Scheme of conducting experiments instructions for educators. Mini-laboratory "know-ka" - experimental research activity of preschoolers. "Description of the Season"

Content:

Introduction

Relevance of the chosen topic 2

The virtue of experimental research activities 3

State of the Art 4

Didactic meaning of design and research activities 5

II Consistency of work performance.

The pedagogical idea of ​​creating a mini-laboratory "Get to know »,

characteristics of modules 6

Principles of building a mini-laboratory 7

Tasks of experimentation in early preschool age 9

Tasks of experimentation in senior preschool age. 10

Safety rules for experimental research activities 11

Application

List of equipment and materials for laboratory work. 13

The result of the pedagogical idea in the use of the mini-laboratory "Know-ka" 14

Literature 15

Experimental research experiments, experiments for children of primary preschool age. 16

Experimental research experiments, experiments for older preschool children . 21

Algorithm - conducting experiments for preschool children 44

“Know how to open before the child in the world around

one thing, but open so that a piece of life

played in front of the children with all the colors of the rainbow.

Always leave something unsaid so that the child

wanted to go back to what he had learned

(V. A. Sukhomlinsky)

How to bring children to the simplest understanding of the elementary laws of the world around them, encourage them to draw conclusions and generalize?

During the period of cardinal socio-economic and political transformations in Kazakhstan, the prestige of education in the public consciousness has increased,society's requirement for the content of education, the level and quality of training of alleducational levels.

One of such spectacular methods of cognition of the patterns and phenomena of the surrounding world isexperimental research activity , which has long occupied a strong and main place in higher and secondary schools.

Preschool childhood is a unique period in a person’s life, a time when his health is formed and the process of personality development is intensively going on: the formation of the basis of personal culture, moral and spiritual values, the development of the intellectual sphere, creative abilities and skills that a person will operate throughout his life .

It is known that acquaintance with any object or phenomenon gives the most optimal result if it is effective. It is necessary to give children the opportunity to "act" with the studied objects of the world around them. Specially organizedresearch activities allows our pupils to obtain information about the phenomena or objects being studied, and the teacher - to make the learning process as effective as possible and more fully satisfy the natural curiosity of preschoolers.

The main advantage of experimental research activity lies in the fact that it is close to preschoolers (preschoolers are born researchers):

gives children real ideas about the various aspects of the object being studied,

about its relationship with other objects of the environment.

During the experiment, in addition to the development of cognitive activity,there is a development of mental processes -enrichment of memory, speech, activation of thinking, mental skills, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation, the need to report on what they saw, to formulate the discovered patterns and conclusions; there is not only a familiarization of the child with new facts, but also the accumulation of a fund of mental techniques and operations.

It should be noted the positive effect of experimental - research activities:

on the emotional sphere of the child,

for the development of creative abilities,

the formation of labor skills, the ability to bring what has been started to a victorious end.

Children love to experiment. This is due to the fact that they are characterized by visual-effective and visual-figurative thinking. Therefore, experimental research activity, like no other method, satisfies the age characteristics. At preschool age, experimentation is leading, and for the first time threeyears - practically the only way to know the world. Experimentation has its roots in the manipulation of objects.

Experimental research activity is not something newly invented, but a method of teaching that was rarely used or not used at all in the pedagogical process, and sometimes was simply forgotten.

To teach everything new, where the guys will be involved in research projects and creative activities in order to learn how to invent, understand and master new things, express their own thoughts, make decisions and help each other, formulate interests and recognize opportunities.

The teachers of our kindergarten offered one of the options for the mini-laboratory "Know-ka" for individual research activities in a preschool institution.For the implementation of GOSO, each of the teachers, one way or another, understands that modernization in education and innovations that are already being introduced into the educational process are inevitable, since new educational standards cannot be achieved in any other way.

Today, it is clear for everyone that modern children need to be taught in a new way. This is dictated by the current socio-political situation, the rapid changes in the modern world, and our children must be ready for this.

The didactic meaning of design and research activities is that

helps to connect learning with life,

develops research skills,

develops the cognitive activity of children,

teaches you to act independently

plan work, bring it to a positive result,

show initiative and creativity.

In the project of research activities, thanks to our mini-laboratory "Know-ka", children will be able to know the object from different angles, all its characteristics, i.e. a holistic vision of the picture of the object under study is formed (which is what modern pedagogy requires from us).

And what satisfaction the child himself receives from having made a discovery for himself!

The mini-laboratory "Know-ka" is a specific module, with additional compartments designed for equipment during research activities.

The purpose of creating a mini-laboratory "Know-ka" - to form in preschoolers the main key competencies,

ability for research type of thinking.

The module is divided into 4 sectors:

Natural, includes components of living and non-living nature. (Water, sand, stones, seeds, acorns, cereals, etc.)

Man-made, includes components created by human hands. (Paper, cloth, magnet, glasses, chemical liquids, etc.)

Methodical, includes file cabinets of experiments, experiments, safety instructions, algorithms for conducting experimental activities, didactic games with elements of cognitive activity.

Sector-materials and equipment. (flasks, microscope, beakers, spatulas, magnifiers, spoons, pipettes, etc.)

Material selected (concentrated according to a certain principle:

According to the task (for example, modeling, the accumulation of cognitive experience through visibility);

By type of activity (experimentation, transformation);

Content and theme ("Autumn", "Stones" ...)

The principle of static - mobility.

On the one hand, the child is provided with the possibility of free orientation in a familiar environment and, consequently, reliability, confidence and security, and on the other hand, he can change, introduceon Wednesday, something new in accordance with their interests, tastes, mood.

The principle of emotional well-being and comfort.

The content of materials and equipment, their placement, should evoke positive emotions.

The principle of closure.

The developing environment helps to understand the distinction between the external and internal worlds (“I and others”, “one child - a group of children”, “a group of children - kindergarten”, “kindergarten - the whole world” ...), suggests openness to nature, society, etc. d.

The principle of universality.

Provides the ability to independently or with the help of an adult change the object-spatial environment, transforming both the equipment itself and its placement.

Multifunctionality.

It suggests the possibility of using the organization of children's activities to solve various problems.

Rationality.

It implies the convenience of the approach and free access to the material and its use both in independent and in joint activities, repeated use of the material.

Updateability material.

variability material to support the interest of children and take into account their capabilities through the creation of different levels of complexity for the same type of activity and the interests of children.

The tasks of research activities are specific for each age :

Junior preschool age:

Entry of children into a problematic game situation (the leading role of the teacher)

Activation of the desire to look for ways to resolve the problem situation (together with the teacher);

Formation of the initial prerequisites for research activities (practical experiments).

For the use of the mini-laboratory "Know-ka", according to the State Educational Standard, we are attaching experiments for the research activities of preschool children.

Appendix No. 1 (experiments for children of primary preschool age)

Senior preschool age.

Formation of prerequisites for search activity, intellectual initiative;

Development of the ability to determine possible methods for solving a problem with the help of an adult, and then independently;

Formation of the ability to apply these methods, contributing to the solution of the problem, using various options;

Development of the desire to use special terminology, the introduction of a constructive conversation in the process of joint research activities, the ability to put forward hypotheses and independently formulate conclusions.

Application №2 (experiments for senior preschool age)

Safety rules for conducting experimental research activities in a mini-laboratory

"Know"

When conducting experimental research activities, safety rules should not be neglected.

The responsibility for ensuring that safety is observed rests entirely with the teacher.

When organizing activities with children, it is necessary to consider the following:

1. Children need to be taught how to set up experiments; the more often the teacher uses the method of experimentation in his work, the lower the probability of an emergency.

2. Work with children is based on the principle “from simpleto the complex”: the teacher must know at each stage about the level of skills of pupils.

3. All unfamiliar procedures are mastered in the following sequence:

the action is shown by the teacher;

the action is repeated or shown by one of the children, and the one who obviously does it wrong: this will make it possible to focus on a typical mistake;

sometimes the mistake is deliberately made by the teacher himself: with the help of such a methodical technique, he enables the children to concentrate on the mistake, the probability of which is very high;

the action is repeated by a child who will not make a mistake;

the action is carried out all together at a slow pace so that the teacher has the opportunity to control the work of each child;

the action has become familiar, and the children perform it at their usual pace.

4. The teacher should study the individual characteristics of children well and be able to predict their behavior in a given situation, anticipating undesirable reactions and behavior in advance.

5. To exclude overprotection by an adult, the work should be based on the principles of personality-oriented pedagogy.

6. To ensure the rapid suppression of unwanted actions, it makes sense to develop in children a conditioned reflex to some short command, for example, to the “Stop!” signal. The development of the reflex is carried out outside the experimental activity and is usually carried out in the form of a game, when the children, having heard the command, freeze and stop their actions, and direct their attention to the teacher. This signal should be used in extreme situations.

7. In order to successfully manage the experimental research activities of children, the teacher must be able to see the whole team and distribute attention between individual children, as well as have a good command of the factual material and the methodology for conducting each experiment.

8. There should be a calm atmosphere in the classroom.

List of equipment of the mini-laboratory "Know-ka"

Devices - assistants: microscope, magnifying glasses, hourglasses, compasses and magnets;

Transparent and non-transparent vessels of various configurations and volumes: plastic bottles, glasses, buckets, funnels;

Natural materials: pebbles of different colors and shapes, minerals, clay, earth, coarse and fine sand (different in color), bird feathers, shells, cones, nut shells, pieces of tree bark, dry leaves, twigs, fluff, moss, fruit seeds and vegetables, wool;

Waste material: pieces of leather, fur, pieces of fabric, cork, wire, wood, plastic, metal objects

Different types of papers: plain, landscape, notebook, tracing paper, emery paper;

Dyes: berry syrup, watercolors;

Medical materials: pipettes, flasks, test tubes, beakers, cotton wool, funnels, measuring spoons;

Other materials: mirrors, balloons, wooden toothpicks, flour, salt, colored and transparent glasses, molds, steaks, thread.

The success of the pedagogical idea in the use of the mini-laboratory "Know-ka"

Everyone can work on this technology, as it is interesting for both children and adults.

A child researcher from birth, but consciously, does something from the age of 5, and it is possible to prepare a child for this activity from an early age. The ability for intellectual effort, research skills, logic and ingenuity will not get stronger by themselves. This is where parents and teachers can help.

It is important that there is a laboratory atmosphere.

Form of work: classes with all children, with a subgroup, individually.

A competent combination of materials and equipment in the mini-laboratory "Know-ka" contributes to the mastery of children by means of cognitive activity, methods of action, examination of objects, and expansion of cognitive research experience.

Literature

State general education standard of education of the Republic of Kazakhstan.

Kulikovskaya I. E., Sovgir N. N. Children's experimentation. Senior preschool age: Proc. Benefit. - M .: Pedagogical Society of Russia, 2003. - 80 p.

Tugusheva G.P., Chistyakova A.E. Experimental activity of children of middle and senior preschool age: Methodological guide. St. Petersburg: CHILDHOOD - PRESS, 2008. - 128 p.

Application

ALGORITHM - EXPERIMENTAL SCHEMES

Experience is the reproduction of some phenomenon experimentally, the creation of something new under certain conditions for the purpose of research, testing. It is known that the child learns the world around him through research or experience. It is the experience that helps the child acquire the necessary knowledge about life.
Let's remember the first years of the baby. He touched something hot - it hurts, now he will not take this object, even if it is cold, because he has gained his experience. Carrying out a simple manipulation with objects and observing, he learns the world around him, developing his intellect. The child learns the world around him through research activities, and in this activity he develops as a person. “... A child who feels like a researcher, who has mastered the art of experiment, overcomes indecision and self-doubt. He wakes up initiative, the ability to cheerfully overcome failures and achieve success, the ability to evaluate, experience failures and achieve success, the ability to evaluate and admire the achievement of a friend - the willingness to come to his aid.
Professor of the Academy of Creative Pedagogy of the Russian Academy of Education N.N. Podyakov, having analyzed and enriched his experience of research work in the system of preschool education, came to the conclusion that experimentation is the leading activity in childhood. This idea was not understood and not accepted, because everyone considered the game to be the leading activity. More L.S. Vygotsky said that the activity of a young child can be attributed to experimentation. N.N. Podyakov proved that if children of preschool age are deprived of experimentation, then they develop serious mental disorders that negatively affect the development of the child in the future and the ability to learn. He proved that the activity of experimentation permeates all spheres of life, including the game. But authoritarian pedagogy did not recognize this discovery, and children's independence in experiments was regarded as a violation of discipline. In fact, experimentation is an effective way of teaching children.
Within the framework of the innovative experimental site of the preschool educational institution ("Environmental education of preschoolers through experimental and experimental activities" - at the level of preschool educational institutions), there are three levels of implementation of innovative "research learning":

1. The teacher poses a problem and outlines a strategy and tactics for solving it, the solution itself has to be found by the child.
2. The teacher poses a problem, but the child is looking for a method of solving it on his own (at this level, an independent search is given).
3. The formulation of the problem, the search for methods for its research and the development of solutions are carried out by children independently.

These levels characterize the sequence of stages of experimentation in terms of increasing the independence of the child. This can be visualized in the form of a diagram of a model of experimental, research activities with children in a preschool educational institution (Appendix No. 1).
Application No. 1
Scheme of the model of experimental, research activities with children in a preschool educational institution
Target: expand and deepen the knowledge of teachers on the development of cognitive activity of preschool children in matters of experimental, research activities.
Tasks:

1. To increase the level of professional competence of pedagogical workers of preschool educational institutions for the development of cognitive activity of preschoolers through experimental, search and research activities.
2. To form motivation for the use of experimental activities in the educational process for the development of cognitive activity of preschoolers.

Application №2

Card file of experiments and experiments with preschool children

Bibliography:

1. Didactic games and activities with young children / ed. SL. Novoselova. 3rd, ed. correct M.: Education, 1997.
2. Korotkova N.A. Educational process in groups of children of senior preschool age. Moscow: Linka-press, 2007.
3. Kulikovskaya I.E., Sovgir N.N. Children's experimentation (senior preschool age). Bataysk, 2002.
4. Loginova V.I., Babaeva T.I., Notkina N.A. and others. Childhood: a program for the development and education of children in kindergarten / ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurevich. 2nd ed., revised. St. Petersburg: Accent, 1996.
5. Nikolaeva S.N. Methods of ecological education in kindergarten. M.: Education, 1999.
6. Experiments without explosions / comp. A.G. Madera, A.P. Pyatikop, S.A. Repiev. M.: Karapuz, 2000.
7. Shapiro A. Scientific fun // Kindergarten from all sides. 2001.

elena kuzmicheva

small "why" A lot of questions are asked every day. They are interested in absolutely everything. In an accessible form, to explain to a small child the essence of natural phenomena and patterns, to talk about the causes and consequences of what is happening is not an easy task. Of course, you can try to tell or show, or you can to conduct an experiment. That's what preschoolers do in the corner experimentation. baby experimentation plays an important role in the development of preschoolers. experimental activity broadens horizons, teaches to establish cause-and-effect relationships, awakens curiosity, teaches to observe, reflect and draw conclusions. These algorithms allow children to learn how to plan their work, select the means and material for independent activities, define certain concepts, perform experiences and experiments according to a certain algorithm and at the end independently draw a conclusion.

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Irina Ponyaeva

Good day to all, dear colleagues from MAAM. Glad to have you as a guest. In my previous publications, I mentioned that in my work I use cards - schemes for conducting experiments and experiments. In older preschool age, these cards are very helpful and interest children in experimentation. The cards show the stages of the experiments, you can write on the back that will help reading children in conducting experiments.

I did not specifically write explanations for these experiments, so that the children themselves could draw conclusions why this is so and not otherwise.

"Guess by Smell"

1. Blindfold the child.

2. Cook foods with pronounced odors: onion, garlic, lemon, orange, apple, chocolate, etc.

3. Give each product a sniff: it can be recognized by its smell.

"Magic Pyramid"

1. We collect a pyramid from a large ringlet to a small one. We conclude: worth it.

2. We collect the pyramid on the contrary from a small ringlet to a large one. Will it stand? Why?

"Does air have weight?"

1. We make homemade scales.

2. Weigh 2 uninflated balloons.

3. The weight is the same.

4. We inflate one of the balloons.

5. Weigh again. What happened? An inflated balloon outweighs an empty one: air has weight.

6. Pierce an inflated balloon. What happened?

"Dissolution of substances in water"

1. Take a glass of water and a piece of sugar.

2. Put sugar in a glass.

3. Stir. What happened?

4. What happens if you add more sugar?

"Mystery Paper"

1. We put two identical glasses, put a sheet of paper on them.

2. We put the third glass on this sheet. What happened?

3. The paper could not bear the weight of the glass and bent.

4. We fold the same sheet with an accordion.

5. We put a sheet folded like an accordion into two glasses, and a third on top.

6. What happened? Why?

"Friendship of Colors"

1. We take three cans of gouache (red., yellow, blue)

2. We take three glasses of water.

3. In the first glass, mix red and yellow colors - you get orange.

4. In the second glass, mix blue and red - we get purple.

5. In the third glass, mix yellow and blue - we get green. Why?

"How to get a white color or a magic top"

1. Take a top (or divide the circle into three equal sectors and paint in three colors: blue, green, red).

2. We spin the top on the surface of the table. If you drew on a circle, then insert a finely sharpened pencil into the center of the circle, which will act as the axis of the top.

3. The top spins, visually its surface becomes white: the color is not visible.

"Plants drink water"

1. We take 2 glasses, pour water into them, put the branches of a houseplant.

2. Add red dye to the water of one of the glasses.

3. After a while: in this glass, the leaves and stem will turn red: the plant is drinking water.

"Dump and Rain"

1. We take a container, pour sand, put sponges. One end of the container is on a stand.

2. We collect ink in a pipette and drip onto the sponges.

3. Pour the sponges from the watering can with water.

4. We take a syringe, pump out water from the sand. Water is dirty.

"Oil River"

1. We take a container. We make a hole, insert the tube, fix it with plasticine. The free end of the tube is tightly clamped with a clothespin. We pour water.

2. Pour sunflower oil into the water (oil is the same oily substance)

3. Remove the clothespin, drain half of the water into the jar. Water not mixed with oil is poured into the jar. An oil spill forms a film, like oil, which is a serious danger to wildlife.

"Magic Magnet"

1. Take a glass of water.

2. Put a wooden cube and paper clips into it.

3. Place the magnet against the wall of the glass: the magnet only attracts metal objects, even through glass and water.

"Magic Ball"

1. inflate two balloons, rub one of the balloons with a piece of woolen cloth.

2. if two balls are placed next to each other, they will start to repel. Why?

3. The ball that is rubbed is attracted to the wall. Why?

"The water cycle in nature, or the journey of a droplet"

(for adults)

1. We put the jar with a vault, and we place the boiler in it.

2. A bottle with snow inside is installed above the jar.

3. Under this bottle, we install a cut-off bottle with a hole.

4. We turn on the boiler, the steam rises, cools, flows into the cut-off cylinder and from it back into the jar.

"Birds and Oil"

1. We take a bird feather, throw it up, blow it. It will fly smoothly.

Dip the pen in vegetable oil (oil is just as oily).

3. Let's throw a feather up, it falls down like a stone: the feathers of birds stick together and lose their ability to "repel" the air, which means that the bird cannot take off and becomes easy prey for predators.

I hope that our flashcards will help you inspire children's interest in experimentation. The idea of ​​manufacturing belongs to Kochkova V. Yu.