Card index of cognitive and research activities in the senior group
Elena Kravchenko
Card index of cognitive and research activities in the senior group
Card index of cognitive and research activities in the senior group
educational and research activities
September
№ 1
“We smell, we taste, we touch, we listen”
Goal: to consolidate children’s ideas about the sense organs, their purpose (ears - to hear, recognize various sounds; nose - to determine the smell; fingers - to determine the shape, structure of the surface; tongue - to determine the taste). educational and research activities
September
№ 2
“Comparison of the properties of sand and clay”
Goal: to introduce children to the properties and quality of sand and clay, to teach them to draw conclusions about the properties by comparing them experimentally. Encourage independent formation of conclusions when conducting experiments. Encourage compliance with safety regulations.
educational and research activities
September
№ 3
Getting to know the stones.
“What types of stones are there?”
Goal: developing interest in stones, the ability to examine them and name their properties (strong, hard, uneven or smooth, heavy, shiny, beautiful)
.
To give an idea that stones come from rivers and seas, that many stones are very hard and durable, which is why they are widely used in the construction of buildings, bridges, and roads. Introduce valuable stones that are used to decorate buildings and make monuments and souvenirs (granite, marble)
. Show products made from precious stones.
educational and research activities
September
№ 4
"Invisible - Air"
Purpose: familiarization with the concept of “air”
, its properties and role in human life.
Conducting the experiment:
"Stubborn Air"
Goal: to continue to familiarize children with the properties of air: to form the idea that air is compressed.
educational and research activities
October
№ 5
"Introduction to the properties of air"
Goal: to form children’s ideas about the properties of air and its role in the life of humans, plants, and animals. To give knowledge about inanimate nature and that air is a condition of life for all creatures on earth. Experimentally consolidate children's knowledge about air. Cultivating interest in the life around us and curiosity.
educational and research activities
October
№ 6
Conducting the experiment: “Where is it warmer?”
Goal: to form the idea in children that warm air is lighter than cold air and rises.
educational and research activities
October
№ 7
Conducting the experiment:
"Submarine"
Goal: to form children’s ideas that air is lighter than water, to help identify how air displaces water.
educational and research activities
October
№ 8
Experience: “How do we smell?”
Goal: to familiarize children with the peculiarities of the olfactory organ - the nose, an organ that allows them to identify odors, and compare them with the peculiarities of the perception of odors by some animals. Together with children, formulate recommendations for the protection of this important organ. Promoting the formation of an emotionally positive attitude towards the experimentation process.
educational and research activities
November
№ 9
"The unknown is near"
Goal: expanding children's knowledge about the life of ancient man, about man's discovery of fire. How fire has reached our days, how it helps people. Forming the idea that during combustion the composition of the air changes (there is less oxygen, that oxygen is needed for combustion.
educational and research activities
November
№ 10
"Our hands"
Goal: to form children’s ideas about the importance of the human hand, about the close connection between the hand and the brain, that with the help of hands you can express various feelings (affection, pity, disgust, reassurance, greeting, courtship)
.
By developing the hand, we develop speech. The hand as an organ of cognition , touch, feels, performs actions.
Experimentally intensify children's attention to the functional significance of human hands. educational and research activities
November
№ 11
“What can you feel with your skin?”
Goal: developing basic knowledge about the role of skin in human life, about skin sensitivity. Exercise for children in the development of tactile sensitivity. Forming the belief that human skin should be taken care of. Teach children to provide first aid for wounds and bruises. Developing children's ability to resolve a problem situation themselves in the process of research activities .
educational and research activities
November
№ 12
"Our Helpers"
Experience: “Listen with all your ears”
Goal: formation of ideas about the organs of hearing - the ear (catches and distinguishes sounds, words, etc.)
. Familiarization with the structure of the human and animal ear, clarifying that everyone’s ears are different, teaching through experiments to distinguish between the strength, pitch, and timbre of sounds.
educational and research activities
December
№ 13
“Water in nature and in everyday life”
Goal: to clarify children’s knowledge about the location of water in nature and everyday life according to one of the properties of fluidity. To consolidate knowledge about the properties of water: transparency, fluidity, ability to dissolve. Development of cognitive interest , observation, mental activity . Teach children to make simple conclusions and activate their vocabulary: transparent, melting, shimmering, cold, hot. Compliance with safety regulations.
educational and research activities
December
№ 14
“Water is a helper”
Goal: generalization and clarification of children’s knowledge about water: flows, colorless, odorless. Using models, consolidate knowledge about water as a habitat for some animals. Talk about the use of water, that water must be conserved, that you can only drink clean and boiled water. Instilling in children a desire to conserve water and turn off the tap tightly.
educational and research activities
December
№ 15
"Water is the source of life"
Goal: developing ideas about the role of water in the life of wildlife. Talk about the path water takes before it gets into our homes. Consolidating knowledge about water and how people use it. Forming the habit of using water carefully and wisely.
educational and research activities
December
№ 16
Conducting the experiment:
"Water is a solvent"
Goal: to clarify children’s knowledge about the importance of water in human life. Consolidating ideas about the property of water - water is a solvent. Explain why water sometimes needs to be purified and provide a basic understanding of the filtration process. Strengthening the ability to work with transparent glassware, observing safety rules with unfamiliar solutions.
educational and research activities
January
№ 17
"The Journey of a Droplet"
Goal: to familiarize children with the water cycle in nature, to explain the cause of precipitation in the form of rain and snow, to expand their understanding of the importance of water for human life.
"Snow melting"
Goal: to introduce children to the properties of snow. Foster interest in experimental activities ; love for nature. Continue to develop logical thinking and imagination.
Procedure: While walking with your children, collect snow in a glass jar. Bring to the group and place in a warm place. The snow melts and water forms. Draw children's attention to the fact that the water is dirty.
Conclusion: snow melts under the influence of temperature, turning into water.
educational and research activities
January
№ 18
“Transforming a white snowflake into a colored piece of ice”
Goal: to consolidate children’s understanding of the properties of snow, water and ice.
"Water Freezing"
Goal: to consolidate children's knowledge about the properties of water. Cultivate an educational interest in the natural world.
Procedure: pour water into a bucket and onto a tray. Place in the cold. Where will water freeze faster?
Explain why water on a tray freezes faster.
educational and research activities
January
№ 19
"How to see and hear electricity"
Experiments: “Miracle hairstyle”
,
"Magic Balls"
,
“Twirler”
Purpose: to familiarize children with electricity as a special form of energy. Development of cognitive activity in the process of becoming familiar with the phenomena of electricity and its history. Introduction to the concept of “electric current”
. Explain the nature of lightning. Forming a basis for safety when interacting with electricity.
educational and research activities
January
№ 20
"The protective properties of snow"
Purpose: to introduce the properties of snow . To develop observation, the ability to compare, analyze, generalize, develop cognitive interest in the process of experimentation, establish cause-and-effect relationships, and draw conclusions.
Procedure: Place jars with the same amount of water on the surface of the snowdrift, bury them shallowly in the snow. Bury deep in the snow. Observe the condition of the water in the jars.
Conclusion: The deeper the jar is in the snow, the warmer the water will be. The roots are warm under the snow and soil. The more snow, the warmer the plant.
educational and research activities
February
№ 21
"Magnet - magician"
Purpose: to familiarize children with magnets. Identify its properties, interactions of a magnet with different materials and substances.
"Transparency of Ice"
Purpose: to introduce the properties of ice . Develop curiosity and expand your horizons. Teach children to draw conclusions during experimentation and make logical conclusions.
Procedure: Place small items in a transparent container, add water and refrigerate. Consider with your children how frozen objects are visible through the ice.
Conclusion: objects are visible through ice because it is transparent.
educational and research activities
February
№ 22
"Electrical appliances"
Goal: to develop the child’s ability to handle basic electrical appliances. Formation of ideas about materials that conduct electric current (metals, water)
and insulators - materials that do not conduct electricity at all
(wood, glass, etc.)
.
Familiarization with the structure of some electrical appliances (hair dryer, table lamp)
. Developing curiosity.
educational and research activities
February
№ 23
“How do mountains appear? Eruption"
Goal: to form children’s ideas about the diversity of inanimate objects. To familiarize children with the reason for the formation of mountains: the movement of the earth’s crust, the volcanic origin of mountains.
"Water and Snow"
Goal: to consolidate knowledge about the different states of water. of cognitive interest in children , to develop observation and mental activity .
Move: add snow and ice to the group - which will melt faster?
Place loose snow in one bucket, compacted snow in the second, and ice in the third.
Conclusion: loose snow will melt first, then compacted snow, ice will melt last.
educational and research activities
February
№ 24
"The Light Around Us"
Goal: to consolidate children’s ideas about light. The ability to determine whether light sources belong to the natural or man-made world, their purpose, to experimentally determine the structure of man-made light sources, the classification of objects that give light to the man-made and natural world. Enrichment and activation of children's vocabulary.
educational and research activities
March
№ 25
"The Force of Gravity"
.
Conducting the experiment “Why everything falls to the ground”
Purpose: to form children’s ideas about the existence of an invisible force - the force of gravity, which attracts objects and any bodies to the Earth. educational and research activities
March
№ 26
"Tricks of Inertia"
Purpose: to familiarize children with the physical phenomenon - inertia; show the possibility of practical use of inertia in everyday life.
“Why is the flashlight on?”
Goal: to clarify children’s ideas about the importance of electricity for people; familiarization with the battery - the keeper of electricity - and how to use a lemon as a battery.
educational and research activities
March
№ 27
"What do we know about time"
Goal: developing children’s ideas about the concept of “time”
, explain the change of day and night, the change of seasons;
talk about the measurement of time, types of clocks (from antiquity to the present day)
.
Consolidating the concept of “saving time”
.
educational and research activities
March
№ 28
“Primroses. How do plants grow?
Conducting experiments: “What’s inside?”
;
“Up to the leaves”
Purpose: generalizing ideas about the growth and development of plants, establishing a connection between plant growth and their needs in various environmental conditions; developing the ability to be attentive and caring towards plants.
educational and research activities
April
№ 29
Conversation: “Animals and sand”
Goal: to form an idea of the relationships that exist in nature, of the desert. Explain the dependence of the appearance of an animal on factors of inanimate nature. Development of the ability to make inferences, analyze, compare, classify.
educational and research activities
April
№ 30
"Sun, Earth and other planets"
Goal: to form initial ideas about the structure of the Solar System and that the Earth is a unique planet. Development of curiosity. Based on experiments, give an idea of the coldness of the planets: the farther the planets are from the Sun, the colder they are and the closer they are, the hotter they are.
educational and research activities
April
№ 31
“Primroses. How do plants grow?
Goal: generalization of ideas about the growth and development of plants, establishing a connection between plant growth and their needs in various environmental conditions; developing the ability to be attentive and caring towards plants.
educational and research activities
April
№ 32
“Can a plant breathe?”
Goal: developing children’s ideas about the plant’s need for air and breathing. Help children understand how the respiration process occurs in plants.
educational and research activities
May
№ 33
"Rainbow in the Sky"
Goal: to familiarize children with the properties of light turning into a rainbow spectrum. Expanding children's understanding of the mixture of colors that make up white; an exercise in making soap bubbles according to a scheme - an algorithm. Developing curiosity and attention.
educational and research activities
May
№ 34
"Man-Made World"
Goal: to develop children’s ability to distinguish between natural objects and objects made by human hands, to consolidate ideas about the properties of paper, glass, fabric, plastic, and metal.
educational and research activities
May
№ 35
“Comparison of the properties of glass and plastic”
Goal: to familiarize children with the properties and quality of glass and plastic, to develop the ability to draw conclusions about the properties by comparing them experimentally. Stimulating independent formation of conclusions when conducting experiments. Promoting compliance with safety regulations.
educational and research activities
May
№ 36
"How does a thermometer work"
Goal: to form children’s ideas about how a thermometer works.
educational and research activities
May
№ 37
"Flying Seeds"
Goal: to introduce children to the role of wind in plant life.
Procedure: give the children one “flying”
seed and one
“non-flying”
.
Offer to raise your hands as high as possible and simultaneously release both seeds from your hands (for example: beans and maple seeds)
.
Conclusion: seeds have various adaptations for flight, the wind helps the seeds move.
educational and research activities
May
№ 38
"Plant water requirements"
Goal: to form children’s ideas about the importance of water for the life and growth of plants. Teach children to draw conclusions during experimentation and make logical conclusions.
Procedure: choose one flower from the bouquet, you need to leave it without water. After some time, compare a flower left without water and flowers in a vase with water: how are they different? Why did this happen?
Conclusion: plants need water; without it they die.
educational and research activities
May
№ 39
"How water gets to the leaves"
Goal: to show experimentally how water moves through a plant.
Procedure: cut chamomile is placed in water tinted with ink or paint. After a few days, they cut the stem and see that it has become colored. Split the stem lengthwise and check to what height the colored water rose during the experiment. The longer the plant sits in the dye, the higher the colored water will rise.
Conclusion: water rises up the plant.
educational and research activities
May
№ 40
"The sun dries things out"
Goal: observe the sun's ability to heat objects. Develop curiosity and expand your horizons. Teach children to draw conclusions.
Procedure: hang the washed doll’s clothes in a sunny area and watch how they dry during the walk. Touch the bricks from which the kindergarten building is built on the sunny side and the shady side.
Conclusion: the sun heats objects.
educational and research activities
June
№ 41
"Transfer of the Sun Bunny"
Purpose: to show with an example how light and the image of an object can be reflected repeatedly. To develop the cognitive activity of children in the process of conducting experiments.
Material: mirrors.
Procedure: on a sunny day, children look at the “sunny bunny”
.
How does it work? (Light reflected from the mirror)
.
What happens if you
put another mirror
the sunbeam (It will be reflected again)
cognitive and research activities
June
№ 42
"Rainbow"
Goal: to introduce rainbows as a natural phenomenon. Cultivate an educational interest in the natural world.
Material: basin with water, mirror.
Hod: Have you ever seen a rainbow after rain? Do you want to see a rainbow right now?
The teacher places a mirror in the water at a slight angle. It catches the sun's rays with a mirror and directs them to the wall. Turns the mirror until a rainbow appears on the wall.
Water acts as a prism, decomposing the white color into its components. What does the word "rainbow"
? What is she like? Show the arc with your hands. From the ground, a rainbow resembles an arc, but from an airplane it appears to be a circle.
educational and research activities
June
№ 43
"Air is invisible"
Purpose: to introduce the properties of air - it has no specific shape, spreads in all directions, has no odor of its own. Develop cognitive interest in the process of experimentation, establish cause-and-effect relationships, and draw conclusions.
Move: the teacher offers to take (consistently)
scented napkins, orange peels, garlic and feel the odors spreading in the room.
Conclusion: Air is invisible, but it can transmit odors over a distance.
educational and research activities
June
№ 44
"Air Movement"
Purpose: to show that you can feel the movement of air. Cultivate interest in experimental activities , love of nature. Continue to develop logical thinking and imagination.
Procedure: invite children to wave their hand in front of their face. How does it feel? Blow into your hands. How did you feel?
Conclusion: air is not invisible, you can feel its movement by fanning your face.
educational and research activities
July
№ 45
"Storm"
Goal: to prove that wind is air movement. Develop cognitive activity in the process of experimentation, expand knowledge about air, activate speech and enrich children’s vocabulary (laboratory, transparent, invisible)
.
Progress: children make sailing boats. Place them in a container of water. Children blow on the sails, the boats sail. Large ships also move thanks to the wind.
Questions: What happens to the boat if there is no wind? What if the wind is very strong?
Conclusion: wind is the movement of air.
educational and research activities
July
№ 46
"Sand Cone"
Purpose: to introduce the property of sand - flowability. of cognitive interest in children , to develop observation and mental activity .
Procedure: take a handful of dry sand and release it in a stream so that it falls in one place.
Gradually, at the place where the sand falls, a cone is formed, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time in one place, then in another, slippage occurs; the movement of sand is similar to a current.
Conclusion: sand is a bulk material.
educational and research activities
July
№ 47
"Properties of wet sand"
Purpose: to introduce the properties of sand . of cognitive interest in children , to develop observation and mental activity .
Material: sand, molds.
Procedure: pour dry sand into a mold and turn it over, what happens? Sprinkle a stream of sand onto your palm. Then wet the sand and do the same operations.
Conclusion: wet sand can take any shape until it dries. When sand gets wet, the air between the sand grains disappears and they stick together.
educational and research activities
July
№ 48
“Soil condition depending on temperature”
Goal: to identify the dependence of soil condition on weather conditions. of cognitive interest in children , to develop observation and mental activity .
Procedure: on a sunny day, invite children to examine the earth, touch it with their hands: warm (it was heated by the sun, dry (crumbles in their hands, light brown. The teacher waters the earth from a watering can, invites them to touch it again, examine it (the earth has darkened, become wet, sticky , sticks together into lumps, cold water has made the soil colder)
Conclusion: changes in weather conditions lead to changes in soil condition.
educational and research activities
August
№ 49
“Funny Boats”
(buoyancy of objects)
Purpose: to teach to note the various properties of objects. To develop the cognitive activity of children in the process of conducting experiments.
Procedure: the teacher, together with the children, lowers objects made from different materials (wooden blocks, sticks, metal plates, paper boats) into the water. Observe which objects sink and which remain afloat.
Conclusion: not all objects float, it all depends on the material from which they are made.
educational and research activities
August
№ 50
"Measuring Image Dimensions Using Different Lenses"
Purpose: to introduce an optical device - a lens; form ideas about the property of a lens to magnify images. Teach children to draw conclusions during experimentation and make logical conclusions.
Material: magnifying glasses, glasses, various objects: feathers, blades of grass, twigs.
Progress: examining a magnifying glass, observing changes in the size of objects and images through a magnifying glass.
Conclusion: when viewing objects, their sizes increase or decrease depending on which lens is used.
educational and research activities
August
№ 51
"Street Shadows"
Goal: to show children how a shadow is formed, its dependence on the light source and the object, and their relative position. Development of cognitive interest in the process of experimentation, establishing cause-and-effect relationships, and the ability to draw conclusions.
Progress: looking at shadows from different objects. When does the shadow appear? (when there is a light source)
. What is a shadow? Why is it formed? (this is a dark spot, it is formed when light rays cannot pass through an object; there are fewer light rays behind this object, therefore it is darker)
Conclusion: a shadow appears in the presence of light and an object; the outline of the object and the shadow are similar; the higher the light source, the shorter the shadow; the more transparent the object, the lighter the shadow.
educational and research activities
August
№ 52
"Looking at sand through a magnifying glass"
Purpose: determining the shape of grains of sand. of cognitive interest in children , to develop observation and mental activity .
Material: sand, black paper, magnifying glass.
Progress: What is sand made of?
Made from very small grains - grains of sand. They are round and translucent. In the sand, each grain of sand lies separately and does not stick to other grains of sand.
Organization of research activities of children in preschool institutions
Children are explorers by nature. Research, search activity is the natural state of a child, he is determined to understand the world around him, he wants to know it: he tears the paper and sees what happens; watches the fish in the aquarium, studies the behavior of the tit outside the window, conducts experiments with various objects; disassembles toys, studying their structure. All of these are objects of research. Exploratory behavior for a preschooler is the main source of gaining ideas about the world.
A preschool child is already a researcher in himself, showing a keen interest in various types of research activities, in particular experimentation. By older preschool age, the possibilities of search and research activities aimed at “discovering” new things, which develop productive forms of thinking, increase noticeably. In this case, the main factor is the nature of the activity.
In the process of experimentation, the child needs to answer not only the question of how I do this, but also the questions of why I do it this way and not otherwise, why I do it, what I want to know, what to get as a result.
Currently, certain aspects of children's experimentation are reflected in the works of N. N. Poddyakov, A. N. Poddyakov, O. V. Dybina, I. E. Kulikovskaya, N. N. Sovgir, A. I. Savenkov, O. V. Afanasyeva.
The originality and types of children's experimentation (N. N. Poddyakov), the features of variable search of preschoolers in conditions of operating with multifactorial objects (A. N. Poddyakov) were studied, the possibilities of organizing experimentation in kindergarten were considered (O. V. Dybina, L. N. Prokhorova , I. E. Kulikovskaya, N. N. Sovgir).
Science owes the introduction of the term “experimentation” to J. Piaget: he analyzed the significance of this activity for children and adolescents and proved that the advantage of children’s experimentation lies in the fact that it gives real ideas about the various aspects of the object being studied, about its relationships with other objects.
The most important feature of experimentation, according to N.N. Poddyakov, is that in the process of its implementation a person acquires the ability to control this or that phenomenon: to cause or stop it, to change this phenomenon in one direction or another.
To date, the methodology for organizing children's experimentation has not been fully developed - experimentation is being introduced into the practice of preschool institutions slowly.
In the 1990s, professor, academician of the Academy of Creative Pedagogy of the Russian Academy of Education N. N. Poddyakov, having analyzed and summarized his rich experience of research work in the preschool education system, came to the conclusion that in childhood, in addition to play, the leading activity is experimentation. The use of this teaching method was advocated by such famous teachers as J. A. Komensky, I. G. Pestalozzi, J.-J. Russo, K.D. Ushinsky and many others.
Goals and objectives of experimental research activities
Goal: Development of cognitive activity, curiosity, desire for independent knowledge and reflection in preschool children
Tasks:
- Expanding children's horizons through familiarization with elements of various fields of knowledge (ideas about the chemical properties of substances, physical properties and phenomena, the properties of water, sand, clay, air, mathematical concepts, etc.)
- Developing in children the ability to use assistant devices when conducting experimental games (microscope, magnifying glass, cup scales, hourglass, etc.)
- Formation of mental abilities in children: development of analysis, classification, comparison, generalization
- Formation of ways of knowing through sensory analysis
- Social and personal development: development of communication, independence, observation, basic self-control and self-regulation
Classification of children's experimentation
- By the nature of the objects used in the experiment: experiments: with plants; with animals; with objects of inanimate nature;
- At the location of the experiments: in a group room; Location on;
- The reason for their implementation: random, planned, in response to a child’s question.
- By the number of observations of the same object: single, multiple, or cyclic
- By the number of children: individual, group, collective.
- By the nature of inclusion in the pedagogical process: episodic (conducted from case to case), systematic
- By duration: short-term (5–15 min.), long-term (over 15 min.)
- According to the nature of children’s cognitive activity: illustrative (children know everything, and the experiment only confirms familiar facts), search (children do not know in advance what the result will be), solving cognitive problems;
- By place in the cycle: primary, repeated, final and final;
- By method of application: demonstration, frontal;
- By the nature of mental operations: ascertaining (allowing you to see one state of an object or one phenomenon without connection with other objects and phenomena), comparative (allowing you to see the dynamics of a process or note changes in the state of an object), generalizing (experiments in which general patterns of the process being studied are traced earlier in separate stages).
Features of organizing children's experimentation in preschool educational institutions
- The experiment should be short in duration.
- It is necessary to take into account that it is difficult for preschoolers to work without speech accompaniment (since it is in older preschool age that children go through the stage of pronouncing their actions out loud).
- It is also important to take into account the individual differences of children (pace of work, fatigue).
- It is necessary to take into account the child’s right to make mistakes and use adequate ways to involve children in work, especially those who have not yet developed skills (dividing one procedure into several small actions assigned to different children, joint work of the teacher and children, help from the teacher to children, work of the teacher in instructions from children, the teacher’s conscious assumption of inaccuracies in work, etc.).
- When working with children, you should try not to draw a clear line between everyday life and learning, because experiments are not an end in themselves, but a way of getting to know the world.
- It is also necessary to take into account the age characteristics of children
Creating conditions for children's experimentation
In the experimental activity corner (mini-laboratory, science center) the following should be highlighted:
‒ a place for a permanent exhibition where a museum, various collections, exhibits, rare objects (shells, stones, crystals, feathers, etc.) are located
‒ space for devices
‒ a place to store materials (natural, “waste”)
‒ a place for conducting experiments
- place for unstructured materials (sand, water, sawdust, shavings, polystyrene foam, etc.)
- diagrams, tables, models with algorithms for performing experiments
‒ a series of paintings depicting natural communities
‒ educational books, atlases, thematic albums
- simple devices
‒ collections
‒ mini-museum (themes vary, for example, “ Clocks ” )
‒ materials divided into sections: “Sand, clay, water”, “Sound”, “Magnets”, “Paper”, “Light”, “Glass”, “Rubber”
‒ natural materials: stones, shells, saw cuts and leaves of trees, moss, seeds, different types of soil, etc.
‒ waste materials: pieces of leather, fur, fabric, plastic, wood, cork, etc.
‒ different types of paper: plain, cardboard, sandpaper, copy paper, etc.
- medical materials: pipettes with rounded ends, flasks, wooden sticks, measuring spoons, rubber bulbs, syringes without needles
- other materials: sieve, funnels, halves of soap dishes, ice molds, magnifying glasses, microscope, hourglass, magnifying glass, children’s personal notebooks for recording the results of the experiment
- weight measures: various scales, a set of weights; length: meter, rulers, conventional measurements; volume: measuring cups, jugs, spoons, etc.; time: hourglass, stopwatch; quantities: various abacus; directions: compass.
- for playing with water, snow, ice: filters made of paper, gauze, mesh; paints of different colors, saturated saline solution for obtaining salt crystals, growing crystals on twigs; various molds for freezing water, means for blowing soap bubbles, various vessels with narrow and wide necks, funnels, various homemade boats made of paper and nutshells
‒ for playing with light: mirrors, flashlights, means for changing the color of a flashlight signal, a candle
‒ for playing with a magnet, glass, rubber: magnet, objects made of various materials, bouncy figures, balls
Technology for organizing joint experimental and research activities with preschool children
- Statement of the research problem in the form of a problem situation.
- Clarification of the research plan.
- Selection of equipment, placement of it independently (or with the help of an adult) by children in the research area.
- Distribution of children into subgroups (at the request of the children), selection of leaders who help organize peers.
- Organization of the study.
- Analysis and generalization of the experimental results obtained by children
Methods and techniques
- Questions from the teacher that encourage the formulation of a problem, helping to clarify the situation and understand the meaning of the experiment; stimulating the child’s self-esteem and self-control, which determine success in cognition: “ Are you satisfied with yourself as a researcher?”
- Schematic modeling of experience; examination of experimental diagrams, tables, simplified drawings.
- A method that encourages children to communicate “ Ask... what he thinks about this?” " .
- “ method of applying the results of one’s own research activities.
- Problem situations, for example, “Why was there snow yesterday, but not today?”, “The reason for the appearance of steam when breathing.”
- Experimental games.
- Actions with a magnet, magnifying glass, measuring instruments, transfusion of liquids.
- Observation of natural phenomena.
- Use of encyclopedias.
To maintain interest in cognitive experimentation, you can use:
‒ Real events: striking natural phenomena and social events.
‒ Events specially “ modeled ” by the teacher: the introduction into a group of objects with an unusual effect or purpose, previously unknown to children, arousing genuine interest and research activity (“What is this? What to do with it? How does it work?”). Such items could be a magnet, a collection of minerals, or clipping illustrations on a specific topic.
‒ Imaginary events occurring in a work of fiction that the teacher reads or reminds the children (for example, a balloon flight of the characters in N. Nosov’s book “The Adventures of Dunno and His Friends”).
‒ The stimulus for research can be events occurring in the life of the group, “infecting” most of the children and leading to fairly stable interests (for example, someone brought his collection, and everyone, following him, became interested in dinosaurs, stamps, collecting beautiful stones and so on.).
‒ Organizing joint experiments and research with children in everyday life. Organization of children's experimentation and research in the process of observing living and inanimate objects and natural phenomena.
Forms of interaction with parents of students:
‒ Questionnaire of parents
‒ Involvement in creating a cognitive and developmental environment in the group, assistance in setting up an experimentation corner, replenishing the necessary materials
‒ Design of visual information in the parent’s corner: consultations, memos, recommendations: “Spend time with your children at home,” “How to organize conditions for research activities of preschoolers,” etc.
‒ Parent meetings, at which parents learn about the form of organizing research work, get acquainted with research teaching methods, and a variety of experiments.
‒ Open events for parents.
‒ Design of the “My discoveries” folder, thematic sliding screens, exhibitions, mini-libraries, etc.
‒ Experimentation of parents with children at home.
‒ Joint creativity between children and adults (making baby books, designing albums, posters, photo reports, etc.).
‒ Joint child-adult cognitive and research activities. In conditions of close interaction with the family in the group, the following studies can be prepared and conducted: “The house in which I live”; “Portrait of Spring”, “Autumn is a delicious time of year”, “Summer, oh summer”, “What do I know about air”, etc. (reading, observations, excursion, experiments).
Thus, in the work on experimental research activities of preschool children, it is necessary to use different forms and methods in a complex, and correctly combine them with each other. The choice of methods and the need for their integrated use is determined by the age capabilities of preschoolers, the nature of the educational tasks that the teacher solves.
The effectiveness of solving problems in experimental research activities depends on their repeated and variable use. They contribute to the formation in preschoolers of clear knowledge, skills and abilities about the world around them.
The mastery of systematized search-cognitive knowledge of children, the formation of experimental actions forms the foundations of logical thinking, ensures maximum efficiency of the intellectual development of preschoolers and their full readiness for learning at school.
Literature:
- Dybina O.V., Rakhmanova N.P., Shchetina V.V. The unknown is nearby. M., 2004
- Ivanova A.I. Children's experimentation as a teaching method./ Preschool educational institution management, N 4, 2004
- Kulikovskaya I.E., Sovgir N.N. Children's experimentation. Senior preschool age. — M.: Pedagogical Society of Russia, 2003
- Organization of experimental activities for preschool children. / Edited by L. N. Prokhorov M., 2004
- Parshukova I. L. Conducting research classes in kindergarten; spatial developmental environment in kindergarten. Principles of construction, advice, recommendations / comp. N.V. Nishcheva. - St. Petersburg, “Childhood-press”, 2006.
- Ryzhova N. A. Developmental environment of preschool institutions (From work experience). M., LINKA-PRESS, 2003.
