Keyword: «constructing»

The urgency of the problem is conditioned by the existing need to expand the content of pre-school education, the development of methodological support for the organization of preschoolers’ constructing process with the use of the new generation of building kits. A number of contradictions have developed in modern science and educational practice: between recognition by psychological and pedagogical science the fact that children of preschool age can master skills for constructive activities with elements of robotics and the absence of a scientifically based methodology for realizing this process in the system of preschool education; between the significant potential of a new generation of building kits for realization of the process of constructive skills forming in children of senior preschool age and insufficiently developed methodological support of this process in practice of modern pre-school education. At the same time, the Federal Educational Standard of preschool education defines constructing from various materials as one of the most important types of children's activities. The article presents the methodological foundations for the organization of constructing and robotics at a pre-school educational organization. Methodological foundations constitute a set of methodological approaches: system-activity, integrative and situational ones. The system-activity approach determines the structure of the process of formation of constructing skills in preschool children and ensures the sequence of mastering them. The integrative approach allows to choose the effective means, forms and methods of educational activity, grouped by thematic principle; integrate different types of children's activities. The situational approach promotes consideration of preschool children’s constructing skills formation process in the logic of problem training technology, modelling and solving problem situations. The article is practice-oriented. It presents educational activities in constructing with elements of robotics, organized by students of the Surgut State Pedagogical University during their pedagogical practice. The method of teaching construction with the use of new generation of LEGO, Polydron, Engino Education and Engino Discovering Stem building kits in the classroom and in free children activities is substantiated. The materials of the article may be used by teachers of preschool educational organizations both in classrooms and in regime moments; by bachelors and masters of pedagogy while studying methods of teaching preschoolers constructing and robotics; by academic staff of pedagogical universities for presentation this method to students; by teachers of additional professional education organizations in the framework of the preparation for advanced training courses in the presented field of educational activity.

The purpose of our study was to carry out corrective work aimed at developing constructive skills in children of senior preschool age with a delay in their mental development, and to determine the effectiveness of this corrective work. We identified the following phases of corrective and pedagogical work with children (according to O. P. Gavrilushkina), taking into account the results of the analysis of scientific and methodological literature. The phase "Learning the adequate choice of parts to create a building", the purpose of which is to teach children how to make the right choice of parts in color, shape, size based on a sample of construction and on the teacher’s verbal instruction. The phase "Learning how to connect parts", the purpose is to teach children to connect parts together, taking into account the features of the constructor game. The phase "Learning the spatial arrangement of parts", the purpose is to teach children to place the details of the constructor game in space, achieving similarity of construction with a real object. In accordance with each phase of work, we selected tasks that were offered to preschoolers in the course of experimental studies. We obtained the following data. Thanks to the organized and carried out corrective work, positive changes have occurred in the development of constructive skills of preschool children with mental retardation. Preschoolers (100%) scored more points on all diagnostic methods at the control stage of the study as compared with the ascertaining stage. At the same time, 67% of children showed positive inter-level dynamics: four children had increased their levels. In 30% of cases, the positive dynamics is intra-level.