Drawing with children of the younger group. A group on non-traditional drawing techniques in the younger group: “Fun watercolor

In early preschool age, children lay the foundations of visual activity. Pupils of the second younger group are actively developing key mental processes (primarily perception and thinking) - the kids already understand the meaning of drawing. Of course, they are still far from creating realistic images; the drawings are often a shapeless combination of lines. However, this is the initial stage in the formation of key visual skills.

The importance of visual activities for the development of pupils of the second junior group of preschool educational institutions

Drawing classes have a significant impact on the harmonious development of preschoolers from a very early age. This is a great way for kids to express their emotions. This is especially important for children who are still unable to speak well or have communication problems. A drawing will help an adult understand a child, because even what colors he chooses for the image is important.

Visual activities develop thinking, cultivate useful qualities such as perseverance, determination, and wean children from laziness. Undoubtedly, all this will be very useful during school and, in general, throughout life. Drawing is a great way to engage overly active kids.

Three-year-old children absorb knowledge like a sponge. Activities related to artistic creativity develop their taste and foster a sense of beauty.

Specifics of visual activity at a given age

The most important goal of visual activity when working with children three to four years old is to teach them to draw lines, both straight and round, since it is from these that the shapes of the simplest objects are subsequently formed. Moreover, they must learn to do this on their own, without focusing on the model proposed by the teacher. This process is directly related to the development of fine motor skills of hand and finger movements.

Another important task is the formation of color perception - knowledge of basic colors and their names.

During the period of study in the junior preschool level, primary compositional skills are also formed - children learn to place their drawing in the central part of the sheet.

The teacher systematically involves children in the process of depicting objects. First, the child completes the composition started by the teacher: he completes the strings of the balloons (selecting the appropriate color), similarly depicts the stems of flowers, and the sticks of flags.

The activity should bring joy to the child - that’s when he will want to do it again and again. Here, of course, the decisive role is played by the personality of the teacher, his friendly attitude, sensitivity, emotionality, and ability to support students’ interest in artistic creativity.

Note that at the age of three, children cannot yet keep the teacher’s explanation in their heads for a long time: they remember the instructions partially or need repeated explanation. The teacher must try to ensure that each child understands the task and organize his actions. An individual approach is indispensable here. During the lesson, the teacher constantly reminds preschoolers about the subject of the image.

The emotionality of the lesson is always enhanced by the artistic word; it creates in the child’s mind a figurative idea of ​​the object of the image. Thus, visual activity can be preceded by a riddle or a short poem. At the same time, they should be extremely simple and accessible to children. Otherwise, mental stress will interfere with the child’s emotional state, and he will no longer want to draw. Note that the same rhyme can be told to summarize the lesson after discussing the results of the work.

In addition, drawing in the second younger group is inseparable from gaming activities. After all, motivation for creativity is very important for children, for example, based on fairy tales. This will make the subject of the image interesting and more alive.

The material in a lesson with children should be extremely specific, since at this age abstract thinking is still alien to them. Children must visually perceive objects in the world around them - this is the basis for learning to draw at an early age. The images with which graphic elements are associated (lines, circles, dots) must be perceived visually, and even better, tactilely.

In some cases, when the teacher cannot show preschoolers an object (for example, because of its significant size), it is permissible to use a picture or a well-made drawing. At the same time, children’s attention is also drawn to the shape (you need to trace it with your finger) and color. Note that the drawing should not be small; the object itself is depicted separately from others, so that the child’s attention is focused only on it.

The teacher, starting with sweeping movements of the hand in the air, which are easier for the child, gradually moves on to moving the brush on the paper (note that manipulations with a pencil are more limited). For example, when depicting paths, children, together with the teacher, show the straight direction of the lines in the air, and then demonstrate on paper how long the path is. Finally, they draw it with gouache or pencil.

Moreover, it is advisable that the children accompany their actions with words - this will make the drawing process more rhythmic and the movement itself more exciting. For this reason, to increase the emotional mood, it is also recommended to include musical accompaniment in the lesson.

Children at this age perform all actions as imitation of the teacher. He shows hand movements in the air, and then repeats them with the children. Similarly, the teacher shows all the drawing techniques: for example, how to hold a tool and put paint on a brush. Preschoolers will be able to perform actions independently when they have thoroughly mastered all of the above techniques and acquired initial skills.

The teacher’s drawing should not be simplified to a diagram - after all, the image must correspond to the real object. For example, when explaining the sequence of drawing a Christmas tree, the teacher focuses on the requirements of the program intended for the second junior group: he designates a vertical trunk, and then green branches diverging to the sides. However, many other trees also have such signs. Therefore, the trunk should be drawn not straight, but slightly expanded downwards, and the branches should be drawn slightly inclined.

The trunk is drawn sequentially, and then the branches.

Demonstration of drawing techniques is necessary until children master the skills of drawing a given form. Then, in their free time, they will be able to draw the same tree on their own.

Similarly, when the children learn to draw straight lines and simple rectangular shapes, you can invite them to draw a shovel, ladder, fence, etc., without demonstrating techniques.

Let us note that when working with children of the second younger group, the teacher must focus on the personal experience of each student. After all, in the same team there are always older children (and during this period the difference of six months also affects development), in addition, some children begin to attend kindergarten only at the age of three (before that they did not go to a nursery group). Therefore, the teacher’s task is to analyze the characteristics of his group and, depending on this, differentiate tasks in the drawing process. Complications may include expanding the range of materials for work (for example, offering a larger number of colors), increasing the number of images (not one tree, but several).

The most suitable materials for classes

The basis for drawing in the second junior group is A4 paper. When painting with gouache paints, the teacher must tint it in the required shade (in the junior preschool level this is especially important, since it increases interest in artistic creativity). In some cases, it is advisable to offer children colored paper or cardboard. After all, for example, it is more interesting to draw a bright yellow sun on a gray or blue background, indicating the sky. Likewise, the It's Snowing activity calls for a blue base, which could very well be a dark blue or purple base color.

Note that the base should be quite dense. After all, at first the child does not paint with the tip of the brush - he works intensively with the entire pile, sometimes rubbing the paper to holes.

In the second younger group, as a rule, they use gouache. It gives a brighter tone than watercolor. But color in early preschool age causes a strong emotional reaction; for a child, the result of activity is a bright spot. In addition, it is easier for kids to work with gouache paints than with watercolors: they do not need to make any effort to dilute them with water.

There is no need to buy expensive paints with many shades for three-year-old children - it will be difficult for the child to choose the right color. The optimal number is six basic colors.

It is worth paying attention to the selection of brushes. For beginning artists, the ideal option is squirrel brushes with a short handle.

As for colored pencils, they must be of good quality (not crumble) and soft enough.

There are a lot of additional materials that can be used in drawing classes in the second junior group. For example, for a winter theme, cotton wool and confetti are useful; in other seasons - natural materials: seeds, leaves, etc. All these details diversify the composition, make it original, which, of course, will further stimulate children’s interest in artistic creativity.

Drawing methods and techniques used

The key task of the teacher in the second junior group is to teach children formative movements - first simple, and then more complex. This is, first of all, drawing a variety of lines: from left to right, from top to bottom, intersecting, etc. The easiest way to do this is when depicting objects such as paths, ribbons, a fence, a ladder.

When working with pencils, the teacher offers the kids one or two colors so as not to distract the children's attention. After some time, the children are offered gouache. Note that it is easier to paint with a brush, because there is no pressure required. A teacher teaches preschoolers how to apply a brush to paper correctly.

At first, the works are created with only one paint (for example, blue paint conveys raindrops, and yellow paint conveys autumn leaves). As the compositions gradually become more complex - the color scheme becomes more varied - the technique of washing the brush is introduced during the lesson.

Another task that is set in the second younger group is to teach a preschooler to combine several shapes in a drawing, homogeneous (for example, tumbler, snowman) or different (sun). This kind of work requires the ability to control hand movements, plus combine shapes into a composition.

More difficult for a three-year-old child is the image of a rectangular shape - he learns to change the direction of movement to create an angle, and also to close the line at the starting point. Kids practice this technique by drawing simple objects such as flags, windows, books and other rectangular things.

During drawing classes, the teacher constantly focuses on hand positioning. First, the brush is placed in the hand of each student, because everyone holds it differently: some hold it in their fist, bending their fingers, some hold it at the very base, while other children, on the contrary, hold it at the very tip. At the same time, the hand quickly gets tired, and the child gets tired. The correct position of the hand is in the middle part of the brush, while it is held by three fingers (their position is somewhat similar to the beak of a bird, which the child should pay attention to). You should hold a pencil, wax crayon, or felt-tip pen in exactly the same way.

In addition, the teacher teaches the children to carefully pick up paint, dipping the entire bristles of the brush into the jar. Excess paint is removed on the edge of the jar.

Note that you should not limit learning to draw at an early age only to traditional techniques. Non-standard ways of depicting very well develop fine motor skills and imagination. By the way, painting with fingers or a poke with a semi-dry brush is easier for kids than with brushes and pencils. At the same time, the baby feels at ease and is relaxed.

Visual arts classes in the second junior group, as a rule, are of a group nature. But at this age it is already quite possible to practice teamwork (or divide children into subgroups). The chosen form of work should be determined by the topic of the lesson - for example, “Bouquet for Mommy” (each student draws a flower with his palm) or “Dandelions” (children use their fingers to depict flower buds and the blue sky above them).

Teamwork (palms)

Teamwork (fingers)

Class topics: colorful balls, twigs and berries, cups and plates, toys and much more

As for the topics of visual arts classes in early preschool age, child psychologists recommend offering children as many diverse topics as possible, covering a wide variety of areas of life around them.

There are standard general topics (thematic blocks) that are used in classes in almost all kindergartens. In this case, the teacher can vary the subtopics within each block.

Let's consider the main sections that must be covered in drawing classes in the second junior group (the teacher can choose one or two topics within each block to implement them in the process of working with children, or he can come up with his own version).

Simple round shapes

These themes are: “Multi-colored wheels”, “Bloat up, bubble”, “Milk saucer”, “Rings”, “Colored balls”, “Multi-colored hoops”, “Bagels, bagels”, “My funny ringing ball”, “Snowballs” "

Drawing with pencils

Drawings based on straight lines

These themes are: “Fireworks”, “Staircase”, “Dishes”, “Furniture”, “Fence”, “Striped rug”, “Baby books”, “Multi-colored handkerchiefs are drying”.

Drawing with gouache

Drawing with gouache

Houses

Kids draw: “My house”, “House with a chimney”, “House for the dog”, “Birdhouse”.

Teamwork (coloring the template and decorating it with a pattern)

Anthropomorphic creatures

“Snowman”, “Tumblers”, “Matryoshka”, “Kolobok”.

Drawing with gouache

Decorative painting (pattern decoration)

“Painting a plate”, “Let’s decorate a tea cup”, “Let’s decorate towels”, “Let’s decorate a mitten”, “Let’s decorate a handkerchief”.

Drawing with gouache

Poking drawing

Cloth

(coloring templates, adding details to them):“Mittens”, “Shoes”, “Siberian felt boots”, “Dress for a doll”.

Drawing with gouache

Animals, birds, firefly and other insects

“Chicken”, “Birds”, “Titmouse”, “Firefly”, “Bees”, “Duck”, “Ladybug”, “Fish”.

Drawing with gouache

Drawing with soap bubbles

Berries, mushrooms, vegetables, fruits

“Mushrooms”, “Amanita”, “Vegetables and fruits”, “Orange and tangerine”, “Berry by berry”, “Berries on a branch”, “Currant sprig”, “Apple with a leaf”.

Drawing with cotton swabs

Drawing with gouache

Vegetable world

“Multi-colored carpet of leaves”, “Leaf fall”, “Trees on our site”, “Christmas tree”, “Flowers”, “Dandelion”.

Drawing with gouache Drawing with gouache Drawing with gouache

Natural phenomena

“Rain”, “Sunshine”, “Hail”, “Rainbow”.

Drawing with cotton swabs

Finger painting

Household items

“Umbrella”, “Comb”.

Finger painting

Food

« Food”, “Pies”.

Safety

“Traffic light”, “Road rules”, “Fire safety”, “Fire”.

Drawing with gouache

Transport

“Car”, “Trolley”, “Planes are flying”, “Beautiful train”.

Finger painting

Human

“My Family”, “Friendship”, “Parts of the Body”, “Professions”.

Pencil drawing

My toys

“My favorite toy”, “Dymkovo toy”.

Drawing with gouache

Patriotism

"Flag", "My City".

Drawing with gouache

Lesson notes on the image of a snowman, fireworks, dandelion and car

Games in drawing classes in the second junior group

In early preschool age, it can be difficult for children to explain some material, especially to make them remember it. Here, didactic games for visual arts will come to the aid of the teacher.

These manuals (they can be purchased in stores or made independently) are presented in the following target areas:

• Games to develop color perception.
• Games that train preschoolers in making patterns (developing decorative skills) or entire compositions
• Games, the goal of which is to supplement the object with the missing details (subsequently the child also completes the elements in the drawing).

Let's look at examples from each category.

Games to develop color perception

“Gather a bouquet” (for the Snow Maiden and for the Sunbeam). This game teaches children to distinguish between warm and cold tones. A similar option is to choose your favorite colors of the snowman and the sun.

Didactic game introduces warm and cold shades

Didactic game develops color perception

Game "Collect the caterpillar". Children are offered several shades of the same color, from which they need to put together the body of a caterpillar - from the darkest shade to the lightest.

Didactic game for developing color perception

“Name the colors of autumn, summer, spring and winter.” The kids are offered cards depicting a color palette, and they must match them with pictures depicting a certain time of year.

Didactic art game at the same time reinforces the signs of the seasons

"Beads for Mom." Pictures are presented with beads of different color combinations. The child’s task is to pick up beads of the same color as in the picture.

"Aquarium". The paper aquarium has four sectors of different colors. There are also fish and shells of these colors. The child’s task is to sort them into sectors.

Games to develop decorative skills (pattern making)

Decorative and applied arts are an important part of the culture of the Russian people, who since ancient times have strived to convey their understanding of beauty in artistic form. Products from talented craftsmen develop children’s aesthetic taste and teach them to understand and appreciate beauty. Didactic games will help kids become more familiar with folk arts and crafts, and will also teach them how to create their own beautiful ornaments.

These are cut-out pictures depicting Dymkovo toys, patterns of dishes that need to be decorated with a Gorodets pattern, dominoes and lotto on this topic.

Didactic game Didactic game Didactic game Cut-out pictures Cut-out lotto pictures

The game “Assemble a Still Life” teaches younger preschoolers how to compose a composition; children become familiar with the genre of still life from an early age.

Didactic game develops compositional skills

And the guide “Assemble a pattern from a sample” develops their aesthetic taste, teaches them to correlate an object with its image.

The manual contributes to the formation of aesthetic taste

Games for adding details to an object

“Complete the butterfly.” The child is offered an image of half a butterfly. You need to complete the picture by selecting the same elements and placing them on the missing half.

The didactic game reinforces knowledge of the shape of an object and at the same time promotes correct color perception

"Merry little engine." The child is offered the body of a steam locomotive without wheels, pipes and doors. The task is to find among the many details the missing elements for the picture and add them to the image of the locomotive. As a result, children remember the shape of this type of transport, and later it will be easier for them to draw it.

Analysis of visual activity

An important component of any artistic activity is the analysis of finished works. This is also true when working with young children. The teacher displays all the drawings on the stand and arranges a joint discussion with the children: he asks the children’s opinions, and also evaluates the works himself, points out their positive aspects, and gives recommendations on what can be done better. Both the quality and accuracy of the work performed are taken into account.

Let us note that you should not focus children’s attention on unsuccessful drawings, because often poor performance of a task is not due to the child’s reluctance, but to the peculiarities of his development (weak motor skills). Such kids need to pay more attention during productive activities, and be encouraged to draw in their free time.

Joint viewing and discussion of works fosters activity in children, arouses the desire to correct mistakes, and draw better next time. Those children who were not active during the discussion should be given special attention and discussed with them individually about the drawings.

Video on the topic

Drawing in the second junior group on the topic “Dandelion”

Drawing in the second junior group on the topic “It’s raining.”

It is difficult to overestimate the role of drawing in the development of children. This is one of the important ways of self-expression. After all, some children find it difficult to verbally express their feelings and knowledge. This extremely useful activity simultaneously stimulates mental activity and develops aesthetic feelings. The diverse topics of classes in the second junior group lay the foundation for a realistic depiction of a wide variety of objects and phenomena of real life, which children master as they grow older.

Let's talk about what drawing should be like in the first junior group. Currently, federal educational standards have been introduced in preschool institutions. They imply conducting all developmental activities with preschoolers according to certain rules.

Features of the program

Drawing in the first junior group of kindergarten is carried out using various methods. Let's analyze some of them to understand the relevance of conducting such activities in preschool institutions.

The meaning of visual activity

Drawing (FSES) in the first junior group is included in the visual arts program. Children not only draw, but also make various applications and sculpt, which is necessary for the comprehensive development of the personality of preschoolers.

Drawing in the first junior group attracts children because they independently create something beautiful and original. Children accumulate and expand the personal experience they gain through their senses. It is advisable to introduce children to active visual arts from the age of 2-3 years.

A variety of drawing in the first junior group is carried out according to a program developed by M. A. Vasilyeva.

Purpose of the program

It includes not only drawing in the first junior group, but also modeling and appliqué. The classes are arranged in a specific order, in order of increasing difficulty. If necessary (taking into account the individual characteristics of the children), some adjustments to the content of classes are possible, as well as a change in the sequence of their implementation.

The program must take into account the regional characteristics of the territory and the focus of the preschool institution.

Program provisions

In the first junior group it is carried out taking into account the following theoretical principles:

1. Such visual activity in a preschool institution is an integral part of educational and educational work; it has connections with various areas.

For the full development and upbringing of a child, it is important to connect modeling and drawing classes with active play activities. Non-traditional drawing in the first junior group increases preschoolers' interest in art. The teacher uses various forms of connection between play and artistic creativity.

For example, children paint napkins to decorate the table in the doll's corner. In addition, the teacher uses a variety of gaming techniques and methods. Children draw friends for their favorite toy, make treats for pets.

Plasticine and paints for children turn into an interesting game filled with pleasant surprises.

2. To develop children's imagination and creativity, it is important to create a developing aesthetic environment.

Paints for children successfully cope with this task. Kids get involved in a fun and exciting process. Together with the teacher, they become real graphic designers. Children's drawings with pencil and watercolors are turned into decorations, they decorate the walls in the group.

Of particular importance for the formation of artistic taste in preschoolers is the correct selection of materials, as well as the friendliness of teachers towards their students.

3. To develop abilities, knowledge of phenomena and objects is necessary.

Children's pencil drawings help develop finger motor skills. While working on a drawing, a preschooler forms a figurative idea of ​​the size of an object, which is fixed in the brain. With the constant enrichment and development of such experience, the creation of a correct understanding of various objects and phenomena occurs.

Drawing flowers in the first junior group allows children to teach form-building hand movements. With a gradual transition from simple figures to complex geometric shapes, the preschooler learns to depict various phenomena and objects of the surrounding world.

In the first junior group, the sculpting process differs. Drawing involves the transfer of contour lines, and modeling is associated with volume and mass. By mastering form-building movements, children gain complete freedom for creativity. For example, at the first stage, kids simply trace the patterns with their fingers, getting an idea of ​​artistic creativity.

Psychologists are convinced that drawing, appliqué, and modeling have a positive effect on a child’s imagination, thinking, attention, and memory. In addition, artistic creativity contributes to the development of independence and creative activity of children, which is one of the main tasks set by the Ministry of Education for teachers of preschool institutions.

The teacher encourages children to analyze the work done. For example, drawing in the first junior group on the theme “Winter” can be turned into a real holiday. First, the children use paint to depict their associations associated with winter and the New Year holidays. Then the pictures “come to life”, and together with their teachers, preschoolers come up with interesting and unusual fairy tales.

It is advisable to complete the drawing in the first junior group on the theme “winter” by collectively viewing all the images made by the children. You can also arrange a colorful exhibition for parents before the New Year's party.

Each age group has its own distinctive characteristics, so the teacher makes adjustments to visual arts classes. The number of colors in the palette gradually increases, and the task becomes more complicated. We offer options for activities that can be carried out with children in a preschool institution.

Features of the visual arts program

Classes are aimed at developing aesthetic perception, creating a sense of joy and beauty. The drawing process gradually includes movements with both hands on the object, its girth, and work on tracing the contour.

Thanks to the creation of a positive emotional mood, preschoolers gain an understanding of the features of making appliques and drawings.

Drawing

Children are offered topics in the classroom that would help convey the beauty and uniqueness of the world around them, and instill in the younger generation a caring attitude towards living objects around them. Drawing in the first junior group on the theme “Autumn” involves depicting colorful falling leaves. While working, kids learn to work according to a template and mix paints. The teacher develops in his students the skills of correctly gripping a pencil, brush, and felt-tip pen.

He controls the correct work of the brush, checks the relaxation of the hand during movements with the brush. During classes, children develop accuracy, because they must dip the brush in water to remove the remnants of one paint and apply another color to the brush. The teacher accustoms preschoolers to working with a paper napkin. The guys carefully dry the brush on a cloth or napkin to remove excess water.

To consolidate the acquired skills, you can conduct drawing in the first junior group on the topic “Pets”. The topic of the lesson is not chosen by chance. Indeed, in addition to instilling visual skills in preschoolers, the teacher’s task also includes the development of children. When drawing their favorite pets, children not only improve their artistic skills, but also develop an idea of ​​the animal’s appearance and its distinctive features.

Drawing in the first junior group “Wild Animals” will be no less educational. After the kids get an idea of ​​pets, you can move on and invite them to pretend to be other representatives of the animal world.

To reinforce children’s ideas about the names of colors, the teacher can play interesting games. To introduce kids to decorative activities, one of the activities can be devoted to making New Year's toys. Ready-made decorations can be used to decorate a New Year's beauty placed in a group.

Images of snow, falling leaves, and raindrops are ideal for learning to rhythmically apply strokes, spots, strokes, and lines.

In order to lead preschoolers to the image of rectangular, round objects, as well as combinations of several shapes, you can draw trailers with a train, tumblers, and snowmen.

By repeatedly repeating simple plot lines, for example, Christmas trees, bugs, butterflies, the teacher teaches the child to place the depicted objects evenly across the entire sheet.

During art classes, the teacher teaches his students to create small plot compositions. Such activities captivate children and stimulate the development of their imagination and creative imagination.

Skill requirements for preschoolers after drawing classes

By the end of the first year of learning to draw, children should demonstrate emotional responsiveness when viewing a variety of illustrations, examining natural objects, and works of art.

They should easily recognize materials with which they can draw pictures, distinguish colors, and have an idea of ​​​​folk toys (matryoshka, tumbler).

In addition, preschoolers should use felt-tip pens, pencils, and paints to depict simple compositions and think through a simple plot for their work of art. The requirements that are put forward for children who have completed the first year of drawing instruction in kindergarten are requirements according to federal state standards:

• select a color scheme taking into account the features of the image;
• hold markers, pencils, paints, brushes correctly;
• choose a composition from several items.

Option for distributing program material for the academic year

In the fall, you can plan an introductory lesson where the children will get acquainted with pencils. In addition to holding it correctly in the hand, the teacher should teach the kids to leave a pencil mark on the paper. Then the children trace their fingers along the lines they have made to remember the features of different configurations and objects.

To maximize the effect of the lesson, in addition to drawing, you can also offer the children modeling objects of different shapes. For example, if preschoolers draw circles with a pencil on paper, they will also have to make them out of plasticine.

The second lesson can be done on the topic “Rain”. Its goal will be to teach children to transfer images that they see in everyday life onto paper. During the lesson, children learn to draw short lines and small strokes, and hold a pencil in their hand. Using game techniques in the classroom, the teacher develops a desire to draw in his children.

Colored threads for balls

This lesson is aimed at introducing kids to straight lines. By adding straight and even lines to the balls, children form an idea of ​​​​the image of objects. In the process of work, preschoolers develop an aesthetic perception of the resulting image.

To develop the skill of drawing solid lines, you can conduct a lesson on the topic “Striped rug”. The teacher shows the children his work and explains exactly what colors he used in his work. Next, children are encouraged to use their imagination and create their own creations. In order for kids to develop their imagination, they are not limited in the choice of colors.

In addition to pencils, this activity can also be done with a brush. Kids learn to pick up paint on a brush and carefully distribute it over the surface of the paper to create a beautiful and even layer. In addition, during the lesson, preschoolers acquire the ability to remove an extra drop from a brush, rinse the brush in water, and apply a new color of paint to it. The teacher continues to introduce children to the color palette and forms in them an idea of ​​the possible mixing of several colors.

In a lesson on the topic “Multi-colored carpet of leaves”, aesthetic perception is developed, imaginative ideas about objects and natural objects are formed. Kids learn to dip a brush with full bristles into the paint of their choice and use it to paint leaves of a certain shape.

In the “Colored Balls” lesson, preschoolers draw continuous circular lines with smooth movements, without lifting a pencil or felt-tip pen from the paper. During the lesson, the teacher invites them to use different colors to see the beauty of the resulting palette.

When drawing multi-colored soap bubbles, children gain the skills to properly hold a pencil in their hand, which will be useful to them while studying at school. In addition, the lesson involves the development of color perception, since preschoolers are offered different colors to work with.

Among the interesting options for activities, we will highlight such drawing lessons in kindergarten, during which children get the opportunity to independently think through the plot of the future drawing. This approach stimulates the development of creative thinking in preschoolers and helps them develop their imagination.

Conclusion

All drawing classes conducted in early preschool age are aimed at developing the individual abilities of preschoolers and developing their sense of aesthetics. Children not only gain initial skills in working with pencils, paints, and a brush, but also develop their imagination and form an idea of ​​the shape and size of various objects.

Depending on what form preschoolers are asked to portray, they develop certain skills. For example, when depicting multi-colored balls or balls, children, in addition to forming an idea of ​​​​round objects, will experience positive emotions. This is important for developing a positive attitude not only towards drawing, but also towards any other type of artistic creativity. In addition to drawing, it is advisable to include modeling in the program, as well as the creation of colorful applications.

The combination of different forms of work, complementing them with play activities contributes to the formation of a harmoniously developed personality. An interesting solution would be to create a combined panel that contains elements of drawing, modeling, and appliqué.

Before the New Year holidays, kids, together with their teacher, can prepare such original gifts for moms and dads. Using paints, a substrate is created, on which a Christmas tree with colorful toys is created in the form of an applique. An element of the sculpting can be made of a bunny who is trying to hide under the green beauty.

To develop the creative imagination of preschoolers during drawing lessons, the teacher can offer to draw something round, oval, triangular, or rectangular in shape. Children not only remember geometric shapes, but also begin to think figuratively, which contributes to the development of their intellectual abilities.

At every lesson, the teacher instills in his students a love of painting and artistic creativity. At the end of the year, children should develop the basic skills of drawing straight, smooth lines on paper. They must hold the brush correctly in their hand, apply strokes of the desired color with it, and get beautiful images.

I.V. Bagramyan, Moscow

The path of a person growing up is quite thorny. For a child, the first school of life is his family, which represents the whole world. In a family, a child learns to love, endure, rejoice, sympathize and many other important feelings. In the context of a family, an emotional and moral experience unique to it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and activities. The priority in raising a child belongs to the family (M.I. Rosenova, 2011, 2015).

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Parents often love to teach their children, even when they are old enough. They interfere in their personal lives, advise, condemn... It gets to the point that children do not want to see their parents because they are tired of their moral teachings.

What to do?

Accepting flaws. Children must understand that it will not be possible to re-educate their parents; they will not change, no matter how much you want them to. Once you accept their shortcomings, it will be easier for you to communicate with them. You will simply stop expecting a different relationship than you had before.

How to prevent cheating

When people start a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners within a legal relationship. In short, the number of faithful and unfaithful people is distributed 50 to 50.

Before we talk about how to protect a marriage from cheating, it is important to understand

In kindergarten, children not only sleep, play and eat, but also actively develop. Teachers are usually responsible for ensuring that children learn as much new and useful things as possible. Drawing in the 2nd junior group is not just a way to entertain children, but also an important stage in the development and knowledge of the world around them. That is why lessons have to be prepared especially carefully.

What does fine art influence?

First of all, on worldview. Some children have difficulty putting into words what they feel, understand and know. And here drawing comes to the rescue as a way to show your emotions. What colors a child chooses says a lot. This is why drawing in the 2nd junior group is so important. This is one way to understand the baby. Not to mention, this is also his training method. In this form, new information is absorbed faster and easier.

What topics should you choose?

Naturally, there are a number of standard topics that are used in almost all kindergartens in the country. However, there are others. Those that are selected and assigned by the teacher individually. So, for example, drawing in the 2nd junior group may include standard seasonal (winter, spring, summer, autumn) themes and as subtopics such as “First drops”, “First snow”, “First green grass”, “What do animals do” in the forest in autumn" and many others. It all depends on what exactly the teacher offers, how he prepares the kids for such tasks. Experts (child psychologists) definitely recommend selecting as many different topics as possible that cover various areas and spheres of life.

Finger paint

Drawing in the 2nd junior group is often offered with just such materials. Why? Firstly, it develops fine motor skills. Secondly, it is considered that this is unconventional drawing in the younger group. That is another way to develop, improve, and fantasize. In addition, it is easier for kids to draw with their fingers than with brushes or pencils. It is noteworthy that non-traditional drawing in the younger group comes not only with such paints. There are other ways to express yourself creatively.

Alternative drawing materials

There are a lot of materials with which children can practice fine art. For example, on seasonal topics, educators often offer the following:

This is not a complete list of materials, but it is one of the most popular in younger groups. It is also noteworthy that all work involving the use of glue is carried out only by the teacher; the children do not glue anything themselves. At least in the younger group.

Autumn as a theme for creativity

At this time of year, nature begins to prepare for winter, the leaves shed their foliage, and the grass dries up. The kindergarten hosts various autumn-themed holidays, as well as art lessons. And here it is important for the teacher to think through the entire lesson. Drawing (second junior group) on an autumn theme may include several lessons at once, which are distributed over all three months. What subtopics are usually used:

• Meeting autumn.
• The first leaves to change color.
• Red rowan.
• Weather in the forest.
• Preparing animals for wintering.

Sometimes additional topics and keys are included in this list, at the discretion of the teacher. Non-traditional drawing technique (junior group of kindergarten) implies that at least one of the described topics should be done not only with paints or pencils. So, for example, you can depict an autumn forest with real glued leaves, twigs, and grass. Some elements are drawn by hand. This is an unconventional technique.

Why is this technique useful?

Firstly, the combination of several actions in one work helps to develop logical thinking. The child begins to actively analyze what he is doing and calculate what else he may need. Secondly, fine art serves as a means of expressing feelings and emotions, which is very useful for closed and secretive children. Drawing (the second junior group of the kindergarten) in an unconventional form pursues several goals at once: development, discovery, knowledge. With each lesson, the child learns more and more new information that will be useful to him in the future. For example, some foods can serve as a means of self-expression and creativity, rather than simply being food. In addition, thanks to this technique, children learn to perceive the world from different angles. They learn that drawing can be not only flat, but also three-dimensional, and that the combination of different drawing methods gives an unexpected but interesting result.

Autumn forest as a separate theme

It is in September, October and November that fine arts lessons in the kindergarten are held in non-traditional techniques. This is due to the abundance of natural materials that are actively used in the work. What does drawing have to do with this (junior group 2)? Autumn is the time of year that is easiest for children to portray on their own. For example, a forest. Tree trunks are usually made from twigs, leaves are drawn with colored paper or paints, three-dimensional animals on paper are made from cones or nuts. All this together allows you to make a beautiful composition, as well as develop. Most children in the second youngest group love to tinker with various materials, adapt them to their needs, and draw.

What child psychologists say

Medical specialists have long noted the positive impact creativity has on human development. Therefore, drawing is a mandatory procedure in kindergartens. In addition to the fact that it develops thinking, it also teaches perseverance, determination, imagination, and eliminates laziness. All these qualities will be very useful for children in later life. If very young children have problems with perseverance, they constantly need to be on the move, then in the second younger group the development of this quality is extremely necessary, otherwise educators simply would not be able to cope with so many active and constantly moving children. In the first grades of school, the ability to “sit still” for a certain period of time will also be useful. Drawing teaches you this too.

Winter holiday

This is one of the most favorite themes among kids. Firstly, you can draw everything that is so dear to them: New Year, snow, sleighs, Christmas trees. Secondly, teachers always come up with something special and new. For example, the technique of driving in a pattern. What does it mean? This is a special drawing in a preschool educational institution (junior group), when paint is applied to paper using cotton swabs or swabs - as if driven into a sheet. This method is usually used to paint snow on Christmas trees, snowflakes, confetti or multi-colored fireworks. The teacher’s task is to first teach and show the technique without paint, and then with it. This makes the image clear and bright. Sometimes classes are accompanied by games, rhymes, riddles or songs. This makes it easier for children to remember and more interesting to draw. The main goal of the lesson is to learn new techniques of fine art, create a festive and cheerful mood, and develop fine motor skills.

Conclusion about drawing in kindergarten

Kids absorb knowledge quite quickly. Drawing lessons allow you to develop imagination, thinking, aesthetic perception, and form a taste and sense of beauty. Parents at home should support their children, study with them in their free time, and regularly give them new knowledge.

MINISTRY OF EDUCATION AND SCIENCE OF THE RT

State Autonomous Educational Institution "KAZAN PEDAGOGICAL COLLEGE"

ABSTRACT

ON THE TOPIC OF: OBJECT DRAWING IN PRIMARY AND MIDDLE PRESCHOOL AGES.

Option 1.

Subaeva Margarita Igorevna

5th year students

Correspondence department

501 groups

Kazan, 2010

Plan:

Introduction.

1. Objectives of teaching subject drawing in primary and secondary preschool age.

3. Methods and techniques for teaching subject drawing in primary and secondary preschool age.

4. Organization of object drawing classes in primary and secondary preschool age.

5. List of references.

INTRODUCTION:

Teaching children to draw should be aimed primarily at developing their creative independence and activity. And for this it is necessary to cultivate in children the ability to see objects and phenomena around them that will serve as the content of visual creativity, to evoke an aesthetic attitude towards social events and nature, to develop the emotional responsiveness of children and to equip them with the means of depicting various events and phenomena. Any object is reproduced by children flatly. This is one of the main features of children's drawings. Another feature is that the proportionality of parts when depicting various objects does not play a big role for the child. What he wants to emphasize, to define as the main thing, he often depicts as disproportionately large (for example, a human head). Disproportion is also observed between objects (a person is often larger than a house). When drawing, a child sometimes consciously, and sometimes unconsciously, schematizes the image of an object, simplifies it, discarding many details, focusing attention on the most important thing.

In object drawing, we strive not only for a relatively competent depiction of objects, but also for their figurative characteristics, i.e., to express the feelings and attitude towards the object on the part of the person drawing. The need for this is confirmed by the fact that children willingly draw some objects, they are favorite (they draw mother dressed up), but there are unloved objects, their children try not to draw at all.

The purpose of any drawing lesson is to develop children's creative powers and image skills. Along with analyzing the form of an object and clarifying knowledge about it, the teacher must find a place for the child’s initiative, imagination, and the opportunity for the child to complete the task, relying on his personal experience, knowledge, impressions, and imagination. The combination of learning and creative development requires great tact so that one side does not suppress the other.

Objectives of teaching subject drawing in primary and secondary preschool age.

First junior group.

Children of the third year of life, due to their physical and mental development, are capable of acquiring simple drawing skills. With a child of the second year of life, special training in image skills is already possible, since he strives to reproduce the actions of the teacher, accompanied by explanations.

When setting tasks for learning to draw, it is taken into account that two-year-old children have little experience, I also lack knowledge, and hand movements are not sufficiently developed. Therefore, the main tasks are related to the general educational impact on children.

So, the tasks of teaching children in the first junior group are as follows:

· Arouse interest in the process of drawing as an activity that produces results;

· Introduce drawing materials (pencils, paints) and techniques for using them;

· Teach techniques for drawing straight, rounded lines and closed shapes.

Second junior group.

Children of the fourth year of life already understand the meaning of drawing, although they still cannot more or less correctly depict the object. They give random names to their independent drawings, which represent a shapeless combination of lines, caused by associations with some characteristic. The teacher should encourage children to try to find similarities between the drawing and the object and at the same time teach the correct depiction of various shapes.

At this age, the following tasks of teaching visual skills come to the fore:

· Teach the depiction of various rectilinear and circular shapes of simple objects, conveying their main characteristics (color, shape);

· Develop a sense of color - the ability to distinguish and name primary colors;

· Develop compositional skills - place the image in the middle of the sheet;

· Improve technical skills.

The first task here remains learning to draw straight and rounded lines, but without relying on the teacher’s drawing. The solution to this problem is related to the development of hand movements.

Middle group.

The learning objectives for this group are the following:

· Teach how to depict objects of round and rectangular shapes, convey their structure, main parts and details; Teach the use of color as an artistic means of expression:

· Develop compositional skills in arranging an object in the center of the sheet;

· Improve technical skills in painting a drawing with pencil and paints.

First junior group.

Certain skills are consolidated throughout the entire year of study. The first drawing lesson begins with an introduction to paper and pencil. You can perform various actions with a pencil: the paper was clean, but marks appeared on it from moving the pencil. If you press it lightly, there will be no marks on the paper. Such an explanation and visual display attracts the attention of a small child to drawing and obtaining an image.

Mastering visual skills begins with drawing straight, vertical and horizontal lines, first when finishing the drawing started by the teacher. The drawn part of the object determines the direction of the line, the length of which can vary. Then children are asked to independently draw lines in the indicated directions based on the perception of various objects. More difficult is mastering the drawing of rounded lines and closed shapes, which requires the ability to subordinate the hand to precise movement and visual control, since the end of the line must lead to a connection with its beginning. When depicting rounded shapes, children are not required to render the correct circle.

The program provides for introducing children to color. This problem is solved by painting with paints. The topics of tasks for developing a sense of color are related to the mastery of simple forms - lines, spots, obtained with a brush (for example, the topics “A snowball is falling”, “The lights are burning on the Christmas tree”, “The grass is growing”). In order for color to be correctly perceived by children, it must be given in a contrasting combination with the background: white snowflakes on a blue background, yellow or red lights on a green Christmas tree, etc.

The program involves mastering such technical skills as holding a pencil and brush correctly, using them carefully, being able to draw paint only onto the bristles of the brush, etc.

Already at the initial stage of learning, the child must learn that any material should be used, guided by certain rules.

Thus, mastering the outlines of the simplest pictorial forms, using bright, colorful tones, the child learns to find similarities with objects of the surrounding reality, begins to realize the visual capabilities of materials and independently use the acquired skills when depicting other objects.

Second junior group.

The program provides training in drawing various lines: from left to right, from top to bottom, crossed, etc. The subject of exercises in drawing straight lines in various directions is indicated in the program: drawing ribbons, paths, etc.

As the content of children's work becomes more varied and requires the use of several colors to paint a picture, brush washing is introduced. A difficult task for children is to convey a combination of several shapes, which can be homogeneous (a snowman made of two or three circles) or consisting of two different shapes (a sun made of several straight stripes and a circle). Carrying out an image of this kind requires not only the ability to subordinate the movement of the hand to the pictorial form, but also the ability to synthesize these forms and combine them according to the plan. Since analytical-synthetic thinking is poorly developed in a three-year-old child, this task is difficult for him. Therefore, the program provides images of objects that include the connection of only two dissimilar parts or the rhythmic repetition of the same form (for example, the rays of the sun, the branches of a Christmas tree).

The depiction of rectangular shapes requires developed coordination of movement, the ability to change the direction of movement at the right moment, creating an angle, or close a line at the starting point. In accordance with this task, the subject of the assignments was also selected - drawing a book, windows, flags and other objects with rectangular outlines.

Simultaneously with the complication of the form, the use of color also becomes more complex, which begins to stand out as one of the main characteristics of the object. Children learn to use different colors in a drawing to depict certain objects: red for a flag, yellow for the sun, green for a Christmas tree, grass, etc.

By the end of the year, children can depict objects, conveying several characteristics, not only according to the instructions of the teacher, but also at their own request.