Early preschool childhood is a period of active knowledge of the world around us, where every action of the child is filled with deep meaning and research interest. During this period, painting classes become not just a way to create a picture, but a powerful tool for the development of fine motor skills, coordination of movements and sensory perception. When we talk about the topic “What’s in our refrigerator,” we touch on one of the most important and understandable areas for kids - food and everyday life. applications During this period, they become not just a way to create a picture, but a powerful tool for the development of fine motor skills, coordination of movements and sensory perception. When we talk about the topic “What’s in our refrigerator,” we touch on one of the most important and understandable areas for kids - food and everyday life.
It is important for teachers and parents to understand that working with glue and paper in the second junior group requires a special approach and patience. Children are just learning to control their hands, so the creation process applications should be as simple as possible, but at the same time exciting and effective. In this article we will analyze in detail the methodology for conducting such a lesson, the necessary materials and psychological and pedagogical aspects of working with children 3-4 years old.
The use of familiar images, such as food, allows the child to feel confident, since he already has primary experience interacting with these objects. Applique on the topic of products helps consolidate knowledge of what is stored in the refrigerator, teaches how to classify objects and treat food with care. This is the foundation for the formation of healthy habits and cultural and hygienic skills.
Goals and objectives of an applique lesson for kids
The main goal of any lesson in the second junior group is not so much obtaining an ideal artistic product, but the process of learning and development of the child itself. When conducting an application on the topic of food, the teacher is faced with the task of teaching children to recognize and name familiar vegetables, fruits and other products that are usually stored in the cold. Educational objectives include expanding vocabulary and forming ideas about the properties of objects.
The developmental aspect of the lesson is aimed at improving small hand motor skills, which is directly related to the development of speech and thinking. Children learn to hold a brush correctly, apply glue, carefully apply parts and press them with a napkin. Movement coordination At this age, the child is still imperfect, so each such action is an important training for the baby’s nervous system.
Educational tasks are to develop interest in the visual arts and education of neatness. The child learns to finish what he has started and to appreciate the work of himself and those around him. It is also important to instill respect for food, explaining that food is a source of health and strength.
Do not forget about creating a positive emotional mood. When a child sees that he is able to create a recognizable image (a recognizable image), his self-esteem grows. Motivation at this age plays a key role, so the activity is often built in the form of a game or helping a fairy-tale character whose refrigerator is “empty.”
Necessary materials and preparation of the worker places
High-quality preparation for a lesson is the key to its successful implementation. To work in the second younger group, special materials are required, adapted to the age characteristics of children. First of all, this paper blanks. They should be large enough for the child to comfortably pick them up in his hand, and have clear, understandable shapes (circle, oval, triangle).
The glue should also be safe and easy to use. The best option is a glue stick or liquid glue in a tube with a ball dispenser that does not spread. Brushes It should have soft bristles so as not to scratch the delicate skin of your hands, and have a comfortable handle. Colored paper for the background and details should be bright, but not too thin so as not to tear from the glue.
Workplace organization should exclude unnecessary distractions. On the table, each child should have an oilcloth, a napkin for wiping hands and brushes, as well as a container with preparations. It is important that all materials are laid out in an accessible manner, but do not interfere with the child’s movements.
- 🍎 Colored paper and cardboard for the base and cutting out parts.
- 🧴 Safe glue (pencil or liquid with a dispenser).
- 🖌️ Soft glue brushes bristles.
- 🧽 Napkins for wiping excess glue and hands.
- 🖍️ Wax crayons or felt-tip pens for finishing details (optional).
The teacher needs to prepare in advance sample ready work so that children can see the end result. However, it is important to emphasize that their work may differ, and that is okay. It is also worth preparing wet wipes in case the child gets his hands or face dirty.
Progress of the lesson: stages and methodological techniques
An appliqué lesson in the second younger group usually lasts no more than 15-20 minutes, since the attention of children at this age is still unstable. It begins with the organizational moment and the creation of a game situation. The teacher can present a toy (for example, a bear or a doll) that has “invited guests” and wants to treat them, but the refrigerator is empty.
Then follows the main part, where a demonstration of working techniques takes place. The teacher shows how to correctly take a part, how to apply glue (pointwise or completely, depending on the complexity) and how to apply the element to the background. Algorithm of actions says out loud clearly and slowly: “Take, spread, apply, press.”
☑️ Plan classes
During children’s independent work, the teacher approaches each child individually, helps, guides, and praises for success. It is important not to do the work for the child, but only to correct his actions. If someone doesn’t succeed, you can take his hand in yours and perform the movement together.
The lesson ends with analysis of work and reflection. Children are asked to show their work and name what they “put” in the refrigerator. The guest toy praises all children, creating a situation of success. Positive reinforcement at this age it is critical for the formation of the desire to engage in creativity in the future.
Technical aspects: working with glue and paper
Technique for performing appliqué in the second the younger group has its own characteristics. Children are just learning how to work with glue, so it is important to teach them basic safety and hygiene rules. You can’t taste the glue, or smear it on your neighbor’s face or clothes. Hygiene skills are formed in parallel with artistic ones.
When working with liquid glue, children are taught to put it on a brush, squeeze it lightly on the edge of the jar and spread it onto the part using movements from left to right or from the center to the edges. If a glue stick is used, then the movements should be confident, covering the entire surface of the part. It is important to ensure that the glue does not get on the table or clothes.
⚠️ Attention: Make sure that children do not put tassels and appliqué parts in their mouths. All materials must be certified for children's creativity and do not contain toxic substances.
Gluing parts requires a certain precision. The child must learn to hold the part with his fingers by the edges so as not to stain the front side, and carefully place it in the right place. After this, you need to press the element with your palm or finger and blot it with a napkin to remove excess glue and ensure adhesion.
What to do if a child ate a piece of paper or licked the glue?
In such a situation it is not necessary panic. Calmly remove the remains from the child's mouth and rinse the mouth with water. If regular office glue was used, it is usually not dangerous, but the child’s condition needs to be monitored. In the future, be more careful and use only special children's glues.
Working with scissors in the second youngest group, as a rule, is not yet carried out or is carried out in very limited forms (for example, cut-off appliqué). The main emphasis is on gluing ready-made forms. However, if the program involves learning to cut, then safety scissors with blunt ends are used under the strict supervision of an adult.
Thematic options: vegetables, fruits and more
The topic “What's in the refrigerator” is very extensive and can be divided into several subtopics for a variety of activities. For example, you can invite children to “fill” the refrigerator only vegetables. In this case, the blanks will be circles (tomato, cucumber), ovals (eggplant, zucchini) and other shapes. Children learn to distinguish the colors and shapes of vegetables.
Another option is “Fruit basket” or “Fruit in the refrigerator”. Here you can use bright colors: yellow for banana or lemon, red for apple, orange for orange. This is a great opportunity to talk about vitamins and the benefits of fruits. Sensory development occurs through working with different colors and shapes.
You can also focus on dairy products or meat products, adapting the shapes to age. For example, sausages, cheese, sausage. It is important that the shapes are recognizable. You can combine themes, creating a “Full Refrigerator”, where there will be vegetables, fruits, and other products.
| Product | Shape of the workpiece | Color | Where it is stored |
|---|---|---|---|
| Apple | Circle | Red/Green | In the refrigerator |
| Cucumber | Oval/Stick | Green | In the refrigerator |
| Cheese | Triangle/Square | Yellow | In the refrigerator |
| Carrot | Cone/Stick | Orange | In the refrigerator |
The choice of a specific topic depends on the time of year and the lexical topic of the week in kindergarten. Vegetables and fruits from the harvest are relevant in the fall, and supplies and vitamins are important in the winter. Seasonality helps children better navigate the world around them.
Development of speech and thinking in the creative process
Applique work is not only creativity, but also a powerful tool for speech development. While the children are working, the teacher conducts a conversation, asks questions, and encourages dialogue. “What are you doing?”, “What color is your cucumber?”, “Where will it lie?”. Activation of the dictionary occurs naturally in the process of activity.
Children learn to agree words in gender, number and case, use adjectives to describe objects (red, round, sweet, cold). Speech becomes more coherent and expressive. Communication skills develop when children share materials or comment on each other's work.
⚠️ Attention: If a child has difficulties with speech, do not demand complex answers from him. Simple words or even a nod are enough. The main thing is to create a situation of communication.
Thinking develops through the need to analyze the shape, color, size of objects and relate them to real objects. The child learns to classify: this is a fruit, and this is a vegetable; this is big, and this is small. Logical thinking lays down precisely in such simple but important actions.
Common mistakes and ways to make them elimination
In the process of work, children may encounter difficulties, and teachers may make methodological errors. One of the common mistakes is that the task is too difficult for a given age. If it's difficult for children, they lose interest. The tasks should be feasible, but require effort. Differentiated approach allows you to take into account the individual characteristics of each child.
Another mistake is the lack of a sample or, conversely, the requirement for exact copying. A sample is needed, but it should be approximate, not a standard. Children should have the opportunity to express their imagination. Creative freedom As part of the task, it stimulates the development of imagination.
It is also important to monitor the children’s posture and the correct position of their hands while working. Sitting in an awkward position for long periods of time can lead to fatigue and health problems. You need to take breaks physical education minutes and monitor the lighting.
- 🚫 Too small parts that are difficult to pick up.
- 🚫 Lack of clear instructions or too difficult to understand.
- 🚫 Criticism of children's work, comparing them with each other.
- 🚫 Ignoring safety rules when working with materials.
Eliminating these errors makes the lesson more effective and enjoyable for all participants in the process. The teacher must be an attentive observer and flexible leader of children's activities.
Summary of the lesson and evaluation of results
Summing up is an important part of the lesson. It allows you to consolidate the experience and give children a sense of completion. The teacher reviews the work with the children and notes each person’s success. “What a beautiful refrigerator it turned out!”, “Well done, Sasha, carefully glued the apple!”. Positive assessment motivates children for further achievements.
Evaluation of results is carried out not according to the principle of “good/bad”, but according to the principle of “tried/didn’t try” “it worked / didn’t work the first time.” It is important to praise for effort, accuracy, originality. Self-esteem the child is formed precisely from such external assessments of significant adults.
At the end of the lesson, you can arrange a small exhibition of works or “load” food into a toy refrigerator. This creates a game situation and allows children to live through the topic once again. Reinforcement of the material The game is most effective.
How often should applique classes be held in the 2nd junior group?
Optimal frequency of applique classes for children 3-4 years - 1 time per week. This allows children not to get tired of monotonous activities and remain interested. The duration of the lesson should not exceed 15-20 minutes.
Is it possible to use natural materials in such an application?
Yes, the use of natural materials (leaves, seeds) is possible, but in the 2nd junior group this should be very careful. Materials must be clean, safe and large so that the child does not swallow them. Paper and cardboard are used more often.
What to do if a child refuses to complete a task?
If a child refuses, do not insist. You can invite him to simply observe, give him materials for the game. Interest often arises later when the child sees how others work. It is important to maintain a friendly atmosphere.
Is it necessary to sign children's work?
Yes, the work of children in the 2nd junior group must be signed (name, surname, age, date). Children at this age do not yet know how to write, and works are often used for exhibitions or portfolios. This also teaches children order.