Card index of games for cognitive and practical activities for children 4–5 years old
Anna Neustadt
Card index of games for cognitive and practical activities for children 4–5 years old
Experiments on the topic “Air”
1. "Properties of Air"
Purpose: to consolidate knowledge about air, introduce its properties , give the concept that air takes up space.
Material: strips of paper, paper parachutes, round and oval balloons.
Experiments.
1. Blow on a piece of paper, it will deviate to the side - air movement.
2. Launch the paper parachute, it will slowly descend.
3.Inflate the balloon: round and oval. The air took the shape of a ball and an oval.
4. Squeeze a round, slightly inflated ball - it will flatten, release - it will take its previous shape.
5. Find out the children’s understanding of the expression: “Getting away with it”
. Find out if it is possible to place a napkin at the bottom of the basin without getting it wet. Place a paper napkin on the bottom of the glass, turn the glass upside down and lower it into a bowl of water. After removing the glass from the water, give the children the opportunity to examine the napkin. What stopped the water from getting her wet?
Conclusion: air moves with different forces if it is released in a small stream; air takes the shape of the object in which it is placed; the air was in the glass, so it did not let water into it and the napkin remained dry.
2."Ball Rocket"
Purpose: to help determine that air has elasticity, to understand how the force of air can be used.
Material: balloons of different shapes.
Experience. Inflate the balloon without tying it and release it. Note that the air noisily escapes from the ball and pushes it in the opposite direction. Launch balls of different shapes and elasticity, mark the trajectory and flight range. Determine what determines the range and altitude of the ball. Explain that this principle is used in jet engines.
Conclusion: air has elasticity, can be compressed, occupy a smaller volume, and when leaving the ball pushes it, creating a force of movement.
3."Balls"
Purpose: to show that when individual objects are filled with air, they acquire elasticity; identify the use of this quality by a person.
Material: two balls.
Experience. Offer to take two balls of different colors and elasticity (strong and weak)
and knock them off the floor. See which ball is easier to hit and bounces higher off the floor. Find out which ball is easier and more interesting to play with.
Conclusion: a hard ball has more elasticity.
Experiments on the topic “Water”
1. “Find a quick way to warm up ice cubes and ice cream.”
Goal: to form the idea that ice and ice cream melt faster from warm air than when covered with a fur coat or blanket.
Material: pieces of ice, ice cream, blanket, fur coat.
Experience. Add ice and ice cream of the same size. Offer to compete to see who can melt one of the named objects most quickly. For work, suggest choosing a battery, a fur coat, or just a plate. After the ice and ice cream have melted, find out why they melted slowly under the fur coat or blanket. Are fur coats and blankets warm? What are the fur coat and blanket for?
Conclusion: ice cream will melt faster on the radiator - where there is more warm air.
2."More less"
Goal: to learn to determine the amount of liquid by eye and using a conventional measure in vessels of different shapes and sizes.
Material: cans, bottles of different shapes and sizes, but of the same capacity, measuring cup.
Experience. Pour the same amount of water into all containers. Which one has more (less)
liquids and why? Offer to measure the water with a measuring cup, noting the measurement result.
Conclusion: the liquid takes the shape of the container in which it is placed.
3.“How does a thermometer work?”
Purpose: to show how a thermometer works.
Materials: outdoor or indoor thermometer, ice cube, cup.
Experience. Squeeze the liquid ball onto the thermometer with your fingers. Pour water into a cup and put ice in it. Stir. Place the thermometer in the water with the part where the liquid ball is located. Again, see how the liquid column behaves on the thermometer.
Conclusion: when you hold the ball with your fingers, the column on the thermometer begins to rise, but when you lower the thermometer into cold water, the column begins to fall; heat from the fingers heats the liquid in the thermometer (as the liquid heats up, it expands and rises from the ball up the tube); cold water absorbs the heat of the thermometer (the cooling liquid decreases in volume and falls down the tube)
.
Experiments on the topic “Sand”
1.“Different water permeability of sand and clay”
Goal: expand children's about the properties of sand and clay.
Material: 2 cans, sand, clay, water.
Experience: Prepare 2 jars: one with sand, the other with clay. Pour equal amounts of water into jars with sand and clay. In a jar with sand, water seeped to the bottom, but in a jar with clay it remained at the top.
Conclusion: sand allows water to pass through well, but clay retains it and does not let it through.
2."Hourglass"
Goal: introduce children to hourglasses , teach them how to make them themselves.
Material: hourglass, 2 plastic bottles.
Experience. Show children a real hourglass and watch how the sand pours. Give the opportunity to feel the duration of a minute. You can make an hourglass yourself: connect two plastic bottles, pour sand into one of them, and turn it over. Sand will flow from one bottle to another in a certain time.
Conclusion: You can use sand to measure time.
Experiments on the topic “Man”
1."Eyes"
Purpose: to give an idea that the eyes are one of the main sense organs; give basic knowledge about the structure of the eye.
Material: camera, poster “Structure of the eye”
, mirror.
Experience. Bring in the camera, press the button - a small window opens: rays of light pass through it and hit the film, drawing on it what we want to photograph. The eyes are the same way.
- Look into each other's eyes. What do you see in the middle? (Black dot, with a colored circle around it.)
This colored circle is the iris. In people it comes in different colors: brown, green, blue. The black circle in the middle is the pupil. Through it, light enters the eye, and we see what we look at. Look into each other's eyes. What color are they? What eye color is your neighbor's, your mother's, yours? Look at your eyes in the mirror.
Conclusion: eyes are one of the main sense organs; with the help of our eyes we have the opportunity to see our surroundings; Everyone's eye color is different, but there are people with the same eye color.
2."Eyesight check"
Purpose: to show the dependence of the quality of vision on the distance to the object.
Material: subject pictures , blindfold, chalk.
Experience. Blindfold one of the children . What is visible? Why? Remove the bandage, bring the picture . What is shown in the picture ? (Hard to see.)
What do you need to do to see the image clearly?
(Move
the picture further from the eyes .) Children in pairs check each other’s vision, mark the distance from which the image in
the pictures . Move the picture far away .
Good visibility? Conclusion: it is difficult to see an object that is very close or very far from the eyes.
3."Guide"
Purpose: to show partial compensation of vision by other senses.
Material: eye patch.
Experiments.
1. Didactic game “Guide”
.
one of the children's eyes with a blindfold, the other child - the guide - leads him between the arranged objects, warning him of danger. Ask a blindfolded child: “Did you see anything through the blindfold? Would it be convenient for you to go alone?”
For everyone else:
“Have you seen blind people on the street and how can you recognize them?”
2. the children into two groups. The first group is blindfolded. Children of the second group silently choose a partner from the first group and approach him. Everyone is blind
examines his partner with his hands: face, clothes, hairstyle, calls his name. At the end of the game, discuss the orientation of blind people, name the reasons why vision may deteriorate: prolonged viewing of TV, playing on the computer, reading in the dark, low bends when writing and drawing.
Conclusion: Vision loss can be partially replaced by other senses; vision must be protected, daily routine and seating rules must be followed while writing and reading.
Cognitive activities in preschool educational institutions
A feature of a child’s healthy psyche is cognitive activity. A child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish cause-and-effect relationships and dependencies. He himself, for example, can find out which objects will sink and which will float. He has many questions about the phenomena of life around him. The more mentally active a child is, the more questions he asks and the more varied these questions are.
The child strives for knowledge, and the acquisition of knowledge itself occurs through numerous “why?”, “how?”, “why?” He is forced to operate with knowledge, imagine situations and try to find a possible way to answer the question.
You and I know that children are inquisitive explorers of the world around them. This feature is inherent in nature. At one time, I.M. Sechenov wrote about an innate and extremely precious property of the neuropsychic organization of a child - an unconscious desire to understand the life around him. I.P. Pavlov called this property the “what is this?” reflex, under the influence of which the child discovers the qualities of objects and establishes new connections between them. Subject-based “research” activities develop and consolidate the child’s cognitive attitude towards the world around him. With the mastery of speech, the cognitive activity of a preschooler rises to a new qualitative level. In speech, children’s knowledge is generalized, the ability for analytical and synthetic activity is formed not only in relation to directly perceived objects, but also on the basis of ideas.
The nature of a child’s communication with adults is changing: personal and cognitive contacts begin to occupy a significant place.
In our difficult, contradictory times, the question is especially acute: “How to raise a child today as a person of tomorrow? What knowledge should I give him on the road?” Comprehension of this issue should occur through the awareness of a dramatically changed social order: yesterday a performer was needed, and today a creative person with an active life position, with his own logical thinking.
Therefore, it is necessary to “teach a child to doubt.” Preschoolers may not question the teacher’s knowledge itself, or the correctness of their statements. The child must be taught to doubt the truth of knowledge as such, and the means of acquiring it. The child can hear and remember, and can also observe, compare, ask about something incomprehensible, and make a suggestion.
For example: metal objects sink, but the child sees: a ship made of metal does not sink. Why? Preschoolers can reflect on this issue through appropriate experiences.
Without this there can be no developmental education. Unfortunately, in the practice of preschool educational institutions, another tendency (direction) is often observed: to give children ready-made information that is not necessary, to perceive it critically, they only need to be remembered. Will a child benefit greatly from learning in which knowledge does not become an object of reflection, comparison, does not require the involvement of one’s own experience, or the manifestation of a personal attitude?
Therefore, doubt is the path to creativity, independence, independence in thoughts, feelings, and actions. It’s time to forget the usual: “It’s too small to argue with me!” On the contrary, children should be encouraged to argue and doubt (if this is not dangerous to life and health).
Our world: Humanity has come a long way towards understanding it. But this path is difficult, and the end is still very far away. To move forward, we need inquisitive people with an indefatigable thirst for knowledge and discovery.
Of course, an individual, no matter how smart and educated he may be, cannot know everything about everything. But it is simply necessary to retain the joy of your own discoveries, a keen interest in everything that happens in the world, and the desire to expand the boundaries of your horizons.
First of all, this applies to you, educators! You will be one of the first to introduce kids into our world, reveal its secrets and laws to children, and develop a cognitive attitude towards the world.
After all, the origins of knowledge lie in a certain attitude of a person to the object of knowledge. Therefore, it is necessary to constantly demonstrate to children your interest in surrounding objects and the desire to learn their properties. You must prove and show your children with all your behavior that you have not lost the ability to be surprised and enjoy everyday things, familiar and unknown events and phenomena.
You cannot tell and explain to your child everything that concerns the numerous and varied objects and phenomena of the surrounding reality. But you are obliged to lay a good beginning in your relationship with the world, the need for knowledge (the world is huge, beautiful and interesting).
The child’s cognitive activity, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. The role of the adult is to support this interest using a variety of methods and techniques.
You and I know that teaching methods are the ways a teacher works, with the help of which children acquire knowledge, skills and abilities, as well as the development of their cognitive abilities. Reception is part of the method.
First of all, it is necessary to remember that when organizing cognitive activity, the “child-adult” relationship should be built on participation in the activity. It is necessary to lead a preschooler to such participation gradually: from observing the activities of adults to episodic participation in it, then partnership and, finally, to cooperation.
And so, solving cognitive problems together with adults and peers is the path to developing the ability to doubt and think critically. In the pedagogical literature, this path is called problem-based learning.
The essence of problem-based learning is that the teacher creates a cognitive task, situation and provides children with the opportunity to find means of solving it, using previously acquired knowledge and skills. Problem-based learning activates children's thoughts, makes them critical, and teaches them independence in the process of learning.
Each new knowledge reveals to the child little-known aspects of the cognizable object, arouses questions and guesses.
How to organize the cognitive activity of children in order to develop mental processes? (sensations, perception, memory, imagination, thinking, as well as speech development).
In each specific case, you decide for yourself in what form to work with children: in a group or individually. However, in order to develop children’s ability to doubt and think critically, preference should be given to group forms of work. It is easier for a child to be critical of peers than of adults. A doubt, a guess, an assumption arises when he compares his point of view with the opinion of another person. Communication and joint activities with adults develop the child’s ability to set goals and act, imitating him. And in joint activities with peers, the child begins to use adult forms of behavior: control, evaluate, disagree, argue. This is how the need arises to coordinate your actions with the actions of your partners and accept their point of view. Therefore, cognitive activity is organized in the form of a dialogue between the child and the teacher and other children in the group. The indicators of such a dialogue are ease of communication and democratic relations.
The formulation of a problem problem and the process of solving it occurs in the joint activity of the teacher and children. The teacher engages the students in a joint mental search and provides them with assistance in the form of instructions, explanations, and questions. Cognitive activity is accompanied by heuristic conversation. The teacher poses questions that encourage children, based on observations and previously acquired knowledge, to compare, juxtapose individual facts, and then come to conclusions through reasoning. Children freely express their thoughts, doubts, follow the answers of their comrades, agree or argue.
The basis of problem-based learning is the questions and tasks that are offered to children. Questions are often used that encourage children to make comparisons, to establish similarities and differences. And this is quite natural: a person learns everything in the world through comparison. Thanks to comparison, the child understands the surrounding nature better, identifies new qualities and properties in an object, which makes it possible to take a fresh look at what seemed ordinary and familiar.
Questions for comparison are posed in such a way that children sequentially identify first the signs of difference, then the similarities.
Among problematic issues, a special place is occupied by those that encourage us to reveal the contradiction between existing experience and newly acquired knowledge. To do this, children must reconsider their previous ideas and rebuild them in a new way.
Questions that encourage children to look for an answer in an imaginary way activate their thinking. So, on a summer walk, the teacher asks you to think about how the children’s games would change if it were a frosty winter day?
Sometimes you can make a mistake - let the children notice the mistake and correct it. It is important to instill in children an interest in other people's opinions. And don’t forget about a joke: it activates thought and puzzles children. Unexpected entertaining techniques awaken them to think. Especially, such techniques are needed for children with insufficient working capacity (restless): they mobilize their attention and volitional efforts.
