Features of organizing and conducting observations in the middle group of kindergarten
Communication between children and nature also has ideological and ideological significance. The accumulation of real, reliable ideas, understanding of the interconnections of natural phenomena lies at the basis of the subsequent formation in children of elements of a materialistic worldview.
The variety of natural objects allows the teacher to organize interesting and useful activities for children. In the process of observing, playing and working in nature, children become familiar with the properties and qualities of objects and natural phenomena, learn to notice their changes and development. They develop curiosity.
Preschoolers are encouraged to use the acquired knowledge and skills in practice: the children moisten the sand, pour water on the snow to create durable buildings, coat the bottom of streams and canals with clay to retain water. In the process of this activity, further improvement of knowledge and development of mental abilities occurs.
The formation of a child’s personality is positively influenced by work in nature. This is the most accessible type of work for children, which has a tangible and significant result. By caring for plants and animals, the child shows concern for nature. In work there is an active process of cognition and application of acquired knowledge. In the process of working in nature, the child’s health is strengthened and his psyche develops. At the same time, the role of the teacher is very important - his ability to create conditions that ensure the activity and independence of each student when exploring nature. The influence of nature on the development of a child’s personality is associated with the formation of certain knowledge about its objects and phenomena. Knowledge about nature helps the child navigate the qualities, characteristics and properties of various objects. Therefore, if we talk about the tasks facing a teacher introducing children to nature, the first among them will be the formation of an elementary system of knowledge in children. The system of knowledge about nature includes knowledge about its objects and phenomena (their characteristics, properties), as well as connections and relationships between them. Knowledge about nature in preschool children is formed at the level of ideas, which reflect significant, but externally expressed features, connections and relationships. The development of a cognitive attitude towards nature in children is associated with the assimilation of a knowledge system. It manifests itself in curiosity, the desire to learn as much as possible.
The role of knowledge in the formation of labor skills and abilities is great. Knowing about the needs of plants and animals, that these are living organisms that need to be taken care of, the child will strive to master various ways of caring for plants and animals and choose them correctly in a given case.
Knowledge about nature encourages children to treat it with care. Good deeds and actions are reinforced by the awareness of the correctness and necessity of such behavior for the purpose of protecting nature. However, a caring attitude towards nature cannot be formed only on the basis of knowledge. Labor in nature is a manifestation of active care for it.
Hence the second task - the formation of labor skills and abilities in children. Children's understanding of the need to create certain favorable conditions, based on knowledge and supported by strong work skills and abilities, creates the basis for a genuine love for nature. Labor skills and abilities acquired in childhood are not destroyed - they are further improved, turning into more complex types of work. Children's work in nature produces real results. This is what attracts children to him, arouses joy and a desire to care for plants and animals.
The third task is to develop children’s love for nature. This task arises from the humanistic orientation of education in our society and the need to protect nature - the urgent concern of all humanity. Caring for nature presupposes the manifestation of good deeds and actions in cases where it is necessary, and for this, children must know how to care for plants and animals, what conditions to create for their favorable growth and development. Of particular importance for the formation of a caring attitude towards nature is knowledge about a living organism, the ability to distinguish it from objects of inanimate nature.
A caring attitude towards nature is associated with the development of observation, that is, when cultivating in a child a feeling of love for nature, one must strive to ensure that the child does not pass by this or that phenomenon that causes anxiety, so that he actually shows concern for nature.
The formation of a caring attitude towards nature also depends on the ability to perceive it aesthetically, that is, to be able to see and experience the beauty of nature. Aesthetic perception is ensured by children’s direct “live” communication with nature. Observing the beauty of natural phenomena is an inexhaustible source of aesthetic impressions. It is important to show children the aesthetic qualities of natural phenomena, teach them to feel beauty, and express value judgments associated with experiencing the beauty of observed phenomena.
All of the listed tasks facing the teacher are closely interconnected - they must be considered and solved in a complex manner. The complexity and diversity of these tasks require the teacher to be able to use a variety of methods of working with children (observation, play, work, reading and storytelling, organizing experiments, conversation, etc.) in their interrelation.
2.4 Features of the development of observation activities in middle preschool age
Preschoolers of the fifth year of life differ from toddlers in physical and mental capabilities: they are more confident in all manifestations, possess initial independence skills, have more stable attention, more developed perception and thinking, better understand and reproduce the speech of an adult, and are capable of the first volitional efforts.
Pupils in the middle group already have some stock of specific ideas about nature. Looking at surrounding objects, they are able to perceive them in detail. However, independent observation at this age is still imperfect. Children cannot identify characteristic features of difference or see common features in several objects. Pupils in the middle group gradually learn to accept the observation task set by the teacher. And if this task coincides with practical activity, then it is perceived quite easily, for example: “The hamster will live with us, we will learn to care for it.”
During observation, children listen to the teacher’s questions and, following the plan given by him, examine the object. As a result of observation, with targeted guidance, each of them can create a holistic image of the observed object and give its verbal description.
The increased perception capabilities of five-year-old children make it possible to complicate the content of observation. Children are taught to consider not only animals, but also plants, and they can offer one or two objects at the same time. Now, during observation, each child (or a small group and 2-3 people) receives an object (or several) for individual consideration. This is the so-called observation using handouts. Starting from the middle group, long-term observation of the development and growth of animals and plants is organized.
The scope of ideas that are formed during observation in the middle group also expands significantly. Children continue to be introduced to the appearance features of some plants and animals, the components and characteristic features of each of them are highlighted. By watching animals, children also learn about how they move, what they eat, and where they live. Gradually, preschoolers begin to understand some connections and relationships between natural objects. On this basis, it becomes possible to develop knowledge about some adaptations of animals and plants to the environment.
Observation in the middle group begins with the teacher setting a cognitive task, which often coincides with practical activities, for example: “We will look at a rabbit and learn to care for it,” “Let’s look at a fish and draw it.” During observation, the teacher uses various techniques to help him focus the children’s attention on the appearance features, life manifestations of the animal, and establish the necessary connections and relationships.
Questions to children are widely used, which will no longer necessarily be related to the actions of the animal during feeding, playing, etc. Pupils in the middle group are able to hear questions addressed to them and answer them, distracting from the manifestations of animals that cause immediate interest . In addition to questions aimed at clarifying knowledge about the main parts of objects, their features (Who is this? What color is the fur? What is the shape of the body? etc.), questions should be asked aimed at children establishing elementary connections and relationships between natural objects, so called search questions, for example: why does the telescope fish swim slowly, but the guppy swims quickly? Why does a hamster climb ladders so deftly?
Particular attention should be paid to developing in children the ability to talk about the results of observation. For this purpose, the teacher thinks through techniques that activate children’s speech: asks the same question in different versions to different children, invites them to pronounce difficult and new words in chorus, choose the most accurate designation of a feature from two or three proposed by the teacher, etc. Children teach to compare objects based on differences and similarities.
In the middle group, children’s personal experiences also begin to be used. For example, while examining a kitten with a child, the teacher asks the child to remember what color the kitten lives in their home, what it likes to eat, how it plays, how the child takes care of it, etc. This technique contributes to the emergence of interest in observation, the desire to share experienced impressions, and the formation of generalized ideas about animals.
During observation in the middle group, it is recommended to use riddles, songs, nursery rhymes, and poems related to the content of the lesson. The teacher can invite children to remember poems they know and read them to their peers.
Children in the middle group begin to learn simple ways to care for plants and animals; therefore, during the observation, the teacher can ask them to perform simple labor actions: feed the fish (bird), wash the feeder (drinker), etc.
Children need to form a clear idea of the observed object, knowledge of some ways to care for it, and a caring attitude. Therefore, when completing the observation, you should use questions to find out how the children acquired knowledge. Questions need to be formulated in such a way that they are interesting to the children and lead to a generalization of the knowledge gained. For example:
“Tell me how we will take care of the rabbit” or “How will you recognize a bullfinch if you see it on the street?” The result of observation can also be the practical activities of children: reflection of the observed object in a drawing, caring for it in a corner of nature.
In the middle group, observations of plants are carried out more widely than in the younger group. Examination of plants can be organized during labor: for example, invite children to examine the seeds before planting. In the middle of the year, they begin to organize observations of plants for educational purposes (in the classroom). An example of such an activity would be “Examining and comparing begonia and aloe.”
2.5 Methodology for organizing and conducting observations of various types with children 4–5 years old
Recognizing observation. Management of observation consists of preparing the teacher and children, conducting the observation itself and consolidating the ideas received by the children.
The choice of object of observation is made by the teacher depending on the requirements of the kindergarten program. At the same time, in order to correctly select objects available for observation, it is necessary to take into account the level of development of observation skills in students of this group. In choosing objects, the teacher is guided by the timing of the onset of various phenomena in the nature of the local region. Next, the teacher specifies the amount of knowledge that needs to be formed in children as a result of the upcoming, as well as subsequent (repeated) observations.
It is important to think about how the observation will be organized: with all children or with a subgroup, whether all children will have handouts (branches, seeds, vegetables, fruits) or only the teacher. Equally important is the preparation of observation objects. You cannot observe a restless animal that is afraid of children. First, you need to think about how to ensure a calm environment during observation, where to place a cage with a bird or an aquarium so that the children can see clearly, and the teacher can freely act with the object.
Children should be interested in the upcoming observation. Techniques that arouse interest are varied: for example, on the eve of watching a fish, the teacher can invite the children to wash and charge the aquarium with him, before showing them the rabbit, peel vegetables for him. Children's interest is awakened after talking about the animal that will be brought to the group and asking riddles about it.
When conducting observations, the teacher builds his activities taking into account three main stages. At the first stage, it is necessary for students to gain a general understanding of the object. Children are given time to examine it in detail. Pupils must satisfy their curiosity, find out what it is, and express their attitude towards it.
At the second stage, the teacher, taking into account the age capabilities of the children, uses a variety of techniques to identify the properties, qualities, signs of an object, behavioral characteristics and lifestyle of the animal, the state of the plant, etc., and establishes the necessary connections.
The teacher asks the children questions, makes riddles, offers to examine the object, compare one with another. Work activities, play techniques, as well as poems and excerpts from works of art are widely used. This causes children to have an emotional attitude towards the observed object.
By observing an animal, preschoolers learn about its behavior and various manifestations. Examination of a plant begins with highlighting its brightest parts (flower, stem, leaves). Then the features of their external structure (size, shape, nature of the surface, etc.) are considered in order. The teacher thus teaches children to observe systematically. (Watching a rabbit, etc...)
Summer observation of meadow (wild) flowers in the preparatory group
Abstract of the GCD on cognitive development “Meadow herbs and flowers (field)” Author:
Natalya Sergeevna Myzhevskikh, teacher at the Lesobazovsky Kindergarten.
The material is intended for preschool teachers, parents, and children aged 6-7 years. Description.
Summer - 92 beautiful weather with sun and summer rains.
We often have to deal with the fact that our children do not know the names of medicinal herbs and flowers growing in their meadows, gardens and dachas. I would like not only to talk about the values of medicinal herbs, but also to show how beautiful a meadow is in summer. Goal:
creating favorable conditions for the formation of knowledge and interest in meadow (wild) flowers and herbs of the native village.
Objectives:
1. Arouse children's curiosity about their native nature; 2. Teach to ask questions, think, draw conclusions, experiment, find connections; recognize medicinal herbs and flowers; improve the skill of syllabic analysis of words, consolidate words in the children’s dictionary - the names of wildflowers. 3. Cultivate interest in the surrounding world, the ability to protect nature.
Educator. Guys, look carefully at the window and tell me what the weather is like today? Children. Solar. Educator. That's right, it's warm outside and the sun is shining. Do you like to walk? Children. Yes. Educator. Today I want to invite you for a walk with me, and by guessing the riddle, you will find out where we will go. Do you agree? Children. Yes. Educator. Often, in any weather, I like to walk in nature. I take my net with me: Suddenly it’s a butterfly, and suddenly it’s a bug. There are so many beautiful flowers there! I'm always ready to go there. His grandfather's plow did not touch him. There was, and is, and will be... Children. Meadow. Educator. Well done! But before we go for a walk, let's remember and repeat the rules of behavior in nature. (Children one by one tell the rules of behavior in nature).
• In nature, you should not break anything or tear it just like that.
• Treat trees and shrubs that grow in meadows with care; they strengthen the soil. • Treat the living things in the meadow with care, they all bring benefits. There is nothing superfluous or unnecessary in nature! • Take from nature only what is not listed in the Red Book. • Do not knock down anthills. • Collect medicinal plants correctly, leaving the roots in the ground. • Do not pick flowers into large bouquets. • Do not hurt insects. Educator. You know the rules very well. Remember: you have come to visit nature. Don't do anything that you would consider inappropriate to do at a party. Now choose your partner and hold hands. They lined up one after another. The guys with their partner and teacher go to a rural meadow.
Free conversation about nature. After arriving at the meadow, the teacher and the children form a circle. So we came to a green, beautiful meadow.
Guys, who can tell me what a meadow is? (Children's answers.)
And who lives in the meadow?
(Children's answers and assumptions.)
A meadow is not only herbs and flowers, but also insects - great friends of flowers, and shepherds with herds of domestic animals grazing in the meadow.
Today we will talk about meadow flowers. What flowers are called meadow flowers? Those flowers that grow in the meadow are called meadow flowers. Dynamic pause “In the meadow in the morning”
In the meadow in the morning We started a game.
You are a daisy, I am a bindweed. Stand in our wreath. (Hold hands and form a circle)
One, two, three, four.
Spread the circle wider. (Walking in a circle)
And now we are streams, Let's run in a race,
(Running in a circle)
We're rushing straight to the lake, The lake will become big.
(Walk in a circle, stop, spread your arms to the sides)
How beautiful all the flowers are!
Do you agree with me? All nature blossomed in wondrous colors. Thank you, SUMMER! (Children nod their heads, raise their arms to the sides) Educator. And now we can walk through the meadow and see what flowers grow in it. Anya, what flower did you meet first on your way? Masha, what is the name of your flower? (Asks all the children one by one. They look at several meadow (wild) flowers with the children, remember the names.) Educator. What do all colors have in common? (They have a root, a stem, leaves, a flower).
• Why does a flower need a root?
What will happen to the flower if it is left without a root? • Why do flowers need stems? Leaves? Seeds? • How are flowers different from trees? From bushes? • How do these flowers differ from each other? How are their stems different? Leaves? Flowers? (by size, shape, location, color).
Sedentary game “Catch and Strip” Children stand in a circle. The teacher throws the ball to one of the children, saying the name of the wild flower. The child catches the ball and, throwing it to the teacher, pronounces the same word syllable by syllable and names the number of syllables in it. For example: Ko-lo-kol-chik—four; o-du-van-chik—four, ro-mash-ka—three; va-si-lek - three... Educator. Did you know that dandelion can predict the weather? Can you guess how he does it? How can he tell us that it will rain soon? The dandelion cannot speak like a person, but it speaks to us in its own way: it closes its petals and lowers its head. And if the dandelion is already white, then before the rain it folds its parachutes - it hides from future rain. And he tells you and me: it will start raining soon. Dandelion is a very useful plant: jam is made from it! Yes, the real thing, similar to honey. This is why it is called “dandelion honey.” But for such jam you need to collect flowers very far from the roads. Why do you think? (Children's assumptions.)
Dandelion roots are dug up in the fall and used to treat various diseases. After all, dandelion is a medicinal plant; people have been treated with it since ancient times. Salads are made from young dandelion leaves. But so that the leaves are not bitter, they are first kept for half an hour in salt water. What a dandelion!
Didactic exercise “Choose a word”
Yellow like the sun.
Round, like... Soft, like... White, like... Fluffy, like... Fragile, like... What an amazing flower! But dandelions are not always yellow and look like the sun. Time passes, and the yellow petals are replaced by white fluff. Golden and young In a week, he turned gray. And after two days my head went bald. The white fluffs are seeds. The wind blows, the seeds scatter far, far in different directions. They fall to the ground and sprout. New flowers appear. Breathing exercise “Blow on a dandelion”
On a bright sunny day, the Golden flower bloomed.
A light breeze is blowing - Our flower is swaying. A strong wind is blowing - the petals are worried. Children blow on dandelion petals with different strengths and observe the intensity of the movement of the petals.
Showed off like a white fluffy ball in a clean field. Blow on it lightly, There was a flower - and there is no flower.
Educator. This is how wonderful and magical the dandelion is. There is also a yellow flower, name it. Children. Buttercup. Educator. Buttercup – yellow, beautiful. And when there are a lot of buttercups, you get a real golden carpet of them! It seems that the buttercup is completely harmless. But in fact it is poisonous! Fierce! It’s probably not called that for nothing! Fierce buttercup. Who is called fierce? (Children's answers.) Educator. Fierce hurricane, fierce beast, fierce robber. That's the character of Buttercup! Why is buttercup fierce? It has poisonous juice. And if this buttercup juice gets on a person’s skin, then this place will burn and sting. In the old days they even treated with buttercup - they smeared it on the back, and this place began to sting terribly, like mustard plaster. So they called him fierce. And scientists call the buttercup very funny - “ranunculus”, i.e. "frog" Why is it called that? Probably because buttercups grow in damp places, which frogs really love. Or maybe not. Do you know why? (Children's assumptions.)
Buttercups have another name - also very interesting.
They are called "night blindness". Why? Because buttercups, like chickens, go to bed early! Yellow buttercups are very beautiful! Finger gymnastics “Flower”
Buttercup grew up in a clearing,
(join hands, depicting a “bud”)
On a spring morning, he opened his petals.
(Open your hands, unclench your fingers)
Beauty and nutrition to all the petals
(To the rhythm of the words, spread and connect your fingers)
Together they give roots underground!
(Join your hands with the backs of your hands, move your fingers - the “roots”)
Evening.
Yellow flowers cover the petals. (Tightly clench intertwined fingers)
Quietly fall asleep, heads lowered.
(Put your hands on your knees.) Educator. Guys, what is the name of that place in kindergarten where we walk? (Children's answers).
In the old days in Rus', a place for festivities was called “gulevishche”.
Take a look at the plant with yellow flowers. (Show).
This is a reveler.
It is very hardy, it can grow even where people walk a lot, trample the ground and everything that grows under their feet, as well as near the road. Now do you understand why the walker got this name? (Children's answers).
Take a close look at the walker.
Pay attention to its splayed branches and flowers. What can you say about the size of the flowers of the reveler, what are they? (Children's answers).
Small, growing in clusters. Gulyavnik is sometimes called wild mustard. Its seeds have the smell and taste of mustard. Numerous species of grasshopper grow like weeds, littering fields, orchards, and vegetable gardens. vineyards Here in Udmurtia there are five different types of gulavnik growing. Many species of reedweeds are harmful or poisonous plants.
Some revelers serve among the people for treatment; for example, medicinal gulavnik. Our plant grows thick, changeable, tall and wild. But most often we can meet a wild reveler. This is exactly what you see in front of you now. Revelers are good honey growers. What does it mean? (Children's answers). Honey plants are plants that produce nectar, which bees process into honey. Guys, tell us why the party got this name? Why is the reveler called wild mustard? Why do bees love the walker? How does a person use a walker? Well done! You told me so many interesting things, but we need to go back to kindergarten. Find a couple for yourself and hold hands. They lined up one after another and walked. What do you remember most? What did you like? What didn't you like? Where else would you like to go? Thank you for your attention!
We recommend watching:
Scenario for summer fun in senior and preparatory groups Quiz with answers for children in the preparatory group (6-7 years old). Summer Summer leisure in the preparatory group. Scenario Literary lounge in the preparatory group on the topic “Summer natural phenomena”
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