Kindergarten sight word practice

25+ Fun Sight Word Activities For Kindergarten

Sight words. It’s a term that every Kindergarten teacher knows and most likely uses in his/her classroom. Sight words are very important to beginning readers, as sight words make up the majority (up to 75%) of beginning children’s print materials. And since many sight words cannot be sounded out or decoded, teaching students to identify and ‘read’ sight words, makes reading fluently more attainable, since students recognize words automatically. We’ve put together a list of our favorite sight word activities for the Kindergarten classroom!

The Best Sight Word Activities For Kindergarten

Sight words are a majority of the core to kindergarten literacy curriculum. Because of this, the activities need to be exciting and have variety. So I went on the hunt to fill my Sight Word Activity Idea Bank and decided to share my favorites with you.

Building Sight Words Activity

I created this fun sight word activity using lego-style building blocks. How fun is that? And my favorite part is that it was inexpensive! Download the FREE Response sheet below.

Prepping this activity is super easy. Grab some building blocks and a permanent marker. On the long blocks, write the whole word. For instance, S-E-E will be written on the long block. Then three small blocks will have individual letters, one for S, one for E and another for E. Create these for all of the sight words you would like to work on. Additionally, print the recording sheets. You may laminate for extended use.

Students will find the small blocks and attach the correct letters to the long blocks to create a word. Then they will write the word they created on the recording sheet.

Looking for building blocks?
Check out these small sized ones and these larger sized ones from Amazon.

Sight Word Kit for Little Learners

This Sight Word Kit for Little Learners is a lifesaver for teachers, families, and students!

Finding a simple system for sight words has always been a challenge for me. Every teacher seems to have their own way of giving and assessing sight words. I’ve tried several different ways, but it all seemed cumbersome…until I figured out THIS system.

Hidden Sight Words: Year Long Bundle

I use these YEAR LONG hidden sight word hunts in my ABC Word Work station and they are a favorite among the students! With 40 Different Sight Word Sheets, this is exactly what you need! Plus it’s EDITABLE, so you can add your own sight words to each page!

Sight Word Play Doh Mats

Check out these Sight Word Play Doh Mats. Each mat includes a place to make sight words with playdoh; a sight word sentence to read, as well as circle the sight word; and a writing block to practice writing the sight word or creating a new sight word sentence. These mats are perfect to use when learning and mastering sight words and can easily be differentiated by requiring the written sight word or a new sight word sentence. Research shows that students learn best when ‘doing’ , or when they are using multiple modalities to practice a skill.

There are 50 sight words included but also 8 editable mats to add your own words and sentences.

More Sight Word Activities For Kindergarten

If you’re just beginning to introduce sight words into your classroom, or need a little refresh, read this! These activities are all relatively simple to prep, engaging for students and will help them strengthen multiple skills, including those associated with sight words.

Click on above pictures to go to posts.

Our Favorite Sight Word Books

Bob Books: Sight Words

Come See My Bugs 

The Dog

Non-Fiction Sight Reader Pack

We Are The Monsters 

Tagged engaging activitiesfreebiesgamesliteracy centerssight words

Sight Word Practice! - Miss Kindergarten

I’ve mentioned this before and I will definitely mention it again, I LOVE to teach sight words! We practice, practice, practice, any chance we get! It is so exciting to witness my students turn into readers, and they get SO excited when they see a word they know! We stick pretty closely to our Houghton Mifflin curriculum of focusing on one sight word per week, which I find really helps my students be successful. We do informally teach other sight words that aren’t in our curriculum, but that our students see frequently {like “look” and “can”}. All of our words go up on our word wall after we teach them, and then it’s reinforcement time! I’m going to walk you through a little snippet of our week and then share some great sight word center ideas!

On Monday, we introduce our new word. We talk about the “tricky” part of the word, and what we need to remember. In “see”, we have to remember the extra “e”.

We love to use this chant when we introduce our new sight words. The kids have been enjoying practicing the word in so many different ways!

Then we practice writing our word, filling in the missing letters and using it in a sentence.

I also stick these in write and wipe pockets and put them in our sight word centers. This way my kiddos can keep practicing throughout the week.

 On Tuesday, we practice using the word in a scrambled sentence.

{I updated these to include the sight word on each page because I was getting confused and couldn’t keep them all straight!}

The students cut the words apart and put them in the correct order using the
capital letter and periods as clues. Once it’s in the correct order,
they read the sentence.

Then they make a silly sentence by scrambling the words again. They read
their silly sentence and point to each word as they read it. This is a
great way to practice reading the actual words and not relying on the
clues from the sentence to help decode, plus they think it’s hilarious!

Then they unscramble the sentence again, this time gluing it on the bottom of the page in order.

Finally, they write the sentence on the line and draw a picture to match.

So much learning in one little sheet!

On Wednesday, we practice reading, finding, writing, and stamping our sight word.

 Sometimes we use little bingo daubers to cover the words 🙂

On Thursdays, we use the word in a journal write. We orally share our sentences, then we go back to our seats and the kids use their best guess spelling to complete their journals.  Sometimes we have a sentence starter and sometimes we respond to a prompt.

Once we learn three new words, we practice them using our Spin & Write sheets. You just need a paperclip and pencil to make a spinner. I also saw these really great spinners online, I think I might just break down and buy them already!

We also love to use stamps in my room, so we practice stamping and writing our sight words too.

Later on in the year, I place our Super Sight Word spellers in the writing center, and my students practice writing the sight words in lots of fun ways!

These activities are in my *newly updated* sight word writing practice packs! You can purchase each pack separately, or save 20% by purchasing the bundle.

Now onto my favorite part, sight word centers!!!

Mary from Sharing Kindergarten just came out with a bunch of new sight word centers! They are seriously amazing! Some of my favorites are the watercolor words and the word puzzles.

I also love these little booklets from Lori at Teaching with Love and Laughter!

And of course, you all know I’m obsessed with Maria’s interactive sight word readers!

Kristin {the Teeny Tiny Teacher ;)} has the greatest little sight word practice! You have to go to her page and read about it because she’s just hilarious like that!

Tara from Little Minds at Work puts magnetic letters into little tupperware dishes and has her students unscramble them. Then they write the word. I absolutely love this!

And I also love how Karen from Mrs. Jones’ Kindergarten uses magnetic letters! She has these fun little work mats that I adore!

You can also check out my Sight Word Practice Pinterest Board for more ideas, I’m always adding great pins I find!

Have some great ideas?? Leave the links in the comments so I can pin them to my board!

Kindergarten practice diary (filled in) - Enlightenment

Practice is an exciting moment in a student's life, the first opportunity to consolidate their theoretical knowledge in practice. In order for the teacher to evaluate the learning process, the trainee needs to fill out a number of documents. Practice diary is one of them.

What is an internship diary

An internship diary is a document that helps a teacher at a university check how the work experience of a future teacher, psychologist, nurse or speech therapist went. This grading format is ped. student activities during summer training:

• reinforces the material studied at the university;
• demonstrates the connection between theoretical and practical learning processes;
• reinforces the knowledge gained during the academic year:
• puts the student in the place of an adult specialist, calls him out of his usual learning environment;
• teaches to succinctly formulate thoughts, topics of classes;
• helps to develop an algorithm for introducing gaming activities into their professional duties.

The diary of practice, depending on the place and conditions of its passage, can be of different sizes and types. The finished document can be found on the Internet, but without understanding how to fill it out correctly, you won’t get the highest score.

Kindergarten practice diary structure

There is no clear plan or requirements for the content of the kindergarten practice diary. The student receives a unified form from the teacher, which must be followed while filling out the document. This template includes several blocks:

1. The first block is informational. It indicates the student's data, the type of practice (pedagogical or undergraduate), as well as the period of its passage. In this block, information is entered about the leaders of the practice: from the place of passage and from the educational institution.
2. The second block is the practice plan. It is compiled in advance, before the student goes to the place. Includes methodological recommendations, the purpose of passing this type of training. It is presented in the form of a table. After it, additional tasks are indicated, if any. The head of the practice signs at the end of the block, confirming the correctness of the tasks.
3. The third block is the progress of the practice. In fact, this is a diary that the student must fill out daily. The journal indicates the types of work that the student performed on a daily basis, and also puts the signature of the supervisor, which confirms that the trainee actually did this.
4. The fourth block is a student self-assessment questionnaire. The standard consists of 6 points. It is needed to ensure that there is feedback between the student and the department. The student is asked about whether he liked the place of internship, whether he had the opportunity to complete all the tasks, what became his main interest and what was missing.
5. The fifth block is the teacher's feedback. In addition to the characteristics, which are drawn up in separate documents, the teacher writes his own review of the student's work: whether, in his opinion, the student can teach children, how his educational practice went. At the end are the ratings.

Requirements for completing the practice diary

Completing the practice diary in a preschool educational institution is required in accordance with the requirements of the Ministry of Education and local university rules. The rules of the university cannot contradict the requirements of a higher authority. When filling out the report, first of all, you should pay attention to the following requirements:

• The student must fill in the information part himself.
• The work plan is drawn up together with the head of the practice. Without his signature, the plan cannot be used and accepted in the future for protection.
• The journal must be filled in during the internship, regularly receiving the supervisor's signatures.
• Feedback on the practice is filled in by both leaders - from the place of passage and from the university. They should not be large, but must cover all areas of activity in which the trainee was involved.

Additional rules for the design of the diary are established by the practice program. Each direction has its own, so the nuances should be clarified at the department or with the head before filling out the paperwork. There are a number of universal recommendations for the design of the report:

• A completed diary should look neat and clean.
• The report should be short and specific, without emotional overtones.
• Emphasis should be placed on the acquired practical skills, emphasizing how they are related to the theory mastered at the university.

A properly executed practice diary is a defense permit. If there are errors in the design or filling, the teacher can send the student to retake. In order for everything to go smoothly, the text should contain descriptions of children's games, social events in which the student participated. The main direction of the student's activity, which was indicated in his tasks of passing the practice, is described in the most detailed way.

Kindergarten practice diary sample

Completing the practice diary is the individual work of the student. Most of the data is filled in according to a template that varies depending on the particular kindergarten, the age of the children and the requirements of the university. It is not forbidden to use an example when preparing a report, the main thing is to bring it into line with how the training actually took place. You can download a sample diary of practice in a preschool educational institution from the links below.

Diary of a psychologist's practice in a kindergarten

The object of research in the pedagogical activity of a psychologist: this is the work of a teacher with children, the attitude of children to each other, observation of their behavior and psychological state. All goals and objectives for the trainee are formulated in accordance with the object.

A description of the work done might look like this:

• Analysis of children's independent activities, testing their basic self-care skills.
• Study of methods of communication between the educator and children.
• Monitoring the communication of children in a group, identifying and eliminating conflict situations.
• The study of the activities of the educator as a separate subject of psychological relationships in a group of preschoolers.
• Work with the job descriptions of the educator, assistant educator, their analysis and systematization.
• Individual work with children on their psychological problems.
• Observation of social events, children's reactions to them.
• Analysis of how children play, what they like to interact with during play.
• How do children communicate with the older group and with younger children.
• Explore what helps children avoid stressful situations. Comparison of their actions with the mechanisms of psychological defense described in the theory.
• Involving the older group in joint activities with younger children through games.
• Development of verbal techniques to calm children, establish quick contact with them.
• Conversation with parents of children about problems in development and socialization.
• Conducting games with the participation of the host to identify and develop leadership skills in children.
• Analysis of the peculiarities of children's perception of light and dark.

A sample diary of a psychologist's practice in a kindergarten.Download

A nurse's practice diary in a kindergarten

The work of a nurse in a kindergarten is not only to monitor the health of children in a group. The nurse must make sure that the self-service skills and the level of the hygienic culture of the pupil are age-appropriate. In a kindergarten, this is realized through games and other activities. All information is recorded in the practice diary in accordance with the established design:

• Conducting outdoor games with children. Checking motor skills, reflexes.
• Development of a methodology for teaching children primary hygiene procedures: brushing teeth, washing hands, washing.
• The study of daytime sleep as one of the foundations of the health of preschool children.
• Conducting games and activities aimed at developing cultural and hygienic skills.
• Activities with children aimed at improving health.
• Organization of a "health corner", information materials for educators.
• Medical examination of children of junior and senior groups.
• Carrying out morning exercises to improve the health of pupils.
• Studying the job description of a nurse.
• Walking with children in the fresh air, exercises and active games.
• Examination of special equipment in the nurse's office of the preschool educational institution.
• Sleep preparation for younger children.
• Helping young children with their basic hygiene needs.

Sample diary of a nurse in kindergarten.Download

Diary of practice of a speech therapist in kindergarten

Preschool education is designed not only to prepare children for school, but also to eliminate the defects that have arisen due to neglect of parents. The main task of a speech therapist is to observe children with the help of games and personal activities, find their speech defects and eliminate them. A student trainee, acting as a speech therapist in a kindergarten, describes the following steps in her practice diary:

• Conducting didactic games aimed at identifying speech problems in children.
• Development of speech functions of children in groups and during individual lessons.
• Preparation of a speech therapy base for educators, creation of introductory booklets.
• The study of the regulations of the work of a speech therapist in a preschool educational institution.
• Study of how children's attitudes affect the development of their speech functions.
• Organization of games and activities of various kinds that help the development of speech functions: reading fiction aloud, impromptu theatrical performances in the play corner, recitation of poetry.
• Observation of children's activities, their communication outside of remedial classes.
• Developing your own games for children, example: pass the ball around until the music stops. The participant who will have the toy in his hands must pronounce the word for the given letter. A problematic sound is selected for pronunciation.
• Control of children's attention during speech therapy classes. Analysis of existing methods for this.
• Selection of a group for conducting practical activities. Collection of information about this group, the choice of one pupil with problems of the speech apparatus for detailed study.

Speech therapist practice diary sample in kindergarten.Download

During practice in kindergarten, the student will have to deal with various activities that will help him in the further learning process. If the student completes the practice diary on time, describes in detail the techniques he used, and completes the paperwork correctly, he will receive the highest score without any barriers.

Cultural practices in preschool education (report) | Related consultation:

Municipal Autonomous Preschool Educational Institution

Kiselevsky City District “Kindergarten No. 46 of a compensating type”

Cultural practices in preschool education

(report)

Educator:

Litvinova Elena Alekseevna

Kiselevsky GO 2015.

"Tell me and I will forget,"

Show me - and I will remember,

Let me do - and I will understand ”

/ Confucius/

with the release of the federal state educational standard of preschool education is paid to various types of children's activities and solving the problems of development of independence and creativity in preschool children . The basis for the implementation of the tasks of the Federal State Educational Standard is the culturological and activity approach in pedagogy. The culturological approach defines education as a way to familiarize a child with the values ​​of world and national culture, develop his creative abilities and inclinations, protect his rights and health. The condition for the implementation of the culturological approach in pedagogy is the dialogue of cultures - the personal culture of the child and the pedagogical culture of the educator, specialist.

The concept of cultural practices has emerged. N.B. Krylova believes that "cultural practices are diverse, based on the current and future interests of the child, types of independent activities, behavior and experience." Cultural practices are situational, autonomous, independent, initiated by an adult or a child himself, the acquisition and repetition of various experiences of communication and interaction with people in various groups, teams, communities and public structures with adults, peers and younger children. This is also the development of a positive life experience of empathy, benevolence and love, friendship, help, care, altruism. As well as the negative experience of discontent, resentment, jealousy, protest, rudeness. From what exactly the child will practice, his character, value system, style of life, and further fate depend. With a developed system of cultural practices, a child needs not so much education as pedagogical support, cooperation, a common mental attitude (care) of an adult and a child, their mutual trust, concern for a common cause (interest). The leading cultural practice is playing practice, which allows creating an event-organized space for the educational activities of children and adults.

Specially organized activities of the educator take place in the first half of the day, and in the second half of the day various cultural practices are organized, focused on the manifestation of independence and creativity in children in various activities. In the process of cultural practices, the educator creates an atmosphere of freedom of choice, self-expression, cooperation between adults and children.

The creation of an educational environment occurs on the basis of a system of principles of activity learning: - psychological comfort, - activity, - minimax, - integrity, - variability, - creativity, - Continuity. Each of these principles is unique, but they all act as an integral system that allows you to create a single developing educational space.

The principle of psychological comfort is fundamental, since the emotional atmosphere prevailing in kindergarten directly affects the psychophysical health of children. This principle involves the creation of a trusting atmosphere, minimization of stress factors in the educational process. Communication is built on the basis of goodwill, respect for the human dignity of the child, orientation to his interests and needs. The teacher acts as an older friend, mentor, partner, organizer, assistant. Its task is to develop and maintain in children curiosity, keen interest, initiative, independence, a sense of the importance of each in the big and small affairs of the group. Mistakes and failures should not cause fear in children, limit their activity and initiative. The teacher carefully listens to all the answers, ideas and suggestions of the children. In situations where the child’s proposed answer, idea or solution to the problem is “not suitable”, he tries to lead him to make sure that he himself is convinced of this. It is fundamentally important when organizing the educational process to rely on personal motives (the desire for communication, for self-realization and self-affirmation, obtaining satisfaction from the process and the result of the activity), the emotional sphere and the cognitive interest of children. No activity should be imposed on children, they must see (understand and accept) their (“childish”) goal in any activity.

The art of a teacher lies in organizing the educational process in such a way that the child himself wants to learn something, learn something or do something. And the Situation technology helps the teacher in this. The essence of this technology lies in the organization of developing situations with children, based on the use of general cultural knowledge about the laws of effective activity, taking into account the age characteristics of preschoolers. Hence the name of the technology - "Situation", as it is based on various situations that children face during the day. The "Situation" technology gives the teacher the opportunity to manage the situation that has arisen in such a way as to help the child take an independent step in understanding the world; gain experience in performing universal actions to fix difficulties, identify their causes, set goals, plan their actions, correlate the set goal with the result obtained, etc.

What else can be considered a cultural practice? Joint game of the educator and children (plot-role-playing, directing, dramatization game, building and constructive games). The creative workshop provides children with conditions for the use and application of knowledge and skills. The workshops are diverse in their subject matter, content, for example, needlework, familiarization with folk crafts (“Visiting folk craftsmen”), viewing informative presentations, decorating an art gallery, book corner or library (“Book printing workshop”, “Visiting a fairy tale ”), games and collecting. Musical, theatrical and literary living room (children's studio) - a form of organizing the artistic and creative activities of children, involving the organization of the perception of musical and literary works, the creative activity of children and the free communication of the educator and children on literary or musical material. Children's leisure is a type of activity purposefully organized by adults for play, entertainment, and recreation. Collective and individual labor activity is of a socially useful nature and is organized as household labor and labor in nature. The organization of project activities is a special kind of cognitive, creative activity organized by adults. Perception of fiction and folklore We see a special approach of the authors of the program to the organization of children's leisure. The implementation of the principle of psychological comfort requires the teacher to be able to organize children's leisure, making it playful, improvisational, fun and joyful for each child. In order to ensure this condition, teachers should monitor the mood of children, praise, encourage them, create conditions for creative self-expression (remove feelings of insecurity, tightness, fear of doing something wrong). Therefore, entertainment should not include pre-prepared children's performances, but spontaneous improvisation or performance by an adult, which excludes the assessment of children's performance by a teacher. The main "keys" to the organization of children's leisure are three I: Integration - Play - Improvisation. If teachers master these three "keys", then they are ready to organize and conduct light and fun entertainment. Otherwise, the main burden falls on the children: they learn poems, songs, dances for performances with them.

Senior preschool age

Joint play of the educator with children

At the senior preschool age, the following are added: Games - experiments can develop into a director's or plot-role-playing game. Theatrical games (puppet theater, table theater, shadow theater, puppet theater, etc.)

Junior preschool age

Creative workshop

titled "Fun Fair"

Senior preschool age

Creative workshop

From Spoon to Matryoshka", "Toy Craftsman", etc. In the preparatory groups, the educational situation "School of Design" a series of design projects in the form of art salons "Childhood Friend" (toy design), "Golden Key" (theatrical design) , "Cinderella" (fashion design), etc. All

All age groups

Leisure

"Song gatherings" - singing in the circle of familiar songs; theatrical performance of songs. “Costumer for oneself” (disguise) - trying on various costumes, creating game images with the help of costume details and attributes, spontaneous costume games and dialogues. “We play and sing” - games with singing (by show, without prior learning!). attractions; “Dance “assortment” free movement of children to music, figurative dance improvisations, communicative dance games; "Puppet Theatre" - all kinds of puppet shows from showing by adults to a performance that is shown by older children to kids; "Film Festival" - watching your favorite cartoons based on famous fairy tales, etc.

Senior preschool age

Reading fiction

- Grouping of the topics - long -term reading - Reading periodicals (on the example of familiarization with children's journals)

- the target block associated with the coordination of the tasks of the participants in the interaction: the child, the teacher and the children's team;

- a content block that characterizes the space of play communication and play culture in a group through the constitutive components of games that arise both on the initiative of adults and children: an imaginary situation, a play role and play rules;

- an organizational and active block that allows you to use the experience of gaming communication and interaction, the formation of a gaming culture as a condition and means of planning and controlling the educational process, the form and method of organizing the educational space in the kindergarten group.

In addition to the practice of organizing directly educational activities, the preschool group usually develops its own cultural practices of interaction between children and teachers, children among themselves during regime moments and organizing independent activities. Here it is very important for the teacher to understand the methodological techniques aimed at regulating the communication of children in the process of joint activity. For example, these include:

- an explanation of the need to work together, focusing on the overall result when demonstrating methods of joint-separate and joint-sequential, jointly distributed actions;

- teaching children to help each other with advice, showing, doing things together with a peer, indicating that doing work for another does not mean helping him, but, on the contrary, making it worse: not giving the opportunity to learn how to do it yourself;

- reminder of the sequence of stages of joint work and advance approval of its results as the results of collective work;

- explaining to children the moral rules of behavior, in which examples of actions would be given in terms of their influence on the formation of positive relationships in the children's team.

At the same time, their own cultural practice of being in the preschool group of preschool educational institutions develops, which differs from the cultural play practices in which children were initially involved. This is due to the fact that the child's picture of the world includes structural and procedural components that are closely related to the sensation and perception of what and how the child feels and does in a particular situation of contact with the world. Therefore, it is always active and mobile, connected with “probing”, searching for boundaries between oneself and the outside world, between one’s own and others, good and bad for oneself, good and evil. Children are looking for boundaries in order to form an idea of ​​where their place in this world is, to feel it and “secure” it for themselves.

Methods for the implementation of cultural practices in sensitive moments and independent activities of children are divided into several groups depending on their orientation.

The first direction is the implementation of a system of creative tasks focused on the knowledge of objects, situations, phenomena. They contribute to the accumulation of creative experience of cognition of reality through the study of objects, situations, phenomena based on the selected features (color, shape, size, material, purpose, time, location, part - whole). Considering them in contradictions that determine their development, modeling phenomena, taking into account their features, system connections, quantitative and qualitative characteristics, patterns of system development. Methods used: visual-practical, seriation and classification (traditional) and the formation of associations, establishing analogies, identifying contradictions (non-traditional), etc. The main forms of work with children are classes and excursions.

The second direction - the implementation of a system of creative tasks focused on the use of objects, situations, phenomena in a new quality, provides the accumulation of experience in a creative approach to the use of existing objects, situations, phenomena. The fulfillment of tasks of this group allows: - to consider the objects of the situation, phenomena from different points of view; - find fantastic applications for real-life systems; - carry out the transfer of functions in various areas of application; - get a positive effect by using the negative qualities of systems, universalization, obtaining systemic effects. Basically, verbal and practical methods are traditionally used here. Unconventionally - a number of techniques within the framework of the game method: the reception of analogy, "revitalization", changes in the state of aggregation, increase-decrease, "matryoshka dolls", "vice versa", reversal of harm in favor, etc. The main forms of work here are subgroup classes and the organization of independent children's activities.

The third direction is the implementation of a system of creative tasks focused on the transformation of objects, situations, phenomena, which contributes to the acquisition of creative experience in the implementation of fantastic (real) changes in the appearance of systems (shape, color, material, arrangement of parts, etc. ). Changing the internal structure of systems - taking into account when considering a system of properties, resources, the dialectical nature of objects, situations, phenomena. Among the traditional methods of work - environmental experiments and experimentation with visual materials, among non-traditional - the method of focal objects and synectics, improvement of toys, development of creative thinking and creative design. The main forms of work are contests of parent-child creativity (traditionally), organization of subgroup work of children in the laboratory (non-traditional).

The fourth direction is the implementation of the system of creative tasks. It is focused on the creation of new objects, situations, phenomena, which ensures the development of the skills to create original creative products based on obtaining a qualitatively new idea of ​​the subject of creative activity, focusing on the ideal end result of the system development when performing a creative task, rediscovering existing objects and phenomena with the help of elements dialectical logic. Among the traditional methods of work here are dialogue methods and methods of experimentation. Among the non-traditional methods are problematization, brainstorming, and the development of creative imagination. The main forms of work are the organization of children's exhibitions (traditionally), project activities for children and adults (non-traditional). At the same time, there are types of non-traditional techniques for creating a creative image, in particular a pictorial one.

On the basis of the child's cultural practices, his habits, passions, interests and favorite activities are formed, the experience of communicating with adults, peers and younger children is enriched, his own moral, emotional experience of empathy, care, empathy, help is acquired. Thus, cultural practices include the usual (habitual, everyday) ways of self-determination and self-realization, closely related to the content of his being and events with other people and therefore ensure the implementation of the universal cultural skills of the child, include the readiness and ability of the child to act in all circumstances of life and activity on basis of cultural norms.

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