Experimental activities in the senior group. Card file with goals

Organization of experimental activities in the senior group

Experimental activity in the senior group is a particularly important process that allows preschoolers to form or expand existing ideas about objects of inanimate and animate nature, which is possible through independent knowledge.

This technique is characterized by its implementation in almost all cases of the teacher’s work, from walks and extracurricular activities, to certain leisure activities based on the topic of the conversation.

Such a research process significantly increases the overall motivation of students, because in this case there is a scientific methodology - preschoolers experience bright and positive emotions that develop as a result of a sense of self-worth and responsibility within the framework of a certain work.

In addition, the preschooler enthusiastically expects visible results from his own work and tries to gain more information and experience from the teacher and the world around him.

Objectives of experimental activities

Qualities characteristic of research activities are observed in a child from the age of 2. In this case, experiments with objects or phenomena are carried out using the simplest actions: smear paints on a sheet, test something for strength, taste it.

The child reaches out to each object with only one purpose - to explore it.

The development of fine motor skills and general coordination of movements allows the child to conduct his own research much more intensely, while the factor of spontaneity in the experiment is preserved in children up to 5-6 years old.

Preschoolers in the middle group are distinguished by longer observations, through which they can develop vocabulary, due to which there is a desire to use independent activities with the help of which they learn acquired skills.

Therefore, the main goals pursued by experimental activities in a children's institution are characterized and subsequently introduced into the pedagogical process based on the main typology of the task.

Task description:

During direct exploration, preschoolers acquire important skills that allow them to experiment with objects or the environment. They also learn to draw various conclusions and conclusions based on the experiments performed.

Relevance of the project:

What are the benefits of children's experimentation? Search and cognitive activity opens up a new world for the child, full of mysteries and wonders. Children deepen their knowledge of nature - living and inanimate, they expand their horizons, learn to think, observe, analyze and draw conclusions. Children develop contact with objects, which allows them to understand their qualities and properties. And, of course, children's experimentation allows children to feel that they have independently discovered some phenomenon, and this affects their self-esteem.

Objective of the project:

Development of children's interest in search and experimental activities.

Project objectives:

To form dialectical thinking in preschool children, that is, the ability to see the diversity of the world in a system of relationships and interdependencies. Develop observation, thinking, memory, the ability to analyze, compare, generalize, establish cause-and-effect relationships, draw conclusions, enrich children’s vocabulary, and develop speech. Develop an emotional and value-based attitude towards the world around you. Cultivate children's interest in experimental activities; Cultivate such qualities as the desire to help others, the ability to negotiate with each other to solve common problems.

Rules for conducting experiments:

1. Establish the purpose of the experiment: why we are conducting the experiment.

2.Select all the necessary materials for the experiment.

3. Establish a research plan.

4. Clarify life safety rules during experiments.

5.Distribute children into subgroups.

6. Analyze and summarize the results of the experimentation obtained by the children.

7.Display the results of the experiment in one of the development environment projects.

Conducting experiments with preschoolers should become the norm. They should be considered not as entertainment, but as a way to familiarize children with the world around them. Experiments allow you to combine all types of activities and all aspects of education, develop observation and inquisitiveness of the mind, the desire to understand the world, the ability to invent, work in a team, use non-standard solutions in difficult situations, and allow you to create a creative personality.

PROJECT IMPLEMENTATION STAGES

Stage 1 – preparatory.

Study and analyze methodological literature on the topic

Preparation of planning for experimental activities

Selection of basic equipment and material to equip the experimental activity center.

Stage 2 – the main one.

Introduction of experimental activities into the educational process. Long-term plan.

Stage 3 – final.

Determine the effectiveness of the work performed

Analyze the results obtained.

Dates:

June July.

Expected results:

The necessary conditions have been created for the formation of the foundations of a preschooler’s holistic worldview through experimental activities.

Pupils have children's ideas about the world around them.

Preschoolers have developed the skills to observe, analyze, compare, identify characteristic, essential features of objects and phenomena, and generalize them based on these features.

June – 1 week (June 1 – 9) Experiments with water.

"Water can change its color"

Task: to identify the properties of water: it can be painted in different colors.

Dip potassium permanganate crystals into water and drop in brilliant green.

Conclusion: water can change color depending on what substance is added to it.

"Water takes shape."

Task: to reveal that water takes the shape of the vessel into which it is poured.

Fill the vessels with water.

Conclusion: water takes the shape of a vessel.

"Water takes shape."

"Life-giving properties of water."

Objective: to know who needs water and why (plants, animals, birds, humans - all living things). Show the important property of water - giving life to living things.

Place one branch in a vessel with water and the other without water.

Conclusion: the branch withered without water. All living things die without water.

June – week 2 (June 12-16) Experiments with water.

“Let’s drop a drop into the flour”

Objective: introduce children to the method of forming clouds using the example of flour.

Pour flour onto a tray and spray it with a spray bottle - flour-coated balls will form.

Conclusion: dust particles around themselves collect small drops of water, forming one large drop. Cloud formation occurs in the same way. Water glues flour - the principle of kneading dough.

"Drowning - not drowning."

Objective: to give children an idea of ​​the buoyancy of objects, that buoyancy does not depend on the size of the object, but on its heaviness.

Place objects of various weights into a bowl of water.

Conclusion: if an object is light, water keeps it on the surface. If an object is heavy, it puts pressure on the water. She cannot hold it - the object drowns.

"Fountains"

Task: explain the principle of operation of the fountain. Make holes in an empty bottle using nails with heads and leave them in the bottle. Pour water into this bottle, pull out the nails - water flows out of the holes with pressure, you get a fountain. Conclusion: water finds a hole and flows out of it, but it does not flow through plugged holes.

June – 3 week (June 19 – 23) Experiments with water

“Water can make things stick together.”

Objective: to introduce children to the adhesive properties of water.

We take two pieces of paper, connect them and move them in different directions (moves freely). Dip sheets of paper into the water, connect them, try to move the sheets - they don’t move.

Conclusion: water has a gluing effect.

“We fill the syringe with water”

Task: explain the principle of drawing water into a rubber syringe.

First you need to release the air from the syringe. To do this, you need to press hard on it, lower the narrow tip into the water and relax the pressure. To check whether the water has accumulated, press the syringe again and release the water.

Conclusion: water can be collected using the suction method.

"Water Sprayer"

Task: explain to children that water can flow from a pipe, or it can spray out of small holes under strong pressure.

Independent research: try using a spray bottle. Like fine dust, water settles on the leaves, then collects into drops and flows down.

Conclusion: small droplets can combine to form a larger droplet. From the weight it slides down, forming a puddle. The sprayer is used when watering vegetable crops over large areas.

June – week 4 (June 26 – 30) Experiments with air

"Air is everywhere."

Task: check whether there is air in an empty container.

Slowly lower the bun into the water upside down, then turn it over.

Conclusion: you need to make an effort to lower the bowl into the water - water pushes out air, air fills any space, so nothing is empty.

“Why is the rocket flying?”

Objective: to introduce children to the principle of rocket flight.

Inflate the balloons and release them.

Conclusion: when we release an inflated balloon, the air tends to escape. The action of the air stream caused a counter reaction, and the ball flew in the opposite direction from the outgoing air stream. A rocket flies using the same principle, only the rocket tanks are filled with fuel. The fuel flares up at the “Ignition” command and turns into hot gas. The gas bursts out with enormous force through a narrow hole in the bottom of the rocket. The gas stream flies in one direction, and the rocket from its shocks flies in the other. Using the rudder, the jet of escaping gases is controlled, and the rocket flies in the desired direction. This is how a rocket engine works.

"I see air"

Objective: to give children the idea that air can be seen in water.

Exhale air through the cocktail straw into a container of water.

Conclusion: if you exhale air into water, it accumulates in the form of balloons and rises up. Air is lighter than water. The water pushes out the balloons, which move upward.

"Catching the Air"

Objective: to give children the idea that air is everywhere around us.

Open a transparent cellophane bag, “scoop” air into it, and twist the edges. The bag inflated and became dense because there was air in it. Conclusion: the air is transparent, invisible, light.

"Spinner"

Objective: Teach children to determine the direction of the wind. the wind blows on the turntable and it spins.

July – 1 week (July 3 – 7) Experiments with solar rays

"Light and shadow"

Task: to introduce children to the formation of shadows from objects, to establish the similarity between a shadow and an object.

Show the shadow of the sun on the ground using shadow theater.

Conclusion: with the help of natural light - the sun, we can create shadow.

"Sunny bunnies"

Task: to understand the reason for the appearance of sunbeams, to teach how to let in sunbeams (reflect light with a mirror and shiny objects).

Catch a ray of light and direct it in the right direction, hide them by covering them with your palm.

Conclusion: the mirror reflects a ray of light and itself becomes a source of light. A slight movement of the mirror causes the sunbeam to move a long distance. A smooth, shiny surface can also reflect the sun’s rays (disc, foil, glass on a phone, watch, etc.)

"Solar Laboratory"

Objectives: Show what color objects (dark or light) heat up faster in the sun?

Lay out sheets of paper of different colors in the sun (including white and black sheets). Let them bask in the sun. Ask the children to touch these sheets. Which leaf will be the hottest and which leaf will be the coldest?

Conclusion: Dark sheets of paper heated up more. Dark-colored objects trap heat from the sun, while light-colored objects reflect it.

“Where does a rainbow come from?”

Tasks: We split visible sunlight into individual colors - we reproduce the effect of a rainbow.

Place a bowl of water in the sunniest place. Place a small mirror in 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.

July – 2nd week (10 – 14 July) Experiments with sand

"Magic Sieve"

Objective: introduce children to the method of separating pebbles from sand.

Sift the sand through a sieve and see what remains on the sieve.

Conclusion: large objects remain on the sieve, and small ones pass through the holes.

“Whose traces?”

Objective: to consolidate children’s ideas about the properties of sand and develop observation skills.

Children take toys and select imprinted footprints in the wet sand for their toy.

Conclusion: the print is made on wet sand. Make the sand wet, leave your handprint. You can build (make a building) from wet sand.

"Properties of dry sand"

Objective: to introduce children to the properties of dry sand.

1. Take sand in your palms and pour it in a thin stream onto a tray.

2. Examine the grains of sand through a magnifying glass or magnifying glass.

3.Blow through a straw onto dry sand in a tray.

4.Pour sand onto the hill - the sand rolls down.

Conclusion: sand consists of individual grains of sand, and there is air between them, so the sand can flow down in a thin stream and each grain of sand can independently roll down an inclined slide.

July – 3 week (July 17 – 21) Experiments with sand

"Properties of wet sand"

Task: know that wet sand cannot be poured out in a stream, but it can take any desired shape until it dries; you can sculpt from wet sand.

If you add cement to wet sand, then when it dries, the sand will not lose its shape and will become hard like stone. This is how sand is used to build houses.

Conclusion: wet sand cannot be poured over, but you can sculpt from it. It takes any form. When the sand gets wet, the air between the edges of each grain of sand disappears, the wet edges stick together and hold each other.

“Which sand is easier to draw on?”

Task: to discover that it is easier to draw with a stick on a flat surface of wet sand. This happens because in wet sand the grains of sand are glued together by water, and in dry sand there is air between the grains of sand and it crumbles.

Try drawing on dry sand and then on wet sand with sticks.

Conclusion: on wet sand the pattern turns out brighter, clearer, and more visible.

"Sand Cone"

Objective: to show that layers of sand and individual grains of sand move relative to each other.

We take handfuls of dry sand and slowly pour them out in a stream so that the sand falls in the same place. Gradually, a cone forms at the site of the fall, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time, then in one place or another, “floats” will appear - the movement of sand, similar to a current. This happens because sand is made up of individual small grains of sand. They are not fastened to each other, so they can move relative to each other.

Conclusion: layers of sand and individual grains of sand can move relative to each other.

July – 4th week (24 – 29 July)

"Magic drawing"

Objective: to give children the idea that they can draw with sand.

On a sheet of paper we make a drawing with a glue stick, then sprinkle dry sand on top, shake off the excess sand, and a drawing drawn with sand appears.

Conclusion: grains of sand stick to glue - sand can be glued.

Why is the earth called “living”? Who lives in the soil?

— Experiment with soil. Place the soil in a jar of water and see if air bubbles appear in the water.

Conclusion: there is air in the soil.

— What will happen to the underground inhabitants if people in the forest walk not along paths, but wherever they want?

Conclusion: the more places in the forest or park people trample, the fewer underground inhabitants will remain there, and in some areas they may disappear completely.

"Stones"

Objectives: to develop curiosity and attention;

- maintain interest in understanding the surrounding reality by asking problematic questions;

- develop coherent speech;

Material: magnifiers

Progress of the experiment

Examine the stone through a magnifying glass. What is visible? (Cracks, patterns, crystals)

Methods and techniques of experimental activities in preschool educational institutions

Experimental activities in the senior group are characterized by the presence of many techniques and methods that make it possible to improve teaching activities, as well as develop children’s independence skills.

The most relevant of them are:

• Search-problem technique. In this case, through the efforts of the teacher, a problematic situation is created that the preschooler must solve, including putting forward his own hypotheses and methods. This technique is one of the leading methods, which characterizes the high efficiency of modern education. Thus, by searching for a problem, children’s motivation is improved through direct communication with the teacher. The child strives to obtain a high-quality result, thereby increasing his activity in research.
• Observation activity of the object. The perception or sensation of certain objects can be organized both on the street and in a preschool institution. So, directly on a walk, the child begins to immerse himself in the environment, exploring new visual, auditory or tactile images. Such observation refers to one of the most active methods of interaction.
• Experiments and experiences . With the help of various experiences and experiments (throwing things on the floor, trying to break something, make a sound, etc.), the child learns to understand the basic features, properties and qualities of objects or individual phenomena. Students are very enthusiastic about the substance being studied, especially if they already know it. In this case, the preschooler begins to take the initiative and tell other peers about his own experience. This technique can effectively develop activity, observation and independence in a child. It also helps create a friendly, team atmosphere.

The above methods and techniques must be used together. When they are used separately from each other, the main pedagogical goal is significantly lost, which leads to a deterioration in the research process.

Modern pedagogical practice indicates the high efficiency of using these methods in relation to various natural phenomena. In this case, it is especially effective for children to observe living plants, animals or various phenomena.

A good teacher will definitely try to introduce such a feature into educational topics, which will significantly increase the quality of education.

Methodological manual for teachers "Entertaining experiences and experiments for older preschoolers"

Conclusion:

It's not just the wind or an uneven surface that causes water to move. It can move for many other reasons.

№5. The water cycle in nature.

Target:

Tell children about the water cycle in nature. Show the dependence of the state of water on temperature.

Experience 1:

Let's bring hard ice and snow home from the street and put them in a saucepan. If you leave them in a warm room for a while, they will soon melt and you will get water. What was the snow and ice like? The snow and ice are hard and very cold. What kind of water? It's liquid. Why did solid ice and snow melt and turn into liquid water? Because they got warm in the room.

Conclusion 1:

When heated (increasing temperature), solid snow and ice turn into liquid water.

Experience 2:

Place the saucepan with the resulting water on the electric stove and boil. The water is boiling, steam is rising above it, There is less and less water, why? Where does she disappear to? It turns into steam. Steam is the gaseous state of water. What was the water like? Liquid! What did it become? Gaseous! Why? We increased the temperature again and heated the water!

Conclusion 2:

When heated (increasing temperature), liquid water turns into a gaseous state - steam.

Experience 3:

We continue to boil the water, cover the saucepan with a lid, put some ice on top of the lid and after a few seconds we show that the bottom of the lid is covered with drops of water. What was the steam like? Gaseous! What kind of water did you get? Liquid! Why? Hot steam, touching the cold lid, cools and turns back into liquid drops of water.

Conclusion 3:

When cooled (temperature decreases), gaseous steam turns back into liquid water.

Experience 4:

Let's cool our saucepan a little and then put it in the freezer. What will happen to her? She will turn into ice again. What was the water like? Liquid! What did she become after freezing in the refrigerator? Solid! Why? We froze it, that is, we reduced the temperature.

Conclusion 4:

When cooled (temperature decreases), liquid water turns back into solid snow and ice.

General conclusion:

In winter it often snows, it lies everywhere on the street. You can also see ice in winter. What is it: snow and ice? This is frozen water, its solid state. The water froze because it was very cold outside. But then spring comes, the sun warms up, it gets warmer outside, the temperature increases, the ice and snow heat up and begin to melt. When heated (increasing temperature), solid snow and ice turn into liquid water. Puddles appear on the ground and streams flow. The sun is getting hotter and hotter. When heated (increasing temperature), liquid water turns into a gaseous state - steam. The puddles dry up, gaseous steam rises higher and higher into the sky. And there, high up, cold clouds greet him. When cooled (temperature decreases), gaseous steam turns back into liquid water. Droplets of water fall to the ground, as if from a cold saucepan lid. What does this mean? It's rain! Rain occurs in spring, summer, and autumn. But it still rains the most in autumn. The rain is pouring on the ground, there are puddles on the ground, a lot of water. It's cold at night and the water freezes. When cooled (temperature decreases), liquid water turns back into solid ice. People say: “It was freezing at night, it was slippery outside.” Time passes, and after autumn winter comes again. Why is it snowing now instead of rain? Why do solid snowflakes fall to the ground instead of liquid droplets of water? And it turns out that while the water droplets were falling, they managed to freeze and turn into snow. But then spring comes again, the snow and ice melt again, and all the wonderful transformations of water are repeated again. This story repeats itself with solid snow and ice, liquid water and gaseous steam every year. These transformations are called the water cycle in nature.

Main types of experimental activities

Types of preschool experimentation differ based on the main purpose and purpose or problem that needs to be solved.

Also, experimental activity may differ in the case of the method of application, stage or characteristic features of cognitive operations:

Experimental activities in the senior group are carried out through the systematic improvement of the child’s intellectual and practical skills.

If, during the process of observation, the preschooler was able to obtain new information and knowledge, the experimental work is identified as a cognitive system.

In addition to the main types of classes, based on the methodology, there are varieties in pedagogical practice that directly take into account the process of experimentation.

These are the following classes:

• Game experiments. Since the main activity of preschoolers is gameplay, research can be carried out in conjunction with it. These classes often feature a character from a favorite cartoon or fairy tale who provides children with important information or asks for help. Through this technique, students understand what is said better and act more responsibly.
• Modeling. An understanding of the basic properties or features of an object can be obtained through the process of constructing small copies of real-life objects or phenomena. Most often, children build volcanoes, rivers or small construction complexes. So, a teacher can invite preschoolers to model a vortex flow using pieces of paper.

  
  An example of experimental activity in a senior group - modeling a volcanic eruption

• Experiments. Conducting various studies or experiments is the basis of a child’s activities. Absolutely all skills acquired in kindergarten are taught through this teaching method. Preschoolers can perform various experiments with liquid, air, magnets or earth. All this can quickly expand your understanding of certain features of the world around you.

The formation of important skills or abilities through experimentation allows you to teach your child how to work with various devices and tools . In this case, experimental activity significantly accelerates the learning process.

It is important that the approach to research activities is exclusively comprehensive. In this case, the child can strengthen the existing basic knowledge about certain phenomena and objects. This pedagogical method is the basis of any preschool education.

Interesting experiments for older children in kindergarten

Inna Atajanova

Interesting experiments for older children in kindergarten

older children , conducting experiments should become the norm; they should be considered not as entertainment, but as a way to familiarize children with the world around them and the most effective way to develop thought processes. Experiments allow you to combine all types of activities and all aspects of education, develop observation and inquisitiveness of the mind, develop the desire to understand the world, all cognitive abilities, the ability to invent, use non-standard solutions in difficult situations, and create a creative personality.

Some important tips:

1. It is better to conduct experiments in the morning , when the child is full of strength and energy;

2. It is important for us not only to teach, but also to interest the child , to make him want to gain knowledge and do new experiments .

3. Explain to your child that you cannot taste unknown substances, no matter how beautiful and appetizing they look;

4. Don’t just show your child an interesting experience , but also explain in a language he understands why this is happening;

5. Do not ignore your child’s questions - look for answers to them in books, reference books, and the Internet ;

6. Where there is no danger, give the child more independence;

7. Invite your child to show his favorite experiments to his friends ;

8.And most importantly: rejoice in your child’s successes, praise him and encourage his desire to learn. Only positive emotions can instill a love for new knowledge.

Experience No. 1 . "Vanishing Chalk"

For a spectacular experience, we will need a small piece of chalk. Dip chalk into a glass of vinegar and see what happens. The chalk in the glass will begin to hiss, bubble, decrease in size and soon disappear completely.

Chalk is limestone; when it comes into contact with acetic acid, it turns into other substances, one of which is carbon dioxide, which is rapidly released in the form of bubbles.

Experience No. 2 . "Erupting Volcano"

Required equipment:

Volcano:

- Make a cone from plasticine (you can take plasticine that has already been used once)

- Soda, 2 tbsp. spoons

Lava:

1. Vinegar 1/3 cup

2. Red paint, drop

3. A drop of liquid detergent to make the volcano foam better;

Experience No. 3 . "Lava - lamp"

Needed: Salt, water, a glass of vegetable oil, several food colors, a large transparent glass.

Experience : Fill a glass 2/3 with water, pour vegetable oil into the water. Oil will float on the surface. Add food coloring to water and oil. Then slowly add 1 teaspoon of salt.

Explanation: Oil is lighter than water, so it floats on the surface, but salt is heavier than oil, so when you add salt to a glass, the oil and salt begin to sink to the bottom. As the salt breaks down, it releases oil particles and they rise to the surface. Food coloring will help make the experience more visual and spectacular.

Experience No. 4 . "Rain Clouds"

Kids will love this simple activity that explains to them how it rains (schematically, of course)

: Water first accumulates in the clouds and then spills onto the ground.
This “ experience ” can be carried out in a natural history lesson, in a kindergarten, in an older group, and at home with children of all ages - it fascinates everyone, and the children ask to repeat it again and again.
So, stock up on shaving foam. Fill the jar with water about 2/3 full. Squeeze the foam directly on top of the water until it looks like a cumulus cloud. Now use a pipette to drop colored water onto the foam. And now all that remains is to watch how the colored water passes through the cloud and continues its journey to the bottom of the jar.

Experience No. 5 . "Red Head Chemistry"

Place finely chopped cabbage in a glass and pour boiling water over it for 5 minutes. Strain the cabbage infusion through a cloth.

Pour cold water into the other three glasses. Add a little vinegar to one glass, a little soda to the other. Add the cabbage solution to a glass with vinegar - the water will turn red, add it to a glass of soda - the water will turn blue. Add the solution to a glass of clean water - the water will remain dark blue.

Experience No. 6 . "Colored milk"

Needed: Whole milk, food coloring, liquid detergent, cotton swabs, plate.

Experience : Pour milk into a plate, add a few drops of different food colors. Then you need to take a cotton swab, dip it in the detergent and touch the swab to the very center of the plate with milk. The milk will begin to move and the colors will begin to mix.

Explanation: The detergent reacts with the fat molecules in the milk and causes them to move. skim milk is not suitable for the experiment

Experience No. 7 . "Orange Float"

Take a regular orange and dip it in water. Measure the level at which it will float on the water. After removing the fruit, peel it and place it back on the surface of the water. The orange will definitely drown. This is caused by the fact that there are small holes in the peel with air that keep the orange afloat. Without them, the fruit sinks like a stone.

Motivating start to class

Preschoolers, by their nature of thinking, have a strong desire for the process of observation or direct study of the objects and phenomena being studied. It is also especially interesting for children to carry out experiments and experiments on their own.

If the group lacks the necessary motivation for learning, the teacher must organize a lesson on experimental activities in such a way that the main incentive is the desire to acquire new knowledge or skills.

Particular attention should be paid to the fact that the practical side of learning often causes too vivid experiences in a preschooler, which can reduce the overall value and joy from the result of the study.

Based on this, it is best, before starting the lesson itself, to emphasize that the main thing in the experience is the end result, and not the implementation itself.

For such purposes, various visual materials can be used: maps, posters, illustrations or individual images. The teacher should use didactic or outdoor games that will significantly increase the motivational component.

Many experts in the field of pedagogy have proven that short physical education breaks have an effective effect on the learning process itself, which is why preschoolers learn the material better and strive to complete the task.

This is due to the release of additional energy reserves.

Experiences and experiments with preschoolers in the summer

Irina Chmurova

Experiences and experiments with preschoolers in the summer

EXPERIMENTS AND EXPERIMENTS WITH PRESCHOOL CHILDREN IN THE SUMMER

Experience is an observation that is carried out in specially organized conditions. It promotes the formation of children's cognitive interest in nature, develops observation and mental activity. Experiments are of great importance for establishing cause and effect relationships, reveal the cause of the observed phenomenon, and lead to judgments and conclusions.

Experience is always built on the basis of existing ideas that children received in the process of observation and work.

In the kindergarten, experiments are carried out with inanimate objects, plants and animals, and during the experiments it is unacceptable to cause damage to plants and animals. Simple experiments can be used by children in play activities and when caring for animals and plants in a corner of nature.

FEATURES OF CHILDREN'S EXPERIMENTATION

1. Children's experimentation is free from obligation. During any experiment, the child should maintain a sense of inner freedom.

2. Strict regulation of children's experiences is not acceptable. If a child is working with passion, you should not interrupt his studies just because the time allotted for the experiment according to the plan has expired. Exceptions are those experiments in which cessation of work causes harm to a living organism.

3. You should not strictly adhere to a pre-planned plan. You can allow children to vary the conditions of the experiment at their own discretion, if this does not lead away from the intended goal of the lesson. If the teacher rejoices at the discoveries of his pets and approves of their attempts to think independently, a creative atmosphere is created in the group that promotes the mental development of children.

4. Children cannot work in silence. Many psychologists have shown the following pattern: during the period when, in the process of developing a child’s psyche, visual – figurative thinking begins to be replaced by verbal – logical thinking, when inner speech begins to form, children go through the stage of pronouncing their actions out loud. For this reason, it is difficult for preschoolers to work without speech accompaniment. They think exactly in this form. Creating the opportunity to pronounce one’s actions should be considered as one of the leading factors in the development of a child in preschool age.

5. Taking into account the individual characteristics of children. Encourage children to find their own ways to solve a problem and experiment. At the same time, do not let out of sight those who work slower, for some reason, lagging behind, and do not “put pressure” on them.

6. Do not get carried away by overly recording the results of the experiment. The main goal of experimentation is to teach children to think, and not to formulate conclusions as such.

7. The child’s right to make mistakes. The teacher should always discuss with the children the result that turned out in real life, and not try to “fit” it into ideas that seem correct. An unexpected result is not incorrect. It is necessary to allow the child to independently verify in practice that his proposals are incorrect (if this does not harm anyone).

8. Strict adherence to safety rules. Children understand the safety instructions given before the experiment, but when they get carried away with their work, they often forget about them. Therefore, the responsibility to ensure compliance with safety rules rests entirely with the teacher.

9. Experiments are imperceptibly and organically woven into all types of activities and form a single whole with them. In kindergarten there should not be a clear boundary between life and learning. Experiments are an end in themselves, but only a way to familiarize children with the world in which they will live.

10. You cannot replace the analysis of the results of experiments with an analysis of children’s behavior and their attitude to work. Children cannot be blamed for their reluctance to experiment, nor for making mistakes or being unable to formulate conclusions.

TECHNIQUES FOR MANAGING EXPERIMENTS AND EXPERIMENTS.

• Children work with their hands with the help of a teacher.

The teacher has to deal with the fact that a child (especially 4 years old) is afraid to manipulate unfamiliar objects and objects and says: “I can’t, I don’t know how.” If the teacher takes the child's hand in his own and acts with his hand, this will give the child confidence.

• Splitting one procedure into several small actions assigned to different people.

For example: when receiving intermediate colors of the rainbow, one child receives orange, the second - blue, the third - green, the fourth - purple, and then they join forces.

• Collaboration between the teacher and children.

The work is divided between all participants in the experiment, including the teacher. For example, the teacher prepares the soil, the children prepare spatulas, molds for soil, jars of water, seeds, bulbs for planting, and signposts.

• Help from the teacher to the children.

If the teacher notices that the child is not coping well or is behind in his work, he can offer his help, involving the child in feasible actions.

• Work of the teacher at the direction of the children.

For example: “Guys, what do I need to do first of all? After? And now? Check if I'm doing everything right."

• Inaccuracies in the work deliberately made by the teacher.

Fulfillment by the teacher of incorrect recommendations of children, giving them the opportunity to make corrections.

• The teacher is one of the participants in the experiment.

This technique is based on the direct participation of the teacher in the experiment, but in such a way that it remains “invisible” for the children, so that the children feel as if they are working independently.

CARD FILE OF EXPERIMENTS AND EXPERIMENTS

DIY sundial

We tell time by the clock. Everyone knows that a watch is a device for measuring time. The first clock that man invented was a solar clock, and it was just a stick stuck in the ground, and its main operating principle was the shadow of the hand. The sundial contains the knowledge and observations of our ancient ancestors.

Building a sundial with your own hands is a fascinating activity, and for children it is also educational; this is an excellent educational tool for children to study time and the movement of the sun.

A sundial consists of a pointer hand (this hand is called a gnomon) and a sundial dial. Time on a sundial is determined by the shadow cast by the gnomon on the dial. The dial of a sundial is divided into 24 hours, rather than 12 hours like a regular mechanical watch. Sundials operate in the height of summer only in clear or partly cloudy weather during daylight hours.

A watch can be made from any available materials (shells, stones, sticks, etc.)

Basic moments:

- Using a pencil and ruler, measuring equal segments from the center to the edge, draw a circle

— On a sunny day, every full hour, go to the clock and make notes where the shadow of the gnomon points.

— Place the necessary numbers according to the notes you made.

Color fading in the sun

To demonstrate this phenomenon, you need to make some kind of stencil.

Attach them to colored paper and hang them on the window on the sunny side so that the sun can make a beautiful drawing on the paper without our participation.

After a week, carefully remove the stencils and look at the result!

A clear pattern of the sun will remain on the paper - changes in color that are visible on colored paper.

Color fading occurs due to the influence of ultraviolet rays, which destroy the dye molecules and the pigment loses its color. To prevent this from happening, UV additives are added to the ink, which absorb part of the ultraviolet spectrum, then the paper fades less.

Temperature of black and clear water

Have your children noticed that black objects get hotter in the sun than white ones?

Invite them to conduct such an experiment.

Fill 2 glasses of tap water. Add black paint to one of them and place both glasses in the sun for 2 hours. Then measure the temperature in each glass.

Here's what we got: the temperature in a glass of clear water is 34.8 degrees, and in a black glass - 37.8 degrees.

Why? The fact is that black color absorbs the entire spectrum of light without reflecting it. And since light is energy, black absorbs more energy and, accordingly, heats up more, while other colors reflect part of the spectrum and heat up less.

How can you pierce a bag of water without the water spilling out?

What we need:

— a bag (it’s best to take one with a zipper);

- pencils (sharpen sharper)

What we do:

- fill the bag with water;

- carefully stick a pencil inside the bag and pierce it all the way through - the water does not spill out;

- increase the number of pencils and turn the bag into a hedgehog!

Hooray!

The thing is that the material from which the bag is made is quite elastic; it tightly grips the pencil and does not allow water to leak out.

How can you hold a soap bubble in your hands without it bursting?

-pour a small amount of water into the container;

-add dishwashing detergent to the water and stir to form a solution;

-put on a woolen glove;

-inflate a soap bubble and lower it onto the glove.

Voila! The soap bubble lies in the palm of your hand and does not burst!

You can even juggle them a little!

Explanation of the experiment.

Why doesn't the bubble burst if you take it with a hand wearing a woolen glove? In order to understand this, it is easier to answer the question: why will it burst if you do not put a glove on your hand. The thing is that our skin is covered with a thin fatty film (it saves the skin from drying out, which causes the bubble to burst. By wearing a glove, we help the bubble to avoid contact with an aggressive environment.

Sippy can

What is this? A clear refutation of the thesis that water cannot be carried in a sieve.

Props:

Jar

Gauze

Paper

How to do:

We tie the neck of the jar with gauze or other porous fabric. Pour water through the gauze until it reaches about halfway. Press down on a piece of paper and turn the jar over. Then carefully remove the paper by sliding it to the side by the tip. The water remains in the jar and does not spill out - to consolidate the effect, you can even stick a toothpick inside.

What it teaches:

Shows what the surface tension of a liquid is. The water is covered with a thin film. Therefore, for example, a water strider can calmly run on water, as if on a parquet floor.

Soap bubbles from a sock.

All you need to create such a miracle is an empty bottle (waste from juice, soda, mineral water, etc.), adhesive tape, a terry sock, soap and a little food coloring.

Start by cutting off the base of the bottle. Then place the sock on the base of the bottle and secure it. This can be done using a rubber band or using colorful adhesive tape.

Pour some soap into a shallow container and add a small amount of water, stir.

Dip your sock into the soapy solution and begin to blow gently.

To make the soap snake colored, use ordinary food coloring. Just drop it on your sock and the snake will sparkle with colors.

How do plants drink?

Pour water into a glass and add food coloring to create a rich color. Place a stalk of celery in a glass and leave overnight.

In the morning, cut off part of the stem. You will see that the stem has absorbed the paint and is colored when cut.

If you replace the celery with white flowers, children can clearly see how the plants drink.

Ice herbarium

Collect flowers, leaves, and berries while walking.

When you get home, distribute them into ice cube trays and fill them with water. Place in the freezer for a day.

And the next day you can already admire the wonderful precious bars, each of which contains the most beautiful treasure.

Plumbing maze

Setting up a real labyrinth for water from pipes, ladles and old pots is not at all difficult. A fence, an old door or a wooden panel will be suitable for the base. Nails or screws, ropes cut along the bottle, old hoses and your imagination will be used. Children can pour water and come up with new combinations for the water maze endlessly.

Drawing on the stones

You have come to the sea with a pebble beach, do not forget to collect beautiful

pebbles.

For what? You ask, see for yourself:

Ice games

Summer is the best period for playing with ice.

This hardens and refreshes at the same time. There can be a huge number of options.

To do this, you need to take small dinosaur figurines, or any small toys, and be sure to freeze them!

To do this, simply put the dinosaur in a ball, pour water into it and freeze it; the ball can be easily removed with scissors.

But you will have to try hard to get dinosaurs out of the ice.

Invite the children to use a pipette to pour water onto the ice and be sure to try salting the ice surface and see what happens.

Recording the results of experimental research activities in kindergarten

The process of recording the result when conducting experimental or research work is a particularly important component of any educational activity. Thus, the teacher needs to gradually accustom preschoolers to draw the conclusion of the study, which will significantly reduce the risk of losing the motivational principle.

Recording is especially important to ensure that the entire research process is imprinted in the child’s memory for a long time, including sensory, auditory, motor or visual.

The main recording methods often used in teaching practice:

• Graphic or visual . It is the simplest recording technique, in which the results are presented in the form of cards, diagrams, images or photographs. Despite the fact that this method is best used with younger groups, its use also shows significant effectiveness with older students. The teacher should provide the preschooler with the opportunity to choose the form of fixation that he likes best.
• Mental. In this case, various methods are used to influence the function of the child’s speech apparatus. Thus, a preschooler can tell the teacher about his own research results or point out any errors and discuss them further. This allows you to form a personal opinion and develop the quality of speech. During this process, the senior group improves the skill of generalizing and systematizing the information received about a phenomenon or object.
• Practical. It is characterized by recording the results of the study on paper, in which the child writes down or sketches the conclusion obtained. In this case, they most often resort to using drawings or simple symbols. To increase efficiency, you can keep a journal of observations, a diary of experiments, and also create a special calendar.

Experimental activities in the older group must be carried out in accordance with all the described methods of note-taking and recording, which systematically develops the child in all areas.

Consultation with parents

In order to increase the effectiveness of teaching, the teacher is recommended to hold comprehensive meetings with parents of preschoolers several times a year, which highlight their achievements, the conclusions of experiments, as well as other important aspects.

The teacher must inform each of the parents about the main tasks and goals of setting up experiments and research, which will allow them to understand the significance and importance of such development for the child. It is best to conduct similar experiments at home, which will significantly strengthen the preschooler’s knowledge.

The experimental type of activity of preschoolers of the senior group can be supported by using the following tasks:

• motivating the child through personal example, which helps increase the authority of the parent;
• manifestation of real interest in classes at a preschool educational institution, which is characterized by frequent questions from the child about exercises, acquired knowledge and methods of conducting experiments;
• Stimulating the curiosity of a preschooler by creating experiments at home.

As part of the consultation, the teacher should present to parents the most effective or popular topics for conducting home experiments and research, including outdoor activities.

The parent also needs to point out the importance of reinforcing skills through dialogue or making joint decisions, as well as by taking notes on the results obtained. In this case, the child must choose for himself exactly how he should visualize the experiment.

Many psychologists point out that conducting experimental activities in the family circle, which includes not only parents, but also all relatives and friends, is not only the acquisition of important knowledge, but also bright, positive emotions and experiences for a preschooler from senior group.

The most interesting experiences and experiments

The most interesting experiments for children of any age are quite simple to perform, and they require a minimum of available tools, which can be found in almost every home. For example, a child will probably be interested in participating in the creation of a volcanic eruption, making a multi-colored milk river, seeing the unusual interaction of raisins and corn, and inflating a balloon using an ordinary bottle.

Volcanic eruption - experiment with vinegar and lye

For children from seven years old.

A good experience to introduce a child to the structure of a volcano.

What you will need:

• vinegar;
• two tablespoons of baking soda;
• two containers - for example, flasks, jars or glasses.

Step-by-step instruction:

1. Fill about half the container with vinegar.
2. Pour baking soda into another container.
3. Pour vinegar into a container of baking soda until the foaming soda shoots upward, reminiscent of a volcanic eruption.
4. For greater entertainment, you can make a volcano out of plasticine around a container of soda, and add food coloring to the vinegar - this will make the eruption colorful.

Video instruction:

Volcanic eruption with hydrogen peroxide

For children from seven years old.

A good experience to introduce a child to the structure of a volcano.

What you will need:

• 2 glasses (one with clean water, the other empty);
• glass rod or spoon for stirring liquids;
• liquid soap;
• potassium permanganate (mangarnet);
• hydrogen peroxide.

Step-by-step instruction:

1. Pour 3-4 granules of potassium permanganate into a tall glass.
2. Add 150 ml water and stir.
3. Add 1 tablespoon of liquid soap and stir again.
4. Add 200 ml of hydrogen peroxide to start a real volcanic eruption!

Video instruction:

Colorful milk river

For children from four years old.

An experiment with a spectacular milk river delights children of any age - the colored patterns on the milk look like an artist’s masterpiece.

What you will need:

• medium depth plate;
• milk;
• food colorings;
• cotton buds;
• dishwashing detergent or liquid soap.

Step-by-step instruction:

1. Pour milk to the middle of the plate.
2. Add some dyes of different colors.
3. Invite your child to touch the milk with a cotton swab - at first nothing will happen.
4. Now soak a cotton swab in dish soap and touch the swab to the milk again.
5. Watch the most beautiful milk “pictures” appear.

How to make multi-colored milk - video tutorial:

Journey of Raisins and Corn

For children aged four years and older.

With this experiment, you can demonstrate how smaller particles are “stronger” than larger objects.

What you will need:

• a handful of raisins;
• a handful of corn kernels;
• any clear soda;
• flask or plastic bottle.

Step-by-step instruction:

1. Pour the soda into a flask or bottle.
2. First you need to pour raisins into the container, let the child watch the movement of the raisins.
3. Add corn kernels to the container and watch how the gas bubbles seem to push the corn and raisins to the surface, and when the bubbles burst, the corn and raisins smoothly flow down.

Video instruction:

A balloon that inflates itself

For children from seven years old.

The balloon experiment scientifically substantiates the fact that air can be released in closed containers. For a child's understanding, the experiment is quite simple - it can be shown to a preschool child, provided that an adult does all the work.

What you will need:

• 1 liter plastic bottle;
• soda;
• vinegar;
• teaspoon or funnel;
• one or more balloons.

Step-by-step instruction:

1. Pour baking soda into the ball using a spoon or funnel until the ball is about one-third full.
2. Fill a quarter of the bottle with vinegar.
3. Place the balloon on the neck of the bottle - the soda will begin to pour into the bottle and the balloon will inflate.

How to conduct an experiment with a balloon that inflates itself:

Experiment with soda and phenolphthalein

For children 10 years and older.

The child will become familiar with the concept of “catalyst”.

What you will need:

• phenolphthalein;
• soda ash;
• water;
• cardboard or thick white paper;
• scissors;
• glass mixing glass;
• glass tube or spoon with a long handle.

Step-by-step instruction:

1. First cut out figures, such as apples, from thick paper.
2. Spray thick paper with phenolphthalein solution.
3. Prepare a soda solution: 1-2 tsp. per 100 g of water. Stir.
4. Spray the resulting solution onto thick paper until it changes color!

Video instruction:

Effervescent bath bomb

The child will learn how to make a sizzling bath ball, popular among children, with his own hands.

All ingredients are safe for skin.

What you will need:

• baking soda;
• citric acid (3 sachets);
• glass bowl;
• liquid soap;
• spoon;
• food coloring (if available);
• small plastic bomb molds (in the shape of a ball).

Step-by-step instruction:

1. Place 3 tablespoons of baking soda in a bowl.
2. Add 3 sachets of citric acid.
3. Add 1-2 teaspoons of liquid soap to the bowl with the contents and mix everything with a spoon.
4. Divide the resulting mass into 2 equal parts.
5. Add a different color of food coloring (3 drops) to each part. Mix with gloved hands until the mixture is completely colored.
6. Create colorful bath bombs. Place the mixture into plastic molds in the form of a ball.
7. Leave the mixture in the mold for 2 hours.

Video instruction: