Cognitive research activities in the senior group: planning. Card file of cognitive research activities of children (senior group)
Cognitive research activity preschoolers is aimed at knowledge child of the surrounding world in all its diversity. In this activities the child's need for new experiences and experimental activities, which makes the process of establishing causal relationships more successful.
The main advantage of the experimentation method is that it gives children real ideas about the various aspects of the object being studied, its relationship with other objects and with the environment.
In the process of experimentation, the child’s memory is enriched, his thought processes, since there is a constant need to perform operations of analysis and synthesis, comparison, classification and generalization. The need to report on what he saw, to form the discovered patterns and conclusions stimulates the development of speech. The result is not only familiarization of the child with new facts, but also the accumulation of a fund of mental techniques and operations that are considered as mental skills.
Tasks informative- research preschool activities
*** To form ideas about the various aspects of the object under study, its relationship with other objects and the environment.
***Improve children's ability to ask questions and get factual answers.
***Develop search - cognitive activity children as an intellectual - personal, creative development.
*** To support children's initiative, ingenuity, independence, evaluative and critical attitude towards the world.
*** About the world of animals, plants and the conditions necessary for their growth and development.
*** About materials: paper, fabric, wood, plastic.
*** About natural phenomena: seasons, weather phenomena, living and inanimate nature- water, ice, snow, etc.
children's curiosity,
constant stimulus to development. N. S. Leites
We have in group cognitively- research activity looks like both frontally and individually and always with great interest and very recklessly.
"Such a different fabric".
Target: learn different types of fabrics, compare their qualities and properties.
Understand that the properties of the material determine the way it is used.
To form the concept of fabric as a material from which a person makes a variety of clothes.
Children are considering different types fabrics, pay attention to general characteristics material: (chintz, wool, capron, drape, knitwear). Compare fabrics by their properties; learn to understand that these characteristics determine the way the fabric is used for tailoring.
"Seeing sand through a microscope".
Target: Determining the shape of grains of sand. Contribute to the formation in children cognitive interest develop observation, thinking activity.
Conclusion Q: What is sand made of? From very small grains - grains of sand. They are round and translucent. In the sand, each grain of sand lies separately, does not stick to other grains of sand.
Plants' need for water.
Target: Clarify children's ideas about the structure of plants, about the functional significance of plant parts; to form children's ideas about the importance of water for the life and growth of plants. To teach children to draw conclusions during experimentation, to make logical conclusions.
Conclusion: plants need water, without it they die.
"Funny Boats" (buoyancy of objects).
Target: learn to mark various properties items. Develop cognitive activity of children in the process of conducting experiments.
Conclusion: not all objects float, it all depends on the material from which they are made.
"Paper World"
Target: Recognize different types of paper (napkin, writing, wrapping, drawing). Compare them quality characteristics and properties. Understand that the properties of a material determine the way it is used.
Conclusion: We learned that paper is fragile, it wrinkles, tears, burns and gets wet, it all depends on the material from which they are made.
"Measuring Image Dimensions with Lenses".
Target: introduce with an optical device - a lens; form ideas about the property of the lens to magnify images. To teach children to draw conclusions during experimentation, to make logical conclusions.
Conclusion: When viewing objects, their size increases or decreases depending on which lens is used.
"Insect World".
Target: clarify children's knowledge about insects, their diversity, hallmarks, movement.
Conclusion: appearance Insects are very diverse, the methods of movement are different. There are beneficial insects and harmful ones.
"What do we know about time"
Target: talk about the measurement of time, a variety of watches. Fix the concept "save time".
"We measured the depth of the snow". Target: to form a realistic understanding of inanimate nature; reinforce the knowledge that water can be in a solid state (snow, ice).
Conclusion: the depth of snow is different everywhere. Where it's sunny, there's less. Where there is little sun, there are higher snowdrifts.
"Footprints in the snow". Target: learn to compare and contrast footprints: human and animal.
Conclusion: human footprints remain deeper than the footprints of domestic animals.
"Magic ball". Target: Determine the cause of static electricity. Gently rub the ball on hair, fabric, clothes and pieces of fabric begin to stick to the ball, hair, clothes. They touch it with their hand, observe what changes - the ball falls.
Conclusion: Electricity lives in our hair, we caught it when we began to rub the ball on our hair, it became electric, so it was attracted to the wall.
Children are explorers by nature, with joy and surprise they discover the world. They are interested in everything. The task of adults is not to stop, but, on the contrary, to actively develop research activities .
Download:
Preview:
Research activities in kindergarten
"Tell me and I'll forget,
Show me and I will remember
let me try and I'll understand."
Chinese proverb
Preschool education is designed to ensure the self-development and self-realization of the child, to promote the development of research activity and initiative of the preschooler.
scientific search effective means development of research activity of preschoolers is actual problem requiring theoretical and practical solutions.
Among the possible means of development cognitive activity preschoolers special attention deserves research.
The child's need for new experiences underlies the emergence and development of inexhaustible orienting research (exploratory) activity aimed at understanding the world around. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops.
That is, knowledge is acquired firmly and for a long time when the child hears, sees and does something himself. Children are explorers by nature, they discover the world around them with joy and surprise. They are interested in everything. The world opens up to the child through the experience of his personal sensations, actions, experiences. The kid studies the world as he can and with what he can - with his eyes, hands, tongue, nose. He rejoices in even the smallest discovery.
Why do most children lose interest in research with age? Maybe we adults are to blame for this?
Very often we say to the baby:"Step away from the puddle, you'll get dirty! Don't touch the sand with your hands, it's dirty! Throw out this crap! Throw a stone! Don't take the snow! Don't look around or you'll trip!"
Maybe we, adults - fathers and mothers, grandparents, educators and teachers, unwittingly, discourage the child's natural interest in research? Time passes, and he is no longer interested in why the leaves fall from the trees, where the rainbow hides, where the rain comes from, why the stars do not fall.
In order for children not to lose interest in the world around them, it is important to support their desire to explore everything and everything in time.
The task of adults is not to stop, but, on the contrary, to actively develop research activities.
Research activities- this is a special kind of intellectual and creative activity based on search activity and on the basis of exploratory behavior;
This is the activity of the child, aimed at comprehending the structure of things, the connections between the phenomena of the surrounding world, their ordering and systematization.
basis research activities are:
Search activity- this is behavior aimed at changing the situation (or attitude towards it) in the absence of a certain
forecast of its results, but with constant consideration of the degree of its
efficiency.
Exploratory Behavior- this is a behavior aimed at finding and acquiring new information from the external environment.
Exploratory activity is the natural state of every child, he is tuned in to the knowledge of the world, he wants to know everything. To explore, to discover, to study means to take a step into the unknown.
Development of research activities in ontogeny:
Cognitive research activity is born in early childhood, and at first it is a simple experimentation with things, during which perception is differentiated, the simplest categorization of objects by color, shape, purpose arises, mastered sensory standards, simple gun actions.
In the period of preschool childhood, an "island" of cognitive research activity accompanies the game, productive activity in the form of tentative actions, testing the possibilities of any new material.
Cognitive-research activity of an older preschooler is manifested in the form children's experimentation with objects and in the form of a verbal study of questions asked to an adult (why, why, how?)
The value of research activities for children:
- Enrichment of the child's memory, his mental
- The child's speech develops.
- There is an accumulation of a fund of mental techniques and operations.
- Independence is formed and developed, the ability to transform any objects and phenomena to achieve a certain result.
Research provides an opportunity for the child to find answers to the questions “how? " and why? ". This is a great opportunity for children to think, try, experiment, and most importantly, express themselves.
In the process of research activity, cognitive activity and curiosity develop, the child’s memory is enriched, his thought processes are activated, because constantly there is a need to perform operations of analysis and synthesis, comparison and classification, generalization. The need to formulate patterns and draw conclusions stimulates the development of speech. The child accumulates mental skills, develops visual abilities. He has to measure, count, compare.
Developing emotional sphere child, his creative abilities.
The use of research activities is especially important when working with delayed children. mental development because they have difficulty in sensory-perceptual activity. Approximate research activity as a whole has a lower level of development compared to the norm. Children do not know how to examine objects, find it difficult to orient themselves in their properties, do not show pronounced orienting activity, and cannot cope with the solution of visual and practical problems. They have difficulty recognizing objects by touch.
Nikolai Nikolaevich Podyakov distinguishes two main types of orienting research (search) activities among preschoolers.
- First - when activity in the process of activity comes entirely from the child himself. At first, the child, as it were, disinterestedly tries out different objects, then sets a goal, looks for ways and means to achieve it. In this case, the child satisfies his needs, his interests, his will.
- Second view when orienting research activity is organized by an adult who singles out the essential elements of the situation and teaches the child a certain algorithm of actions. Thus, children receive the results that were previously determined for them.
Research Technology Model
coincides with the model of scientific research and includes the following steps:
- Problem situation
- The problem, its formulation (identification of incomprehensible phenomena - problem statement)
- Hypothesis
- Selection of material for testing hypotheses
- Hypothesis testing
- Formulation and formatting of the conclusion
Problem situation- this is a situation in which the child wants to solve some difficult tasks for himself, but he does not have enough data, and he must look for them himself.
To create problem situations, the teacher can use the following methodological techniques:
- Leading children to a contradiction and suggesting that they independently find a way to resolve it;
- Presentation of different points of view on the same issue;
- Invite children to consider the phenomenon from different perspectives.
- Encouraging children to compare, generalize, draw conclusions.
- Statement of specific questions on generalization, logic.
- Statement of problematic tasks (with insufficient or redundant data, uncertainty of the question, conflicting data, specially made mistakes, limited time execution).
From work experience:
In our FIDGET group, we set up the “Laboratory of the Wise Owl”, which helps us to study the world that surrounds us. In our laboratory, there are various interesting and necessary equipment and a variety of research materials.
Uncle Filin told us about his laboratory, the rules of conduct in it and the safety measures when working with equipment. Together with the wise Owl, the guys and I traveled the world (we visited the forest, the garden and the vegetable garden, the grain field, Africa and the north), explored the properties of water, sand, air, magnet, measured height, weight, cooked fruit juice And vegetable salad, baked cookies and made salty dough. We studied time and recognized objects by touch, and vegetables and fruits by taste. Also looking for answers to different questions. We explored sounds, inanimate nature, animals and birds, and even our own names..
In April, a research project was implemented in our Fidget group
As part of this project, we:
- looked at illustrations and videos about chocolate;
- read "Chocolate Fairy Tale" and poems about chocolate;
- collected split pictures, guessed riddles;
- explored the properties of chocolate through experiments
Color, taste, smell, fragility, solid and liquid state of chocolate;
- properties of cocoa powder - color, smell, taste, solubility;
- talked about the benefits and harms of chocolate;
- learned about how and from what chocolate and chocolates are made;
- created their monument to chocolate;
- they themselves prepared sweets "Sweet Tooth" according to the algorithm of a wise owl;
- sculpted various sweets from plasticine;
- they chose candy wrappers for them;
- came up with names;
- made a collage about the benefits and harms of chocolate.
- The children did with their parents various crafts from candy wrappers and chocolate.
- A quiz about chocolate was held with the participation of children and parents.
There are many ways to develop the potential of the individual, but the actual research activity is undoubtedly one of the most effective.
If a researcher child finds support from teachers and parents, he will grow into an adult researcher - smart, observant, able to independently draw conclusions and think logically, who will find something interesting and unusual in the world around him all his life, who knows how to be surprised and rejoice everything he sees around.
Preview:
To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com
Slides captions:
Research activity in work with preschool children “Tell me and I will forget, show me and I will remember, let me try and I will understand”. Prepared by the teacher-defectologist GBDOU kindergarten No. 34 Sadikova Elena Alekseevna St. Petersburg 2013
Equipment for research activities 1. Various containers. 2. Measuring spoons, strainers, funnels different size, gloves. 3. Pipettes, plastic syringes (without needles). 4. Rubber pears of different sizes. 5. Plastic, rubber tubes. 6. Wooden sticks, spatulas, spatulas. 7. plastic containers. 8. Roulette, ruler. 9. Scales, compass, hourglass, flashlight, candles, thermometer. 11. Colored transparent glass. 12. Magnifiers, mirrors, magnets. 14. Schemes of work stages, pre-prepared cards for independent research activities.
Food materials: sugar, salt, flour, coffee, tea, chocolate. Soluble fragrances (bath salts, baby shampoos, bubble baths). Material to be investigated natural materials: pebbles, acorns, tree bark, twigs, chalk, soil, clay, seeds, cones, feathers, shells, nut shells. Waste material: paper different texture and colors, foam rubber, pieces of fabric, furs, corks, cotton wool, napkins, threads, rubber.
Safety Rules 1. Work under the supervision of an adult. 2. Ask first, experiment later. 3. Take all substances of the experiment only with a spoon. 4. Dirty hands don't touch your eyes. 5. Do not take anything by mouth.
Water properties
Properties of dry and wet sand
"Air is invisible"
"MEASURING" We measure weight, length, height, time
"Amazing nearby"
Knowledge that is gained by experience is most easily comprehended by children and is fixed by long-term memory. Older preschoolers have formed elementary research skills, they are moving on to independent planning of experimentation and are able to various methods(including with the help of necessary tools) check the correctness of their assumptions. Research classes in senior group DOEs are becoming richer and more informative.
Organization of cognitive and research activities of preschoolers 5–6 years old
"Knowledge" is one of the key areas educational process in kindergarten according to GEF. The formation and further expansion of ideas about the objects and phenomena of the surrounding world is carried out in the classes of GCD and within the framework of programs for artistic and aesthetic development. Older preschoolers receive new information about relationships in society during conversations about social role of a person, through the performance of labor tasks and observation of people various professions. How it functions human body and what is healthy lifestyle life, it becomes clear in the classroom physical culture. Responsibility for the preservation of nature is instilled in children through participation in environmental projects and events. Thus, the knowledge of the world in all its diversity is revealed to the child every day, research activity is manifested in many forms. educational activities.
Three paths lead to knowledge: the path of reflection is the noblest path, the path of imitation is the easiest path, and the path of experience is the most bitter path.
Confucius
The purpose of organizing cognitive research activities in a preschool educational institution is the formation cognitive interests and the desire to independently search for knowledge in children. The teacher should show the possibility of obtaining information in a form that is fascinating for the child, so that he has a desire to study the intended issue, to solve the current problem.
The task of the teacher is to interest pupils in research activities, to teach them to notice interesting things in the world around them.
Age features of older preschoolers
It is necessary to plan the improvement of research abilities in older preschoolers, taking into account their age features:
- In children aged 5–6 years, attention is more stable than in younger preschoolers. At this age, the basic processes are improved nervous system, there is a self-regulation of behavior, children are less likely to overwork. About 15 minutes of educational session is allocated for actual experimentation. It is possible to observe long-term processes during walks and during experiments.
- Children are capable of arbitrary memorization. Listening to the explanations and instructions of the teacher, the pupils fix in their memory the stages and methods of action for practical work.
- The intellectual abilities of children are improved. At the age of 5–6 years, the child vividly makes assumptions, predicts the results of actions. He independently establishes causal relationships, orients himself in the temporal and spatial relations of objects.
- Expanding research interests. Older preschoolers are attracted not only by objects of the immediate environment, but also by unusual events from the past, phenomena from distant, previously invisible worlds. Children are interested in the topic of space, the facts of the prehistoric period of the Earth (dinosaurs, mammoths, primitive people), underwater depths, distant continents.
- Fine motor skills are developed, preschoolers work well with small details. They know how to handle various tools, choosing the necessary ones for conducting research.
- Children willingly cooperate within the group. They like to independently choose partners for experiments, work in a team, distributing roles in the upcoming research activities.
The area of research interests of older preschoolers is expanding
Tasks of cognitive research activity
Classes for cognitive activity aimed at solving a number of educational problems:
- Formation of versatile ideas of children about objects of animate and inanimate nature, phenomena of the surrounding reality, relations in public life.
- Learning to build a plan for research activities, encouragement to pronounce the stages of experimentation.
- Development of skills to independently determine the research problem, put forward hypotheses, analyze the information received, evaluate the results and formulate conclusions.
- The development of cognitive and research activities in a creative way, stimulating the imagination.
- Enrichment of active vocabulary children, improving the construction of statements, the competent formulation of thoughts.
- Creating a friendly atmosphere in the group, increasing the level of cohesion, positive motivation for collective activity.
Collaborative experiments increase the level of cohesion in the group
Methods and techniques
The teacher of the senior group, organizing the research activities of children, is guided by the following criteria:
- During the experiment, the following must be observed necessary measures precautions. The teacher introduces the children to the technique of performing the study, conducts safety briefings.
- Experimentation activities should not exceed 25 minutes according to SanPiN standards. Research classes are held weekly (in the group's premises, during walks and excursions outside the kindergarten).
- During research activities, each student should receive a charge positive emotions to feel the significance of the actions performed and the result obtained.
On the implementation of the tasks set, the educator works together with the children in the classroom various kinds: on the study of the surrounding world, the formation of elementary mathematical representations, preparation for teaching literacy, speech, creative, sports and music. The children also gain new knowledge during a walk, observing objects of living and inanimate nature. Senior preschoolers conduct long-term studies, recording changes in natural objects throughout the year.
During experimentation, each pupil receives positive emotions.
Among the techniques used by the teacher to develop the research abilities of children, they are relevant in working with older preschoolers:
- Cognitive and heuristic conversations. When discussing everyday situations or listening to literary work the educator builds communication with children to identify their personal experience on a specific topic. The use of visual materials (posters, diagrams, illustrations, layouts, presentation slides) helps to intensify the discussion.
The development of curiosity, research and speech skills is facilitated by heuristic conversations, which are based on problem questions (for example, "Why are wet mittens put on the radiator? Where will the mittens dry faster - on the windowsill or in the dryer? Why?").
During the conversation, preschoolers learn to ask questions and develop the ability to think logically.
- Observations. This is an active practice of research activities in kindergarten. The teacher organizes observations during classes, independent activity guys, in the corners of nature and young researcher, on walks. For older preschoolers, tasks to observe any phenomenon or processes can be given on weekends, since children are capable of conscious memorization.
Experiments with water always cause genuine surprise among preschoolers.
- Collecting. Searching for objects and compiling them into a collection develops the ability to classify in children. In the older group, it is proposed to collect grains and fruit stones, pebbles and shells, nutshells, candy wrappers, possibly on a specific topic. Children's collections are arranged in herbariums, albums, boxes with cells, an exhibition on a shelf.
Children are happy to get acquainted with ready-made collections of materials, touch and examine them.
- Experiences and experiments. The children experimented with game form in junior and middle group, and at the age of 5-6 years they have an interest in the actual experimental activity. They are fascinated by the study of features various substances(solubility of salt and sugar, attraction of metal objects by a magnet, etc.), use special tools and equipment (lenses, filters, microscope, telescope).
Older preschoolers are directly interested in experimental activities
- Project activity. Older preschoolers should be actively involved in the creation of projects. Topics of an ecological and scientific nature are taken for study: “The structure of the earth”, “Volcano”, “Solar system”, “Water purification”, “What kind of air we breathe”. The guys are working on creating layouts, information stands and posters. A presentation of the final work is organized, at which pupils tell the audience (parents, children junior groups, invited guests) about the importance of studying this topic, the tasks set, the stages of the study.
The outcome of the research project can become a thematic exhibition of drawings or crafts of pupils
Table: types of cognitive research activities of preschoolers
| Type of cognitive research activity | Examples of implementation in the senior group |
| Search and research | Joint work of the teacher and children to solve problematic issues. It is implemented in heuristic conversations (“Why are the stars not visible during the day?”, “Who is making noise in the pipe?”, “How do snowflakes turn out?”), Observations (for natural phenomena and objects, simple substances). |
| Cognitive and practical | It is carried out in the form of a referral practical activities children into research. Conducting research in the GCD classes on the outside world, observations in the corner of nature. |
| Research | Conducting experiments and experiments in the corner of research, mini-laboratories. |
| Environmental Research |
|
Ecological research project develops the cognitive abilities of preschoolers and teaches them to take care of the world around them
Types of research activities
- Classes GCD on the study of the world. The classical form of organizing cognitive research activities in kindergarten. Despite the fact that older preschoolers are able to perceive a verbal description of objects and phenomena that are outside the sensory experience of children (stories about the North Pole, about the launch space rocket, about dinosaurs) and arbitrarily memorize information, research activities will be more effective, which will arouse a genuine interest in experimentation among pupils. To this end, the teacher organizes classes using various forms activities at the stage of the motivating beginning and conducting didactic and outdoor games.
- Integrated lesson. It is a synthesis of cognitive, socio-communicative and artistic and aesthetic areas and research activities, which is implemented in the forms of work: listening to a literary text or musical composition, informative conversation, situational conversation, experimentation, observation, productive activity. The purpose of an integrated lesson is a versatile study of a topic or a problem situation.
For example, in the lesson "Flower-Semitsvetik" disclosure educational areas implemented in musical warm-up and drawing in non-traditional techniques(“Artistic and aesthetic”), solving problem situations and didactic games(“Knowledge”), conducting a physical education session with elements of a round dance and folk dance(“Physical”), discussion of cartoons and comic situations (“Speech” and “Communicative”).
- Non-traditional activities: quest, theatrical activity, concert, KVN, travel, Mind games(quizzes, “Own game”, “Brain ring”, “Experts are investigating”), consultation (children act as consultants for younger comrades). These forms of classes contain an entertaining component, pupils actively perform creative tasks and follow the disclosure of the topic.
Conducting a quiz in the older group contributes to the generalization of the knowledge of the children
The use of visual material in the organization of children's experimentation
The organization of cognitive research activities of older preschoolers is largely carried out through the perception of visual images. Visual-figurative memory remains the leading type of memory in children aged 5–6 years. The involvement of visual materials in the work stimulates interest in experimentation. It can be:
- thematic posters;
- illustrated encyclopedias;
- mnemomaps - processes and natural phenomena depicted in a sequence of pictures;
- projector slides and presentations;
- videos and cartoons.
Mnemonic cards help preschoolers remember important points research
Preparation and conduct of a lesson on cognitive research activities in the senior group of preschool educational institutions
Experimentation is an effective form of knowledge of the world, which corresponds to the development visual-figurative thinking preschoolers and combined with play activities. Pupils of the senior group explore objects consciously, the teacher transforms the question that arose in the child into a collective conversation and the search for a solution to the problem situation.
In the older group, the teacher gives verbal instructions and descriptions for performing experiments, children learn to perform research according to a graphic scheme. Live display is used to demonstrate complex experiments and in individually for kids who are having trouble. In research classes with older preschoolers, the role of such tasks as:
- Forecasting. The guys build assumptions about the results of their own experimentation, and also offer options for behavior / changes in the object of study. Examples of tasks for forecasting: “What will happen to the skating rink when the air temperature starts to rise?”, “Draw how you see tree branches with buds in 2 weeks”, “What will it become White flower if left overnight in water with blue dye?
- Fixing the results. The guys make graphic notes in diaries and observation logs, fill out the experiment card, supplement with symbols blank template experience schemes. Natural objects of research are fixed by means of volumetric drying, compilation of an exhibition-collection, herbarization.
- Construction of long logical chains. Older preschoolers can establish causal relationships consisting of 2-3 or more stages.
For example, to the question “Why did pea seeds germinate so quickly with us?” the answer may be: “In the summer we collected and dried mature peas, stored them wrapped in a cloth in a dry place, in the spring we soaked them and, when the peas sprouted, planted them in the soil, watered and loosened the bed. We have created ideal conditions for the growth of peas ”(a logical chain is built of 6 links).
Older preschoolers are independent in research and active in making assumptions
Children's research has a clear structure, which is taken into account when building a lesson / activity plan.
Table: an example of the progress of children's research in the lesson "The water cycle in nature"
| Research phase | An example of the progress of children's research in the lesson "The water cycle in nature" in the senior group |
| Questioning, problems | The motivating beginning of the lesson (a letter from Dunno, who does not understand where puddles disappear and why it rains from the sky) helps children formulate research questions: “How does water evaporate from the surface of the earth?”, “Why does precipitation fall?”. |
| goal setting | Pupils offer options for solving the problem, come to the conclusion that the transition of water from a liquid state to a gaseous state and vice versa can be observed in a mini-laboratory. |
| Hypothesis | The guys are thinking about how to make the process of water evaporation and the formation of water droplets visible (observe evaporation over a cup of boiling water, the accumulation of drops on the lid of a jar of hot water). |
| Hypothesis testing | Experimenting with water in open and closed vessels. |
| Analysis of the result | The children saw that high temperatures water passes into a gaseous state, tends upward; when the vapor accumulates and cools down, there is a transition to the liquid state of water, heavy drops fall. |
| Formulation of conclusions | In nature, water travels in a circle: from the surface under the influence of heat and sun rays water evaporates, in the atmosphere the vapor turns into clouds, cools down and returns to earth in the form of precipitation - rain, snow, hail. |
Motivating start to class
In senior preschool age children actively improve the skill of communicative interaction. The motivating beginning of the lesson is more often devoted to solving problem situations, holding conversations. Visualization remains the main method of attracting interest in educational activities; children are invited to discuss illustrations, presentation slides, and study the thematic exhibition. The extent to which the child is carried away by the question and the research topic at the beginning of the lesson determines his activity during direct experimental activity, the result in solving the problem posed, and the degree of motivation for experimentation in the future. The teacher organizes the beginning of classes in various forms, predicts a positive attitude towards the methods used by children.
An interesting beginning of the lesson increases the motivation of students for further work
Table: examples of a motivating start to classes on cognitive research activities
| Topic of cognitive research | Motivating start option |
| Expansion and refinement of ideas about the properties of a magnet (lesson GCD " magic stone- magnet") | Surprise moment. The group receives a video message from fairy tale character: he tells the guys that he has read a fascinating book (shows the cover of the book "Experiments and Experiments"), asks questions ("Do you know who the researchers are?", "Did you have to conduct experiments? What?") and reports that he sent the young a gift to scientists. Children open a box with a surprise, it contains sets with magnets and metal objects for experimentation. |
| The study of the properties of sugar (study "Homemade mass for chewing sweets") |
|
| Formation of ideas about the properties of mirrors (lesson GCD "Journey to the country of Mirrors") | Creation of a problem situation with elements of game activity. The teacher demonstrates to the children with the help of a projector an excerpt from the fairy tale film "The Kingdom of Crooked Mirrors". If the guys are not familiar with the content of the fairy tale, it is worth briefly describing the situation in which the heroine Olya found herself. The teacher asks if the children would like to get into the wonderful country of Mirrors. A positive answer sounds, the pupils close their eyes, and while they sound magic words, the teacher exposes a door with a lock (a mockup or a fixed poster), which the children have to open. |
Table: card file of topics on cognitive research activities in the senior group
| Topic of the lesson | Research objectives |
| "We are Explorers", "Little Explorers" | Improving research skills: searching for information in different sources, independent choice of experimentation methods. |
| "Milk Rivers", "Milk" |
|
| "Young Explorer", "I'm an Explorer" | Acquaintance with the implementation of an individual research project. |
| "Sand and Stones" |
|
| "Fruits" | Expanding the concept of fruit: a study of the process of fruit formation, growth and maturation. |
| "Vegetables" | Expanding ideas about vegetables: researching the growth process - from germination to ripening, collecting seeds. |
| "Air Movement" | Expanding knowledge about the properties of air and how to study it. |
| "Soil Conditions" | Formation of ideas about the characteristics of the soil during different temperatures and degree of moisture. |
| "Liquid, solid, gaseous state of water" | Expansion of ideas about the states of water and the conditions for the transition from one form to another. |
| "Snowflake" | Formation of ideas about the diversity of the structure of snowflakes. |
| "Sugar" | Formation of ideas about the characteristics of sugar, its production and use. |
| "Measuring Images with Lenses" | Acquaintance with magnifying glasses and their use in everyday life and scientific activities. |
| "Ships", "Buoyancy of objects" | Development of cognitive activity in the process of experimentation. |
| "Sound Research" |
|
| "Shadows on the Wall", "Shadow Play" | Expansion of ideas about light sources (natural and artificial), the ability of objects to cast a shadow. |
| "Volcano" |
|
| "The Amazing Properties of a Magnet" | Expansion of ideas about the ability of a magnet to attract objects and the use of magnets by humans. |
| "Space trip" | Formation of ideas about the cosmos, human knowledge of the Universe. |
The creation of layouts by older preschoolers introduces them to the device of a particular object of study
Temporary lesson plan in the senior group
Classes on cognitive research activities are held weekly in the first half of the day and last no more than 25 minutes in the older group (the duration of observations during a walk is 7–15 minutes). The summary of GCD and an integrated lesson with a research focus is developed by the teacher, taking into account the age characteristics of the pupils and the mandatory inclusion of physical and game elements.
Physical education or outdoor games are necessarily held in the middle of the lesson in order to avoid overworking the pupils.
An approximate time plan for a lesson on cognitive research activities in the senior group:
- Organizational moment - 1 minute.
- Motivating start of the lesson - 3-5 minutes.
- Building a research plan, pronouncing the stages of the experiment - 2-3 minutes.
- Physical activity (exercise, finger gymnastics, outdoor game) - 3 minutes.
- The practical part of the work is 10–13 minutes.
- Formulation of the results of the study, summing up - 1–2 minutes.
Outdoor games in the classroom allow preschoolers to take a break from intense intellectual activity
Table: examples of a temporary lesson plan on various topics
| Topic of the lesson | Organizing time | Motivating start | Building a research plan | Physical activity | Productive experimentation | Formulation of conclusions |
| "Unusual in the ordinary" (expansion of ideas about the properties of salt) | 1 minute. | Creation of a problem situation. Dunno comes to the group, he did not cope with his homework and is afraid to go to class. And it was asked to study the properties of salt, then to solve the problem. The guys agree to help Dunno. 3 minutes. |
2 minutes. | Kinesiology massage "We rub and warm up the hands." 3 minutes. |
Experimenting with salt. 13 minutes. |
2 minutes. |
| "Visiting the Snow Queen" (expansion of ideas about water in a solid state) | 1 minute. | game situation. The audio recording “Snowstorm” sounds, the lights go out in the room. When the lamp is lit, the teacher reports that the children have entered the kingdom of eternal winter, where The Snow Queen(view presentation). 4 minutes. |
2 minutes. | Mobile game "Penguins on an ice floe". 3 minutes. |
Ice experimentation. 13 minutes. |
1 minute. |
| "Space through the eyes of children" | 1 minute. |
|
2 minutes. | Physical education minute "Training of astronauts". 3 minutes. |
Making mock-ups on the topic of the study. 12-13 minutes. |
1 minute. |
Table: an example of a summary of cognitive research activities in the senior group (fragment)
| Author | Orlova G. M., educator, GBOU secondary school No. 1355, preschool department, Moscow. |
| Name | "Water Laboratory" |
| Target | Expand and consolidate children's ideas about the properties of water. |
| Tasks |
|
| Equipment and materials |
|
| preliminary work |
|
| Methodological techniques |
|
| Lesson progress | The first part (informational and cognitive).
Greeting guests.
Q: What is a globe? (This is a model of the Earth). That's right, children, the globe is a model of our planet Earth in a reduced form. Look how colorful it is. What colors do you see on it? (Blue, yellow, green, brown). What do you think is depicted on the globe in green? Yellow? Brown? Blue? (Forests, mountains, deserts, seas and rivers).
<… Что объединяет все наши отгадки? (Это вода). Как вы уже знаете, вода может быть в разных состояниях. Каких? (Ответы детей). Правильно, она может быть жидкой, твёрдой и газообразной…>
Summary of the lesson. |
The work of the circle on research activities in the senior group of kindergarten
The need to acquire new knowledge and the desire for experimentation are the natural needs of older preschoolers. They are interested in the structure of the material world, the causes of phenomena, the interaction of objects.
The significance of children's experimentation in the development of the personality of a future first grader, motivation for successful learning is considered in numerous works of teachers and psychologists.
For the functioning of the circle of cognitive and research orientation, the following conditions must be met:
- study by the teacher of methodological literature on the subject of the circle;
- development of a circle program, taking into account the age characteristics of older preschoolers, drawing up calendar and thematic planning;
- compiling a card file of experiments and experiments;
- designing a corner of research activities in the premises of a group or a separate experimental laboratory;
- preparation of the material base of the circle.
The leader of the circle should encourage pupils to ask questions and learn to formulate conclusions.
Be sure to familiarize children with safety precautions during the experiments, the basic rules should be spoken out together with the pupils. The corner or laboratory should contain special materials and tools. They are in a place accessible to children, in signed boxes or boxes. Children can always take any object from the rack for self-study. The equipment of a research corner or laboratory consists of:
- natural materials (sand, stones, shells, clay, soil, wood samples, nutshells, leaves, seeds);
- instruments (rulers, magnets, lenses, spyglass, scales, microscope, thermometer, lamps);
- vessels and containers (jars, beakers, flasks, glasses, bowls);
- medical materials (rubber gloves, tweezers, syringe, cotton wool, bandage, gauze, pipettes);
- bulk substances (sugar, salt, potassium permanganate, food coloring, flour);
- special clothing (robes, aprons, goggles, hats);
- cards and journals for recording research results.
Photo gallery: examples of the design of circle activities of a research orientation
Accessibility is one of the principles of the functioning of the material base of the circle An aquarium for observing fish can be located in the research corner The corner of the young scientist attracts preschoolers with a variety of materials It is convenient to store materials for experiments in transparent containers Bright equipment will not leave any pupil indifferent A small rack Pupils must be careful and maintain order in the research corner When working with glass test tubes, pupils must strictly observe safety requirements In the center of knowledge and experimentation, the guys make observations and learn to take care of plants
Examples of organizing experimentation in the senior group of preschool educational institutions
We offer you to get acquainted with the experience of conducting classes on research activities and experimentation with children 5-6 years old.
Video: research activity "Sorceress Water"
https://youtube.com/watch?v=Gz-zAx4Wo1Q Video can't be loaded: MAGIC WATER - Exploration Activity (https://youtube.com/watch?v=Gz-zAx4Wo1Q) https://youtube.com/watch?v=c8oVR8-xuK8 Video can't be loaded: Experimental activity. Volcano (https://youtube.com/watch?v=c8oVR8-xuK8)
Video: presentation "Experimental activities of older preschoolers"
https://youtube.com/watch?v=7ydTbumDZfA Video can’t be loaded: Kindergarten Experiential Activities, Older Age (https://youtube.com/watch?v=7ydTbumDZfA)
During the experiments, the child's need for active knowledge of nature and the immediate environment is satisfied. At the senior preschool age, children's curiosity expands, there is an interest in the events of the past, distant countries, and the structure of the Universe. Many discoveries are to be made by young researchers, and experiments in kindergarten develop mental and creative abilities, the ability to independently search and find the necessary information.
Share with friends!An experiment in kindergarten.
The material was prepared by the teacher of the preparatory group for the school Stolika S.E.
We live in a rapidly changing world, in the era of information, computers, satellite television, mobile communications, and the Internet. Information technology gives us new opportunities. An interesting future awaits our students today. In order for them to be successful, to skillfully navigate the ever-growing flow of information, they need to be taught to easily and quickly perceive information, analyze it, learn new things, and find extraordinary solutions in various situations.
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.
The content and methods of teaching preschoolers are aimed at developing attention, memory, creative imagination, developing the ability to compare, highlight the characteristic properties of objects, generalize them according to a certain attribute, and receive satisfaction from the solution found. When a child himself acts with objects, he learns the world around him better, therefore, priority in working with children should be given to practical teaching methods: experiments, projects, experiences.
One of the optimal technologies supporting a competence-oriented approach in education can be considered the method of projects. The project method is based on the idea that is the essence of the concept of "project" - its pragmatic focus on the result that is obtained when solving one or another practically or theoretically significant problem.
Using the project method allows you to develop the cognitive abilities of children, teach them how to independently construct their knowledge, navigate in the information space, and develop critical thinking.
Experimentation is of great interest to children. Experimentation is a truly childish activity that is leading throughout the preschool age.
Having set ourselves the goal of developing the cognitive abilities of children, we naturally turned our attention to the use of project-research methods in working with children.
At this stage, we used a variety of methods and techniques, applied TRIZ technology, organized experimentation, and widely used the project method.
The use of models and schemes, in our opinion, makes it possible to comprehend and systematize the knowledge gained.
In the process of using models, schemes, children master symbolic activity: they learn to replace, encode, model. Children are happy to code fairy tales, play the game "Find the Treasure", where they use a drawn map - a diagram, draw a plan for a group, a kindergarten, our district and ask each other different questions. For example, what is the fastest way to get from our kindergarten to the children's park? Say in words how to get from the book corner to the center of experimentation, etc. Boys often model, sketch invented models of cars, airplanes, etc.
Map of interests for preschoolers.
Dear parents!!!
Identification of the interests and inclinations of the child is a very difficult matter, like any other psychodiagnostic work. The educator, using the presented methodology, can obtain primary information about the orientation of interests to schoolchildren. This, in turn, will give him the opportunity to more objectively judge the abilities and the nature of the child's giftedness.
When studying the orientation of the interests of preschoolers, it should be taken into account that the interests of most children of this age are not clearly differentiated and unstable. But this cannot be a reason for refusing to study them. Without information about the child's inclinations and interests, our pedagogical measures may be inadequate.
It is also important that despite the lack of absolute coincidence between interests and inclinations, on the one hand, and abilities and giftedness, on the other hand, noted by researchers, there is a close relationship between them, which is quite clearly expressed already at the early stages of personality development. The child is interested, as a rule, in the science or field of activity in which he is most successful, for achievements in which he is often encouraged by adults and peers. Thus, inclinations act as an indicator of abilities and giftedness, on the one hand, and as a starting point, on the other.
In order for the information received to be objective, it is advisable to conduct a survey using this technique not only for children, but also for you parents. To do this, it is necessary to prepare answer sheets according to the number of participants - this is the most time-consuming operation. The survey can be done collectively. The instructions are extremely simple and will not require much effort to learn. The results can also be processed within a short time.
Instruction for parents.
In order to give you the right advice and specific recommendations for the development of your child's abilities, we need to know his inclinations. You are offered 35 questions. Think and answer each of them, trying not to overestimate or underestimate the child's capabilities. For greater objectivity, compare it with other children of the same age.
Write your first and last name on the answer sheet. Put your answers in the cells, the numbers of which correspond to the numbers of the questions. If what is said in the question is not (from your point of view) to the child, put in the box (-); if you like - (+); I like it very much - (++). If for any reason you find it difficult to answer, leave this box blank.
Question sheet
Each question begins with the words "Do you like..."
1. Solve logical tasks and tasks for ingenuity.
3. Sing, play music.
4. Exercise.
5. Play with other children in various collective games.
7. Do something in the kitchen (wash dishes, help prepare food).
8. Play with the technical designer.
9. Learn the language, be interested in and use new strangers
10. Draw on your own.
11. Play sports, outdoor games.
12. Lead the children's games.
13. Walk in the forest, on the field, observe plants, animals, insects.
14. Go grocery shopping.
16. Play games with guessing words (names of cities, animals).
17. Independently compose stories, fairy tales, stories.
18. Observe the regime of the day, do exercises in the morning.
19. Talk to new, unfamiliar people.
20. Take care of a home aquarium, keep birds, animals (cats, dogs, etc.).
21. Clean up books, notebooks, toys, etc.
22. Design, draw designs for aircraft, ships, etc.
23. Get acquainted with history (visit historical museums).
24. Independently, without prompting adults, to engage in various types of artistic creativity.
26. Explain something to other children or adults (persuade, argue, prove one's opinion).
27. Take care of domestic animals and plants, help them, treat them, etc.
28. Help adults clean the apartment (wipe the dust, sweep the floor, etc.).
30. Get acquainted with social phenomena and international events.
31. Take part in dramatization games, in staging performances.
32. Go in for sports in sections and circles.
33. Help other people.
34. Work in the garden, in the garden, grow plants.
35. Help and independently sew, embroider, wash.
The questions are compiled in accordance with the conditional division of the child's inclinations into seven areas:
mathematics and technology; humanitarian sphere; artistic activity; physical culture and sports; communication interests; nature and natural science; household chores, self-service work.
Processing of results.
Count the number of pluses and minuses vertically (plus and minus cancel each other out). Dominance where the greatest number of pluses. When summing up the results, and especially when formulating conclusions, an adjustment should be made for the objectivity of the subjects. It must also be borne in mind that in a gifted child, interests in all areas can be equally well expressed; at the same time, a number of children sometimes lack pronounced inclinations; in this case, one should talk about a certain type of orientation of the interests of the child.
This technique is not only diagnostic, it can also help in solving correctional and pedagogical problems; with its help, you can intensify work with you parents in this direction, push them to study the interests and inclinations of their own children, give them the opportunity to at least think about this complex problem. The results obtained can be very useful as a reference scheme for observations of children. It is also interesting to compare the answers of educators and you parents. This will create a more objective picture of the orientation of the interests of the child and identify areas for corrective work both with children and with you parents.
"Cognitive activity of the senior preschooler".
The development of cognitive activity in the process of children's experimentation.
The most important type of search activity is experimentation.
Children's experimentation is a special form of research activity, in which the processes of the emergence and development of new personality motives that underlie self-development are most clearly expressed (N. Poddyakov).
One of the areas of children's experimental activities, which we actively use - experiments. They are held both in the classroom and in free independent and joint activities with the teacher. Experience is the observation of natural phenomena, which is carried out in specially organized conditions. The cognitive task of the experiment must be clearly and precisely formulated. Its solution requires analysis, correlation of known and unknown data. During the experiment, children express their assumptions about the causes of the observed phenomenon, choose a way to solve a cognitive problem. Through experiments, children develop the ability to compare, contrast, draw conclusions, express their judgments and conclusions. Experiments are also of great importance for understanding cause-and-effect relationships.
It is very important that every child is involved in the process of conducting experiments.
It is especially interesting for children to experiment with objects of animate and inanimate nature. So, having planted the seeds of dawn and calendula flowers in special cups, children observe their development: which seed germinated faster, why; what influence does a person have on the development of plants, whether the growth of flowers depends on weather conditions. We record the results of observations in a specially designed calendar. Children record in the line "weather" its daily changes using symbols (clouds, sun, rain, etc.). In the line "flowers" the day of the first appearance of the sprout and its change in subsequent days is noted. The experiment is carried out with two types of colors to compare and identify the causes of the discrepancy. In the line "care" it is recorded how the children take care of the plant also with the help of symbols (a stick for loosening, a mug for watering, etc.). Information is encoded in the calendar, and then, based on the analysis, patterns and relationships are established between the growth and development of a plant, the role of man and weather conditions, and changes in nature. In order to establish why the calendula seed germinated faster than the seeds of the dawn, we looked at them through a magnifying glass, felt, sniffed, etc. the shell is thin and very fragile, the seed is in the form of a hair, and is quickly destroyed by external influence. Therefore, under the influence of damp soil and heat, the calendula seed germinates faster.
In the process of conducting research activities, we develop the environmental literacy of children, bring up an active environmental position. After observing the changes taking place over the course of several days on a tree, one girl in my group asked the question: “Why did the leaves curl up?” This question prompted the examination of the object and the establishment of the cause: the appearance of a butterfly chrysalis. What needs to be done so that the tree does not die? One solution is to spray the plant with soapy water. We did it with the kids.
While working in the garden, the guys notice that where there are a lot of weeds, the radish is small, and where there are none, it is large. Conclusion: weeds interfere with plant growth. Carefully cutting off the branches of trees, we observe together with the children which tree and where (in a dark place or in the light) the leaves will bloom faster. Children make a conclusion: what conditions are necessary for the growth of plants.
Thus, in the organization and conduct of experiments, several stages can be distinguished:
1. Statement of the problem (task).
2. Finding ways to solve the problem.
3. Conducting experiments.
4. Recording observations.
5. Discussion of the results and formulation of conclusions.
Objects of inanimate nature are also examined: sand, clay, snow, stones, air, water, a magnet, etc. For example, we propose to mold a figure from wet and dry sand. Children discuss what kind of sand is molded, why. Examining sand through a magnifying glass, they find that it consists of small crystals-grains, this explains the property of dry sand - flowability.
We acquaint older preschoolers with the movement of bodies and its main components, the sphericity of the Earth, daily and seasonal changes, with the mass of bodies using weights, with aggregate changes in matter, the rectilinearity of light propagation, etc.
Determination of the structure of plants and animals, the allocation of an integral object and the parts of which it consists;
Various manifestations of living beings (modes of functioning, for animals - different forms of behavior);
Determination of the properties and characteristics of objects and their parts (color, size, shape, surface features);
Isolation of the components of the external environment and their qualitative characteristics.
So, considering a dandelion, children note what it consists of, what its functions are (what it does: blooms, grows, smells, sways, drinks, bends, dies, multiplies), what it feels like (wet, soft, rough), why Is the bud closed in the morning and open in the afternoon? Thus, the more sense organs are involved in cognition, the more properties the child identifies in the object under study. Consequently, his ideas are expanded, allowing him to compare, distinguish, actively reflect and doubt.
In order to visually trace the changes in animate and inanimate nature that occur from season to season, we use various models of observation calendars. For example, in the middle group - a pie chart.
Each sector is painted in a certain color: yellow - autumn, white - winter, green - spring, red - summer. On this "magic circle" we note those signs of the season that the children observed. In the pie chart, there are pockets, cuts where symbols, icons are placed, indicating the signs of each season. A sign, a symbol helps the child to generalize and retain information.
We use, for example, the following conventions:
Icons are entered only after observations.
In the older group, children record observations of the growth of planted plants, animals in the calendar of nature with the help of symbols. Creative knowledge of nature contributes to the formation of ideas about the main laws of nature. At a younger age, this is the variability of the seasons and the dependence of changes in wildlife (i.e., in the life of plants and animals) on the changing conditions of inanimate nature. In order to teach kids to highlight the simplest connections in the observed natural processes, we start working with them from the age of 4. At this age, we develop in children an idea of the individual, often occurring phenomena of inanimate nature (precipitation - snow, rain, hail, the emitted properties of sand, water, morning-evening, day-night, etc.), and also introduce objects wildlife: indoor and wild plants, wild and domestic animals. As a result, children acquire a certain amount of knowledge about the natural world. They have a cognitive interest in the objects of nature, a desire to learn new things about the properties of things, to actively explore them. They ask questions: “Why do birds fly away in autumn? Where do bugs and butterflies live in winter? Why is the snow melting in the room? At this age, the attention of children becomes more stable, they can observe animals and plants for quite a long time.
The essence of observations lies in the sensory knowledge of natural objects, through various forms of perception - visual, auditory, tactile, kinesthetic, olfactory, etc. Children are introduced to a small number of plants indoors and on the site. Examining them, observing their growth and development in different environmental conditions, preschoolers learn to distinguish plants, name them correctly, focusing on characteristic features - the shape, size, color of leaves, fruits, flowers, stems. They get acquainted with the functions of the organs: the roots of the plant are held in the ground, suck out water and nutrients from it, which pass through the stem, trunk, branches into leaves, flowers, fruits. The main function of leaves is to absorb sunlight. A flower is a reproductive organ, in its place a fruit appears with seeds, from which new plants can grow in the future.
Methods of movement (how and with the help of what organs it occurs);
Appearance: body parts, structural features, characteristics (color, shape, size) of external organs;
Orientation in space (how they listen to sounds and noises, how they look around);
How do they react to the environment?
Habitat - terrain features, food, other animals - neighbors (enemies, neutral);
Relationships with people - a reaction to their appearance;
Vital manifestations in different seasons: color changes in transitional seasons, nest building, food supply, their search in winter.
In addition to the content, it is extremely important to determine the organizational and methodological forms of conducting observations of natural objects. The pedagogical process should be built in such a way that children's interest in the inhabitants of the corner increases, their ideas about them constantly expand, and by the end of the school year, any child could be a guide to the corner of nature. These requirements are met by cyclic observation, which is organized at various regime moments of everyday life. A separately taken cycle is a series of interrelated observations of a specific object in a corner of nature or a kindergarten site. Each of the observations of the cycle has its own content, its purpose, does not repeat other observations, but is interconnected with them. The cycle of observations allows the child to acquire, by sensory means and independently, a system of specific knowledge about the animals or plants that live in his neighborhood. Repeated appeal to the same object for 1-3 months forms a stable cognitive interest of children in it. As a result, babies have a need for new independent observations.
Observation requirements.
1. The spatial organization of observations should be such that any object of nature is as accessible as possible to every child. In each case, the teacher thinks over how many children can simultaneously participate in the observation, how to arrange them so that they are all in the same row. The child should be able to independently obtain sensory information about nature (feel the nature of the surface, determine the shape, temperature, heaviness of the object, hear the sounds emanating from it, smell). The whole group can be placed along the bed (if the bed is large), and no more than five people around the aquarium.
The educator verbally denotes everything that the children see, but the word must follow the perception - only in this case the child develops full knowledge.
2. The perception of any objects should be short, since observation is a mental, intellectual activity that requires concentrated attention, strong-willed effort, and mental stress. During observations, you can not talk, play, manipulate objects. The optimal time for intensive mental activity of children is 3-10 minutes, and observation is limited to this time.
3. Observation is formed according to a certain scheme: beginning, main part and end. First you need to gather the children and concentrate their attention. It is better to use the following techniques that cause light positive emotions and a willingness to listen to the teacher:
A call to see something interesting together;
Affectionate intriguing intonation;
Riddle-description, riddle-action about the object of observation.
The second part is the main one, it provides independent acquisition of sensory information. The teacher offers to look at the object and asks questions with pauses of 2-3 seconds. The moments of silence and stillness are the main moment in observation: they allow children to focus in search of answers to questions. The main part should be solid, unified. It cannot be interrupted by stories, explanations, poems, games, riddles. You can use logically selected actions and movements. For example, after two seconds of observation, invite the children to show how a fish opens and closes its mouth, how a bird covers its eyes, and ask what the children feel. Observations that are well coupled with actions make it easier to obtain information. At the end of the observations, the teacher reads poetry, sings songs, plays, makes riddles about the observed object.
4. Special preparation for observations is necessary. For example, before watching how a bird rests and sleeps in the evening, you need to turn on the light on one side, keep silence, etc. In some cases, tasks are given for self-observation: to listen to how the bird sings, what sounds it makes, what the bird’s singing means, etc.
“Conducting experimental and search activities in kindergarten”
An experiment or experience is a special kind of observation organized in specially created conditions.
Involving children in conducting simple experiments in the classroom, walking or in a corner of nature and in the kindergarten area is very important for the development of observation and curiosity, the education of an active and correct attitude to objects and natural phenomena.
With the help of elementary experiments, it is possible to show children such phenomena in inanimate nature as the freezing of water, the transformation of snow and ice into water, the formation of a rainbow, etc.
With the help of the experiment, children will learn about the role of water and fertilizers in the life of plants. However, it should be remembered that one should not get carried away with experiments that are harmful to plants. So, for example, wanting to explain the importance of water for plants, it is sometimes proposed to leave one of the flower beds without watering on a hot day. The next day, the plants wither. Some educators make a similar mistake in experiments with fertilizers.
It is possible to cultivate a steady interest in nature and a careful attitude towards plants using the example of positive labor results. Children should be taught how to take care of the plants so that they grow well.
The experiment is carried out in specially organized conditions. The cognitive task should be clearly and precisely formulated. Its solution requires analysis, correlation of known and unknown data. During the experiment, children express their assumptions about the causes of the observed phenomenon, choose a way to solve a cognitive problem.
Through experiments, children develop the ability to compare, compare, draw conclusions, make judgments and conclusions. Experiments are also of great importance for understanding cause-and-effect relationships.
Experiments should be built on the basis of the ideas that children already have, which they received in the process of observation and labor. It is important that children be active participants in setting up and conducting experiments. When discussing the results of experiments, the teacher leads the children to independent conclusions and judgments.
Experiments that can be done in kindergarten:
Experience number 1. Record weight
To conduct the experiment, you will need: 2 tins of coffee or canned food, a sheet of paper, an empty glass jar.
1. Place two tin cans at a distance of 30 cm from each other.
2. Put a sheet of paper on top to make a "bridge".
3. Put an empty glass jar on the sheet. The paper will not support the weight of the can and will bend down.
4. Now fold a sheet of paper with an accordion.
5. Put this "harmonica" on two tin cans and put a glass jar on it. The accordion does not bend!
Experience No. 2. Straw pipette For the experiment you will need: a straw for a cocktail, 2 glasses.
1. Put 2 glasses side by side: one with water, the other empty.
2. Dip the straw into the water.
3. Hold the straw on top with your index finger and transfer it to an empty glass.
4. Remove your finger from the straw - water will flow into an empty glass. By doing the same several times, we can transfer all the water from one glass to another.
The pipette, which is probably in your home first aid kit, works on the same principle.
Experience number 3. Teach an egg to swim
For the experiment you will need: a raw egg, a glass of water, a few tablespoons of salt.
1. Put a raw egg in a glass of clean tap water - the egg will sink to the bottom of the glass.
2. Take the egg out of the glass and dissolve a few tablespoons of salt in the water.
3. Dip the egg into a glass of salt water - the egg will remain floating on the surface of the water.
Salt increases the density of water. The more salt in the water, the more difficult it is to drown in it. In the famous Dead Sea, the water is so salty that a person without any effort can lie on its surface without fear of drowning.
Experience No. 4. "Bait" for ice
To conduct the experiment, you will need: a thread, an ice cube, a glass of water, a pinch of salt. Bet a friend that you can use a string to pull an ice cube out of a glass of water without getting your hands wet. 1. Dip the ice into the water
2. Put the thread on the edge of the glass so that it lies at one end on an ice cube floating on the surface of the water.
3. Pour some salt on the ice and wait 5-10 minutes.
4. Take the free end of the thread and pull the ice cube out of the glass.
Salt, hitting the ice, slightly melts a small area of it. Within 5-10 minutes, the salt dissolves in water, and pure water on the surface of the ice freezes along with the thread.
Experience number 5. Scattering toothpicks
To conduct the experiment, you will need: a bowl of water, 8 wooden toothpicks, a pipette, a piece of refined sugar (not instant), dishwashing liquid.
1. We have toothpicks with rays in a bowl of water.
2. Gently lower a piece of sugar into the center of the bowl - the toothpicks will begin to gather towards the center.
3. Remove the sugar with a teaspoon and drop a few drops of dishwashing liquid into the center of the bowl with a pipette - the toothpicks will “scatter”!
What is going on? The sugar sucks up the water, creating a movement that moves the toothpicks toward the center. Soap, spreading over the water, drags particles of water with it, and they cause the toothpicks to scatter. Explain to the children that you showed them a trick, and all tricks
are based on certain natural physical phenomena that they will study in school.
Experience No. 6. Invisible ink
To conduct the experiment, you will need: half a lemon, cotton wool, a match, a cup of water, a sheet of paper.
1. Squeeze the juice from the lemon into a cup, add the same amount of water.
2. Let's dip a match or a toothpick with wound cotton wool in a solution of lemon juice and water and write something on paper with this match. 3. When the "ink" is dry, heat the paper over the included desk lamp. Previously invisible words will appear on paper.
