“The role of construction in the development of a preschool child”

“The role of construction in the development of a preschool child”

Author: Kulikova Svetlana Vladimirovna, Vorontsova Irina Aleksandrovna

The role of construction in the development of a preschool child.

The term “construction” comes from the Latin word construere, which means creating a model, constructing, putting into a certain order and the relationship of various objects, parts, elements.

Design is a practical activity aimed at obtaining a preconceived product. Children's construction is closely related to play and meets the interests of children.

Construction plays an important role in the overall mental development of the child, meets the interests and needs of children, and is cognitive and creative in nature. In the process of constructive activity, the foundations of volitional behavior are formed in the child, and thus, design activities contribute to the development of personal readiness for school.

In design, not only the direction towards achieving a certain goal is improved, but also the child’s visual perception of objects in the surrounding world. It becomes more focused; the prerequisites are created for acquiring the ability, already at preschool age, to carry out a deeper visual analysis of the model, without resorting to real dismemberment. Thus, the ability to compare and perform visual analysis is formed, including the thinking process in the process of perception.

There are two types of design: technical - this is design from building material (wooden painted or unpainted parts of geometric shape); constructing constructors from parts that have different fastening methods; construction from large-sized modular blocks and an artistic type of construction, which includes construction from paper and construction from natural materials.

Games and activities with a constructor allow a child to develop perseverance, a desire for knowledge, the ability to plan his activities and achieve results in activities that are interesting for a child.

In the process of learning to design, conditions are created for the development of creative skills, generalized methods of action are developed, and the ability to examine objects. The child learns to plan work, learns to control his actions, and correct the mistakes he has made. In this way, the design process becomes organized.

Also, the child remembers the correct geometric names of the parts of the construction kit and learns about the features of geometric bodies.

Construction contributes to the development of a child’s speech, since in the process of work he shares his ideas and motivates them.

Design plays an important role in the formation of the moral qualities of a child’s personality. It contributes to the formation of such valuable personality qualities as independence, organization, responsibility, initiative. It also develops willpower, restraint, the ability to listen to the teacher’s explanation and work in accordance with his instructions, coordinate actions with other children, and overcome difficulties in achieving the goal.

Purposeful and systematic teaching of design to a child plays a big role in preparing children for school.
It contributes to the formation of the ability to learn, reveals to him that the main meaning of activity is not only in obtaining results, but also in acquiring knowledge and skills. Such a cognitive motive causes significant changes in mental processes. These changes consist mainly in the ability to voluntarily control one’s cognitive processes, to achieve a certain level of development of mental operations, and the ability to systematically perform mental work necessary for the conscious assimilation of knowledge. comments powered by HyperComments

MAGAZINE Preschooler.RF

Design is a purposeful process that results in a specific real product. Children's construction is closely related to play and is an activity that meets the interests of children.

Construction opens up great opportunities for shaping the comprehensive development of children and their creativity.

Construction is an important means of mental education for children. In the system of mental education, a large role belongs to the formation of the child’s sensory abilities. Sensory abilities develop most successfully in productive activities, in particular in construction. Here, sensory processes are carried out not in isolation from activity, but in it itself, revealing rich opportunities for sensory education.

Mastering construction helps expand the vocabulary and enrich children's speech, since in the process of work children share their ideas, learn to motivate them by communicating with each other, give a verbal report on the actions performed, etc. The child learns the necessary words in connection with the needs of other activities, which contributes to the formation of the correct meaning of words and ways of using them.

When constructing, the child’s visual perception of objects in the surrounding world is improved. It becomes more focused. A prerequisite is also created for acquiring the ability, already at preschool age, to carry out a deeper visual analysis of a model and an object, without resorting to real dismemberment. Thus, the ability to compare and perform visual analysis is formed, including thinking processes in the process of perception.

Sensory education aims to develop spatial concepts, and design plays a large role in this. When constructing a structure (building), the child clarifies and expands his ideas, first outlining its position in space and the location of its parts. These ideas are also improved when he creates a toy, placing and gluing small parts (decorations on the walls of a basket, windows near a house, etc.) on a flat pattern (pattern); Before folding and gluing the pattern into a finished three-dimensional toy, the structures are placed on a certain plane ( “on the street” , “on the farm”, etc.). Thus, the formation of spatial representations in the design process occurs on visual material.

In the process of constructive activity, children form generalized ideas. These generalizations arise on the basis of ideas obtained from direct perception of various structures and the creation of their own buildings. Children learn that many objects in the environment make up groups of homogeneous objects, united by one concept: buildings, bridges, transport, etc. In each group, objects have both common and different characteristics.

The formation of this kind of ideas contributes to children’s assimilation of the main constructive dependence - the dependence of the design on its practical purpose, which has a significant impact on the development of children’s thinking.

In the process of teaching children to construct different designs of homogeneous buildings or toys (a residential building, a school, a kindergarten; a box, a house, a basket), conditions are created for the development of creative design skills. The child assimilates, as it were, a scheme for making a building or a toy, transmitting both common and different characteristics into them, and carries out this in a certain sequence. This nature of the activity is the basis for allowing children to look for a way to independently produce a new version of an object, which is often required in the game.

Design is also an effective means of aesthetic education. By introducing children on excursions to some structures and buildings (residential buildings, buildings, kindergartens, schools, theaters), as well as architectural monuments accessible to their understanding (Moscow Kremlin, Bolshoi Theater, etc.), the teacher has the opportunity to develop the artistic taste of children, causing they have aesthetic pleasure when looking at beautiful buildings. To develop the ability to appreciate what people have created through creative work, to love the architectural riches of their city, country, and to take care of them.

Purposeful and systematic teaching of design to children plays a big role in preparing children for school. It contributes to the development of children’s ability to learn, reveals to them that the main meaning of activity is not only in obtaining results, but also in acquiring knowledge and skills. Such a cognitive motive causes significant changes in mental processes. These changes consist mainly in the ability to voluntarily control one’s cognitive processes (direct them to solve educational problems), to achieve a certain level of development of mental operations, and the ability to systematically perform mental work necessary for the conscious assimilation of knowledge.

Constructive activity and its significance in DOU Article

Constructive activity and its importance in preschool educational institutions

The term “construction” (from the Latin word construere) means bringing various objects, parts, elements into a certain relative position. Children's construction is usually understood as a variety of buildings made from building materials, the production of crafts and toys from paper, cardboard, wood and other materials.

In its nature, it is most similar to visual activity and play - it also reflects the surrounding reality. Children's buildings and crafts are for practical use (buildings for play, crafts for decorating a Christmas tree, for a gift for mom, etc.), and therefore must correspond to their purpose.

Constructive activity is a practical activity aimed at obtaining a specific, pre-conceived real product that corresponds to its functional purpose.

A characteristic feature of the design process is the recreation and transformation (combination) of spatial representations (images), which contributes to the practical knowledge of the properties of geometric bodies and spatial relationships.

In this case, the development of spatial imagination and imaginative thinking is especially important (N.N. Poddyakov). On the one hand, this type of activity requires children to have rather complex spatial orientation. The child needs to imagine the structure being created as a whole, take into account its spatial characteristics, the relative position of parts and details. On the other hand, it is in design, like in no other activity, that spatial orientations are formed.

The idea of ​​space is made up of specific features of the shape, size, length, volume of objects, as well as their structural units: parts, details.

Goal: introduction to design; development of interest in constructive activities, familiarity with various types of constructors. Developing the ability to work collectively, unite your crafts in accordance with a common plan, and agree on who will do what part of the work

Objectives: 1. To develop children’s interest in design activities, the desire to experiment 2. To develop imagination, the ability to see the unusual in ordinary objects, to develop fine motor skills of the hands, thinking, attention 3. To develop the artistic and creative abilities of children 4. To develop the ability for self-analysis of designs, diagrams, the content of their sketches of toys 5. Teach children various techniques for transforming paper, fabric, natural and waste materials 6. Teach how to create joint decorative structures from different materials 7. Teach how to construct from a variety of construction sets with different methods of fastening

There are two types of design: technical and artistic.

Technical design includes construction from building materials (wooden painted or unpainted parts of geometric shapes), from construction parts with different methods of fastening, from large-sized modular blocks, some methods of construction from paper, cardboard, boxes, reels and other materials; to the artistic - design from natural and waste (used) materials, from paper.

In order to develop children's design as an activity in the process of which the child develops, various TYPES of educational organization are used (research by Z.V. Lishtvan, V.G. Nechaeva, L.A. Paramonova, N.N. Poddkova)

1. Design according to a sample.

Its essence: children are offered samples of buildings made from construction kit parts and shown how to reproduce them. Design based on a model, which is based on imitative activity, is an important learning stage where you can solve problems that ensure the transition to independent search activity of a creative nature.

Within the framework of this form, tasks are solved that provide a transition to independent search activity that is creative in nature. Visual and figurative thinking develops.

2. Design according to the model.

Its essence: as a sample, a model is proposed in which its constituent elements are hidden from the child. Children must reproduce this model from the construction kit parts they have.

In other words: a specific problem is proposed, but not a method for solving it. As a model, you can use a structure covered with thick white paper. Children reproduce it from an existing builder. Generalized ideas about the constructed object, formed on the basis of analysis, will have a positive impact on the development of analytical and imaginative thinking. Model-based design is a more complex type of model-based design.

3. Design according to conditions is of a different nature. Without giving children an image of the building, drawings and ways to reproduce it, they only determine the conditions that the building must meet. In the process of such construction, children develop the ability to analyze conditions and, based on the analysis, build practical activities of a rather complex structure. This form of education develops creative design, but only if the children have certain experience.

4. Design on the topic. Children are offered a general theme of structures, and they themselves create plans for specific buildings, choose the material and methods of their implementation. The main goal of constructing on a given topic is to consolidate knowledge and skills.

5. Design by design: This is a creative process in which children themselves have the opportunity to demonstrate independence. However, the teacher must remember: the design concept and its implementation is a rather difficult task for preschoolers. The degree of independence and creativity depends on the level of knowledge and skills.

6. Frame construction. When children become familiar with the simple construction of a frame and, as a result, easily grasp the general principle of constructing a frame and learn to identify design features based on a given frame.

In a design of this type, the child must, as it were, complete it, adding additional details to the same frame. It develops imagination. However, the organization of this form of design requires the development of special design material. Such as the German designer “Quadro”.

7. Design using simple drawings and diagrams. This form has a modeling character and makes it possible to introduce children to drawings and diagrams. Ability to use templates and subsequently see details in three dimensions. As a result of such training, children develop imaginative thinking and cognitive and creative abilities.

Each of the considered methods of organizing design training has a developmental impact on certain abilities of children, which together form the basis for the formation of creativity.

In order for a creative personality to develop, a subject environment in the group must be created, material and the teacher’s ability to guide and develop the child’s abilities are necessary.

What forms of implementation of design can we plan with children: organized activities, individual work, organization of projects, festivals, competitions, exhibitions, circle work, role-playing games, independent activities of children, etc.

At the same time, we must use all kinds of techniques to involve children and motivate children to design.

• Introductory conversation (For example, at the beginning of a lesson in a preparatory group, the teacher tells a fascinating tale about a kind bird, with whom no one wanted to be friends because of its large beak. The bird was sad for a long time, but then found out that there is an amazing country in the world called Lego, in which all the animals and birds live very friendly. In this wonderful country, all objects and even the inhabitants are made of small parts. There is only one way to get there - you need to go through a magic bridge that turns anyone who steps on it into a handful of small cubes and bricks. If children correctly assemble a bird figurine according to the diagram, they will help it come to life and overcome all the challenges on the way to the land of friendship and happiness, in which it can make friends with a crocodile and a monkey

• A problematic situation that will interest, activate thinking and involve children in active constructive activities

• For example, to the sound of music, a Lego astronaut descends in a hot air balloon, greets the children and tells his amazing story. The children learn that he came from a distant Lego planet. While landing on Earth, his spaceship crashed and now he cannot return home. The Lego man asks the guys to help him model a new rocket that will take him to his home planet

• Role-playing game

As a rule, construction turns into play activity: children use the models of railway stations, ships, cars, etc. that they have built in role-playing games, as well as theatrical games, when the children first build scenery and create fairy-tale characters from the construction set. Acting out mini-performances helps the child to better understand the storyline and practice retelling or communication skills.

• Didactic game. Example of exercises aimed at mastering sensory and spatial concepts

• “Build with your eyes closed”;
• “Find the same building as on the card”;
• "Sort by color";
• “Assemble a figurine from memory” (from 4–6 parts)

• Sample assignment, accompanied by demonstration and explanations from the teacher

• Example: Guys, look, on my table there is a frog constructed from construction kit parts. Let's take a closer look and figure out how it's made. The eyes are made of green bricks, the mouth is a red brick, the paws are made of green bricks

• Construction using technological maps and instructions

You can offer children to work according to the schemes in a playful way, for example, the teacher tells the children that today they have to become shipbuilders. The designers of the shipbuilding plant sent drawings of the ship, the children need to build models of ships using these diagrams. To get to the design bureau, you need to overcome a small test: find a part in a bag by touch and say what it is called

• Creative design based on a plan or a drawn model

Such classes are practiced in working with older preschoolers who have already mastered the basic techniques, and they can be offered work using pictures, photographs depicting an object on their favorite topic

Contents of construction in kindergarten age groups

Second junior group. Children of the fourth year of life are characterized by greater physical and mental activity.

The constructive activity of children of this age is characterized by a direct connection with play: dolls are placed on a newly built tram, the tram travels along the line, and the child accompanies its movement with appropriate sounds.

Children develop constructive skills: place bricks and plates on a plane in 1-2 rows, arrange them vertically, in a row, at some distance from each other, or press them tightly against each other.

In the process of organized activities, children learn to distinguish buildings by size, shape, to see what parts they are made of and in what color. The child names the color of the parts, building the structure taking into account its color scheme, so that each main part has one color (the table has a lid of one color, legs of another, etc.).

It is important that every child learns the sequence of construction.

Children learn to maintain order in their workplace: they lay out building materials on tables in the order in which the teacher showed them. At the end of the organized activities and games, the structure is dismantled and the material is laid out on the table in the order in which it was before work.

Middle group. Four-year-old children acquire a fairly stable interest in construction games. They are well acquainted with some of the details of the building material and know their purpose.

The construction experience that children have previously gained gives them the opportunity to acquire some technical skills and remember how to create simple buildings, which they can easily reproduce in their games.

In this age group, the production of crafts from paper, natural and other materials is added.

All building material, while maintaining a certain set of details, is replenished with different plates - short and long, wide and narrow, bars, cubes, prisms, cylinders large and small.

During the construction process, children are taught to enclose a space, build simple buildings of different sizes using appropriate toys, and proportion the buildings to each other. Select parts by size, shape, color, while taking into account their stability in accordance with the features of the building, remember the sequence of its implementation.

Children learn during the learning process that parts have different degrees of stability, which depends both on their position on the plane and on their combination with other parts: a cube is stable on any face; A brick and a plate placed on a wide edge, as well as a block placed on any long side edge, are also stable. A brick and a plate placed vertically between cubes or prisms acquire greater stability.

Children are introduced to the fact that some parts can be replaced by others by connecting them accordingly: two bricks, placed one on top of the other on a wide edge, replace two cubes; 2-3 cubes can be used to make a block.

Children continue to learn constructive actions according to the model, according to the conditions proposed by the teacher, and according to their own plans in the game. When children build something according to a model, they learn to analyze and examine it. The sequence of the construction process is also determined.

In the middle group, around the second quarter of the school year, a new type of activity is introduced - designing from paper, boxes, reels and other materials.

Children are taught some operations with paper: fold the sheet in half, ensuring that the sides and corners match when folded, and glue small parts to the main shape.

Making toys from natural materials is best done in the spring and summer. The teacher needs to show the children the process of making and fastening the parts: how to connect acorns together, how to firmly install a nut shell on a plasticine plate, etc.

Senior group. In children aged 5-6 years, interest in design and construction games increases. Children willingly build and make toys. They can already do a lot on their own.

This group carries out the following types of construction: from building materials and from construction parts.

Children acquire a lot of new knowledge and technical skills. They continue to learn to analyze samples of finished crafts and designs, identify essential features in them, group them according to the similarity of the main features, and understand that the differences in the main features in shape and size depend on the purpose of the item.

Children develop the ability to independently examine objects and know how to use them without the help of a teacher. They must be able to identify the main stages of creating structures and independently plan their production, objectively evaluate the quality of their work and the work of their comrades, and find the reasons for failures.

In the older group, children perform work according to samples, according to the conditions proposed by the teacher, on the topic and at their own request.

Children must master all the details of the sets well and use the correct names: long, short, wide, narrow, square, triangular plate, large (small) cube, bar, cylinder; be able to navigate the shape of the sides of the parts: a cube has square sides, a bar has rectangular sides, end sides are square, etc.

Children must figure out what is best to construct individual parts of the building, walls in bulky and light structures, which parts are most stable and can be used for foundations, and which are suitable for windows, doors,

Preparatory group for school. In this group, the most important task is to prepare children for school.

For children of this age, design is one of the interesting activities. They already have experience in understanding the surrounding reality, a conscious attitude towards technology, towards architectural monuments.

This group makes greater demands than the previous ones on children’s ability to plan their work. They must imagine what the building will be like before they complete it; think about and choose the right material.

Children should know that for successful work it is necessary:

clearly understand the object, its structure, spatial position;

have good technical skills;

see the sequence of operations necessary to make a craft or design.

At this age, special attention is paid to teaching children the ability to plan not only individual stages of building construction, but also the entire course of their work, to determine which parts of the building material are most suitable for the construction of a particular building and its individual parts.

Children 6-7 years old can create a building with two or more floors and supplement it with individual elements of architectural design.

Children are able to complete the construction, focusing only on a drawing, photograph, drawing. Residential buildings, schools, hospitals, etc. can vary in size and architecture. Therefore, when constructing them, children do not build houses in general, but buildings for a specific purpose, for example, a station, theater, store, etc., designing them architecturally accordingly.

The children get used to order when they themselves prepare the material for the lesson in advance and put everything back in its place after finishing work.

The importance of construction for the development of children:

Develops observation, memory, thinking, attention, spatial and creative imagination, mathematical abilities, the ability to take directions, follow instructions, emotional development, moral qualities (hard work, desire to benefit others), self-control, communication skills

When to start training and where to teach?

Childhood is the best time to participate in robotics clubs. Psychologists say the most appropriate age is 4 years, because four-year-olds already understand abstraction and are able to create algorithms and design a diagram, no matter how unrealistic it may sound. You can introduce your child to robotics both in special clubs and at home by buying construction sets with mechanical parts. If you sent your child to a section, you need to start learning the basics of mathematics at the same time, otherwise it will be difficult for your child.

At the age of 10, children can already learn programming; at this age, children begin to understand the structure of data storage and more complex algorithms. For such children, the study of machine theory and robot design is already available in additional education.

Education must be effective and take place under the constant supervision of a competent teacher with good professional training, who can take into account both the age and mental abilities of each child. You need to understand that robotics gives children the opportunity to expand the space for the development of their creative and cognitive activity, to realize their best qualities and abilities, and to become a possible start in their future adult professional activities. All these facts impose a certain responsibility and possession of mandatory knowledge on the profession of a robotics teacher.

Therefore, we recommend that teachers and parents master our distance learning program in the field of teaching robotics. The course provides a real opportunity to perform the duties of a robotics teacher at a high level and, at the end of the training, to acquire skills in planning and implementing classes in the field of additional education.

What is robotics?

Robotics is a science that studies the design and use of automated technological systems, or simply robots. There is an opportunity for children to study robotics in schools and in additional education sections. Robots are created using special constructors. Children are easily involved in this process, because creating a robot on their own, and most importantly, getting the result, is extremely interesting.

A big plus is also the nuance that the classes combine both knowledge and entertainment, and therefore are becoming increasingly in demand among children and their parents.

If your child shows a sincere interest in technology, pay attention to robotics; in the process of studying, he will learn many useful skills, become more independent, active and believe in himself.

Constructive activity is a practical activity aimed at obtaining a specific, pre-conceived real product that corresponds to its functional purpose. Design has extremely wide possibilities for mental, moral, aesthetic, and labor education.

Children's construction is usually understood as a variety of buildings made from building materials, the production of crafts and toys from paper, cardboard, wood and other materials. In its nature, it is most similar to visual activity and play - it also reflects the surrounding reality. Children's buildings and crafts are for practical use (buildings for play, crafts for decorating a Christmas tree, for a gift for mom, etc.), and therefore must correspond to their purpose.

There are two types of children's design: technical and artistic.

In technical design, children mainly display real-life objects, and also come up with designs by association with images from fairy tales and films. At the same time, they model their main structural and functional features: a building with a roof, windows, a door; a ship with a deck, stern, steering wheel, etc.

The technical type of design activity includes: design from building material (wooden painted or unpainted parts of geometric shape); from designer parts with different fastening methods; from large-sized modular blocks.

In artistic design, children, when creating images, not only (and not so much) display their structure, but express their attitude towards them, convey their character, using such a technique as “violation” of proportions, as well as color, texture, shape: a cheerful clown , a thin simpleton wolf, a handsome prince, etc., which leads, in the words of A.V. Zaporozhets, to “the formation of unique emotional images.”

The artistic type of design includes design from paper and from natural materials.

Construction is a productive activity that meets the interests and needs of preschoolers. Children use the created buildings and crafts in games, in theatrical activities, and also as gifts, decoration of premises, grounds, etc., which brings them great satisfaction.

Children's design, and especially technical, is closely related to play activities. Children build buildings (car garage, knight's castle, etc.) and play with them, repeatedly rebuilding them during the game.

Taking into account the features of play and design, their relationship is necessary when determining the forms and methods of organizing these different types of children's activities. Thus, the requirements for the quality of structures erected even by older children during role-play are unjustified, since this can destroy it. And vice versa, to be content with primitive children's buildings and crafts and not to purposefully develop full-fledged construction as an activity means to significantly impoverish the development of children.

Construction classes develop children's sensory and thinking abilities.

According to T.V. Luss, with properly organized activities, children acquire:

• constructive and technical skills:
• construct individual objects from building materials - buildings, bridges, etc.;
• make various crafts from paper - Christmas tree decorations, boats, etc.;
• generalized skills:
• purposefully look at objects
• compare them with each other and divide them into parts,
• see the common and different in them,
• find the main structural parts on which the location of other parts depends,
• make inferences and generalizations.

It is important that children’s thinking in the process of constructive activity has a practical orientation and is of a creative nature. When teaching children to design, planning mental activity develops, which is an important factor in the formation of educational activity. When children design a building or craft, they mentally imagine what they will be like and plan in advance how they will be completed and in what sequence.

According to L. A Paramonova, constructive activity contributes to 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. According to L.A. Wenger, in the process of this activity important personality qualities are formed:

• hard work,
• independence,
• initiative,
• perseverance 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.

However, constructive activity acquires such a multifaceted significance in raising children only if systematic training is carried out and a variety of methods are used aimed at developing not only constructive skills, but also valuable qualities of the child’s personality and mental abilities.

The difference between robotics for children and professional adults

Children's robotics aims to teach children the discipline itself, and experienced specialists solve specific “adult” problems.

Kids begin lessons with the simplest actions: they understand the motors, make the robot move and turn. Accomplished professionals are engaged in the creation of serious technical systems.

But we all understand that without children’s robotics there will be no adult robotics; without a child’s interest in creating robots, there will be no professional success for an adult.

Robots created by schoolchildren

As an example of the benefits of robotics classes, we will talk about gifted schoolchildren and the inventions that they managed to create.

1. Novorossian Mikhail Vulf, when he was in 10th grade, invented a robot to save drowning people. His project consisted of two components: a catamaran with an attached net and a manipulator capable of pulling a drowning person out of the water.
2. Fedor Noskov, a high school student from the city of Chelyabinsk, created a guide robot that, using an ultrasonic sensor, recognized and “avoided” obstacles and was even able to “hear” voice commands. It is interesting that in his work Fedor used only domestically produced materials.
3. The work of a sixteen-year-old schoolboy from the capital of Belarus, Alexander Dubovitsky, is a cleaning robot. With his manipulative hand, Alexander’s brainchild can wipe off dust, sweep floors, clean up scattered toys, and is even able to bring slippers to the owner no worse than a faithful dog.

What are the benefits of robotics for children?

The benefits of this science are undeniable!

By constructing robots, your child:

1. DEVELOP:

• responsibility;
• discipline;
• creative thinking;
• imagination;
• speech and mental abilities;
• attentiveness;
• patience;
• determination;
• perseverance;
• memory;
• fine motor skills of the hands.

2. WILL LEARN:

• work in a team;
• act step by step from simple to complex;
• good spatial orientation;
• make decisions independently;
• respect other people's work;
• bring the work started to its logical conclusion.

3. MASTER:

• basics of computer literacy;
• fundamentals of mathematics and physics;
• working with mechanisms;
• design and construction;
• diversity of the surrounding world;
• communication skills with teachers and peers;
• English (after all, most programs and educational texts are presented in English).

Children who have attended robotics classes from an early age will in the future much more easily master such serious disciplines as programming, physics, and engineering. The reason for this is that the simplest construction in childhood gives an understanding of how the particular relates to the whole, how to assemble a working product from small particles. In the future, such an intuitive skill will serve a person well.

Which designers to choose?

Designers for classes are selected in accordance with the educational program and the age of the child. They can be either domestic or foreign made. For preschoolers, everyone's favorite Lego is recommended - it is easy to assemble, it contains parts in bright colors, which causes sincere delight in the smallest designers.

The Fischertechnik kit is also suitable for younger schoolchildren and beginners - its plus is the presence of real wires and plugs that create the feeling of adult programming.

At the age of fourteen, teenagers prefer more complex models that require programming skills. This is TRIC or Raspberry.