Description of the project "Experimental-experimental activity"

In everyday life, children often experiment with various substances themselves, trying to learn something new. They take apart toys, watch objects falling into the water (sinking - not sinking), trying metal objects with their tongues in severe frost, etc. But the danger of such “amateur activity” lies in the fact that the preschooler is not yet familiar with the laws of mixing substances, elementary safety rules. The experiment, specially organized by the teacher, is safe for the child and at the same time acquaints him with the various properties of the surrounding objects, with the laws of the life of nature and the need to take them into account in his own life. Initially, children learn to experiment in specially organized activities under the guidance of a teacher, then the necessary materials and equipment for the experiment are brought into the spatial and object environment of the group for independent reproduction by the child, if it is safe for his health. In this regard, in a preschool educational institution, the experiment must meet the following conditions:

a) the maximum simplicity of the design of devices and the rules for handling them.

b) non-failure operation of devices and uniqueness of the results obtained.

c) showing only the essential aspects of a phenomenon or process.

d) a clear visibility of the phenomenon under study.

e) the possibility of the child's participation in the repeated demonstration of the experiment.

In the process of experimentation, the child needs to answer not only the question of how I do it, but also the questions why I do it this way and not otherwise, why I do it, what I want to know what to get as a result.

In a preschool educational institution, the acquisition of knowledge about physical phenomena and methods of their cognition is based on a keen interest, curiosity of the child and is carried out in an exciting way. An experiment in kindergarten allows you to acquaint children with specific research methods, with various measurement methods, with safety rules for conducting an experiment. Children, first with the help of adults, and then on their own, go beyond the limits of knowledge and skills acquired in specially organized activities, and create a new product - a building, a fairy tale, air saturated with smells, etc. Thus, the experiment connects creative manifestations with the aesthetic development of the child.

Thus, the acquaintance of preschoolers with the phenomena of inanimate nature (physical phenomena and laws) occupies a special place in the system of various knowledge about the environment, since the subject of acquaintance is present, regulates, exerts its influence and continuously affects the development of the child. Including him in the process of searching for the cause of this or that physical phenomenon, we create the prerequisites for the formation of new practical and mental actions in him.

The result of children's experimentation is the acquired experience of seeing objects and phenomena, peering into them, developing attention, visual, auditory sensitivity, expanding vocabulary and enriching speech communication based on cultural norms.

Project relevance

At the age of 3, children still cannot operate knowledge in a verbal form, without relying on visualization, therefore, in the overwhelming majority of cases, they do not understand the explanations of an adult and strive to establish all connections on their own, through experiments and experiments. That's why for children of this age, experimentation, along with play, is the leading activity.

In the process of interaction with objects (experimentation), all types of perception develop, as well as fine motor skills of the fingers, which stimulates the activity of the centers of the brain responsible for the speech of the child. In the course of experimentation, problem situations are created that contribute to the activation of visual-figurative and logical thinking, voluntary and involuntary attention, and imagination. Through explanations and conclusions, the vocabulary of the child is enriched. Asking questions that cause the child to return to past experiences (to past experiments) contributes to the development of memory.

Also, the activity of experimentation contributes to the formation of cognitive interest in children, develops observation, ingenuity, curiosity and mental activity. In the course of experimental activity, ideas about the properties and distinctive features of the objects under study are formed, independently mastering the idea of ​​a particular law or phenomenon, situations are also created that the child resolves through the experiment and, analyzing, draws a conclusion, a conclusion, that is, development occurs. cognitive abilities child (perception, thinking, attention, memory, speech, imagination).

Another of the objectives of the project is to support and develop a child's interest in research, discoveries, and create the necessary conditions for this.
I propose to organize the work in such a way that children can repeat the experience shown by adults, can observe, answer questions using the result of the experiments. With this form, the child masters experimentation as an activity and his actions are of a reproductive nature.

Project theme:"experimental activities in the second group of early age"

Project goals:

Development of cognitive activity of children in the process of experimentation;

The development of observation, the ability to compare, analyze, generalize, the development of the cognitive interest of children in the process of experimentation, the establishment of a causal relationship, the ability to draw conclusions;

Development of attention, visual, auditory sensitivity;

· Creation of prerequisites for the formation of practical and mental actions in children.

Project objectives:

o Expand children's understanding of the physical properties of the world around them;

o Familiarize yourself with the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, solubility.);

o To develop children's ideas about some environmental factors (light, air temperature and its variability; water-transition to various states; Air - its pressure and strength; Soil - composition, humidity, dryness;

oExpand understanding of the human use of environmental factors: the sun, earth, air, water, plants and animals to meet their needs;

o Expand children's understanding of the importance of water and air in human life;

o Introduce children to the properties of the soil and its constituent sand and clay;

o Develop an emotional and value attitude to the world around;

o To develop the intellectual emotions of children: to create conditions for the emergence of surprise in relation to the observed phenomena, for awakening interest in solving problems, for reflection, for the opportunity to rejoice at the discovery made.

Project type: practical-experimental.

Duration: February-March 2017 (long-term).

Expected Result:

1. Stimulation in the child of interest in independent research, discoveries.

2. Development of observation, curiosity.

3. Development of cognitive processes: logical thinking, perception, voluntary attention, memory, fine motor skills, active speech and vocabulary enrichment.

4. To enrich the subject-developing environment in the group;

Preparatory stage:

1. Preparation of material, equipment for experiments.

2. Selection of riddles, poems and games for classes, drawing up a file cabinet.

Main stage:

1. Activity planning..

2. Planning for parenting experimental activities(expansion and enrichment of the object-spatial environment).

3. The final stage:

1. Create a file cabinet for experiments with natural material.

2.Create a corner for children in the group for independent experimentation with natural material and equipment.

Fundamental question: How to introduce children to inanimate nature?

Project implementation

Based on the analysis of the system of work in kindergarten, the conditions and approaches to experimentation, as a means of developing the cognitive activity of children, I designed my subsequent work, where the implementation of the tasks set will be carried out within the framework of unregulated educational activities.

Joint activities with younger children preschool age organized in the evening or by the method of implementation in educational activities for 10-15 minutes.

The work will be carried out with small groups, taking into account the level of development and cognitive interests of children.

After the experiment, I do not miss the educational moments - the children themselves put things in order at the workplace (clean and hide the equipment, wipe the tables, remove the trash and wash their hands with soap and water).

Equipment for experimental and experimental activities: play material and equipment for experimental activities with water, sand, air.

"Sand-water": containers of different sizes, measuring cups, cups, spoons, watering cans, molds, pebbles, sand, water, tubes, soap, cocktail tubes, funnels, objects made of different materials (rubber balls, toys, plastic buttons, etc.), plastic cups different shapes, size, degree of transparency.

"Air": ropes, plastic bags, balloons, ribbons, flags.

The project "experimental activities for the study of inanimate nature in the second junior group" also provides for work with parents, which

Memo for parents "experimenting with water" and advice for parents "Organization of children's experimentation at home"

Approximate long-term plan for the organization of experimental activities

Planning work with parents on the topic "Experimental and experimental activities of preschoolers"

Advice for parents: "Experimental activities in kindergarten"

Memo for parents: "Experimenting with water" on the blog of the group "Chickens"

Advice for parents: "Playing, we learn"

Advice for parents: "Organization of children's experimentation at home"on the blog of the group "Chickens"

Consultation for parents: "The role of the family in the development of the search and research activity of the child"

Reminder for parents"Do's and Don'ts to Maintain Children's Interest in Cognitive Experimentation".

Bibliography

1. Bondarenko T.M. Ecological classes with children 5-6 years old: A practical guide for educators and methodologists of preschool educational institutions. - Voronezh: TC "Teacher", 2004 - 159 p.

2. A wagon and a small cart of miracles. Experiments and experiments for children from 3 to 7 years. Author-compiler: Zubkova N.M. - St. Petersburg: Speech, 2006 - 64 p.

Project participants: children of the preparatory group, educators.

Implementation period: October - December 2016.

Project type: educational - research.

Relevance.

Paper- affordable and versatile material that both adults and children encounter every day. They use this object without thinking about its properties, about its significance for the life and activities of people. Experiments independently conducted by children on the study of the properties of paper contribute to the acquaintance of pupils with the source materials for its production, with its physical properties etc. They also create conditions for independent conclusions about the value significance of the subject under study for all mankind.

Target:

• paper- wrinkled, torn, soaked,
• expand knowledge children about the world around through experimental activities;
• develop interest, curiosity, activity.

Tasks:

Educational:

• to form the ability to investigate the subject and establish cause-and-effect relationships and draw conclusions based on the experiment;
• introduce different types paper;
• introduce children to the properties paper;
• form skill compliance with safety regulations during experiments.

Developing:

- develop cognitive activity, interest in the process of research activities;

• form at children have different ways of learning, needed to solve cognitive tasks;
• develop coordination of movements, fine motor skills arms;
• develop research skills, mental processes: attention, imagination, visual and auditory sensitivity.

Educational:

• to cultivate interest in the knowledge of the world, curiosity;
• encourage the development of independence and responsibility.

Recently, the children, together with their parents and teachers, visited the Prospekt regional library on a tour, where they were told about the origin of paper.

We tried to investigate the properties of paper and for this we conducted the following experiments:

Experience 1. Folded paper. It is easiest to fold a napkin, it is thin. Harder to fold cardboard. He is thick and dense.

Experience 2. Torn paper. We made more effort when we ripped the cardboard, and the napkin was torn very easily.

Experience 3. Lowered paper in water. The napkin got wet faster. The cardboard took longer to get wet. Any paper gets wet.

Experience 4. Planted paper up. The cardboard fell quickly and the napkin fell slowly, because it is light.

Experience 6. « Paper makes a sound» Take paper and make a move "laundry". Paper rustles, creaks.

Experience 7. "Making paper"

After the appliqué class, we had paper scraps left, the used sheets of paper were torn into small pieces. It was a great pleasure for the children.

We placed small pieces in a container and poured hot water, left to soak for a day. A day later, the whole mass was whipped with a blender. It turned out something like a porridge.

Then this mixture was spread over the plate in a thin layer, giving it the shape of the future paper, gently smoothed and dried. In a few days the paper is dry. We have an unusual paper.

The children noticed that the color of the obtained samples differed from the color of the raw materials: part of the paint dissolved in water, the color turned out to be paler. Of course, you don’t use such paper for writing and drawing, but it is quite suitable for crafts. Having turned the idea into reality, we achieved the goal not only from an environmental point of view, but also the children realized that making paper is a very laborious process.

Experience 8. "Production of marbled paper."

Thus, the children learned that there is a huge variety of types of paper and each type of paper has its own purpose, and, having mastered the technology of making marbled paper, we will look for ways to use it.

Target: To clarify and expand children's knowledge of air, to acquaint them with the properties of air and methods for detecting it, to continue to acquaint them with the respiratory organs. Help children understand that air pollution affects human health. Expand and activate vocabulary. form
awareness of your health.

Material: a pebble, a glass of water, a plastic bag, a rubber pear, a piece of chalk, a straw, a mirror; a jar of water, a funnel, a glass, a piece of rubber, a rubber toy, scales, a panel with a tree.

Lesson progress:
Educator: Guess the riddle:
So big that I take over the world
So small that I can fit through any gap.
(air)
That's right, why did you decide that?
Children: Air is everywhere; around us, in heaven, all over the earth.
Educator: I suggest you become scientists and study the air. Do you know what research scientists are?
Children: People who do research.
Educator: We have a difficult task ahead of us: to know what air is, how it can be detected, what properties it has. (Puts business cards on the children's chests.)
You are ready? Dear colleagues! Go to the laboratory and start our research.

1 Experience:
Educator: Let's take a pebble in our hands, squeeze it in our hand. What does he feel like? (solid, hard, strong). A stone is a solid body. What solids can you name?
Children: ……………………
Educator: Is it possible to take air in your hand and compress it? No you can not. We conclude: AIR IS NOT A SOLID BODY.
2 Experience:
Educator: Let's take a glass of water. Look, smell, try, what is it like?
Children: Transparent, colorless, odorless, tasteless.
Educator: What can water do? Water flows, runs, flows, murmurs. What is water? Water is a liquid. Name other liquids.
Children: Juice, kefir, milk, jelly, etc.
Educator: We conclude: AIR IS NOT A LIQUID BODY.
Educator: We know that air cannot be compressed in the hand. So it is not a solid body. The air does not flow, it cannot be drunk. So it is not a liquid.
We can conclude: Air is not a solid body and not a liquid. Air is a gas. It is invisible, colorless, transparent, tasteless, odorless. Here is our discovery. Let's continue research.

Educator: Air is invisible. How can we discover it?
An experience:
Educator: Take a plastic bag and start twisting it from the open edge. The package becomes convex. Why? ( children's answers)
Children: We conclude: It is filled with air, but we do not see it.
An experience:
Educator: And now let's wave our palm near the face, blow on the palm. What do we feel?
Children: Wind, air moves.
Educator: We conclude: AIR MOVEMENT WE CAN FEEL.

Physical education minute
(children imitate movements).
The wind gently shakes the maple.
Tilts to the right to the left.
One - slope
And two - tilt,
The maple rustled with leaves.
(I suggest to sit down)
Educator: Air is everywhere. Let's check it out.
An experience:
Educator: Take a rubber pear, squeeze it in your hand. What did you hear?
Children: Whistling, air noisily comes out of the pear.
Educator: And now we will close the hole of the rubber bulb and try to squeeze it. Doesn't she shrink? What prevents this?
Children: A finger that closes the hole and the air inside the pear.
Educator: We conclude: THE AIR IN THE PEAR Hinders It From Compressing.
An experience:
Educator: Now let's throw a piece of chalk into a glass of water. What's happening?
Children: Air bubbles come out of the chalk.
Educator: We conducted a series of experiments, figuring out where there is air. What conclusion did we come to? AIR IS EVERYWHERE: IN A PACKAGE, IN A PEAR, IN A CHALK.
And now, dear colleagues, I suggest you continue your research and find out what properties air has.
Educator: Does air take up space?
An experience:
Educator: Dip the upside down glass into a jar of water. What are you observing?
Children: Water does not pour into the glass.
Educator: Now carefully tilt the glass. What happened and why?
Children: Water poured into the glass, the air came out of it in the form of bubbles.
An experience:
Educator: Now close the tube with your finger and lower it into the water. What happened?
Children: Water does not enter the tube.
Educator: I will open the tube. Why did water enter the tube? The air came out of the tube, and water poured in. We conclude: AIR TAKES PLACE.
Educator: Now let's find out if air has weight?
An experience:
Educator: Let's take two balloons. Inside one is air, and the other is deflated, without air. We put them on the scales. What we observe: the scales with the inflated ball outweighed. Why? We conclude: THE BOWL HAS BEEN WEIGHTED BECAUSE THE BALL IS FILLED WITH AIR. THEN AIR HAS WEIGHT.
An experience:
Educator: Now let's take a piece of rubber and throw it into the water. He drowned. Dip a rubber toy into the water. She doesn't drown. Why? Is the toy heavier than a piece of rubber? What does she have inside?
Children: Air.
Educator: We conclude: AIR HAS WEIGHT BUT IT IS LIGHTER THAN WATER. We've done research. What do we know about the properties of air?
Children: Air takes up space and has weight.
Educator: Correct conclusion, colleagues. Why do we need air?
Children: For breathing.
Educator: Dear colleagues! We conducted experiments, learned how and where to detect air, what properties it has. We know the main purpose of air. Now I propose to make sure that we breathe air.
An experience:
Educator: Take a glass of water and a straw. Dip the straw into the water and gently blow into it. What are you observing?
Children: Air bubbles.
Educator: Yes, and this proves that we exhale air.
An experience:
Educator: Let's breathe on the mirror. It got sweaty. Why?
Children: children's guesses.
Educator: The surface of the mirror became wet, because together with the air we exhale the smallest droplets of water.
Educator: Now go to the poster and tell how a person breathes and how air enters the body.
Children: Air is inhaled through the nose and mouth and enters the lungs. And there, through the tubules-vessels through which blood flows, it gives out substances necessary for human life, and takes away harmful, unnecessary ones, and exhales, pushing them out.
Educator: Right. Now put your hands on your chest. When breathing, it rises (expands) and falls (compresses). What happens to the lungs when you breathe?
Children: When you inhale, the lungs expand, and when you exhale, they contract.
Educator: Now try not to breathe. How long could you last without breathing? No. We conclude: WITHOUT BREATH THERE IS NO LIFE.
Educator: But human health depends not only on how he breathes, but also on what he breathes. What causes air pollution?
Children's answers: Smoke from the chimney, smoke from the cars.
Educator: (ecological game) And now I suggest you play the game. Consider the panel. What do you think, which pictures are superfluous here, why?
Educator: We must take care of our health. What can we do to keep the air clean?
Children: Plant more flowers and trees.
Educator: Let's plant a seed in the ground and after a while we will grow a beautiful plant. Now spring has come and if you and your parents plant at least one tree each, the air in our region will become much cleaner.
Educator: You good mood? Pass it on to your friends: touch each other with fists, palms.

The last year in kindergarten is a transitional stage between the system of preschool education and elementary school. Pupils are trained to teach literacy and writing, form the initial mathematical ideas about the composition of numbers, computational operations, there is an interest in complex areas of knowledge: the physical laws underlying natural phenomena, the features of celestial bodies, the functioning of the human body. Future first graders learn to gain new knowledge in experimental activities - through experimentation and modeling.

Organization of experimental activities in the preparatory group

At the mention of experimental activity, we are confronted with the image of an elderly scientist in a white coat and latex gloves: he is bent over retorts with boiling liquid in his laboratory. We forget that it is possible to conduct an experiment with objects located in the immediate environment without special devices. Suffice it to recall how a child behaves at an icy window in public transport - he affects the ice crust different ways. He tries to melt with his breath, touches with a mittened hand and a bare palm, draws patterns with his finger and compares the melting process. These simple actions lay in the mind the initial idea of ​​heat transfer and the conditions for the transition of aggregate forms of water.

An interest in experimental activity may arise spontaneously in a child and result in the discovery of the properties of objects in the surrounding space.

Experimental activities in kindergarten are carried out in a joint activity with the teacher or in the form of independent studies. Over the course of five years of study in a preschool educational institution, the features of an exploratory type of thinking were laid down and developed in children: in the younger groups - during the game-experiments, in the middle and senior groups - in experimentation and observations of simulated objects, and in preparatory group the structure of the children's experiment is approaching the algorithm of scientific research. Organizing experimentation in the preparatory group, the teacher takes into account the age characteristics of children:

• The ability to self-regulate. Children aged 6–7 are assiduous, able to independently plan the pace and forms of practical activity in such a way as to avoid overwork. In the preparatory group, long-term studies are carried out during cognitive classes and walks: through didactic conversations, monologic voicing of assumptions and predictions of pupils, conducting demonstrative and illustrative experiments.
• High level of mental abilities. Pupils of the preparatory group are guided in spatial and temporal indicators, compare the qualities and properties of objects, are able to generalize and classify the information received. The ability to establish cause-and-effect relationships is being improved, children build logical chains from many links, draw conclusions on their own.
• The development of dialogic speech, the formation of monologue speech skills. In conversations with the teacher and classmates, children actively exchange statements, clearly formulate questions and give answers. By the end of kindergarten, the child is able to compose small oral monologues (a report on the demonstrated experience: an indication of the goals and objectives, forms of practical activity, a story about the progress of the study and results; presentation of an experimental project to the audience of listeners).
• Formation of self-esteem skills. By the age of 6–7 years, the child begins to assess the level of his abilities, abilities and accumulated knowledge. He understands the significance of his activities, but now there is a tendency to overestimate self-esteem.
• Non-standard solution of tasks. Older preschoolers often act spontaneously and creatively, completing tasks in an unexpected way. Creativity is observed in various types of children's activities: in oral stories, compiling stories based on visual material, during games, in drawing, conducting experiments and experiments.

Self-conducted research causes satisfaction with one's abilities and delight of discovery.

Contemporary educator kindergarten is not a lecturer for children, passing on age-old knowledge from various fields of science. The teacher aims to motivate children to search for information through independent study of objects and phenomena of the world around them. The ability to raise a question in connection with the emergence of an unknown or little-studied object and find an answer indicates a high level of mental and mental development of future first-graders. Children are encouraged for curiosity, perseverance in the search for answers to exciting questions, shown activity in the classroom and in independent activities.

The informational fact illustrated in a practical study becomes an image of the long-term memory of preschoolers

Tasks of experimentation with children 6–7 years old

1. Educational tasks:

• expansion of ideas about the objects of the surrounding world;
• independent planning training research activities: setting goals, building an algorithm of actions, predicting results.

2. Developmental tasks:

• development of the analytical type of thinking: improving the skills of comparative analysis, generalization, classification, summing up practical activities;
• development of the ability to establish cause-and-effect relationships, build logical chains;
• improving speech skills, enriching the active vocabulary with special terms.

3. Educational tasks:

• encouragement of initiative and independence in work, creation of positive motivation for experimentation;
• creating a positive emotional atmosphere in the group and cohesion of the children's team, developing the ability to work in a team;
• education of accuracy and responsibility in work through the implementation of labor assignments.

The ability to work within a team is formed during the experiments

Types of classes in the framework of experimental activities

Experimental activities with children aged 6–7 are exploratory in nature. Experimental games are more often held during walks and thematic leisure activities, while classes are devoted to the formation of the ability to plan the sequence and forms of experiments. The educator creates the conditions in which children's experimentation is carried out.

Experimentation in the preparatory group has an exploratory focus

In the classroom, each pupil is given the opportunity to make assumptions, voice the results obtained during the experiment. The role of the teacher is to monitor the progress of the practical activities of children, control the implementation of safety rules.

Interest in cognitive activity from the beginning to the end of the lesson is supported by the use of various forms of research:

• Travel games. They are organized to search for information about remote territories and areas: the North Pole, Africa, the Universe, the jungle, the ocean floor. The structure of the game consists of the virtual movement of the children into the world under study, the solution of cognitive tasks, and the generalization of new information. For example, in the game-journey "Jungle", children get acquainted with the concept of humidity, conduct experiments with the evaporation of water ("Rainforest", "How a drop gets back into the cloud").
  

  Role-playing game contains elements of experimentation and cognitive tasks

• Games: didactic, experimental games. The leading activity of older preschoolers is still a game, so the lesson plan should include game forms. Didactic games serve as a repetition of the results of previously conducted experiments: “Make a snowman”, “What will happen if ...”, “Guess what object sounds like that”, “What is afraid of water?” etc. For the children of the preparatory group are offered board games cognitive and research orientation with magnets, electric bulbs (age recommendation 6+): “Fixies Garland”, “Fixies Attraction”, “Unknown Rocket”, “Operation. Minions. Experimental games in the preparatory group become part of the lesson (in the younger and middle groups, the lesson could be built in this form).
  

  Didactic games develop logical thinking and speech, require the use of knowledge about the properties of natural objects

• Experiences and experiments. Senior preschoolers independently conduct practical research on objects according to verbal instructions, carefully observe the demonstration of complex experiments by the teacher. In the preparatory group, children's experimentation may retain elements of play activity.
  

  Senior preschoolers conduct unusual and spectacular experiments

• Observations and practical research on walks. On the street, pupils can explore natural objects and phenomena, experiment with natural materials and light. The study of events currently taking place on the street can be useful for experimental activities: children try, for example, to dilute cement (help workers on the territory of the preschool educational institution), study its properties.
  

  If the soap solution is cooled to 0 degrees and bubbles are blown outside at sub-zero temperatures, then you can observe how the bubbles will be pricked by ice needles.

• Projects for experimental activities. Senior preschoolers work on group and individual projects to study topics in various areas: "Ecology", "Technology", "Animals and Plants", "Space", "Geography". The results of project activities are drawn up in the form of information stands, posters, photo albums, lapbooks, layouts. A presentation of the completed project is organized, at which the pupils tell the audience (parents, children of younger groups, invited guests) about the importance of studying this topic, the tasks set, and the stages of the study. Sample Topics projects for the preparatory group: "The world of stones and minerals", "Why do shoes slip?", "Secrets of tricks", "Experimentation - the way to understanding the world", "Where does the sound come from?", "We want to know everything."
  

  The experimental part of the project gives students the opportunity to form ideas about the emergence of electricity, the functioning of the lamp

Individualization of tasks

Each pupil should feel the significance of the research work he is conducting, experience positive emotions from the experiments. An individual-personal approach is a strategic method of organizing the learning process in a modern preschool educational institution. First of all, the individual interests of pupils and the level of research abilities should be taken into account. Children should be given what they can to complete the task. Experimental activity can be individualized by providing a choice of materials for experiments and the form of research. In the lesson “Water Purification Methods”, the task is to make a filter and try to purify muddy water: children can make homogeneous (from a cotton pad or gauze) or multi-layered (from a bandage, cotton wool, activated carbon, soil layer) filters.

Children make filters and evaluate their ability to filter polluted water

The implementation of a personal approach is possible during the GCD class, when children are given tasks of various levels of complexity to conduct the experiment. In the "Buoyancy of Objects" lesson, the guys are divided into three subgroups: the first subgroup receives the task - to determine the degree of buoyancy of objects from the same material, but of different shapes, volumes and weights; the second subgroup - to observe the buoyancy of objects in fresh and salt water; the third subgroup is experimenting with fresh, salty and carbonated water.

Observation of the buoyancy of objects in various types of water (fresh, salty, carbonated)

To perform experiments, the group can be divided in this way: successful pupils perform the practical part in an individual form, other children - in subgroups of several people, with lagging behind, the teacher organizes a separate subgroup where the children will experiment in joint activities with the teacher.

Pupils can experiment in pairs or subgroups.

Motivating start to class

The initial stage of each lesson in experimental activities is aimed at creating interest in children in the topic and issues of research. Children aged 6–7 are tuned not to entertaining and playful activities, but to mastering social competence - the role of a researcher, a discoverer. Pupils learn to build an algorithm for conducting an experiment, follow the scheme and make the necessary corrections, justify the relevance of observing the named phenomena and objects. Hence, there is a need to create problem situations that young researchers strive to solve.

As a motivating start to the lesson, theatrical skits, outdoor games can be held, a fairy-tale character is involved - the culprit of the problem that has arisen, a requester for help or an organizer of cognitive research activities. Visual material for studying in the preparatory group - models and layouts, illustrated encyclopedias, mnemonic maps for conducting experiments, photographs and videos of scientific experiments.

Illustrations of physical phenomena in nature and experimental laboratory are interesting as a visual material for preschoolers

Options for motivating beginnings - table

The influence of human activity on air, water and soil is revealed to children during a heuristic conversation with a teacher

Examples of organizing experimental activities in the preparatory group

Let's get acquainted with the options for organizing the experimental activities of preschoolers 6–7 years old.

GCD lesson in the preparatory group "Experiments with paper" - video

Game-lesson in the health laboratory - video

Lesson-experimentation in the senior group "Journey of water in nature" - video

Experimental research activity with children of the preparatory group "Magic Chemical Experiments" - video

Project on experimental activities "Volcano Eruption" - video

Experimental lesson in kindergarten

Practical research can be the main part of GCD classes on the study of the surrounding world and integrated classes, the duration of which in the preparatory group is no more than 35 minutes. The teacher develops a summary of each lesson:

• setting goals and objectives;
• a description of the preliminary work on the chosen topic (reading and discussion of art exhibitions, visiting a museum or exhibition center, excursion to a park or a factory, etc.);
• an indication of the composition of the material base of the lesson (devices, materials and tools for children's experimentation, equipment for organizing a motivating start to the lesson);
• the scenario of the lesson, indicating the educational focus and the approximate duration of the stages;
• forecasting the results of the lesson.

To prevent overwork, tasks alternate various kinds children's activity: game, motor, artistic and aesthetic (including productive), speech, cognitive. Labor education is carried out through the organization of the duty system: the duty officers prepare tools and materials for experimentation, clean the workplace at the end of the lesson.

A selection of game, speech and motor exercises in the experiments on experimentation - table

After the lesson, the teacher returns to the summary, notes the effectiveness of the development, the effectiveness of the applied pedagogical methods. If deviations from the plan occurred during the lesson, the teacher identifies their causes and outlines a possible adjustment in the summary.

Conducting an experiment is a form of manifestation of the cognitive activity of children

Card file of experiments and experiments - table

Bright and unusual products of experimental activity make the experiment unforgettable

Summary of the lesson on experimental activities in the preparatory group "Amazing Salt" - table

If you add dry food coloring (powder) to salt and mix, you get colored salt

Open lesson in the preparatory group

An open lesson, like every lesson in the educational process, requires thorough preparation and study. The difference between the open form lies in the demonstration of the methodological goal to outside observers. Such a lesson may be attended by methodologists, kindergarten teachers and administration, colleagues from other preschool educational institutions, students of pedagogical colleges and young professionals.

Examples of methodological goals:

• the use of ICT in the educational process: "Electronic physical exercises for the eyes", "Synthesis of visual and auditory perception when viewing a presentation", "Development of slides with game exercises", "Forms of interactive learning in kindergarten";
• involvement of characters of modern cartoons: to create a problematic or game situation in class, to help in experimentation (heroes of "Smeshariki", "Fixies", "Paper stories", "Alice knows what to do", etc.);
• conducting an experimental lesson within the framework of environmental project: study of ways to purify water, air, soil;
• unusual forms of classes: “Invitation to the research laboratory”, “Journey to the future/past”, “Quest from Professor Chudakov: help the fixies!”, “Unravel the secrets of the third planet with Alisa Selezneva”.

As a methodological goal, a demonstration of the innovative development of the educator is chosen: unconventional shape presentation of material or classes, use of information and computer technologies. This can be a travel lesson based on a book loved by children, for example.

Conducting an open lesson on experimentation is carried out in accordance with the requirements for the educational process. The structure of the lesson should be clear, follow the algorithm developed by the teacher. The duration of an open lesson does not exceed the SANPiN norms established for the preparatory group.

It is necessary to agree in advance with one of the employees of the preschool educational institution about the photo and video shooting of the lesson

It is forbidden to conduct so-called rehearsals of an open lesson: this gives rise to anxiety in pupils (they begin to worry in anticipation of guests who will evaluate them, as it seems to children) and is simply a staging of actions, memorizing the correct answers.

When the lesson is completed and the pupils move on to the next regime moment, the final stage of the open lesson begins - self-analysis and the presentation of recommendations by methodologists.

During an open lesson, invited methodologists and colleagues get acquainted with the innovative activities of the educator and evaluate its effectiveness

The educator should agree in advance with one of the kindergarten staff on assistance in conducting photo and video shooting of the lesson. The presence of publications in pedagogical publications and on methodological portals will be an undoubted plus when passing certification and advanced training. Text material is accompanied by photographs of each stage of the lesson. Video clips and snapshots can be used to create a presentation on an open lesson.

The program of the circle for experimental activities

Research activities are of genuine interest to preschoolers. Thanks to experimentation in children, the motivation to acquire knowledge is laid and strengthened, the desire to independently search for information grows stronger. The functioning of the circle on experimental activities allows children to improve their skills in practical research and expand their understanding of the objects of the material world.

In the classes of the circle, children feel like real scientists

For the successful functioning of the circle, the teacher must meet the following requirements:

• drawing up a program of circle activities indicating goals and objectives, a list of studied methodological literature;
• development of a calendar thematic planning in accordance with the age of the children attending the circle;
• involvement of the kindergarten administration in equipping the circle with special equipment and devices;
• holding consultations for parents, it is possible to show a presentation on the direction of work and the planned functioning of the circle.

The leader must take care of equipping the circle with everything necessary: ​​sets of protective clothing for children, materials and devices for experimentation

A fragment of the calendar-thematic planning of the circle "Young Researcher" (second year of study, preparatory group) - table

Fragment of the long-term plan of the circle for experimental activities "Why" (preparatory group)
"Where does the rainbow come from?"
1. A necessary condition is a clear sunny day.
2. A bowl of water.
3. A sheet of white cardboard.
4. Small mirror. Place the bowl of water in the sunniest spot. Dip a small mirror into the water, leaning it against the edge of the bowl. Turn the mirror at an angle so that sunlight falls on it. Then moving the cardboard in front of the bowl, find the position when the reflected "rainbow" appeared on it. Light appears transparent, but it is actually made up of different colors. Light travels in straight lines called rays. When it hits the water, the rays of light are refracted. "The sun warms the colors"
Lay out on the window, in the sun, sheets of paper of different colors (among which there should be sheets of white and black). Let them bask in the sun. Have the children touch these sheets. Which leaf will be the hottest? Which leaf is the coldest? The dark sheets of paper got hotter. Dark-colored objects trap heat from the sun, while light-colored objects reflect it. That's why dirty snow melts faster than clean snow! "Can a switched off lamp shine"
1. Woolen sweater.
2. Fluorescent lamp.
In a dark room, quickly rub a fluorescent light on a wool sweater. You can see a slight glow of the light bulb. The friction creates a static charge strong enough to cause the gas inside the tube to glow. "Pouring Light"
1. Transparent plastic bottle.
2. Scissors.
3. Water.
4. Flashlight.
5. bowl.
Carefully make a small hole in the plastic bottle with the end of the scissors. Plug the hole with your finger and pour water into the bottle. Turn off the set in the room. Release your finger and let the water pour through the hole into the bowl. Now shine a flashlight first from the back side, and then from different sides. The brightness of the flowing jet will change. When you shine a flashlight in the “rear” of a stream of water, all the light from the flashlight moves inside the curved stream of water. When the stream of water fades, this means that part of the light from the flashlight deviates to the side.

For the work of the circle, a separate room (laboratory) can be allocated or a center for research activities within the group can be organized. The teacher draws up a stand with the rules for conducting experiments with various materials. The information space can be decorated with plastic pockets that store observation forms, an album for sketching experiments. Visual materials are attached to the stand in accordance with the calendar and thematic planning: algorithms of experiments, photographs of natural phenomena and scientific research. Safety rules can be placed on the stand: pupils repeat them before doing research.

By the week of experimenting with water, educational materials, diagrams, photographs and drawings are placed on the stand

As the design of the circle, posters and mnemotables are used, illustrating the procedure for performing experiments and experiments. About once a month, the educator prepares a small thematic exhibition (“Heavenly Bodies”, “Stones and Minerals”, “Magnifying Instruments: Lenses, Microscope, Binoculars, Telescope”, etc.). The guys help in drawing wall newspapers, choosing photos for making a collage about the activities of the circle. In the lobby of the kindergarten, you can arrange a temporary exhibition on the work of the circle: exhibit models created by pupils, photo albums and lapbooks based on experimental projects.

Within the framework of the circle, the research abilities of preschoolers are maximally developed: practical experimentation skills, fixing the results of experiments

Setting up an experimentation center

The organization of the subject-spatial environment for the development of the research abilities of preschoolers consists in creating an experimentation center within the group. In this corner of independent activity, children conduct experiments with objects that interest them. Pupils of the preparatory group are able to act according to a clearly presented scheme, therefore, a selection of memory cards should be created for the experimentation center. Senior preschoolers practice recording results practical work, writing them in symbols in special forms.

Senior preschoolers are practicing recording the results of the study in the forms that are stored in the center of experimentation.

for storage educational literature, materials for experiments and instruments are allocated racks, access to which will be open to all children. A place for practical activities should be arranged in the center of experimentation: a demonstration table - for showing experiments by a teacher and jointly conducting them with pupils in the classroom for studying the world around them, working desks and chairs - for independent children's research.

All materials contained in the research center are available for study by children

Approximate material base of the experimentation center:

• natural materials: sand, stones and minerals, clay, soil, wood samples, seeds;
• other materials: samples of metals, fabrics, paper, rubber and plastics, fittings, wire, fishing line;
• instruments: magnets (including magnetic chips), magnifying lenses, rulers, telescope, scales, microscope, thermometer, lamps and candles;
• vessels: jars, flasks, vials, glasses, plastic containers;
• medical materials: rubber gloves, tweezers, disposable syringes, cotton wool, bandages, effervescent tablets;
• substances: salt, sugar, soda, vinegar, potassium permanganate, brilliant green, food colorings, flour, starch;
• aprons, goggles, hats, armlets;
• observation forms and journals for recording the results of experimentation;

Education - higher philological, master's degree in philology. Specialty - teacher of Russian language and literature, teacher of history. Studying the contemporary literary process is part of my life. As a teacher in recent years, I have interacted more often with preschool children, so I actively explore the experience preschool educators, studying latest developments preschool education.

The last year in kindergarten is a transitional stage for schooling. Children 6-7 years of age have a transition from visual-figurative thinking to verbal-logical, there is an interest in complex games with the distribution of roles and the implementation of rules. Older preschoolers are inquisitive, emotionally receptive, tend to take the initiative in mental and practical experimentation.

Organization of cognitive research activities with preschoolers 6–7 years old

The modern education system is moving away from teaching children through the direct transfer of knowledge, but develops in them the desire to search for new information in a variety of ways. The formation of research skills in a child and the ability to independently search for information is the goal of organizing cognitive research activities in kindergarten in accordance with the Federal State Educational Standard. The teacher instills in the child the motivation to find answers to emerging questions, encourages curiosity. Cognitive research activity is also manifested in independent studies that accompany gaming activity. The ability to raise a question in connection with the emergence of an unknown or still little studied object and find an answer indicates a high level of mental and mental development of future first-graders.

Cognitive-research activity of pupils of the preparatory group becomes more independent

The more the child has seen, heard and experienced, the more he knows and learned, the more elements of reality he has in his experience, the more significant and productive, other things being equal, the activity of his imagination will be.

L. S. Vygotsky

"Imagination and creativity in childhood"

Age features of older preschoolers

Developing a system of classes on research activities in the preparatory group, the teacher takes into account the age characteristics of children 6–7 years old:

• The ability to self-regulate behavior. Older preschoolers have more perseverance, they are able to independently plan the pace and quality of practical activities so as to avoid overwork. In the preparatory group, you can conduct long-term research during cognitive activities and walks.
• A high level of development of dialogical speech, the formation of monologue speech skills. In conversations with the teacher and in the group, children actively exchange statements, clearly formulate questions and give answers. By the end of kindergarten, the child is able to compose small oral monologues (congratulations to the audience on an event, project presentation, research report).
• Development of mental abilities. Children of this age are guided in spatial and temporal indicators, compare the qualities and properties of objects, and are capable of generalizing and classifying the information received. The ability to establish causal relationships is improving, children build logical chains from many links.
• Creativity. Older preschoolers often make spontaneous decisions, perform tasks in an unexpected way. A creative approach is observed in various types of children's activities: in oral stories, drawing up stories based on visual material, in drawings, during games, experiments and experiments.
• Formation of self-esteem skills. TO age seven the child begins to realize the level of his abilities, abilities and knowledge. He evaluates the results of his activities, but for most older preschoolers there is a tendency to overestimate self-esteem.

Older preschoolers already have successful experience of speaking in front of an audience

Tasks of cognitive research activity

The cognitive and research activities of older preschoolers in kindergarten are aimed at solving a number of problems:

• Expansion of ideas about the objects of the surrounding world.
• Learning to independently plan the stages of research activities.
• Improving speech skills, enriching the active vocabulary with special terms.
• Development of the analytical type of thinking: improving the skills of comparative analysis, generalization, classification, summarizing productive activities.
• Encouragement of initiative and independence in work, creation of positive motivation for experimentation.
• Creating a friendly atmosphere and cohesion of the children's team, developing the ability to work in a team.

The educator, together with the children, works on the implementation of the tasks set in classes of various types: studying the world around us (GCD), forming elementary mathematical representations (FEMP), preparing for literacy, speech, creative, sports and music classes.

For example, studying the differences between vowels and consonants, you can start by conducting a study: “Pronounce the sounds [a], [o], [y], [and]. Is the mouth open? Where is the language? How does the voice go? (Free). “Now say the sound [b]. Was the mouth open? Let's pronounce the sound [r]. Where is the language? How does the voice go? (There is an obstacle - lips, teeth). The conclusion of the study is formulated: when pronouncing consonants, the voice encounters some obstacle on the way, while pronouncing vowels, it passes freely.

The children also gain new knowledge during a walk, observing objects of animate and inanimate nature. Senior preschoolers participate in long-term studies, observing changes in the object: plant growth, changes in precipitation depending on temperature conditions, the movement of the luminaries during the year, the phases of the moon.

The results of experiments surprise preschoolers, so they tend to experiment again and again.

Methodology for organizing research activities

The teacher needs to create conditions in which children can show their research abilities:

• The presence of a situation or question that activates the desire to solve the problem, to answer the question. The experiment is not carried out for the sake of entertainment or entertainment, but is a method of understanding the world order.
• Conducting an oral analysis of the problem situation. In the preparatory group, children analyze on their own, the teacher controls the degree of immersion in the problem and the correctness of the presentation of thoughts, directs, if necessary, clarifying questions.
• Definition of a hypothesis for practical confirmation / refutation (experiment, experience, observation, study of a layout or model).
• Fixing the results of the study (in special journals, on cards, etc.) and formulating conclusions.
• Creating a situation of success. In a lesson with a research focus, each student should be given the opportunity to make assumptions, voice the results obtained during the experiment.
• The teacher controls the practical activities of children and monitors the implementation of safety precautions, the provisions of which are repeated before each experiment.

Interest is supported by success, interest leads to success. And without success, without the joyful experience of victory over difficulties, there is no interest, no development of abilities, no learning, no knowledge.

V. A. Sukhomlinsky

The attention and interest of children are maintained through various forms of organization of research activities. Pupils of the preparatory group are fascinated by such forms of work as:

• The study of phenomena and events of social life, natural phenomena. An exploration of what is happening in the present. This can be observing the appearance and disappearance of a rainbow during a walk, an excursion to a production or enterprise (to a store, an industrial plant, a library, a post office), studying the technology of laying asphalt and other road works, the preparation and use of cement, its properties when repair in kindergarten.

  Solar observations will require pupils to wear sunglasses.

• Examination of visual material. It is interesting for older preschool children to study layouts and models of objects that allow you to learn about their structure or functioning (models of planets, a volcano, a coral reef, a model of a submarine, a loader robot, a lunar rover, a space satellite). Information search is also carried out by examining illustrated encyclopedias and thematic posters. In the preparatory group, research work can be carried out using mnemonics: the guys get acquainted with some process while looking at special cards. Mnemocards are a sequence of information pictures.

  Older preschoolers are interested in models and layouts of real objects

• Collecting and classification. Searching for items on a specific topic is a long and exciting process if the goal is to study objects in a comprehensive way by comparison and systematization. Children arrange the collected objects into mini-exhibitions, herbariums, albums, boxes. Older preschoolers know how to write in block letters, under the supervision of a teacher, they sign copies of the collection, assign numbers.

  Making a collection of seeds will help the children consolidate their knowledge about vegetable crops

• Experiments and experiences. Senior preschoolers independently conduct practical research of objects according to verbal instructions, carefully observe the demonstration of complex experiments by the teacher. In the preparatory group, children's experimentation may retain elements of play activity.

  Experiments with water - one of the most favorite among preschoolers

• Travel games. They are organized to search for information about remote territories and areas: the North Pole, Africa, the Universe, the jungle, the ocean floor. The structure of the game consists of the virtual movement of the children into the world under study, the solution of cognitive tasks, and the generalization of new information. During the trip, children study geographical maps, photographs and illustrations, video materials. Movements can be carried out spatially and temporally (during the era of dinosaurs, the ice age, visiting primitive people, during the construction of the pyramids in Egypt, etc.).

  Preschoolers are happy to get involved in the work of creating models of research objects

• Research projects. Senior preschoolers work on group and individual projects to study topics in various areas: "Ecology", "Socio-social activity", "Animals and flora", "Space", "Geography". The results of project activities are drawn up in the form of information stands, posters, photo albums, lapbooks, layouts. A presentation of the completed project is organized, at which the pupils tell the audience (parents, children of younger groups, invited guests) about the importance of studying this topic, the tasks set, and the stages of the study.

  The winners of the research projects competition are awarded certificates and prizes

Table: types of cognitive research activities of older preschoolers

Preschoolers may need aprons and masks to experiment with some materials

Types of research activities

Cognitive research activities in preschool educational institutions are embodied in the following types of activities for preschoolers:

• Classes GCD on the study of the world. The classical form of organizing cognitive research activities in kindergarten. Older preschoolers show a greater degree of independence in oral assignments And practical actions. You can diversify GCD classes by combining various forms work (conversations, study of visual material, observations, experiments, didactic and outdoor games, inclusion of audio materials). Children 6–7 years old perceive verbal descriptions of images that are outside their sensory experience (cosmic objects, stories about other continents, ancient animals), for this the topic of the lesson should interest the pupils, which is the motivating beginning of each lesson.
• Integrated lesson. It is a synthesis of cognitive, socio-communicative and artistic and aesthetic areas and research activities, which is realized in the forms of work: listening to a literary text or musical composition, cognitive 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 “What is air?” in the preparatory group, the disclosure of educational areas is realized in conducting a heuristic conversation and experiments (“Cognition”), physical education minutes “Inflatable toys” (“Physical”), pronouncing the research plan and discussing the results (“Speech”), creating an application “The wind shakes the trees” ( "Artistic and Aesthetic").

• Non-traditional activities: performance, puppet show, quest, concert, KVN, intellectual games (quizzes, “Own game”, “Oh, lucky!”, “Experts are investigating”), consultation (children act as consultants for younger comrades). These forms of classes contain an entertaining component, preschoolers actively perform creative tasks and follow the disclosure of the topic.
• Ecological actions. Carrying out activities in support of respect for nature requires extensive preliminary work: the study of any environmental problem, forecasting in the event of an unfavorable development of events (air, water and soil pollution, death of plants and animals), searching for information on ways to solve the problem, practical contribution.
  Options for environmental actions in the preparatory group of the kindergarten: “Dress the tree” (actions to protect trees on the territory of the kindergarten from frost - wrapping), “Feed the birds!” (the creation of feeders and the provision of food for birds that remain to winter), "Use of batteries" (an action to collect used energy carriers and transfer them for recycling), "Green Landing" (an action to plant greenery on the territory of a preschool educational institution or to clean the surrounding area from garbage).

Participation in environmental events teaches preschoolers to take care of their native nature

Conducting a lesson on cognitive research activities in the preparatory group of the preschool educational institution

According to the norms of SanPiN, the GCD class in the preparatory group is held in the first half of the day (preferably in the middle of the week, when mental abilities are at the peak of activity) and lasts no more than half an hour. Research-oriented observations can be made during a morning or evening walk for 7–15 minutes.

Forms of children's activities should be varied. In the preparatory group, one task is enough for physical activity(exercise, dance warm-up or outdoor game). As a change of activity, musical pauses are held, watching an animated episode on the topic of the lesson, collective memorization of sayings, poetic passages.

Spiritual fullness and saturation of life can only be given by a broad, versatile education, an inquisitive knowledge of the world, an active desire for knowledge, the joy of knowledge.

V. A. Sukhomlinsky

"About education"

Conducting experiments with balloons clearly demonstrates to preschoolers that air has weight.

In the preparatory group, the teacher gives verbal instructions and descriptions for performing experiments, children learn to perform research according to a graphic scheme. The live show is used to demonstrate complex experiences and on a one-to-one basis for children with difficulty. Senior preschoolers are offered tasks to predict the results of the study and fix the information received. The guys are working on the creation of herbariums and collections, keeping diaries of weather and experimental observations, filling out an experiment card, supplementing with symbols blank template experience schemes.

Table: scheme for constructing a research plan

Preschoolers in practice are looking for an answer to the question why some metal objects sink in water, while others float

Motivating start to class

The extent to which the child is interested in the topic of the lesson depends on his initiative in directly research work. The teacher captivates the children with leading questions, examining unusual visual material. Problem situations, elements of the game, surprise moments stimulate interest. Predicting a positive perception of the initial stage, the teacher builds a lesson in a general direction (helping a fairy-tale character, traveling through an unknown world, searching for an answer to an important question).

Unusual visual material can be used at the beginning of the lesson, which activates the cognitive activity of preschoolers

The final result of research activity largely depends on the motivation and emotional mood of preschoolers at the beginning of the lesson.

Table: examples of a motivating start to a session

Table: card file of topics on cognitive research activities in the preparatory group

Pupils of the preparatory group can be trusted to work with a microscope

Temporary lesson plan in the preparatory group

The summary of the GCD lesson and the integrated lesson with a research orientation is developed by the teacher, taking into account the age characteristics of the pupils and the mandatory inclusion of physical and game elements. The preparatory group research session lasts 30 minutes and consists of the following components:

• Organizational moment - 1 minute.
• Motivating start of the lesson - 3-5 minutes.
• Building a research plan - 2-3 minutes.
• Physical activity - 2-3 minutes.
• Practical research (observation, experimentation, experimentation) - 10–15 minutes.
• Fixing the results of the study - 1-2 minutes.
• Summing up - 1 minute.

Table: examples of a temporary lesson plan on various topics

The study of dinosaur species will take preschoolers into the wonderful world of prehistoric nature

Table: an example of a summary of cognitive research activities in the preparatory group

Examples of the organization of cognitive research activities in the preparatory group

We suggest that you familiarize yourself with the experience of conducting classes in a preschool educational institution on research activities and experimentation with children 6–7 years old.

Video: open lesson on experimentation "Molecules and bubbles"

Video: experimental activities in the preparatory group (study of the properties of water)

Video: experimental activity "Winter Water"

Video: open lesson "Secrets of the lemon"

Video: GCD on cognitive and research activities "The Most Important Magician"

Video: NOD "Journey to the Laboratory of Professor Pochemuchkin"

Analysis and diagnostics of cognitive and research activities of pupils

To evaluate the results and effectiveness of the cognitive and research activities of pupils, the teacher conducts diagnostics according to the following criteria:

• problem posing skills;
• correct formulation of questions;
• building an action algorithm to solve the problem;
• hypotheses;
• choice of research methods;
• the ability to describe observations during the research process;
• the presence of mental skills (analysis, comparison, generalization, systematization);
• the degree of independence at each stage of the study;
• ability to draw conclusions, conclusions, summing up.

The teacher assesses the degree of independence of the pupil during the experiments, the ability to formulate conclusions

The high level of cognitive research activity is evidenced by the presence of a stable motivation to solve problem situations and search for answers to the questions posed, independent construction of a research algorithm and practical work (experiments), competent formulation of the information obtained, correct drawing of conclusions. A child with a developed exploratory type of thinking takes the initiative in choosing materials and tools for conducting observations, is not afraid to put forward hypotheses and test them empirically, brings what he has begun to the end in order to obtain compliance with the voiced hypothesis or its refutation.

To identify the attitude of pupils to experimental activities and determine the level of mastery of research skills, the educator may suggest that children keep a special journal in which the results of the work done are recorded. At the same time, the teacher is recommended to keep diagnostic cards for each pupil, in which he enters data from his own observations of the research activity of children.

Diagnostics can also be carried out in the form of an individual conversation using special tasks.

The development of cognitive activity as a topic for self-education of a preschool teacher

The teacher of the preschool educational institution constantly improves his professional skills, improves his qualifications and develops. Being engaged in self-education on the topic of the development of cognitive activity of older preschoolers, the teacher studies methods and approaches to create conditions for the formation of the foundations of cognitive, intellectual, personal and creative development in children.

Only that knowledge is durable and valuable, which you have obtained yourself, prompted by your own passion. All knowledge must be a discovery that you have made yourself.

K. Chukovsky

The teacher should pay much attention to creating conditions for children's experimentation. A research corner or science center is organized in the group's premises. It is possible to prepare a separate room for the functioning of a circle for cognitive research activities. Space should be allocated in the research corner or laboratory for demonstration of pupils' projects or for thematic exhibitions. To store educational literature, materials for experiments and instruments, racks are allocated, access to which will be open to all children. For the experiments, a place is thought out: a demonstration table, student desks and chairs. Safety rules for experiments should be clearly presented (for example, in the form of a poster).

If the children have difficulties during the experiments, the teacher always comes to the rescue.

Table: stages of work on self-education of the educator within the framework of the topic "Development of cognitive activity of preschoolers"

Photo gallery: examples of creating conditions for research activities of preschoolers

The research corner houses various materials for experiments Materials of the research corner should be freely available to children When working in a mini-laboratory, safety precautions must be observed When organizing a research corner, it is important to provide a space where children will work with materials Working with a microscope requires accuracy, but leaves children with unforgettable impressions Not all children can do the laboratory, but only the most motivated The teacher necessarily introduces the pupils to the equipment of the research circle

Education - higher philological, master's degree in philology. Specialty - teacher of Russian language and literature, teacher of history. Studying the contemporary literary process is part of my life. As a teacher in recent years, I have more often interacted with preschool children, so I actively explore the experience of preschool teachers, study the latest developments in teaching preschoolers.