Presentation of a lesson for an interactive whiteboard (senior, preparatory group) on the topic: Project "Mini Clock Museum". You can not take the exhibits with your hands

tatiana velichko
Project of the mini-museum "Time and Us"

mini-museum project

« time and we»

1. Museum business card

2. Explanatory note

3. Information about participants project

4. Goals and objectives project

5. Passport details of the museum

6. Implementation plan project, work on the creation of a mini-museum

7. Thematic plan educational activities in the mini-museum

8. Integration of museum pedagogy in preschool educational institutions

9. Prospects for the development of a mini-museum in a preschool educational institution

Museum business card.

We would like to introduce you to the museum

wonderful things

These things are without a doubt

Everyone needs without exception

Time rolls by,

Hour after hour, day after day.

So that we can be everywhere,

You need to look at the clock.

There are many mechanisms in the world

Do not count them all at once,

But today we will try

Take you into history

Tired man once

By the sun time to measure

And on the water, not everyone could

lunch hour check

Yes, and a rooster, although not always

But the dawn could oversleep.

A candle burned on the table

And there is no new one.

And how to be and how to know

What time to eat, What time to sleep

And then one day a wise man

I finally came up with a plan

Gathering the details together

Whispered the clock like this -

TICK-TOK, TICK-TOK.

The museum is not just a house of things,

Museum Keeper of Secrets

And to get everything done quickly

You keep time!

Explanatory note.

Museum Pedagogy

The concept of "museum pedagogy", which appeared in the early 1980s, was borrowed from German terminology. Modern museum pedagogy is developing in line with the problems of museum communication and is aimed at solving the problems of moral and patriotic education and activation creativity personality.

The active use of museum pedagogy in the educational process helps to familiarize children with the origins of folk and national culture, contributes to the preservation folk traditions, fostering a sense of patriotism and spirituality. Acquaintance with the museum allows preschoolers to develop the ability for aesthetic contemplation and empathy, to form respect for other cultures, the need and ability to independently explore the world around them.

A watch is an item that we need all the time. For some people, these are wall-mounted electronic devices, others get by mobile phone, others wear elegant watches. But it is impossible to imagine life without them.

The history of watches is measured in centuries. This device has changed over the centuries and its appearance, and the content itself. Lunar and water, solar and candle, oil and sand. What only modifications meters time not seen in ancient times! When the very first appeared, of course, it is impossible to say for sure. But it is known for certain that already 4 thousand years ago they existed everywhere. To view the change of hours, a mini-museum has been created and used in our preschool institution « time and we» .

Why we called it a mini-museum, of course, because in the conditions of a kindergarten it is impossible to create a museum on its real scale. And the very name of the mini in our case reflects the age of the children, and the size, number of exhibits, and a certain limited subject matter.

The parents of the pupils also took part in the creation of the mini-museum. Close relationship with parents is very important condition in education and touch to study historical moments clock creation.

Members project.

Doe teachers: Velichko T. G., Gorbaneva E. A., Konstantinova V. P., Osipova V. I., Lokhmotova N. P., Khaniyan L. P.

Parents and children of the garden took an active part in creating a mini-museum, collecting and decorating exhibits, as well as holding holidays, excursions, and quizzes.

Classification project:

According to dominant design activities - combined (research, creative)

According to the composition of participants - group

Duration - long term (1 year)

Target project:

The formation of children's ideas about the museum, the development of the speech of preschoolers, the development of interest in the concept of " time"through separate Interesting Facts and information about different ways and means of measuring, fixing time. Acquaintance of children with the history of the emergence of clocks, with different types of clocks.

Tasks project:

1. Develop mathematical representations of older children preschool age.

2. Summarize the ideas of children of primary preschool age about characteristics season.

3. To form the skills of children in experimental activities (in living and non-living nature.)

4. To form in children the ability to independently analyze and systematize the knowledge gained.

The following principles underlie the solution of these problems.

* the principle of taking into account the age characteristics of preschoolers;

* the principle of relying on the interests of the child;

* the principle of interaction between the educator and children with the leading role of an adult;

* the principle of visibility;

* the principle of systematic and consistent;

* the principle of cooperation and mutual respect;

* the principle of connection between learning and life.

Museum Passport.

The nature of the mini-museum is historical.

Visiting card of the mini-museum « time and we»

List of exhibits.

1. Layout "Sun"

2. Layout "Knitted Rooster"

3. Layout "Flower Clock"

4. Layout "Water Clock"

5. Layout "Fire Clock"

6. "Hourglass"

7. "Pendulum clock"

8. "Pocket watch"

9. "Wrist watch"

10. "Mechanical watches"

11. "Moon calendar"

12. Layout

13. Layout "Moon phases"

14. Change of paintings by seasons

15. Report card - calendar

16. Tear-off calendar

17. Desk calendar

18. Desk calendar

19. Wall calendar

20. Natural calendar

21. Tree cut

Implementation plan project.

Stages of development Content of work Timeframe Responsible

First stage

preparatory 1) Determine the theme and name of the mini-museum for the staff of the preschool educational institution together with the parents

September Caregivers:

Velichko T. G.,

Khaniyan L.P.

2) Determine a place for a mini-museum

3) Create optimal conditions for storage and

use of museum exhibits

4) Determine options for participation in the creation of a mini-museum of parents and children

Second phase

practical 1)Decoration business card mini-museum

October - November:

Velichko T. G., Gorbaneva E. A., Konstantinova V. P., Osipova V. I., Lokhmotova N. P. ,

Khaniyan L.P.

2) Selection of descriptions of exhibits

3) Development of long-term planning of a mini-museum

4) Development of an introductory tour and abstracts of classes, didactic games in the mini-museum

5) Development of leisure activities, quizzes, entertainment for the mini-museum

6) Collection and classification of exhibits for a mini-museum, making models Throughout the year Teachers,

parents

Third stage The final stage with a perspective on the future 1) Present at the pedagogical council the developed algorithms for creating a mini-museum on the developed topic December - May caregiver:

Velichko T. G.

2) Continue to involve parents in the design of the mini-museum (buy a cuckoo clock) educators:

Gorbaneva E. A., Konstantinova V. P., Osipova V. I., Lokhmotova N. P. ,

Khaniyan L.P.

3) Continue to accumulate materials (exhibits, didactic games, class notes, entertainment, etc.) on the developed topic Teachers,

parents

4) Prepare and conduct a product presentation project

Evaluation of the results (monitoring, conclusions) May caregiver:

Velichko T. G.

Educational activity plan

in the mini-museum.

GCD month, topic Program content Preliminary work

September Theme: "Introduction to the mini-museum" Introduce children to the meaning of the word "museum". Fix what museums are. Rules of conduct in the museum, handling of exhibits. Teach children to take care of things because tomorrow they will be history, and history is a museum Consider illustrations of museums. If possible, go to the museum with your parents. Read the literature that describes the exhibits

October Theme: "From the history of watches" Introduce children to the history of clocks. To bring to an understanding of their meaning and function. To consolidate the ability to highlight the features of objects, shape, size, parts. Develop creative imagination and logical thinking of children. Learn to save time. Walk around the territory of the kindergarten and pay attention to what hours are in the groups. Give a homework assignment to draw the clock that you have at home.

November Theme: Watch "Burning Candle" Continue to develop cognitive interest. Learn to ask questions time one division on the candle, for which it will burn. Express the simplest reasoned judgments. Develop curiosity Watch the fire. Consider illustrations of how our ancestors made fire. Experiment with a candle.

December Theme: « time and we» Introduce children to the dial, minute hands and seconds. Teaching children to take care time. To develop observation, logical thinking and speech of children. Consider the dials of different watches. Watch the arrows. The number of times the second hand circles in a minute. Riddles about time, hours. talk about sayings: « happy hours not watching"; "Cause time, but it's time for fun "

January Theme: "Smart Week" Introduce children to the week that there are seven days in a week. Teach children to listen to a story, answer questions, build sentences out loud. Consistently build your story. Cultivate a sense of beauty, a humane attitude towards nature. Riddles. Reading a fairy tale "Like a tailor sewing a dress for the moon"

February Theme: "Beauty Luna" Continue to introduce the children to the week. Introduce the phases of the moon, parts of the day. By rotating the earth around its axis, bring up interest in changes in nature. Develop mathematical concepts in children. At home with parents to observe the moon for a month. Make sketches. Read fairy tale: "How a tailor sewed a dress for a month"

March Theme: "Brothers of the Month" Clarify and concretize children's ideas about the characteristic features seasons: changing the way of life of animals and birds. To form children's ideas that there are four in a year season, for 3 months each. Remember the names of the months. Reading fairy tales: "Twelve months", "Old Yearling", "Sinichkin calendar", "What have the months been talking about?". Consider illustrations with seasons.

April Theme: "Revolution of the Earth around the Sun"»Introduce children to the planet Earth, the Sun. Consolidate and clarify the knowledge of children of a longer segment time of year; that the rotation of the earth around the sun change the earth Seasons. Give an idea of ​​the Sun as the brightest star. Cultivate love for the planet Earth. Riddles. Reading fairy tales: "The Sun is visiting". Examination of the layout of the earth - GLOBE.

Integration of museum pedagogy in preschool educational institutions

ORGANIZED FORM FOR EDUCATION OF CHILDREN IN THE MINI-MUSEUM « TIME AND WE» GCD

1. Cognition (mathematics)

2. Cognition (natural world)

3. Communication (speech development)

4. Cognition (construction)

5. Artistic creativity (application, drawing)

JOINT ACTIVITIES 1. Experimentation

2. Design

3. Entertainment, leisure, quizzes

4. Children's art exhibitions

5. Create exhibits from each family

INDEPENDENT ACTIVITY 1. Game

2. Subject

3. Theatrical

4. Creative

5. Search engine

6. Communication

7. Looking at photographs, illustrations

conclusions:

The museum is a child of talent and professionalism. The organization of the museum is a kind of performance that requires a talented director who can cover all the components with his idea. museum: essence, subject, information, image, etc.

We think you will agree that the mini-museum at the preschool educational institution can become the most perfect institution of education today, because modern museums in kindergartens are valuable not only museum expositions and the presence of exhibits, but, above all, the content of the ongoing educational work with children, in this case, work on the education of spiritual, moral, cultural, educated citizens of the Fatherland, able to independently and creatively master the diverse and multinational culture Russia.

Thus, mini-museums, created by the hands of teachers, pupils and their parents, become interactive, and therefore close and understandable to every child. All this makes it possible to instill in preschoolers a sense of pride in the common cause, their group, kindergarten, family and small Motherland.

Prospects for the development of a mini-museum.

For further formation in children, we plan to continue to accumulate material - exhibits, didactic games. On the site, we propose to make a sundial, plant a flower clock in a flower bed.

To consolidate the acquired knowledge, we have didactic games "My First Watch", "Everything about time» , "Flower Clock", « Seasons»

Olga Grigorieva

Good morning, afternoon or evening dear colleagues. I want to tell you a little and show you photos our mini clock museum. IN our kindergarten № 25 "The Golden Cockerel" have your own mini clock museum, which is located in the lobby on the landing, near the groups. The museum has an invaluable influence on the upbringing of children. Children receive bright, life-long impressions. The knowledge gained in the first years of life never disappears from memory. IN our mini- the museum is located different types hours: wall-mounted large and small, wrist men's, women's and children's, various alarm clocks and table clocks. All these watches were brought by children and parents our kindergarten. The main idea is to show how different watches can be, to acquaint the children with their history. IN mini The museum contains old clocks preserved in families. After all, any object mini museum can suggest a topic for an interesting conversation.

Children different groups got acquainted with mini-museum, while in the senior and preparatory groups the excursions were conducted by the guys themselves, talking about their contribution to the museum and the history hours brought to the museum. Since, this mini the museum is located on the site near the groups, then parents visit it every day, coming to kindergarten for children. They often stop, looking at the exhibits, even sit down on the sofa and probably remember something….

like this mini- the museum exists in our kindergarten!

Project

mini museum of time

"Hour after hour, day after day"

Educator: Shemonaeva T.G.

PASSPORT DATA OF THE PROJECT

Project type : cognitive research

Project duration : long term (1 year)

Project participants : children 5-6 years old, educators, specialists, parents of pupils.

"The man who in vain

loses time notices how he is getting old.

Relevance

With the concept of "time", "clock", we encounter daily. Ability to monitor the flow of time in the process of activity, rationally use it important qualities personality, which is why already at preschool age, children must begin to learn to navigate in time themselves.

In the course of conversations with children, it was revealed that children do not have enough knowledge about time, hours. The formation of ideas about time in preschoolers is a complex process that requires systematic, consistent work and creativity.

Mastering time categories together with children, we strive to ensure that the work on the formation of a sense of time makes our children more inquisitive, aims them at creativity, pushes them to research.

The creation of a mini-museum is one of the sources of introducing children to the treasures of history, culture, and art.

Project theme : "The World of Time", arose in accordance with the implementation of the "Kindergarten Education Program", educational area « cognitive development» (Formation of elementary mathematical representations: orientation in time).

Project Goals : Expand ideas about the "sense of time", create conditions for creative communication and cooperation between educators and children.

Tasks:

1. Formation of design and research skills, interest in collecting;

2. Formation of the idea of ​​the museum as a special source of cultural and historical experience of mankind;

3. Enrichment of the subject-developing environment of the kindergarten;

4. To introduce children to the clock, to form and enrich knowledge about time, its periodicity, changeability and at the same time irreversibility in games;

5. Development of creative and logical thinking, imagination;

6. Include parents and children in search and research work, collect information on a given topic, develop cognitive activity children.

7. Education in children of respect for the exhibits and their replenishment.

The solution to these problems is based on the following principles :

1. The principle of taking into account the age characteristics of preschoolers;

2. The principle of relying on the interests of the child;

3. The principle of interaction between the educator and children with the leading role of an adult;

4. The principle of visibility;

5. The principle of consistency;

6. The principle of cooperation and relationships.

Sections and exhibits :

The mini-museum presents exhibits: wall clocks, alarm clocks, watches, watches made by parents together with children, albums.

Museum Council :

The area occupied by the exposition: the exhibits are located on the wall, table in group room.

Museum manager : Shemonaeva Tatyana Gennadievna - educator senior group.

Museum management structure :

Museum manager, coordinator. Supervises the work in the museum.

Museum design : museum exhibits collected according to the age of the children. Its premises are visually divided into 2 zones. The first zone is located on the wall. It is represented wall clock. The second zone is located on the wall and the table. Here are wrist watch, alarm clocks, hourglasses, albums.

All the exhibits were collected and donated to the kindergarten by parents, educators, specialists.

Stages of project organization :

1.Preparatory stage

2.Practical stage

3.Final stage

ASPECTS OF MUSEUM ACTIVITIES

All adults want their children to grow up responsive to spiritual beauty. What joy of spiritual communication lies in the harmonious combination of adults of their free time with free time their children, their leisure with their leisure! But, unlike the "ideal" one, the real family has the right to rely today on the help of specialists in learning how to the best way combine their spiritual interests with the interests of children. Our experience shows that the museum becomes such a unifying tool.

A creatively thinking teacher will always be able to find such forms of work with preschool children that allow good foundation harmonious development of the child's personality, broaden his horizons, form an aesthetic taste. At the same time, expanding one's horizons is one of the most difficult tasks facing the teacher. A broad outlook not only facilitates the process of cognition, but also activates thought processes, imagination, fantasy, and also develops creative attitude to the world. Neither horizons nor aesthetic taste are innate qualities of a person, they are formed and developed in the process of education, under the influence of the environment in which the child grows, as well as the purposeful work of teachers and parents.

These tasks can be successfully solved within the framework of museum pedagogy. The term "museum pedagogy" appeared several years ago. But we really like this name of the new educational direction. This is such a pedagogy that allows you to use additional premises, spaces, resources, new methods for comprehensive development preschoolers, to broaden their horizons about the world around them.

In a kindergarten, it is impossible to create expositions that meet the requirements of museum work. Therefore, museums in kindergarten are called "mini-museums". The part of the word "mini-" in our case reflects the age of the children for whom they are intended, and the size of the exposition, and a certain limitation of the subject matter.

Important feature mini-museums - participation in their creation of children and parents. Preschoolers feel their involvement in the mini-museum. They can: participate in the discussion of its topics, bring exhibits from home, guys from older groups conduct excursions for the younger ones, replenish them with their drawings.

In real museums, you can’t touch anything, but in mini-museums, it’s not only possible, but necessary! You can visit them every day, change them yourself, rearrange the exhibits, pick them up and look at them. IN regular museum the child is only a passive contemplator, but here he is a co-author, creator of the exposition. And not only himself, but also his father, mother, grandmother and grandfather. Each mini-museum is the result of communication, joint work of the educator, children and their families. The content, design and purpose of a mini-museum must necessarily reflect the specifics of the age of children in this group. Mini-museums are constantly updated with new exhibits. It also houses children's work done jointly with adults.

Museum pedagogy in a kindergarten allows you to implement complex and additional educational programs;

It is a valid module of a developing subject: environment, a means of individualization educational process;

Contributes to the education of preschoolers in the basics of museum culture, broadens their horizons, opens up opportunities for independent research activities;

Helps build collaboration teaching staff preschool with parents and representatives of society outside the kindergarten;

Mini-museums in the kindergarten play the role of a room for the psychological relief of children, and open up new opportunities for corrective work with "special" children.

Forms of activity :

stock;

search engine;

exposition;

cognitive.

PREPARATORY STAGE.

1. Definition of the theme and name of the museum.

2. Choosing a place for placement.

3. Choice of the initiative group.

PRACTICAL STAGE (OR PROJECT IMPLEMENTATION STAGE).

Collection of information from various sources. Collection and production of exhibits. Exhibition decoration. Definition of the topic and content of the tour:

a) drawing up a trip plan;

b) targeted display of the exposition, general excursion.

c) communication with visitors in order to summarize the information received and answer questions.

THE FINAL STAGE

Generalization and systematization of the acquired knowledge. Meeting of the initiative group. Tell friends and parents of the group. Visiting museums of other kindergarten groups. Participation in the review - competition of kindergarten mini-museums.

Estimated result

Children will gain useful experience for them. There will be a generalization of children's ideas about time, the world around them, they will begin to determine and feel certain periods of time, to determine the time by the clock. During the project, conditions will be created for creative communication and cooperation of educators, parents and children.

Children will get acquainted with a new form of work for them - a mini-museum. During the project will be brought up careful attitude to the exhibits.

forward planning museum work

1. Excursions, educational work;

2. Theatrical leisure;

3. Master classes, seminars;

4. Exchange of experience;

5. Work with parents;

6. Replenishment of the museum with exhibits;

7. Creation of a mini-museum and the capital of the exhibits.

Conversations:

What do I know about watches?

"What are the hours"

"What happens if the clocks run differently?"

"My Grandmother's Clock"

"Modern Clock".

"Day and night",

"Seasons"

A cycle of stories for children:

"Live Clock"

"Clock - candles",

« Sundial or a clock in the sky,

"What are we doing in different time?»

"Clock without arrows" (hourglass),

"Mechanical watches"

"Live barometers" (floral),

"Most famous clock in the world".

Reading fiction :

"Tick-tock" Anofriev,

"A quarter to six"

"Visiting the gnome" T. I. Erofeeva,

"Poems about a man and his watch" S. Baruzdin.

“We hit the clock with a ball” S. Marshak,

All night long they knock” N. Chuprunova

“The hours passed across the road” Yu. Moritz,

poems: "What time is it" V. Suslov,

"Clock" I. Zmay

"Why the sun and the moon are not friends"

"Forest Clock", "Clock with a fight" S. Zhupanin

"Sundial" I. Fomichev,

"Clock" by O. Podturkin

Drawing. Subject: " Wall Clock with a cuckoo."

Teach children to name different pieces of time. Get to know the clock. To give the concept of a museum as a repository of time, to develop the ability to understand the value of time in a person's life.

"Cognitive development" (Introduction to the outside world", "Formation of elementary mathematical representations")

NOD "History of watches"

"Artistic and aesthetic development". Application. GCD. Subject; "Moscow Chimes".

"Cognitive development" (Introduction to the outside world). NOD Topic: "Journey into the past hours." To give children knowledge about clocks of the past and modern clocks.

"Artistic and aesthetic development", Lepka. Theme: "Funny alarm clocks." Develop children's creativity. Fix modeling techniques (rolling, lubrication).

"Artistic and aesthetic development". Drawing. Topic: "Draw the watch you would like to have." Development fine motor skills hands Cultivate friendly relationships between children, develop the ability to independently unite for a joint game. Continue to form ideas about temporal relationships within a year. Develop the desire to express productive activity received knowledge.

"Cognitive development" (Formation of elementary mathematical representations) Topic: "Magic clock"

"Artistic and aesthetic development" Lepka. Theme: "Extraordinary Watches"

"Artistic and aesthetic development" ( Applied art). Topic: "Making paper models of the clock face."

"Cognitive development" (Familiarization with the subject environment). Topic: "Excursion to the Clock Museum".

"Artistic and aesthetic development" (Applied art). Theme: "Wall clock".

"Each object has its place"

"Journey to the Land of Clocks"

"Name the neighbors"

"Make it on time"

"Tick-tock"

"Name the previous and next number"

"Name the day"

"My First Watch"

"My day",

"Learning Time"

What is the sun telling us?

Creation problem situation

"What happens if the clock stops?"

Reviewing the encyclopedia"How things work" (About watches).

Cultivate children's interest, curiosity, cognitive motivation and imagination. Learn to listen carefully to works about hours, develop the ability to compose stories from personal experience. Raise interest in the history of objects, friendly relations between children. Learn about the history of watches. Arouse interest in the concept of "time". Fix the names and sequence of the days of the week. Learn to recognize familiar objects among others, develop attention, memory.

Master Class for parents to make watches.

Finger gymnastics “It takes a long time for us to start the clock.”

Acquaintance with proverbs, sayings, riddles.

Watching a movie"Tale of Lost Time".

Watching cartoons: "Journey to the Land of the Giants", "The Train from Romashkov".

Role-playing games: "Watch Factory",

"Watch Store"

"Watch Workshop"

Production of attributes for role-playing games.

learning morning exercises "Clock chime".

Listening to an audio recording"Watch" by V. Gavrilin.

Role-playing games : "Watch shop", "Watch workshop".

coloring pages with a picture of a clock.

Dramatization game"Cuckoo Clock" by S. Prokofieva.

Independent activity children in the mini-museum.

Cooperation with the family on the project Museum "World of Time"

Participation in the collection of exhibits

Involve parents in the collection of exhibits for the Museum "World of Time", their placement.

Seminar-workshop “Mini-Museum “World of Time”. Watch making master class. To acquaint parents with the tasks of the mini-museum "The World of Time" organized in the group. Highlight the importance of this topic. Form knowledge. Skills, practical skills in the manufacture of watches. Examining illustrations. Introduction to manufacturing techniques.

Memo for parents "Learn to tell the time by the clock." To give parents knowledge about the sequence in which to acquaint children with the orientation in time, with the clock.

The meaning and use of the mini-museum "The World of Time".

The mini-museum in our group allowed us to make the word "museum" familiar and attractive to children.

1) The implementation of the project began with a survey of children to identify the level of knowledge of children about time. For this, special situations were created, focusing the attention of children on the duration of various vital time intervals, showing them what can be done during these periods of time;

2) Children were given knowledge of time standards, they learned to use the clock, clarified their knowledge of the hourly schedule of life in kindergarten. To educate parents, an exhibition of drawings “Clocks of the past and present” was designed. Parents took part in the All Day by the Clock contest. Museum exhibits are used for various activities, for the development of speech, imagination, intelligence, emotional sphere of the child. Any item of the mini-museum has become an integral part of the developing subject environment our group. The work will continue.

project in kindergarten amazing world hours" (6-7 years)

Stage 2 - main
Target: to carry out project activities to familiarize with the types of clocks of the past and present.
- Conversations: “What clock was a long time ago”, “What do we do at different times?”, “What will happen if the clock runs differently?”, “The clock at my house”, “My grandmother’s clock”, “What do I know about clocks”, “Clockwise and counterclockwise”, “What are the clocks?”, “Space and time”, “what is time?".
- A cycle of stories for children: "Live Clock"; "Sundial or clock in the sky"; "The water thief keeps track of time"; "Clock - candles"; "Clock without arrows (hourglass)"; "Mechanical watches"; " Digital Watch»; "Living Barometers of Time (Flower Clocks)", "The World's Most Famous Clock".
- Reading fiction: Anofriev "Tik-Tak", 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 clock went through road”, collection by T. Vishnyakova “Alarm Clock”, O. Podturkin “Clock”, I. Fomichev “Sundial”, A. Prokhorov “Funny Clock”, A. Malginova “Watch for Bibi”, M. Manakova “My day".
- Consideration of encyclopedias "How things work (about watches)", Stepanov "Time", "Clock".
- Book with stickers "Time", S. Gavrina.
- Learning physical minutes "And the clock goes, goes ...".
- Reading educational literature about various types hours.
- Looking at illustrations of clocks.
- Prepare with children stories about water, hourglass, about flower and sundial.
- Drawing clock "Cuckoo wall clock", "The clock is so different and necessary."
- Modeling "Funny alarm clocks" (plasticineography), "Sun clock" (testoplasty).
- Construction from natural material"Wall clock" (collective).
- Application "Watch".
- Didactic games: "Journey to the country of hours", "All about time", "Clock", "Make it on time", "Tick-tock", "Let's help Ellie return home", "Name the previous and subsequent date", "Name the day ”, “My first watch”, “My day”, “Time”, “Learning time”, “The fourth extra”, “Which watch broke?”, “When does this happen?”, “What does the sun tell us about?”.
- Creation of a problem-game situation “What will happen if the clock stops?”, “You have been walking for a long time, how to determine without a clock that it is time to go home?”
- Conducting research with clock models (can clocks of ancient times show the exact time).
- Creation of the album "Clock", "The most famous clock in the world".
- GCD "Socialization" with elements of experimentation "Journey into the past hours"
- NOD. Development of speech on the topic: “The amazing world of watches. Getting to know the clock”, “We live by the clock”, “What are the clocks?”.
- NOD. Mathematical development"Magic Clock", "Introduction to the clock", "Determining the time by the clock."
- Creation of the presentation "Journey to the past hours"
- Making models of solar, flower, water, fire clocks
- Excursions: "Watch Store", "Watch Workshop".
- Working with parents: drawing old clocks together with children (for the exhibition).
- Please bring interesting exhibits for the mini-museum of the World of Clock group.
- Cooperative activity children and parents (creating a collection of watches)
- Advice for parents "What are the clocks?", "Read to the children", "My first clock", "Formation of a sense of time in older preschool children", "How to watch the clock without being unhappy", "We celebrate the day of the clock."
Stage 3 is the final one.
Target: generalization of the received experience.
- Creation of a mini-museum "The World of Clocks"
- Creation of a collection of modern watches (wrist)
- Creation of an album of children's drawings "Such different hours."
- Create an album "Hours"
- Creation of presentations "Journey into the past hours", "Flower hours".
- Compilation various types hours with their detailed description.
- A selection of encyclopedias "Clock".
- A selection of children's books about clocks and time.

Information support of the project:
Recommendations, consultations for parents, poems, riddles, class notes, albums for review, didactic games, books, encyclopedias.
When creating a mini-museum, the World of Clocks set itself the following tasks:
- to form a museum culture, an 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 careful attitude to the museum object as a part of material and spiritual culture;
- to form visual literacy (observation, the ability to analyze and generalize visual impressions in an elementary form, emotionally experience a visual image, as well as creatively perceive and comprehend what they see);
- arouse children's interest in history native land through historical and cultural heritage;
- to give basic knowledge about the environment.
the interest of parents in visiting museums together with their children;

Used Books
1. Dybina O. What was before. - M .: Publishing house " creative center", 2001
2. Kobitina I. Preschoolers about technology. - M .: Publishing house "Enlightenment", 1991
3. Grizik. I know the world. - M: Enlightenment Publishing House, 1995
4. Glukhova N. The 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. The book of answers for why. - Kharkiv .: Publishing house " book club family leisure", 2006

Photo material:

Lyubov Ivanova

Mini - clock museum.

Our group has a mini clock museum located in the dressing room. At first, watches appeared from the house, which were no longer worn or out of order, then from the house of parents and acquaintances, 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 preserved in families. The main idea of ​​our mini-museum – show, how different watches are, to acquaint children with the history of creation and occurrence. In an ordinary museum, a child is only a contemplator, but here a co-author. And not only himself, but also his father and mother, grandmother and grandfather. Where else can you see so many hours together: wall, desktop, 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 the classroom when we teach children to navigate in time. Because, mini- the museum is located in the reception room, then parents visit it every day, coming to the kindergarten for their children. They often stop, looking at exhibits and albums, which contain proverbs, poems, riddles, fairy tales about hours and time, and probably remember something of their own.

Related publications:

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

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