Project “Sand Tales, Wet Riddles” for working with young children. Presentation of project activities with children of the first group of early age

Questionnaire for parents “Children’s games and toys”

“on an active basis through the appropriate activities of children in accordance with their personal interests and personal goals.”

Research activities provide the child with: - joy, having a positive moral influence, - harmoniously develops mental and physical abilities a growing person.

The organization of such activities is carried out using means modern technology: project method.

Main goal project method in preschool institutions:

Is development free creative personality child, which is determined by developmental goals and objectives research activities children.

Development objectives:

- ensuring the psychological well-being and health of children; - development of cognitive abilities; - development of creative imagination;

- development creative thinking; - development of communication skills

The role of the teacher when using the project method:

- accounting age characteristics children; - creating conditions to stimulate children's interests; - building your relationship with your child on complicity and co-creation; - motivates children's activities; - uses gaming methods and techniques. The role of the preschooler: - is an active participant in the project; - overcomes difficulties in solving problems (leader didactic purpose project methods)

Project plan is developed jointly with children and parents, social partners are involved, and a project team is selected.

After the project is defended, its implementation begins

Project implementation principles:

Systematicity, - seasonality, - taking into account the individual, - taking into account age characteristics, - interaction with the child in conditions of the preschool educational institution and families

When using the project method, a number of requirements must be taken into account:

First, the result towards which the project is focused must be practically and educationally significant for its participants. - 2nd, the problem posed must be investigated in a certain logical sequence: putting forward hypotheses about ways to solve it; discussion and selection of research methods; collection, analysis and systematization of obtained data; summing up and preparing them; conclusions and raising new problems. - 3rd; the content of the project should be based on independent activity children of the work they planned at the preparatory stage.

Stages project:

• goal setting; - search for a form of project implementation; - development of the content of the entire educational process based on the topic of the project; - organization of a developmental, cognitive, subject environment;

- determination of directions of search and practical activities;

Organization of joint (with teachers, parents and children) creative, exploratory and practical activities; - work on parts of the project, correction; - collective implementation of the project, its demonstration.

Rough plan teacher’s work in preparing the project:

Setting the project goal. - Developing a plan for moving towards the goal (the teacher and methodologist discuss the plan with the parents). - Involvement of specialists in the implementation of relevant sections of the project. - Drawing up a project plan. - Collection, accumulation of material. - Inclusion of classes, games and other types of children's activities in the project plan. - Homework and assignments for self-execution. - Presentation of the project, open lesson.

Classification of projects used in the work of preschool institutions

Currently projects are classified: a) by composition of participants; b) according to the target setting; c) by topic; d) according to implementation deadlines.

By duration, projects can be:

• short-term (from 1 day to 1 month)

- long-term (from 6 months to 12 months)

Project on sensory development of children.

"Color Mosaic"

Target:

- n accumulation of sensory ideas, including familiarization with color ;

- inclusion, whenever possible, of the main varieties of these properties ;

- V interaction with parents in teaching children’s sensory development in

younger group ;

Tasks:

Form children's interest and ability to play sensory board games;

Form a full-fledged perception of the world around you;

Form the ability to examine objects, highlighting their color;

Reveal the creative abilities of parents in productive and work activities;

And to activate the activities of parents in the process of teaching sensory standards.

Project participants:

- educators,

- parents.

-Examination of paintings: “Harvesting in the garden”; “What grows in the garden?”

• Drawing: “Rays for the sun”, “Leaf fall”, “Drip-drip rain”.

• Construction: “Cars drive along the track.” 1

• Modeling: “Carrot for a bunny.”

- Speech development: “Cockerel - cockerel.”

• Didactic game: “Collect balls in a basket.”

• Consultation for parents: “Sensory abilities for young children.”

- At the end of the project, there was entertainment: “Multi-colored balls.”

- Presentation of the project.

EXPECTED RESULTS:

During the project, conditions were created that ensured efficient use didactic games, didactic games have been tested;

- Children learned to navigate colors;

- Navigate in contrasting values;

- Children’s level of knowledge on sensory development has increased;

Project on speech development for young children:

“Playing a game will help me speak faster.”

Target:

Develop children's speech as a means of communication; understand the speech of adults and peers using toys, books and games; learn to express your thoughts, requests simple sentences. Develop children’s skills, following verbal instructions, to find objects by name, color, size; imitate the actions of people and the movements of animals.

Exercise children to clearly pronounce sounds in words during onomatopoeia; encourage children to use nouns, adjectives, verbs, and adverbs in independent speech. Strengthen children's ability to use prepositions in speech. Help children, while playing, dramatize passages from familiar fairy tales, nursery rhymes, songs, acting according to the rules.

Develop the ability to play in a team, address each other by name, using polite words, words of gratitude. Instill a love of fiction, art, games and toys.

Tasks:

- to form the development of active speech;

- purposefully enrich children's vocabulary;

- children’s needs to communicate with adults and peers through speech;

- understand the speech of others without visual accompaniment;

The ability to understand works of Russian poetic folklore and works fiction;

Maintain children's cognitive attitude towards the surrounding reality (support the child in what he examines and observes);

- encourage children to engage in a variety of activities with objects aimed at familiarizing themselves with them;

Formation of the ability to name objects in the immediate environment in the natural environment and in pictures; recognize and name people of different genders and ages;

- to teach you to understand the speech of others without visual accompaniment.

Project participants:

- educators,

- children of the second early age group No. 3 “Fidgets”,

- parents.

EXPECTED RESULTS:

-The norm in the development of active speech is 80%; lag - 20%;

-We pay great attention to the organization of a subject-development environment.

- We create conditions for conducting didactic games.

The group issued spatial environment in such a way as to provide scope for all types sensory development, fine motor skills, imagination, active speech.

-Game and didactic material is located in the child’s field of vision.

Knowledge about the size, shape, color of objects was consolidated, memory, attention, tactile sensations, fine motor skills thanks to games with didactic material. - Cognitive speech activity children develop through direct educational activities;

Dramatizations using toys; looking at pictures; acquaintance with works of fiction.

Project decorative design plot

"A Tale in a Flowerbed"

Target:

Design landscape design for landscaping and decorative design of the site; landscaping and decoration with small fairy-tale forms.

Tasks:

- Develop artistic and aesthetic taste, love for the nature of the native land.

- Develop a caring attitude towards the results of collective work.

Promote the involvement of children and parents in active creative activity, strengthening child-adult relationships.

- Develop communication skills; feelings of love for kindergarten.

- Maintain joy, pleasure from flower arrangements; small forms of structures.

They were able...

Conversation on the topic: “Nature and children.”

Examination of illustrations for fairy tales; illustrations of flowers.

Reading fiction.

Observation of flowers.

Learning and reading poems about flowers.

Telling fairy tales located in the flowerbed.

Didactic games: " Flower glade", "Fold a flower", etc.

Caring for flowers.

Working with parents:

Consultation on the topic: “The role of folklore in the formation of a careful attitude towards nature.”

Consultation on the topic: “Teach your child to love wildlife.”

Consultation: “Child and Nature.”

Memo: “Introducing children to nature.”

Memo: “Cultivating love for native land»

EXPECTED RESULTS

- Children's knowledge of the plant world has been expanded.

-Increased love for the world around us through a fairy tale.

- Developed interest in the beautiful, colorful world of plants.

- Develop a caring attitude towards nature.

Research and experimental work project

"Wonders of nature"

Target:

Study of the properties and characteristics of sand and water; their ability to work with children; preserving and strengthening the psychological and mental health of children through the introduction of elements of play with sand and water.

Increasing the professional competence of a teacher as an organizer of various types of children's activities.

Tasks:

When working with children:

• development of children's independence and initiative; - instilling in each child a sense of self-worth, developing a desire for active activity; - creating a positive emotional mood, developing the ability to complete work; - development of cognitive processes (thinking, memory, attention, imagination)

- developing the ability to build compositions on the sand according to a model;

- prevention of children's conflicts and aggressive behavior.

Working with a teacher :

• increasing the level of professional knowledge and skills;

- development creative potential teacher

EXPECTED RESULTS

- Improve personal relationships between children;

Generate interest in research activities. - Acquisition of experience by the teacher in independent choice of theoretical and research activities, evaluation of the results obtained.

Project

"Zimushka - winter"

Objective of the project:

• create conditions for the development of children’s cognitive, research and creative abilities during the development of the project.

- consolidate children's knowledge about the season - winter and its signs.

Disguise

• Develop the ability to answer the teacher’s questions, use adjectives and verbs in speech, learn to coordinate nouns and pronouns with verbs, use verbs in the future and past tense, practice using question words (who?, what?, where?) and simple phrases.
• - Encourage children to try to talk on their own initiative about what is depicted in the picture.

"Lamb"

• Develop speech breathing.
• Continue to develop fine motor skills fingers through finger games.
• Develop children's motor activity, teach them to perform movements that correspond to the text.
• - Awaken aesthetic feelings, cultivate interest in the artistic.

Tasks:

1. Expand and deepen children’s knowledge about winter: weather conditions, typical precipitation, life characteristics of people, wild animals and birds in winter.

2. To promote a caring attitude towards nature, a desire to take care of birds and animals (make feeders, feed birds and animals).

3. Develop observation skills, cognitive activity, children's creative abilities, imagination, ability to notice changes in nature, communication skills.

"Special" children in modern conditions»

4. Develop productive activity children, improve their skills in drawing, modeling, appliqué, and develop creative abilities.

5. Promote the formation of cooperation in parent-child relationships.

"Good in a Circle"

Conditions for successful project implementation:

- Development of project activities taking into account the age characteristics of children.

• Introducing children to the ability to see and hear nature.

- Creating conditions for creative activity within the framework of the project for children, parents, and teachers.

- Implementation of close interaction between parents, teachers and children.

Expected Result:

- Expanding children's horizons and consolidating their knowledge about seasonal changes in nature in winter;

- Development of children's creative abilities;

- Development of children's memory by memorizing poems about winter.

Replenishment of the card index of winter-oriented games (didactic, mobile, finger games, and their use by children in free activities);

- Decor group room and an exhibition stand on the theme “Winter”;

Involving parents in creative work with children, strengthening interest in cooperation with the kindergarten.

Objectives: To develop children’s perception, to promote the connection of perception with words and further action; teach children to use words - names for a deeper perception of the various qualities of an object. Improve the level of accumulated practical skills: encourage children to use in various ways to achieve the goal, stimulate further motivating actions and “discoveries”. Foster a desire to take care of the toy and take care of it.

I. Preparatory stage 1. The teacher defines the topic, goals and objectives, the content of the project, predicting the result. 2. Discussion with parents of the project, clarifying the possibilities, funds necessary for the implementation of the project, determining the content of the activities of all project participants. 3. Toys will be selected. 4. Conversation - consultation with parents on the topic: “How I play

Stage 2: Solving the assigned tasks: 1. Educational area - “Communication” - - reading poems: “Our Tanya”, “Airplane”, “Car”, “Bunny”, “Bear” and conversation on the content; - Didactic game for speech development: “Let’s treat Tanya to tea”; - Reading a fairy tale: “The Three Bears”;

2. Educational area - “Cognition” - - Examination of the ball - whether it sinks or not in water (in the form of an experimental activity); - Examination of Tanya, plane, car, bunny, bear. 3. Educational area – “ Artistic creativity" - Modeling "Airplane"; - Drawing “Road for a car”;

4. Educational area – “ Physical Culture» – - Carrying out outdoor games: “Roll the ball through the goal”; "Aircraft"; "Cars"; “The little gray bunny sits and wiggles his ears.” 5.. Educational field - “Artistic creativity” - Modeling “Airplane”; -Drawing “Road for a car”;

II. The main stage of the project: Content of parents' activities: Help of parents in selecting toys. Creating favorable conditions for the development of the child’s personality, taking into account the children’s experience acquired in kindergarten. Contents of the teacher’s activities: 1 week. Topic: “Our Tanya.” Reading the poem “Our Tanya” and talking about the content. Examination of the ball - whether it sinks or not in the water. In the form of experimental activities. Examination of Tanya. Outdoor game “Roll the ball through the goal” Didactic game for speech development: “Let’s treat Tanya to tea.” Week 2. Topic: "Airplane". Reading the poem “Airplane” and talking about the content. Aircraft inspection. Modeling "Airplane". Outdoor game in music hall"Aircraft".

Week 3. Topic: "Machine". Reading the poem “Machine” and talking about the content. Vehicle inspection. Outdoor game "Cars". Game dramatization “Let's take the animals for a ride in the car.” Drawing "Road for a car." Week 4. Topic: "Bunny". Reading the poem “Bunny” and talking about the content. Bunny examination. Outdoor game “The little gray bunny sits and wiggles his ears.” Week 5: “Bear” Reading the poem “Bear” and conversation on the content. Sew a paw on the bear. Examination of the bear. Reading the fairy tale “The Three Bears.”

Project results. The project allowed to influence different kinds their activities (game, cognitive, artistic-speech, musical-game); noted positive reaction And emotional response children to get acquainted with different types toys, children showed interest and desire to play with toys; children’s speech activity increased, which had a positive effect on their independent play activity children, children include various toys in the plot of the game and try to carry out role-playing dialogue; I think I managed to achieve good results interaction between teacher and parents. Parents took an active part in the project, drawing pictures about toys. A homemade book “Toys” was made.

Kaneva L.M., Nenyang E.A.,

teachers of MKDOU

"Kindergarten "Snow White"

Nadym

The project “Sand Tales, Wet Riddles” is intended for work with young children. This project contains material on the educational field “Cognition”, through integration educational areas: “Socialization”, “Security”, “Communication”.

This project is addressed to preschool teachers educational institutions, working with young children, parents.

Explanatory note

In accordance with Federal law“On Education”, “The Concept of Preschool Education”, the Law of the Yamalo-Nenets Autonomous Okrug “On Education in the Yamalo-Nenets Autonomous Okrug”, the main priority of education today is the personality-oriented interaction of the teacher with the child: acceptance and support of his individuality, interests and needs , development of creative abilities and caring for it emotional well-being. World, surrounding the child, becomes from year to year more diverse and complex and requires from him not stereotyped, habitual actions, but mobility of thinking, quickness of orientation, creative approach to solve large and small problems.

The innovative policy of preschool education is aimed at increasing the individualization and uniqueness of the pedagogical impact on the child, strengthening the position of parents who are participants in this impact. Teachers of preschool institutions focus not only on preparing for school, but also on preserving a full-fledged childhood in accordance with the psychophysical characteristics of the developing personality. Respect for the child, acceptance of his goals, interests, creation of conditions for development are indispensable components of the humanistic approach. The humanistic view of the essence of education, which is held by modern researchers (V.P. Bederkhanova, O.S. Gazman, V.G. Maralov, V.A. Sitarov), is associated with the understanding of education as a joint activity of children and adults.

Modern preschool education guides teachers towards the use of the most effective pedagogical technologies in educational practice, aimed at mastering the necessary knowledge, developing logical thinking, and children’s speech, teaching them to find solutions in various problem situations.

One of these technologies is the project method, which last years has become very firmly established in the practice of preschool educational institutions. The project method gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, which allows him to successfully adapt to the changed situation of schooling. In the context of modernization modern system education and awareness of the increased role of innovation, the teaching staff of the MKDOU "Kindergarten "Snow White" strives to update the content, achieve a new quality of education based on the introduction of innovations in the priority areas of activity outlined in the Development Program preschool.

A powerful tool to help teachers in professional growth, pupils in successfully mastering the requirements of the state educational standard, parents in implementing active participation in the educational process is the innovative project “Blossoming Kindergarten” (implementation period 2008 – 2013), within the framework of which 16 mini-projects are implemented by preschool teachers various directions, but having a common core - the social significance of specific events that constitute the essence of the project.

Each mini-project is designed for a specific age of a preschooler and is implemented during the school year. In the 2010-2011 academic year in early group The project “Sand Tales, Wet Riddles” was implemented.

Leading cognitive process at an early age is perception. Its importance is difficult to overestimate. If a child does not receive components that contribute to the development of perception, then he may develop serious gaps in his ideas about a number of properties of objects and phenomena in the world around him.

Child’s perception of the world in the second and third years life goes on through feelings and sensations. These children are trusting and spontaneous, easily involved in practical activities together with adults, and enjoy manipulating various objects. As practice shows, if a child is not taught at an early age how to perform examinations and the ability to observe, then in the future he does not always show a strong interest in activities and experiences a feeling of fear when familiarizing himself with a new subject.

This problem can be solved if, from an early age, the child is actively introduced to the natural world, which opens up great opportunities for cognitive activity.

This requires a systematic approach that allows the child to be involved every day in searching, creative activities that contribute to the formation of his investigative actions.

The main tasks of forming perception are integrated with the tasks of developing speech, movements, and gaming skills. A series of observations, experiences and experiments contributes to the formation of cognitive interest in children, the development of observation and emotionality in communication with the outside world. In order to interest children and awaken their creative activity, gaming methods and techniques, as well as artistic expression, are offered.

The proposed material can be used variably, it can be specified, supplemented with tasks, and methods of interaction with children.

This approach contributes to the formation of a holistic perception of the world.

The formation of research actions occurs in substantive activities. For its successful organization, a non-standard subject-development environment was created.

The implementation of this approach to the development of perception of young children makes it possible to stimulate their need to understand the world around them. They absorb well sensory standards(color, shape, size), group, find and name objects in the immediate environment, correlate objects according to selected characteristics. Together with adults, they perform some examination actions and use them in independent activities. Show interest, curiosity, cheerfulness.

This material allows us to carry out targeted work on the formation of elementary examination actions in young children as a condition for perceiving the world around them. It can be used by teachers of early childhood groups.

Objective of the project: acquaintance with the properties of water and sand, developing the skills of experimenting with objects, developing fine motor skills, enriching the vocabulary of words.

Project objectives:

• strengthen physical and mental health babies;
• ensure emotional well-being;
• expand children's horizons, create an atmosphere of joy and pleasure,
• cultivate feelings of sympathy for peers, form a unified child-adult team;
• develop children’s mental processes and cognitive abilities;
• develop fine motor skills;
• cultivate interest in the diversity of human relationships;
• expand the experience of orientation in the environment, enrich children with a variety of sensory impressions;
• develop creativity and creativity of project participants;
• develop children's communication skills, promote successful adaptation a team;

When helping preschoolers master gaming skills, it is necessary to be guided by the following principles organizing games in kindergarten:

First principle: The teacher should play with the children in the position of a “playing partner”, “who knows how to play interestingly”, who knows how to structure the game in such a way that at the appropriate age stage the children are immediately faced with the need to use a new, more the hard way building the game.

Second principle: the teacher should play with children throughout preschool childhood, but at each stage the game should be developed in such a way that the children immediately “discover” and assimilate a new, more complex way of constructing it.

Third principle: Starting from an early age and further at each stage of preschool childhood, when developing gaming skills, it is necessary to simultaneously orient the child both to the implementation of a gaming action and to explaining its meaning to partners - an adult or a peer.

The teacher's task: By the age of three, develop in a child the ability to develop conventional plot actions with a toy, a substitute object, and an imaginary object, connect two or three game actions into a semantic chain, verbally designate them, and continue the meaningful action started by an adult partner and then by a peer.

Forms of work on the project

- work with children:

1. Reading and viewing fiction (rhymes, jokes, jokes).

2. Playing games with sand and water.

3.Conduct play activities.

4. Replenishment of the subject-developmental environment of the group;

5. Experimental activities

- work with parents:

1 Selection of fiction;

2. Making a model of “Moidodyr”, “Aquarium”;

3.Completing creative tasks;

4. Joint experimental activities;

5. Consultations

Project structure and content

This project presents:

ü long-term work plan for academic year;

ü collection of game activities;

ü experiments with sand and water

ü illustrated album “Water, water”;

ü consultations for parents and teachers on conducting play activities and experimental and research activities with children.

ü photographs of the “Moidodyr” and “Aquarium” models.

Project implementation period: September – May.

Project participants: teachers, children, parents.

1. Expected result:

Pupil:

Competencies:

- children know and are well oriented in the relationship between the sizes of objects (small - large), know colors;

Knows how to handle objects and imagines a variety of ways to use them;

Possess basic skills of productive activity;

Own advanced vocabulary(verbs, nouns, adjectives, etc.), use generalizing concepts (water, sand);

Communication skills:

Enjoy joint activities with adults,

Receive positive emotions from holidays and entertainment;

Use speech as a means of communication with peers;

Prerequisites for scientific activity:

Have a strong interest in fiction;

Interest in meaningful activities arises;

Able to clearly express thoughts and engage in dialogical communication;

Planning work to implement the project

"Sand tales, wet riddles"

September

Target:

To develop knowledge about the properties of dry and wet sand; - Introduce children to the properties of water

Tasks:

• Teach how to examine material (squeeze sand in your hand and pour it out of your palm);
• Develop visual-auditory connections, fine motor skills, coordination of movements;
• Foster a positive attitude towards elementary experimental activities;
• To develop in children the skill of practical experimentation with different objects from different materials;
• Develop an active vocabulary;
• Foster a positive attitude towards the character Droplet.

October

Target:

To consolidate children's knowledge about the property of wet sand - to maintain the shape of an object.

Introduce children to the properties of rubber and stones. Rubber is light and floats in water. The stone is heavy - it sinks.

Tasks:

• Teach children to make prints of palms, fists, and edges of the palm.
• Cultivate a positive attitude towards your work and the work of your comrades.
• Teach children to act with rubber toys, natural materials- pebbles.
• Develop the ability to recite a familiar nursery rhyme and demonstrate it using finger exercises.

November

Target:

Strengthen children's knowledge about the properties of water and sand

To develop in children the skill of practical experimentation with different objects from different materials.

Tasks:

• Develop the ability to recognize and name primary colors.
• Foster a positive attitude towards basic research activities.
• Teach children to act with natural materials.
• Develop visual-auditory connections, fine motor skills, coordination of movements.
• Cultivate cognitive interest in the world around you.

December

Target:

To consolidate children's knowledge about the property of sand - to hold water.

To form children's understanding of the properties of water - the possibility of coloring.

Tasks:

• Develop imagination and creative abilities.
• Cultivate accuracy in work and a desire to play alongside friends.
• Learn to name primary colors.
• Cultivate a positive attitude towards elementary research activities.

January

Target:

To consolidate children's knowledge about the properties of dry and wet sand.

Give an idea of ​​the property of snow to turn into water.

Tasks:

• Form an idea of ​​quantity (one - many), size (large - small).
• Develop the ability to display in speech using prepositions (on, under) the location of objects.
• Develop gross and fine motor skills, tactile sensations.
• Foster a caring attitude towards animals.
• To develop in children the skill of practical experimentation with different materials.
• Foster a positive attitude towards the Snowman character.

February

Target:

Teach children to lay out a mold from wet sand.

Give an idea of ​​the property of water to turn into ice.

Tasks:

• To form knowledge about the height of an object - high, low.
• Develop gross motor skills hands, coordination of movements.
• Cultivate goodwill and a desire to help.
• Develop the ability to name primary colors.
• Foster a positive attitude towards the character.

March

Target:

Strengthen the ability to determine the properties of dry (crumbles) and wet (holds its shape) sand.

Give an idea of ​​the properties and qualities of ice.

Tasks:

• Teach children to scoop sand with a scoop and fill a mold. Strengthen the ability to use a sieve.
• Develop gross and fine motor skills.
• Cultivate a positive attitude towards the character, a desire to help.

• Form an idea of ​​wild animals (hare, squirrel, bear).
• Develop fine motor skills of the hands.
• Cultivate responsiveness and goodwill.

April

Target:

Continue teaching children how to lay out shapes from wet sand.

To develop in children the ability to name the temperature of water

Tasks:

• To teach children to finish the words of a familiar fairy tale
• Develop fine motor skills and coordination of movements.
• Cultivate sympathy for the game characters, evoke a desire to help them.
• Practice naming items of clothing and linen.
• Develop an understanding of some labor actions and items necessary for washing (water, soap, basin).
• Cultivate interest in the work activities of adults.

Target:

Strengthen children's ability to lay out shapes from wet sand.

Strengthen the ability to determine and name the temperature of water “cold”, “hot”, “warm”.

Tasks:

• Learn to find objects hidden in the sand by touch and by name.
• Develop tactile-kinesthetic sensitivity.
• Cultivate a positive attitude towards the character.
• To teach children to use names of objects and actions with them in speech.
• Develop the ability not to be distracted from the task at hand.
• Bring up cultural and hygienic skills, behavior.

Annex 1

Name of the toy: “Moidodyr”

Nomination: educational and visual aid.

Appendix 2

Gallery of unconventional games and aids

Games with water and sand.

Open up wide opportunities for cognitive development children. By pouring and pouring water into various containers, immersing toys in water, watching ice melt, kids get new impressions, experience positive emotions, get acquainted with the properties of water and various items (warm - cold, sinks-floats, etc.)

Center "Sand and Water" - helps the teacher in solving one of the most important tasks development of a 2-3 year old child. It's about O independent play– with experimentation, with various suitable objects and natural materials.

By organizing games with water and sand, the teacher not only introduces children to the properties of various objects and materials, but also reinforces elementary representations about the shape, size, color of objects, developing the child’s fine motor skills. Kids love these games very much. Sand can be poured from palm to palm, from a scoop into a mold, or buried in it various items and dig them up, build slides, paths, etc., and then destroy them and build them again.

To play with sand, you need scoops, a variety of molds, and small toys for burying (balls, cubes, rake sticks).

For playing with water - a set of rubber and plastic toys(figurines of fish, turtles, boats), nets, balls, a set of toys made of different materials (for the game “what floats”, “what sinks”?), a set of colored pebbles, shells.

Games with water.

The teacher invites the child to experiment with water:

• Drowning doesn't sink
• Gets wet
• With ice
• Hot, cold
• With snow
• Dissolves (paint, gouache)
• Catching objects with juice
• Boat voyage
• Bathing toys
• We do the laundry - we help mom
• Fishing
• Freezing of water in a vessel

	"Rivels" Our task is to teach the baby to pour water from one container to another. A set of toy dishes is good for this. Invite your child to treat the doll to “tea” by pouring water from a teapot into a cup. Please note that it should not overflow. Ask the baby: why doesn’t water from the kettle use a small sponge (it should be soft and small to fit in a child’s hand) to pour water from one dish to another. To do this, lower the sponge into a bowl of water, wait for it to absorb the liquid, and transfer it to another bowl. There we pour out the water, squeezing out the sponge.
"Water Mill" Another favorite activity for children is a water mill. Take a ladle with a spout, scoop up some water and show your child what to pour, trying to hit the center of the blade.
	"Spilling the soup" Show your child how you can use a ladle to transfer water from one small saucepan to another saucepan. Children love to do everything like an adult, so they are happy to work with a ladle. And now that we have already learned how to hold a ladle well, offer to pour the “soup” into plastic plates without spilling. "Catching balls" You will need a small strainer, 10 tennis balls, and a bowl. Invite your child to catch the balls using a strainer and put them in a bowl.
"Catch a piece of ice" An adult puts 5-10 small pieces of ice into a container of water and says to the child: “Look, look what’s happening. The ice floes were big, but they are becoming small. Let's save them!" The child uses a net or scoop to remove larger pieces of ice from the water and places them in a separate bowl. After all the pieces of ice have been removed, the adult asks: “Where did the rest of the pieces of ice go? What's wrong Has it become them? “They melted and turned into water.”
	"What floats" To play and experiment, you need a set of objects made from different materials (a plastic boat, a rubber duck, a metal spoon, a pebble, paper boat, foam figurine, wooden stick, etc.). The adult invites the child to gradually lower all the objects into the water: “What a beautiful boat! He's ready to set sail. Put him in the water and let him float. We have so many other items! They also want to swim. Let’s set them sailing too.” During the game, the adult always asks the child to name the objects and helps to comment on the actions.

Appendix 3

Experiments with water

Water

How does water move? Why are the drops round? Why do some bodies sink while others float? What happens to a substance dissolved in water? We will find answers to these questions here.

The power of water

Water, like all liquids, does not have its own form. If you give her free rein, she will take up all the possible space. Water flows downward under the influence of gravity, and when falling from a height, its force can be converted into electricity. Slowly and imperceptibly, water rises up the trunk of the plant, supporting its life.

A flower blooming on the water.

Required

Paper

Colour pencils

Deep plate with water

Progress of the experiment

1.Cut out a star from paper and color it.

2. bend the petals over dotted lines inside.

3. put a piece of paper in a plate.

Result: The flower will gradually open.

It's because...that water, due to capillarity, penetrates into the smallest empty spaces between the fibers of the paper and fills them. The paper swells, the folds straighten out, and the flower blooms.

Result

In a horizontal position the lid does not sink, but in a vertical position it immediately sinks to the bottom.

This is because...

...that the more water an object displaces during a dive, the more force the object is pushed upward. A plasticine boat and a pan lid displace water not only with their body, but also with their voids, and, therefore, displace heavy weight water than they weigh themselves. They are subject to a buoyant force greater than their weight. She keeps them afloat. A lump of plasticine and a lid lowered vertically displace less water. And since the submerged volume in this case is smaller, the buoyancy force is not enough for them to remain on the surface.

Buoyancy limit

Required

Plasticine

Small objects (paper clips, balls, pebbles, cubes)

Progress of the experiment

1.make a bath from plasticine

2. Pour water into a basin and lower the bath into it. On board, mark to what level it sank.

3.gradually fill the bath small objects and watch how the mark descends into the water.

Result

The more the bath is loaded, the deeper it sinks into the water.

This is because...

...that the bath has a certain volume filled with air. But as it is filled with cargo, it becomes heavier at the same dimensions, that is, it acquires increased density. As long as the bath displaces more water than it weighs, it does not sink, but only sinks deeper and deeper. But when the bath becomes heavier than the water it can displace, it will sink. This experiment shows that the buoyancy of an object also depends on its density.

Appendix 4

Playing with sand.

Target: introduce children to the properties of sand. To help expand children's knowledge about the properties of dry and wet sand. Activate speech and enrich children's vocabulary. Strengthen cultural and hygienic skills.

Tasks: Develop children's active speech. Teach children experimentation skills. Evoke positive emotions. Develop cooperation skills among peers.

Playing with water and sand helps adults solve one of the most important tasks in the development of children 2-3 years old. We are talking about an amateur game - experimenting with various suitable objects and natural materials.

By organizing games with water and sand, the teacher not only introduces children to the properties of various objects and materials, but also reinforces basic ideas about the shape, size, color of objects, and develops the child’s fine motor skills. Kids love these games very much. Sand can be poured from palm to palm, from a scoop to a mold, you can bury various objects in it and dig them out, build slides, paths, etc., and then destroy and build again.

It is noted that sand play is more sustainable and purposeful than other types of play. Sand shaping can be considered the beginning of construction; it forces the child to concentrate. If you have the opportunity, organize sand play at home during the long winter days. This will be happiness for the baby.

Sand games

• Dry – burying objects in sand
• Construction of pyramids
• Drawing with sticks on the sand
• Pouring sand from palm to palm
• Spilling from the mill
• Raw – bake cookies
• Games with beads
• Burying, digging up toys in the sand
• Construction of paths, slides
• Leave your mark on the sand
• Laying paths of pebbles on the sand

“We bake cookies” In the “Sand - Water” center, one container contains dry sand, and the other contains wet sand. An adult shows a child beautiful molds different styles and offers to bake cookies. The child tries to perform actions with both dry sand and wet sand. Gradually, as a result of playing with dry and wet sand, he understands that nothing can be built from dry sand, but it is possible from wet and wet sand. If necessary, an adult provides assistance to the child or guides his actions verbally. "Find the ball" An adult buries a small ball in the sand and asks the child to find it. First, you can drop the ball in front of the baby, then so that he cannot see the adult’s actions

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