Research Productivity
The child will show remarkable interest in research activities if he feels his importance in this process. In order for a student to begin to achieve his first successes, the teacher must know a few simple rules.
There are several principles that a teacher must follow in order for a student to develop an interest in research:
- principle of accessibility;
- principle of leveling;
- principle of temporary development.
The principle of accessibility means the selection of individual tasks and teaching methods for the student, taking into account age and time characteristics.
The principle of leveling means participation and ensuring accessibility in research activities at all levels of preschool and school education: school administration, staff of teachers, parents and preschoolers and schoolchildren themselves. Moreover, each level takes into account the individual characteristics of the student, his talents, abilities and desires, as well as the convenience of time and employment. For example, research activities in technology lessons at school are different for girls and boys.
The principle of temporal development takes into account the characteristics of each period of time and sets tasks based on temporal characteristics and frameworks. The principle of temporary development presents a certain difficulty for students, since it requires remarkable perseverance and skills in achieving goals, as well as a certain level of hard work.
Directions and objectives of research activities according to the Federal State Educational Standard
The main tasks in the technology of research activities in preschool educational institutions according to the Federal State Educational Standard include:
- identifying the student’s interests and including him in research activities;
- training students in accordance with modern scientific literature and developing information search skills;
- studying science under the guidance of experienced scientific supervisors;
- providing reviews of the work of students participating in scientific conferences;
- holding all kinds of competitions and olympiads.
The main tasks of the teacher when working with research methods are:
- satisfaction of the student’s research desire by the teacher;
- awakening the student’s interest in search activities;
- the use of tools that activate the process of learning and cognition;
- help the child find his own individual cognitive strategy;
- convey to the child the idea that awareness is the fruit of a cognitive need;
- bringing the student to a stable result;
- stimulating the student by creating suitable and comfortable conditions for learning.
Advantages of child research activities
You may be interested in:The lateral surface of a regular and truncated cone. Formulas and example of solving the problem
In the process of studying the technology of research activities according to the Federal State Educational Standard, the teacher learns to develop in the child cognitive activity and curiosity, memory, to activate his thought processes, because one cannot ignore the constantly emerging need to carry out operations to analyze and synthesize information, as well as generalize, classify and compare the latter. The development of speech is stimulated by the need to draw conclusions and formulate certain patterns. The child accumulates numerous mental skills and abilities, develops creative abilities. Children learn to measure, count, and compare. The child’s emotional sphere also develops.
Exploratory learning outcomes
The results of research learning can be assessed according to two criteria: compliance of the result with pedagogical criteria and requirements and direct personal development in the process of this activity.
We can conclude that the use of research technology in preschool educational institutions and schools helps the child develop as an individual, prepares him for possible difficulties in the modern world, helps the process of successful socialization, as well as realize his creative inclinations and abilities, become useful to the world around him and the people around him.
Source
Research technology as a factor in the formation of key competencies
The problem of developing the cognitive activity of preschool children remains relevant . In modern conditions, the task is to transition from mass reproductive forms and methods of training and education to personality-oriented, individually creative ones.
Unfortunately, mass training and education often come down to memorizing and reproducing action techniques and typical ways of solving tasks. Monotonous, patterned repetition of the same actions leads to loss of interest in learning. Children are deprived of the joy of discovery and may gradually lose the ability to be creative.
One of the most effective steps in this direction is the research activity of preschool children, namely the use of research technology when working with preschool children.
The purpose of this technology is to develop the cognitive and research activity of preschool children.
Preschoolers are natural explorers. And this is confirmed by their curiosity, constant desire to experiment, and desire to independently find a solution to a problem situation. The teacher’s task is not to suppress this activity, but, on the contrary, to actively help.
By the senior preschool age, research activity becomes a special activity of the child with its own cognitive motives, a conscious intention to understand how things work, learn new things about the world, and organize one’s ideas about any area of life.
The research activity of an older preschooler naturally manifests itself in the form of so-called children's experimentation with objects and in the form of verbal exploration of questions asked of an adult (why, why, how?).
N. Poddyakov identifies experimentation as the main type of research (search) activity. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops.
To conduct research activities in our kindergarten, we use the project method. For example, this year in the senior group a research project “Water Sorceress” was implemented, which was based on research technology. To carry out the research in this project, a certain algorithm of actions was used. First the problem was posed. This problem arose in children during observations on a walk. The children were interested in the questions: “Why does it rain in summer and snow in winter? What is dew, fog, frost? These questions prompted teachers to study this problem. The first stage of the work was the formation of research goals and objectives.
The purpose of the study : is to introduce children to the variety of states of water in the environment, to develop interest in knowledge and practical research.
Objectives of the experiment : to introduce the properties of water (fluidity, lack of its own form, lack of smell, taste, color); develop sensory skills; maintain children's interest and curiosity in natural phenomena; develop the ability to work in a group; take into account your partner's opinion.
Based on the goal and assigned tasks to solve this problem, stages and a work plan for the project were drawn up.
The research stage of the work included conducting experiments with water and studying the properties of water through experimentation.
This project was long-term, in which various forms of work were used: observation, conversations, reading literature, memorizing poetry, drawing, playing. And the leading place here was occupied by experimentation. As part of this project, older preschoolers and their teacher conducted various experiments with water and drew appropriate conclusions. During the research, children learned that water is transparent, that it has no color, taste or smell, that water is liquid and can flow, that water has no shape, that steam is also water, ice is solid water, that there are some substances dissolve, but some do not.
In the process of experimental research activities the following were used:
- questions from the teacher that encourage children to pose a problem;
- schematic modeling of the experiment (creating a flowchart);
- questions that help clarify the situation and understand the meaning of the experiment, its content or natural pattern;
- a method that stimulates children to communicate: “Ask your friend about something, what does he think about it?”;
- the “first try” method of applying the results of one’s own research activities, the essence of which is to determine by the child the personal and value meaning of the actions he has performed.
As a result of the work carried out in the process of research activities, we noted that children develop cognitive initiative (curiosity), the feeling of constraint is relieved, shyness is overcome, imagination, perception, thinking, and speech develop in the process of active actions to search for connections between things and phenomena, and the level of cognitive skills increases. abilities, horizons are expanding. Preschoolers also develop communication skills.
Carrying out this work, it can be noted that the technology of research activities forms the following competencies in preschool children: technological, informational, social and communicative.
In the process of working on research technology, we found that it contributes to the development of:
- cognitive needs,
- creative activity;
- teaches you to navigate in a new non-standard situation,
- plan the stages of your activities,
- establish cause-and-effect relationships,
- make decisions and apply knowledge in life situations,
- bring the job started to completion and achieve results,
- teaches you to ask questions on topics of interest,
- listen to another person, respect his opinion, interests,
- independent search, and also contributes to the creative development of the individual.
One of the most important areas of educational work is working with parents. In-depth work on children's research activities gives certain positive results. Children are happy to tell their parents about their discoveries and perform the same and more complex experiments at home. To design the album “Where Water Is Found in Nature,” parents and I collected illustrations, photographs related to water, as well as riddles, proverbs, and poems about water . Our group works with parents to develop exploratory behavior skills. For this purpose, parent meetings, round tables, master classes, consultations (oral, poster, individual) are held, at which parents learn about the form of organizing research work, get acquainted with research teaching methods, and a variety of experiments. Parents helped set up the experimentation corner, replenish the necessary materials, and also happily continued research at home with their children.
Thus, we came to the conclusion that the widespread use of research activities in the educational process contributes to the development of cognitive interest and thinking in preschoolers, forms elements of a scientific worldview, helps to apply independently acquired knowledge and methods of activity to solve new tasks (problems) posed as adults, and themselves.
Bibliographic list.
- Gin A.A. Methods of pedagogical technology. - M.: Vita-Press, 1999.
- Egorova T.A. “Development of research skills of children of senior preschool age in the process of communicative activities. – www/researcher/ru
- Innovations in kindergarten. N.V. Miklyaeva. IRIS PRESS, Moscow, 2008
- Innovative activities in preschool educational institutions. Software and methodological support. I. Urmina, T. Danilina. LINK-PRESS, Moscow, 2009
- Pedagogical technologies in preschool education. T.V. Khabarova.. CHILDHOOD-PRESS, St. Petersburg 2011.
