Long-term design planning with children 3–4 years old. Kindergarten teachers, school teachers and educators

Very often, having bought a construction set, adults immediately offer the child all the parts from it, hoping that the child will immediately build something from them. But this doesn't happen. The child gets lost in their abundance. He doesn't know what to do with the parts or what they are called. The baby mechanically sorts and throws the parts of the construction set, builds and immediately destroys the building, throws the parts at his mother or pets, acts monotonously with cubes for one minute and immediately switches to other activities that are more interesting to him. What is the reason? Does he just not like this toy? Or do we, adults, need to first teach the baby to play with the construction set?

In this article about designing with children 1-2 years old you will learn:

How to get your child interested in playing with construction sets?
What will the baby's first buildings be like?
How to introduce a child to the parts from the set and name them?
How to play with your child’s buildings?
How to use construction set parts to familiarize your child with the shape, color, and size of objects?

SECTION 1. INTRODUCING THE BABY TO THE DESIGNER

HOW TO NAME A CHILD'S CONSTRUCTION PARTS

From 1 to 3 years old, children become familiar with the basic, simplest parts of a construction set. The names of construction set parts are difficult for a child, so children are given their “childish” names that are understandable to them:

Brick (parallelepiped)
Cube (cube)
Plate
Roof (triangular prism)
Cap or hat (hemisphere)
Column (cylinder)

It is better if you first give your child a construction set with parts of different shapes, but of the same color, so that it is easier for the baby to distinguish their shape and navigate it. Then the baby is given a colored construction set with multi-colored parts of different shapes and sizes, and he learns to distinguish not only the shape, but also the color and size of the parts.

Do not give your little one all the parts of the construction kit at once (there can be from 50 to 100 or more in a set); it is enough for him to have 10-12 parts for the first buildings. First, we will introduce the baby to cubes, then to bricks, and after that we will introduce additional elements from the construction set - roofs, plates, and then pillars and caps (I write in “children’s” terminology, as we will call these parts to the child).

HOW TO INTRODUCE YOUR BABY TO THE NAMES OF CONSTRUCTION PARTS

— In order for the baby to begin to navigate the names of the parts, we constantly use these words in conversation with him: “Where is the big hat? Here it is!”, “Give me a cube”, “Put a cube on a cube - there will be a turret”, “Here is the roof! Let’s put a roof on the cube,” etc.

“We name the parts not only when we play with the construction set with the baby, but also at the moment when we put the construction set back in place and put the parts of the construction set in a box. For example, you can tell your child that now we are only putting cubes in the box. And from all the details he will select only the details of this shape. Then also assemble the bricks into the box. So, in the course of ordinary life, the child will gradually remember the names of parts of different shapes. And the baby will easily remember them.

— In the third year of a child’s life, you can play “Guess what’s hidden in my wonderful bag” games with your baby. You hide a construction piece in a beautiful opaque bag, and the child examines it with his hands and tries to determine by touch what it is and call it: “Cube!” or “Brick!” Be sure to compare these details - let's run our fingers along the edges. The cube has all the same sides. And a brick has this long side (we run our finger along it), and there is a short side.

Helpful advice: Always give your child the opportunity to first get acquainted with the new construction set on his own - touch, examine, name the details. And only when the designer is already familiar to him, can he begin to build buildings from it. Otherwise, the baby will be too focused on the new object, he will have a great desire to examine the new object from all sides, and the construction will not work :).

SECTION 2. WHAT A BABY FROM 1 TO 3 YEARS CAN BUILD FROM CONSTRUCTION TOYS

At an early age, the baby learns from his mother not only the names of parts, but also how to operate with them - elementary methods of construction. Let's get acquainted with these design methods for the little ones, I give them in order with a gradual complication of the tasks:

Method 1. Place the construction parts horizontally and vertically and see that this changes their stability.

For example:

The cubes can be placed horizontally to create train carriages. Or you can put it vertically - make a turret.
The bricks can lie horizontally on the table, and then we will have a path. It may be different. You can make a narrow path if you connect the bricks with the narrow side. Or you can use a wide path if you connect them to each other with their long side.
If you place the same bricks vertically on a table next to each other, you will no longer get a path, but a fence!
If you place a brick vertically next to the cube, you get a chair. And if you put the same brick horizontally on the same cube, you will get a completely different building - not a chair, but a table!

Method 2. Lay the parts one on top of the other, make overlaps. This is how we get houses and gates.

Method 3. Close the parts into one ring, forming a closed space.

Examples:

Example 1. From bricks placed on edge, we build a fence for chickens, cows, make a park, make a yard for walking nesting dolls and other small figures of people and animals.
Example 2. We can also build a garage for a toy car, into which it will drive through a gate.
Example 3. You can even take a tram or bus with your child. To do this, we build a closed space from bricks, and after that we place seats for passengers and a place for the driver in it. We can move one of the bricks to the side when passengers enter the cabin. This will be the door. You can come up with many options for “arranging” such a bus.

Our main task is for the child not just to repeat after us some new method of action, but to begin to use it in his own independent games. Therefore, we vary the games and show one way of design using the example of different buildings and different game plots.

SECTION 3. STAGES OF GAMES WITH CONSTRUCTION TOYS FOR THE SMALLEST

It is very important to maintain consistency in complicating your child’s buildings. Then he will feel skillful and successful, and will be happy to learn new things. We move to a new stage with the child when he has already mastered the previous stage.

The main stages of complicating buildings for kids are as follows:

Stage 1. We build from parts of the same shape, for example, only from cubes (tower, train) or only from bricks (paths, fences).
Stage 2. Combining parts of two shapes in one building (for example, a building made of cubes and bricks - a chair, table, car, etc.)
Stage 3. Using parts of different shapes in construction - not only the cubes and bricks already familiar to the baby, but also “roofs” (prisms), “columns” (cylinders), and plates. At this stage, in one child’s building there are parts of three shapes (cubes, bricks and another new shape).
Stage 4. Construction of buildings using floors (gates, arches, bridges). For example, you can build a bridge from cubes and a plate, and decorate it at the top with prisms - “roofs”.
Stage 5. Subject compositions with different buildings from many details.

Now let's take a closer look at games and activities with construction toys at different age stages of early childhood development. In each section for each age you will find:

a brief description of the features of designing with a baby of this age,
the main tasks of familiarizing a child with the color, shape, size of objects using the example of design at a given age stage,
games with a constructor and examples of buildings.

Creative project on technical design in the second junior group “Techno-kids”

Municipal autonomous preschool educational institution "Buratino" of the city of Kogalym

Creative project on technical design in the second junior group “Techno-kids”

Prepared by the Teacher:

Yastrebova Galina Nikolaevna

Kogalym, 2020

Relevance:

The development of cognitive and creative abilities has now become one of the most important tasks in raising young children. This is the development of their mind, the formation of such thinking skills and abilities that make it easy to learn new things. Currently, research by scientists has convincingly proven that the capabilities of people who are usually called talented, genius are not an anomaly, but the norm. The task is only to liberate the child’s thinking, increase his efficiency, and finally, use the rich opportunities that nature has given him and the existence of which many are sometimes unaware of. Constructive activity, like play, according to teachers and psychologists, is one of the important types of activity in the development of a child’s cognitive and creative abilities, as it allows the child to arouse the need for creativity, develops logical, imaginative thinking, curiosity, communication, hard work, familiarity with norms and rules of relationships with peers and adults. Under the guidance of a teacher, a child, creating something beautiful, feels significant, skillful, and capable. Constructive activity is important for the harmonious development of a preschooler: improves fine motor skills; forms independence in the child: the desire to achieve goals, creativity; develops aesthetic feelings; the baby gains important experience in exploratory behavior

Objective of the project:

Development of cognitive and creative abilities in children of primary preschool age in the process of constructive activity. Development of perception, thinking and imagination

Tasks:

Promote the emergence and development of positive emotions and interest in playing with building materials;

Create conditions for experimentation and free design,

playing around with buildings;

Introduce basic building parts - recognition, discrimination, correct naming, free use for their intended purpose, taking into account characteristic features and properties

Learn to examine and analyze a sample.

Develop imagination, motor skills, auditory perception, speech, memory, thinking, vocabulary, gaming skills.

Improve memory, perseverance, and creativity.

.Develop the ability to play without quarreling, help each other and enjoy success together

Project scope:

The project involves teachers, children and parents of the younger group.

Project Description

The project consists of III stages.

Stage I - September - December 2022.

The beginning of construction work with kindergarten children is to teach children how to make statistical constructions: a tower, a house, a fence, a crib, a table, a chair. Little designers are guided by what an adult can demonstrate and build according to a ready-made model. The parts used here are only cubes or only bricks, bars, as well as a combination of two different geometric shapes - a cube and a brick, a cube and a prism, a brick and a prism.

Stage II - January - March 2022.

At the second stage of the project, training is conducted in the design of buildings that have some signs of dynamism: a car, an airplane, a boat, a train. Children are happy that they can roll toys on these structures. The parts are a block and a cube, 2 bars or 2 plates, a block and a triangular prism. From the parts: 2 cylinders, plates, a cube and a block, the children were able to build a car.

Stage III - April, May.

Construction is carried out on the initiative of the teacher, children provide the parts necessary for a particular building. Playing on the “Journey to Toy City” design.

Results achieved:

Construction classes develop children's sensory and thinking abilities.

Children acquire:

1.Constructive and technical skills: to construct individual objects from building material according to a model.

2. Generalized skills: purposefully examine objects, compare them with each other and divide them into parts, see what is common and different in them, find the main structural parts on which the arrangement of other parts depends. Constructive activity promotes practical knowledge of the properties of geometric bodies and spatial relationships: - children’s speech is enriched with new terms and concepts (bar, cube, pyramid, etc.), which are rarely used in other types of activities; - children practice the correct use of concepts (tall - low, long - short, wide - narrow, large - small), in precise verbal indication of direction (above - below, right - left, down - up, behind - in front, closer, etc. .d.).

Constructive activity is also a means of moral education of preschool children. In the process of this activity, important personality qualities are formed:

-hard work, -independence, -initiative, -persistence in achieving goals, -organization. Joint constructive activities of children (collective buildings, crafts) play a big role in developing the initial skills of working in a team:

-the ability to negotiate in advance (distribute responsibilities, select the material necessary to complete a building or craft, plan the process of their manufacture, etc.);

-work together without interfering with each other.

Social significance of the project:

Constructive activity is an effective means of aesthetic education. When children are introduced to buildings and structures (residential buildings, buildings of kindergartens, schools, etc.), as well as architectural monuments that are accessible to their understanding, they develop an artistic taste that causes aesthetic pleasure when looking at beautiful structures, and the ability to appreciate what has been created is formed. creative work of people, to love the architectural riches of their city, country, to take care of them.

The early development of interest in design and modeling among preschoolers stimulates children's scientific and technical creativity.

Activities carried out within the framework of the project:

1. Consultation for parents “Children’s games using construction sets”

2. Collective work of children on traffic safety: designing a road, a car. The product of children's activity does not yet have social significance; the child does not contribute anything new either to the material or cultural values of society. However, the guidance of children's activities by adults has the most beneficial effect on the labor education of preschoolers. It seems that the child is interested in the constructive process itself, as if he is mastering something new, complex, and interesting in it. But this visual design still contains the main content of constructive and technical activity. If a child does not use a craft in his practice, then when creating it, he tries to display in it, if possible, everything that is necessary for the action. It should be noted that often in the visual design of his buildings the child achieves a much greater resemblance to surrounding objects than when they are intended for direct practical use in play, while in buildings for play the child allows for more conventions. Target:

Development of cognitive and creative abilities in children of primary preschool age in the process of constructive activity. Objectives: 1. To promote the development of children's interest in constructive activities 2. To form cognitive and research activity in preschoolers, the desire for mental activity; 3. Introduce children to the world of technical and artistic invention; 4. Develop aesthetic taste, design skills and abilities.

Long-term work plan for
O.E. Litvinova
September

"Tall multi-colored towers made of cubes"

Software tasks.

Practice the ability to place cube on cube, matching the cubes by color. Support children's desire to build on their own.

Theme "Pyramid of cubes"

Software tasks.

Practice the ability to place cube on cube, matching the cubes by size. Teach to carefully remove parts after class, dismantling the building from above.

“Let’s help Petya build a fence for his garden”

Program tasks

- form ideas about the height of objects (high - low); — trace the connections between the design of the fence and its purpose; — introduce children to methods of constructing fences and the structural capabilities of various parts; — teach children to correlate their buildings with the existing model.

“Let’s build a red path in the garden”

Program tasks

-Teach children to independently select the necessary parts by size and color; -Form the perception of color, help children examine objects, highlighting their color; -Learn to name an object by its shape (cube); -Develop imagination, memory, imaginative thinking; — Develop fine motor skills of the hands.

“We learn by playing!”

Program tasks

Getting to know Lego - the designer.
Develop visual and effective thinking. Introduce Lego constructors. “Turret, Bridge”
Program tasks

Learn to build simple buildings. Develop a caring attitude towards the designer

October

Theme: “Wide and Narrow Paths”

Software tasks.

Practice the ability to construct buildings according to your own plans, using previously acquired skills. Accustom to carefully disassemble buildings, putting parts in boxes

"Tracks"

Program tasks

To develop the ability to build paths by changing their length, adding or replacing parts. Develop an interest in design

"Hut for Three Bears"

Program tasks

-Develop children's design skills; -Exercise in the construction of durable buildings; - Practice identifying and naming basic geometric shapes; — Develop imagination, creativity, and the ability to independently perform a sequence of actions.

November

"Let's build a wardrobe

Program tasks

-To strengthen the skills of firmly connecting parts according to the model (cabinet); -Teach children to correlate their actions with the rule and model of construction

Theme "Bed"

Software tasks.

Develop the ability to change buildings in two ways: by replacing some parts with others or adding width to them (narrow and wide beds). Develop a desire to build buildings yourself.

Encourage them to play around with buildings together

Topic: “What do we sit on (chair, sofa, armchair)”

Software tasks.

Exercise the ability to construct buildings according to your own plans, using previously acquired skills (laying, attaching, applying), using parts of different colors in buildings. Create a feeling of joy when creating a building yourself.

Accustom to carefully put parts in a box

December

"Fence"

Program tasks

Develop the ability to erect a structure without relying on a model, according to verbal instructions. Encourage playing together.

"Garage for a car"

Program tasks

Identify children’s skills in constructing a structure, analyze a sample, highlighting the main parts of the structure, the parts from which these parts are built; change the height of the building. Identify the degree of independence in the construction of a building

Theme "Gate"

Software tasks.

Learn to place cubes vertically and make floors from bricks. Learn to complement the construction with a prism or flag. Strengthen knowledge of the names of parts. Strengthen the ability to play around with buildings.

Topic “Different gates” Program tasks.

Strengthen the ability to build gates, supplement them with details. Encourage the building to be converted in height. Encourage play with the building

January

"Bus for animals"

Program tasks

Teach children how to build a building, attach and overlap parts, use various parts of the construction set, and make the building stable.
“House for toys”
Program tasks

Develop the ability to close space. Continue to develop the ability to analyze a sample with the help of a teacher, build a building to demonstrate construction methods. Learn to carefully dismantle the building. to form in children a stable interest in constructive activities; desire to experiment, create, invent; develop attention, ability to concentrate, memory, logical thinking; small muscles of the hands (motility);

February

Theme "Teremok for the Snow Maiden"

Software tasks.

Continue to learn how to install parts on a narrow surface, make ceilings, decorate and play with the building. Teach them to carefully dismantle the building.

Theme “Doll Katya is waiting for guests”

Software tasks.

Exercise the ability to construct buildings according to your own plans, using previously acquired skills (laying, attaching, applying), placing bricks vertically, placing them on buildings with parts of different colors. Cultivate friendly, polite communication with peers

"Machine for rabbits"

develop fine motor skills of the hands;
cultivate a desire to work; promote the development of creative imagination; develop memory, creative thinking; “Magic fish”
Program tasks

Learn to build fish from a construction set

"Design by Design"

Software tasks.

Encourage them to repeat familiar buildings on their own. Strengthen the skills of installing construction parts on wide and narrow edges horizontally and vertically, close to each other and at a distance. Encourage playing together.

March

Bus theme

Software tasks.

Reinforce the idea of a bus and its parts. Encourage building a bus by placing bricks tightly together and stacking them on top of each other. Introduce a new part with a cylinder. Encourage them to play with buildings. Develop the ability to sequentially disassemble a building, carefully place parts, and the desire to provide assistance.

April

Theme "Kindergarten for Matryoshka"

Software tasks.

Strengthen the ability to enclose a space, install bricks on a narrow edge vertically and horizontally, alternating in color. Reinforce the use of words: big, smaller, smallest. Attach the name of the builder's parts.

Arouse a desire to play with buildings, encourage joint games.

Theme: Fence for poultry and animals"

Software tasks.

Exercise the ability to place bricks vertically along the perimeter of a quadrangle, placing them at a certain distance (fence)

“Design by Design” Programming tasks

Reinforce acquired skills. Learn to think about the content of a future building in advance, name its theme, and give a general description. Develop

creative initiative and independence.

"Ship"

Program tasks

Learn to build a more complex structure. Develop attention and design skills.

May

Theme “Sand yard for large and small dolls”

Software tasks.

Strengthen the ability to build according to conditions.

Theme "My city"

Software tasks.

To consolidate the idea of the immediate surroundings. To learn to build multi-story buildings, strengthening the foundation of the building, and decorate with additional details. Reinforce knowledge of builder's details.

Encourage initiative and creativity.

Cultivate a polite, friendly attitude towards peers.

"Magic Snake"

Program tasks

Introduce children to the method of constructing a bending snake. Develop the ability to work in a team.

"Design by Design"

Program tasks

Reinforce acquired skills. Learn in advance, think about the content

future construction, name its theme, give a general description. Develop creative initiative and independence.

Designing furniture according to your own ideas

“Road for the Car” “Pen for Pets”

“Gate for a truck”
“Car” “Sofa”
Lego Construction

Target:

development of initial engineering skills, imagination, fine motor skills of preschool children while playing with LEGO.

Tasks:

Creating favorable conditions for the development of initial skills in Lego construction in preschool children.

List of used literature:

N.S.Golitsyna Notes of complex thematic classes. Integrated approach. Moscow “SKIPTORIY2003 Publishing House” 2016
O.E. Litvinova. Construction with children of early preschool age. Notes on joint activities with children 3-4 years old. St. Petersburg CHILDHOOD – PRESS2015
I.A.Lykova “Design in kindergarten. Second junior group"
Fishina E.V. Lego - Construction in kindergarten M...TC "Sphere" 20012.

SECTION 4. HOW CHILDREN FROM 1 YEAR TO 1 YEAR 6 MONTHS PLAY WITH CONSTRUCTION TOYS

FEATURES OF GAMES WITH CONSTRUCTORS AT THIS AGE

Why do children from 1 year to 1 year 6 months often break toys? Why do they build and then destroy buildings, separate and reconnect parts of the construction set, put them in and take them out of the box again and are ready to repeat this endlessly?

At this age, any child is an explorer of the world. He learns the physical properties of the objects that surround him. This is why children at this age love to assemble and disassemble toys. It is in such seemingly meaningless games that there is a very deep meaning for the development of a child. They develop the baby’s sensorimotor intelligence, visual and effective thinking, and the ability to establish internal connections between objects. This is not pranks, not a lack of attentiveness, but this is an experience that a little man really needs - a serious acquaintance with the world around him. Give him the opportunity to do this! Give the opportunity to build a tower and destroy it, build it again and destroy it again - this is the process of learning about the world for the baby. Breaking a tower is the first stage of playing with a construction set, which all children go through and which cannot be avoided :).

INTRODUCTION TO CONSTRUCTION DETAILS, COLOR, SHAPE, SIZE

Already before the age of one and a half years, we begin to correctly name the parts of the construction set to the child. As a result, the baby can distinguish a cube from a ball or a cube from a brick. He can give the same item to an adult (“Give me the same!”), finding the item among 3-4 options.

For example:

The baby can give his mother a yellow brick (the mother holds a brick in her hands and asks to find the same one), selecting it from bricks of three different colors.
The child can give his mother a large cube (the same one his mother is holding in her hands), selecting it from three other different parts of the construction set. It distinguishes big cubes from small ones.

PLAYING WITH THE CONSTRUCTOR

The baby cannot yet build from a construction set himself, but uses construction blocks in games with his mother - for example, transporting them in the back of a toy car. Or she puts the doll to sleep on the crib that her mother built for her from builder’s parts.

Also, the baby can use the parts of the construction set as substitute objects in games. For example, instead of soap, he can wash a doll with a brick from a construction set if his mother teaches him to use substitute objects in the game. And a narrow long column - a “stick” - can serve as anything in the game depending on its length - from a thermometer that we put on a bear to a spoon or a comb for combing a doll’s hair.

A mother can show her child how to build the simplest buildings - a tower from identical cubes or a train from cubes (each cube is one train carriage, chug-chug - chug, the train is moving!), paths from bricks, or a table (we put it on top of the cube brick).

SECTION 5. DESIGN FOR CHILDREN FROM ONE AND A HALF TO 2 YEARS OLD

INTRODUCTION TO CONSTRUCTION PARTS AND THEIR NAMES, COLOR, SHAPE, SIZE

At this age, great changes occur in the baby’s mental development. As a result, if earlier he could only fulfill the request “give me the same as mine,” then by 1 year 9 months - 2 years he can fulfill the more complex request “Give me the same brick, but red,” i.e. can identify 2 characteristics of an object at the same time. This does not come immediately, but gradually, as a result of the baby becoming familiar with the shape of the parts, their color and size.

We can offer the child tasks with construction set parts, such as “Find the blue bricks. Where is the big brick? Where is the small brick (we call the size and shape - 2 signs at the same time)?”, “Find the yellow hats - large and small” (the shape of the part, its color and size are called simultaneously).

The baby can already distinguish the size of parts well, and therefore we can teach him to compare and find three parts of the same shape, but of different sizes: “big cube” - “smaller” - “small cube”.

At our request, the baby will give a large cube to a large toy, and a small cube to a small toy.

From 3-4 pieces of different shapes, the child will choose and give, at the request of an adult, a cube, a roof, a column, a brick: “Give me a roof. Where is our brick? Give it to me, please.”

Of course, this is only possible if an adult names these parts while playing with the construction set and introduces the child to them.

PLAYING WITH THE CONSTRUCTOR

Very often, children from one and a half to two years old repeat the same action many times in a row. They enjoy it, as if they are convincing themselves: “I can already do this!” After all, the main thing for a child is not the result, but the process; if he repeats it, it means he gets great pleasure from it! Do not disturb the baby, let him repeat, he really needs this for his development. The time will come - and he himself will move from the old, learned, to the new.

At this age, the baby will not be able to build the building himself. Therefore, it is not the child, but the adult who starts the game with the constructor and leads it. At this age, we build one building at a time. For example, just a house. Or just a bench.

Mom plays out a game story with toys - for example, she builds a path out of bricks for a matryoshka doll, along which the matryoshka will run to her house: stomp, stomp, stomp, stomp, stomp. The baby joins in the construction, repeats his mother’s actions - helps build a path for the nesting doll, imitates his mother. Now the path is ready. The child can pick up the nesting doll and show how it walks along the path.

I will give an example of one of the first games with a construction set for children of the second year of life. Author – S. L. Novoselova.

For the game you will need: a chicken figurine, a chicken figurine (or one toy chicken, the size of the cubes and the chicken), 8 identical cubes.

Helpful advice: It is very important that the cubes that we give the child for this game are familiar to him. Otherwise, he will examine them instead of listening to the story, and he will not build a tower for the chicken.

Progress of the game situation:

— An adult shows the children a toy – a chicken. And he acts out a scene. The hen has lost her chicks and can’t find them.

— An adult invites the child to help the chicken and builds a tower of 4 cubes, placing them one on top of the other. The chicken flies up to the built turret, sees her chickens from it, and is very happy: “Chickens have been found!” (the adult, unnoticed by the child, places a figurine of chickens on the table).

- The chicken jumps from the turret and runs to the chickens (we put the chicken figurine in our pocket unnoticed by the child, the turret remains on the table).

-Where is the chicken? The chickens are alarmed, don’t see her, and are lost again! They write “pee-pee-pee” and look for mom. We need to build turrets for them, let them fly up on them and see their mother.

— The child is given 4 cubes. A child builds a turret, the chickens fly up to it and see their mother! How they rejoice! (we take out a chicken figurine). And here comes the chicken! The chickens found their mother!

The next time, to consolidate, you can repeat the construction of the turret, but always with a different plot. For us it will be a repetition, but for the child it will be a completely new story!

WHAT BUILDINGS CAN BE BUILD WITH A BABY FROM ONE AND A HALF TO TWO YEARS OLD

By the age of two, the child will already be able to build the simple buildings he knows on his own.

Building options: path, bench, ladder of 6 cubes (the first step is one cube, the second step is two cubes and the third step is three cubes), a fence, a gate, a slide, a tower and other very simple and very quickly realized buildings from parts of two shapes (cubes and bricks).

For example:

turret (put cube on cube,
house (prism - “roof” is placed on the cube),
machine (we place the cube and brick on the plate),
brick path
table (put the brick flat on the cube),
chair (we place a brick on the back of the cube - “the back of the chair”),
bench (we place a plank or brick on two cubes),
gate (we place the bricks vertically and place a bar on them).

Long-term design planning with children 3–4 years old

Olga Viflyantseva

Long-term design planning with children 3–4 years old

Thanks to this activity, the skills and abilities, mental and aesthetic development of the child are especially quickly improved. A child is a born designer, inventor and researcher. These inclinations inherent in nature are especially quickly realized and improved in design, because the child has an unlimited opportunity to invent and create his own buildings, showing curiosity, intelligence, ingenuity and creativity. Therefore, I would like to share long-term planning that can be included in children’s free activities.

No. Date Contents of work Forms of work

SEPTEMBER

1 1 week Introduce children to the area of construction games in the group and on the site.

Build: “long and short paths.” Making buildings for acting out

2. Week 2 “Narrow green path for a doll” Teach children to perform basic actions with building material (put bricks next to each other with a narrow short edge). Teach to recognize a brick, focus on the green color. Game "Let's help the doll walk along the path."

3. Week 3 “A long, narrow yellow path for a bunny.” Learn to build a long, narrow yellow path. Continue to introduce the brick, focusing on the yellow color. We are building a path for the bunny so that he does not get lost in the forest.

4. Week 4 “Pathways of different colors” Consolidating children’s skills in building paths of different colors. For the typewriter, the same color as the track.

OCTOBER

1. 1 week We build a “Slide with two ladders”.

Playing off the building

2. Week 2 “Umbrella” fold the round paper blank in half, aligning the arcs and ironing the fold line well. Complete the missing elements of the image at the request of the children. Umbrella exhibition.

3. Week 3 “Tracks for Kolobok”. One path is connected by narrow long edges, the other by short ones. Playing off the buildings, you can plant green Christmas trees near the paths.

4. Week 4 “Fence for chickens.” Teach children to place bricks in a row on a narrow long edge, placing them tightly against each other. We are building a poultry farm.

NOVEMBER

1. 1 week “Tower” We build a blue tower from cubes, act as directed by the teacher. Playing off the building “Turret for Leopold the Cat”

2. Week 2 “Table and chair” Exercise children in simultaneous action with cubes and bricks, distinguish between them. Playing off the construction “The table is set for mom and let her rejoice”

Week 3 “Mushroom” Learn to fold circles of different sizes in half, to make a whole from two parts. Let's collect mushrooms for the squirrel.

4. Week 4 “Chair and sofa”. Give the concepts: “short chair”, “long sofa”. Learn to choose your own product. Strengthen the ability to carry out construction in a certain sequence. Playing with the construction “Furniture for Mice.”

DECEMBER

1. 1 week “High and low gates”. Teach: build low gates, high gates;

change the building, transforming it in height, length. Playing off the construction of gates for trucks and cars

2. Week 2 “House with a triangular roof”

Learn to fold a square of paper in half diagonally. We are building a house for the residents of the tower

3. Week 3 “A car for Doctor Aibolit” Teach children to build a truck from a plate, cube, or brick. Arouse joy, interest, good feelings towards the character. “Let’s help the doctor get to the animals”

4. Week 4 “Herringbone.” Teach children to fold paper into a square diagonally. Make a Christmas tree out of triangles. Let's decorate our Christmas tree with colorful balls.

JANUARY

1. Week 2 “Machine”. Continue to teach the technique of overlaying parts. Introduce a new part - a plate. Teach game actions. “Bring toys to visit by car”

2. Week 3 “Handkerchief” Learn to fold a square of paper in half diagonally Paint the handkerchief according to plan.

3. Week 4 “Teremok for a nesting doll.” Pin:

Ability to correctly name the parts of a construction set.

Learn to play with buildings.

Matryoshka dolls invite you to a housewarming party.

FEBRUARY

1. 1 week “House and fence”. Learn to build a house and a fence around it; Play out various situations around the house with animals and small objects;

2. Week 2 “Mitten” Learn to bend the corners of the square towards the center. Let's decorate a mitten for forest dwellers.

3. Week 3 “Crib” Learn to make the simplest buildings as shown by the teacher, promote verbal communication, teach to distinguish the color and shape of parts. “Let's build a crib for a doll”; “Let’s put the doll to sleep.”

MARCH

1. 1 week “Tulips” Strengthen children’s skills in folding a square diagonally. Bend the corners towards each other. Surprise for mom.

2. Week 2 “Big and small car” Learn to build from different cubes. Small car for a bunny, big for a bear.

3. Week 3 “Sweets.” Learn to fold a square diagonally. Fold the opposite corners of the square towards the center of the square. Treats for guests

4. Week 4 “Train from cubes” Learn to build a train from cubes, alternating them by color. “Magic trailers”, “We go, we eat, we eat...”

APRIL

1. 1 week “Bench” Teach kids to build a narrow one (from 2 bricks standing on narrow short edges on which 1 plate lies) and a wide one (from 4 bricks 2 plates). Let's help the toys rest; "Bench for Dolls"

2. Week 2 “Ladder” Teach children to create buildings from 6 cubes, placing parts on top of each other and placing them side by side; recognize and name building materials and buildings Let's help the hedgehog pick apples

3. Week 3 “Machine”. Teach children to fold a circle in half, matching the edges. Supplement the craft with details (wheels and windows). A car for the whole family.

4. Week 4 “Fence for the kindergarten”. Learn to fence off a large space

Strengthen the ability to tell how they will build. Encourage the desire to design according to your own plans and ideas. We are fencing the lake for ducks.

MAY

1. 1 week Corral for the horse.” Learn:

-enclose the space with a high fence;

- the technique of placing bricks on a long narrow edge.

Develop your imagination. Play out various situations around the building with animals and small objects;

2. Week 2 “High and low fence.” Learn to change the height of a building; name the details: bricks, cubes.

Develop constructive skills. Play out various situations around the building.

3. Week 3 “Balloons” Strengthen the ability to evenly bend the corners of a square on all sides. Balloons for the holiday “We’re going to visit you for a birthday.”

4. Week 4 “Build what you want.” Learn to build familiar buildings, consolidating acquired skills and abilities. Learn to build together without interfering with each other. Play out various situations around the building.

SECTION 6. DESIGN FOR CHILDREN FROM 2 TO 3 YEARS OLD

INTRODUCTION TO CONSTRUCTION PARTS AND THEIR NAMES, COLOR, SHAPE, SIZE

By the age of 2, the child’s frontal parts of the cerebral cortex are intensively developing. That is why children at this age can already play more focused, are less distracted, act more purposefully, and better distinguish the shape, size and color of objects.

A child can choose from a box of construction set parts only columns or only cubes, i.e. the parts are of the same shape, but they will be cubes of different sizes and colors.

The child can easily navigate the details of the construction set and knows their names well, does not confuse them (if he was introduced to their names before, in the second year of the baby’s life).

If you work with a child, then by the age of 2.5 years the child understands the request “Give me the same color” and clearly distinguishes yellow, red, blue and green colors. And by the age of 3, he can also distinguish some other colors - orange, purple, blue and can correctly name all seven colors of the rainbow. And also distinguishes shades of colors: “Where is the dark green cube? Where's the light green one? The child also distinguishes achromatic colors: white, gray, black.

By the age of 3, a child can already name 2-3 characteristics of a construction set: “Yellow big cube” or “small brick”.

In the third year of life, you can introduce a new task - start using colored cubes to lay out multi-colored patterns from them (like a mosaic) and multi-colored paths with alternating colors (for example, yellow and red bricks alternate in a path to make a pattern).

PLAYING WITH THE CONSTRUCTOR

To play with a 2-year-old child, we do not take the entire set of construction set parts, but 10-12 pieces of parts of different shapes and sizes that are already familiar to the child.

To the designer set, be sure to add a box with small toys commensurate with the details of the designer. These are toys with which your baby will play with the building together with you. For example, he will be able to place a toy cockerel on a newly built fence, saving it from a fox. Or your child will help a toy cat climb a ladder made of bricks. Or he will place the bunny in a house built for him. These can be small figurines of fairy-tale characters, animals, nesting dolls, and family figurines.

In this box we will also put natural materials: cones, acorns, sticks, which the child may need when playing with the construction set and which can become substitute objects. For example, you can make a man out of a pine cone, and use the caps of acorns as bowls for food to play out the plots.

You can print pictures of fairy tale characters on cardboard, put them on stands and use them to act out stories. Or use figurines commensurate with the details of the designer for a tabletop theater.

A two-year-old child cannot build for the sake of learning something; he definitely needs a game plot. He must see the toy for which he is building and understand why this toy needed his construction.

For example, mom plays out a scene. A little matryoshka comes to visit a child, it’s her housewarming party and you need to help her arrange her room. Matryoshka really needs a table and a chair, because she loves to drink tea with her girlfriends. Mom and child build a table from cubes, and then chairs (a brick is placed behind the cube so that it stands vertically like the back of a chair). The buildings are ready! And the main thing for the child began - playing with them. Matryoshka receives guests, seats them at the table, treats them, everyone drinks tea from toy cups. The guests play or dance with the child and the performance of the scene ends there.

You can further vary this scene in different ways. For example, the nesting dolls were tired and decided to lie down. But there are no beds! Let's build them. We build our own bed for each nesting doll.

Another option is also possible: after drinking tea, the nesting dolls decided to go for a walk, and then we, together with the child, will build a park for them, make a long walking path in it and make benches from bricks placed on cubes.

Or maybe next time we will build not a table and chairs, but a long sofa, on which our nesting doll girlfriends will sit and talk with each other.

If a child makes a mistake, it is also corrected in a playful way. For example, a child built a gate, but it turned out to be too narrow for a toy car to pass through. What should I do? Toy - the driver of the toy car tells the child that he cannot drive through the gate built by the child. The gate was too narrow! How to fix it? The kid must figure out how to make the gate wider. The car will pass through them, and the driver will definitely thank him for his help. If the child is upset because of failure and cannot find a solution to the problem, then an adult helps him and suggests a way out of the situation, completes the building together with the child to ensure the child’s success. The car drives through the gate, and the baby is happy.

Methods of teaching plot design to children 2–3 years old.

Home construction.

We have been working with our children for almost a year now and we are very happy that parents are noticing success in their children, in particular, in design. I invited parents to watch their children at home during the construction process. This is what happened.

We work closely with parents, offer them consultations on the topic, show them the results of our work in the evening or in photos, and exchange experiences.

List of sources used

1.Novoselova S.L. Exercises with building materials. // In the book: Education and training of young children. A book for kindergarten teachers. / ed. L.N. Pavlova. – M., Education, 1986. – P.147-152

2.Novoselova S.L. Development of thinking at an early age. - M.: Pedagogy, 1978. - 160 p.

3. Paramonova L.A. Theory and methodology for the formation of creative design in preschool age. – M.: Publishing House Academy, 2002. – 192 p.

Internet resources:

1. Design at an early age https://www.maam.ru/detskijsad/konstruirovanie-v-ranem-vozraste.html

2. E. Yanushko Construction with young children 1-3 years old: the best and most effective methods.

https://elenayanushko.ru/php/content.php?id=560

3. O. Litvinova: Construction with children of early preschool age. Summaries of joint activities. Federal State Educational Standard https://www.labirint.ru/books/476734/

CONSTRUCTION

WITH EARLY CHILDREN

Of the year

The best and most effective techniques

Developed by a famous specialist in the field of early childhood development, Elena Yanushko!

Using and improving techniques for 22 years!

Dear adults!

Currently, early development ideas are becoming increasingly popular. Progressive specialists and parents of children 1-3 years old agree that the sooner you start comprehensive classes with your child, the more successfully and quickly he develops. We can say that by creating a developmental environment for the baby, we give him a chance to realize the potential given to him from birth!

One of the important areas of a child’s development is the development of his thinking. Such an important activity as construction not only helps to develop a child’s practical thinking, but is also a stimulus for the development of children’s creativity.

But if designing with preschoolers is a familiar and understandable topic for many, which is supported by an abundance of various materials - flat and three-dimensional construction sets with different assembly principles, then how to design with the little ones is not very clear for most parents and some specialists... We bring to your attention modern construction techniques with young children that allow you to organize activities with kids in the most effective way! The main task of an adult is to choose suitable material for classes and interest the child.

We wish you success in your development!

AUTHOR

Elena Albinovna Yanushko is a famous teacher, psychologist, speech therapist, author of methods for the development and training of children and about 280 practical books on the development of speech and thinking, learning to read, sensory development, the formation of mathematical concepts, learning to draw, sculpt, appliqué, and design. The author's teaching experience is 22 years. More detailed information about the author can be found on his personal website: www.elenayanushko.ru

PROJECT HISTORY

Work on creating interesting and useful design tasks for the little ones began several years ago and is currently in an active stage: materials for the methodological guide “Construction with Young Children” are being analyzed and summarized.

In 2013, the Eksmo publishing house (as part of the author’s project “New Child”) published the first books on designing for children in their third year of life. Later, materials for design tasks were also published in the form of a collection.

CONTENT OF THE PROJECT “CONSTRUCTION WITH EARLY CHILDREN”

(as part of the author’s project “New Child” by Eksmo Publishing House)

THEORY

PRACTICE

Book 1. Assemble the halves 2+

On the pages of this book, your child will learn to connect halves of an image, resulting in a whole object. The baby will definitely like the interesting stories that accompany the tasks: the baby will let a cute ladybug go for a walk, give a bee a large daisy, give the kids a beautiful ball to play with, fix a broken pyramid, treat a hare with a carrot, entertain the baby with a rattle, put a warm hat on the baby’s head, let her swim the fish. All tasks are completed directly on the pages of the book, containing bright illustrations. Inside the book you will find a tab with elements to cut out. If you first glue them onto cardboard and then cut them out, you will get stronger figures that will last longer. And so that the cut pictures don’t get lost, it’s convenient to store them in an envelope.

Book 2. Houses made of laces 2+

This book offers an unusual type of design - laying out images from multi-colored laces. Adults may find this type of task too simple, but try to offer the task to a child and you will see that it presents enough difficulty for the child, which helps him develop useful skills and fine motor skills. On the pages of the book you will find interesting stories that the baby will like: by laying out colored laces on the base picture, the baby will make a lake for a fish, a hole for a mouse, a den for a bear cub, a hollow for a squirrel, grass for a grasshopper, a pen for a pig, a nest for a bird, fence for the dog. All tasks are completed directly on the pages of the book, containing bright illustrations.

Book 3. Wand by Wand 2+

On the pages of this book, the child constructs from counting sticks - material available to everyone for constructing on a plane. By folding counting sticks on the base picture, the child will create simple but interesting images - a path for a man and mountains for a lamb, a fence for a rabbit, a ladder for a monkey, a doghouse for a dog, a mushroom for a hedgehog, a house for a man, a stand for a circus elephant. All tasks are completed directly on the pages of the book, containing bright illustrations, which makes the task understandable and its result visual for the child. To complete the tasks in the book you will need counting sticks.

Book 4. Magic circles 2+

On the pages of this book, your child will learn to create images by folding circles of different colors and sizes. The kid will definitely like the interesting stories that accompany the tasks: the kid will help a cute chicken hatch from an egg, “fashion” a snowman, make a caterpillar and a ladybug, “build” a toy pyramid, treat a girl with a bunch of grapes, give a flower to a bee, and give a doll to a baby. tumbler All tasks are completed directly on the pages of the book, containing bright illustrations. Inside the book you will find a tab with elements for applique. If you first glue sheets of circles onto cardboard and then cut them out, you get more durable construction elements that you can play with for a long time.

Book 5. Building a house 2+

On the pages of this book, the child constructs from geometric shapes. By adding simple recognizable images from geometric shapes of different colors and sizes on the base picture, the child will build a house, make a beach umbrella, make ice cream, plant a tree, make a flag, a balloon and a cart, and build a sandbox for children. All tasks are completed directly on the pages of the book, containing bright illustrations - they help make the task more understandable and visual for the child. Inside the book there is a tab with shapes for cutting.

Book 6. Bows and wrappers 2+

On the pages of this book, the child constructs from geometric shapes. By adding simple recognizable images from geometric shapes of different colors on the base picture, the child will make bows for girls, hats for babies, fish in the sea, houses for gnomes, candy in candy wrappers, soldiers and dolls, and a large flower. All tasks are completed directly on the pages of the book, containing bright illustrations. Inside the book there is a tab with shapes for cutting.

Book 7. Designing with your baby. Sticks and figures 2+

This collection is dedicated to the most important type of productive activity of a child - construction. The tasks in the book are selected taking into account the age characteristics of the child, who is just beginning to get acquainted with a variety of materials, learns various methods of construction, and thereby receives a powerful impetus for the development of thinking. The book has 3 special tabs with geometric shapes for classes.

FOR WHOM IS THE PROJECT CREATED?

A set of materials for designing with young children is useful for everyone who has small children - both the child’s loved ones and specialists! Presenting design materials in the form of a system is our unique proposal, which helps to get a better understanding of the features of design classes with kids and presents a range of modern planar design techniques that are convenient to present on the pages of books. Using this system, you will not have to waste time searching for useful books and interesting tasks - all this has already been collected, developed and systematized in our books. The materials presented are sufficient for many interesting, exciting and useful activities!

PREPARATION FOR CLASSES

Minimal preparation for classes is required. The main thing is to purchase books and some necessary materials for designing on the pages of books (counting sticks, strings, etc.) - you can take them and practice. Practical books for design classes with children are specially designed for untrained users. Each lesson book comes with brief instructions, which are enough to get you started with the book, but you need to read it carefully. The theoretical basis of the presented methods, together with a description of practical exercises, is currently at the preparation stage.

HOW TO DESIGN WITH A BABY? (author's recommendations)

Who can the child study with?

· With parents – mom, dad

· With loved ones - grandfather, grandmother, aunt, brother or sister...

· With a tutor

The main thing is that classes are held with pleasure and a positive mood for both the child and the adult!

Exercises at home

Classes can be held at home, as they do not require special training or special equipment. All you need for classes is our books and some simple materials.

Classes at the institution

The methodology can be successfully used in a preschool educational institution (kindergarten, development center) - it is very convenient to use, offers a wide range of tasks for use by specialists, and contains methodological recommendations and practical materials.

Time of one lesson

The time of one lesson can vary from 5-10 to 20-30 minutes depending on the age and level of training, as well as the stamina of the child, his condition and mood at the moment. It is better to study when the baby is full, happy and not busy with something important to him. Be flexible - end the lesson at the first sign of your baby's fatigue. Remember: it’s better to “under-exercise” a little than to over-exercise.

Frequency of classes

The recommended frequency of design classes is 2 times a week. However, if your child really likes to design, you can do it every day! No harm, only benefit, because design is a very useful activity.

Procedure for using construction materials

The materials can be used very flexibly: for example, perform tasks in the book in order, also use books one after another, or you can choose the book during the lesson and use the technique that is most interesting to the child at the moment, or the content of the lesson coincides with the topic being studied. Each book can be used for a long period of time, gradually complicating the design tasks, adding your own details, offering your child new art materials and drawing methods.

REVIEWS

I like the activity

I would recommend using this notebook when your child easily copes with the tasks from the “Building a House” notebook from the same series. There you need to assemble from 2-3 figures, but here everything is much more complicated. My daughter completed that notebook quickly, she really likes this activity, so we’ll make it more difficult. (book “Bows and wrappers” - approx. E.Ya.).

Anyuta's mom

https://www.labirint.ru/reviews/show/743927/

PHOTO GALLERY

Methods of teaching plot design to children 2–3 years old.

Stages of development of children's creative construction: in the second group of early kindergarten, construction is merged with plot-display play, acting both as its element and as a means of helping to play out simple plots. The latter, in turn, is the motive for creating simple structures. That’s why it’s called “plot construction”: children build a crib and put the doll to sleep, build a path for it so that it can go for a walk after sleep, etc. The initiative belongs to the teacher, and the children only follow his requests, instructions like “Move the brick closer "

Stage I – stage of primary development of knowledge and skills (according to samples)

Stage II – the stage of creative application of knowledge and skills in

specially organized adult conditions (according to conditions)

Stage III – the stage of independent creative application of acquired knowledge and skills (as planned)

Plot design goals:

· Development of the ability to plan activities and analyze work performed

· Development of fine motor skills, speech, cognitive and research activity

· Formation of the desire for independent creative search,

initiative

· Development of creative thinking and imagination

· Formation of sensory abilities

· Formation of spatial representations

Plot construction is organized in the process of GCD, in individual work, in the process of organizing free activity. The plot is determined in accordance with thematic planning, age and individual characteristics and interests of children. The plots should be understandable for a 2-3 year old child and should consist of 2-3 sentences.

Materials for plot design. To organize plot construction, we use sets of wooden building material (type Agapova material, containing geometric shapes: cubes, prisms, plates, bricks of different colors), large-sized modules and LEGO-type construction sets.

Toys for plot construction. When acting out plots, you can use a variety of toys, which must be commensurate with the building material (matryoshka dolls, Christmas trees, cars, etc.); For these purposes, you can also use various elements from the role-playing sets “Zoo”, “Pets”, “Firemen and Rescuers”, etc.

OD on “plot construction” is carried out in subgroups (4-5 children each). Design in the process of GCD corresponds to long-term and comprehensive thematic planning. For example, simple plots like “Dolls sleep and walk”, “Dolls eat”, “Cars drive along the street and enter the garage”, “Birds flew in and sat on the turret, on the gate”, “The little nesting doll lives in a small house, and the big one - in a big way”, etc.

The process of making a house for animals (within the theme “Wild Animals”) in stages: plot (problem), demonstration of the method of construction by the teacher, independent activity of children followed by play, types, animals will go to visit each other. The initiative always belongs to the teacher. It is very important that all children participate in acting out and constructing all plots. At the end of each lesson, children should be encouraged to put the material together in a box. Finding a place in a limited space for each shape of a part, taking into account other shapes, helps develop children's sensory abilities and ability to navigate in space.

OD "Teremok". I would like to dwell on this fairy tale in more detail, because it easily integrates different types of activities. We have modules from which we build something in free activity, but very rarely use them in GCD. We did preliminary work: with the help of parents, we made masks of the heroes, read a fairy tale, showed the fairy tale using different types of theater, and then invited the children to play the fairy tale. I built a small house in advance, offered to choose a role, and we began to “play.” Construction was at the last stage of our presentation; we built a new house for the animals. The kids really enjoyed it, especially the role of the bear who breaks the tower and the subsequent joint construction of always a new tower

Design in individual work. The basis for choosing a theme, material and plot is always a child. If I see that he is having difficulty during the game, then I try to gradually develop his imagination in individual work. Or maybe, on the contrary, during the GCD process the child did not cope with the task, then in individual work we go through all the stages again. For example, “House with a window for a hare”, “Crib for a matryoshka doll”, “Path to the red and green house”.

Design in independent activity . Let's start with the fact that there is no independent activity in its pure form at this age. In all types of activities, the teacher plays a large role; the work of the teacher is present everywhere due to the age of the children. I offer children different types of construction sets to choose from, I offer plots, I set a goal, but during the game the plot can change, so it is important to support the children at this moment. How to support? Admiration, approval, praise. At this stage of work, it is important to say that in general, children work (play) with the construction set not collectively, but rather individually. After all, if you look closely at the play of two children sitting next to each other, you can see that they each have their own buildings, or one looks at the work of the other without taking any part.

We built boats, cars, and houses. Each time we came up with different plots, took fragments from plot-display games, built cities, etc. In other words, we did everything so that the children developed creative thinking and imagination in the process of plot construction.

Thus, the plot design method is an effective assistant in teaching specific constructive techniques - it eliminates the possibility of thoughtless, mechanical imitation, and prevents the manifestation of such undesirable actions as a disorderly accumulation of details. This is important because it is at an early age that visual and effective thinking and imagination are intensively formed, which is expressed, first of all, in the practical solution of subject problems.

Home construction.

We work closely with parents, offer them consultations on the topic, show them the results of our work in the evening or in photos, and exchange experiences.

List of sources used

2.Novoselova S.L. Development of thinking at an early age. - M.: Pedagogy, 1978. - 160 p.

3. Paramonova L.A. Theory and methodology for the formation of creative design in preschool age. – M.: Publishing House Academy, 2002. – 192 p.

Internet resources:

1. Design at an early age https://www.maam.ru/detskijsad/konstruirovanie-v-ranem-vozraste.html

2. E. Yanushko Construction with young children 1-3 years old: the best and most effective methods.

https://elenayanushko.ru/php/content.php?id=560

3. O. Litvinova: Construction with children of early preschool age. Summaries of joint activities. Federal State Educational Standard https://www.labirint.ru/books/476734/

CONSTRUCTION

WITH EARLY CHILDREN

Of the year