Creative project “mini-museums in kindergarten” creative project “mini-museums in kindergarten” municipal pre-school educational institution for children. Creation of a mini-museum in a preschool educational institution

KDOU D/S No. 7 BELAYA KHOLUNITSA PROJECT ON THE TOPIC: "ORGANIZATION OF A MINI-MUSEUM OF GREATS IN THE SECOND JUNIOR GROUP." TEACHER OF THE HIGHEST CATEGORY LEUSHIN N.N. year 2014. RELEVANCE OF THE PROJECT. * Ensuring the intellectual and personal development of the child. * Introducing children to universal human values. * Interaction with the family to ensure the full development of the child. * Development of cognitive research activities in children preschool age in the system of museum pedagogy. * Ensuring visibility of the educational process, which contributes to the interaction of the preschool institution with the family and society. PROJECT TYPE. Practice-oriented, long-term, collective, aimed at the triad: teacher, parents, children. PROJECT GOAL: > Introducing children to museum culture. > Attract the attention of parents to museums. > Creation of a mini-museum in a group, as a reflection of the interests and manifestation of children’s initiative. > Enrichment of the developmental environment of the group, preschool educational institution. > Using new forms of working with children and their parents. Formation of ideas about the museum. PROJECT OBJECTIVES: * To form preschoolers’ ideas about the museum. * Introduce preschoolers to cultural and aesthetic values, encourage creative activity, cultivate love for the native land. * Contribute to enriching ideas about the natural and man-made world, develop cognitive interests. * Identify the expressive means of each type of creativity, understand the language of art. * Involve parents in the life of the group, preschool educational institution. PRINCIPLES. · Principle of integration; The principle of activity and interactivity; Principles of dynamism and variability; The principle of scientificity; The principle of continuity and diversity; Partnership principle; Principles of environmental friendliness and safety. PEDAGOGICAL FUNCTIONS OF THE MUSEUM Educational Development of visual and auditory perception, assimilation of information. Usage didactic materials, expanding the boundaries curriculum stimulating interest in art. Developmental Activation of thinking. Development of intellectual feelings, memory, sensory-physiological structures. Enrichment of vocabulary. Educational Formation personal qualities, views, beliefs. Formation of mental, moral, labor, aesthetic and environmental education. Educational Formation of skills and abilities. Formation of an adequate, meaningful attitude towards the information received. FEATURES OF A MINI MUSEUM IN A KINDERGARTEN. * Participation in the creation of a mini-museum of educators, children and parents. * The child is an active participant in the design of the museum exposition. * Mini-museum - a zone of surprise, creativity and collaboration children and their parents. PROJECT STAGES: Preparatory: 1.Work with children. A conversation was held with the children about what a “collection” and a “museum” are, what types of museums there are, why museums are needed, etc. 2.Work with parents. Parents were recommended to visit the museum with their children. 3.Choice of location for the museum. Our mini museum is located in a group room (this option provides the opportunity to build the museum material gradually). The teacher can access the museum materials at any time. Children in the group can look at the exhibits at any time, discuss their features, ask questions to the teacher, use the exhibits for games, and conduct independent research at the table. All exhibits are placed at child eye level. Main stage of work: 1. Visit to a mini-museum in the preparatory group of a kindergarten. (Appendix No. 1). 2. Organizing an excursion to the kindergarten kitchen. (Appendix No. 2). 3.. Selection of a collection of cereals. 4. Selection of cereal exhibits created by the hands of parents, educators, and children. 5. Selection of literature on the topic. (Appendix No. 3). 6. Selection of didactic games on the topic. (Appendix No. 4). 7. Consultations for parents: “Museums for preschoolers”, “Getting to know the museum”. (Appendices No. 5). 8. Conducting classes using cereals in various educational areas. (Appendices No. 6). 9. Creating homemade books about cereals and porridge. 10. Making a photo album “Our games with cereals.” 11. Children conducting excursions to the museum for other groups and parents. 12.Designing a parent’s corner on the theme “In porridge there is strength, in porridge there is courage, in porridge there is a Russian soul!” "(Appendix No. 7). 13. Independent productive activity of children. EXPECTED RESULT: We believe that the creation of a mini-museum: - will make the word “Museum” familiar and attractive to children; - will introduce children to the world universal human values, will expand cognitive interest and emotional perception; - will allow the mini-museum to be replenished with new exhibits; - will assist in children’s assimilation of cultural elements, expand their vocabulary by selecting riddles, proverbs, sayings, and interesting materials for the exhibition. - will enrich the subject-development environment in the preschool educational institution. - will allow preschoolers to develop a sense of pride in a common cause, their group, kindergarten, family and small homeland. Appendix No. 1. EXCURSION FOR CHILDREN OF THE 2nd JUNIOR GROUP "GET TO KNOW THE MUSEUM." Goal: To introduce children to the concepts of “museum”, “exhibits”, “tour guide”, and the rules of conduct in a museum. Talk about the purpose of creating the museum and its purpose. Learn to classify objects by common feature. Cultivate curiosity. Part 1 (takes place in the group room) Educator: Guys, today I want to invite you to the museum of the preparatory group. What is a museum? (Children’s answers, which the teacher listens to and summarizes). This is a house where beautiful, antique or simply interesting objects are collected, stored and displayed: paintings, toys, fabrics, books and much more. Why do you think people created museums? (Children's answers). Every person has things that are especially dear to him: favorite books, unusual finds, souvenirs, etc. People have always wanted to keep something as a souvenir, so that they could later show it to their children, grandchildren, acquaintances and friends. For example, some collect paintings, others collect rare books, others collect beautiful dishes, and others collect toys. A large number of some items is called a collection. (The teacher demonstrates a collection of soft toys) Educator: How many of you have collections at home? (Listens to the children's answers) Educator: Who do you show your collection to? (Children’s answers, which the teacher listens to and summarizes). The collections were in the home of those who collected them, and few could see them. And then people began to place their collections in special buildings, which were called MUSEUMS. Anyone can come here and look at the EXHIBITS. A museum can be dedicated to one subject. For example: a watch museum, a doll museum, a painting museum, and may contain many collections. Then they are placed in special ROOMS to make it more convenient for VISITORS of the museum to view the exhibits. A special employee - a guide - will be able to tell you about each museum exhibit. Today I will be your guide. And I ask you to comply with the mandatory rules of conduct for museum visitors in our kindergarten : 1. Do not interrupt the guide and ask your questions only after the end of the tour. 2. Not all exhibits in our museum can be touched with your hands. Why do you think we introduced such a rule for visitors? (Children’s answers, which the teacher listens to and summarizes). Some exhibits are very fragile and they can break or even break if handled carelessly and no one will see their beauty again. (The teacher shows the children an example of careless handling of the exhibit - you can take an ordinary napkin or parchment paper as an example). Now you are ready to visit the museum, and I am pleased to invite you on a TOUR. Part 2 (takes place in the museum premises) - Introduction to the museum’s exhibition “The Horse is a Symbol of Russia”. Part 3. Return to the group room. Discussion of what was seen in the museum during the day. (Appendix No. 2). EXCURSION TO THE KITCHEN PURPOSE: -to give children an idea of ​​the profession of a cook, the items necessary for work; develop observation skills; -to develop respect for the work of adults, the desire to call kindergarten employees by name and patronymic; - cultivate a culture of behavior; Educator. Now we will go on a tour of the kitchen. What rules of conduct during an excursion do you know? (Children's answers). Chef Lyudmila Rudolfovna is working today. The children and the teacher come into the kitchen and say hello. Educator. What can you say about the kitchen, what is it like? Children. Large, spacious, bright, clean. Educator. Why such a big kitchen? Children. There are a lot of children in kindergarten, a lot of food needs to be prepared. Educator. What kind of pots are here? What about at home? Let's ask the cook Lyudmila Rudolfovna, what items help her? -What should you do with knives? -What do they do as a ladle? -Frying pans for what? - What is the meat grinder for? Cook. Guess the riddle. In the summer, our dad brought frost in a white box And now the frost is gray At home in summer and winter Protects food Meat, fish, fruits. (The cook shows the refrigerator). Let's also show our cook how we can cook cabbage. Finger game “Salting cabbage” We chop the cabbage, (Sharp movements with straight brushes up and down) We rub the carrots, (Three fists against fists.) We salt the cabbage, (Movement of the fingers imitating sprinkling salt) We press the cabbage. (We intensively clench the fingers of both hands into fists.) We fill the barrels tightly (knock fist on fist) and put them in the cellars. (leans forward) Oh, cabbage is delicious! (Children stroke their stomachs with their palms) Educator: Today you got acquainted with the work of a kindergarten cook. How difficult do you think it is to work as a cook? Children: Yes Educator: Of course, because if the cooks do something wrong, the food will not be tasty. Lyudmila Rudolfovna stands near a hot stove all day - it’s very difficult. She tries very hard to make everything delicious, and when one of you doesn’t finish eating, the cook is very upset. Therefore, the biggest thank you to our chefs for their hard work is your clean plates after your meal. Let's promise Natalya Igorevna that now you will all finish eating. Children, let's say thank you to our chef for the delicious food and interesting excursion. Children in chorus: Thank you! (Appendix No. 3). LITERATURE ON THE TOPIC. 1. SELECTION OF POEMS: E. Moshkovskaya This is a good girl. This girl's name is Masha! And this is her plate. And in this plate... No, not porridge, no, not porridge, and you guessed wrong! Masha sat down and ate all the porridge they gave her! N. Tikhonova The little hedgehog has a spoon for porridge. Flowers on a plate - Unprecedented beauty! Hedgehogs love porridge and eat it by the spoonful. If you want to become strong, you need to respect the porridge! R. Karapetyan Not on a saucer, not in a glass, But we know for sure that Am and Yum lived in a glass plate. Together they helped Yan eat porridge in the morning: Am - for dad, Yum - for mom, And for grandmother Am-Nyam. S. Marshak The mouse in a green mug made some millet porridge. A dozen kids are waiting for dinner. Everyone got a spoonful. Not a speck left! I. Tokmakova Come on, come on, come on! Don't grumble, pots! Don't grumble, don't hiss, cook sweet porridge. Cook sweet porridge, feed our children. N. Pavlinov Mila ate porridge in the morning. She fed the cat porridge, the plush lion, the doll Masha, and her sister Natasha. Chickens, ducks, a pig, And the neighbor's lapdog. This morning Mila ate porridge... There wasn't enough porridge for Mila. N. Nishcheva Masha cooked porridge, Masha fed everyone with porridge. Masha put porridge for the cat in a cup, for the bug in a bowl, and for the cat in a large spoon. In a bowl for hens, chicks. And in the trough for the piglets. She took all the dishes and gave away everything down to the crumbs. N. Radchenko Semolina porridge was boiling in a saucepan, The porridge was spitting, The porridge was hissing, The porridge was grumbling, The porridge was puffing And tried to run away Every now and then... We stopped the angry porridge. They solemnly promised the porridge: - If it turns out Tasty and sweet, You will be eaten - All of it, without a trace! Z. Aleksandrova Buckwheat porridge. Where was it cooked? In the oven. She boiled, insisted, So that Olenka would eat, praise the porridge, divide it among everyone... The geese on the path got a spoon, the chickens in the basket, the tits in the window. The dog and the cat had enough of each spoon, and Olya ate the last crumbs! ***What a mess! It just begs to be put into your mouth! Nose and cheeks - ate your fill! The chin got it too! And the little finger tried a little! They ate a little bit of the forehead and the top of the head, and the rest was eaten by the ears. ***Look, squirrels have come running from the forests to your plate! They ate a bun, ate porridge, and looked at our daughter! They ate the squirrels with gusto, And they told Sashunka to eat: My daughter listened, And she ate all the porridge! ***Delicious porridge, eat it, Masha. A spoon - for brother Antoshka! Spoon - for Lushka-girlfriend! A spoon - for a red cat, a spoon - for a tiny mouse, a spoon - for Timoshka the dog, a spoon - for a lame duck! For Masha - the last spoon! That's the whole mess. Well done, Masha! ***From lunch to lunch, Seva is a real fidget. So we caught him, sat him down, secured him, gave him three toys (a duck and rattles). I offer Seva porridge, He waves his head in response: “No, mother, spread your porridge on your bread, Give me a big spoon, Let me eat the cutlets with potatoes...”. Promises, persuasion, Dances, games, conversations: “This spoon is for mom, Hold your head straight, This spoon is for dad, Everyone around has already dropped, This spoon is for the neighbor, This spoon is for grandfather, The last two are for grandma.” So they ate the whole pan. L. Zubanenko Oatmeal is on the table; my grandmother prepared it for me. She watched in one program, What porridge should really be like. No salt, no sugar, no milk I only tasted it lightly. I stir the oatmeal with a spoon and think seriously about it for a long time. And the solution was found to be quite simple, How to make a plate of oatmeal - empty: I poured milk and added jam. Oatmeal is now delicious! E. Albul To go for a walk in boots, We need to eat porridge for the path. The first spoon is for the right leg, the second spoon is for the left leg, the third is for our fluffy cat, the cat has four legs! Next - for the cat's nimble flea, If, of course, the cat has a flea. No - let’s imagine it for fun (So that the cat doesn’t get offended at us!) Here’s another spoon for the flea leg. How many legs does a flea have? A spoon for a leg and a spoon for a leg - So we’ll eat all the porridge a little. How many spoons can fit in the plate - That means the flea and its legs have the same number! S. Bunny Once Misha and Masha decided to cook porridge for everyone for lunch. Here they dragged the pan, here they poured water into it. Water is boiling on the fire, We need cereals there: Semolina, buckwheat, rice and millet, It’s not easy for them to cook porridge. Masha salted the porridge and peppered it in addition. The porridge began to boil and began to leak out of the pan. Misha and Masha hold spoons in their hands to try a little. Mom cooks porridge better! The children ate two bananas, and then went to play and read good books. And Misha and Masha read, Like boys cooking porridge. O. Ukhalina Early in the morning at the plate, pranks begin: Spitwheels in all directions, And puffs and groans, Mouths clamped with hands, And eyes not opened, No desires and sobs, Whinings, howls and moans. So three-year-old Natasha has semolina porridge for breakfast. Yu. Kamyshova A noble porridge eater arrived to visit us from other planets, looked into our refrigerator and exclaimed: “Well, no! No soup! No cutlets! I hate vinaigrette! What’s going on here? Where’s my breakfast? Where’s lunch? "Where's my afternoon snack? Where's my dinner?! I need a pot of porridge! Serve it this instant! Otherwise I'll rush off to Mars!" We weren't at all confused. We cooked, tried: Buckwheat, semolina, millet, oatmeal - Porridge from various cereals. - Cheers, cashew! E. Alexandrova The city of Kashin is small, the situation is strange - semolina porridge rushes through the city like a brisk river. A bridge made of buckwheat is thrown over the steep banks, Pearl-barley sheep are waiting at the edge of the shepherd. The city is surrounded by walls made of selected millet, and the country is surprised by the rich harvests. Here there are smiling faces, Rice clouds, The roofs are covered with lentils, Lightly sprinkled with butter. If Sasha and Natasha have lost their appetite, come to the city of Kashin, He will return the loss. 2. A SELECTION OF PROVERBS ABOUT PORRIDGE. You can't spoil porridge with oil. Our porridge, priest's cabbage soup. The gruel is lean, and even without cereals. The cook lives better than the prince. Taras is a great eater of gingerbread; and Filat would be happy with porridge. The family porridge is boiling thicker. Our food is not nuts, but ours is porridge. Without porridge, lunch is not lunch. The empty mush in the oven burst into boiling water. The porridge is at a halt, so we can reach it. Buckwheat porridge is our mother, bread is our breadwinner. You made the porridge yourself, so you can sort it out yourself. Our grief is rye porridge, but I would have eaten something like that, but there is none. When I was little I ate porridge, but when I grew up I ate crackers in honor. I made the porridge, so don’t skimp on the butter! Cabbage soup and porridge are our nurses. The ankle is in porridge, and the cook is in trouble. Cabbage soup and porridge are our mother. The little devil is full if he doesn't eat porridge. The guy is quick-witted: he went crazy for a tough mess. When the wood is burning, then the porridge is cooked. It’s our sorrow that without butter it’s porridge. It's such a cool mess that you can't even put your finger on it. The millet is sparse and the mush is thin. He looks like a morel and braids the porridge like a hero. One can't argue with porridge. Our grief is buckwheat porridge: we don’t want to eat, and it’s a pity to leave. You can't cook porridge with it. It gets confused, like putting porridge in bast shoes. The oatmeal boasted that it was born with cow's butter. Young - gnaw bones, old - eat porridge. Where there is porridge, there are ours. Our mother is buckwheat porridge: no match for pepper, it won’t rip through your stomach. 3. A SELECTION OF RIDDLES ABOUT GREATS AND PORridge. They cooked it from the cereal, salted it, sweetened it. Hey, where's our spoon?! So delicious for breakfast... (porridge) Black, small crumb, But it has a lot of benefits. They will cook in the water, and whoever eats will praise. What is this? Buckwheat. It improves health and increases our hemoglobin. She loves cooking, loves the stove, and her name is... (buckwheat) Grandma will take out a jar of buckwheat, rice or semolina. Then grandma will boil the cereal in a saucepan with milk. Eat, eat in the morning, children, the best food in the world! (Porridge) I come in semolina, buckwheat, oatmeal, rice and millet, very quickly cooked. Pour it carefully, because you can wake me up. (Grains) Black, small crumbs - they will collect a little, They will cook in water, whoever eats will praise! - (buckwheat). In the field there are catkins on thin legs - (oats, oat flakes - rolled oats). Golden wheat - (semolina) - is earing together in the field. A mouse sits in a golden jar - (millet). White, but not snow, Tasty for everyone - (rice). (Appendix No. 4). GAMES WITH GREATS. Playing with cereals is not only an excellent educational activity for children. They also have a calming effect. Any cereal is suitable for such games - beans, peas, buckwheat, millet, rice, semolina, as well as pasta and salt. 1. Transfer the cereal from bowl to bowl using a spoon. 2. Using a small mug, pour the cereal from bowl to bowl. 3. Pour the cereal into the bottle using a funnel. 4. Use a small toy excavator to rake the grain. 5. Transfer the cereal using tweezers. 6. Throw grains into a small hole, for example, into the neck of a bottle or into a hole in a box or jar. 7. Look for treasure in the cereal with your hands - small toys. 8. Look for toys, pasta, nuts, beans, and cereals in semolina, salt or flour using a strainer. 9. String the pasta with a wide gap on a cord to make beads or a bracelet. 10. Sort: Mix, for example, pasta and beans, and then put them in different bowls. 11. Sort different cereals by color, shape, size. 12. Prepare one row of different cereals in an egg tray and the same cereals in separate bowls. The task is to find a pair, add the same row of cereals. 13. Sprinkle flour, semolina or salt onto a tray in an even layer and draw images or paths between toys on it with your finger or stick. 14. Lay out paths from the cereal - short and long, various drawings, geometric shapes, letters, etc. 15. Lay out beans in paths of different lengths, count and compare the beans - how much more there is in one path than in the other. 16. Sprinkle fine grains or salt with a pinch. 17. Draw paths from one object to another. 18. Draw invisible lines or a design with a glue stick, pour semolina on top, and then blow off the excess. 19. Apply PVA glue to the paper, randomly sprinkle different types of cereals - you will get an abstract, interesting applique. 20. Use cereals in applications in combination with colored paper and other materials. 21. Apply glue to the coloring book and fill each part of it with cereal of a certain color. 22. Color salt or rice with paint or food coloring . Pour into layers into a transparent jar or bottle. 23. Make applications with colored salt or rice. 24. Press the cereal into plasticine or dough. 25. Look for bags with the same cereal filling. 26. Throw bags of cereal at a target - a bucket, bowl, hoop lying on the floor. 27. Dip pasta and beans into paint and leave imprints on the paper. 28. Make rattles from cereals and Kinder Surprise containers or small plastic bottles. Look for similar sounding ones. 29. Fill cookie molds or plasticine with cereal. 30. Make a tactile domino by gluing not pictures, but different cereals onto cardboard. 31. Stick numbers on bottles, cups or matchboxes and put the required amount of grains or pasta into these containers. 32. Stick pictures and names of cereals on matchboxes and put the corresponding cereals in them. (Appendix No. 5). CONSULTATION FOR PARENTS: "MUSEUMS FOR PRESCHOOL CHILDREN". Is it necessary to take preschoolers to museums? Of course yes. Firstly, so that the baby does not forget how to enjoy learning new things. After all, if the cognitive interest given to everyone from birth is not constantly fed, it fades over time, and then it is much more difficult to restore it. Secondly, so that the child learns to behave culturally in the museum, near the monument. From an early age it is worth teaching children to respect history and culture. After all, you must admit, a schoolboy making faces near the monument to war heroes looks disgusting. And the roots of this behavior are laid in early childhood. Thirdly, the emotional experience gained will be deposited in the soul of the preschool child and will certainly manifest itself at a later age. Fourthly, the child will be able to raise his self-esteem and social status by telling the kindergarten about his trip to the museum. Perhaps the preschooler will not remember much and will quickly forget new names and terms, but the essence of what he saw and the emotions will remain in the foundation of his experience. They will certainly prove themselves, giving direction for further development. Very often, it is at this age that a child’s imagination is struck by one or another topic and becomes a favorite pastime for the rest of his life. Rules for visiting the museum. 1. Immediately state the rules of conduct in a museum or near a monument, explaining their necessity and importance. Ensure that your child follows the rules and does not break them yourself. 2. On your first visits, cover only a small part of the exhibitions. 3. In the museum, try to show your own interest, answer the child’s questions, and read the signs near the exhibits at his request. 4. If the child is tired, end the excursion. 5. Consolidate knowledge: purchase souvenirs or booklets; At home, ask them to draw what they liked; ask to tell the most interesting thing to your grandmother (brother and other relatives); take the drawings to kindergarten and tell about your trip there. 6. You can go to one museum, especially if you like it, many times (for example, every year), increasing the time and volume of the excursion. 7. Start exploring museums with the topics that are most interesting to your child. (Appendix No. 5). CONSULTATION FOR PARENTS: "MUSEUM AND CHILDREN". If we consider Something, This Something is for something, This Something is from something, This Something is part of something, Something was before Something, Something will be this What -That. Now take something and look at it in the museum. The word "museum" comes from the Greek word museion and the Latin museum - temple of the muses, a place dedicated to the sciences and arts. A museum is an institution that collects, studies, stores and displays objects and documents that characterize the development of nature and human society and are of historical, scientific or artistic value. In a kindergarten setting, it is impossible to create exhibitions that meet the requirements of museum work. That’s why museums in kindergarten are called “mini-museums.” The “mini” part of the word in our case reflects the age of the children for whom they are intended, the size of the exhibition, and a certain limitation of the topic. Purpose of the museum - patriotic education preschoolers, the essence of which, from our point of view, is to cultivate in the child’s soul the seeds of love for native nature , home and family, the history and culture of your country, to everything that was created by the work of relatives and friends. An important feature of mini-museums is the participation of children and parents in their creation. Preschoolers feel involved in the mini-museum. They can: participate in the discussion of its topics, bring exhibits from home, and add their own drawings to them. In real museums you can’t touch anything, but in mini-museums it’s not only possible, but also necessary! You can visit them every day, change them yourself, rearrange the exhibits, pick them up and look at them. In an ordinary museum, a child is only a passive contemplator, but here he is a co-author, the creator of the exhibition. And not only himself, but also his dad, mom, grandparents. Each mini-museum is the result of communication and joint work of the teacher, children and their families. (Appendix No. 6). SUMMARY OF DIRECT EDUCATIONAL ACTIVITIES IN THE SECOND JUNIOR GROUP ON THE TOPIC "ORGANIZATION OF THE GREAT MUSEUM." Educational areas: Communication. Cognition. Objectives: * Educational: * Strengthen children's understanding of museums; * Form children's understanding of the variety of cereals; * Expand your horizons. * Developmental; * develop imagination and speech. * Educational: * cultivate accuracy and hard work. Material: Various cereals, jars, trays. Preparatory work: * conversation about museums; * excursion to the museum of the preparatory group; * reading poems and fairy tales about porridge; * excursion to the kitchen. PROGRESS OF EDUCATIONAL ACTIVITIES. Organizing time. In the group, the teacher’s phone rings. The teacher “does not notice” the call. Children draw the teacher's attention to the bell. The teacher is surprised to say that her friend White-sided Magpie is calling her. Starts a loud conversation on the phone, the children listen. - Hello, dear Magpie-white-sided! I am glad to hear you! What? Will we soon receive a package from you at our kindergarten? Fine! We will be waiting! Goodbye! - Children, the postman will soon come to us with a parcel. The white-sided magpie said that she was very happy that we were putting treats in the bird feeder, and she sent us a gift. Let's quickly restore order in the group and meet the postman. Children and their teacher place toys in their places. There is a knock on the door. The postman enters - a teacher of the senior group in disguise. - Is this the Alyonushka kindergarten? - Yes! - There is a package for you from the White-sided Magpie! - Thank you! - Goodbye! - Goodbye! Conversation. Educator: - Children, let's sit on the rug and see what the White-sided Magpie sent us. The teacher points to the lock on the parcel - To open the parcel, you need to guess the riddle: I come in semolina, buckwheat, oatmeal, rice and millet, very quickly in cooking. Pour it carefully, because you can wake me up. - What is this? (Krupa) The teacher opens the package. Didactic game “Recognize and name the cereal”: Takes out the first jar of cereal: - It’s black, it’s small, but it has a lot of benefits. They will cook in the water, and whoever eats will praise. What is this? Children: - Buckwheat! Educator: - White, but not snow, Tasty for everyone - what is it? Children: - Rice! (Children look at other cereals in a similar way.) - We recognized all the cereals and named them correctly. Don't yawn any more - now call porridge. The didactic game “Name the Porridge” is being played. Rice porridge - rice porridge; Pea porridge - pea porridge; Corn porridge - corn porridge; Buckwheat porridge - buckwheat porridge; Oat porridge - oatmeal; Millet porridge - millet porridge; Semolina porridge - semolina porridge; Barley porridge - pearl barley porridge; Barley porridge - barley porridge. Educator: - Children, you correctly named all the cereals and porridges made from them. But where do we place the gift from the White-sided Magpie? (Children's answers). Educator: - Children, do you remember yesterday we went on an excursion to the preparatory group? What did we visit there? Children: -Horse Museum. Educator: -Or maybe in our group we will also create a museum - a museum of cereals? We also have a free shelf. Children: - Let's make a museum. The teacher and the children place jars of cereal on the shelf. Educator: - Now it’s time for us to go for a walk. What do we absolutely need to take with us when we go out? Children: - Bird food. Educator: - And in the evening I will teach you how to play with cereal. (Appendix No. 6). SUMMARY OF DIRECT EDUCATIONAL ACTIVITIES ON COGNITIVE AND ARTISTIC CREATIVITY IN THE SECOND JUNIOR GROUP ON THE TOPIC "PORRIDGE IS OUR FOOD". Educational areas: Communication. Cognition. Artistic creativity. Objectives: * Educational: * To form in children an idea of ​​the benefits of porridge in the diet baby food; * Expand children's understanding of the variety of cereals; * Learn to understand the meaning of proverbs and the ability to explain to others. * Developmental; * Lead children to understand the riches of the Russian language, develop thinking and imagination through proverbs and riddles; * activate vocabulary on the topic; * develop creative abilities, emotional responsiveness * Develop fine motor skills, children's attention. * Educational: * cultivate accuracy and hard work. Material: Various cereals, trays, sheets of paper in the form of a plate (circle with margins), glue, brush, brush stand, backing sheets. Preparatory work: * conversation about museums; * excursion to the museum of the preparatory group; * creation of a mini-museum "Grains" in the group; * didactic games with cereal; * creation of collective work from semolina " Funny snowmen "; * reading poems and fairy tales about porridge; * excursion to the kitchen. PROGRESS OF EDUCATIONAL ACTIVITIES. Children are engaged in free activities. Suddenly a characteristic sound is heard: an email has arrived on the laptop. The teacher draws the children’s attention to the fact that they have received a letter from the White-sided Magpie . Offers to restore order in the group and, sitting freely on the rug, read the letter. Children sit on chairs in a semicircle. The teacher tries to open the letter, it does not open. - I understood why the letter does not open: Magpie wants us to complete her task first. (Two locks appear on the screen.) - We can open the first lock if we answer questions about the cereal correctly. Children, do you remember what Magpie-White-sided recently sent us? Children: - A parcel with cereal. Educator: - Where did we put it? jars of cereal? Children: - To our museum. Educator: - What is a museum? (Children's answers). Educator: - Yes, a museum is a place where various collections and antiques are carefully stored. And in our group there are cereal museum. -Now we need to remember everything about the cereal so that the first lock opens. 1. Just a moment, everyone, now let’s test your knowledge. I have cereal here, but I don’t know what it is. I want to find out from you. Didactic game "Recognize and name the cereal." Educator: -All the cereals were recognized and named correctly. (The first lock has opened) - Don’t yawn any further - now call porridge. Didactic game “Say it correctly” Educator: I name the cereal, and you tell me what the porridge made from this cereal is called: from rice - rice; from buckwheat - buckwheat; from oats - oatmeal; from millet - millet; from wheat - semolina; from barley - pearl barley and barley. And you named the porridge correctly. (The second lock opened). - Guys, I suggest you play. (Dynamic pause). Porridge was puffing in a saucepan on the stove. I wanted to treat all the kids! Semolina, semolina Porridge is welcome. Delicious, tender, very healthy! Children show a circle in front of them, joining both hands in front of them. Children stroke their bellies. Right hand, left hand showing thumb, both hands. - Children, please tell me why we need cereal? (Children's answers). Right for cooking delicious porridge. - Why is it healthy to eat porridge for breakfast? (children's answers) In the morning there is a lot of work and activities, all this requires a lot of effort and energy, and the porridge contains a lot of useful vitamins and substances. - Why do you think they say about some people: “He didn’t eat much porridge?” (children's answers) - Yes, you are right, they talk about weak and frail people who do not eat porridge. - And in the old days there was a custom - to cook porridge as a sign of reconciliation with the enemy. Without porridge, the peace treaty was considered invalid. Since then they say about intractable people: “You can’t cook porridge with him.” - Look, while we were talking about the porridge, the third lock opened. And now we can read the letter from the White-sided Magpie. “Dear guys, I know that in your group there is a museum of cereals. I decided to give you a gift: a book about how our grandparents cooked porridge, from what and with what they ate it. You will find the book in your museum. I will be glad, if you like my book. The White-sided Magpie." Educator: -Well, children, let's look at the book? Children: - Let's see. The teacher shows the children illustrations depicting clay pots, bowls, and wooden spoons. Educator: - And now I suggest you cook porridge in a clay pot. Round dance game "One, two, three - cook a pot of porridge" Children are selected who will be milk, salt, sugar, cereals, the rest of the pot. When the ingredient needed for the porridge is named, the child goes to the center of the circle. And when everyone comes out, they join hands and lead their own round dance inside our round dance. One, two, three - you cook our pot. We'll pour in the milk and bring it to a boil. One, two, three - you cook our pot. The porridge needs to be salted and sugar added. One, two, three - you cook our pot. We pour in the cereal and mix everything together. One, two, three - you cook our pot. Porridge goes “puff-puff-puff” for friends and family. We will all eat together and treat all the guests. The porridge turned out to be just great! Educator: - What did we forget to put in the porridge? (butter) And there is such a proverb: “You can’t spoil porridge with butter.” How do you understand it? (it tastes better with butter) - What else can you add to the porridge to make it even tastier? (fruits, nuts, berries). Educator: - children, did you like Magpie’s gift? (Children's answers). Educator: - I agree with you: let the book be a museum exhibit. - The white-sided magpie told in her book what the dishes used to be like, but what do we eat porridge from now? (From the plates). It's a pity that our museum doesn't have modern dishes. But do you know what I came up with? I have prepared such beautiful plates for you and I invite you to prepare your favorite porridge and then place these plates in our museum. And when guests come to our group, we will show them not only the old dishes from the book, but modern plates with our favorite porridge. Visual activity "Plate of porridge". (Children are offered finished form in the form of a plate. The child coats the entire plate, except the margins, with glue and sprinkles with cereal. The child chooses the cereal himself, and the teacher asks to explain the choice (for example, I took buckwheat, because I like buckwheat porridge most of all). The teacher helps the children decide on a job, then she begins her own application: - And I love different porridges, so I will cook “Friendship” porridge. While working, the teacher reads poems about porridge: Buckwheat porridge This is buckwheat porridge. Sasha loves this porridge. It is never quiet in a field if buckwheat grows there. The bees fly at her, they want to take the nectar. Millet porridge How delicious it is, This porridge made from millet! Where did it come from - Yellowish millet? There is no simpler question for us. Know: millet is millet cereal! Semolina porridge Our porridge is good for any baby. With butter, rosy, Our semolina porridge! Corn porridge In the morning Katya is fed delicious Warm corn porridge. Corn cobs grew in a field, not in a garden bed. Corn always grows taller than us! Pearl barley porridge Get to know the new porridge: Everyone calls it pearl barley. If they ask me: “Is there porridge made from barley?” I have a ready answer: Yes, their name is pearl barley! Oatmeal He did not grow up in distant countries - Wonderful oats! The oats grew in our district, and not somewhere in the south. Upon completion of the work, the teacher invites the children to name their favorite porridge again and, if they don’t mind, place the plates in the museum. At the same time, the teacher reminds that these are no longer just crafts, but museum exhibits. Educator: -I thank all my assistants for Good work. Thank you! (Appendix No. 7). PARENTAL CORNER ON THE TOPIC: "IN PORRIDGE IS STRENGTH, IN PORRIDGE IS COURAGE, IN PORRIDGE IS THE RUSSIAN SOUL!" “In porridge there is strength, in porridge there is courage, in porridge there is the Russian soul!” - this is exactly what our ancestors said about this dish. And really, what could be more nutritious and healthier than fragrant porridge from a Russian stove, and in a clay pot! Porridge - native Russian dish. There's a lot to do with her ancient traditions and rituals. For example, a wedding celebration in Rus' was originally called “porridge”. The bride and groom at the wedding table were treated only to porridge, and the guests ate it from the same pot. Porridge is the most affordable, harmless and simple means for healing the body. Any porridge is a source of fiber and organic acids; it attracts and removes heavy metals and toxins from the body like a magnet, and also controls the absorption of fat from foods eaten. In addition, the carbohydrates and proteins contained in cereals provide the body with energy. Buckwheat Buckwheat porridge is one of the healthiest. It contains a lot of proteins, vitamins and microelements (iron, potassium, calcium, magnesium and many others). Iron, as you know, is necessary for the production of red blood cells - erythrocytes, potassium is very good for the heart, calcium - for bones, magnesium strengthens the nervous system. Doctors value buckwheat for its large amount of rutin. This substance makes the walls of blood vessels more dense, thus reducing the risk of heart attacks and strokes. In a word, not porridge, but a real mini-pharmacy prepared for us by nature itself. It is better not to cook buckwheat porridge, but to steam it: pour boiling water over it, wrap it up, and give it a “bathhouse” for an hour or two. In this form it is most useful. Oatmeal "Oatmeal, sir!" - this porridge is served in England even to crowned heads. They love it very much, and for good reason, because oatmeal is the best remedy for normalizing cholesterol levels in the blood and cleansing blood vessels of plaque. It is recommended to consume oatmeal for those who want to preserve mental abilities and memory into old age. One bowl of whole grain oatmeal contains a daily dose of important substances such as vitamin E and selenium, which are powerful antioxidants that protect our body cells from premature aging. To prevent atherosclerosis, it is recommended to drink a decoction of oatmeal. 1 tbsp. cereals are poured into 1 liter of boiling water, put on fire and the liquid is evaporated to half the volume. Strain the broth, add 2 tbsp. milk and boil for another 20 minutes. Drink 1 tbsp. three times a day before meals. Millet Millet porridge has long been considered a product that gives strength. And this is no coincidence, because millet contains elements that can strengthen body tissues - silicon and copper. Silicon is a building material for bones and teeth, and copper gives tissues additional elasticity. In addition, millet contains essential amino acids. But, despite the undeniable benefits, millet porridge still has one drawback - it can cause constipation. Therefore, it is better to eat it with fresh or stewed vegetables. For example, with pumpkin. Rice In Japan, rice is considered a staple food. Scientists have concluded that the Japanese live so long thanks to their high consumption of rice. An abundance of B vitamins, vitamin E, a whole range of microelements: iron, zinc, magnesium, calcium - that’s far from full list beneficial substances contained in rice. Before cooking, it is advisable to rinse the cereal thoroughly to remove starch. Porridge cooked from washed grains is more useful. But the healthiest thing is unpeeled, brown or long Central Asian rice. Pearl barley The main wealth of pearl barley is phosphorus. In terms of its content, pearl barley is almost twice as high as other cereals; phosphorus is not only necessary for normal metabolism and good brain function, but is also considered the “main” microelement for athletes, because it is phosphorus that ensures the speed and power of muscle contractions. In addition, pearl barley porridge can easily claim the title of “beauty porridge.” You ask, what does beauty have to do with it? The fact is that the lysine contained in pearl barley takes an active part in the production of collagen - it is this that makes the skin elastic and smooth, preventing the appearance of wrinkles. Don’t also forget that this hearty porridge is low in calories. Semolina Compared to other cereals, semolina contains the least amount of vitamins. It is made from peeled wheat grains, and most of the vitamins are found in these shells. For the same reason, there is no fiber in semolina, and therefore it is digested much easier than other cereals, and is dietary product. Semolina porridge is recommended for people with stomach and intestinal problems. And yet, due to the high starch content, you need to eat porridge, as they say, wisely, in moderation. It’s definitely not worth overeating on porridge. The fact is that starch is converted into glucose in the body, which in turn can lead to an increase in blood sugar levels. It is better to eat any porridge in the first half of the day, or even better in the morning, so that the body has time to use up all the energy received from the porridge during the day.

Mini-museum of time as one of the forms of development of cognitive activity of preschool children

Museum pedagogy in kindergarten is one of the components of preparing a child for further education at school.
So at what age should you start introducing your child to the museum? This question can be answered in different ways. The preschool level of education can be considered as a preparatory stage for museum pedagogy. In the process of cognitive and play activity In kindergarten, a child gets acquainted with such an important phenomenon in the cultural life of society as a museum.
The leading method in working with preschool children is play. It is in play, by simulating various situations, that the child learns the world, masters the necessary skills, gains his own experience. Imagination and fantasy, maximally developed in childhood, help the child to penetrate the spirit of a particular historical time, and therefore to master, transform and appropriate accumulated historical and cultural values.
The forms of museum pedagogy are art gallery, photo exhibitions, reproductions of paintings and children's creative works, creation of collections. Museum pedagogy presupposes research and project activities with children. It is advisable to consider the project method in preschool educational institutions as one of effective methods working with preschool children.
One of the interesting and effective forms working with children is to create a mini-museum. A mini-museum allows you to make the word “museum” familiar and attractive to students. The exhibits of the mini-museum can be used for educational activities, the development of speech, imagination, intelligence, and the emotional sphere of the child. Any item in a mini-museum can suggest a theme for interesting conversation.
The objectives of the mini-museum are to enrich the subject-development environment of the kindergarten, form preschoolers’ ideas about the museum, expand the horizons of preschoolers, develop their cognitive abilities and develop design and research skills, and form an active life position.
The creation of mini-museums occurs in close cooperation with the families of the pupils.
Work in the museum is based on generally accepted principles:
1. Visibility. When selecting a collection, the educational function is taken into account first of all. The museum collection should contain a large amount of visual and practical material.
2. Taking into account age characteristics. When organizing the environment, considerable attention is paid to the accessibility of selected material and taking into account the age characteristics of preschoolers.
3. Children’s activity in assimilation of museum heritage.

The themes of mini-museums can be varied:“Russian hut”, “What is hidden in an old chest”, “My favorite toy”, “Book Museum”, “Folk crafts”, “ State symbols».
I would like to introduce you to the mini-museum that we created to develop the cognitive activity of pupils. This is a mini-museum of Time. Its goal: the formation of time concepts in preschoolers through the construction of dialogic interaction between an adult and a student in cognitive and research activities in a mini-museum of time
A person faces the problem of time every day, tearing off a piece of the calendar, every minute, looking at his watch. A child also lives in time. Children already at preschool age need to learn to navigate time themselves: to determine, measure time (correctly denoting it in speech), feel its duration (in order to regulate and plan their activities), change the pace and rhythm of their actions depending on the availability of time. The ability to regulate and plan activities over time creates the basis for the development of such personality qualities as organization, composure, focus, accuracy, necessary for the child when studying at school and in everyday life.
Objectives of the mini-museum of time:
1.familiarization with temporary representations
2.formation of design and research skills
3.inclusion of parents and children in search and research work, collecting information on this topic.
4.formation in children of ideas about time and methods of measuring it that existed in history
5.familiarization with various types of clocks and calendars
6.give an idea of ​​the units of time
7.forming habits of rational use of time
The exhibits in our mini-museum are calendars (tear-off, flip, tabletop, pocket, wall), posters - seasons, months, weeks, parts of the day. There are exhibits made by children and parents. Big interest Children have hourglasses and sundials. Our museum has a large number modern watches. Among them are wall clocks, table clocks, wrist clocks, alarm clocks, educational clocks for children, and book clocks. The activities of the mini-museum of time make the formation of ideas about time the subject of special attention for children, create the most favorable conditions for children to assimilate the idea of ​​time, develop interest in the concept of “time” through individual interesting facts and information about in different ways and means of measuring, recording time, introduces children to the history of the appearance of watches, different types of watches, the history of the appearance of the calendar, different types of calendars.
Forms of working with mini-museum exhibits:
- excursions
- educational activities with game elements
- creative tasks
- research activities
- entertainment games
- travel games
- intellectual and creative games
The creation of mini-museums makes it possible to enrich the knowledge of preschool children about the world around them, to diversify the developing subject-spatial environment with new forms of work with children and their parents.
And finally, creating a mini-museum has not only educational value, but also emotional coloring After all, in real museums you can’t touch anything, but in mini-museums it’s not only possible, but also necessary! You can visit them every day, change them yourself, rearrange the exhibits, pick them up and look at them. In an ordinary museum, a child is only a passive contemplator, but here he is a co-author, the creator of the exhibition. And not only himself, but also his dad, mom, grandparents. Each mini-museum is the result of communication and joint work of the teacher, children and their families.
Application

Subject : Mini-museums in preschool educational institutions.

Relevance : Art galleries, local history museums, art museums and many others are becoming integral part our cultural life. What to do if you can’t go to the museum? That is why the preschool educational institution decided to create its own museums, albeit small ones. An important feature of mini-museums in preschool educational institutions is the participation of children and parents in their creation. Preschoolers feel involved in the mini-museum: they participate in discussions of its topics and bring exhibits from home. Children from older groups conduct excursions for younger ones, adding their own drawings to them. In real museums you can’t touch anything, but in our mini-museums it’s not only possible, but also necessary! You can visit them every day, change them yourself, rearrange the exhibits, pick them up and look at them. In an ordinary museum, a child is only a passive contemplator, but here he is a co-author, the creator of the exhibition. And not only himself, but also his dad, mom, grandparents. Each mini-museum is the result of communication and joint work of the teacher, children and their families.

Objective of the project:

Formation of cognitive activity of children through the organization of a mini-museum in a preschool educational institution

Tasks.

1) create conditions for improving the professionalism of teachers in project activities to create and organize a mini-museum;
2) to organize conditions for independent cognitive activity of children in the space of a mini-museum
3) to interest parents in creating a mini-museum in a preschool educational institution
4) provide conditions for the active participation of parents in joint cognitive and creative activities with children

5) to make the life of pupils interesting and meaningful, to fill it with vivid impressions, interesting activities, and the joy of creativity.

Project participants:teachers, students, parents of students

Ways and mechanisms for project implementation:

• Development of pedagogical projects for the creation and organization of mini-museums;
• Organization of exhibitions, excursions;
• Interaction of children with the object environment of the museum and with each other;
• Joint cognitive and research activities of children and adults;

Project resource support:

1) Scientific and methodological:

• Selection printed materials on museum pedagogy;
• Methodological support of project activities;

2)Organizational

• Organizing the work of teachers to implement the stages of the project;
• Creation of mini-museums by teachers together with children and parents;

3) Informational:

• Using the Internet to find the necessary information;
• Consultation for teachers on creating mini-museums in preschool educational institutions;

4) Logistics:

• Design of a mini-museum in a preschool educational institution based on the results of the project;

Expected results of the project:

• Creation of a mini-museum in a preschool educational institution. Mastering practical skills by teachers in the development and implementation of pedagogical projects for organizing a mini-museum.
• Increasing the level of children's knowledge about the museum, increasing cognitive activity, developing creativity through the creation of creative works.
• Active participation of parents in the creation and design of a mini-museum in a group, in joint cognitive activities with children.

Stages

• Preparatory stage

Target : creating a mini-museum and developing the competence of teachers in museum pedagogy.

• Main stage

Target : development of teaching materials

• The final stage

Target: evaluation and presentation of project results

January

Diagnostics of children's knowledge about the museum

Identification of the level of cognitive activity, skills and abilities of research activities

Analysis of the results obtained, identification of problems and ways to solve them

Interaction with parents

January

A survey of parents on the results of creating a mini-museum and its role in the development of children.

Conclusion:

The creation of a mini-museum in a preschool educational institution made it possible to make the word “museum” familiar and attractive to children. The mini-museum has become a place of learning, research, communication and joint creativity among teachers, children and parents. The peculiarity of the mini-museum is that the education of children within the museum is accessible, variable, activity with the exhibit is the main way of acquiring knowledge, which occurs in a free form, in joint activities and independently. The basis for organizing work in a mini-museum is educational and research activity, in the form of children’s experimentation with objects and the form of verbal research, questions asked of an adult. The mini-museum has become an integral part of the educational subject environment of our preschool educational institution and has shown its importance in the upbringing and development of children.

Features of museum work with preschool children

“On Sunday, my sister and I left the yard. “I’ll take you to the museum,” my sister told me.”

What to do if you can’t go to a museum on Sunday? That is why remote preschool institutions decided to create their own museums, albeit small ones. Over time, this trend has gained great popularity, and today mini-museums are an integral part of the developmental environment of many preschool institutions.

Kindergarten museums are interactive, that is, any mini-museum contains exhibits that you can touch, smell, and look at. You can play with the exhibits and, if you really want, even take them home for a while. And this feature certainly attracts children. And once they become interested, learning becomes more effective. In addition, a mini-museum for a child is something of its own, dear, since children take part in its creation.

The organization of a mini-museum in a kindergarten dedicated to a specific subject, natural object or phenomenon is facilitated by the use of a systematic approach.

The object in question is conventionally placed in the center of a table of nine “system” cells (1)

Any object (system) does not exist on its own; it is always part of something or located in some special place. (a tree in the forest, a construction set in a box, a dress in the closet). This place in which the object is located and of which it is a part is called the “supersystem” (2)

An object (system) is often heterogeneous in nature. It consists of some parts, details (the dress has a bodice, sleeves, skirt, collar, etc. This cell is the anatomy of an object, called “Subsystem” (3)

Cell 4 tells what the system was in the past. What was a cup before it became a cup? What was the Christmas tree before it became a Christmas tree? (Past of the system)

The future of the system is considered in the 5th cell. What will happen to this object? (future of the system)

We have examined the object from a number of perspectives and have already received a variety of information about it. With children of primary preschool age, it is enough to focus on these positions. Older preschoolers are able to reason more deeply.

If we consider the system in the past, we can find that it also has its own supersystem and subsystem. If the bird in the past was an egg, then above the egg system there was a nest with other eggs, and “mother’s tummy” (6 - the supersystem of the system in the past). And such an object as a book can be considered from the point of view of the changes that took place with it: what a book was like in the old days, how it was created.

Any system in the past also had its components. The same egg consisted of a shell, white and yolk. And for books, for example, birch bark was used.

The system in the future is considered in the same way - its supersystem and subsystem (8,9). What will the chicken become? What will the book be like in the future?

This table can be supplemented with several more items:

Anti-system - relatively speaking, the enemies of our object.

Cosystem-friends of the object.

A neutral system is something that does not react to our object in any way.

Goals and objectives of the museum

1. Implementation of the direction “Museum pedagogy”
2. Enrichment of the subject-developmental environment of preschool educational institutions
3. Enrichment of educational space with new forms.
4. Formation of preschoolers’ ideas about the museum
5. Expanding the horizons of preschoolers
6. Development of cognitive abilities and cognitive activity.
7. Formation of design and research skills.
8. Developing the ability to independently analyze and systematize acquired knowledge.
9. Development of creative and logical thinking and imagination.
10. Formation of an active life position.

Where should the museum be located?

“Who wants, looks for opportunities, who doesn’t want, looks for reasons” - popular wisdom.

The latest projects of kindergartens already provide premises for organizing mini-museums. However, even in cramped conditions, if desired, you can find a corner for a small exhibition. Even a cardboard folding screen located in the locker room will help create space for a small mobile museum. Let us note right away that any location of a mini-museum has its pros and cons. There are no ideal conditions in any option.

Group room

This option provides the opportunity to build museum material gradually, as you receive new information. The teacher can access the museum materials at any time, and the children in the group can view the exhibits if they wish.

Disadvantage: Children of only one group have access to the lesson. The distance from the locker room limits free communication between children and parents on museum topics.

Locker room

Benefits of communicating with parents.

The disadvantages are the same.

Halls

In this option, mini-museums are located in publicly accessible places, which makes it possible to visit them at any time convenient for the teacher. All parents can view the exhibition, including individually with their children. The mini-museum provides an incentive for communication. At the same time, open and uncontrolled access to the museum limits the possibility of displaying rare and valuable exhibits (and even not very valuable ones sometimes disappear).

HOW TO DESIGN A MINI MUSEUM

The attention of preschool children is not yet sufficiently formed. It is short-lived and unstable. Therefore, the effectiveness of all work in a mini-museum will depend to a large extent on how well the exhibits are located and on the degree of their attractiveness to the child. The most optimal option is to place exhibits at different levels: vertical and horizontal. Racks and wall shelves, screens, stands, tables of different sizes, and cabinets will help solve this problem.

Horizontal and vertical surfaces

The arrangement of all exhibits in only one horizontal plane, for example on a children's table, is impractical. Collections, that is, items of the same name, look best in the same plane. For example, a collection of sea shells placed in this way, differing in color, shape, and size, immediately gives an idea of ​​their diversity. A mini-museum may well display some kind of collection, but still its main task is to show an object from different sides, to reflect its relationships with other objects. Secondly, in a horizontal plane it is difficult to combine exhibits by topic and separate them visually. And this complicates the task of keeping the child’s attention within one group of objects. If the teacher does not have the opportunity to use more suitable corners, the situation can be corrected as follows. From large building cubes, cylinders, bricks, you can build multi-level stands on a table, fasten them together with tape and beautifully drape them with light fabric.

Mastering the vertical can be done as follows:

• placing material on wall shelves;
• use of screens;
• use of stands;
• mobile phone use;
• placing small material on dry or artificial tree branches.

Stands are especially convenient to use. Their main advantage is that they are easy to manufacture, lightweight and safe for children. The stands are very mobile and allow you to easily and quickly rearrange the composition of the museum. When using stationary shelves, the change in the mini-museum exposition is not as noticeable for the child as when using stands, which may differ in shape, color, and location. And this fact plays an important role: we have already mentioned that it is the effect of novelty that is of great importance in attracting and retaining the child’s attention.

Stands are used to display illustrative information and diagrams. It is very convenient to attach light bulky objects to them.

If a certain place is reserved for museums, it is very convenient to attach two or three small hooks to the ceiling. This will allow you to diversify the composition of the museum with vertical elements. For example, hang a mobile, a temporary spiral (described in the section “Mini-Museum of Measurements”), garlands, etc.

How to make and where to place stands

To make a stand you will need sheets of cardboard from packaging boxes, burlap, matting, linen or other fabric of a single color, PVA glue, and a breadboard knife. Stands on burlap or lining look best. The exhibits are preliminarily laid out on cardboard and the size and shape of the workpiece is determined. These can be squares, circles, rectangles. Sometimes shapes are best irregular shape. The workpiece is cut out with a breadboard knife, thickly coated with glue, burlap is applied and the irregularities are smoothed out. The edges of the burlap are cut around the perimeter, leaving 4-5 cm for folding the edge onto the wrong side of the stand. The edges cannot be glued until the front side is glued. It should be borne in mind that packaging cardboard may bend due to moisture. Therefore, you need to put the workpiece under the press for some time. In kindergarten, you can find an unexpected option for this purpose: for example, placing a blank under the carpet on which children play. The heaviness of the carpet and the weight of the children playing on it perfectly cope with the role of the press. And if the teacher makes a stand together with the children, then they take special pleasure in unfolding the game in exactly the right place. When the workpiece dries, its edges are folded and glued. The edges of the burlap (fabric) do not need to be folded. In this case, the fabric is cut to the edge, and the outline is decorated with elegant braid, decorative cord or regular twine. Elements made of chintz fabric give special elegance to burlap stands. This option greatly enlivened, for example, our “Museum of Folk Dolls”. You can attach exhibits to the stand using a glue gun. You can just sew them on. (Cardboard can be easily pierced with a regular sewing needle.)

Decorative panels will help you do without a drill and unnecessary holes in the wall when attaching stands. If you stretch thin ribbons or braid between the panels, you can mount both children’s works and decorative elements. The stands are suspended on a thin line, on required height, similar to paintings in art museums. This method of making stands and placing them on the walls allows teachers to create mini-museums in completely different styles in the same corner. Vertical design techniques also include vases with spreading branches. You can hang small exhibits, small pictures, medallions with riddles or tasks from the latter. The compositions turn out to be very airy and stimulate children to take action. (Children love to sort through and look at hanging objects and pictures.) Vases can be made and decorated to match the theme of the museum. Techniques used in design: applique on fabric, paper; patchwork technique; decoupage; mobile, origami, making models and dummies.

HOW TO USE IN WORKING WITH CHILDREN AND PARENTS

It must be remembered that mini-museums are not always suitable for conducting full-fledged classes. Standing in one place for a long time and lack of space can negate the teacher’s most fascinating story.

1. Sometimes it is more expedient to divide all the information into several subtopics and conduct so-called five-minute conversations. But if the teacher holds the children’s attention sufficiently, then several topics can be considered at once in one approach.

2. Of course, preschoolers also pay attention to other stands, the story of which may not be included in the teacher’s current plans. In this case, you can use this tactical move. The teacher says: “We’ll talk about this next time. But I suggest you look carefully for yourself and guess what (air, wood, water, etc.) they wanted to tell you about.” Very little time is given for discussion. The teacher does not answer the children’s questions and does not give leading questions. In response to children’s assumptions and questions, he says: “We’ll talk about this next time.” If the children are well versed in the material on their own, the next time they visit the museum, the teacher invites the most active child to become a guide for a specific section.

3. If the teacher is aimed at developing children’s explanatory speech, then another option is possible. The teacher invites the children to approach the section that interests them together with their parents and tell the other children the next day about what they have learned.

GAMES FOR THE MINI MUSEUM

When creating and using mini-museums, we did not forget that the leading activity of a preschooler is play. Therefore, in each mini-museum, in the independent activity corner and in other sections, children are given the opportunity to play. The theme of the mini-museum itself will tell you what the games should be: role-playing games, dramatization games, didactic games, etc. Didactic games or materials for game exercises are placed in boxes and envelopes. Some tasks can be placed on stands. It is advisable to select such exercises so that the children themselves can guess what specific task needs to be completed. In the process of working with children in mini-museums, we selected and adapted a number of famous games, and also developed our own. Below is a description of a number of such “universal” games that can be used when working in any mini-museum. It is important that their rules are well known to children. The teacher only changes the content of the assignments depending on the theme of the museum.

Lotto

Lotto has been one of the most favorite board games among children for many decades. The game proposed by F. Frebel more than 200 years ago has not undergone major changes over time. The game consists of a large card with an image of the main object and a set of small cards with images of objects that correlate with the main one by certain qualities. The teacher can independently develop and produce this exciting game, taking into account the theme of the mini-museum. For example, in a mini-museum of sand it could be a lotto “Animals of the sand desert”, “How people use sand”; in the mini-museum of fallen leaves - “Such different leaves", "Who needs leaves"; in the mini-museum of air - “How a person uses air”, “Flying animals”, “Flying seeds”, etc.

Action games

This game requires a large canvas (field), on which the route is marked in the form of a line, as well as chips according to the number of players and a dice with a numerical designation on the sides. By throwing out the cube, the child determines the number of moves he must make. On the route line, at a short distance from each other, there are stops - multi-colored circles. The color of the circle indicates the task that the child must complete. This could be skipping one move, returning one or two moves back or forward, or permission to make one more, additional move. You can make the game yourself. To do this, the teacher selects a poster on the theme of the museum, for example “Desert”. On the poster, a route is drawn with a felt-tip pen or paper strips, onto which multi-colored circles are glued - stops. The teacher determines what the colors of the stops will represent. For example, red means that a participant in the game must remember an animal that lives in the desert, green means he must guess a riddle (riddles can be written on special cards that are included in the game set), yellow means he needs to portray the animal using pantomime. If a child finds it difficult to complete a task, he can either skip one move or give away a forfeit, which he will redeem at the end of the game by completing fun tasks. This game can be played on any museum theme.

Sun

To play you will need a set of task cards and wooden clothespins of different colors. The task card is a circle divided into six to eight sectors. Each sector contains a picture. In the center of the circle is the main symbol that defines the theme of the game. The symbol helps children understand the task without the help of an adult. For example, if a droplet is depicted in the center, the child must find animals for which water is a “home”, a habitat. The content of several pictures in the sectors is related to the theme of the game, the rest of the pictures have nothing to do with it. When completing tasks, the child marks the necessary (that is, related to this topic) sectors, for example, with blue clothespins, and those not related to it with red ones. Thanks to clothespins, the card with the completed task becomes like a sun.

Multi-colored clothespins

This manual is a simplified analogue of the “Logical Baby” manual. The playing field is divided into two parts. The first of them depicts objects to which you need to choose the correct answer. These pictures are placed in multi-colored frames or marked with a colored circle. The second part of the playing field shows answer options (drawings). The child finds a picture corresponding to the task (paired) and marks it with a clothespin, the color of which matches the color of the frame of the task picture.

Rings of Lull

“Rings of Lull” is one of the options for using the method of morphological analysis. According to A. M. Strauning, morphological analysis - “one of the most common methods of searching for new solutions and ideas - is the first example of a systematic approach to enumerating options. It includes the analysis of objects that we want to use and the synthesis of new, familiar or previously unseen objects” (Strau-ning A.M. “Methods for activating the thinking of preschoolers”). The principle of making the game is as follows. Circles cut out of cardboard are divided into 4, 6, 8 sectors. Each sector contains a picture. The principle of selecting pictures may be different. For example, one ring depicts various trees, and the other shows their leaves or seeds; On one ring there are animals drawn: domestic, wild, fish, birds, on the other - their “homes”. In some preschool institutions, rings are put on pencils and untwisted by weight, which, as teachers themselves admit, is very inconvenient. Because of this, children quickly lose interest in the game. In addition, in this version, all the pictures remain in full view of the children and distract their attention. In our kindergarten, a special stationary aid on a rigid basis has been developed and manufactured. It allows you to focus the child’s attention solely on solving the task at hand. (The author of the adapted version of the game is L. V. Loginova). It is impossible not to note the versatility of this gaming material. Using just a few rings you can get either different variants games, or add-ons to the game you are using. The kids really like this book. They are happy to independently replace rings, combine tasks, and try to independently determine the goal and rules of the game.

To make the manual, take two rectangular pieces of hardboard. Its width is equal to one diameter of your rings, its length is 2-4 cm less than two diameters of the rings. On the bottom sheet of hardboard, in the places where the rings are supposed to be in the middle, pins are strengthened, onto which two gramophone records are then installed with Lull rings superimposed on them. A small side is made around the perimeter. Legs are attached to the bottom of the game. A window is cut out in the upper rectangle. In this case, the combined pictures should be visible. The lid is not strengthened in any way, but is simply placed on the sides of the base.

For free and convenient rotation of the rings, you can use a base in the form of old gramophone records. The circles are easy to rotate using the protrusions, which are formed due to the fact that the width of the support is 2-4 cm less than two diameters of the plates.

ve. The alphabet pictures should reflect the theme of the museum. For example, everything that relates to the theme “Water Sorceress” (droplet, snowflake, snowman, boat, icicle, etc.)? or to the topic “Such different sand” (desert, camel, lizard, glass objects, hourglass, sandbox, shovels, molds, etc.) - From pictures (letters) a small word is made up, which children must read using the alphabet. (More details about this are written in the “Mini Flower Museum” section.)

Box of sensations

The “Box of Feelings” is used both for children’s independent activities and for completing teacher assignments. You don't need much to make it. 1 th efforts. You can take a shoe box, a parcel box. It's good if the lid opens easily - through it you will place objects inside. In our kindergarten, we used a version of the box with a front retractable (that is, lifting up) lid. This box allows children to see what is inside. In this case, the child who feels the object cannot see the contents. Two holes are made on the sides of the box. Their diameter should allow the child to put his hands inside. A sleeve from an old children's sweater or top part old sock The box can be decorated with different stickers (it is best to make them removable and change depending on the theme of the mini-museum) or lined with beautiful fabric that attracts the attention of preschoolers. From time to time the teacher puts various objects in the box. The children’s task is to identify them by touch and explain by what signs they did this. Older children work with the box on their own: one of them hides the object, the other identifies it by touch. This exercise to develop sensory skills can be carried out, for example, before starting an excursion to a mini-museum. If it's in the box

stone, children go to the mini-museum "The Magic World of Stone", if a piece of bark - to the mini-museum "Such different bark".

For any mini-museum, you can also make a whole set of games that children are familiar with and love, for example:

• "The fourth is odd."
• "Find five differences."
• "Cut pictures". (For this game you can take
  matching pictures from wall illustrated
  calendars.)

• "Guess what's in the bag."
• "Labyrinth".
• "Whose shadow?" (recognize by silhouette).

Noisy pictures are pictures with hidden images. Let's give an example of such a picture for the mini-museum “Such different sand”. The child’s task is to find a desert animal in the picture and color it.

Mini-museum “Visiting a Fairy Tale”

Purpose of creation. Introducing children to folklore, developing speech, imagination, and fantasy.

Program “Our Home is Nature”: exhibits from the mini-museum are used for work on the block “Man and Nature”.

How to apply

As in any mini-museum, the museum of fairy tales definitely needs a compositional center that will immediately stand out. This can be a large fabulous oak tree made using papier-mâché technique, painted or made in the form of appliqué. The center can also become magic chest, in which all the fairy-tale items are stored, or the layout of a large book. If you place this mini-museum in the Museum of Russian Life (“Gornitsa”, “Izba”), then the “Granny Storyteller” doll will be suitable for the role of its keeper. Both the Scientist Cat and the Fairy can apply for the position of guardians. If you make a bookshelf as the compositional center of the museum, then the librarian from the children’s favorite cartoon “Vovka in the Far Far Away Kingdom” can become the curator of the museum.

Exhibits are placed on shelves, tables, and attached to screens or vertical fabric panels.

In order to attract the attention of parents to the mini-museum, we posted the following advertisements:

Dear fathers and mothers, grandmothers and grandfathers!

Do you want to plunge into a magical world? Our kindergarten has opened " Fairytale Museum" Heroes popular fairy tales kindly provided magical items for our exhibition. Hurry! The museum is not open for long, because magical objects need to be returned to fairy tales.

Our museum is special - visit it with the whole family!

• Invite your child to name objects that are familiar to him.
• Remember in which fairy tale they appear.

• Have you forgotten what the magical power of these objects is?
• As you know, there are special magic words, which help awaken their fabulous power. Does your child remember these words? And you?
• Tell your child riddles that are hidden in the golden acorns.

Sections and exhibits

• self-assembled tablecloth - any embroidered or painted square piece of fabric;
• walking boots - any rubber boots, decorated with elegant braid, rhinestones or painted with acrylic paints, will do;
• a plate with an apple;
• samogud harp;
• “invisible” hat - any beautiful hat;
• magic ball;
• the needle in which Koshchei's death was hidden. It can be made from a sheet of foil rolled into a narrow cone and placed in a chest or casket;
• magic wand (a wand made of any material is painted or decorated with decorative braid, beads, lace, rhinestones);
• Ole Lukoje umbrellas (one multi-colored, the other black);
• a pot of porridge (put padding polyester or foam rubber into a cauldron or clay pot, giving it the shape of a porridge that comes out);
• fake pumpkin or real pumpkin (the tale of Cinderella);
• Aladdin's lamp (an unusually shaped vessel with oriental ornaments).

You can use riddle cards in the museum. The texts are written on acorn cards and hung on oak branches, placed in a basket for the grandmother-storyteller. The entries on the pages of a magic book also look good. The museum will be decorated with interestingly designed books with fairy tales.

On the gaming table there are a variety of board games, task cards and coloring pages. fairy tale theme. The museum also houses beautifully designed books with fairy tales. The gaming table contains a variety of board games, task cards, and fairy-tale-themed coloring books. You can post it here too various types puppet theaters for independent children's dramatization.

The museum of fairy tales may also contain a portrait gallery of great storytellers of the past and present. Portraits are designed either in the form of an album along with illustrations to the fairy tales of this author, or as a set of cards. If in-depth work is carried out with children to familiarize themselves with fiction, then such a set can be used to perform a didactic exercise on selecting illustrations for fairy tales by one author. To indicate folk tales a picture with a large number of people is used, for example a round dance, evening gatherings or a festive celebration.

Independent activity corner If children are familiar with the techniques of creating fairy tales using maps, the mini-museum is supplemented with these maps. In a word, the number of exhibits and their diversity depends on the imagination of children and adults.

Mini-museum “Hen Ryabushka”

Purpose of creation. Expand children's ideas about the world around them, introduce children to domestic animals using the example of a chicken and fairy tales about it, develop speech, and form an emotional attitude towards animals.

Program "Our Home"- nature": The mini-museum is used when studying the blocks “Animals”, “Man and Nature”, as well as within the framework of the environmental project “Write a letter to an owl”.

Note. The theme of the mini-museum was chosen taking into account the age of the children and their favorite fairy tale. Chicken Ryaba is one of the first fairy-tale characters that a child meets. In folklore, the Hen and the Cockerel are no less popular than the Little Fox and Gray wolf. Many fairy tales, nursery rhymes, and songs are dedicated to them. The cockerel has more than once become the hero of popular prints. His image adorned the embroidered towels. Probably the importance of this bird in the past was so great that positive attitude was grafted onto her from early childhood. And, despite the fact that modern city children first see roosters and chickens only in pictures, they immediately win children’s hearts, arouse curiosity and interest. In addition, in any program for working with young children there is a lot of material for children to get acquainted with hens, cockerels and chicks. These are poems, songs, nursery rhymes, and outdoor games. The Ryabushka Hen mini-museum will help your child become more familiar with topics that are most understandable and interesting to a child of four years of age.

Sections and exhibits

Section “Chickens are different.” Here you can find a variety of toys, images of hens, roosters, chicks (soft, rubber, ceramic, wooden, paper, made by children and parents, knitted by grandmothers). They remind us of the love with which people have always treated this poultry.

Section “House for chicken and cockerel”. A model of a chicken coop will help the teacher talk about how a person takes care of chickens and builds special houses for them.

Section "Food for chicken". The exhibits of the section are a collection of different feeds (wheat, millet, corn grains).

Section "Chicken from the Egg". On a separate shelf there are toys that reflect the development and life of a chicken (cockerel): egg - chicken - hen.

Section “Family of the Ryabushka Hen”. The section presents toys depicting a rooster, a chicken (there may be several of them) and a hen. It is advisable to choose toys that are commensurate in scale.

Section “What the chicken gives us.” The section contains a collection different eggs(wooden, painted and unpainted, plastic, braided with beads, etc.).

Section "Theater Corner" - toys tabletop theater for the fairy tale "The Cockerel and the Bean Seed."

Section "Book Corner". On the shelf, which is at a level accessible to children, there are books about hens, roosters, and chicks.

Independent activity corner Since children's independent activity is limited in the younger group, the teacher himself offers to look at books, toys, etc. In the corner there are various didactic games and pictures for viewing.

How to use it with children

Since at this age the child’s activities, as a rule, need the support of an adult, children come to the mini-museum with a teacher. At the same time, the teacher can invite one or two children to look at books, pictures, take a toy and play with it.

The exhibits of the mini-museum serve as illustrative material in classes on familiarization with the outside world and the development of speech (“Getting to know the egg”, “Cockerel and his family”, looking at the painting “Chickens”, reading the story by K. Chukovsky “Chicken”, learning nursery rhymes , folk tales). Kids are happy to take part in building a chicken coop, drawing chickens, painting easter eggs. Speech problems are also solved when composing a story about a chicken family: the rooster is the father, the hen is the mother, and the children are the chickens. Children talk about what chickens eat and what body parts they have. The teacher asks riddles and, together with the children, looks for “answers” ​​in the mini-museum. Examples of riddles:

These go everywhere together, They doze together on the roost, Together they get up earlier than everyone else, They drink water for a very long time: After each sip, They look at the clouds for a long time.

(Chickens.)

Little white feathers,

Red scallop.

Who's that on the peg?(Cockerel.)

He clucks, fusses, calls the children, gathers everyone under his wings.(Chicken.)

Children listen to poems, nursery rhymes, pretend to be a cockerel, a chicken.

Example of a folk song:

Chicken Ryabushka, Where are you going?

To the river.

Chicken Ryabushka,

What are you going for?
- For some water.

Chicken Ryabushka,
- Why do you need some water?
- Water the chickens.

They want to drink

They squeal all over the street: - Pee-pee-pee-pee!

Mini-museum of “our grandmothers’ dolls” (folk dolls)

Sections:

1. dolls made without a needle.
2. Wedding dolls.
3. Dolls for the World Tree.
4. Dolls made using a needle.
5. Independent activity corner.

Mini-museum “I want to know and measure everything”

1. time: clocks, calendars.

2 Length.

3 temperature.

4 Weight

Mini-museum “Water Sorceress”

1 Life in the water

2 Water in nature

3Water in solid state

4 Water is steam

5 Water in human life. (water in everyday life; Water in the life of plants and animals)

6 People, rivers, seas.

7 Water on coats of arms.

8 Water is in danger.

9 corner of independent activity.

Mini-museum “The Magic World of Stone”

1 From a mountain to a grain of sand

2 Stones help us build and live

3 Builder stones.

4 Stones decorate.

5 Stones write and draw.

6 Stones help with housework.

7 K

amni in the garden

8 Independent activity corner (Experimentation)

“Be able to open up to your child in

There is one thing in the world around us, but

Open so that a piece of life

Played in front of him with all the colors of the rainbow"

V.A. Sukhomlinsky

1. Relevance

Our city of Kalachinsk has changed a lot in recent years, it has become beautiful, flourishing, and developing. Production, trade and service have been established. There are many educational institutions cultural centers. There is a city museum of local lore, school museums of military glory, city history, national culture, showroom, where the work of local artists is exhibited. All this is open for children to visit.

However, how often do our children visit them? We conducted a survey and found out that most of the kindergarten students had never been to the museum. The reasons are varied. Firstly, many parents believe that it is too early for preschoolers to attend such institutions: “They are small and will not understand anything, why waste time.” And, secondly, the idea of ​​such an excursion simply does not occur to many fathers and mothers.

How to attract parents' attention to museums? Direct campaigning is unlikely to help here. Therefore, to begin with, we decided to create our own “museum complex”, including mini-museums in group rooms, a mini-museum of nature and an art gallery.

What is a mini-museum? Of course, in a kindergarten it is impossible to create exhibitions that meet all the requirements of museum work. That's why we called them "mini-museums." The “mini” part of the word in our case reflects the age of the children for whom they are intended, the size of the exhibition, and a certain limitation of the topic.

The museum introduces the child to the world of universal human values, history, and develops artistic taste.

Creating a mini-museum is an extremely exciting undertaking, but at the same time serious, painstaking and complex.

2. Project type

• By number of project participants: group;
• According to the method dominant in the project: creative, practice-oriented, playful;
• Duration: medium term;
• By the nature of contacts: among the participants of the preschool educational institution.

3. Purpose

Formation of cultural and aesthetic competencies of preschool children through the creation of mini-museums in kindergarten.

4. Hypothesis

Involving students and their parents in joint activities to create mini-museums significantly improves the quality of the educational process.

5. Objectives of project activities

1) Involve educators, parents and children in joint activities to create mini-museums in kindergarten;

2) To reveal the intellectual and creative abilities of the personality of a child and an adult, to form judgments and assessments, to arouse interest in visiting museums;

3) Develop a plan for the creation and use of mini-museums;

4) Create a system of motivation and stimulation of project activities;

5) To form in children elementary ideas about creating a museum collection, to instill an interest in the exhibits of mini-museums, to educate careful attitude to museum objects as the result of labor and creativity;

6) Introduce museum vocabulary words into children’s active vocabulary.

6. Types of activities for the use of mini-museums

7. Project implementation stages

In the process of creating a museum complex, kindergarten employees will try themselves in the role of designers, artists, and in the role of museum experts and historians. All work can be divided into three stages.

1. PREPARATORY STAGE (AUGUST 2011)

1. The team of each group (children, teachers), together with parents, determine the theme and name of the mini-museum, develop its model, and choose a location. Mini-museums should be different in both design and content.

2. Each teacher at the pedagogical council defends his own project, which is built according to the following scheme: design (drawing diagram), description (equipment, exhibits), name of the first study tour, development prospects, options for children and parents to participate in its creation.

3. The methodological service of the kindergarten develops criteria for the competition for the best mini-museum, which should be discussed with the team after defending the projects.

2. PRACTICAL PHASE (OR PROJECT IMPLEMENTATION PHASE) (SEPTEMBER – NOVEMBER 2011)

1. Adults and children, following their models, create mini-museums in groups.

2. Parents bring exhibits and help with decoration.

3. Teachers, together with children, develop the content of excursions around their museum, and preschoolers themselves become tour guides if they wish.

3. HOLDING A COMPETITION FOR THE BEST MINI-MUSEUM

(DECEMBER 2011)

Regulations on the review-competition of mini-museums in MBDOU "Kindergarten No. 5"

I affirm:

Head of MBDOU

________/Rzheutskaya L.F.

Objectives of the show:

1. Organization and creation in preschool educational institutions of a full-fledged developmental environment that promotes educational work with children.
2. Promoting communication and joint work of the teacher with children and their families.
3. Revealing creativity educators in the role of designers, museologists, historians.

Holding a competition

Stage I (August) – choosing a topic, name, developing a model, choosing a location, defending the museum project at the final teachers’ meeting.

Stage II (September – November) – direct design of the museum – 10 points

Stage III (December) – summing up the results of the review competition for the best mini-museum at the teachers’ meeting

Review at stage III

Competition jury: members of the methodological and trustee councils, the parent committee.

Based on the results of the competition, a cash prize is awarded from the payroll:

1st place – 500 rubles;

2nd place – 300 rubles;

III place – 200 rub.

Forecast

The implementation of our project will allow us to obtain the following results:

• The child will develop high cognitive motivation, he will become a researcher, discoverer, and creator;
• Parents will have unique opportunity see and support the individuality of each child, activate all mechanisms in his self-development;
• The teacher will have the opportunity for active and creative self-expression and positioning himself in the profession

8. Description of mini-museums

Mini-museum “Museum of Collections”created by N.A. Golozubova (preparatory group teacher)

The preparatory group has collected several types of collections, which have the general name “Museum of Collections”. It includes the following collections: “Kinder Surprise Toys”, “Miracle of Buttons”, “Sea Shells and Pebbles”, “Mini Cars”, “Wooden Wonder Toys”, “Sweet Wrappers”, postcards, chips.

Storage space for collections is accessible for children, i.e. At any moment, the child has the opportunity to admire objects, touch them, and communicate with peers. All exhibits of the “Museum of Collections” are stored in beautiful, durable boxes, aesthetically designed and located on a special shelf and table. When organizing collecting work, children develop a caring attitude towards exhibits. The exhibits of the “Museum of Collections” are used in various activities of preschool children. During the formation of elementary mathematical representations children consolidate ideas about size (height, length) in ascending or descending order. The use of exhibits in visual arts helps to instill in children the desire to convey beauty, to capture those objects and phenomena that they liked. The collections are also used as a developing speech environment and expanding children’s understanding of the diversity of the world around them.

Each child tries to add another exhibit to one of the collections. Our parents support their children in this exciting activity.

Mini-museum "Handicraft"created under the leadershipL.R.Litvin (teacher middle group)

Placed on the group wall on the group room wall. The exhibits are on the closet shelf and wall.

The main task of the museum is to introduce children to the history of the origin of knitting. Hand knitting came to us from ancient times. In museums around the world, next to the oldest tools, you can see the first scissors for shearing sheep, combs used to card wool, spindles, spinning wheels and, of course, wooden, bone and metal knitting needles. The natural human need for beauty. The desire for creativity has turned this craft into a real art. Today, hand knitting attracts more and more people, captivating with its beauty and wide possibilities for manifestation. creative imagination. You can knit by crochet, on knitting needles, or by machine. Knitting is one of the common types of needlework. You can knit any items of clothing and decorative items used in everyday life. It is very important that children know where such beautiful things come from.

Mini-museum “Burn, burn, my candle”created under the leadership of Permyakova E.A. (senior group teacher).

Placed in an accessible place for viewing, on the nightstand in the group room.

Exhibits: candles of different shapes, different colors, different meanings. Made from wax and gel. The museum contains drawings and crafts on the theme “Candle”.

Tasks:

• Education of beauty;
• Broadening your horizons;
• Getting to know the history of the candle, its purpose in everyday life;

Our museum is visited not only by children and parents of this group, but also by pupils of other groups, as well as kindergarten staff. When visiting the museum, guests replenish it with new souvenirs.

Mini-museum “Magic Glasses”created under the guidance of educators speech group Shagina E.Yu., Lavrishcheva N.N.

Placement: group room, exhibits are located on shelves.

Contents and exhibits: the museum contains glass exhibits. There are two types of glass: regular and crystal. All exhibits can be divided into groups: by color (transparent, multi-colored and with a reflection effect); by shape (usual: bottles, flasks, glasses, etc. and unusual: toys, vases, shoes, figurines, piggy banks, glasses, etc.); for use in various areas(in medicine, in cars, in the home, etc.). All of them amaze with their beauty, sophistication and abundance.

Objectives: acquaintance with the history of the birth of glass, glass products and their use in various fields.

How it is used: excursions are conducted for both children and parents, kindergarten teachers. The exhibits can be used in classes (speech development, artistic activities).

Mini-museum “Wooden miracle”created under the guidance of teachers of the second junior group S.A. Trushina. and Artamonova N.V.

Location. In a play corner accessible to children, on a specially created stand and a painted wooden table

The main idea is to show what different toys, souvenirs, and dishes made from wood are; introduce the children to their history.

Objectives: to introduce children to wooden objects, the history of their appearance, and their use in everyday life

Excursion topics:

• “What treasures does the forest hide?”
• “The forest feeds and pleases”
• "Russian wooden toy"

Mini-museum "Button"created under the leadership of the secondary group teacher V.N. Kaskirbaeva.

Accommodation. On the wall and in the closet of the group room. Buttons and images of them are mounted on ceiling tiles, which are attached to the wall of the cabinet. A collection of buttons, crafts, and games are in the closet and are constantly available to the children.

Goals and objectives:

• Introduce children to the history of the invention of buttons. Tell about their types.
• Arouse cognitive interest when familiarizing yourself with your surroundings.
• Develop thinking, speech, attention, fine motor skills. Improve fantasy and imagination.

Games: “Find a pair”, “Wonderful bag”, “Make a picture”, “Dress the doll”, “Counting”, “Match by color”, etc.

1. Productive activities:

Drawing. “Let’s draw a button”, “Print a pattern” (button-stamp)

Modeling. Making patterns and images on plasticine from buttons (“Caterpillar”, “Bear”...)

Construction. Creating images from buttons using thread, glue, colored cardboard (“Butterflies”, “Sun”, “Boat”, “ Beautiful flower", "Dragonfly", etc.)

Manual labor. Sewing on buttons. Stringing (beads, bracelets)

Mini-museum “Living Memory of Generations”created under the guidance of teachers of the preparatory group G.V. Pivovarova. and Varavina V.S.

Location. On the wall at the entrance to the group room. Exhibits are located on the wall and tables.

The main idea is to show how different medals, orders and badges are; introduce them to their history.

Main goals:

• Introducing children to new collections of medals and badges.
• Fostering a sense of pride for your people.

"Mini Shell Museum"

In the senior group, a mini-museum of the fairy-tale beauty, the little mermaid Ariel was created under the guidance of teachers Varavina V.S., Fedorova N.Ya.

The Shell Museum will give you an unforgettable feeling, as if you were in the treasury of Neptune himself. Shells from the bottom and coast of the Black Sea are collected here. The kaleidoscope of colors, the elegance of the design, the “lace” of limestone, the porcelain gloss will delight you with the exquisite curves of their forms and will satisfy any imagination.

The largest sink in the collection is 25 cm, and the smallest is only 1 cm.

In this castle underwater world You can listen to the sound of the sea surf, and also see a pearl in the “sea flowers”.

The mini-museum has exhibits made by human hands: a napkin made of shells, beads and a brooch made of pearls.

9. Result

An important feature of mini-museums is the participation of children and parents in their creation. Preschoolers feel involved in the mini-museum: they participate in discussions of its topics and bring exhibits from home. Children from older groups conduct excursions for younger ones, adding their own drawings to them. In real museums you can’t touch anything, but in mini-museums it’s not only possible, but also necessary! You can visit them every day, change them yourself, rearrange the exhibits, pick them up and look at them. In an ordinary museum, a child is only a passive contemplator, but here he is a co-author, the creator of the exhibition. And not only himself, but also his dad, mom, grandparents. Each mini-museum is the result of communication and joint work of the teacher, children and their families.

Mini-museums have become an integral part of the educational subject environment of our kindergarten.

Mini-museums are constantly updated with new exhibits. Children's work done together with adults is also displayed here.

We hope that the museum and collections will become part of the lives of our children and that their interest in them will not fade throughout their future lives.

Dictionary of museum vocabulary

Museum - an institution engaged in collecting, studying, storing and exhibiting objects - monuments of natural history, material and spiritual culture, as well as educational and popularization activities.There are historical, literary, local history museums, and museums of fine arts. Museum-apartment, house-museum - apartment, house of a writer, artist, historical person, preserved after his death as a museum.

Museum worker – Museum worker, museum specialist.

Museum piece(about a rare valuable thing)

Exposition – placement of some objects put on display.

Exhibit - an item displayed at an exhibition or in a museum.

Excursion – a trip (collective or individual), a visit for educational or entertainment purposes. (For example: a trip to a museum)

Guide – a specialist who provides explanations to tourists.

Collection – a systematic collection of some objects (a collection of ancient coins, minerals, paintings, icons, postage stamps etc.)

Collector - one who collects a collection.

Literature

1. Pedagogical design in a preschool institution ( guidelines for managers and teachers of preschool institutions). - Kalachinsk, 2008
2. Maslova S.G., Sokolova N.D. We are entering the world of beauty. St. Petersburg, 1999.
3. Nekrasova – Karataeva O.L. Children's creativity in the museum. M.: graduate School, 2005.
4. Panteleeva L.V. Museum and children. M.: Publishing House "Karapuz", 2000.
5. A child in the museum: New vectors of the children's museum movement. M.: RIK, 2006.
6. Stolyarov B.A. Museum pedagogy. History, theory, practice. M.: Higher School, 2004.
7. Preschool education 2008/1 p.48
8. Kiseleva L.S., Danilina T.N. Project method in the activities of preschool institutions (Manual for managers and practical workers of preschool educational institutions) M.: ARKTI, 2006.