Kindergarten lessons for experimentation. Description of work experience “Experimental activities in a preschool educational institution. Definition of the concept of "experiment", "experience"

EXPERIMENTAL EXPERIMENTAL WORK IN KINDERGARTEN

The purpose of experimenting in kindergarten: development of the child's skills to interact with the objects under study in the "laboratory" conditions as a means of cognition of the surrounding world
Tasks:
- development of thought processes;
- development of mental operations;
- mastering the methods of cognition;
- development of cause-and-effect relationships and relationships
Motive: cognitive needs, cognitive interest, which are based on the orienting reflex "What is this?", "What is this?" At the senior preschool age, cognitive interest has a focus: "Learn - learn - learn"
Funds: language, speech, search actions.
Forms: elementary search activity, experiments, experiments.
Condition: gradual complication, organization of conditions for independent and learning activities, the use of problem situations.
Result: experience of independent activity, research work, new knowledge and skills that make up a whole spectrum of mental neoplasms.
In the preschool educational institution, corners of experimental activity should be organized, in which should be:
1) a place for a permanent exhibition, where a museum, various collections, exhibits, rare objects (shells, stones, crystals, feathers, etc.) are located;
2) a place for storing materials (natural, "waste");
3) a place for conducting experiments;
4) a place for unstructured materials (sand, water, sawdust, shavings, polystyrene, etc.).
Experiments can be individual or group, single or cyclical (a cycle of observations of water, the growth of plants placed in different conditions, etc.).
By the nature of mental operations, experiments can be different: ascertaining (allowing you to see one state of an object or one phenomenon), comparative (allowing you to see the dynamics of the process) and generalizing (allowing you to trace the general laws of the process previously studied in separate stages).
The main content of the research carried out by children presupposes the formation of their ideas:
1. About materials (sand, clay, paper, cloth, wood).
2. About natural phenomena (wind, snowfall, sun, water; games with the wind, with snow; snow as one of the aggregate states of water; heat, sound, weight, attraction).

3. About the world of plants (methods of growing plants from seeds, leaves, bulbs; germination of plants - peas, beans. Flower seeds).
4. About the methods of researching the object (section "Cooking for a ku-col": how to make tea, how to make a salad, how to make soup).
5. About the world of objects (clothes, shoes, transport, toys, paints for drawing, etc.).
In the process of experimentation, the children's dictionary is replenished with words denoting sensory signs, properties of a phenomenon or an object of nature (color, shape, size: crumples - breaks, high - low - far, soft - hard - warm, etc.).
Experimenting with children in different age groups:
Younger preschool age (fourth year of life).
Children second junior group it is necessary to try, if possible, not to communicate knowledge in a finished form, but to help the child get it on his own, putting on an uncomplicated experience. In this case, the child's question turns into a formulation of a goal. Children at this age are already able to establish the simplest cause-and-effect relationships. The participation of the teacher in the performance of any actions is mandatory.
Working with children of this age group is aimed at creating the conditions necessary for sensory development in the course of familiarization with the phenomena and objects of the surrounding world.
The teacher solves the following tasks:
- compare similar appearance items: fur coat - coat, tea - coffee, shoes - sandals ( didactic game type "Do not be missed")
- to combine the display of the object with the active action of the child on its examination: feeling, perception by ear, taste, smell (a didactic game of the "Wonderful bag" type can be used);
- teach children to compare facts and conclusions from reasoning (Why is there a bus?)
- actively use the experience of practical activities, game experience (Why does not the sand crumble?)
Middle preschool age (fifth year of life).
In children middle group the first attempts to work independently appear, but visual control from an adult is necessary - to ensure safety and for moral support, since without constant encouragement and expression of approval, the activity of a four-year-old child quickly dies out.
In this age group, experiments can be carried out to elucidate the causes of individual phenomena, children study the properties of water and snow, sand.
Work with children of this age group is aimed at expanding children's ideas about the phenomena and objects of the world around them. The main tasks solved by teachers in the process of experimentation are:
- active use of the experience of playing and practical activities of children (Why do puddles freeze at night and thaw during the day? Why does the ball roll)
- grouping of objects according to functional characteristics (What are shoes, dishes for? What is it used for?);
- classification of objects and objects according to specific characteristics (tea, tableware).
Senior Preschool Age
For children senior group more complex chains of cause-and-effect relationships are becoming available. At this age we should try to ask them the question "Why?" Very often they ask it themselves, which indicates certain shifts in development. logical thinking.
In this group, it is possible to introduce already long-term experiments, as well as the simplest monitoring (for example, to determine the level of air pollution at the site and in the premises of the preschool educational institution). Children continue to study the properties of water, snow, sand, soil, clay, learn about the properties of air, and conclude that. That there is no bad weather, that plants and animals need snow in winter, they study the water cycle by example indoor plants, get acquainted with the influence of environmental factors on living organisms.
V preparatory group children are already trying to put forward any hypotheses, they are able to draw conclusions about the hidden properties of objects and phenomena, often they already draw conclusions on their own without leading questions.
They learn in experimentation about natural features some climatic zones(permafrost in the tundra, tropical showers, etc.), continue to study the influence of factors environment on living organisms, get acquainted with the adaptations of organisms to the environment, study the influence of human activity on natural communities(oil spills at sea, soil trampling, etc.)
Working with children is aimed at clarifying the entire spectrum of properties and attributes of objects of objects, the relationship and interdependence of objects and phenomena. The main tasks solved by the teacher in the process of experimentation are:
- active use of research results in practical (household, play) activities (How to quickly build a durable house for dolls?);
- classification based on comparison: by length (stockings-socks), shape (scarf-shawl - kerchief), color, ornament (cups: one- and multi-colored), material (silk dress - woolen), density, texture (game "Who will call more qualities and properties? ").

Experiment structure:

In each experiment, a sequence of successive stages can be distinguished.
1. Awareness that you want to know.
2. Formulation of the research task.
3. Thinking over the experimental technique.
4. Listening to instructions and criticisms.
5. Forecasting of results.
6. Execution of work.
7. Compliance with safety rules.
8. Observation of results.
9. Fixing the results.
10. Analysis of the data obtained.
11. Verbal report on what he saw.
12. Formulation of conclusions.
The main task of the preschool educational institution support and develop in the child an interest in research, discoveries, create the necessary conditions for this.
Organize work on experimental activities in such a way that children can repeat the experience shown to adults, can observe, answer questions using the results of the experiments. With this form, the child masters experimentation as a type of activity and his actions are reproductive in nature. Experimentation does not become an activity of value in itself, as it arises on the initiative of an adult. In order for experimentation to become a leading activity, it must arise on the initiative of the child himself.
The purpose of upbringing and teaching according to new generation programs is to systematize, deepen, generalize personal experience child: in the development of new, complex ways of cognitive activity, in the awareness of connections and dependencies that are hidden from children and require special conditions and control from the teacher for mastering. Mandatory element the way of life of preschoolers is participation in resolving problem situations, in conducting elementary experiments, experimenting, in making models.

Elena Nikitaeva

Children are inquisitive by nature, curious researchers discovering this world for themselves. It is very important to support and direct their interest in order to help develop core competencies. Experimental research activities it helps a lot to do this, because the knowledge gained in the process of such work, are much better deposited in long-term memory, and activity more motivated and emotionally colored. What the child has "passed through his hands" is remembered more reliably. Experimental Work arouses the child's interest in exploring the world around him, develops mental operations (analysis, synthesis, classification, generalization, stimulates cognitive activity and curiosity.

I will share my experience in this area... To begin with, an experimental corner was created, which included samples of sand, clay, minerals, salt, sugar, vegetable oil, soda, test tubes, magnifiers, scales, containers, magnet, syringes, as well as natural material.


Very comfortably experimental activities distribute in accordance with complex thematic planning. For example, in the fall, when the topic begins "; elements (water, air, fire, earth-soil, minerals, we conduct experiments with water:

1. Properties of water,

2. Water-solvent,

3. How water evaporates,

4. Experiments with surface tension film,

5. Growing crystals,

6. Filtration of water

7. Rooting of sprouts,

8. Different ways of watering plants (in the soil, in the pallet,

9. Drowning - not drowning,

10. Transfer of water with a straw,

11. Properties of fresh and salt water,

12. How plants drink water,

13. Ice melting in different conditions

14. Comparison of the properties of ice and snow.





Experiments with air:

1. How can air be detected?

2. How does the heated air move?

3. Wind - the movement of air (creating wind by blowing air, with the help of a fan, thick sheets of cardboard).

4. How the air volume changes during cooling.

5. How air is compressed. Elasticity.

6. Blowing bubbles with a straw into the water.

7. Measuring the volume of exhaled air

8. How can you lean on the air? (models of parachute, glider, planning lionfish, feathers).

9. How the air works? Air movement - observation of the movement of turntables, flag, fluff, leaves.


Experiments with soil, minerals:

1. Composition of the soil

2. Comparison of the properties of sand and clay

3. Comparison of the properties of stones (color, mass, graininess, uniformity, luster, porosity, fragility, hardness).

4. Properties of the magnet.

5. Germination of seeds, rooting of sprouts, observation of the growth of plants in different conditions.

6. Comparison of the properties of wet and dry sand.

7. Which soil allows water to pass through better.





Usage experimental activities is the most effective way of developing thought processes, familiarizing children with the world around them, developing observation and inquisitiveness of the mind, activating the desire to cognize the world. It is very important to analyze the result with the children and draw a conclusion.

Related publications:

Experimental and experimental activity of older preschoolers (5-7 years old) Work experience topic: "Experimental - experimental activity of senior preschoolers" Preschool childhood is the initial stage of human life.

Tell me - and I will forget, Show - and I will remember, Let me try - and I will understand. Chinese folk proverb... Modern children are very time consuming.

Experimental - experimental activity. In senior preschool age, experimental - experimental activity continues. Special interest.

Experimental and experimental activity "Invisible air" Municipal budgetary preschool educational institution"Rainbow" Software content :.

Experimentation is the main kind research activities... It is believed that experimentation claims to be the leading one.

Experimental and experimental activities. Experiments with water. Experimental and experimental activities. Purpose: development of cognitive - research activities, acquaintance of children with the properties of water.

Explanatory note

The world we live in is complex, multifaceted and changeable. People, a part of this world, open for more and more new objects, phenomena and patterns of the surrounding reality. At the same time, each person rotates within the framework of the image of the world that has formed in him.

The image of the world is a complex integral system of knowledge about a person, about the world in general, about other people, about oneself, about one's activities.

In the period of preschool childhood, the origin of the primary image of the world occurs due to the cognitive activity of the child, which has its own specifics at each age stage. The development of a cognitive interest in various areas of knowledge and types of activity is one of the components of both the general development of a preschooler and the further success of his education in school. The preschooler's interest in the world around him, the desire to master everything new is the basis for the formation of this quality. Throughout preschool childhood, along with play activities, it is of great importance in the development of the child's personality cognitive activity as a process of mastering knowledge, skills, and abilities.

Working in preschool always strived to look for new approaches for the intellectual development of preschoolers. Intensive change in the surrounding life, active penetration of scientific and technological progress into all its spheres dictate the teacher the need to choose more effective means of teaching and upbringing.

One of the promising methods for solving this problem is children's experimentation.

In 1990, Professor, Academician of the Academy of Creative Pedagogy of the Russian Academy of Education N.N. Poddyakov, having analyzed and summarized his rich experience research work in system preschool education, came to the conclusion that in childhood the leading activity is experimentation.

The main advantage of the experimenting method is that it gives children real ideas about the various aspects of the object under study, about its relationship with other objects and with the environment. In the course of the experiment, the child's memory is enriched, his thought processes are activated, since the need constantly arises to perform the operations of analysis and synthesis, comparison and classification, generalization and extrapolation. The need to give an account of what he saw, to formulate the discovered patterns and conclusions stimulates the development of speech.

The consequence is not only the acquaintance of the child with new facts, but also the accumulation of a fund of mental techniques and operations, which are considered as mental skills.

Visual-effective and visual-figurative thinking is inherent in preschoolers, therefore experimentation, like no other method, corresponds to these age characteristics. At preschool age, he is the leading one, and for the first three years he is practically the only way to learn about the world.

Children's experimentation as a special organized activity contributes to the formation of a holistic picture of the child's world preschool age and the foundations of his cultural knowledge of the world around him.

In-depth work with children on the formation of their cognitive sphere contributed to the development of their own pedagogical technology... The result of this work was the development and testing of methodological and didactic material, the creation of conditions for the organization of search and experimental activities.

The purpose and objectives of pedagogical technology

  • Creation of conditions for the formation of the foundations of a holistic worldview in children by means of a physical experiment.
  • Develop an emotional value attitude towards the world around you.
  • To form the foundations of a holistic worldview in children through children's experimentation.
  • Provide enriched cognitive and speech development children, to form the basic foundations of the child's personality.
  • To expand the prospects for the development of search and cognitive activity in preschool children.
  • To form dialectical thinking, the ability to see the diversity of the surrounding world.
  • Formation of communication skills in preschoolers, cooperation skills.

Formation of the foundations of the holistic worldview of children, as well as the development of cognitive activity in the process of children's experimentation will be successfully implemented if :

A consistent systematic approach will be implemented in the process of forming the foundations of a holistic worldview in children.

Cooperation between the teacher and the child will be more effective.

The teacher in relations with children will show more optimism, faith in his strength and support the pupil.

A subject-developing environment corresponding to age and requirements has been created.

The intended result:

1. Formation of an emotional-value attitude to the world around.

2. Manifestation of cognitive interest in classes, improvement of speech development.

3. Formation of the foundations of dialectical thinking.

4. Deepening of knowledge, abilities, skills provided by the program of education and training in kindergarten "From birth to school".

5. Assimilation of the basics of a holistic vision of the surrounding world.

6. Formation of communication skills.

Basic principles of organizing children's experimentation:

  • Relationship between theory and practice
  • The developing nature of education and training.
  • Individualization and humanization of education.
  • Conformity to nature - an emphasis on the psychological and age characteristics of preschoolers.
  • Integrity and consistency of the teaching process.
  • The interaction of three factors: kindergarten, family, society.

Experiment Success:

  • Everyone can work using this technology, as it is interesting for both children and adults.
  • A child researcher from birth, but consciously does something from the age of 5, and it is possible to prepare a child for this activity from an early age. Intellectual effort, research skills, logic, and ingenuity will not grow stronger by themselves. Both parents and teachers can help here.
  • It is important that there is a laboratory atmosphere.
  • Form of work: classes with all children, with a subgroup, individually.

Difficulties at work:

  • Creation of a laboratory.
  • The laboratory recording phase is very difficult. Children don't like to write down.
  • The upbringing of scientific knowledge is a step from the everyday level of reasoning to the scientific one.
  • Work planning.
  • Lesson planning.

While experimenting with preschoolers, one should not forget that the main thing is not the child's acquisition of jagged knowledge, but the formation of a careful, emotional attitude to the world around him and the skills of environmentally competent behavior. You do not need to strive for children to remember as many different names as possible. You can always do without the use of complex and incomprehensible terms for the child. It is much more important to instill in the children a cognitive interest in natural objects, the desire and ability to observe, experiment, and understand that everything in the world is interconnected.

Summarizing the scarce material on experimentation with preschoolers, we can conclude that experimentation is effective method teaching children research activities in all its forms and types and is a method of increasing the independence of the child. Provides prerequisites for the active development of cognitive interest in the purposeful perception of the surrounding world and is the leading activity in learning.

Experimental work arouses children's interest in the study of nature, develops mental operations (analysis, synthesis, classification, generalization), stimulates the child's cognitive activity and curiosity.

Linking Children's Experimentation with Other Activities

Children's experimentation is not an isolated activity. It is closely related to all types of activities and primarily with such as observation and labor. Experimentation and speech development are very closely related. This can be clearly seen at all stages of the experiment: when formulating a goal, during a discussion of the methodology and the course of the experiment, when summing up the results and a verbal story about what he saw, the ability to clearly express one's thought. For example, children, when they try to set the goal of the experiment more accurately, begin to reason in the course of discussions of actions. They try to make hypotheses. Children develop dialogical speech. They learn to work together, give in to each other, stand up for their righteousness, or acknowledge the righteousness of their neighbor.

The connection of experimentation with art is also two-way and important. The more developed the visual skills, the more accurately the result of the experiment will be displayed.

There is also a connection between experimentation and the formation of elementary mathematical concepts. During the experiments, the need constantly arises to count, measure, compare, determine the shape and size, etc. All this gives mathematical concepts real significance and promotes their awareness.

Experimentation is associated with other activities as well - reading. fiction, with musical and physical education, but these connections are not so pronounced.

Organization and conditions of experimental activity of preschoolers

A mini-laboratory has been created in our children's garden for conducting an experiment. We start working with children with an excursion, during which the children get acquainted with its owner, grandfather We know, with the equipment and rules of conduct. Work in the laboratory involves the transformation of children into “scientists” who conduct experiments, experiments, observations on various topics. "Tell - and I will forget, show - and I will remember, let me try - and I will understand" We adhere to this statement in working with children preschool age. Everything is assimilated firmly and for a long time, when the child hears, sees and does it himself. Research provides the child with the opportunity to find answers to the questions "how?" and why?". Mastering preschoolers different ways knowledge contributes to the development of an active, independent, creative personality.

The laboratory is created for the development of cognitive interest in children, an increase in interest in research activities and contributes to the formation of the foundations of a scientific worldview. The laboratory is the basis for a specific play activities child.

What does experimental activity give?

A child who feels like a researcher, has mastered the art of experiment, overcomes indecision and self-doubt.

He wakes up initiative, the ability to overcome difficulties, experience failures and achieve success, the ability to evaluate and admire the achievement of a friend and the willingness to come to his aid. The experience of one's own discoveries is one of the best schools of character.

The main thing is to create the child's imagination integral living images of different parts of the Earth and the surrounding world.

While working in a specially prepared environment, children:

  • Show an active interest in objects and phenomena that lie outside a specific situation;
  • They ask questions: why? What for? How?;
  • They strive to explain facts, connections, using phrases "because ..." in speech;
  • Show interest in educational literature;
  • They are able to express their thoughts, formulate ideas about the world around them, events;
  • They try to draw up diagrams and sketch experiments on their own;
  • They apply their knowledge in life.

Equipment for the children's laboratory:

  • Devices - helpers: microscope, magnifying glasses, pan scales, hourglass, compasses and magnets;
  • Transparent and non-transparent vessels of different configurations and different volumes: plastic bottles, glasses, buckets, funnels;
  • Natural materials: pebbles different color and forms, minerals, clay, earth, coarse and fine sand (different in color), bird feathers, shells, cones, nut shells, pieces of tree bark, dry leaves, twigs, fluff, moss, seeds of fruits and vegetables, wool;
  • Waste material: pieces of leather, fur, scraps of fabric, cork, dragging, wooden, plastic, metal objects and wooden spools;
  • Different types papers: plain, landscape, notebook, tracing paper, scribbled paper;
  • Dyes: berry syrup, watercolors;
  • Medical supplies: pipettes, flasks, test tubes, beakers, cotton wool, funnels, measuring spoons;
  • Other materials: mirrors, balloons, wooden toothpicks, flour, salt, colored and transparent glass, molds, steaks, threads.

Various incentives are used to positively motivate the activities of preschoolers:

  • External (novelty, uncommonness of the object);
  • Mystery, surprise;
  • The motive for help;
  • Cognitive motive (why so);
  • Choice situation.

Having recruited the children of the first junior group, I began to work with them on children's experimentation. Considering younger age children developed a long-term plan of games - experiments with sand and water for the 1st junior group.

SPECIALLY ORGANIZED TRAINING ACTIVITIES

SEPTEMBER

"Raspberries"

Kind of activity. Examination, tasting, squeezing, shape, taste, smell of berries and leaves. Cook jam, compote. Drying the leaves and making tea and the "Autumn Bouquet" panel. Learning the song "Let's go through the raspberries to the garden."

The purpose of the lesson. Introduce children to the plant, its useful properties... Consolidation of color, shape, tactile sensations.

Materials and equipment. Berry, sugar, water, leaves, vessels, napkins.

"Colorful water"

Kind of activity. In vessels using paints, potassium permanganate - conducting an experiment for solubility.

The purpose of the lesson. To acquaint children with the properties of water, color fixing.

Materials and equipment. Paints, water, vessels.

OCTOBER

"Drowning - not sinking."

Kind of activity. Experiment. Are objects sinking or floating on the water? Why? Objects are heavier or lighter than water.

The purpose of the lesson. To acquaint with the properties of objects, develop observation, ingenuity. Learn to draw conclusions.

Materials and equipment. Various pebbles, paper, styrofoam, a small ball, wooden and iron objects, a magnet.

"Kasha is our health."

Kind of activity. Consideration by color, shape, flowability. Dry - hard, swells in water, soft, edible, healthy and tasty. Ready-made hot and cold. Watching the cartoon "Hercules". Reading "Porridge from an ax".

The purpose of the lesson. To acquaint children with the properties of cereals, to teach how to taste porridge, to bring up a positive attitude towards porridge and to explain to children the usefulness of porridge.

Materials and equipment. Groats: buckwheat, rice, millet, Herculean, barley. Water, milk, vessels, plates and spoons.

NOVEMBER

"Bird feathers".

Kind of activity. Experiment. Heavy-light (feather-pebble). Volatility (floating in the air). Dry - wet. Application "Golden scallop".

The purpose of the lesson. To acquaint with the properties of feathers, to consolidate the knowledge of children about the use of feathers in everyday life - pillows, featherbeds, warm jackets.

"Sand streams".

Kind of activity. Can I paint with sand? Preparation of sand for work - sift, dry, you can touch up. Children work with sand on the prepared surface.

The purpose of the lesson. To acquaint children with the property of sand-flowability. Drawing amazing pictures with the development of fantasy and imagination.

Materials and equipment. Panel "Summer Day", sand, glue, paper, paints.

DECEMBER

Drawing with soap bubbles "Colorful world".

Kind of activity. Experiment. Dissolving soap in water, making colored soapy water. Experimental drawing - blowing colorful bubbles onto a sheet of paper.

The purpose of the lesson. To teach how to blow bubbles on a sheet of paper, to acquaint with the properties of soapy water - you can blow bubbles, fix color, develop imagination.

Materials and equipment. Plates, glass funnel, cocktail sticks, soapy multicolored solution.

"Air. What's in the package? "

Kind of activity. Experiment. The bag is empty and filled with air. The presence of air around. How to find and catch it?

The purpose of the lesson. Ambient air detection. To draw the attention of children to the properties of air - transparent, invisible, light, cold and warm. The vital importance of air for all living things.

Materials and equipment. Plastic bags, strips of paper.

JANUARY

"Crystal ice".

Kind of activity. Experiment. Melting ice in warm and cold water... Freezing multicolored pieces of ice and decorating the Christmas tree at the kindergarten site. Observation of the melting of ice - the vessel with water acquires the color of melted ice.

The purpose of the lesson. Introduce the properties of water (freezing). Learn to draw conclusions - ice melts faster in warm water than in cold water. Development of care and curiosity.

Materials and equipment. Painted pieces of ice, vessels with water, paints.

"Glass".

Kind of activity. Experiment. Determine the transparency of the glass, its fragility - easily breaks. Drowns in water or not, slippery or not, leaks liquid or not. Multi-colored glass is its application. Viewing the documentary "New Year's toys - favorite toys".

The purpose of the lesson. To acquaint with the properties of glass, glass objects. Develop observation, familiarization with safety rules when handling glass and glass objects.

Materials and equipment. Glass objects, vessels, water, paints, Christmas tree decorations.

FEBRUARY

"Air flour".

Kind of activity. Experiment. Making glue. Examination of flour: dry, loose, fine, white, tasteless. Flour diluted with water acquires the properties of stickiness, viscosity, plasticity, pulling. It is possible to make bakery products under special conditions. Craft from salt dough.

The purpose of the lesson. To acquaint children with the properties of flour and what is prepared from it. Development of hard work, patience.

Material and equipment. Flour, flour products, water, vessels, salt, paints, oil, cardboard.

"Black box".

Kind of activity. Experiment. To teach to determine tactilely the temperature of water and objects.

The purpose of the lesson. To acquaint children with the determination of the temperature of liquid and solid objects tactilely (metal - cold, wooden - warm).

Materials and equipment. Items made of wood, metal, glass, plastic, black box.

MARCH

"Magnet".

Kind of activity. Experiment. Attraction of metal objects. Repulsion and attraction of two objects. The hardness of the magnet.

The purpose of the lesson. To acquaint with the properties of a magnet and its application in life.

Materials and equipment. Magnets of various shapes and colors, various metal and wooden objects, cloth, paper, etc. Magnet.

"Onion bed on the window."

Kind of activity. Experiment. Planting onions in the ground. Salad from onions scalded with hot water.

The purpose of the lesson. To acquaint children with the properties of onions (color, smell, taste, shape). Methods of planting onions. Develop curiosity, observation.

Materials and equipment. Onion, earth, various jars, knife, cutting board, bowl.

APRIL

"Cardboard".

Kind of activity. Experiment. Hard, dense, difficult to bend. When wet, it swells, exfoliates. Application "Spring bouquet".

The purpose of the lesson. To acquaint with the properties of cardboard, Development of observation, the ability to draw conclusions and inferences.

Material and equipment. Various density cardboard, scissors, water, glue.

"Textile".

Kind of activity. Experiment. Cutting fabric, tearing with difficulty, wrinkling and smoothing. Sewing together two pieces of fabric. Album for viewing "Types of fabric". Soaking the fabric - touch what it has become (heavy, cold).

The purpose of the lesson. To acquaint children with the properties of fabric and their types. Consolidate children's knowledge of clothing.

Materials and equipment. Various scraps of fabric. Thread, needle, scissors, water, iron.

MAY

"Wonderful Clay".

Kind of activity. Experiment. Examining clay. (dry - wet, hard - soft, dense, heavy). Various household items and toys are made from wet clay. Clay Objects Can Break, Clay Pot Documentary.

The purpose of the lesson. To acquaint children with the properties of clay. Examination of clay toys, dishes.

Materials and equipment. Clay objects. Clay, vessels with water, scraps of cloth, napkins.

"Magic Tangle".

Kind of activity. Consideration of different types of threads (floss, sewing, woolen). Tearing and cutting threads of different texture. Demonstration of types of work with thread and finished items.

The purpose of the lesson. To acquaint children with the properties of threads, different in texture, types of fabric, finished products from threads.

Material and equipment. Different types of threads, finished products, Hook, knitting needles, needle, scissors.

Kolesnik Natalia Georgievna

Educator2 qualification category

Preschool educational institution No. 4 "Zhuravlenok"

What I hear - I forget.

What I see - I remember.

What am I doing - I understand

Confucius

A preschool child actively seeks to learn as much as possible about the world around him. Along with play activity, cognitive activity is of great importance in the development of a child's personality, in the process of which the ability to initial forms of generalization and inference is formed. Children have an interest when they themselves can discover new properties of objects, their similarities and differences, giving them the opportunity to acquire knowledge on their own.

Everything is assimilated firmly and for a long time when the child hears, sees and does himself .

The child's need for new impressions underlies the emergence and development of research (search) activities aimed at learning about the world around them. The more diverse and intense the search activity, the more new information the child receives, the faster and more fully his speech develops.

In this regard, of particular interest ischildren's experimentation.

In the process of children's experimentation, children learn

v See and highlight the problem

v Accept and set a goal

v Analyze an object or phenomenon

v Highlight essential features, connections

v Make hypotheses, build complex sentences

v Select material for independent activities

v Draw conclusions

A preschool child is by nature inherent in an orientation towards cognition of the surrounding world and experimentation with objects and phenomena of reality.

Getting to know the world, he seeks not only to examine the object, but also to touch it with his hands, tongue, smell, knock it, etc. He thinks about such physical phenomena as freezing of water in winter, precipitation, sound propagation in air, in water, etc.

In our kindergarten, we create conditions for the development of cognitive and speech activity child by means of experimental activity.

    We conduct experiments with objects of living and inanimate nature(with plants, insects, air, water, sand, earth);

    Meet with different properties substances (hardness, softness, flowability, viscosity, buoyancy, solubility);

    Introduce the main types of movement (speed, direction);

    • We develop geographical representations - we introduce the globe, we give knowledge about Solar system, about various cosmic phenomena;

      When conducting experiments, we acquaint children with safety rules.

Experiments and experiments are different: demonstration (the teacher himself conducts the experiment and demonstrates it; and the children follow the progress and results) and frontal (the objects of the experiment are in the hands of children) - both teach children to observe, analyze, draw conclusions.

In the corner of experiments, in their free time, children independently repeat the experiments, applying at the same time those obtained during the organized educational activities knowledge, skills and abilities.

Great joy, children experience surprise and even delight from their small and large "discoveries", which cause them a sense of satisfaction from the work done.

In the process of experimentation (independent or under the guidance of an adult), children get the opportunity to satisfy their inherent curiosity (why? Why? How? What will happen if ...?), Feel like a scientist, researcher, pioneer.

Encouraging children's curiosity, quenching the thirst for learning little "why", guiding them active work, we contribute to the development of the child's cognitive activity, logical thinking, coherent speech.

It is known that no educational or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and teachers, since every minute of communication with a child enriches him, forms his personality.

In order for the child to maintain a cognitive interest, the desire to learn new things, to find out the incomprehensible, the desire to delve into the essence of objects, phenomena, actions, we also recommend that parents conduct simple experiments and experiments at home.

“Be able to open one thing in front of the child in the world around him, but open so that a piece of life will play in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to return to what he has learned again and again. "

Sukhomlinsky V.A.

A number of experiments and experiments that were carried out with children of the older group:

    Experiments and experiments with wildlife

"Evaporation of moisture from plant leaves"

Target: Clarify that water moves from the soil to the leaves. Establish where the water disappears.

The children had different assumptions.

For example:

“I think the leaves absorb water into themselves ”.

“The water flows along the stalks into the leaves, and it is inside the leaves. ”

To the question: "Who thinks otherwise?" Masha expressed a different opinion: "I think that water evaporates in the air and turns into steam."

The children and I decided to check all the assumptions.

They put a plastic bag on the houseplant and secured it. The plant was placed in a warm, bright place. After a while, the children found water droplets on the cellophane.

Maxim concluded: "The droplets appeared on the leaves because the water evaporates, the steam rose up and became water again."

To the question: “Why can't you see water on the leaves of other indoor plants”, Yulia concluded: “Water from the leaves evaporates in the air, and in nature the steam goes into the sky and forms clouds, and precipitation falls on the ground”.

"Where is better to grow"

Target: Establish the need for soil for plant life, the effect of soil quality on the growth and development of plants.

Children planted grains in earth, sand and clay. At the first stage, the children expressed opinions which soil is more favorable for plants and explained them:

For example:

“I think that better for plants will grow in the sand, because it is crumbly, not solid. "

And another child suggested the opposite: "In the desert, where there is only sand, plants grow very poorly."

To the question: "Do you think a seed planted in clay will germinate?" Marusia expressed her suggestion: “Plants will not be able to grow in clay, because the clay is hard, dries up, and air will not get to the roots”.

The guys, having some amount of knowledge, intuitively understand that the earth is a more favorable soil for plants, but they cannot explain why. And only by the end of the experiment, the children came to the following conclusion: that the earth is fertile, there are many minerals in it, it is loose.

This experiment aroused keen interest among children: they eagerly watched the sprouting of plants, made sketches.

    Experiments and experiments with inanimate nature

"Dry out of water"

Target: Determine what air is occupying.

At the first stage, I asked the children to explain what it means to “get out of the water”, whether it is possible. The children made interesting suggestions, and each had their own opinion:

“You can put on rubber boots and a waterproof overalls and then, I think, we will not get wet. "

“You can sail on a boat on the water and stay dry. ”

“There are special suits, scuba gear, they are worn by divers and then you can get out of the water dry ”.

To the question: "Is it possible to put a glass in water and not wet the napkin lying at the bottom?" the children had different opinions:

“The napkin will be wet because water gets into the glass, and the napkin will absorb the water and get wet. "

“If the glass is plastic, it will not sink and the napkin will remain dry, but the glass will sink and the napkin will get wet. ”

By immersing a glass in water to the bottom of the container, and lifting it, the children determine that the napkin is not wet (the children were so surprised that someone suggested that the napkin was magic).

– What do you think prevented the water from getting wet?

The children did not immediately guess why. Then I dipped my glass into the water at an angle. Seeing the bubbles, Misha guessed that there was air in the glass.

"Let's help the water to become clean"

Target: Develop the ability to set a goal, plan your work. Create conditions for identifying and testing different methods of water purification.

Before the children was put problem situation... A letter came from the residents of the Flower City, where they report that their water supply is broken, and the water in the river is dirty, and they do not know what to do?

To the question: "Guys, how can we help the residents of the Flower City?" the opinions of the children were different:

You can fix the water supply system, change the pipes;

You can clean the river, take a motor boat, and use the net to collect all the garbage on the river;

You can bring clean water to residents of the city on a water carrier;

It is necessary to install a mesh in the pipe, dirty water will flow through this mesh and come out clean.

– How can you do this?

Children offer to take different materials for the filter: cotton wool, paper, gauze, napkins, cloth. They independently take everything they need for water purification.

The children independently came to the conclusion that:

    dirt remained on the filter, the water became clear;

    such water should not be eaten;

    it can be used at home (wash hands, floor, wash clothes ...)

"Material properties"

Target: To update the knowledge of children about the properties of various materials (paper, iron, plastic, wood).

The children received a letter from Dunno with a request to help him find material for building a ship in order to go on a journey.

To the question: “What properties should a ship have?”, The children's answers were different:

“To prevent the ship from sinking, it must be small. ”

“The ship must have a high side, an anchor and a life buoy. "

“A ship needs a sail and a steering wheel. ”

To the question: “What material do you think is needed to build a ship?” The following assumptions followed:

“I think you can build a ship out of plastic because plastic is light. ”

“Let's build a ship out of paper, it can stay on the water. ”

“I disagree, the bottom of the ship will get wet and it will sink. "

“You can build from iron, because iron is strong. ”

“To build a ship you need to use a tree, because a tree does not sink. ”

In the course of independent experimentation, the children concluded from what a ship can be built.

"Magnet and its properties"

Target: To acquaint children with the concept of "magnet". Form an idea of ​​the properties of a magnet.

Children are encouraged to examine objects and determine what materials they are made of.

To the question: "What happens to these objects if you bring a magnet?" Dasha: "I think that the items will remain on the table."

Albert suggested: "I think that the magnet will attract iron objects to itself, because it is itself made of iron."

I suggest the children solve the following problem: “How to get a paper clip out of a glass of water without getting your hands wet”? The following suggestions followed:

“You have to hold the magnet over the glass. ”

“Let's take out a paper clip with a spoon. ”

And finally, Misha expressed the following opinion: “Let's attach a magnet to the glass wall, the magnet will attract a paper clip and we will slowly raise it to the surface”.

Through experimentation, the children concluded that the magnetic force acts through water and glass.

"Eruption"

Target: Introduce the volcano as natural phenomenon; develop cognitive activity in the process of independently performing experiments according to the scheme; teach independently, formulate conclusions based on the results of the experiment, based on previously received ideas and their own proposals; accuracy, mutual assistance.

Grandfather Comes to Children Know. Legendary story "What is a volcano?"

We examined with the children illustrations depicting volcanoes.

– What is the shape of the volcano?

– What does the top of a volcano look like? (To the crater. )

The crater of a volcano is a huge bowl with steep slopes, and at the bottom there is a reddish-orange maw - a crater, a hole that goes deep into the ground. The fiery liquid coming out of the volcano is called lava.

– Do you guys want to see a volcanic eruption? Let's try to do this.

Demonstration experience demonstration.

–What are you watching?

– How did I make the lava?

Grandfather's story Knowing what volcanoes we have in our country (On Far east, Kamchatka, Kuril Islands ).

– Children, let's draw a volcano (Visual activity ).

Appendix # 1

Application form

CHILDREN'S EXPERIMENTATION IN THE FAMILY

    Full name of the child ________________________________________________

    2. What is your child's research activity? (Underline whatever applicable)

a) likes to learn new things from different sources (watching TV, reading children's encyclopedias, stories of adults)

b) tries to create something new from ordinary objects, substances.

3. What objects and materials does your child like to experiment with? (with water, detergents, glasses, paper, cloth)

4. Does it happen that the child continues the experimentation begun in kindergarten at home?

If so, how often? (often, rarely, always, never), and what

5. How do you keep your child interested in experimentation (underline as appropriate):

I show interest, I ask;

I provide emotional support, approve;

I collaborate, i.e. get involved in activities;

Other methods (which ones?).

6. Which of the most striking discoveries for themselves, in your opinion, did your child make?

7. How your child pleases and surprises you (curiosity, cognitive activity, something else)

8. What do you prefer: when the child learns the world around him on his own or in close interaction with his parents?

Appendix # 2

OPTIONS FOR JOINT RESEARCH ACTIVITIES OF CHILDREN AND PARENTS DURING THE USE OF NATURAL HOME SITUATIONS.

vIn bathroom allow to play with empty jars, bottles, soap dishes(Where more water fit? Where is the water easier to collect? Where is the water easier to pour? The faster is the water in the bath with a bucket or sponge?)

This will help the child explore and define the characteristics of objects, develop observation skills.

vExperiment with items (sinking or swimming in water).Do you think the bottle will sink or not? What happens if you fill it with water? How much water do you think you need to take to drown? If you press and then release, what will happen?

This will help you understand what volume is, make discoveries and experiment more boldly.

vRoom cleaning ( where do you think you should start? What is needed for this? What will you do yourself? Where do you need help?)

such a situation develops observation, ability to plan and calculate their strength.

vWatering flowers ( Do all plants need to be watered equally? Why? Is it possible to sprinkle all plants with water, and loosen the soil of all plants?)

this will help to foster a respect for nature and to form knowledge about plants, ways of caring for them.

vRenovation in the room (What color wallpaper would you like to see in your room? What would you like to look at? What do you think is the best place to hang your drawings?)

this will help the child learn to express judgments, fantasize, and argue his point of view.



Appendix No. 3

REMINDER FOR PARENTS

WHATS DON'T AND WHAT SHOULD BE DONE

to maintain children's interest in cognitive experimentation


H You should not dismiss the child's desires, even if they seem impulsive to you. Indeed, these desires may be based on such an important quality as curiosity.

H You can not refuse joint actions with the child, games, etc. - a child cannot develop in an atmosphere of indifference of adults to him.

WITH minute prohibitions without explanation fetter the child's activity and independence.

H e should endlessly point out the mistakes and shortcomings of the child's activity. Awareness of their failure leads to the loss of any interest in this type of activity.

AND The impulsive behavior of a preschooler in combination with cognitive activity, as well as the inability to foresee the consequences of their actions, often lead to actions that we, adults, consider a violation of the rules and requirements. Is it so?

E If the act is accompanied by positive emotions of the child, initiative and ingenuity, and at the same time the goal is not to harm anyone, then this is not an offense, but a prank.

NS encourage curiosity, which generates the need for new impressions, curiosity: it generates the need for research.

NS provide an opportunity to act with different subjects and materials, to encourage experimentation with them, forming in children a motive associated with internal desires to learn new things, because it is interesting and pleasant, to help him in this with his participation.

E If you need to prohibit something, then be sure to explain why you prohibit it and help determine what is possible or how it is possible.

WITH in early childhood, encourage him to bring the work started to the end, emotionally evaluate his volitional efforts and activity. Your positive assessment is most important to him.

NS When showing interest in the child's activities, talk with him about his intentions, goals (this will teach him goal-setting), about how to achieve the desired result (this will help to understand the process of activity). Ask about the results of the activity, about how the child achieved them (he will acquire the ability to formulate conclusions, reasoning and arguing)

"Most best discovery- what the child does himself "

Ralph W. Emerson

Bibliography.

    N.M. Zubkov “A cart and a small cart of miracles” (Experiments and experiments for children 3 - 7 years old).

    L.N. Prokhorov "Organization of experimental activities of preschoolers: guidelines"

    Folkovich "Development of speech"

    V.V. Stubble "Unknown nearby"

    Materials of Internet sites.