Mini museum of clocks in kindergarten position. Presentation on the topic: Passport of the mini-museum "Clocks and Calendars"

PROJECT

"MINI-MUSEUM OF WATCHES"

Prepared and carried out

Educator M.A. Javatova

Lyubertsy, 2017

Project participants: children senior group, group teacher, parents.

Implementation period: April 2017.

The creation of this project was caused by the need of children of a preschool educational institution, their parents and educators:

• in expanding the understanding of museum culture;
• in creating a unified development space that includes children, teachers and parents;
• in acquiring practical skills.

Project type: cognitive and creative.

Project results:

Expansion of natural science knowledge;

Increasing the speech activity of children in various types of activities;

Enrichment vocabulary children on this topic;

Involving parents in the pedagogical process of preschool educational institutions;

Acquiring practical skills.

Project implementation:

1. Conversations

2. OOD

4. Work in the book corner

5. Finger gymnastics

6. Corrective exercises

7. Gymnastics for the eyes

10.OBZH

11.Creation of exhibitions

12. Productive activity

13.Didactic games

14. Outdoor games

15.Plot-role-playing games

16.Theatrical activities

17.Music

18.Working with parents

Problematic tasks for children that the project aims to solve:

– How to create a museum?
– How did people learn to tell time?
– Learn to find out what time it is on the clock?
– Find out how some clocks work?
– Find out how the clock changed its appearance?

Model of 3 questions.

Relevance

A museum is not just a house of things,

Museum keeper of secrets

And to get everything done quickly

Keep your time!

Time rolls on,

Hour after hour, day after day.

So that we can be on time everywhere,

You need to look at your watch.

How do we understand and experience time? It's so elusive! Mankind came up with instruments for measuring time one of the first among all inventions. Watches were used everywhere and always, constantly accompanying a person, not allowing him to “get lost” in time space. It is not surprising that over the long history of civilization, so many of their species have accumulated that it is impossible to create a complete classification.

The “Mini-Museum of Clocks” arose in accordance with the implementation of the “Program of Education in kindergarten" under the section "Formation of elementary mathematical representations» - block: orientation in time.

With the help of the Mini-Museum of Clocks, children develop the ability to regulate and plan activities in time, creating the basis for the development of such personality qualities as organization, composure, focus, accuracy.

Making this world understandable and interesting for every child is the task of this project. In real museums you cannot touch anything, but in a mini-museum you not only can, but also need to pick it up, look at it, you are allowed to change and rearrange exhibits. In a mini-museum, the child is a co-author of the exhibition. And not only himself, but his family.

The museum has an invaluable influence on raising children. Children receive vivid impressions that will last a lifetime. Knowledge, in preschool age, remain forever in memory.

This project involves research work, performing creative and practical tasks, and is aimed at expanding and deepening knowledge. The Mini Clock Museum project allows children to combine theoretical knowledge with practical skills and develop interest in the world around them.

Objective of the project: creation of a system of work on the formation of temporary concepts in children of senior preschool age through the activities of a mini-museum.

Project objectives:

Stages of work on the project

1 Preparatory stage

Tasks:

1. Determine the goal and objectives of the project.

2. Study and create an information base for the project.

3. Create a project plan.

4. Organize parents to help carry out this project.

5. Conduct a survey of parents and children “Child in the Museum”.

2 Main stage

Tasks:

1. Formation of an idea about the content of museum culture.

2. Introducing preschoolers to the history of clocks, different types hours.

3. Formation of elementary ideas about time and clocks.

4. Enrichment of the subject-developmental environment of the group.

5. Creating conditions for creative communication and cooperation between educators, parents and children.

6. Expanding children's horizons through information and excursion activities.

7. Activation of the vocabulary of preschoolers.

8. Development of coherent speech skills.

9. Development of coordination of speech with movement, articulatory, fine and gross motor skills.

10. Development of mental processes of preschool children (attention, memory, thinking, imagination) through artistic, creative and cognitive activities.

11. Fostering children’s curiosity, activity, perseverance in achieving goals, and providing support to each other.

12. Establishing friendly relationships between children, parents and teachers in the process of developing and implementing the project.

3 The final stage

Tasks:

1. Summarize the project.

2. Analyze the results obtained.

3. Determine the prospect for the future.

Project implementation.

The project is implemented through different types of children's activities: conversations, educational activities, reading fiction, didactic, active and role-playing games, life safety, search and cognitive, experimental, productive, theatrical and musical activities. Important role plays the creation of exhibitions, wall newspapers, and homemade books. Parents are active helpers in working on the project.

Project results.

1. Creation of a watch museum.

2. Expanding your horizons, knowledge about history and types of watches.

3. Enrichment of children's vocabulary on this topic.

3. Acquisition of practical skills.

4. Creation of a developmental environment.

5. Active participation of parents in the life of the group.

6. The project has been nominated for the annual prize competition of the governor of the Moscow region Our Moscow region

Practical significance of the results.

Partnerships have been established with parents.

Children, parents and teachers have the opportunity to expand and deepen their knowledge of the social world and create a unified development space.

An action plan has been drawn up, including various forms of work.

Enriching the developmental environment in the group.

The relationship between kindergarten and family.

Dissemination of experience in this area.

Work experience presented to parents and colleagues at an open day.

Assessment of the quality of project implementation.

Analysis of activities is monitored at the completion of each individual stage using observations, interviews with children, parents and teachers. According to parents and teachers, the Mini-Clock Museum project is interesting and relevant. Thus, a system of work on the formation of temporary ideas in children of senior preschool age through the activities of a mini-museum has been created.

Preview:

MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 9 “COSMOS”

PROJECT PRESENTATION

"MINI-MUSEUM OF WATCHES"

FOR THE ANNUAL PRIZE

GOVERNOR OF THE MOSCOW REGION

"OUR MOSCOW REGION"

Javatova Mafizat Amranovna

Lyubertsy

2017

SLIDE 1. Good afternoon, dear colleagues and guests! My name is Javatova Mafizat Amranovna. I represent the Lyubertsy city district and kindergarten No. 9 “Cosmos”.

SLIDE 2. Watch! How common and everyone famous thing. You can't live without watches; they're everywhere. What is time? What are watches for and how did they come about? What are they? As part of the work of the “History of Watches” studio-museum, the guys and I found answers to their questions.

SLIDE 3. Older preschoolers need to navigate time themselves: determine, measure time, correctly denoting it in speech, feel its duration in order to regulate and plan activities in time, change the pace and rhythm of their actions depending on the availability of time.

SLIDE 4. This project involves research work, performing creative and practical tasks, and is aimed at expanding and deepening knowledge.

SLIDE 5.

With the help of the “History of Clocks” Studio-Museum, children develop the ability to regulate and plan activities according to time, creating the basis for the development of such personality qualities as organization, composure, focus and accuracy.

SLIDE 6. Making this world understandable and interesting for every child is the task of this project. In real museums you cannot touch anything, but in a mini-museum you not only can, but also need to pick it up, look at it, and you are allowed to change and rearrange exhibits.

SLIDE 7. Important Feature of these elements of the developmental environment - the participation of children and parents in their creation. In the mini-museum, the child is a co-author of the exhibition. Preschoolers feel involved in the clock museum: they participate in discussions of its themes and bring exhibits from home.

SLIDE 8. The museum has an invaluable influence on raising children. Children receive vivid impressions that will last a lifetime. Knowledge acquired in preschool age remains in memory forever.

SLIDE 9. Thank you for your attention!

Preview:

Summary of GCD on FEMP for children 5-7 years old.

Subject: "Watch. How to find out the time."

Javatova Mafizat Amranovna

Sections: Working with preschoolers

Goals:

- consolidate knowledge about the sequence of parts of the day, days of the week, months of the year, seasons.

- introduce children to different types of watches, watch parts (dial, hands);

- learn to tell time using a clock with an accuracy of 1 hour;

- develop children's mental abilities, speech, cognitive interest.

Tasks:

Development of sensory perception; expansion of spatial and temporal concepts; formation of phonemic perception;

Activation of mental activity;

Formation of educational and cognitive motivation;

Learning to use knowledge in various situations;

Equipment: electronic (wrist, wall, table) and mechanical (wrist, wall, table) clocks, hourglass; models of clocks with hands for each child.

Materials: ready-made paper parts for cutting, including numbers from 1 to 12 glue pencil scissors napkins

Preliminary work

Reading the work of E.L. Shvarts “The Tale of Lost Time.”

Q: You and I read “The Tale of Lost Time.” Remember what conclusion we made: you need to properly distribute your time and follow a daily routine. The clock helps us with this. Clocks help us navigate time.

PROGRESS OF THE CLASS

Poem "Clock"

The clock is counting the seconds,

Counting the minutes

The watch won't let you down

Who saves time?

Hour by hour, year by year,

The clock is always moving forward.

Everything must be done on time

Then you will be satisfied yourself.

The first device with which a person measured time was a sundial. The birthplace of the sundial is Babylon. The sundial had a stem and scale similar to a clock face. As the sun changed its position, a shadow fell from the rod onto the so-called dial. Moving from the rod along the time scale, the shadow showed what time it was (Teacher shows a model of a sundial).

Later, such clocks began to be made of wood or stone and installed on the walls of buildings. Even later, pocket sundials were made, but since ancient people did not have pockets, the watch was worn on a cord or chain. The disadvantage of sundials was that they did not work in dark time days, that is, at night.

Later the water clock was invented. After some time, mechanical watches appeared, in the case of which a clock mechanism was placed - a spring and gears. Currently, electronic watches have been invented (the teacher demonstrates a model of an electronic watch).

Now we are surrounded by a variety of clocks, which range in size from a pea to the size of an entire room. The most exact time shows an electronic clock.

Educator: Do you know how the clock works?

Almost all watches have a dial and hands: minute and hour. The hour (small) hand shows the whole hour when the minute (large) hand is at twelve (the minute hand is fixed on the dial at the number 12). The dial has numbers from 1 to 12. The small hand moves slowly and shows the hours, while the large hand moves much faster and shows the minutes.

This means that the position of the minute hand when showing the whole hour is constant, but the position of the hour hand changes. When determining time to the nearest hour, the minute hand moves a full circle (that is, it passes through all the numbers), and the hour hand moves to the next number and shows that one hour has passed.

Getting to know the watch dial.

The teacher begins the conversation with musical accompaniment.

Q: Try to guess the riddles that I have prepared for you.

We don't sleep during the day

We don't sleep at night

Both day and night

We knock, we knock.

D: Clock

Q: Correct. Listen again.

Two sisters next to each other

They run lap after lap.

Shorty - just once

The one above is every hour.

D: Clock hands.

Q: Well done, you solved all the riddles. Tell me what hours are there?

D: Solar, water, hourglass, clock - candle, clock - flowers.

Q: Guys, what is a watch for?

D: To know the exact time and not be late for work for mom and dad, and for us in kindergarten.

Q: Correct. Look at my watch. The circle with numbers on the clock is called the dial. Repeat after me - dial.

D: Dial.

Q: What is the name of the circle with the numbers on the clock? Who will tell me?

D: The circle with numbers on the clock is called the dial.

B: Smart girl. What hands does a clock have and what are they for?

D: The short hand shows the hours, and the long hand shows the minutes.

Q: Correct. Who knows how to tell time using a watch? Look, if the long hand shows 12 and the short hand shows 1, this means that the clock is showing 1 hour.

Using a model of a clock, the teacher shows how to determine what time it is and asks the children to set the time on their models from 1 hour to 9 hours.

Q: Guys, let’s play the game “Show me on the clock what time I’ll tell you.” Here are models of watches with moving hands. You need to set the hands to indicate what time it is. Let's start the game.

Q: Place the hands on the clock so that they show 5 o'clock.

How did you put the hands on the clock?

D: The short arrow shows the number 5, the long arrow shows the number 12.

Game continues. While working, the teacher checks the results of the children’s actions (using the model on the board)

Finger gymnastics: “Cheerful old lady”

A cheerful old woman had ten sons living in a small hut. All without eyebrows, with ears like this, with noses like this, with a mustache like this, with a head like this, with a beard like this! They didn’t drink, they didn’t eat, they all looked at the old lady, and they all did it like this... (Clapping hands, then right, then left hand above. Place your hands at an angle and show the hut. Show ten fingers. Outline eyebrows with your fingers. Spread palms raised to ears. Show a long nose with two fingers outstretched. Outline a long “hussar” mustache with your fingers. Outline big circle around the head. Show a big beard with your hands. Bring the “cup” to your mouth with one hand, and the “spoon” with the other. Holding your hands near your eyes, bat your fingers like eyelashes. The child shows any hidden actions)

We talked a lot about the importance of watches in a person's life.

Productive activities of children – applique "Clock".

Lesson summary

Questions:

1. What is determined by the clock? (time)

2. Riddle:

I have no legs, but I walk

I have no mouth, but I will say,

When to sleep, when to get up,

When to start work. (watch)

3. What is the name of the circle with the numbers on the clock? (clock face)

Two sisters next to each other

They run lap after lap.

Shorty - just once

The one above is every hour. (arrows)

Q: What do you guys call the science of numbers?

D: Mathematics.

Final part:viewing and exhibition of works.

Q: Well done, you completed all the tasks. Thank you

Literature.

1. Vladimirova T.N. “Formation in older preschoolers of ideas about some properties of time.”

2. Manager L.V. "Preparing for school in kindergarten"

3. “Formation of elementary mathematical concepts in preschoolers”, edited by Stolyar A.A.

4. Shporygina T.A. "Conversation about space and time"

5. Pomoraeva I.A., Pozina V.A. “Formation of elementary mathematical concepts. The system of work in the kindergarten preparatory group.”

6. Schwartz E.L. "The Tale of Lost Time."

Preview:

Abstract of GCD on cognitive- speech development for children 5-7 years old

Javatova M.A.

Subject: history of watches

Target: development of temporal concepts in children of senior preschool age.

Tasks:

• Introduce children to the history of clocks.
• Expand children's knowledge about different types of watches, the principle of their operation and their role in our lives.
• Cultivate an interest in technology careful attitude to devices.
• Cultivate curiosity and respect for time.
• Expand your horizons and enrich your children’s vocabulary.

Progress of the lesson

– Guys, please imagine this picture: all the clocks in our city have disappeared. What would happen then? (Children's answers)

– But once upon a time, a very, very long time ago, there were no clocks; people recognized the time by the sun.

SUN (slide 2)

The sun has risen - it's time for people to get up and get to work. The sun rose higher - it was time for dinner, but the sun hid and set - it was time to return home and go to bed.

SUNDIAL

One day a man noticed a shadow falling on the ground from a tree. He took a closer look and noticed that the shadow did not stand still, but moved after the sun. A man watched a shadow running in a circle and came up with a clock: he dug a pillar into the ground, and around the pillar he drew a circle, dividing it into parts. Each part was equal to one hour. The sun rose and the shadow of the pillar slowly moved in a circle, marking hour after hour. They were called solar. (According to I. Melnikov).

The sundial was invented by the ancient Egyptians.

Listen to the poem:

There is also a sundial - the ancestor of all clocks!
Now they are rare.
The dial lies on the ground, but the sun runs across the sky!
They happen in squares, on the lawn, in the garden - in full view of the sun!
(Elmira Kotlyar)

But enjoy sundial a person could not always.

– Why do you think?

– On a cloudy, rainy, gloomy day it is difficult to determine the time because there is no sun.

– Do you know which watches are called live?

– Have you heard about living clocks?

CLOCK-ROOSTER

“This clock walks importantly around the yard, flaps its wings and, flying up onto the fence, shouts “cuckoo.”

- Did you find out who it is? The sun has not yet risen, and the rooster is already crowing, scratching its throat...

Morning is coming! Enough sleep!

The peasants noticed that the rooster began to crow for the first time when the sun had not yet appeared, but had only released its first ray. It was with the first cry of the rooster that the housewives got up to milk the cows and drive them out to pasture. The cockerel also helped arrange a meeting. For example, they said this: “Tomorrow we will go to the forest to pick mushrooms and berries. And we’ll meet outside the outskirts after the third rooster.”

Listen to the poem "Cockerel"

Crow-crow!
The cockerel crows loudly.
The sun shone on the river,
A cloud is floating in the sky.
Wake up, animals, birds!
Get to work.
The dew sparkles on the grass,
The July night has passed.
Like a real alarm clock
The cockerel woke us up.
He fluffed his shiny tail
And straightened the comb.

But it is difficult to determine the exact time by the crowing of a rooster. Either a rooster falls from its perch in a dream and starts screaming prematurely, then the fox gets scared and starts screaming, or the fox carries the rooster away and eats it.

– Have you heard about the flower clock?

FLOWER CLOCK

A long time ago, people noticed that some flowers open in the morning and close during the day, others open in the evening, and others only at night, and are always closed during the day. Flowers open not when they please, but at “their own” time. In the morning, in a sunny meadow where dandelions grow, you can find out the time without a wristwatch. Dandelions open up in unison at five o'clock in the morning, and by two or three o'clock in the afternoon they extinguish their golden lanterns and fall asleep.

Listen to a poem about dandelions.

There is a green meadow by the river,
Dandelions around
They washed themselves with dew,
They opened their doors together.
Like the lanterns are burning,
They tell you and me:
"It's exactly five o'clock,
You can still sleep!"

Dandelions are meadow clocks. But water lilies are river watches. No wonder they are called “tourists’ watches.” At seven o'clock in the morning they open towards sun rays their snow-white petals turn to follow the sun throughout the day.

This is how the flower clock appeared. They were invented by the Swedish scientist Carl Linnaeus. He watched plants for many years and found out when flowers open and close. different plants. Carl Linnaeus planted a flower clock in his garden. Chicory and rose hips, dandelions and potatoes, marigolds and many others grew in a round flowerbed. Carl Linnaeus could tell the time by seeing which flowers were open. But such watches only work in sunny weather. In cloudy weather the flowers are closed.

FLOWER CLOCK

The modern world liked the idea of ​​flower clocks so much, and such clocks – flowers – appeared in many cities. The largest flower clock is located in Moscow at Poklonnaya Hill. The diameter of the dial reaches 10 meters, and the minute hand weighs more than 30 kilograms.

– How do you find out the time at night?

WATER CLOCK

And the man came up with another watch, more reliable. Water was poured into a tall glass vessel with a hole at the bottom. Drop by drop it oozed from the hole. Marks were made on the walls of the vessel, which showed how much time had passed since the moment when water was poured into the vessel. It was a water clock.

– Do you think this watch is comfortable?

“They turned out to be inconvenient because water had to be constantly added to the vessel. It is no coincidence that since then they have been saying about time: “How much water has flown under the bridge!”

HOURGLASS

People began to think about how to come up with a better clock so that it would show time equally accurately day and night, in winter and summer, and in any weather. And they came up with it. This watch has no hands, no circle with numbers, no gears inside. They are made of glass. Two glass vials are connected together. There is sand inside. When the clock is running, sand flows from the upper bubble into the lower one. Sand spilled out, which means a certain amount of time has passed. The clock is turned over and the counting of time continues. This clock was called an hourglass. (According to M. Ilyin, E. Segal)

And there are hourglasses - accurate!
Grains of sand flow in them - seconds fly by!
How the grains of sand gathered and settled into a mound
in a glass flask, and the minute is up!
(Elmira Kotlyar)

Hourglasses are still used in clinics and hospitals. Patients receive medical procedures using this clock, but it is impossible to find out what time it is from them.

MECHANICAL WATCHES

The man thought a little more and came up with a watch that we still use today. This is a watch with a mechanism. I put a spring inside them, twisted it, and to prevent it from unwinding, I attached a gear wheel to it. It clings to another wheel and turns it. The second wheel turns the hands, and the hands show the hours and minutes. This is a mechanical watch. They have a crown. When it is turned, a creaking sound is heard inside the clock. This is the spring being wound up. To keep the clock from stopping, it must be wound constantly.

There are watches without a spring. Instead, there is a small electric motor inside the watch, which is powered by a battery. There is no need to wind such a watch. And the crown serves only to move the hands. (According to I. Melnikov)

Mechanical watches were invented in the 17th century by the scientist Christian Huygens, and since then they have served us faithfully.

DIGITAL WATCH

The man didn’t stop there and came up with a clock without hands. These watches have only luminous numbers on the dials that change with each passing minute. These watches are called electronic and operate on electricity and batteries.

And there are new ones - electronic
restless hours!
Just start it once
If you start it, you can run it for a year! (Elmira Kotlyar)

– Now let's talk about modern watches. Each of us has a clock in our house. Maybe not alone.

Try to talk about them. Where are they located? What is their shape?

WRIST WATCH

Watches can be wristwatches. They are put on the hand using a bracelet or strap.

Fashionistas love a beautiful watch in the form of a pendant or ring. A pendant on a chain is worn around the neck, and a ring on the finger.

And then there are the watches – tiny ones!
How my heart beats in my chest!
“Tiki-taki, tiki-taki” -
All day long.
(Elmira Kotlyar)

POCKET WATCH

Some men prefer chunky pocket watches. They are attached with a chain to a belt and carried in a trouser pocket.

ALARM CLOCK

You probably have an alarm clock at home.

Why do we need such a watch?

– You can set an alarm clock for a certain hour, and with its bell or melody it will wake us up at the right time.

A TABLE CLOCK

The clock, which is usually set on desk, - are called desktop.

WALL CLOCK

A clock hanging on the wall is called a wall clock.

Is there a wall clock?
Decorous, sedate!
Don't run away
keep up!
hit on time!
Pendulum: back and forth...
Today, tomorrow and always!
(Elmira Kotlyar)

GRANDFATHER CLOCK

– Where do you think the grandfather clock is?

- These clocks are on the floor. They are tall, massive, with heavy weights attached to chains, and with a melodic beat.

There is a clock
Standing on the floor
Speaking in a deep voice:
“Bom! Bom! Bom!!” –
For the whole house.
(Elmira Kotlyar)

CUCKOO-CLOCK

– What kind of watch “can cuckoo”?

- Cuckoo-clock! A “cuckoo” is hiding in a clock made in the shape of a patterned wooden hut. Every hour the door of the house opens and the cuckoo appears on its threshold. She sings loudly: “Kuk-ku, kuk-ku,” reminding us of what time it is.

Listen to the poem "The Cuckoo Clock".

Lives in a carved hut
Merry cuckoo.
She crows every hour
And early in the morning he wakes us up:
"Kuk-ku! Kuk-ku!"
It's seven in the morning!
Cuckoo! Cuckoo!
It's time to get up!"
The cuckoo does not live in the forests,
And in our old watch!

STREET CLOCK

There are also clocks on city streets and squares. They are installed on towers, station buildings, theaters and cinemas. They are called street and tower.

This street clock on a pole is familiar to you
They are very necessary here: the arrows - the giants are visible from afar!
(Elmira Kotlyar)

CLOCK-FAIRY TALE

Fairy tale clock hanging on the wall Central Theater dolls in Moscow. As soon as the hands freeze on the number 12, the golden rooster sitting on a high pole turns importantly, spreads his wings and shouts throughout the street: “Ku-ka-re-ku-u!” - inviting people to the show. The ringing of bells is heard, followed by 12 measured strikes. Everyone is waiting for a miracle. And a miracle happens.
One after another, the doors of the magic houses open, and musicians, led by a bear, appear and begin to play cheerful music. The donkey dashingly strikes the strings of the balalaika, the ram stretches the bellows of the harmonica, and the cymbals ring in the paws of the bear. “Whether in the garden or in the vegetable garden,” the musicians sing cheerfully.
The musicians will play and hide in the houses again. (According to I. Melnikov, B. Radchenko)

TOWER CLOCK

Many cities around the world have towers with beautiful old clocks. Every hour they strike the time and play a tune.

KREMLIN CHIMES

The most famous clock in Russia is the Kremlin chimes, installed on the Spasskaya Tower of the Moscow Kremlin.

The first clock on the Spasskaya Tower appeared at the beginning of the 17th century. They were created by the English master Christopher Galovey. For his work, he received a royal gift - a silver cup and, in addition to it, satin, sable and marten fur.

After some time, Russian Tsar Peter I ordered another watch from Holland. At first they were transported by ship by sea, then delivered on 30 carts to the Kremlin.

Master Galovey's old watch was removed and replaced with a Dutch watch. When this clock also became dilapidated, another large chiming clock was installed in its place, which was kept in the Armory Chamber.

For several centuries, the Kremlin's Spasskaya Tower has been decorated with clocks. A whole team of experienced watchmakers maintains their work, making sure that the watches do not lag behind and are not in a hurry. There are 117 stone steps leading to the chimes. Behind them begin the cast-iron steps of a spiral staircase leading to the eighth floor. The chiming mechanism is located here.

“The iron colossus is all shiny, lubricated with oil. The polished copper discs of the dials shine, the levers are painted red, the gilded pendulum disc, similar to the circle of the sun, shines. It reigns over this system of shafts, cables, gears, forming a complex mechanism for keeping time” (L Kolodny)

On December 31, with the first strike of the Kremlin chimes, the country enters New Year. Having heard the chime of the famous clock, we wish each other happiness and congratulate each other on the New Year!

Who hasn't heard
how they beat
The giant chimes on the Spasskaya Tower
They are the main clock -
Sovereign!

Literature:

1. Soshestvenskaya N.M. Lesson at the GPD “What do we know about watches”, article from the “Open Lesson” festival
2. Safonova L.A. A series of classes to familiarize children with time, an article from the Open Lesson festival
3. Shorygina T.A. "Conversations about space and time." Toolkit.
4. Kotlyar Elmira “Watch - watch”. "Baby", 1986.
5. Kobitina I.I. “For preschoolers about technology.” "Enlightenment", 1991.
6. Ubelaker Eric "Time". "The Word", 1990.

Project in kindergarten " Amazing world hours" (6-7 years)

Stage 2 - main
Target: carry out project activities to familiarize yourself with the types of watches of the past and present.
- Conversations: “What hours were a long time ago”, “What do we do in different time?", "What happens if the clock runs differently?”, “The clock at my house”, “My grandmother’s clock”, “What do I know about clocks”, “Clockwise and counterclockwise”, “What kind of clocks are there?”, “Space and time”, “what is time?".
- A series of stories for children: “Living Clock”; "Sundial or clock in the sky"; “The water thief keeps track of time”; “Clocks are candles”; “Clock without hands (hourglass)”; "Mechanical watches"; "Digital Watch"; "Living time barometers (flower clocks)", "The most famous clocks in the world."
- Reading fiction: Anofriev “Tick-Tock”, Berestov “A Quarter to Six”. Poems about a man and his watch. (S. Baruzdin), “Hourglass” Miroshnikova Irina, “Poems about clocks and time”, S. Marshak “We hit the clock with a ball”, N. Chuprunova “The clock knocks all night”, Y. Moritz “The hours passed by road”, collection by T. Vishnyakova “Alarm Clock”, O. Podturkin “Clocks”, I. Fomichev “Sundial”, A. Prokhorov “Fun Hours”, A. Malginova “Clock for Bibi”, M. Manakova “My day".
- Consideration of the encyclopedias “How things work (about watches)”, Stepanov “Time”, “Clocks”.
- Book with stickers “Time”, S. Gavrina.
- Memorizing physical exercises “And the clock goes by, goes by...”.
- Reading educational literature about different types of watches.
- Looking at illustrations of watches.
- Prepare stories with children about water, hourglass, flower and sundials.
- Drawing a clock “Wall clock with a cuckoo”, “The clock is so different and necessary.”
- Modeling “Funny alarm clocks” (plasticine), “Sun clock” (testoplasty).
- Design from natural material“Wall Clock” (collective).
- Application “Wristwatch”.
- Didactic games: “Journey to the Land of Clocks”, “All About Time”, “Clocks”, “Be on Time”, “Tick-Tock”, “Let’s Help Ellie Get Home”, “Name the Previous and Next Date”, “Name the Day” “,” “My first watch”, “My day”, “Time”, “Learning time”, “The fourth wheel”, “Which clock broke?”, “When does this happen?”, “What does the sun tell us?”
- Creating a problem-game situation “What will happen if the clock stops?”, “You’ve been walking for a long time, how can you determine without a clock that it’s time to go home?”
- Conducting research with clock models (can ancient clocks show the exact time).
- Creation of the album “Watches”, “The most famous watches in the world.”
-NOD “Socialization” with elements of experimentation “Journey into the past of hours”
- NOD. Development of speech on the topic: “The wonderful world of watches. Getting to know the clock”, “We live by the clock”, “What kind of clocks are there?”
- NOD. Mathematical development “Magic clock”, “Introduction to clocks”, “Testing time by clock”.
- Creating a presentation “Journey into the past of hours”
- Making models of sun, flower, water, fire clocks
- Excursions: “Watch Shop”, “Watch Workshop”.
- Working with parents: drawing together with children an antique clock (for an exhibition).
- Please bring interesting exhibits for the mini-museum of the World of Watches group.
- Joint activities of children and parents (creating a watch collection)
- Consultations for parents “What kind of clocks are there?”, “Read to children”, “My first clock”, “Formation of a sense of time in children of senior preschool age”, “How to watch the clock without being unhappy”, “Celebrating the day of the clock”.
Stage 3 is the final stage.
Target: generalization of the experience gained.
- Creation of a mini-museum “World of Watches”
- Creation of a collection of modern watches (wristwatches)
- Creation of an album of children's drawings “Such different hours.”
- Creation of the album “Clocks”
- Creation of presentations “Journey into the past of clocks”, “Flower clocks”.
- Selection various types watches with their detailed description.
- A selection of encyclopedias “Clocks”.
- A selection of children's books about clocks and time.

Project information support:
Recommendations, consultations for parents, poems, riddles, lesson notes, albums for viewing, didactic games, books, encyclopedias.
When creating the mini-museum “World of Watches”, I set myself the following tasks:
-form museum culture, internal spiritual need to visit museums;
- to form an idea of ​​the museum as a special source of cultural and historical experience of mankind;
- to form a caring attitude towards museum objects as part of material and spiritual culture;
- to develop visual literacy (observation, the ability to analyze and generalize visual impressions in an elementary form, to emotionally experience a visual image, as well as to creatively perceive and comprehend what is seen);
- awaken children's interest in history native land through historical and cultural heritage;
-give basic knowledge about the environment.
parents' interest in visiting museums with their children;

Used Books
1. Dybina O. What happened before. – M.: Publishing house “Creative Center”, 2001
2. Kobitina I. Preschoolers about technology. – M.: Publishing house “Prosveshcheniye”, 1991
3. Grizik. I know the world. - M: Publishing House "Prosveshcheniye", 1995
4. Glukhova N. Wheel of Time. // Hoop No. 6 – 2005. from 14
5. Savenkov. A. Little explorer. How to teach a preschooler to acquire knowledge. - Samara: Publishing house " Educational literature", 2000
6. Savenkov A. Methods of conducting educational research in kindergarten. - Samara: Publishing house "Educational Literature", 2004
7. Zaripova A. Elementary search activity in kindergarten. // Preschool education No. 7 – 1994. p. 43
8. Savenkov A. Research methods of teaching in preschool education. // Preschool education No. 4 – 2006. p. 10
9. D. Galens. A book of answers for why. - Kharkov.: Publishing House " Book club family leisure", 2006

Photo material:

Lyubov Ivanova

Mini-museum of watches.

Our group has its own mini-museum of watches, which is located in the dressing room. First, watches appeared from home that were no longer worn or were out of order, then from the houses of parents and friends who, having learned about our collection, simply gave them to us. The children were very interested in the idea of ​​​​creating a museum and, with the permission of their parents, they brought home and old clocks that had been preserved in their families. The main idea of ​​our mini-museum – show how different watches are, introduce children to the history of creation and origin. In an ordinary museum, a child is only a spectator, but here he is a co-author. And not only himself, but also his father and mother, grandparents. Where else can you see so much hours together: wall, table, wrist, men's, women's and children's, pocket, various alarm clocks, sand, water and many others. In real museums you can’t touch anything, but in ours, you can pick it up, change and rearrange the exhibits yourself. We use exhibits in classes when we teach children how to navigate in time. Because, mini– the museum is located in the reception room, so parents visit it every day when they come to the kindergarten to pick up their children. They often stop, looking at exhibits and albums containing proverbs, poems, riddles, tales about clocks and time, and probably remember something of their own.

Publications on the topic:

Collecting is of great importance for the full development of preschool children: it broadens the horizons of children and develops them.

Algorithm for creating a mini-museum and its documentation Algorithm for creating a mini-museum 1. choosing the theme of the mini-museum, 2. determining the location.

Mini-museum "Bells" in middle group No. 11 "Rainbow". In November, together with children and their parents, we designed the “Bells” mini-museum.

Our kindergarten works according to museum pedagogy. Mini-museums have been created in groups different topics, Starting from the middle group, children together with teachers.

In order to enrich the subject-development environment in all groups of preschool educational institutions No. 20 sq. Bogoroditsk, Tula region, mini-museums were created.

Mini-museum "Insects" in the middle group Goal: to systematize children's ideas about insects Objectives: 1. To introduce preschoolers to the distinctive ones.

In our kindergarten, the creation of a mini-museum is a source of introducing children to the history of our people and encourages them to cultivate love for their family.

Municipal state preschool educational institution"Buturlinovsky general developmental kindergarten No. 1"

PREPARED BY: BORSHCHEVA E.A.

Passport of the Tic-Tac mini-museum of clocks

INTRODUCTION
At MKDOU Buturlinovsky kindergarten No. 1, for several years we have been developing and implementing various educational technology. In particular, we successfully use the project method. One of our projects “Mini-museums in kindergarten”.
Why we created mini-museums. Do our children often visit museums? We conducted a survey of parents and found out that most of Kindergarten pupils have never been to the museum. The reasons are varied. Firstly, we are located far from the regional center, where many museums are located. Secondly, many parents believe that it is too early for preschoolers to attend such institutions: “They are small and will not understand anything, why waste their time.” And thirdly, 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 mini-museums in group spaces.
What is a mini-museum? Of course, in a kindergarten it is impossible to create exhibitions that meet 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. Kindergarten mini-museums have been interactive since the beginning of their existence. Any mini-museum contains exhibits that you can touch, smell, and examine. You can play with the exhibits and, if you wish, even take them home for a while. And this feature certainly attracts children very much. 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 a direct part in its creation. They proudly show the exhibits and talk about them.
The theme of mini-museums can be different.
An important feature of these elements of the developmental environment 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.
Placement of mini-museums. In any kindergarten there is a problem of free premises. Various parts of group rooms, “locker rooms”, bedrooms, walls at the entrance to the group, etc. were used to locate the mini-museums. One of the requirements for the location of museums was the following: each of them must fit into the interior of the premises. The exhibits were located on shelves, racks purchased or made by parents, attached to the walls, and stood on the floor.
Children's age. The content, design and purpose of the mini-museum necessarily reflected the specific age of children in this group. Mini-museums are constantly updated with new exhibits. Children's work done together with adults is also displayed here.

Goals and objectives of the mini-museum:

implementation of the direction “Museum pedagogy”;
enrichment of the subject-developmental environment of preschool educational institutions;
enrichment of the educational space with new forms;
formation of preschoolers' ideas about the museum. Expanding the horizons of preschoolers;
development of cognitive abilities and cognitive activity;
formation of design and research skills;
formation to independently analyze and systematize the acquired knowledge;
development of creative and logical thinking and imagination.

Principles that are taken into account in the process of creating mini-museums:
integration - mini-museums must take into account the content educational program preschool educational institution and help in its implementation common tasks and the tasks of individual educational areas, in particular, “Socialization”, to instill patriotic feelings in children;
activities and interactivity - mini-museums should provide students with the opportunity to realize themselves in various types of children's activities (use exhibits in role-playing games, create crafts and include them in the general exhibition, etc.);
environmental conformity - mini-museums should be created taking into account the psychophysiological characteristics of children of different ages and provide conditions for unleashing the creative potential of each child;
scientific nature - the exhibits presented must reliably reflect the theme of the mini-museum, explain various processes and phenomena within the framework of the chosen topic in a scientific and, at the same time, child-friendly language;
humanization and partnership - mini-museums should offer conditions for comprehensive development child, encouraging his initiative, creative activity within the framework of subject-subject relations in the “adult - child”, “child - child” system;
cultural conformity - mini-museums should be focused on introducing children to world culture, universal human values through the development of values ​​and norms national culture in the course of direct educational activities in the museum space;
dynamism and variability - the exhibitions of mini-museums should be constantly supplemented and updated taking into account age characteristics group children;
diversity - filling mini-museums with exhibits that are different in form, content, size, reflecting the historical, natural and cultural diversity of the surrounding world;
regional component - mini-museums should provide for the organization of work with children to familiarize them with cultural heritage region, as well as the culture of other peoples, which contributes to the development of tolerance and the formation of a sense of patriotism. The final stage included summing up the results of the work, opening mini-museums in the preschool educational institution, organizing an exhibition for parents and guests of the kindergarten, reflecting the theme of the mini-museums and the content of working with children in the museum space.

Stages of the project “Mini-museums in kindergarten”. In process museum complex The kindergarten staff had to 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. At the beginning of the work, the group’s team (children, teachers), together with their parents, determine the theme and name of the mini-museum, develop its model, and choose a location. The teacher defends his own subproject, which is built according to the following scheme: design (scheme drawing), description (equipment, exhibits), name of the first study tour, development prospects, options for children and parents to participate in its creation.
2. PRACTICAL STAGE (OR PROJECT IMPLEMENTATION STAGE). Adults and children, following their models, create mini-museums in a group. Parents play a big role in this process, bringing exhibits and helping with decoration. At the last stage of this stage, educators together with children develop the content of excursions around their museum, and the preschoolers themselves suggest what exactly they consider necessary to tell about their mini-museums. Those who wish become tour guides.
3. HOLDING A COMPETITION FOR THE BEST MINI-MUSEUM \ summing up the results of the work, opening mini-museums in preschool educational institutions, organizing an exhibition for parents and guests of the kindergarten, reflecting the theme of mini-museums and the content of working with children in the museum space \.

THE IMPORTANCE OF USING MINI MUSEUMS
Mini-museums in groups allow educators to make the word “museum” familiar and attractive to children. The exhibits are used for various activities, for the development of speech, imagination, intelligence, emotional sphere child. Any item in a mini-museum can suggest a theme for interesting conversation. On the basis of mini-museums, short-term (often one-day) exhibitions, “express exhibitions”, can be organized. Preschoolers different groups you could get acquainted with the mini-museums of your “colleagues”. At the same time, in the middle, senior and preparatory groups, excursions are conducted by the children themselves, and in the younger ones, teachers told about everything, although the kids try to the best of their ability to draw the attention of visitors to certain objects.
Museum exhibits are constantly used by educators to work with children in different blocks of the program, to familiarize themselves with the world around them. After each lesson, preschoolers are given the opportunity to independently examine the exhibits and ask questions to the teacher.
The main thing is that we achieved our goal: both during the creation of the mini-museums and after that, many parents visited “real” museums in Voronezh with their children, which the preschoolers then happily told each other and their teachers about. Mini-museums of steel integral part developing subject environment our kindergarten.

Target:
By means of the mini-museum, the education, training, development and socialization of preschool children is carried out.

Tasks:
1. Include teachers, children and parents in creative process on the creation and replenishment of a mini-museum.
2. Provide safe, psychologically comfortable, aesthetic and health-preserving conditions;
3. Contribute to the formation of ideas about the types of watches;
4. Broaden the horizons of pupils.
5. Increase the status of the preschool educational institution and its competitiveness.

Targeting

The mini-museum is intended for pupils and parents of pupils of pre-school educational institutions, where educational and educational activities are held educational fields with preschool children; leisure and entertainment activities in music hall, using museum exhibits.

Work in the museum is based on generally accepted operating principles.

Forms of museum activity:
- GCD;
- themed leisure activities;

Interaction between teachers and parents of students.
1. Conversation with parents about museum pedagogy.
2. Making exhibits by parents.
3. Joint creativity of grandmothers, mothers and children.
4. Consultation for parents.

MINI-MUSEUM PASSPORT
"TICK-TOCK"

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 activities in kindergarten, the child gets acquainted with such important phenomenon cultural life society, like 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, exhibitions of photographs, 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 topic for an interesting conversation.
The objectives of the mini-museum are to enrich the subject-developmental environment of the kindergarten, form preschoolers’ ideas about the museum, expand the horizons of preschoolers, develop their cognitive abilities and form design and research skills and abilities, formation of 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 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 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 of modern watches. Among them are wall-mounted, table-top, wrist watch, alarm clocks, educational watches for children, book watches. 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