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Authors: Elena Vasilyevna Mikhailova, Candidate of Pedagogical Sciences, Associate Professor of Novgorod State University named after Yaroslav the Wise Irina Viktorovna Loginova, teacher of the Municipal Administrative Educational Institution No. 81 “Solnyshko” of Veliky Novgorod.

How to develop the makings of a designer in a child

For the first time in this article, an additional education program “Development of spatial concepts in preschoolers through practical exercises with the TIKO-constructor for volumetric modeling” is published for kindergarten teachers and parents of preschool children. Explanatory note to the program, detailed thematic planning for 4 years, holiday scenario based on TIKO, or T transformable AND thunderous TO designer for ABOUT learning " TICO" Educators and teachers in Russia are invited to jointly create a book of methodological recommendations for working with TIKO (cont. e-mail: irinaloginova76@). The new year 2011 is already upon us. There is no parent or teacher who, starting in the new year, would not vow to become a better person. This means that we want to start devoting more time to the development of our children, but the main thing is to do it in a new way. So that adults don’t get bored, so that it’s useful for kids, so that it’s not expensive for kindergartens. Implement such constructive attitude helps to develop a child constructor And ready-made lesson program with it for kindergartens and parents. Veliky Novgorod shares such experience with the country together with T transformable AND groovy TO instructor for ABOUT learning " TICO». What is TIKO? T convertible AND groovy TO constructor for ABOUT"TIKO" drills are a set of bright flat plastic figures that are hinged together. As a result, the process of transition from plane to space, from development to three-dimensional figure and back, becomes clear to the child. Inside the large figures of the designer there are holes, which, when collecting game forms, act as a “window”, “door”, “peephole”. You can design an endless variety of game pieces: from a path and a fence to furniture, a cottage, a rocket, a ship, an octopus, a snowman, etc. When playing with a construction set, a child learns not only the names and shapes of plane figures (equilateral, isosceles and rectangular triangles, squares, rectangles, rhombuses, parallelograms, trapezoids, pentagons, hexagons and octagons). The world of prisms, pyramids, Kepler stars opens up for the child and it becomes possible for not every adult to pronounce the familiar words “icosahedron”, “dodecahedron”, etc. Who recommends TIKO? All 10 TIKO construction sets are designed for games by children of different preschool and school ages. Their production was started according to the recommendations of the Russian Academy of Education in 2005 by the domestic manufacturer NPO RANTIS CJSC. Prototypes of the designer were highly appreciated by specialists from the Moscow State University named after M.V. Lomonosov, Russian State Pedagogical University named after A.I. Herzen, Yaroslavl State University, etc. The designer has a certificate of compliance with hygienic requirements and recommendations from the Russian State Pedagogical University named after. A.I. Herzen and Leningrad Regional Institute for Educational Development. In 2010, Novgorod educators highly appreciated the possibilities of working with construction sets in kindergartens, created and tested the program “Development of spatial concepts in preschoolers through practical exercises with TIKO-constructor for volumetric modeling.” What could be the content of work with TIKO in kindergarten? When parents of children are interested in what the child will do in a group, it is difficult to expect that mom or dad will find time to read the entire program. For many, it will be feasible to view monthly thematic planning. With TIKO, the topics of classes can be as follows for, for example, senior and preparatory groups: September– TIKO: different details – shape, color, number. Play now! (introduction to the designer). October– TIKO: many angles. We will remember a lot of words! (introduction to polygons). november– TIKO: shape and size, geometry example! (geometric training). December– TIKO to the left, TIKO to the right: all the space for fun! (, designing tracks, graphic dictations). January– TIKO-park for Winnie the Pooh (development of imagination in spatial forms). February– TIKO-house for a doll (the concept of symmetry). March– TIKO-prism, TIKO-cube, TIKO-pyramid (the concept of volume and development). April– TIKO-polyhedrons suddenly started galloping: Everyone quickly makes a ringing bright ball! (ball design). May– TIKO-cosmodrome (development of imagination through the design of infrastructure objects). What program do you use to work with TIKO? The additional education program “Development of spatial concepts in preschoolers through practical exercises with TIKO - a constructor for three-dimensional modeling” was compiled by Novgorod teacher Irina Viktorovna Loginova (MADOU No. 81 “Sun”). The program has been compiled taking into account the requirements of the second generation federal state standards and corresponds to the age characteristics of preschoolers from 3 to 7 years. The program is implemented as scientific and educational direction. Her pedagogical expediency due to the importance for the child of developing general intelligence and skills such as spatial thinking and mathematical literacy. The system of practical tasks and entertaining exercises from the program allows teachers and parents to form, develop, and correct spatial, visual and mathematical concepts in preschoolers through game format of classes. Design within the framework of the program is a creative process, carried out through the joint activities of the teacher and children, children with each other, allowing you to spend interesting and useful time in kindergarten. At the same time, children, through educational practical exercises, learn to overcome difficulties, make independent decisions, and find the most effective way to achieve educational goal arising during classes. And this is certain relevance programs. The program is intended for preschool teachers, speech therapists, psychologists, speech pathologists and can be recommended to parents for exciting joint activities with their child. Basic purpose program is the formation of spatial and visual concepts in preschoolers. To do this, the teacher sets himself and decides the following: tasks:- engage children in active creative activities; - introduce geometric shapes and volumetric bodies; - strengthen children's fingers and hands, thereby developing fine motor skills; - activate the development of the left and right hemispheres of the child’s brain by controlling the work of the hands and using spatial thinking when collecting three-dimensional figures; - develop students’ motivational sphere – interest in research and modeling. Timing of the program– 4 years of education in kindergarten (for example, 2 times a week, i.e. 66 lessons per year). Recommended p Duration of classes: for children 3-4 years old - 15 minutes, 4-5 years old - 20 minutes, 5-6 years old - 20 minutes, 6-7 years old - 30 minutes. The leading form of organizing classes is stated to be group Along with the group form of work, an individual and differentiated approach to children is carried out during classes. Each lesson consists of two parts – theoretical and practical. The teacher plans the theoretical part taking into account the age, psychological and individual characteristics of the students. The entire practical part is based on the children’s work on the topic of the lesson with a constructor for three-dimensional modeling (TIKO - Transformable Game Constructor for Education). Expected result: 1 year of study (3-4 years). Upon completion, children should know and be able to: - distinguish geometric shapes (square, circle, triangle) by color, shape and size; - navigate the properties: large - small, high - low, wide - narrow; - construct basic geometric shapes - circle, triangle, square, rectangle; - analyze and compare according to one criterion; - classify according to one property; - distinguish between the concepts “one” and “many”; - count and distinguish numbers up to 3; - navigate in the concepts of “up”, “down”, “sideways”, as well as -above, -under, -in, -on, -behind, -in front. Expected result: 2nd year of study (4-5 years). Upon completion, children should know and be able to: - classify by 1 - 2 properties; - construct flat geometric figures; - distinguish and name shapes (circle, square, rectangle, triangle); - analyze and compare according to 1-2 characteristics; - navigate in the concepts of “far”, “close”, “near”, “above”, “below”, “between”. - count and distinguish numbers up to 5; - have an idea of ​​different types of polygons; - design according to a model. Expected result: 3rd year of study (5-6 years). Upon completion, children should know and be able to: - construct a cube, parallelepiped; - analyze and compare according to 2 characteristics; - classify according to 2 properties; - count and distinguish numbers up to 10; - design according to a model and according to your own plans. Expected result: 4th year of study (6-7 years). Upon completion, children should know and be able to:

construct various types of polygons; navigate in terms of “right”, “left”; analyze and compare according to 2-3 characteristics; distinguish between the writing of letters, numbers and their mirror reflection; design thematic game pieces according to the model and according to your own design; be able to calculate the perimeter of a figure; have an idea of ​​the rules for composing patterns and ornaments; construct three-dimensional geometric figures - cube, parallelepiped, ball, pyramid, prism.

Ways to determine effectiveness programs are diagnostics, carried out at the end of each year of study in the form of natural pedagogical observation, and exhibitions of works children completed at the end of studying the topic. Also at the end of the article is given game script based on the TIKO constructor, which is useful to conduct as a final event, admonishing preschoolers as future first-graders.

CURRICULUM PLAN

according to the program “Development of spatial concepts in preschoolers through practical exercises with TIKO - a constructor for volumetric modeling”

year of study

	Topic name	Total hours	Theoretical classes	Practical lessons
	Geometric figures
	Spatial orientation
	Thematic design
	Classification by one criterion
	Properties
	Numbers 1 – 3

year of study

	Topic name	Total hours	Theoretical classes	Practical lessons
	Geometric figures
	Spatial orientation
	Thematic design
	Classification according to 1 - 2 characteristics
	Properties
	Numbers 1 - 5

year of study

	Topic name	Total hours	Theoretical classes	Practical lessons
	Polygons
	Volumetric geometric shapes
	Spatial orientation
	Thematic design
	Classification according to 2 characteristics
	Properties
	Numbers 1 - 10

year of study

	Topic name	Total hours	Theoretical classes	Practical lessons
	Polygons
	Volumetric geometric shapes
	Spatial orientation
	Thematic design
	Classification according to 2 – 3 characteristics
	Numbers up to 100
	Perimeter
	Patterns and ornaments

1 year of study Topic No. 1: " Geometric figures". Theory: impromptu fairy tale “Geometric City!” – we find and glue the figures into the houses. Concepts: “circle”, “square”, “triangle”, “up”, “down”, “in the middle”. Practical task: learning how to fasten TIKO parts together. Materials: constructor for three-dimensional modeling TIKO (set “Fantaser”), geometric figures made of colored paper (circle, square and triangle according to the number of children). Topic No. 2: " Theory: We study the concepts of “above”, “under”, “side”, “up”, “down”. Practical task: Materials: constructor for volumetric modeling TIKO (set “Fantaser”). Topic No. 3: " Theory: learning to generalize the concept of “Furniture”. Practical task: assemble pieces of furniture for a doll's corner (table, chair, bed, sofa, ottoman, wardrobe, etc.) from the TIKO designer set. Materials: designer for volumetric modeling TIKO (set “Fantaser”), samples of “furniture”. Topic No. 4: " Classification according to one characteristic" Theory: comparison of colors of TIKO parts with objects of a similar color. Practical task: game “Treating Friends” - search for TICO parts of a given color. Materials: designer for three-dimensional modeling TIKO (set “Fantaser”), dummies of yellow objects, animal toys. Topic No. 5: " Properties". Theory: research “Find the treasure” - we compare paths of different lengths, looking for the shortest path to the treasure. Practical task: We assemble long and short paths from TIKO parts. Materials: construction kit for three-dimensional modeling TIKO (Fantaser set), children's shoe, laces of different lengths. Topic No. 6: " Numbers 1 - 3". Theory: Practical task: Materials: constructor for volumetric modeling TIKO (set “Arithmetic”), animal toys (3 pieces each). 2nd year of study Topic No. 1: " Geometric figures". Theory: impromptu fairy tale “Geometric City!” – we find, cut out and glue the figures into the houses. Concepts: “circle”, “square”, “triangle”, “rectangle”, “up”, “down”, “in the center”, “side”. Practical task: We fasten the TIKO parts together and distribute them among the floors. Materials: constructor for volumetric modeling TIKO (set “Fantaser”), geometric shapes from colored paper (circle, square and triangle according to the number of children), scissors. Topic No. 2: " Spatial orientation". Theory: We study the concepts of navigating in the concepts of “near”, “above”, “below”, “between”. Practical task: Materials: designer for volumetric modeling TIKO (sets “Erudite”, “Arithmetic”, “Fantaser”). Topic No. 3: " Thematic design". Theory: learning to generalize the concept of “Polygon”. Practical task: assemble various (3, 4, 5, etc.) polygons from the TIKO constructor. Materials: designer for volumetric modeling TIKO (set “Fantaser”), samples of polygons. Topic No. 4: " Classification according to 1 - 2 characteristics." Theory: comparison of the shape of TIKO parts with objects of a similar shape. Practical task: the game “Help Kolobok” - search for TIKO parts of a given shape. Materials: constructor for three-dimensional modeling TIKO (set “Fantaser”), dummies of square, triangular and rectangular objects, animal toys. Topic No. 5: " Properties". Theory: research “Find the treasure” - we compare paths of different thicknesses, the thinnest path is the path to the treasure. Practical task: We assemble a narrow and wide road. Materials: designer for volumetric modeling TIKO (set “Fantaser”), doll, tapes of different thicknesses. Topic No. 6: " Numbers 1 - 5". Theory: We count items and compare them by quantity. Practical task: We attach to the number as many squares (triangles) as the number it represents. Materials: constructor for volumetric modeling TIKO (set “Arithmetic”), animal toys. 3rd year of study Topic No. 1: " Polygons". Theory: impromptu fairy tale “Geometric City!” – we find, cut out and glue the figures into the houses. Concepts: “right”, “left”, “polygon”, “quadrangle”, “pentagon”. Practical task: Materials: Topic No. 2: " Theory:“The Tale of a Beautiful Princess and a Ruined Castle” - building a castle for the princess. Concept: "cube". Practical task: construct a cube from a flat pattern. Materials: constructor for volumetric modeling TIKO (set “Geometry”), geometric shapes from colored paper (circle, square and triangle according to the number of children). Topic No. 3: " Spatial orientation". Theory: We study the concepts of “right” and “left”. Practical task: connecting TIKO squares with letters and numbers in a conditional sequence. Materials: Topic No. 4: " Thematic design". Theory: learning to generalize the concept of “Sea”. Practical task: collect marine-themed items from the TIKO construction set - “fish”, “algae”, “starfish”, etc. Materials: constructor for volumetric modeling TIKO (Geometry set), images of marine animals, plants, etc. Topic No. 5: " Classification according to two criteria." Theory: Practical task: Materials: Topic No. 6: " Properties". Theory: Volume study; concepts: “one liter”, “half a liter” Practical task: Materials: constructor for volumetric modeling TIKO (set “Geometry”), filler. Topic No. 7: " Numbers 1 - 10." Theory: We count items and compare them by quantity. Practical task: We attach to the number as many squares (triangles) as the number it represents. Materials: designer for volumetric modeling TIKO (set “Arithmetic”), dummies of vegetables and fruits. 4th year of study Topic No. 1: " Polygons". Theory: impromptu fairy tale “Geometric City!” - draw, cut out and paste shapes into houses. Concepts: “right”, “left”, “polygon”, “quadrangle”, “pentagon”, “hexagon”, etc. Practical task: we construct polygons and distribute them among floors. Materials: constructor for three-dimensional modeling TIKO (set “Geometry”), geometric shapes from colored paper (circle, square and triangle according to the number of children), scissors. Topic No. 2: " Volumetric geometric shapes." Theory: concepts - “pyramid”, “faces”, “edges”, “vertices”. Practical task: We construct different types of pyramids from the development. Materials: Topic No. 3: " Spatial orientation". Theory: We study the concepts of “up to the right”, “up to the left”, “down to the right”, “down to the left”, “diagonally”. Practical task: connecting TIKO squares in a conditional sequence. Materials: designer for volumetric modeling TIKO (sets “Erudite”, “Arithmetic”, “Geometry”). Topic No. 4: " Thematic design" Theory: learning to generalize the concept of “Technology”. Practical task: collect items from the TIKO construction set based on the theme - “boat”, “ship”, “rocket”, “bathyscaphe”, etc. Materials: designer for volumetric modeling TIKO (set “Geometry”), images of equipment. Topic No. 5: " Classification according to two or three characteristics.” Theory: comparison of the color and shape of TIKO parts with similar items. Practical task: game “Shop” - we look at objects and lay out TICO parts with similar properties. Materials: constructor for three-dimensional modeling TIKO (set “Geometry”), dummies of objects of different colors and shapes. Topic No. 6: " Properties". Theory: Volume study; concepts: “one liter”, “half a liter”, “quarter of a liter”, “eighth of a liter”. Practical task: We compare the volumes of a cube and a rectangular parallelepiped. Materials: designer for volumetric modeling TIKO (set “Geometry”). Topic No. 7: " Numbers up to 100." Theory: concepts - “tens”, “units”. Practical task: make up two-digit numbers. Materials: designer for volumetric modeling TIKO (set “Arithmetic”), table of numbers up to 100. Methodological support for the program of additional education for children

Didactic game "Treating friends." Didactic game “Help Kolobok”. Didactic game “Find the treasure” Didactic fairy tale “The Tale of a Beautiful Princess and a Ruined Castle” Didactic game “Shop”.

Material and technical equipment of classes:

Tables – 5 pieces Chairs – 10 pieces Rack for storing visual material – 1 piece.

Literature to help the teacher:

Averina I.E. Physical education minutes and dynamic pauses in preschool educational institutions. M.: Iris-press, 2006. Bezrukikh M.M., Filippova T.A. Steps to the school. Learning to recognize geometric shapes. M.: Bustard, 2006. Ermakova E.S., Rumyantseva I.B., Tselishcheva I.I. Developing the flexibility of children's thinking. St. Petersburg: Rech, 2007. Konina E.Yu. Labyrinths and paths. We train our fingers. M.: LLC Publishing House "AIRS-press", 2007. Pomoraeva I.A., Pozina V.A. Classes on the formation of elementary mathematical concepts. M.: Mozaika-Sintez, 2006. Tikhomirova L.F. Exercises for every day: logic for preschoolers. Yaroslavl: Academy of Development, Academy Holding, 2004.

Game script for future first-graders "A literate man named TIKO."

The game could be devoted to Knowledge Day (September 1), International Literacy Day (September 8), the graduation of preschool children from kindergarten as an initiation into first graders or dedicated to other occasions. Television media are willing to cover the game if they are invited through, for example, a press release like this:

For the first time in the city of N, preschool children will celebrate International Literacy Day non-stop. On September 8 at Y o'clock in kindergarten X there will be a spectacular children's game "A literacy named TIKO." In the second week of September, International Literacy Day is celebrated around the world. In the 21st century, only those who constantly update their knowledge and strive to learn can be considered literate. This is exactly how the graduating groups of kindergarten X decided to celebrate the beginning of the school year. Senior groups of preschoolers will demonstrate their literacy and taste for learning in relay races and competitions with the Transformable Game Constructor for Education TIKO. Using construction kit parts, teams will have to quickly construct a house and furniture, lay out the longest path and, without making mistakes, make up word answers to riddles. Members of the most mobile team, those who best navigate a new environment and carry out tasks competently, will be awarded the “TIKO Award.” The game is played with children who have already become acquainted with the construction set and have acquired sufficient experience in assembling three-dimensional figures. You can use this scenario for holidays and events for kindergarten graduates. In parallel with the literacy game, there will be an exhibition of crafts made from construction kits made by preschool children. Viewer voting will determine the most spectacular craft, the author of which will also receive a prize.
According to Svetlana Nikolaevna Gorevalova, head of kindergarten 61, “the scenario for the “Non-Stop Literacy” holiday can easily be adapted to any preschool institution, helping educators meet new educational standards when working with children. In classes and in games, children with enthusiasm and benefit, through working with construction sets, approach mastering the 4 skills laid down in the standard: ORGANIZING their activities, working effectively with INFORMATION, making responsible CHOICES in the world of values ​​and actions and being able to INTERACT with people. Agree, any adult needs these skills - so let our children be more successful than us right now!” Time game duration: one hour. Be sure to choose a fun one music background. Throughout the game the hall is open exhibition"City of TIKO-masters!" from crafts made from TIKO construction sets. The exhibition opens 15 minutes before the game so that spectators can vote for their favorite crafts. Parents and children, guests of the holiday study the exhibition, then take a piece of paper on which they write the number of the craft they like, and put it on a plate (preferably from TIKO parts). After the game, the results of the competition “City of TIKO Masters!” are summed up. Rules games:

3 teams take part in the game, teams compete with each other, performing various tasks with the TIKO designer, the jury evaluates the speed and quality of completed tasks and selects the winner: 1 point for 1st place, 2 for 2nd and 3 for 3rd, in The team with the fewest points wins the game.

Organizers for Game:

a presenter who knows impromptu techniques, two assistants who, before the start of the game, organize the voting procedure at the exhibition “City of TIKO Masters!”, and during the game they help rearrange the tables and serve the teams with constructors and containers; an assistant who plays musical breaks at the presenter’s signal. The jury can include representatives of the kindergarten administration and the parent committee

Equipment for Game:

tables for the exhibition made in advance by preschoolers crafts from TIKO construction sets for the exhibition a block with sheets for spectator voting a pack of markers for spectator voting a plate for voting results draw a large name for the exhibition “City of TIKO-masters!” tokens (cardboard, white on one side, colored on the other: 5 red, yellow and blue squares each) stationery for the jury certificates (4) prizes (7, best of all – TIKO construction kits and sweets) for task A. – three tables, 9 parts each for building a house for task B. - the same tables, three rugs, containers with parts for assembling furniture, TIKO books with illustrations for task B. - three containers with colored parts for task D. - three baskets , three containers with parts for task D. – several leaves with riddles, three containers with letters for the competition for spectators “Arrange TIKO parts by color” – 1 large container with shapes and 4 small empty ones for the competition for spectators “Arrange TIKO parts according to shape" – 1 large container with figures and 4 small empty containers – 10 small, 7 large certificates (4 pieces) prizes (7 pieces) game results

Move games: 1. The presenter talks about the holiday and the rules of the game, introduces the jury and invites the captains of the participating teams (three parents) to the stage with applause. Approximate monologue of the presenter. International Literacy Day has been celebrated on September 8 since 1966. There are more and more literate people every year, but the fight against illiteracy remains a task of enormous scale and complexity. Fewer than 50 countries provide universal access to primary education. About 20% of the world's adult population is illiterate. Almost 4 billion people on our planet can read and write. Despite remarkable progress in many countries, more than 860 million adults remain illiterate and more than 100 million children are out of school. And first of all, these include women and girls left behind the doors of the school. And secondly, men and boys are deprived of the opportunity to receive a quality education. Moreover, countless children, young people and adults enrolled in school or other educational programs are not at the level required to be considered literate in today's increasingly complex world.
Today, the most important condition for the spread of literacy is constant learning, continuous education, and the work of each person on himself. And you will be going to school very soon. Our holiday today will be dedicated to this and literacy. It will take place in the form of a game. 2. Participants - 18 people (15 children and 3 adults) - come to the table and take tokens (on one side - white, on the other hand - colored: red, yellow, blue) and are divided into three teams according to the color of the tokens. 3. Teams are given one minute to come up with a name. Then the presenter announces the names of the teams to applause. 4. Competition tasks. A. “Assemble a house from TIKO parts!” The presenter informs that the teams need to build houses for Chicken, Duckling and Kitten in a given time (takes them from the exhibition, puts them on the tables). Teams are lined up in a column; in front of each team, small TIKO parts for assembling a house are laid out on the table. The presenter shows a sample of the house to the participants and spectators. At the signal, the first participant runs to the table and connects two parts of the house - and returns back. The second participant runs to the table and attaches another part to the house, etc. The team that quickly and correctly builds the house wins. B. “Assemble furniture from TIKO parts!” The presenter places a mat of TIKO parts on the same tables and informs the teams that now they will need to build furniture for the house - a table, chair, sofa and wardrobe - in a given time. Samples of buildings are shown in the book-TIKO. The teams sit around the table and start working on a signal. The winner is the team that completes its work quickly and efficiently. The presenter checks the quality of the work performed, and tables with crafts join the exhibition “City of TIKO Masters!” During this task – “Sort out the TICO parts by color.” Two teams are given a large container with colorful figures and four empty containers. Assignment: As quickly as possible, arrange the TIKO parts by color - yellow, green, blue, red. B. “Assemble a colored path from TIKO parts!” Each team receives a container with figures. You need to find all the shapes of a certain color and assemble a path from them. The winner is the one who does it faster in a given time. The presenter checks whether the necessary parts are left in the container and announces the winner. G. “Assemble as many three-dimensional geometric shapes as possible from TIKO parts!” Teams sit at tables. They receive a basket of TICO parts and a container of flat shapes. Baskets are placed at a distance from tables. Having collected the figure, the child runs to the basket and puts it there. In a given time, they must collect as many three-dimensional geometric shapes as possible and put them in a basket. The presenter and the audience (in chorus) count the pieces in each basket and announce the winner. During this task You can hold a competition for young spectators and/or parents– “Arrange the TIKO parts according to the mold.” Two teams are given a container with different figures and four small empty containers. Assignment: arrange TIKO parts into shapes as quickly as possible - square, triangle, rectangle, hexagon. D. “Gather the answer from TIKO letters!” (competition for children of the preparatory group) The commander, an adult, is given a sheet with a riddle. You need to guess the riddle, read it and collect the answer word from TIKO letters. The team that correctly guesses the riddle and quickly completes the word wins. (The same competition may be additional to identify the winner if two teams compete to win the game). Sample riddles:

Thirty-three sisters Not big in stature. If you know their secret, then you will find the answer to everything. (alphabet)	I know everything, I teach everyone, But I myself am always silent. To make friends with me, you need to learn to read and write.
I leave a blue trail, but it can live for many years.	The field is white, the sheep are black.
He won’t give the paint to anyone. What if his comrade doesn’t return it!? He won’t let you read fairy tales - Very rare binding...	It won't let you play on the computer - you can break the keys. In general, it’s better to play on the computer alone!
I have a magic wand, I have friends. With this stick I can build a Tower, a house and an airplane, And a huge steamship! (pencil)	We love to poke our noses everywhere, and draw and draw, and paint everything ourselves. Multi-colored noses. (pencils)
He doesn’t look like a little man, But he has a heart, And he gives his heart to work all year round. He both draws and draws. And this evening He colored the album for me. (pencil)	For me, brothers, the rubber band is a fierce enemy! I can't get along with her in any way. I made a cat and a cat - beauty! And she walked a little - no cat! You can't create a good picture with it! So I cursed the rubber band out loud... (pencil)

5. The jury announces the results, presents prizes and certificates “A meritorious person named TIKO!” participants of the game. 6. The results of the audience competition “City of TIKO Masters!” are summed up! The winner receives a prize and certificate. Summary. When the country's top leadership talks about the need for a modernization breakthrough for Russia and relies on innovative technologies, the education sector cannot remain aloof from this state order. It is worth starting as early as possible to develop children's design skills, mathematical thinking and curiosity about the exact sciences. A tool for precisely this development of a child’s personality from kindergarten onwards is the program “Development of spatial concepts in preschoolers through practical exercises with the TIKO-constructor for three-dimensional modeling” created by Novgorod residents. Working on this program opens up a new world of technical knowledge for the child, for parents an opportunity to spend time without boredom and usefully with their child playing with construction kits together, for educators a chance to strengthen their pedagogical growth and facilitate advancement to a higher professional rank. Such educational co-creation ultimately benefits the family, school and country.

A significant place in the TIKO-masters program is occupied by geometric material. Traditional programs for the formation of initial mathematical concepts usually include introducing children to flat geometric shapes. The TIKO-Masters program proposes to build a geometric course for preschoolers based on spatial geometry, introducing children to three-dimensional geometric bodies. Firstly, working with geometric objects, behind which there are real objects of nature and those made by man, allows, based on the visual-effective and visual-figurative levels of cognitive activity that are relevant for a preschooler, to rise to the abstract verbal-logical level; secondly, it contributes to more effective preparation of students for studying a systematic course in geometry. Classes are based on practical work with the constructor for volumetric modeling TIKO (Transformable Game Constructor for Education). This didactic material provides the opportunity to model any spatial geometric bodies - from an ordinary cube to complex polyhedra (rhombocubooctahedron, icosidodecahedron, etc.).

Modern scientists - psychologists and neuropsychologists - note the great importance of geometry for the development of spatial thinking and imagination of a child, for his ability to see the world in holistic images.

The materials presented are not lesson notes; they only outline the main stages of working with children and their sequence. This methodological guide offers sample topics and content for children’s activities. The lesson notes are always designed for specific children, taking into account their individual characteristics. In this case, the teacher must independently think through the content of the children’s activities in a specific lesson, choose the appropriate moment for a dynamic pause, and diversify the children’s activities with didactic games and logical tasks. We recommend selecting the topic of the lessons depending on the topic of the project the children are studying in the group. The topics offered for modeling broaden one's horizons and cover the main range of human interests and his activities: fairy tales, urban planning, furniture, animals, transport, technology, space. After each project, it is recommended to organize an exhibition of TIKO crafts.

The first steps in the land of Geometry should be interesting, exciting and at the same time practically oriented, understandable, based on the child’s already acquired knowledge. Little Bunny TIKO will help you turn boring geometry classes into an entertaining journey through the Geometric Forest. Traveling with the Little Hare TIKO through the Geometric Forest, you will meet his friends - forest animals, and the guests of the Geometric Forest - exotic animals. You will learn about the daily worries of forest animals and the funny adventures that happen to them all the time. For example, in the fall, the Hedgehog and the Little Squirrel are preparing for winter - we need to help them pick apples, nuts, and mushrooms, and in the spring, the Starling always has problems with living space due to his long absence in the winter - we have to construct birdhouses from TIKO.

Lesson I (module “Planar modeling”)

Lesson II (module “Volume modeling”).

for children 4 – 6 years old

I class:

1. Greeting with Little Bunny TIKO (2 – 3 min).

The children tell the Bunny their news.

2. Logical task (3 – 5 min).

Recommendation: the logical task is offered in a plot-game form. For example, we help Little Bunny TIKO plant carrots in the garden, looking for triangular shapes, or treat friends with rectangular red cookies (see Appendices No. 4, 5, 7, 8).

4. Working with the card (5 – 15 min).

1) to work with cards, children are seated at tables;

2) the details necessary to create the structure are laid out on the tables in advance by the teacher;

3) cards must be offered taking into account the age and individual characteristics of children.

5.

IIclass:

1. Research and identification of features of shape, proportions, design features and artistic design of TIKO-crafts (3 – 5 min).

1) for design, a figure is selected that corresponds to the topic of the first lesson on planar modeling;

2) the lesson is held on the carpet, the children are located in a semicircle in front of the teacher.

2. Construction of TIKO crafts (10 – 20 min).

1) the details necessary to create the structure are placed in advance by the teacher in individual containers for children;

2) during volumetric modeling, it is necessary to adhere to general rules and design schemes (see Appendix);

3) depending on the age and individual characteristics of children, it is recommended to combine various design options (according to a diagram, according to a sample, using verbal instructions, independently).

3. Game communication (3 – 5 min).

1) it is useful to discuss with children the results of design activities achieved during the lesson and options for using the TIKO design in play and in everyday life;

2) forms of playful communication - theatrical staging, role-playing game, free activity.

Lesson “Where do butterflies come from?” (senior group)

Target: develop the ability to distinguish geometric modules and construct objects in the surrounding world based on the cuboctahedron.

Tasks:

2. Develop ideas about the relationship and interdependence of living organisms in nature.

3. Get acquainted with the stages of butterfly development.

4. Develop the ability to construct figures based on the cuboctahedron.

5. Develop orientation skills: up - down, right - left.

Materials:

TIKO-crafts:

Planar (caterpillar, butterfly, flower);

Volumetric (“pupa”).

Lesson plan :

I class:

2. Logical task (3 min).

3. Conversation on the topic (5 min).

Sample questions and answers:

Where do butterflies come from? (the caterpillar turns into a butterfly)

How does the process of turning a caterpillar into a butterfly take place? (first the caterpillar turns into a “pupa”, then the “pupa” turns into a butterfly)

What is the intermediate stage between a caterpillar and a butterfly called the pupa? (oblong cocoon)

How does a butterfly emerge from a cocoon? (the butterfly is in a cocoon with folded wings; having got out of the cocoon, the butterfly clings to a stem or leaf with its paws, spreads its wings and dries them in the sun; when the butterfly’s wings dry out and become sufficiently rigid, the butterfly is ready to fly)

Where do caterpillars come from? (the butterfly lays eggs, from which small caterpillars emerge)

4. Working with the card (10 min).

Assignment: construct figures using contour diagrams, draw and color the diagrams.

Game "Flight of the Butterfly".

Children stand up, holding butterflies in their hands, they imitate the flight of a butterfly in the direction given by the teacher. The teacher dictates: the butterfly flies up, down, right, left, to the upper right corner, etc.

5.Gaming communication min).

Children use created structures to imitate the flight of a butterfly and the movements of a caterpillar.

IIclass:

1. Research and identification of features of shape, proportions, design features and artistic design of TIKO crafts.

Construction according to verbal instructions presupposes the absence of a sample TIKO-craft and its preliminary research.

2. Construction of TIKO crafts according to verbal instructions (15 min).

Verbal instructions “Cocoon”

ü Find a small equilateral triangle.

ü Attach a square to the sides of the triangle.

ü Connect the squares to each other using small equilateral triangles.

ü Attach one rectangle to the squares and triangles and connect the rectangles to each other.

ü Construct the second part of the cocoon in the same way as the first: attach a square to the sides of a small equilateral triangle, connect the squares to each other using small equilateral triangles.

ü Connect the structures to each other and do not forget to make a door in the cocoon so that the caterpillar and butterfly can fit there.

ü Design a flower for the butterfly (children independently choose the shape of the flower and select the details for design).

3. Game communication (5 min).

Children tell and show each other how a caterpillar turns into a butterfly.

Once upon a time there lived a caterpillar - large and voracious.

2 The caterpillar ate a lot of tasty leaves and

turned into a “pupa”, wrapped in a cocoon.

3 In the cocoon, the caterpillar turned into a butterfly.

4 The butterfly got out of the cocoon and flew away.

5 The butterfly decided to have breakfast on chamomile flowers.

Stages of transformation of a caterpillar into a butterfly

Lesson “Why are rockets and spaceships needed?” (senior group)

Target: develop the ability to analyze the figure chosen for construction and assemble the structure according to the model.

Tasks:

1. Learn to determine the shape of geometric figures using touch (by touch).

2. Get acquainted with different types of space transport and their purpose.

3. Learn to determine the shape and number of geometric shapes needed to create a design.

4. Develop spatial orientation skills: - to the right, - to the left, - diagonally.

Materials: TIKO constructor - “Dreamer” set.

TIKO-crafts:

Planar (artificial satellite);

Volumetric (starship).

Lesson plan :

I class:

1. Greetings with the Little Bunny TIKOmin).

2. Logical task (3 min).

A game for the development of tactile sensations “Magic Bag”: children select a figure in the bag by touch and name it.

3. Conversation on the topic (7 min).

Sample questions and answers:

What is the name of the equipment that is used to transport people and goods? (transport)

What types of transport do you know? (ground, air, water, underground)

What type of transport transports people and goods in airless space? (rocket, artificial satellite, starship)

What is the name of this type of transport? (space transport)

What functions does space transport perform? Why do we need rockets and artificial satellites?

Answer: The main tasks of such devices are to study the surface of various planets, monitor weather conditions, maintain communications via satellites (for television, mobile phones and other equipment), as well as space tourism, which has appeared relatively recently. Interestingly, some space ships transport cargo without the help of astronauts - the ship is controlled by robots or an automated control system.

4. Working with the card (10 min).

Assignment: Design a satellite, draw a diagram and color the diagram.

5.Game communication (3 min).

Physical education lesson “Satellite launch”.

Satellites at launch! We begin the countdown from 10 to 1. After the countdown, the satellites take off from the cosmodrome and fly until the countdown begins in direct order from 1 to 10. At the count of 10, all satellites must return to the cosmodrome.

IIclass:

1. Research and identification of features of shape, proportions, design features and artistic design of TIKO-crafts (10 min).

Take a close look at the starship.

What is the shape of a starship? (round)

What parts does a starship consist of? (body, entrance. portholes)

What figures and in what quantity are needed to construct a starship? (small pentagon - 2, small square - 5, small square with a round hole - 5, small equilateral triangle - 10).

How do you propose to construct a starship?

Option 1 – construct two parts of the starship body separately and connect them to each other, opening the inlet.

Option 2 - construct one part of the starship's body, then use squares and triangles to complete the starship, attach the pentagon to the inlet.

2. Construction of TIKO crafts (15 min)

Choose one of the methods and design a starship based on the model .

3. Game communication (5 min).

Game "Starship Flight". The teacher dictates, the children complete the tasks: the spaceship flies to the right, left, to the lower right corner, etc. Children who complete the tasks correctly leave the game.

Plan for conducting classes on TIKO-modeling

for children 6 - 7 years old

I class:

2. Conversation on the topic (10 min).

4.

1) Methods for constructing polyhedra -

According to the sample;

Using a sweep;

By submission.

2) The development of a polyhedron is the transfer of all its faces to a plane. Options for working with sweeps –

Construction of a polyhedron from a development;

Decomposition of a polyhedron into a development.

3) Sequence of polyhedron research –

The presence of bases in a polyhedron, their number;

Determining the number of vertices and the name of the base;

Determining the number of vertices, faces and edges of a polyhedron by recalculation;

Establishing a relationship between the number of vertices, edges and faces.

4) After exploring the polyhedron, children move on to imagination - they need to transform the polyhedron into any object in the surrounding world.

5.Game communication (2 – 3 min).

IIclass:

a.

1) to organize volumetric modeling, it is necessary to use technological maps for assembling volumetric structures (see Appendix);

2) children select the parts necessary to create the structure themselves;

b.Gaming communication min).

Lesson “What do hedgehogs eat?”, preparatory group

(Research and modeling of objects in the surrounding world based on the rhombicuboctahedron)

Target: develop the ability to distinguish geometric modules and construct objects in the surrounding world based on the rhombicuboctahedron.

Tasks:

1. Develop the ability to construct polyhedra from a development.

2. Learn to decode schematic information and design using a technological map.

3. Identify the relationships between flora and fauna.

4. Develop attention and concentration.

Materials: TIKO constructor - “Dreamer” set.

TIKO-crafts:

Planar (mushrooms: chanterelle, boletus, russula);

Volumetric (basket).

Lesson plan :

I class:

1. Greeting with Little Bunny TIKO (3-5 min).

2. Conversation on the topic (10 min).

Sample questions and answers:

What do hedgehogs eat? (hedgehogs are insectivorous animals, they feed on insects: beetles, larvae, snails, earthworms, ground beetles, centipedes)

Which plant foods does a hedgehog prefer? (acorns, mushrooms, berries and fruits)

Can you keep hedgehogs at home? (hedgehogs are wild animals, they feel better in the wild, their usual habitat is the forest)

If you keep a hedgehog at home, what foods should you feed it? (meat, eggs, bread, dairy products should not be fed to hedgehogs - they are harmful to them)

4. Design and study of polyhedra - work with a card (15 min).

Card

ü Construct a development of a rhombicuboctahedron according to the drawing:

- 2 pcs

ü Construct a rhombicuboctahedron from a net.

ü Explore the rhombicuboctahedron and fill in the table:

Name of the figure

Number of vertices

Number of ribs

Number of faces

Rhombicuboctahedron

square - 18

triangle - 8

ü Get creative and turn the rhombicuboctahedron into any object in the surrounding world.

5.Game communication (2 – 3 min).

IIclass:

5. Construction of TIKO-crafts based on the studied polyhedron mines).

You and I already know that mushrooms do not form the basis of hedgehogs’ diet. But the most interesting thing is that mushrooms are used by hedgehogs, like other animals, not only for food, but also for treatment of various diseases.

Today we will design a basket with mushrooms for the TIKO Bunny.

Verbal instructions:

ü Find two red right triangles.

ü Construct a large triangle from them.

ü Attach the long side of the triangle to the small white square so that the square is in the middle. What do I need to do? (turn the square wrong side out)

ü Describe the appearance of the mushroom and say its name (the white button and the red cap are boletus).

ü Remember what a “chanterelle” mushroom looks like and design it.

ü You can collect a few more russula for the TIKO Bunny. What color are the caps of russulas? (Russula mushroom caps can be any color)

You made some wonderful mushrooms! Design a basket for them using the technological map.

Technological map "Basket"

Details: small square – 19, small equilateral triangle – 4.

Connection sequence:

1. Construct the development of a rhombicuboctahedron according to the scheme:

2. Connect the figures together to form a semicircular shape.

3. Design a handle for the basket by connecting six squares in one line.

4. Attach the handle to the basket.

6. Gaming communication min).

Children treat TIKO Bunny with mushrooms and tell him what mushrooms should be used for treatment. The little hare thanks them and plays with them.

TIKO modeling

in kindergarten

prepared:

Head of MBDOU d/s No. 28

Kochina O.N.

The opportunity to explore the world around us independently, but within the framework of an organized developmental environment and with the necessary guidance, are optimal conditions for the development of a preschooler.

Working with the TIKO designer, we solve several problems at once:

creation of a development environment;

organization of developmental classes;

implementation of project activities in kindergarten.

The use of TIKO educational constructors is an effective method of working with preschool children. Captivated by the process of modeling and design, children do not notice how educational tasks are implemented by the teacher in the game.

Developmental environment in preschool institutions is necessary for the harmonious development of the child’s personality, talents and abilities. Today, a developmental environment for preschoolers can be easily organized using a transformable game constructor for volumetric modeling of TIKO. Moreover, the constructor can be used in various directions:

in the theater corner we construct scenery and characters for fairy tales from TIKO parts;

in the physical education corner - for sports games and competitions we use various attributes built from TIKO parts;

the doll's corner with furniture, rugs and other household utensils is entirely constructed from TICO;

in the corners with role-playing games “Hospital”, “Barbershop”, “Travel”, “Mail” there are many game attributes made from TICO parts;

in the modeling and arts and crafts corner, children create colorful patterns and ornaments from TIKO with aesthetic pleasure;

the reading corner is equipped with a large box of the Scrabble set - children take letters from there and make up the words they need for games;

children with a mathematical mindset often take the “Geometry” set from the shelf and assemble fantasy and geometric figures from TIKO parts, construct two-digit numbers, numerical expressions for addition and subtraction using the “Arithmetic” set;

in the construction corner we build houses, bridges, garages, robots, rockets, planes, cars from TIKO, in general, everything that our imagination can handle.

Working with the designer, children develop fine motor skills, imagination, aesthetic taste, spatial thinking, logic, intelligence and attention.

The task of parents and educators is to surround children with such an environment and a system of interpersonal relationships that would stimulate a wide variety of creative activities and gradually develop in children exactly what is capable of developing most effectively at the appropriate moment.

Developmental activities in kindergarten they help children master writing, reading, mathematics, and generally contribute to the intellectual development of children. Integrating construction with mathematics or literacy classes contributes to the effective intellectual and personal development of children, motivates them to study, and captivates them with interesting projects. Children perceive classes as a game and immerse themselves in it with great pleasure.

In the process of modeling and design during classes, preschoolers acquire important skills in creative work, use their imagination, learn to fantasize and think spatially.

An integral part of construction is preliminary design, carried out under the guidance of a teacher and involving step-by-step execution of instructions, as a result of which children build a given model.

A distinctive feature of a lesson integrated with design is the free, unconstrained solution of creative problems, during which students make models based on their own projects, thereby turning the process of routine knowledge acquisition into an exciting game.

Games with the TIKO construction set allow you to create a unique microclimate for the development of the creative aspects of a child’s intellect. They develop various intellectual qualities: attention, memory, the ability to find dependencies and patterns, classify and systematize material, the ability to combine parts and objects, the ability to find errors and shortcomings, spatial representation and imagination, the ability to foresee the results of their actions. Taken together, these qualities constitute what is called intelligence, ingenuity, and creative thinking.

The disk contains various materials for working with the TIKO constructor in kindergarten, both in free activities and in direct educational activities.

If you have a desire to get involved in an exciting activity with the TIKO designer, we are waiting for your comments, suggestions, and questions.

Master class “TIKO construction set – developing by playing”

Target: To give an idea of ​​the TIKO construction set as a means of child development through design activities.

Tasks: Introduce the features of the TIKO construction set. To promote the development of interest in the life of children in kindergarten. To increase the pedagogical competencies of parents in matters of children's design activities.

The Federal State Educational Standard for Preschool Education (hereinafter referred to as FSES DO) establishes mandatory norms and requirements for the content of the basic educational program of preschool education, the forms and conditions for its implementation. Design in the Federal State Educational Standard for Preschool Education is defined as a component of a mandatory part of the program, a type of activity that contributes to the development of children’s research and creative activity, observation and experimentation skills. The experience a child gains during construction is indispensable in terms of developing the skills of research, creative activity, technical creativity, and the development of constructive thinking. The introduction and implementation of the Federal State Educational Standard for Educational Education requires teachers to organize an innovative developmental environment and use new non-traditional forms of working with children. In this sense, constructive-model activity is an ideal form of work that allows a teacher to combine education, upbringing and development of children in play; moreover, through educational constructors it is possible to significantly diversify the subject environment and make it developmental.
In accordance with the Concept for the Development of Mathematical Education in the Russian Federation (2013), preschool education must provide conditions for students to master primary mathematical concepts and images through the creation of a subject-spatial environment, educational situations and means of pedagogical support for the child.
Quite recently in my teaching career I became acquainted with the transformable game constructor “Tiko”. It is a set of bright flat plastic figures that are hinged together. For preschoolers, this is the first step to mastering universal logical actions and developing skills

modeling necessary for future successful schooling. As a result, the process of transition from plane to space, from development to three-dimensional figure and back, becomes clear to the child. You can design an endless variety of game pieces: from a path and a fence to furniture, a cottage, a rocket, a ship, an octopus, a snowman, etc.

From the first minutes of acquaintance with the construction set, children are actively involved in the work and show cognitive interest. Bright and varied in shape parts, unusual fastening, the ability to create three-dimensional structures - all these features make it easy to organize work with Tiko. This is a universal assistant in learning the basics of geometry, developing spatial and logical thinking, imagination, and fine motor skills. The development of imaginative thinking and spatial imagination in children makes it possible for children in the future to understand drawings, diagrams, plans, and develops the ability to recreate an image in three-dimensional space.

TIKO modeling technology is interesting because, being built on integrated principles, it combines elements of play and experimentation. Due to its pedagogical versatility, TIKO-modeling serves as an effective means of developmental education, as it includes several functions: developmental, educational and entertaining. In accordance with the Federal State Educational Standard for Preschool Education, five educational areas of development of a preschool child are identified.

However, educational areas do not exist in a pure form; their integration always occurs. TIKO modeling can easily integrate cognitive development with artistic and aesthetic development, when we talk about creative design, social - communicative development and other educational areas. TIKO-modeling helps preschoolers develop basic understanding of geometry, develops logical thinking, curiosity, and teaches them to negotiate with peers. The designer helps to develop in children the ability to design independently and creatively. In the process of creative activity, the person himself, the form and method of his thinking, and personal qualities change.

The TIKO constructor can be organized in kindergarten as part of: collective educational activities, project activities, dramatization games, free activities, role-playing games and all types of activities.

Municipal state preschool educational institution No. 34
"Kindergarten of a combined type in Nikolskoye"
Consultation
on the topic of:
"TIKO - modeling in kindergarten"
Prepared by:
T.A. Komarova teacher
senior group
Nikolskoye
2017
TIKO – modeling
in kindergarten
The opportunity to explore the world around us independently, but within the framework of an organized developmental environment and with the necessary guidance, are optimal conditions for the development of a preschooler.
Working with the TIKO designer, we solve several problems at once:
Creation of a developmental environment;
Organization of developmental classes;
Implementation of project activities in kindergarten.
The use of TIKO educational construction kits is an effective method of working with preschool children. Captivated by the process of modeling and design, children do not notice how educational tasks are implemented by the teacher in the game.
A developing environment in preschool institutions is necessary for the harmonious development and successful preparation of children for the first grade of primary school. Today, a developmental environment for preschoolers can be easily organized with the help of an educational constructor for three-dimensional modeling of TIKO. Moreover, the constructor can be used in various directions:
In the theater corner we construct scenery and characters for fairy tales from TIKO parts;
In the physical education corner - for sports games and competitions we use various attributes built from TIKO parts;
The doll corner with furniture, rugs and other household utensils is entirely constructed from TICO;
In the corners with role-playing games “Hospital”, “Barbershop”, “Travel”, “Mail” there are many game attributes made from TICO parts;
In the modeling and art activity corner, children construct colorful patterns and ornaments from TIKO with aesthetic pleasure;
The reading corner is equipped with a large box of the Scrabble set - children take letters from there and make up the words they need for games;
Children with a mathematical mindset often take out the “Geometry” set from the shelf and assemble fantasy and geometric figures from TIKO parts, construct two-digit numbers, numerical expressions for addition, subtraction using the “Arithmetic” set;
In the construction corner, we build houses, bridges, garages, robots, rockets, planes, cars from TIKO, in general, everything that our imagination can handle.
Working with the designer, children develop fine motor skills, imagination, aesthetic taste, spatial thinking, logic, intelligence and attention.
The task of parents and educators is to surround children with an environment and a system of interpersonal relationships that would stimulate a wide variety of creative activities and gradually develop in children exactly what is capable of developing most effectively at the appropriate moment.
Developmental activities in kindergarten help children master writing, reading, mathematics, and generally contribute to the intellectual development of children. Integrating construction with mathematics or literacy classes contributes to the effective intellectual and personal development of children, motivates them in their studies, and captivates them with interesting projects. Children perceive classes as a game and immerse themselves in it with great pleasure.
In the process of modeling and design during classes, preschoolers acquire important skills in creative work, use their imagination, learn to fantasize and think spatially.
An integral part of construction is preliminary design, carried out under the guidance of a teacher and involving step-by-step execution of instructions, as a result of which children build a given model.
A distinctive feature of a lesson integrated with design is the free, unconstrained solution of creative problems, during which students make models based on their own projects, thereby turning the process of routine acquisition of knowledge into an exciting game.
Games with the TIKO construction set allow you to create a unique microclimate for the development of the creative aspects of a child’s intellect. They develop various intellectual qualities: attention, memory, the ability to find dependencies and patterns, classify and systematize material, the ability to combine parts and objects, the ability to find errors and shortcomings, spatial representation and imagination, the ability to foresee the results of their actions. Taken together, these qualities constitute what is called intelligence, ingenuity, and creative thinking.

Attached files