Circle activity on experimentation in the second junior group “Why. Self-analysis of experimental activities with children of the second junior group "Introduction to the properties of water" Snow and its properties "

Romanova Vitalina Anatolyevna, teacher of MBDOU kindergarten No. 10 "Lazorik" in the city of Donetsk, Rostov region

Introspection

experimental activities with children of the second younger group

"Introduction to the properties of water"

OOD spent during the time allotted in the daily routine, 7 children were present. The children of the group have formed the skills of educational activities, they easily make contact with the teacher. They are able to hear and listen to the teacher. OOD was carried out in accordance with the synopsis, compiling which, first of all, I took into account the age, psychological individual characteristics of children, outlined the goal, tasks, content of the OOD, determined the form of conduct, methods and techniques necessary to obtain positive results. OOD built in the form of experimental research activities of children, which contains the integration of educational areas: "Speech development", "Cognitive development", "Social and communicative".

Purpose of OOD: to activate mental abilities, logical thinking, creativity of children, the ability to draw conclusions.

Tasks:

Educational: to develop the dialogical, monologue speech of children, to enrich the vocabulary at the expense of words denoting the properties of water.

Developing: to promote the development of cognitive activity in children, curiosity, the desire for independent knowledge and reflection.

The logical construction of the OOD made it possible to carry it out without going beyond the allotted time. The duration of the OOD is 15 minutes, which corresponds to the norms of SAN PiN.

Analyzing the activity of children, I would like to note that they showed cognitive activity throughout the entire time, emotionally reacted to the methods of activation of activity. They were interested, attentive, organized, felt comfortable, were liberated. The questions (tasks) offered to the children, to which they themselves found the answer, drew the appropriate conclusions, encouraged the children to take action and solve the tasks set. I believe that the chosen form of organizing the OOD was quite effective, which made it possible to see the final result in specific activities. The effectiveness of the OOD was also facilitated by the preliminary work (children used the existing knowledge and skills) carried out in the group, namely: these are constant observations on a walk at different times of the year for rain, snow, observation of how, in active sunlight, evaporation occurs after rain, conducting experiments with water, snow, ice, examining snowflakes, decorating ice buildings with colored ice floes, reading fiction, guessing riddles, using folk signs in practice, etc. The interconnection and interdependence of the OOD elements, the implementation of practical tasks helped to create a positive emotional background for the activity process, to maintain interest throughout the entire time. The proposed tasks were accessible in terms of complexity to children, which contributed to the solution of the tasks set, the children felt like "creators", rejoiced, surprised, admired, willingly shared their discoveries with the teacher and their comrades, and this made it possible to develop their positive self-esteem, self-significance: I succeeded!”, “I know”, etc. The children were friendly, responsive, helped each other. At every moment of the OOD, I tried (being nearby) to quietly guide children to search for a problem, helped to gain new experience, the specifics of working with children was reflected in a student-oriented, differentiated approach to learning, expressed in the performance of tasks of different levels of complexity, taking into account the level of knowledge and " zone of proximal development for each child. Individualization of training was manifested in the provision of help, reminders, and additional explanations to those who found it difficult to perform experiments. She constantly praised and encouraged the children in order to consolidate their situation of success. Changing activities (experiments, experimentation, guessing riddles, reading poetry, dynamic pause) prevented fatigue. The manuals were of sufficient size, bright, colorful, selected at an accessible level for children. I used visual, verbal and practical methods, which were aimed at the use of cognitive, speech, motor skills, their improvement, the development of attention, imagination, memory, speech. The children were pleased with the fact that they constantly showed curiosity, were interested in cause-and-effect relationships, tried to come up with explanations on their own, were able to observe, experiment. They have basic knowledge about the natural and social world, are capable of making their own decisions, and are prone to strong-willed efforts. They have a good command of oral speech, they can express their thoughts and desires using speech. Program tasks were solved, OOD achieved its goal.

Diana Shishova
Report on the organization of experimental activities in kindergarten

Federal state educational standards define new approaches to joint activities of the educator, child and parent. Experimental research activity opens up a wide range of opportunities for collaborative activities of adults and children.

Today, more and more attention is paid to the quality of education, because education should be not only useful, but also interesting, it should form a person’s worldview, develop curiosity and erudition in him. We do this very well with the help of organizations experienced- experimental work with preschoolers.

A preschool child is an inquisitive, thinking, observing person. Knowing the world, he makes many discoveries. Experimentation is an effective means of intellectual development of preschoolers. Any child is involved in it constantly: he tears paper, takes apart toys, plays with sand, water and snow. Our task is to help the preschooler in conducting research, to make it useful and safe for the child and his environment. In modern educational practice, the importance of independent research activities child is underestimated. We are in a hurry to teach the child what we ourselves consider important. And he himself would like to explore almost everything.

Therefore, exploratory behavior for a preschooler is the main source of obtaining ideas about the world.

In my work, I use experienced– experimental preschool activities. Experimentation is the leading activities in young children: "The fundamental fact is that activity experimentation pervades all spheres children's life, All children's activities, including gaming.

The development of cognitive activity in preschool children is especially relevant at the present stage, as it develops children's curiosity, inquisitiveness of the mind and forms on their basis sustainable cognitive interests through research activity. Is it possible to organization of research activities with preschool children? Yes! For a younger preschooler, an increased interest in everything that happens around is characteristic. Every day, children learn more and more new objects, strive to find out not only their names, but also similarities, think about the simplest causes of the observed phenomena. Supporting children's interest, you need to lead them from acquaintance with nature to its understanding.

The problem of developing the intellectual and creative potential of the child's personality is one of the main educational tasks. Each child has individual cognitive abilities. Abilities are found not in knowledge, skills, as such, but in the dynamics of their acquisition.

So, at the age of 2-3 years, objects for research in real action with a small inclusion of figurative and symbolic material should prevail. At the age of 3-4 years, the objects for research become more complex and diverse, and the figurative and symbolic material begins to take up more space. At the age of 4-5, in addition to the increasingly complex real objects and figurative-symbolic material, the simplest elements of normative-sign material can be introduced. At 5-7 years old, all types of materials with more complex content should be presented.

Placement of material for cognitive research activities should be mosaic, in several quiet places in the group room, so that the children do not interfere with each other.

Some of the objects for research in action can be permanently located on a special didactic table (or a pair of regular tables adapted for this purpose). I place the rest of the objects for research and figurative-symbolic material in the field of view of the children immediately before the start of their free activities. It is advisable to divide all the material into several functionally equivalent sets and periodically change them throughout the year in order to arouse waves of children's interest in new or slightly "forgotten" materials.

Equipped in a corner of nature "mini-laboratory", this is a place equipped with special equipment, a variety of materials, where children conduct independent and joint research with an adult activity. One of the main tasks of the laboratory as a developing environment is to teach children to ask questions, to independently seek and find answers to them. Acting independently, making tests of a search and imitative nature, the child acquires a valuable personal experience, which is based on its active subjective activity.

Preschoolers are asked questions: "Which sand is lighter - dry or wet?", "What sinks in water - stone, sand or wood? ”, “What happens to salt, sugar, sand when they are immersed in water?”, “What will happen to a lit candle if it is covered with a jar? ” etc. After the children answer the questions, we experiments. Experiences are accompanied in children by pronunciation and putting forward many hypotheses-guesses, attempts anticipate expected results. This has a positive effect on the development of speech, the ability to build complex sentences, draw conclusions. Multiple repetition of the same experiments, characteristic of many children, develops in them a certain algorithm of actions, the clarity of the performance of individual operations, accuracy in work (otherwise the experiment may fail). And the questions "For what?", "How?" And "Why?" already require from educators competence in various areas of the world around us.

All experiments which we hold, take pictures, make presentations, watch with the children.

In the process of experimentation, all mental processes develop. The child constantly needs to perform operations of analysis and synthesis, comparison and classification, generalization and polarization. He reproduces in speech everything he sees, formulates the discovered patterns, draws conclusions.

Therefore, I try to include experimentation in various forms. activities: play, work, walk, observation, independent activity. This helps to keep children interested in learning.

Experienced– experimental activity children according to the age and abilities of children. I introduce them to the properties of the sun's rays, which heat the surrounding objects, evaporate moisture. Studying the properties of sand, the kids conclude that dry sand is light in color, free-flowing, and it is impossible to make a cake out of it. Wet sand is dark and easy to sculpt. Watching the wind, the children come to the conclusion that in the presence of wind, the blades of paper pinwheels and sultans rotate slowly or with acceleration. Getting acquainted with the properties of paper and fabric, the guys notice that the paper is torn. Depending on the thickness, it can be wrinkled, it gets wet in water. The fabric consists of threads, wrinkled, it is easy to wash and iron.

Our work with children is aimed at creating conditions for sensory development, during which children get acquainted with the phenomena and objects of nature. In the process of forming research actions, several tasks: showing a child is combined with an active action (perception of taste, smell, feeling, etc., objects are compared in appearance. We teach children to reason, draw conclusions, compare facts. Use experience in various activities whether playful or practical.

Often noticed how children tasted the snow on the street. We always say that snow cannot be eaten, but why exactly, the children could not understand. Here we have decided to snow experience. They brought snow in containers to the group and, when the snow melted, poured water into cups and looked through a magnifying glass. After such experience the children did not try the snow.

Very interesting and captivating experiments with air because it is not visible. Children are happy to fly a kite to see the gusts of wind, the movement of air masses. They take air into plastic bags and notice that they become dense, elastic. Young children blow through a tube onto the surface of the water, which creates waves and bubbles. And if you blow on a small object through a tube, it will begin to move. There are many interesting objects for experimentation, it is impossible to list everything now. Thus, purposeful systematic experimental work with preschoolers makes it possible to identify and form in children the need for constant cognitive activities, maintains interest and promotes all-round development.

Compliance with the above pedagogical conditions contributes to the effectiveness of the experienced- experimental work.

We are surprised at everything. How? Why and why?

Preschool children- inquisitive explorers of the surrounding world. They learn it in the game, on walks, classes, in communication with peers. The child's thinking begins with a question, with surprise or bewilderment, with a contradiction. Therefore, I was faced with the task of creating conditions for independently finding answers to my questions “Why?” and “How?”.
A thoughtful, systematic acquaintance of the child with the unknown contributed to the development of the most important operations of thinking in him:
analysis (observing objects, children examine and study them),
comparison (children find similarities and differences between objects and materials from which they are made),
the ability to establish relationships (children identify ways to use objects in various areas),
generalization (children learn to combine objects, classifying them into groups to animate or inanimate nature, the man-made world, based on the identification of essential features).
Experimentation, as one of the forms of organizing children's activities, encouraged children to be active in independence, to discover new knowledge and ways of knowing. And I tried to help the child realize his curiosity, direct it in the right direction, become an assistant to the child in understanding the world. I came to the conclusion that the main advantage of using the experimentation method in kindergarten is that during the experiment:
Children get real ideas about the various aspects of the object being studied and its relationship with other objects and with the environment.
There is an enrichment of the child's memory, his thought processes are activated.
Speech develops.
There is an accumulation of the fund of mental skills.
Independence, goal-setting, the ability to transform any objects and phenomena to achieve a certain result are formed.
The emotional sphere of the child, creative abilities develop, work skills are formed, health is strengthened by increasing the overall level of motor activity.
My work with children was aimed at creating conditions for sensory development in the course of getting to know the phenomena and objects of the surrounding world. During which I combined the demonstration with the active action of the child to examine the object (feeling, tasting, smelling, etc.).
She taught to compare objects similar in appearance, to compare facts and conclusions from reasoning.
By organizing games with the studied objects and materials, I not only introduced children to the properties, but also consolidated elementary ideas about the shape, various sizes, colors of objects, developing the child's fine motor skills. Kids love these games very much.
Studying the section "Water". Water can be poured, heated, ice floes can be caught in the water, etc. In practice, the children were convinced that they can wash themselves with water, lower objects into it, and they will become cleaner if they are washed with water. During the experiment, children get the idea that water is liquid, therefore it can spill from a vessel; that water has no color, but it can be dyed; that water can be warm and cold, that water is clear, but it can become cloudy; that some substances dissolve in water, and some can transfer their taste to water; that water can turn into ice, and ice can turn into water.
"Sand" Sand can be poured from palm to palm, from a scoop to a mold, you can bury various objects into it and dig them out, build slides, paths, and then destroy and build again
Getting acquainted with this topic, she conducted various experiments - games with sand. On the experience of the game “Bake a Treat”, children try to mold a “treat” from dry and wet sand with their hands and with the help of molds. In the game "Footprints", children make sure that footprints and prints remain on the wet sand. When conducting an experiment with sand, I suggest that children pass wet sand through a strainer, and then dry - the kids see that dry sand can crumble, but not wet.

The most important discovery for children during a walk during observation was the conclusion that sand is a lot of grains of sand.
Studying "Air" children with the help of object-manipulatory activity get the idea that air is lighter than water. When conducting the didactic game “Catch the air”, I suggested “catching” the air in plastic bags and making sure that the air is not visible, but it is. In the game "Storm in a glass" the kids blew through a straw into a glass of water and watched as the water displaced the air. Playing the game "My cheerful sonorous ball" children learn that the ball jumps high because there is a lot of air in it. From the experience "Sail the boat", the children learned. that objects can move with the help of air. And on a walk, watching the grass and foliage, they watched the wind, which is the movement of air.
Getting acquainted with the section "Stones"
Carrying out manipulations with the stones "Light-heavy" and "What shape is the stone?", we made sure that the stones are heavy and light, and that the stones have a different shape. And when they compared two stones taken from the street and from a battery (in winter), they came to the conclusion that stones can be cold and warm. And when they squeezed a stone and a lump of cotton in their hands - that the stones were hard.
Forming ideas about "Paper"
With the help of experiments, the children determined that paper is light: it can be blown off the palm of your hand, and it does not sink in water, unlike stones; that paper can be thin and thick and it can tear: it is very easy to wrinkle and tear a napkin, unlike thick cardboard.
I took the content of knowledge about objects of nature in the program "Young ecologist" S.N. Nikolaeva. (Like a second partial program)
1. Water is a liquid substance, it pours, flows. Water has no color, smell, taste, so it takes the shape of the vessel into which it is poured. Water can be clean or dirty. Water can be of different temperatures: cold, room, hot, boiling water. Water can change its state: in the cold - ice, when heated - steam. Ice is hard, brittle, transparent, cold, melts from heat. Strong steam can be seen - it happens when the water boils (white, in clubs, when the water is cooled). When cooled, the steam turns into snow, frost. Snow is white, soft, cold, melts with heat. Everyone needs water for life. Cognitive interest develops, children are happy to participate in experiments and games with water, snow, ice.
2. Air is everywhere. It is transparent, light, imperceptible, it is easy to run and walk in it, you can feel it (air). Some animals can fly - they are adapted. Man invented different devices for flight. Everyone needs air to breathe. People need clean, fresh air. It manifests itself in cognitive interest - the desire of children to participate in experiments with air, in various games to detect it.
3. Soil - earth, sand, clay and their properties. The earth is dark (black, gray), crumbly, passes water and becomes wet and sticky; clay - yellow, poorly passes water; sand - yellow, crumbly, easily passes water. All plants need soil.
4. Stones - river, sea, pieces of coal, chalk, granite. River and sea - solid, strong, of various shapes, colors and sizes.
Charcoal is black, hard but brittle, gets dirty, paints with it, burns well and gives a lot of heat. Needed by factories.
Chalk is white, hard, brittle. It is obtained from the rock. They can draw.
Granite is hard, variegated, of different colors. Mined in the mountains, processed, polished - it becomes smooth, shiny, beautiful. It is expressed in the cognitive interest of children in practical experiments with different soils, stones, in voluntary participation in collecting stones, in drawing on the site.
5. Paper - thin, rough. People make paper from wood, in special factories. Paper can be very strong - cardboard. It soaks in water, it can be set on fire (it burns), it can be cut. Many things can be made from paper (disposable dishes, boats, cardboard boxes, napkins, etc.). It manifests itself in cognitive interest - the desire of children to participate in experiments with paper, in various games to discover its properties and qualities.
6. Fabric - it is soft and rough. People make cloth in factories to make gray clothes. It comes in different colors and different qualities. From one coat is sewn - it is very warm, from the other light dresses for the summer. The fabric can be washed and nothing will happen to it, it can be cut with scissors, or set on fire - it burns. Cognitive interest develops, children are happy to participate in experiments and games with the fabric.
7. Glass - transparent, durable, smooth, odorless. Things made of glass are called glass. The glass breaks, and the shard can cut you. It cannot be cut, it does not burn. It is expressed in the cognitive interest of children in practical experiments with glass.
8. Wood - not transparent, durable, you can shove your hand, rough, smells like a forest. It can be sawn, driven in nails. Many objects for people are made from wood. Wood conducts heat well and burns. Cognitive interest in experiments and games with wood develops.
9. Plastic - smooth, light, can be washed, bathed with it, can be crushed into small pieces. Manifested in a cognitive interest in experiments and games with plastic
10. Salt - white, crystalline, tastes salty, odorless. It dissolves well in water. Used in cooking.
11. Sugar - white, odorless, crystalline, sweet in taste. It dissolves well in water. Used in cooking. You can grind it into a powder - you get powdered sugar. Children develop a cognitive interest in these materials: they willingly participate in experiments and observations, express different opinions.
12. Metal - hard, cold, smooth, heavy, sinking, durable. They make a lot of metal objects. It manifests itself in a cognitive interest in experiments and games with metal
13. Light - comes from the sun, it is warm and pleasant, all living beings need it. Sunbeams happen when the sun shines on the glass. If the beam is directed through a magnifying glass, you can burn through the paper. Then people use sunglasses. An understanding is formed that light is very necessary, children show great interest in it.
14. Electric light is a light bulb. Lighting devices in small quantities and rationally placed around the room illuminate it as needed at any time. Children are interested in exploring daylight and electric light and its possibilities.
In order to develop cognitive activity and maintain experimental activity, the Dunno Experimental Center was created in the group. In it, the development of primary natural-science ideas, observation, curiosity, activity of mental operations (analysis, comparison, generalization, classification, observation) takes place; the formation of skills to comprehensively examine the subject. At the same time, it is the basis for the specific play activity of the child (work in the center involves the transformation of children into "scientists" who conduct experiments, experiments, observations on various topics). There are various materials for research that correspond to the age of the children:
Natural materials: samples of sand, clay, earth, stones, pebbles, shells, chalk, iron, rubber, plastic, wood; flower and vegetable seeds, tree samples (cones, acorns, chestnuts), pits, nut shells, water and food coloring.
Waste material: plastic, pieces of fabric, leather, fur, paper of various textures, wire, corks, beads, ropes, laces, threads, plastic bottles of various sizes, multi-colored clothespins and rubber bands, screws, nuts, screws, etc.
Bulk products: flour, salt, sugar, various types of cereals.
Special equipment: various tubes, funnels, sieve; cups, plates, spoons; syringes, pipettes; scales, magnifying glasses, magnifiers, magnets, measuring instruments.
Collections: stones, shells, feathers, paper, fabric, buttons.
In my practice, I widely used the method of projects as an in-depth study of objects and phenomena. Since the project activity implies the interaction of all participants in the educational process: the child, parents, teachers, and the joint collection of materials on the topic of the research project reveals the creative abilities of children, involves parents in the educational process, which naturally affects the results of the work. Children and parents actively participated in educational research projects: “Zimushka is a beauty”, “Vegetables and fruits are healthy products”, “Water is a magician”, “Air is invisible”, “Birds”, “Spring is red” and many others.
Using the method of experimentation in my work with children, I was convinced that in the process of independent activity, the child performs multilevel experiment:
physical: learns to control his body and individual organs;
natural history: gets acquainted with the real surrounding world, with the properties of objects and cause-and-effect relationships operating in the world;
social: remembers the individual characteristics of each person (peer and adult), forms of interaction between people with each other;
cognitive: trains mental processes, masters a variety of mental operations;
linguistic: engages in word creation, discusses the results of the experiment, plays word games, i.e. experimenting with words;
personal: learns his personal capabilities;
strong-willed: remembers how he himself can influence other people;
behavioral: models their behavior in various life situations. Since children's experimentation is closely related to other types of activity - observation, speech development (the ability to clearly express one's thoughts facilitates the experiment, while the replenishment of knowledge contributes to the development of speech). The connection of children's experimentation with visual activity is also two-way. The deeper the child studies the object, in the process of getting to know nature, the more accurately he will convey its details during the visual activity. The connection between experimentation and the formation of elementary mathematical concepts does not require any special proof. During the experiment, the need constantly arises to count, measure, compare, determine the shape and size. All this gives real significance to mathematical representations and contributes to their awareness. Children's experimentation is a good means of intellectual development of preschoolers, it has a positive effect on the emotional sphere of the child; on the development of creative abilities, on strengthening health by increasing the overall level of physical activity. In this regard, I will continue to work in this direction. I would like to collect collections: "Iron", "Wood", "Plastic", "Magnets"

Julia Prostsova
Circle activities for experimentation in the second junior group "Why"

In a rapidly changing life, a person is required not only to possess knowledge, but, first of all, the ability to obtain this knowledge himself and operate with it, to think independently and creatively. Experimentation permeates all spheres of children's activities: play, sleep, walk, eat, etc.

From birth, the child is already an explorer in itself. Experiments help develop thinking, logic, creativity of the child, allow you to visually show the connections between living and non-living things in nature.

The role of experienced - experimental activities in the development of preschool children is very large. baby experimentation is of great importance in the development of the intellectual abilities of children. along with the game is the leading preschool child activities

Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. For successful development, it is necessary to pay more attention to creating conditions, the activity of the children themselves. Research activity is of great interest to children. Research provides the child with the opportunity to find answers to the questions "how?" And " Why", to satisfy his inherent curiosity. The child feels like a scientist, researcher, discoverer. At the same time, the relationship between the teacher and the children is built on the basis of partnership, which allows the child to show his own research activity.

In children of the fourth year of life, curiosity is clearly manifested (the word "curiosity" not yet applicable). They begin to ask adults numerous natural history questions, which indicates at least three important achievements:

Children have accumulated a certain amount of knowledge (as you know, there are no questions on a completely unfamiliar problem);

The ability to compare facts, to establish at least the simplest relations between them and to see gaps in one's own knowledge has been formed;

There was an understanding that knowledge can be obtained verbally from an adult.

Children are already able to capture the simplest cause-and-effect relationships, so for the first time they begin to ask questions. « Why?» and even try to answer some of them themselves. Gaining personal experience, children of four years old can already sometimes foresee the negative results of their actions, therefore they react to adult warnings more meaningfully; however, they themselves are completely unable to monitor the implementation of safety rules.

Preschoolers learn in the classroom to set a goal, solve problems, put forward hypotheses and test them empirically, and draw conclusions. Children experience great joy, surprise from their small discoveries, which make them feel satisfaction from the work done.

Push to start experimentation surprise, curiosity, a problem raised by someone or a request can serve. To maintain interest in experimentation tasks are practiced for children, in which problem situations are modeled on behalf of a fairy-tale hero - a doll.

Target: creating conditions for the development of cognitive activity of children in the process experimentation.

Tasks:

To form in children knowledge about animate and inanimate nature;

Develop initiative, activity, independence;

Cultivate love and respect for animate and inanimate nature.

The organization of work is carried out according to the following interrelated directions:

About materials (sand, clay, paper, cloth, wood).

About natural phenomena (wind, snowfall, sun, water; playing with the wind).

About the world of plants (methods of growing from seed, bulb, leaf).

About a human.

About the subject world.

During the research - experimentation children's vocabulary develops through words denoting sensory features, properties, phenomena or objects of nature (color, shape, size); crumpled, broken; high - low - far; soft - hard - warm, etc.)

The program uses the following methods:

Excursions, targeted walks;

observations;

Showing fairy tales (teacher, children);

Examination of book illustrations, reproductions;

Conducting didactic games;

verbal methods:

Reading literary works;

Conversations with elements of dialogue, summarizing the stories of the educator.

game methods:

Carrying out various games (sedentary, plot-role-playing, didactic, games - dramatizations, etc.);

Riddles;

Practical methods;

Organization of productive children's activities;

Registration of a herbarium of plants, fruits;

Staging fairy tales, excerpts from literary works;

Making visual aids with children.

When building the system of work of our mug We paid particular attention to the following directions:

Cognitive - entertaining direction aims to introduce children to the components of animate and inanimate nature, influence activities person to these components in a playful and entertaining way.

Practical direction - the study of flora and fauna associated with practical matters (feeding birds, planting flower beds, etc.).

The research direction is carried out within the framework of a productive activities(excursions, observations, experiments).

As a summing up, open classes, game competitions, quizzes, exhibitions are held.

Classes mug are held once a week: Tuesday, Wednesday at afternoon.

Working hours: 16.30 – 16.45

Number of children in subgroup: 8 - 10 people.

forward planning club activities« Why»

Month Lesson Topic Targets Literature

September « Why is there mud in autumn?» Target: Acquaintance with the properties of the soil.

Dybina O. V. What are objects made of?, page 17

"Playing with sand, clay" Target: Refinement of ideas about the properties of dry and wet sand. Dybina O. V. What are objects made of?, page 19

"Sunshine"

Target: Formation of knowledge about the natural source of light - the sun. Dybina O. V. "Unknown near", page 35

"What is in the box"

Target: Introduction to the meaning of light and its sources: sun, flashlight, candle. Dybina O. V. "Unknown near", page 9

October "Stone Road"

Target: Introducing children to properties stones: hard, heavy, large, small, sink in water, can be pressed into wet sand. Tugusheva G. P., Chistyakova A. E. " Experimental activities preschool children” page 16

"Who lives in the water" Target: Development of cognitive interest and imagination. Dybina O. V. "Unknown near", page 26

"Tasty water"

Target: Replenishment of knowledge about properties water: water has no taste, but can take and change it. Tugusheva G. P., Chistyakova A. E. " experimental figure preschool children” p. 11

"Magic Water"

Target: Revealing the properties of water and paint, the ability of paints to dissolve in water and change the color of water. Dybina O. V. "Unknown near", page 9

November "Sail, sail boat" Target: Introduction to the properties of water and paper.

Dybina O. V. "Unknown near", page 8

"Wonder Paper" Target: Expanding children's knowledge about different types of paper Dybina O.V. "Unknown near", page 16

"Hot - cold" Target: Determining the temperature of substances and objects. Dybina O. V. "Unknown near", page 12

"Teremok" Target: Acquaintance of children with a tree. Dybina O. V. What are objects made of?, page 9

December "Ice flakes are multi-colored, bright, conspicuous" Target: Pinning one of the properties water: freezes at low temperatures.

Dybina O. V. "Unknown near", pp. 5, 28

Frost and sun wonderful day Target: Consolidation of knowledge about the properties of snow depending on air temperature. Dybina O. V. "Unknown near", page 21

"Ice Fantasy"

Target: Formation of ideas about the properties of ice (ice is solid water, ice melts in heat). Dybina O. V. "Unknown near", pp. 20 – 21

"Wind, wind, breeze"

Target: Acquaintance with such a natural phenomenon as the wind, the ability to determine the strength of the wind. Dybina O. V. "Unknown near", page 8

January "Long live scented soap" Target: Expansion of knowledge about the properties of soap and its purpose, by experimentation. Dybina O. V. "Unknown near", pp. 7 – 8

"Snow - snowball"

Target: Introduction to Elementary Properties snow: cold, melts in heat, turns into water. Dybina O. V. "Unknown near", page 22

"Footprints in the snow" Target: Replenishment of children's knowledge about the density of snow. Dybina O. V. "Unknown near", page 23

February "My eyes"

Target: Formation of ideas about the eyes of a person, about the meaning in our life. Dybina O. V. "Unknown near", page 13

"Noses - snub noses sniff" Target: Formation of children's ideas about a person's nose, about its functions and significance in a person's life. Tugusheva G. P., Chistyakova A. E. " experimental figure preschool children” p. 9

"What do I need a tongue for?" Target: Formation of children's ideas about the language of a person, its meaning. Dybina O. V. "Unknown near", page 15

"Keep your ears up" Target: Formation of ideas about the organ of hearing - the ear. Dybina O. V. "Unknown near", page 11

March "Which is better paper or fabric" Target: Acquaintance with paper and fabric, with their properties and qualities. Dybina O. V. What are objects made of?, page 15

"Plate of Clay" Target: Acquaintance with clay, its qualities and properties. Dybina O. V. What are objects made of?, page 17

"Bow of paper and fabric" Target: Fixing the concept of paper properties (crumples, tears, soaks in water) and fabrics (wrinkled, it can be washed and ironed) Dybina O. V. What are objects made of?, page 18

"Visiting Little Red Riding Hood" Target: Consolidation of knowledge about materials (fabric, paper, clay, wood, from which objects are made. Dybina O. V. What are objects made of?, page 21

April "Sinking - not sinking"

Target: Consolidation of knowledge about light and heavy objects (some remain on the surface of the water, others sink. Dybina O. V. What are objects made of?, page 28

"Vitamins on the Window"

Target: Formation of children's ideas that plants need water and light to grow. Dybina O. V. "Unknown near", page 19

"Spring Branch" Target: Observation of the appearance of leaves on a twig. Dybina O. V. "Unknown near", page 20

"What's in the package?" Target: Acquaintance with the properties of air.

Dybina O. V. "Unknown near", page 30

May "Bubble" Target: Consolidation of ideas about the properties of air. Dybina O. V. "Unknown near", page 31

"Alive - not alive" Target: Formation of ideas about the concept "live" And "inanimate", comparison of living and non-living according to characteristic features. Dybina O. V. What are objects made of?, page 19

Final session Purpose: Determining the effectiveness of classes mug in achieving the goals Dybina O.V. What are objects made of?, pp. 16 – 18

Methodical literature

1. Dybina O. V., Rakhmanova N. P., Shchetinina V. V. “The unknown is nearby. Experiences and experiments for preschoolers". – M.: TC Sphere, 2015

2. Dybina O. V., Rakhmanova N. P., Shchetinina V. V. What are things made of. Games - activities for preschoolers». – M.: TC Sphere, 2015

3. Dybina O. V., Rakhmanova N. P., Shchetinina V. V. "Man-made world. Games - activities for preschoolers». – M.: TC Sphere, 2015

4. Tugusheva G. P., Chistyakova A. E. " Experimental activities children of middle and senior preschool age. GEF". – M.: "Childhood - press", 2015

In the fourth year of life, the child begins to clearly feel his own "I" and strives for independence. He is ready for discoveries and actively explores the surrounding space, expanding his ideas about the properties of familiar objects. However, younger preschoolers are not always sure of the correctness of their actions and the choice of a research method, which is why adults so often hear the questions of three-year-old “why”.

Theoretical foundations for conducting experimental activities in the second junior group of preschool educational institutions

At the age of three, the child experiences one of the crises of personal development. The child longs to be independent, but is faced with overprotection by adults or lacks the accumulated skills and abilities to be independent in all activities. In the classroom in kindergarten, the teacher helps in creating new relationships between the child and adults, which are based on an element of cooperation. Experience is not passed on to children in a ready-made form, but the possibility of obtaining it is shown.

The development of children's cognitive activity is one of the main areas of work of a teacher in accordance with the Federal State Educational Standard. Broadening one's horizons, assimilation of knowledge about the objects of the surrounding world, their qualities and properties should be carried out through the formation of experimental skills.

In the classroom with the teacher, children form practical skills and experimentation skills.

Know how to open one thing in front of the child in the surrounding world, but open it in such a way that a piece of life plays in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to return to what he has learned again and again.

V. A. Sukhomlinsky

Age features of children 3–4 years old

Curiosity boils in younger preschoolers, in joint research activities with the teacher, the pupils develop the skills and abilities of experimental activities, and in independent studies, the guys will improve them. The discovery of information is comprehended by trial and error, it is important not to leave the successes of little experimenters without praise and teach them not to stop if something did not work out on the first try.

To organize experimentation, the teacher takes into account the age characteristics of pupils of the second junior group (3–4 years):

• Curiosity. Children actively study new subjects and expand their ideas about familiar phenomena and objects with interest.
• Manifestation of independence. The teacher should encourage the desire of children to acquire new knowledge.
• Imagery and involuntary memory. Children remember best what aroused the greatest interest and positive emotions. However, it is still difficult to keep attention for a long time, so the teacher takes into account the need for preschoolers to frequently change the studied subjects or types of study.
• Formation of figurative thinking. The ability to reproduce images without direct contact with the objects of study makes it possible to involve new types of learning for children during the lesson: listening to thematic poems and fairy tales, guessing riddles, conducting conversations.
• High emotionality. It is important for a child to receive approval and praise. The teacher predicts a situation of success in preparing a future lesson.
• Active development of speech activity. During the study of objects and observations, work is carried out to develop speech and replenish vocabulary.

Conducting experiments, pupils expand their ideas about the properties of a particular object of reality.

The purpose and objectives of experimental activities

The purpose of experimental activities in the second junior group is the formation and expansion of children's ideas about the objects of the world through practical actions. Experimentation contributes to the active development of mental abilities: observing the objects of experience, the child analyzes, summarizes the information received, compares them, and draws elementary conclusions. Research qualities are manifested in various regime moments (in the classroom, during walks, in independent activities), children of 3-4 years old are rapidly learning the world.

You can conduct observations and experiments while walking

Experimental activities in the second junior group are aimed at solving a number of problems:

• Educational:
  • expansion of ideas about the properties and qualities of objects of living and inanimate nature;
  • formation of the ability to independently study subjects;
  • training in the ability to use instruments in research (magnifier, lamp, scales, magnets).
• Developing:
  • improvement of fine motor skills and coordination of movements;
  • development of visual, auditory, sensory perception;
  • development of attention and memory;
  • development of speech abilities.
• Educational:
  • creation of positive motivation for independent experimentation;
  • creating a friendly atmosphere in the group during research, fostering mutual assistance within the team;
  • development of self-control and self-regulation, education of perseverance and accuracy;
  • development of the ability to follow the instructions of an adult.

During the experiments, a favorable atmosphere is created in the group, friendly relations are strengthened.

Types of experimental activities

Types of children's experimentation in the second younger group can be distinguished by the nature of the cognitive activity of pupils: