Lesson on research activities in the senior group of doe. Project of research activities in the senior group on the topic: "In the kingdom of the Snow Queen
Winner of the All-Russian competition "The most demanded article of the month" October 2016
September
Lesson #1: "Our Helpers"
Experience: "Listen with all your ears"
Purpose: To give children an idea of the organs of hearing - the ear (captures and distinguishes sounds, words, etc.). To acquaint with the structure of the ear of a person and an animal, to clarify that everyone's ears are different, to teach, through experiments, to distinguish between the strength, height, and timbre of sounds. To consolidate knowledge about the rules for caring for the ears, to make collective recommendations for the prevention of hearing loss.
Material: Scheme of the human ear, pictures of animals (elephant, hare, wolf), d / and "Identify by sound", guitar, paper sheets for each child, jars with different items(paper clips, wooden sticks, foam rubber, sand, audio recording with the sounds of the forest, river, birds, etc.
Literature: My body. Aut.-stat. Kozlova S.A. - M., 2000, p.58.
Volchkova V.N., Stepanova N.V. Abstracts of classes in senior group kindergarten. Cognitive development. - Voronezh, 2004, p.68.
Experience: "How do we smell?"
Purpose: To acquaint children with the features of the work of the olfactory organ - the nose, the organ that allows you to determine odors, to compare with the features of the perception of odors by some animals. Develop recommendations with the children for the protection of this important body. Contribute to the formation of an emotionally positive attitude towards the process of experimentation.
Material: Products with pronounced characteristic odors (garlic, onion, pepper, etc.), cloth bags, toilet soap, perfume bottle, pictures of animals (platypus, foxes).
Literature: My body / Ed.-comp. Kozlova S.A. - M., 2000, p.71.
Lesson number 2: "Acquaintance with the properties of air"
Purpose: To continue the acquaintance of children with the properties of air, and the role of humans, plants, and animals in life. To give knowledge about inanimate nature and that air is a condition for the life of all creatures on earth. Experientially consolidate children's knowledge of the air. Cultivate interest in the surrounding life, curiosity.
Material: Balloons for each child, a jar of water, cups and straws, whistles, bottles, small pieces of paper, wind instruments.
Literature: Bondarenko T.M. Ecological activities with children 5-6 years old. - Voronezh, 2004, p.94.
Volchkova V.N. cognitive development. - Voronezh, 2004, p.159.
Experiments: “Where is it warmer?”, “Submarine”, “Stubborn air”, “What is faster?”
Purpose: To discover that air is lighter than water, to reveal how air displaces water; reveal that warm air is lighter than cold air and rises; Detect that the air is compressed; Detect atmospheric pressure.
Material: Two thermometers, dishes with hot water. 2) Curved cocktail tube, clear plastic glasses, water container. 3) Pipettes, syringe, colored water. 4) Two sheets of paper
Literature: Dybina O. V. Unexplored next to. 43
Lesson #3: "Can a plant breathe?"
Purpose: to identify the plant's need for air, respiration. Understand how the process of respiration occurs in plants.
Material: A transparent container with water, a leaf on a long petiole or stalk, a cocktail tube, a magnifying glass.
Experiments: Do roots need air? Do plants have respiratory organs?
Literature: Dybina O.V. "Unexplored nearby" p.28
Lesson number 4: "Why do leaves fall in autumn?"
Purpose: To identify the plant's need for water. Establish the dependence of plant growth and development on the flow of moisture into the plant roots.
Material: Sponges, wooden blocks, water containers, fallen leaves.
Experience: Up to the leaves, How to see the movement of water through the roots?
Literature: Dybina O.V. "The Unexplored Nearby" p.33-34
OCTOBER
Lesson number 1: "Water in nature and in everyday life."
Purpose: To clarify children's knowledge about the location of water in nature and everyday life according to one of the properties of fluidity. To consolidate knowledge of the properties of water: transparency, fluidity, ability to dissolve. Develop the ability to determine the temperature of water (cold, hot, warm) by touch. Continue to develop cognitive interest, observation, mental activity.
Materials: A glass of milk, a kettle of cold water, a kettle of hot water, 2 basins, glasses, glasses and spoons according to the number of children, boxes of salt and sugar, butter.
Experience: "Water is a helper"
Literature: Dybina O.V. The unknown is near. - M, 2005, pp. 41-42.
Lesson №2 "Water is the source of life"
Purpose: To show the importance of water in the life of wildlife. Talk about the path water travels before it enters our homes. To consolidate knowledge about water and how a person uses it. Learn about the process of condensation. Develop the habit of using water sparingly and wisely.
Material: 3-liter jar of water, 2 glasses of clean and dirty water, table sea salt, tray, watering can, paper flowers, cups with tap water.
Literature: Tugusheva G.P. "Experimental activity" p.43,
Zenina T.N. abstracts of classes to familiarize preschoolers with natural objects. - M., 2006, p.11.
Lesson number 3: "Water is a solvent"
Purpose: To clarify children's knowledge about the importance of water in human life. Fix the properties of water - water is a solvent. Explain why water sometimes needs to be purified and given elementary representations about the filtration process. Develop the skills of laboratory experiments, according to the schemes - to consolidate the ability to work with transparent glassware, observing safety regulations with unfamiliar solutions.
Material: Transparent cylindrical vessels of different sections (narrow, wide), figured vessels, glass funnels and glass rods, filter paper, magnifying glass, sugar, salt, calendula or chamomile tincture, mint infusion, vegetable oil.
Literature: Tugushesheva G.P. "Experimental activity" p.46,
Dybina O.V. Unknown nearby: entertaining experiences and experiments for preschoolers. - M., 2005, pp. 41-42.
Lesson number 4: "Journey of a droplet"
Purpose: to introduce children to the water cycle in nature, to explain the cause of precipitation in the form of rain and snow, to expand their understanding of the importance of water for human life.
Material: electric kettle, cold glass, illustrations on the theme of "water", the scheme "The water cycle in nature", a globe.
Experience: Where does water come from?
Literature: Tugushesheva G.P. "Experimental activity" p.70-73
November
Lesson number 1 "Magnet - magician"
Purpose: To introduce children to the magnet. To reveal its properties, interactions of a magnet with different materials and substances.
Material: Magnet, small pieces of paper, plastic, cloth, glass of water, sand container, paper clips, small wires,
Experiments: "Magnetic forces", "We are magicians", "Attracted - not attracted"
Literature: Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. - M., 2005, pp. 48-49.,
Tugusheva G.P. "Experimental activity" No. 21 p. 91 (Magnet testing)
Lesson No. 2 "The force of gravity"
Purpose: to give children an idea of the existence of an invisible force - the force of gravity, which attracts objects and any bodies to the Earth.
Material: globe, unbreakable objects of various weights: sheets of paper, cones, parts from the designer (plastic, wood, metal), balls.
Experience: "Why everything falls to the ground" Dybina O.V. "Unexplored nearby", p.51
Literature: Tugushesheva G.P. "Experimental activities" p.47
Lesson number 3 "Tricks of inertia"
Purpose: to introduce children to a physical phenomenon - inertia; show the possibility of practical use of inertia in everyday life.
Material: toy cars, small rubber and plastic toys, postcards, coins, glasses of water, raw and boiled eggs.
Literature: Tugushesheva G.P. "Experimental activity" No. 5.8 pp. 48.55.
Lesson 4 "What do we know about time"
Purpose: To give the concept of "time", to explain the change of day and night, the change of seasons; talk about the measurement of time, the variety of watches (from antiquity to the present day). To consolidate the concept of "save time."
Material: globe, tellurium, candle, water vessel, sundial model, different types hours, pictures depicting the seasons, the scheme “Measuring time by deeds” (Tugusheva, p. 80).
Literature: electronic presentation "Children about time".
Lesson number 1: “Getting to know the stones. What are the stones?
Purpose: To develop interest in stones, the ability to examine them and name their properties (strong, hard, uneven or smooth, heavy, shiny, beautiful). To give an idea that stones are river and sea, that many stones are very hard and durable, therefore they are widely used in the construction of buildings, bridges, roads. To acquaint with valuable stones that are used to decorate buildings and make monuments, souvenirs (granite, marble). Show products from precious stones. Learn to classify stones different features. Maintain interest in experimental work. The development of tactile sensations, the ability to draw conclusions, defend one's point of view.
Material: Sets of river and sea stones. Vessel with water, magnifying glass. Napkins for each child, plasticine, expanded clay, granite, lemon, flint, sugar, salt, "Box of sensations". photo: monument to A.S. Pushkin, Monument to the unknown soldier, etc.
Literature: Ryzhova N. A. “What is under our feet” p. 77, Nikolaeva S.N. Familiarization of preschoolers with inanimate nature - M., 2003, p.23
Lesson number 2: "Living stones"
Purpose: To acquaint with stones, the origin of which is associated with living organisms, with ancient fossils.
Material: Chalk, limestone, pearls, coal, various shells, corals. Drawings of ferns, horsetails, ancient forest, magnifying glass, thick glass, amber.
Literature: Ryzhova N. Sand, stone, clay. // preschool education, 2003, No. 10.
Experience: "What is in the soil?" Dybina O.V. Unexplored near p.38
Activity 3: How do mountains appear? "Eruption".
Purpose: To show the diversity of inanimate objects. To acquaint children with the cause of the formation of mountains: the movement of the earth's crust, the volcanic origin of mountains. Teach children to draw conclusions, observe safety precautions when conducting experiments.
Materials: volcano illustration, volcano model, baking soda, vinegar, dry paint, pipette.
Literature: Tugushesheva G.P. "Experimental activities" pp. 87-91
Lesson No. 4 “Solid water. Why don't icebergs sink?
Purpose: To give children an idea of the relationships that exist in nature, about the desert. Explain the dependence of the appearance of an animal on factors of inanimate nature. Develop the ability to draw conclusions, analyze, compare, classify.
Material: a basin of water, a plastic fish, pieces of ice of different sizes, containers of different shapes and sizes, a boat, illustrations depicting icebergs.
Literature: Tugusheva G.P. "Experimental Activities" pp. 78-85;
January
Lesson number 1 "If the winter came, it brought a lot of snow"
Purpose: To consolidate children's knowledge about winter as a season. To form an idea of the aggregate states of water (ice, liquid, steam). Compare the properties of water, ice, snow, identify the features of their interaction. Give the concept of a change in the state of aggregation of a substance depending on heat.
Material: containers with snow, water, ice; plasticine, a candle, a jar for extinguishing a candle, a metal plate.
Experiments: "What properties", "Solid - liquid"
Literature: Dybina O.V. "The Unexplored Nearby" pp. 42, 54.
Lesson №2 "Fire - friend or foe"
Purpose: To expand children's knowledge about the life of an ancient person, about the discovery of fire by man. How fire has reached our days, how it helps a person. To form the idea that during combustion the composition of the air changes (there is less oxygen), that oxygen is needed for combustion. Learn how to extinguish a fire. When burning, ash, ash, carbon monoxide are formed. Compliance with safety rules during experiments.
Materials: Stones, candle, jar, cut-off bottle, matches, lighter.
Experiments: 1. How did primitive people make fire?
2. Man subjugated the fire.
3. How to put out the fire? Candle in a jar.
Literature: Summaries of classes in the preparatory group (folder). Electronic presentation.
Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. - M., 2005, p.145.
Lesson number 3 "Who sees how"
Purpose: Through experimentation, to establish how a person and some animals see, to trace the dependence of the features of the vision of animals on their habitat and lifestyle.
Material: eye patch, transparent water jar containing small items; mirror, photos of animals.
Experiment: 1. Do both eyes see the same way.
2. How a hare and a bird see.
3. Which eyes see better: large or small?
4. How does a mole see?
Literature: A.I. Ivanova “Naturally - scientific experiments in preschool educational institution "Lesson No. 42, p. 169.
Lesson #1: "How to see and hear electricity"
Purpose: To introduce children to electricity as a special form of energy. Develop cognitive activity child in the process of getting acquainted with the phenomena of electricity, with its history. Get to know the concept electricity". Explain the nature of lightning. To form the basics of safety when interacting with electricity.
Material: Balloon, scissors, napkins, ruler, combs, plasticine, large metal clip, woolen cloth, transparent plastic napkin, mirror, water, antistatic.
Experiments: “Miracle hairstyle”, “ magic balls”, “Pinwheel”
Literature: Dybina O.V. The unknown is nearby: entertaining experiments and experiments for preschoolers. - M., 2005, pp. 98 - 100.
Tugusheva G.P. "Experimental activity" No. 28, p.106.
Lesson #2: “Why is the flashlight on?”
Purpose: To clarify children's ideas about the importance of electricity for people; introduce the battery - the keeper of electricity - and how to use a lemon as a battery.
Materials: electric stingray picture, electricity around us collage, flashlight, flashlight bulb, 6-8 lemons, insulated copper wire, paper clips, needle.
Literature: Tugusheva G.P. "Experimental activity" No. 29, p.110
Lesson number 3: "Electrical appliances"
Purpose: To develop the child's ability to handle elementary electrical appliances. To form an idea about materials that conduct electricity (metals, water) and insulators - materials that do not conduct electricity at all (wood, glass, etc.). To acquaint with the device of some electrical appliances (hair dryer, table lamp). Improve experience safe use electrical appliances (do not touch bare wires, insert metal objects with electrical wires into the socket, you can only interact with dry hands). Develop curiosity.
Material: Wood, glass, rubber, plastic, metal objects, water, electrical appliances.
Literature: Volchkova V.N., Stepanova N.V. Abstracts of classes in the senior group of kindergarten. Ecology. - Voronezh, 2004, p.167.
Lesson #4: "Rainbow in the Sky"
Purpose: To acquaint children with the properties of light to turn into a rainbow spectrum. Expand children's ideas about mixing colors that make up White color; exercise in the manufacture of soap bubbles according to the scheme - algorithm. Develop curiosity and attention.
Materials: glass prism, rainbow picture, bar of soap, liquid soap, teaspoons, plastic glasses, sticks with a ring on the end, bowls, mirrors.
Lesson number 1: “Primroses. How do plants grow?
Purpose: To generalize ideas about the growth and development of plants, to establish a connection between plant growth and their needs for various conditions environment; learn to be attentive and caring towards plants.
Experience: "What's inside?"; "Up to the Leaves"
Purpose: to establish why the stem can conduct water to the leaves.
Material: carrot stalk, parsley, wooden blocks, magnifying glass, water container, cut tree branches.
Literature: Volchkova V.N., Stepanova N.V. Abstracts of classes in the senior group of kindergarten. Ecology. p.86.
Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. - p.34.
Lesson #2: Where do plants like to live?
Purpose: to deepen ideas about plants, about their existence in different ecosystems - in the desert, oceans, mountains, tundra, to help establish causal - investigative links based on understanding the dependence of plant life on conditions environment.
Material: plant pots, funnels, glass rods, transparent container, water, cotton wool, magnifying glass.
Experience: “Where do plants get water faster”, “Is there enough light?”
Literature: Volchkova V.N., Stepanova N.V. Abstracts of classes in the senior group of kindergarten. Ecology. p.87.
Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. - p.38.
Lesson number 3: “What do birds sing about in spring?”
Purpose: to clarify and expand ideas about migratory birds, about their life in spring period, consider the structure of a bird's feather. Establish a relationship between the structure and lifestyle of birds in an ecosystem.
Material: chicken feathers, goose feathers, magnifier, zipper, candle, hair, tweezers; email presentation.
Experience: "How are bird feathers tripled?" , "Like water off a duck's back"
Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers.– p.40
Lesson number 4: "Who is nesting like a nest?"
Purpose: to develop interest in the life of birds, to expand ideas about the habitat of birds, to expand knowledge about the types of nests and their placement, to determine the relationship between the structure and lifestyle of birds in an ecosystem. To establish the relationship between the nature of nutrition and some features of the appearance of birds.
Material: dense clod of earth or clay, dummies of beaks from different materials, containers with water, small light pebbles, tree bark, grains, crumbs.
Straws, twigs, lumps of clay, sugar syrup.
Experience: “Who has what beaks”, “Without hands, without an ax, a hut was built”
Literature: Volchkova V.N., Stepanova N.V. Abstracts of classes in the senior group of kindergarten. Ecology. pp.104-105.
Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers.– p.32, 40
April
Lesson #1: "Sun, Earth and other planets"
Purpose: To give children an initial idea of \u200b\u200bthe structure of the solar system that the Earth is a unique planet. Develop curiosity. Based on experiments, give an idea of the coldness of the planets. The farther the planets are from the Sun, the colder they are, and the closer, the hotter.
Material: table lamp, balls, scheme solar system.
Literature: Zenina T.N. Summaries of classes on familiarizing preschoolers with natural objects (preparatory group). - M., 2006, p.19.
Grizik T.I. I know the world. - M., 2001, p.136.
Lesson number 2: "This mysterious space"
Purpose: To introduce children to the symbolism of the constellations. Generate an interest in outer space. To expand ideas about the profession of an astronaut. Activate vocabulary: space, astronaut, space weightlessness.
Material: Photographs of space, the solar system, Y. Gagarin, spaceships.
Experience: "Dark Space", "In Orbit"
Material: flashlight, table, ruler; bucket, ball, rope.
Literature: Grizik T.I. I know the world. - M., 2001, p.112.
Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers.– p.55-56
Lesson number 3: "Man-made world"
Purpose: to teach children to distinguish between natural objects and objects made by human hands, to introduce the properties of paper, glass, fabric, plastic, metal.
Material: objects from various materials, electronic presentation.
Experience: "Relatives of glass", "World of things".
Literature: Grizik T.I. I know the world. - With.
Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. - p.59.
Theme: "Light and color"
Lesson: "Where does the rainbow come from?".
Purpose: To develop the analytical skills of children. Introduce them to solar energy and features of its manifestation. Raise interest in the knowledge of the patterns that exist in inanimate nature.
Material: Spray bottle, flashlight, white paper sheet, crystal glass, trihedral prism.
Literature: Dybina O.V. The unknown is nearby: entertaining experiments and experiments for preschoolers. - M., 2005, p.150.
Kulikovskaya I.E., Sovgir I.N. Children's experimentation.–M., 2005, p.63.
Experience: “How to see a rainbow?”, “Soap bubbles”.
Literature: Tugusheva G.P. "Experimental activity" No. 31, p.115.
Experience: "Magic circle".
Purpose: To show children that sunlight consists of a spectrum. Develop an interest in inanimate nature. To form the ability to draw conclusions, put forward hypotheses.
Material: Color top or top.
Literature: Dybina O.V. The unknown is nearby: entertaining experiments and experiments for preschoolers. - M., 2005, p.151.
Conversation: "Light around us."
Purpose: To give children an idea of light. Determine whether light sources belong to natural or man-made world, their purpose. Empirically determine the structure of man-made light sources. Classification of objects that give light to the man-made and natural world. Strengthen the ability to work in a group. Enrich and activate children's vocabulary.
Material: Pictures depicting light sources (sun, moon, stars, moon, firefly, bonfire, lamp. Toy flashlight and a few objects that do not give light.
Literature: Kovaleva T.A. Raising a little citizen. - M., 2004, p.18.
Name:
Nomination: Kindergarten, Lesson notes, GCD, experimental activities, Teachers working with children preschool age, parents
Cognitive research activities in kindergarten "Where can I find my reflection?"
Educational field: Cognitive development
Type of activity: Cognitive research
Program content:
To consolidate, the ability to gradually collect information, apply the studied methods, record information graphically, using diaries of researchers in the work;
To teach children to determine where reflection can be found and to establish what it depends on;
Develop horizons, experimental, logical thinking, memory, attention;
Cultivate respect for the environment, accuracy.
Preliminary work: study of definitions: reflection, distortion, silver, mercury, tin, background, to acquaint with the history of the emergence of these concepts; reading the fable "The Monkey in the Mirror ...", "The Kingdom of Crooked Mirrors"; games of low mobility "Find your reflection".
Methodical methods: conversations on questions, experiment, problem solving, work with diaries, work in pairs.
Material: cards with a symbolic image of "research methods"; on each table: mirrors of various shapes and sizes, glasses, dishes with water; spoons, forks, knives, bubbles of various shapes; hats for "scientists-researchers"; prepared diaries of researchers, felt-tip pens, pencils; a table for experiments, badges for each child.
Course progress.
Today we will work again on the territory of the research station. Dear colleagues I ask you to prepare for the study. But first, I want to suggest putting on the badges of research scientists. Take your jobs, prepare diaries.
We start research.
— We have already identified the topic of the study. Name her.
(Where can you find your reflection?)
— Quite right. How do we designate it in the diaries of researchers?
- (Letter "O" ...)
Now we need to remember the stages of the study. Please go to the research screen and show the stages of the research scientist Dmitry.
What needs to be done at the first stage of the study? Raise your cards...
(Think for yourself...)
Think what is a reflection?
— (What we see in the mirror…)
Let's denote it graphically. Let's write the number 1. If we look, then we see ourselves in the mirror. How can we label this thought?
- (Let's draw a human figure ...)
- And how to graphically indicate that we see our own reflection?
- (Next to it is exactly the same figure, only in a rectangle, that is, in a mirror ...)
Where else can you see your reflection?
- (In the window, glass, water ...)
Let's denote it graphically. Let's draw a window, a tap with water.
The next step in our research is observation. Hold up the card indicating this stage.
- Walk through the group and find objects in which you can find your reflection?
- (On the TV, on the table ...)
Let's record our observations. Number 2. TV, table - graphically.
What surfaces have you seen your reflection on?
- (Smooth, smooth ....)
- How do we mark it?
- (Let's draw a straight line, smooth ...)
“Now go to the table in the laboratory. There are objects on the table, look at them. What reflection do you see in them?
- (Not even, crooked, funny ....)
Why do you think there is such a reflection?
— (Because the objects are smooth but not flat…)
- Yes, all these objects reflect the image, but distorting it, making it uneven, funny. How can we designate this stage in the researchers' diaries?
- (We designate the stage with the number 3, draw objects in which you saw a distorted image: a fork, a bubble, and a line on them, but not an even one ...)
Fizminutka (children disperse in a group in search of objects that distort the reflection.)
— You need to find objects in the group that can reflect, but distort the reflection.
Now let's do an experiment. I ask you to raise the cards that indicate this stage. Find out how mirrors reflect objects.
Sheets are on your tables. Write on them nicely, evenly block letters word NOSE.
- Put the mirrors on the table and put the sheets on which the word is written perpendicularly, read the word. What happens?
- (Word DREAM)
The mirror reverses the sequence of letters, so in the mirror one should read not from left to right, but vice versa.
Let's record the results of the experiment. Let's write capital letter E (number 4). Let's write down the word NOSE, put an arrow and write down the word DREAM.
Where else have you seen such a reflection? Reverse reflection?
- Another stage of the study will help us learn something new - this is a search on the INTERNET, but we do not have the opportunity to use it, but Marina I., together with her father and mother, searched for information and prepared an informative message about the subject in which you can see your reflection.
Cognitive research activities in kindergarten"Where can you find your reflection?"
Informative message.
What is a mirror? It is a smooth surface that reflects light and other objects.
Perhaps, water served as a mirror for ancient people (in a puddle, in a river, lake), but we probably will not know when a person invented a mirror. But it is known for sure that at first mirrors were made of metals, and the reflection in such a mirror was not accurate, cloudy.
Later, mirrors were made of smooth glass with a layer of metal on the back. But the glass itself is not yet a mirror. Reflection gives a narrow layer of silver, and the glass only protects it from scratches and damage.
The first glass mirrors made of tin and mercury were made in Venice. We use them to this day.
What useful information about reflection did you learn from the post?
— (What first mirrors were made of metals…)
- Let's denote information from the Internet with the letter "I". How do we fix it?
- (You can draw a rectangle and color it ...)
— Where did the first glass mirrors from tin and mercury begin to be made?
- (In Venice)
- Let's put the letter "V" - Venice.
— Dear employees, tell me, do we need additional stages of research?
(No, we got it all figured out...)
There is enough information for this study. Therefore, we now proceed to the presentation of our study. (children speak at will, the rest ask questions to the speakers).
“Do the research station staff have any questions?”
— Our research station is completing its work for today. I want to thank the staff for their help and give them letters of thanks for the work they have done. you are really skilled researchers. give thanks).
Reflection.
Go to the table and choose a smiley with the mood that you had throughout the study. Attach it to your thanks! Thank you for your work.
Name: Cognitive research activities in kindergarten "Where can I find my reflection?"
Nomination: Research activities in dow notes fgos classes, teachers working with preschool children, parents
Position: senior educator of the highest qualification category
Place of work: MBDOU d / s No. 82, Belgorod
Location: Belgorod
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, to develop 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 the child himself acts with objects, he learns better the world, therefore, priority in working with children should be given to practical teaching methods: experiments, projects, experiments.
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 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 connection, which already at the early stages of personality development is expressed quite definitely. 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.
To give you 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, 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 largest number 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 some certain type direction of the child's interests.
This technique 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 view search activity - experimentation.
Children's experimentation - special form research activity, in which the processes of emergence and development of new personality motives that underlie self-development are most pronounced (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 a special way. 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 sprouted faster than the seeds of the dawn, we looked at them through a magnifying glass, felt, sniffed, etc. As a result, the children established: the shell of the seed of the dawn is hard, thick, rough, does not crumble under the influence of force, and in calendula the shell is thin and very fragile, the seed is in the form of a hair, with external influence quickly collapses. 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 introduce older preschoolers to the movement of bodies and its main components, the sphericity of the Earth, daily and seasonal changes, with the mass of bodies with the help of scales, with aggregate changes in matter, straightness 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, examining a dandelion, children note what it consists of, what its functions are (what it does: blooms, grows, smells, sways, drinks, bends, dies, multiplies), how it feels to the touch (wet, soft, rough), why is the bud closed in the morning and opens in the afternoon? Thus, the more sense organs are involved in cognition, the more properties highlights the child 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 observation calendars. For example, in middle group- 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. IN younger age this is the variability of the seasons and the dependence of changes in living nature (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 the idea of 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 wildlife objects: 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. Looking at them, observing their growth and development in different conditions environment, preschoolers learn to distinguish between plants, to name them correctly, focusing on characteristic features - the shape, size, color of leaves, fruits, flowers, stems. They get acquainted with the functions of organs: the roots of the plant are held in the ground, suck water out of it and nutrients, which pass along the stem, trunk, branches into leaves, flowers, fruits. Main function leaves - absorption of 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. Pedagogical process should be built in such a way that children's interest in the inhabitants of the corner increased, their ideas about them constantly expanded, 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 a system through the senses and independently. specific knowledge about animals or plants that live next to it. 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. Spatial organization observations should be such that any object of nature is as accessible as possible to every child. In every specific 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. Optimal time for intensive mental activity of children - 3-10 minutes, 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. Better to use the following tricks that cause the lungs positive emotions and 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 the kind of care that plants provide good growth.
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 cans from under 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 sheet on the sheet glass jar. 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 down index finger straw on top and transfer 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 experience 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 together 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. Dip a match or a toothpick with wound cotton wool into the solution lemon juice and water and write something on paper with this match. 3. When the "ink" is dry, heat the paper over the included table lamp. Previously invisible words will appear on paper.
Lyubov Puchkova
Cognitive research activities in the 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, objects of 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: to know different kinds 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 examine different types of 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.
Related publications:
Synopsis of GCD in the senior group. Cognitive research activity Purpose: To promote the ability of children to recreate the indicated dimensional relationships between objects in length and width, to improve the ability.
Most The best way to explain any phenomena to a preschooler - this is visual and effective. So it quickly reaches the child's consciousness.
Cognitive - research activities in the middle group Topic: "Miracle bubbles." Mastered educational areas: cognitive.
Cognitive and research activities in the middle group "Onion from seven ailments" TMB Preschool Educational Institution "TsRR" - d / s "Snow White" Educator: Boyko Larisa Ivanovna Research project "Onion from seven ailments" Age:.
To implement the tasks of cognitive research activities of older preschoolers, it is recommended replenish the developing object-spatial environment the following benefits:
— layouts and modules of the planets of the solar system,
– collections of minerals, clocks, calendars,
— road, mathematical signs,
- a geographical map of the world for children, a map of the area where children live, with globes,
- microlaboratories,
— didactic material for modeling by sections: "Portrait of the Earth", "House", "My City", "Solar System", "Globe".
Tasks of formation of cognitive research activity of children of the senior group:
- to systematize knowledge and natural-scientific ideas about the world around;
- to form the ability to independently find causal relationships in the process of experimental activity;
- develop independent thinking, evidence-based speech.
Sample Thematic Planning
cognitive research work
with older children
1. Our site.
Tasks and content: To consolidate the knowledge of children about the features of the autumn site. Monitor the trees and shrubs growing on the site. Examine the leaves of the trees: find the most patterned, the smallest. Laying out patterns on the sand from autumn leaves.
2. Surprises of our site. Who hid under the leaf.
Tasks and content: Consider an earthworm. Observe the movement of the earthworm. Conduct an experiment: fill the course of the worm in the ground with water. Find out why he crawled out of the ground (nothing to breathe).
3. Miracles of our site. Our guests are animals.
Tasks and content: Find out if a cat or dog has a sense of smell. Offer animals a variety of treats. What food can be eaten and what not, the animal will determine with the help of the sense of smell.
4. Our site. Trees in our area.
Tasks and content: Fix the name of the trees. Check which ones are fruitful.
Research: check if the birch has fruits. Bring a birch branch to the group and observe how a leaf appears from the buds.
5. Berries of our forest.
Tasks and content: Find out together with the children whether the berries have a color, taste, shape. Fix the name of the berries. Invite the children to tell what berries grow in the nearby forests. Conduct a survey of berries for color, shape, taste.
6. Guests of our site. Birds.
Tasks and content: Introduce sparrow, dove, crow. To figure out characteristics every bird.
7. Air.
Tasks and content: Learn about the properties of air. Have a conversation about the fact that the air is everywhere around us, we do not see it. We breathe with the help of air. Carry out research actions: is there air in a plastic bottle (compress). And in a box of juice or milk (squeeze them). Check if there is air in the balloon (pierce it). What can be heard when pierced?
8. Our planet is Earth.
Tasks and content: Introduce the globe, tell that the Earth rotates. Enter the globe. Play the game "Journey around the globe": find north, south. Russia, America, China.
9. Our planet is Earth. Mountains.
Tasks and content: Continue acquaintance with the globe, show how mountains are marked on it. Find the highest mountains, they are in the south, in the far country of India. Tell about the nature of the country, people, animals. Experience: make a slide out of sand. Examine the grains of sand with a magnifying glass.
10. Ice. Water.
Tasks and content: Continue to introduce the properties of ice. Conduct experiments: put ice in hot water, V cold water. What happens if you sprinkle it with salt? Salt ice melts quickly. And if you press your finger on the ice? And if you press the handle of the spoon?
11. Water. Snow.
Tasks and content: Continue to introduce the property of snow. Show the children that snow is water. Have a conversation about how much water there is on Earth: seas, rivers, lakes, swamps. On the globe they blue color. There is no life without water, people, animals, birds need it. Experience: melting snow from a candle flame.
12. Water. Snow. Importance of snow cover.
Tasks and content: Continue acquaintance with the properties of snow: dense, creaks, loose, sticky. Describe the role of snow cover for plants.
13. Examination of paper.
Tasks and content: Introduce the properties of paper: cardboard, tracing paper, writing paper. Examination: stroke the palm, crumple, bend, blow on it. What happens when you put paper in water?
14. Examination of tissues.
Tasks and content: Introduce the properties of fabric: chintz, flannel, wool. Insert a magnifying glass and examine the structure of the fabric of threads. Examining the fabric and comparing it with cotton wool: which absorbs water faster? Why?
15. Inspection of metal and glass objects. Introduction to magnets.
Tasks and content: Introduce metals: aluminum, lead, iron. Learn about the properties of glass. Determine with the children which dishes can break? Can it be glued? Insert a magnet. What can a magnet do? Conduct an experiment with a magnet and metal objects.
16. Such different stones.
Tasks and content: To acquaint children with the natural resources of the bowels of the Earth. Learn about the properties of stone. Make various minerals: coal, jade, marble, granite. Tell the children that these are all the natural resources of the mountains. Experience: Check stones for weight, find the heaviest. Can you cut stone? Show grinding stones, stones in jewelry.
17. Stars in the sky.
Tasks and content: Continue to introduce children to the North Star and the constellation Ursa Major and Ursa Minor. Monitor children for starry sky. Find the brightest - the North Star, the constellation Ursa Major and Ursa Minor. Talk about space, about distant worlds.
18. Space. Moon and sun.
Tasks and content: Introduce the planets of the solar system. Watch the moon, its modification, make sketches. How is the Moon different from the Sun?
19. Day of warmth and light: Mother's day. Getting ready for the holiday.
Tasks and content: Talk about changes in nature with the advent of spring. To note the importance of warmth in people's lives. Offer to bake spring holiday pie. Examination of the properties of the dough: moist, viscous, well takes the desired shape.
20. Spring. Wind. Rain.
Tasks and content: Tell the children about the power of the wind. Learn to determine its direction with the help of ribbons, a flag or a tree (it leans in the direction the wind blows). Studying the direction of the wind with your finger: wet your finger, lift it up. The finger will become cold on the side from which the wind blows.
21. Sound and air. Music bottles.
Tasks and content: Teach children to receive sound and hear it. Blow over the neck of an empty bottle. Listen to the sound that will turn out (whistling). Research: pour a different amount of water into each bottle, blow again over the neck of the bottle. The sound will change: the more water, the higher the sound.
22. Water. Swamp.
Tasks and content: Familiarize yourself with the rules of behavior in the swamp. What is the difference between a lake and a puddle? Who lives in the swamp, what grows on it? What are the positive and negative sides the existence of swamps?
23. Water. Air. Our aquarium.
Tasks and content: Draw the attention of children to air bubbles on algae, stones, walls of the aquarium. Why do fish need air? Observe how the fish breathes. What else breathes in an aquarium? (Seaweed).
24. Water. Our aquarium.
Tasks and content: Monitor the development of the frog. Explain to the children that the tadpole is a small frog. Using a magnifying glass, examine the appearance, note how the tadpole will change over time.
25. Our garden. Light and water.
Tasks and content: Continue to explore the importance of water for plant growth. Look at the buds on a tree branch. Put a branch in a vase with clean water and watch the leaves unfold. Experience: Put one of the branches in a vessel without water, in a dark place. To conduct an observation, what will happen to her?
26. Our garden. Water. Light. Growing bulbs.
Tasks and content: Continue to find out the importance of light for plant life. Experience: Place the bulbs in a glass vessel, pour water into it. Leave the second bulb in a jar without water and put in the dark. Observe when shoots appear. Make a conclusion that in the dark the shoots are yellow, pale. And in the light - bright green. Note that roots will appear faster in a jar with water, without light - there are no roots.
27. Our garden. Water and light.
Tasks and content: Continue to find out the importance of light and water for plant life. Experience: Place the tops of the beets and carrots in a bowl of water. Place the beets in the light, and the carrots in a dark place. Make an observation: beetroot shoots are large, bright. Explain that due to light, nutrients are formed in them that are necessary for growth. In the dark, they do not form, so the greens of carrots are very pale.
Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to
