocks for controlling the keyboard and computer display, microphone and loudspeaker. The software automatically detects every motor or sensor.

The Lego WeDo assignment set allows children to work as young explorers, engineers, mathematicians by providing them with instructions and tools.

Robokids - oh Educational constructor for assembling a robot by children. In these models, there is no connection with the computer. For this, special cards are used, from which the robot is controlled. A child can work with this constructor without programming skills. Up to 16 different models can be assembled with this kit. The set is designed for children from 5 to 10 years old.

Age of children participating in the program

The program provides classes for children 5-7 years old. The group is recruited based on the desire and ability of children to engage in robotics.

Targets and goals

Target: to develop the scientific, technical and creative potential of the preschooler's personality through teaching the elementary foundations of engineering and technical design and robotics. Teaching the basics of design and elementary programming.

• Stimulate the motivation of children to acquire knowledge, help shape the creative personality of the child.
• Promote the development of interest in technology, design, programming, high technology, the development of design, engineering and computing skills.
• Develop fine motor skills.
• To contribute to the formation of skills, it is enough to decide independently

technical tasks in the process of constructing models

Types and forms of control

Current control is diagnostics, carried out at the end of each lesson, the skills and abilities mastered by the children, the correctness of the educational assignment (whether they did it or failed).

Final control on topics takes place in the form of robot competitions, project assignments, creative design, presentation protection. The control results are recorded in the protocols.

Forms of organizing training sessions

Conversation (getting new material);

Independent activity (children perform individual tasks during part of the lesson or one or two lessons);

Role-playing game;

Competition (practical participation of children in a variety of technical design activities);

Development of creative projects and their presentation;

Exhibition.

The form of organization of classes can be varied by the teacher and is chosen taking into account a particular topic.

Teaching methods

Informative(perception, comprehension and memorization of new material with the involvement of observation of ready-made examples, modeling, study of illustrations, perception, analysis and generalization of the demonstrated materials);

Project method(when assimilating and creatively applying skills and abilities in the process of developing your own models)

Systematizing(conversation on the topic, drawing up diagrams, etc.)

Control method(when identifying the quality of assimilation of knowledge, skills and abilities and their correction in the process of performing practical tasks)

Group work(used in the joint assembly of models, as well as in the development of projects)

Competitions(practical participation of children in a variety of technical design activities).

In accordance with the requirements of SanPiN, the quantitative composition of the group should not exceed 12 people. Classes provide for collective, group and possibly individual forms of work for practicing absenteeism due to illness.

Material and technical equipment, equipment.

Classes are held in an office that meets the requirements of safety, fire safety, sanitary standards. The office has good lighting and the ability to ventilate.

In order to create optimal conditions for the formation of children's interest in design with programming elements, the development of design thinking, a subject-development environment was created:

• tables, chairs (by height and number of children);
• interactive board;
• demonstration table;
• technical training aids (TCO) - computer;
• presentations and educational films (on the topics of the classes);
• various sets of LEGO WeDo, Huno MRT, Robokids;
• toys for playing around;
• technological, creative cards, diagrams, samples, drawings;
• card file of games.

Timeframe for the implementation of the program

The program is designed for 1 year of study.

The annual load on the child is 72ch. hours.

8tch. hours a month.

2uch. hour a week.

The duration of the lessons is 25 minutes in the older age, 30 minutes in the preparatory group.

The mechanism for evaluating the results obtained:

Assembly of robot models;

Creation of individual design projects;

Creation of a collective exhibition project;

Participation in competitions and events of various levels.

When summarizing the results of individual sections of the program and the general total, the following forms of work can be used: presentations creative works, exhibitions of drawings, testing, survey.

Types and forms of control:

Current control takes place in the form of surveys, interviews, pedagogical observations, competitions or an exhibition of robots.

The final control on topics takes place in the form of competitions of robots capable of performing the assigned tasks. The results of the control are recorded in the protocols of the competition.

Final control at the end school year takes place in the form of a presentation of robots made by children.

The criteria for the implementation of the program are: knowledge, skills and abilities of children.

The full version of the work is available.

Ministry of Education and Science of the Russian Federation

FGAOU VO "Kazan (Volga Region) Federal University"

Yelabuga Institute

Center for advanced training, retraining and

additional education

FINAL WORK

On the topic of:"Robotics in modern preschool educational institutions is the first step in introducing preschoolers to technical creativity"

Course listener

professional development

teacher / educator

MADOU №35 "Nightingale"

(Naberezhnye Chelny)

Garipova Chulpan Muzipovna

Elabuga, 2016

Content

Introduction ................................................. .................................................. ...... 3

Robotics in modern preschool educational institutions is the first step in introducing preschoolers to technical creativity ……………………………………… 4

Conclusion ………………………………………………………………… 9

References ……………………………………………………… .11

Introduction

Innovative processes in the education system require a new organization of the system as a whole, special importance is given topreschoolupbringing and education, because it is during this period that all the fundamental components of the formation of the child's personality are laid.

Formation of motivation for learning developmentpreschoolers, as well ascreative, cognitive activity - these are the main tasks facing the teacher today within the framework of the Federal State Educational Standard. These challenging tasks inthe firstIn turn, they require the creation of special conditions in learning, in this regard, great importance is assigned to design.

prioritieswere put on constructive thinking and the development of fine motor skills, now, in accordance with the new standards, a new approach is needed.

The relevance of the introduction of lightweight construction and robotics is significant in the light of the introduction of the Federal State Educational Standard of DO, since:

is a great tool for intellectual developmentpreschoolers,

allows the teacher to combine education, upbringing and developmentpreschoolers in play mode(learn and learn in the game) ;

allows the pupil to show initiative and independence in various activities - play, communication, construction, etc.

combine play with exploratory and experimental activities, provide the child with the opportunity to experiment and create their own world, where there are no boundaries.

Robotics in modern preschool educational institutions is the first step in introducing preschoolers to technical creativity

Designing in kindergarten has always been, but if beforeprioritieswere put on constructive thinking and the development of fine motor skills, now, in accordance with the new standards, a new approach is needed. Designing in kindergarten is carried out with children of all ages, in an accessible playful way, from simple to complex. The designer encourages the head and hands to work equally, while the two hemispheres of the brain work, which affects the all-round development of the child. The child does not notice that he is mastering oral counting, the composition of a number, performs simple arithmetic operations, every time situations are involuntarily created in which the child talks about what he was building so enthusiastically, he also wants everyone to know about his treasure - isn't that development of speech and the ability to speak in public in an easy and natural way.

From simple cubes, the child gradually switches to constructors consisting of simple geometric shapes, thenthe firstmechanisms and programmable constructors.

It is very important to train work in a team: the ability to take on roles, distribute responsibilities and clearly follow the rules of conduct. Each child can participate in different roles, today a dog, and tomorrow a trainer. Using educational constructors, children independentlyacquireknowledge in solving practical problems or problems requiring the integration of knowledge from various subject areas. Develop strong-willed personality traits and partnership skills.

Games - research with educational constructors stimulates interest and curiosity, develops the ability to solve problem situations, the ability to research a problem, analyze available resources, put forward an idea, plan a solution and implement them, expandtechnicaland child's math dictionaries.

What's happenededucational constructor ?

Today the educational market offers a large number of interesting construction sets, but can all of them be called educational? What criteria must a designer meet to be considered educational?

In- the first , a designer should strive for infinity, that is, offer as many design options as a teacher and a child can come up with, he should not limit his imagination.

Secondly , the constructor must have an idea of ​​complication, which, as a rule, is provided by the constituent elements, the details of the constructor, which make the design diverse and complex in the future.

Thirdly , a design kit should be included in the line of constructors that provide the ability to work consistently with each kit, depending on the age of the children and design tasks.

Fourth , carry a full-fledged semantic load and knowledge, which are expressed in the meaningful creation and reproduction of models of objects of reality by children from the details of the constructor.

As a result, children demonstrate the degree of their mastery of knowledge and subject-sensory experience.

A designer meeting these criteria is capable of performing a serious task related to the harmonious full development of a child.

On the one hand, the child is carried awaycreatively- cognitive play, on the other hand, the use of a new form of play, contributes to the all-round development in accordance with the Federal State Educational Standard.

According to the director of the Federal Institute for the Development of Education, Academician AlexanderGrigorievichOsmolov:"Develop, develop and develop again" ... Purposeful systematic education of childrenpreschoolage design plays a big role in preparing for school, it contributes to the formation of the ability to learn, achieve results, gain new knowledge in the world around them, laythe firstprerequisites for educational activities. It is important that this work does not end in kindergarten, but continues at school.

According to the new law on education, kindergartens have the right to provide paid educational services, design androboticsthe direction of work is new, innovative, thereby attracting the attention of children and parents. An excellent opportunity to give the child a chance to show constructive,Creative skills, and kindergartenattachas many children as possiblepreschool age to technical creativity.

Educational designers are multifunctional equipment, the ability to use in five areas of the Federal State Educational Standard: speech development, cognitive, social and communicative, artistic and aesthetic and physical.

The main idea behind the introduction of light construction and roboticsis to implement a wider use of LEGO constructors in educational activities.

LEGO constructors are built on the principle from simple to complex, have properties such as: strive for infinity, the idea of ​​complication is laid, carries a full semantic load and knowledge.

Constructors LEGO Education series (LEGO Education) - these are specially designed constructors, which are designed in such a way that the child in the process of an entertaining game could get the most of information about modern science and technology and master it. Some sets contain the simplest mechanisms for studying in practice the laws of physics, mathematics, computer science.

The extraordinary popularity of LEGO can be easily explained - this fun is suitable for people of all ages, mindsets, inclinations, temperaments and interests. For those who love accuracy and calculation, there are detailed instructions, for creative individuals - unlimited possibilities for creativity (the two simplest LEGO bricks can be folded in different ways). For the curious - an educational LEGO project, for the collective - the possibility of joint construction.

In the course of educational activities, children become builders, architects and creators, playing, they come up with and implement their ideas. Starting with simple shapes(from 3 to 5 years old) , the child moves further and further, and, seeing his successes, he becomes more self-confident and moves on to the next, more difficult stage of learning. In the older age group(from 5 to 6 years old) Children can create their ideas and designs of models in the virtual LEGO constructor - in the LEGO Digital Designer software. In the preparatory group for school, children begin to master the basics of robotics in the computer environment LEGO WeDO, ROBOLAB RCX.

There are different types and ages of Lego constructors(Lego DUPLO, Lego WEDO, Lego-Constructor "First constructions" , Lego-Constructor "The first mechanisms" , Themed Lego constructors - airport, public transport, farm, wild animals, etc.) , which allows to give an opportunity to active and creative teachers who wish to try the use of light designers in the educational process.

Robotics today is one of the most dynamically developing areas of the industry. Today it is impossible to imagine life in the modern world without mechanical machines programmed for the creation and processing of food, sewing clothes, assembling cars, monitoring complex control systems, etc.

In the USA, Japan, Korea, China, in a number of European countries, robotics is developing by leaps and bounds. Already from kindergarten, children have the opportunity to attend clubs and innovation centers dedicated to robotics and high technology. Japan is a country where modernization and robotics have been elevated to a cult. That is why we are seeing high-speed technological growth in the country.

And what about us?

In Russia, a whole spectrum of knowledge is offered for children, but, unfortunately, such a direction as robotics is very little represented. But it will soon be in great demand and prestigious in the future. Already now in Russia there is a huge demand for specialists with knowledge in this area.

But nevertheless, today the integrated implementation of robotics in the educational process is most developed in such regions of Russia as: Kaliningrad, Moscow, Chelyabinsk, Samara, Tyumen regions, Yamalo-Nenets Autonomous Okrug, Republic of Buryatia, etc., and in the Republic of Tatarstan, active implementation is just beginning.

This technology has a great future. It is very relevant for the Republic of Tatarstan, in our industrial area there is a lack of highly qualified engineering personnel, designers, technologists, namely, robotics perfectly develops technical thinking and technical ingenuity in children. Robotics has shown high efficiency in the educational process; it successfully solves the problem of social adaptation of children of almost all age groups. In the regions where robotics is being introduced, offenses committed by children who are fond of robotics are not recorded. And robotics competitions are bright educational events that unite children and adults.

Conclusion

The relevance of the introduction of lightweight construction and robotics into the educational process of preschool education is due to the requirements of the Federal State Educational Standard for the formation of a subject-spatial developmental environment, the demand for the development of a broad outlook of the senior preschooler and the formation of prerequisites for universal educational actions.

The path of development and improvement for each person is different, based on the conditions. At the same time, the task of education boils down to creating these conditions and an educational environment that make it easier for a child to reveal his own potential, which will allow him to freely act, learn about the educational environment, and through it, the world around him. The role of the teacher is to competently organize and skillfully equip, as well as use the appropriate educational environment in which to correctly guide the child towards learning and creativity. The main forms of activity: educational, individual, independent, project, leisure, correctional, which are aimed at integrating educational areas and stimulate the development of potential creativity and abilities of each child, ensuring his readiness for continuous education.

Continuity in the work of preschool educational institutions and primary schools is that children come to the first grade who want to learn and can learn, i.e. they must have developed such psychological prerequisites for mastering educational activities on which the curriculum of the first grade of the school is based.These include:

Cognitive and educational motivation;

The motive for the subordination of behavior and activity appears;

Ability to work according to the model and according to the rule, associated with the development of voluntary behavior;

The ability to create and generalize, (usually arising no earlier than by the end of the senior preschool age), a product of activity.

From all of the above, it follows that it is inappropriate to shorten the preschool period, which is based on children's activities, where play takes the leading place.

Constructive activity takes a significant place in preschool education and is a complex cognitive process, as a result of which the intellectual development of children occurs: the child acquires practical knowledge, learns to highlight essential features, to establish relationships and connections between details and objects.

Bibliography:

Williams D. Programmable robots. - M .:NTPress, 2006.

Entertainment industry. PervoRobot. A book for the teacher and a collection of projects. LEGO Group, translated by INT, - 87 pp., Ill.

Groom V. Fundamentals of Robotics. - M .: Phoenix, 2008.

Methodological aspects of studying the topic "Fundamentals of Robotics" using Lego Mindstorms, Final qualification work by A.A.

Filippov S.A. Robotics for children and parents. - SPb.: Science, 2010.

Internet resources: