Yulia Prostsova
Club activity on experimentation in the second junior group “Pochemuchki”
In the conditions of rapidly changing life, a person is required not only to possess knowledge, but also, first of all, to be able to obtain this knowledge himself and operate with it, to think independently and creatively. Experimentation permeates all areas of children's activities: playing, sleeping, walking, eating, etc.
From birth, a child is already a researcher in himself. Experiments help develop a child’s thinking, logic, and creativity, and allow them to clearly show the connections between living and nonliving things in nature.
Role experienced - experimental activities in child development preschool age very big. Children's experimentation is of great importance in the development intellectual abilities children. along with the gaming is the leading activities of a preschool child
Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. For successful development, it is necessary to pay more attention to the creation of conditions and the activity of the children themselves. Research activity arouses great interest among children. Research provides the child with the opportunity to find answers to the questions “how?” And " Why", to satisfy his inherent curiosity. The child feels like a scientist, researcher, discoverer. At the same time, the relationship between the teacher and the children is built on the basis of partnership, which allows the child to show his own research activity.
In children of the fourth year of life, curiosity is clearly manifested (the word "curiosity" not yet applicable). They begin to ask adults numerous questions of natural history content, which indicates at least three important achievements:
Children have accumulated a certain amount of knowledge (as you know, no questions arise on a completely unfamiliar problem);
The ability to compare facts, establish at least the simplest relationships between them and see gaps in one’s own knowledge has been formed;
There was an understanding that knowledge can be obtained verbally from an adult.
Children are already able to grasp the simplest cause-and-effect relationships, so they begin to ask questions for the first time « Why?» and even try to answer some of them themselves. By purchasing personal experience, four-year-old children can already sometimes foresee the negative results of their actions, and therefore react to adult warnings more meaningfully; however, they themselves are completely incapable of monitoring compliance with safety rules.
Preschoolers learn in class to set goals, solve problems, put forward hypotheses and test them empirically, and draw conclusions. Children experience great joy and surprise from their small discoveries, which give them a feeling of satisfaction from the work done.
A push to the beginning experimentation may be surprise, curiosity, a problem or request put forward by someone. To maintain interest in experimentation tasks are practiced for children in which problem situations are modeled on behalf of fairy tale hero- dolls.
Target: creating conditions for the development of children’s cognitive activity in the process experimentation.
Tasks:
To develop children's knowledge about living and inanimate nature;
Develop initiative, activity, independence;
Foster love and respect for living and inanimate nature.
The work is organized according to the following interconnected directions:
About materials (sand, clay, paper, fabric, wood).
About natural phenomena (wind, snowfall, sun, water; games with the wind).
About the plant world (methods of growing from seeds, bulbs, leaves).
About a person.
About the objective world.
During the research process - experimentation Children's vocabulary develops through words denoting sensory signs, properties, phenomena or objects of nature (color, shape, size); crumples, breaks; high - low - far; soft – hard – warm, etc.)
The following visual symbols are used in the program: methods:
Excursions, targeted walks;
Observations;
Showing fairy tales (teacher, children);
Examination of book illustrations and reproductions;
Carrying out didactic games;
verbal methods:
Reading literary works;
Conversations with elements of dialogue, summarizing the stories of the teacher.
gaming methods:
Carrying out variety of games(sedentary, role-playing, didactic, games - dramatization, etc.);
Making riddles;
Practical methods;
Organization of productive children's activities;
Design of a herbarium of plants and fruits;
Production of fairy tales, excerpts from literary works;
Making visual aids with children.
When building the system of operation of our mug we turned special attention to the following main directions:
The educational and entertainment direction aims to introduce children to the components of living and inanimate nature, the influence activities a person on these components in a playful and entertaining way.
Practical direction - the study of flora and fauna related to practical matters (feeding birds, planting flower beds, etc.).
The research direction is carried out within the framework of productive activities(excursions, observations, experiments).
To sum up the results, open classes are held, gaming competitions, quizzes, exhibitions.
Classes mug are held once every a week: Tuesday, Wednesday in afternoon.
Opening hours: 16.30 – 16.45 h
Number of children in subgroup: 8 – 10 people.
Forward planning club activities« Why»
Month Lesson topic Targets Literature
September « Why is there mud in the fall?» Target: Introduction to soil properties.
Dybina O. V. "What are things made of", page 17
"We play with sand and clay" Target: Clarification of ideas about the properties of dry and wet sand. Dybina O. V. "What are things made of", page 19
"Rays of Sunshine"
Target: Formation of knowledge about the natural source of light - the sun. Dybina O. V. "The unknown is nearby", page 35
"What's in the Box"
Target: Introduction to the meaning of light and its sources: sun, flashlight, candle. Dybina O. V. "The unknown is nearby", page 9
October "Stone Road"
Target: Introducing children to properties stones: hard, heavy, large, small, sink in water, can be pressed into wet sand. Tugusheva G. P., Chistyakova A. E. " Experimental activities preschool children" page 16
"Who lives in the water" Target: Development of cognitive interest and imagination. Dybina O. V. "The unknown is nearby", page 26
"Tasty water"
Target: Expanding knowledge about properties water: Water has no taste, but it can take on and change it. Tugusheva G. P., Chistyakova A. E. " Experimental figure ity of preschool children" p. 11
"Magic Water"
Target: Identification of the properties of water and paint, the ability of paints to dissolve in water and change the color of water. Dybina O. V. "The unknown is nearby", page 9
November "Sail, sail the boat" Target: Introduction to the properties of water and paper.
Dybina O. V. "The unknown is nearby", page 8
"Miracle paper" Target: Expanding children's knowledge about various types papers Dybina O.V. "The unknown is nearby", page 16
"Hot - cold" Target: Determination of the temperature of substances and objects. Dybina O. V. "The unknown is nearby", page 12
"Teremok" Target: Introducing children to the tree. Dybina O. V. "What are things made of", page 9
December “Ice pieces are multi-colored, bright, noticeable” Target: Lock one of the properties water: Freezes at low temperatures.
Dybina O. V. "The unknown is nearby", pp. 5, 28
“Frost and sunshine, a wonderful day” Target: Consolidating knowledge about the properties of snow depending on air temperature. Dybina O. V. "The unknown is nearby", page 21
"Ice Fantasy"
Target: Formation of ideas about the properties of ice (ice is solid water, ice melts in heat). Dybina O. V. "The unknown is nearby", pp. 20 – 21
"Wind, wind, breeze"
Target: Getting to know this natural phenomenon, like the wind, the ability to determine the strength of the wind. Dybina O. V. "The unknown is nearby", page 8
January "Long live scented soap" Target: Expanding knowledge about the properties of soap and its purpose, by experimentation. Dybina O. V. "The unknown is nearby", pp. 7 – 8
"Snow - snow"
Target: Introduction to elementary properties snow: cold, melts in heat, turns into water. Dybina O. V. "The unknown is nearby", page 22
"Footprints in the Snow" Target: Replenishing children's knowledge about the density of snow. Dybina O. V. "The unknown is nearby", page 23
February "My eyes"
Target: Formation of ideas about human eyes, about meaning in our lives. Dybina O. V. "The unknown is nearby", page 13
“Snub noses sniffle” Target: Formation of children’s ideas about the human nose, its functions and significance in human life. Tugusheva G. P., Chistyakova A. E. " Experimental figure ity of preschool children” p. 9
“What do I need the tongue for?” Target: Formation of children’s ideas about human language and its meaning. Dybina O. V. "The unknown is nearby", page 15
“Keep your ears open” Target: Formation of ideas about the organ of hearing - the ear. Dybina O. V. "The unknown is nearby", page 11
March "What better paper or fabric" Target: Introduction to paper and fabric, their properties and qualities. Dybina O. V. "What are things made of", page 15
"Clay plate" Target: Introduction to clay, its qualities and properties. Dybina O. V. "What are things made of", page 17
"Bow made of paper and fabric" Target: Reinforcing the idea of the properties of paper (crumpled, torn, soaked in water) and fabrics (It wrinkles and can be washed and ironed) Dybina O. V. "What are things made of", page 18
"Visiting Little Red Riding Hood" Target: Consolidation of knowledge about materials (fabric, paper, clay, wood from which objects are made. Dybina O. V. "What are things made of", page 21
April "Drowning - not drowning"
Target: Consolidating knowledge about light and heavy objects (some remain on the surface of the water, others drown. Dybina O. V. "What are things made of", page 28
"Vitamins on the window"
Target: Formation of children's ideas that plants need water and light to grow. Dybina O. V. "The unknown is nearby", page 19
"Spring Branch" Target: Observing the appearance of leaves on a branch. Dybina O. V. "The unknown is nearby", page 20
"What's in the package?" Target: Introduction to the properties of air.
Dybina O. V. "The unknown is nearby", page 30
M ay "Soap Bubbles" Target: Consolidating ideas about the properties of air. Dybina O. V. "The unknown is nearby", page 31
"Living - not living" Target: Formation of ideas about the concept "live" And "non-living", comparison of living and nonliving by characteristic features. Dybina O. V. "What are things made of", page 19
Final lesson Goal: Determining the effectiveness of classes mug in achieving the set goals Dybina O.V. "What are things made of", pp. 16 – 18
Methodological literature
1. Dybina O.V., Rakhmanova N.P., Shchetinina V.V. “The unknown is nearby. Experiments and experiments for preschoolers" – M.: Sphere shopping center, 2015
2. Dybina O.V., Rakhmanova N.P., Shchetinina V.V. “What are objects made of? Games - activities for preschoolers". – M.: Sphere shopping center, 2015
3. Dybina O. V., Rakhmanova N. P., Shchetinina V. V. “Man-made world. Games - activities for preschoolers". – M.: Sphere shopping center, 2015
4. Tugusheva G. P., Chistyakova A. E. “ Experimental activities children of middle and senior preschool age. Federal State Educational Standard". – M.: "Childhood - Press", 2015
Diana Shishova
Report on the organization of experimental activities in kindergarten
Federal state educational standards define new approaches to joint activities of the teacher, child and parent. Experimental research activities opens up wide opportunities for joint activities of adults and children.
Today, more and more attention is paid to the quality of education, because learning should not only be useful, but also interesting, it should shape a person’s worldview, develop curiosity and erudition in him. We cope with this task perfectly with the help organizations experienced– experimental work with preschool children.
A preschool child is an inquisitive, thinking, observing person. Exploring the world, he makes many discoveries. Experimentation is effective means intellectual development of preschool children. Any child is involved in it constantly: he tears paper, takes toys apart, plays with sand, water and snow. Our task is to help a preschooler conduct research, make it useful and safe for the child and his environment. In modern educational practice, the importance of independent research activities the child is underestimated. We are in a hurry to teach the child what we ourselves consider important. And he himself would like to explore almost everything.
Therefore, exploratory behavior for a preschooler is the main source of gaining ideas about the world.
In my work I widely use experienced– experimental activities of preschoolers. Experimentation is the leading type activities for young children: “The fundamental fact is that activity experimentation permeates all areas childhood life, All children's activities, including gaming."
The development of cognitive activity in preschool children is especially relevant at the present stage, as it develops childish curiosity, inquisitiveness of mind and forms on their basis stable cognitive interests through research activity. Is it possible organization of research activities with children of primary preschool age? Yes! For younger preschooler characterized by increased interest in everything that happens around. Every day, children learn more and more new objects, strive to learn not only their names, but also their similarities, and think about the simplest reasons for the observed phenomena. Supporting children's interest, we need to lead them from acquaintance with nature to understanding it.
The problem of developing the intellectual and creative potential of a child’s personality is one of the main educational tasks. Each child has individual cognitive abilities. Abilities are found not in knowledge, skills and abilities, as such, but in the dynamics of their acquisition.
Thus, at the age of 2-3 years, the predominant objects should be for research in real action with a small inclusion of figurative and symbolic material. At 3-4 years old, objects for research become more complex and diverse, and figurative and symbolic material begins to occupy more space. At the age of 4-5, in addition to increasingly complex real objects and figurative and symbolic material, the simplest elements of normative and symbolic material can be introduced. At 5-7 years old, all types of materials with more complex content should be presented.
Posting material for educational research activities should be mosaic, in several quiet places in the group room, so that children do not disturb each other.
Some objects for research in action can be permanently located on a special teaching table (or a pair of ordinary tables adapted for this purpose). I place the remaining objects for research and figurative and symbolic material in the children’s field of vision immediately before the start of their free activities. It is advisable to divide all the material into several functionally equivalent sets and change them periodically throughout the year in order to arouse waves of children’s interest in new or slightly “forgotten” materials.
In a corner of nature equipped "mini laboratory", this is a place equipped with special equipment and a variety of materials, where children conduct independent and joint research with adults activity. One of the main tasks of the laboratory as a developmental environment is to teach children to ask questions, search for and find answers on their own. By acting independently, making tests of a searching and imitative nature, the child acquires a valuable personal experience, which is based on its active subjective activity.
Preschoolers are asked questions: “Which sand is lighter – dry or wet?”, “What sinks in water – stone, sand or wood? ”, “What happens to salt, sugar, sand when they are immersed in water?”, “What happens to a lit candle if it is covered with a jar? ”, etc. After the children answer the questions, we conduct experiments. Experiments are accompanied by children pronouncing and putting forward many hypotheses and guesses, attempts predict expected results. This has a positive effect on speech development, the ability to construct complex sentences, and draw conclusions. Repeating the same things over and over again experiments characteristic of many children, it develops in them a certain algorithm of actions, precision in performing individual operations, and accuracy in work (otherwise the experiment may fail). And the questions "For what?", "How?" And "Why?" They already require from educators competence in various areas of the world around us.
All experiments which we conduct, photograph, make presentations, and watch together with the children.
In the process of experimentation, all mental processes develop. The child constantly needs to perform operations of analysis and synthesis, comparison and classification, generalization and polarization. He reproduces in speech everything he sees, formulates discovered patterns, and draws conclusions.
Therefore, I try to include experimentation in various types activities: play, work, walks, observations, independent activity. This helps maintain children's cognitive interest.
Experienced– experimental activity children corresponds to the age and capabilities of the children. I introduce them to the properties of the sun's rays, which heat surrounding objects and evaporate moisture. Studying the properties of sand, kids conclude that dry sand is light in color, free-flowing, and cannot be used to make a Easter cake. Wet sand is dark and easy to sculpt with. Observing the wind, children come to the conclusion that in the presence of wind, the blades of paper pinwheels and plumes rotate slowly or with acceleration. Getting acquainted with the properties of paper and fabric, the children notice that the paper is torn. Depending on its thickness, it can be wrinkled and become wet in water. The fabric consists of threads, wrinkles, and is easy to wash and iron.
Our work with children is aimed at creating conditions for sensory development, during which children become acquainted with natural phenomena and objects. In the process of forming research actions, several decisions are made tasks: combines showing the child with active action(perception of taste, smell, touch, etc., objects are compared according to appearance. We teach children to reason, draw conclusions, compare facts. Use experience in various activities, be it playful or practical.
We often noticed how children tasted snow on the street. We always say that you can’t eat snow, but the children couldn’t understand why. So we decided to hold experience with snow. They brought the snow into containers into the group and, when the snow melted, they poured water into the cups and looked through a magnifying glass. After this experience the children did not try the snow.
Very interesting and exciting experiments with air, since it is not visible. Children enjoy flying a kite to see the gusts of wind and the movement of air masses. They fill the plastic bags with air and notice that they become dense and elastic. Young children blow through a straw onto the surface of the water, creating waves and bubbles. And if you blow on a small object through a tube, it will begin to move. There are many interesting objects for experimentation, it’s impossible to list them all right now. Thus, targeted, systematic experimental work with preschoolers makes it possible to identify and form in children the need for constant cognitive activities, maintains interest and promotes all-round development.
Compliance with the listed pedagogical conditions contributes to the effectiveness of experienced– experimental work.
Municipal budget preschool educational institution
kindergarten combined type No. 7 “Goldfish”
Progress report
"Experimental activities of children of the fourth year of life"
Prepared by:
teacher of first qualification
categories
Lipatova E.V.
Vyksa 2014
The basis of the experimental activities of preschoolers is the thirst for knowledge, the desire for discovery, curiosity, the need for mental impressions, and my task is to satisfy the needs of children, which in turn will lead to emotional and intellectual development, in general, to the formation of integrative qualities of the child’s personality.
And in order to support and develop children’s interest in research and discovery, it is necessary to create the necessary conditions.
I began my work by replenishing the subject-development environment of the Experimentation Center, which we update depending on the needs and interests of children.
Working out notes educational activities in experimental activities, I focus on the interests and needs of children, connection with their life experience. When conducting experiments and experiments with preschoolers, I take into account age and individual characteristics, create problematic situations, activate children’s activities using a variety of methods of motivation.
The purpose of my workwhen conducting experimental activities is: the development in children of cognitive activity, curiosity, the need for mental impressions, the desire for independent knowledge and reflection.
To achieve this goal, I set the following tasks:
to develop children's knowledge about the world around them;
instill initial skills in research, cognitive activity, and independence;
increase the level of speech activity, mastery of experimental activities;
enrich the active vocabulary;
develop coherent speech.
When conducting experimental activities, I always use the help of a game character. I offer children the simplest problem situations: Will a rubber ball sink? How to hide a ring in water from a fox? Why can't you eat snow? etc.The character, together with the children, “participates” in experiments and experiments, solves problems that arise, and brings interesting things to young researchers. All this contributes to the development of curiosity when studying a topic"Water" the children saw thateven such a familiar object as water , conceals a lot of unknowns. In the course of elementary experiments, children learned to determine its properties: liquid, transparent, colorless, can change color, has no taste or smell, can be cold, warm and hot. During experiments with snow: “Making pies out of snow”, “Snow flowers” on the topic “Snow”, children learned that snow melts when it’s warm, namely on the palm of your hand or indoors. The children also learned that sticky snow can be used to make snowballs and make buildings, but not loose snow. All this knowledge of the children was consolidated practically; the children sculpted snowmen from both real snow and plasticine, which leads to increased interest in experimental activities.
When studying a topic"Sand" children became acquainted with its properties. For example, during the observation, the children examined and understood that sand consists of very small grains of sand, similar to grains. And when conducting the experiment"Pies for Mishka"The guys realized that sand can be dry and wet, light and heavy.
During the didactic games: “Guess the taste”, “Wonderful bag”, “Make a pair”, “Match by color”, children became acquainted with various objects, vegetables and fruits, and their taste qualities, learned to distinguish fruits and vegetables by smell and taste.
In the process of experimentation, the artistic word (riddles, poems, nursery rhymes, original stories) was also of great importance, which helped organize, interest children, and replenish their vocabulary.
The implementation of the assigned tasks is fully possible only if there is close interaction with the family. For this purpose, I provide consultations for parents on children's experimentation.
Parents took an active part in replenishing the Experimentation Center necessary materials and equipment.
It follows from this that the introduction of research and experimental activities into gaming, independent, educational children, helps to develop creativity, activate his thought processes, develop speech, independence.
Circle "Why"
(experimental - experimental activity)
in the younger group
Explanatory note
Of particular importance for the development of a preschooler’s personality is his assimilation of ideas about the relationship between nature and man. Mastering the methods of practical interaction with the environment ensures the formation of the child’s worldview and his personal growth. A significant role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form of experimental actions.
Children's experimentation- This is not an activity isolated from others. It is closely connected with other types of activities, and primarily with such as observation and labor, speech development, visual activity, FEMP, to a lesser extent, experimentation is associated with musical and physical education.
Experimentation acts as a teaching method if it is used to transfer new knowledge to children. It can be considered as a form of organization of the pedagogical process, if the latter is based on the method of experimentation. And finally, experimentation is one of the types of cognitive activity of children and adults.
Entertaining experiences and experiments encourage children to independently search for reasons, methods of action, and show creativity, as they are presented taking into account the current development of preschoolers.
It is rare that a child, regardless of age, during a game - classes, activities - quizzes, does not want to show independence, to be the first smart, knowledgeable, first, to be like an adult! In this sense, selected games and activities can significantly make the “children’s work” (game) joyful and desirable! General tasks of organizing search and cognitive (experimental) activities of preschool children:
Formation of dialectical thinking in children, i.e. the ability to see the diversity of the world in a system of relationships and interdependencies;
Development of one’s own cognitive experience in a generalized form using visual aids (standards, symbols, conditional substitutes, models);
Expanding the prospects for the development of children’s search and cognitive activity by including them in thinking, modeling and transformative actions;
Maintaining children's inquisitiveness, initiative, intelligence, criticality, and independence.
The work is organized in 3 interrelated areas:
Human
Tasks of the “Why” circle (experimental activities) in junior group No. 5 “Bees”:
1. Develop the ability to perform actions in accordance with the proposed pictogram. Determine the content of the activity.
2. To develop the ability to consider a phenomenon as a system, a set of stable connections between the components of the phenomenon along the line present - vulgar - future to identify the interconnections of objects of the man-made world (stump stool, chair) or living nature (egg - chicken - hen).
By the end of the year, children should be able to:
1. Perform actions in accordance with the suggested icon. Determine the content of the activity.
2. Consider a phenomenon as a system, a set of stable connections between the components of the phenomenon along the line present - vulgar - future to identify the interrelations of objects of the man-made world (stump stool, chair) or living nature (egg - chicken - hen).
Literature.
Veraksa N.E. Cognitive and research activities of preschoolers. M.2012
Dybina O.V. What are the objects made of? Games – activities for preschoolers. M.2013
Dybina O.V. The unknown is near. Experiences and experiments for preschoolers. M. 2013.
Dybina O.V. Man-made world: Scenarios for games and activities for preschoolers. M.2000.
Card index of experiences and experiments for children of primary preschool age.
Long-term work plan for the circle:
October
"Let's find out what kind of water it is?" (identification of water properties) O. V. Dybina
"The unknown is nearby" p. 5
"Ships" (introduction to the properties of floating objects) “Card index of experiences and experiments for young children” Topic: “Water” p.4, No. 1
"Dives" (introduction to the properties of “diving” toys) “Card index of experiences and experiments for young children” Topic: “Water” p.4, No. 2
"Foam" (introduction to producing foam from shampoo) “Card index of experiences and experiments for young children.” Topic: “Water” p.4, No.5
November
"How to see air?" (detection of air in the surrounding space) O.V. Dybina "The unknown is nearby" p. 6
" Games with balloon and straw " (detection of air in the surrounding space) O.V. Dybina "The unknown is nearby" p. 7
"The wind blows across the sea"
"Inflation soap bubbles» (detection of air in the surrounding space) O.V. Dybina "The unknown is nearby" p. 8
December
"Making colored ice floes" O.V. Dybina "The unknown is nearby" p. 5
"Snow Town" (introduction to the properties of snow) “Card index of experiences and experiments for young children.” Topic: “Snow” p.6, No. 3
"Different feet stomp along the snowy path" (obtaining clear traces in the snow) “Card index of experiences and experiments for young children.” Topic: “Snow” p.6, No. 1
January
"What's in the box?" (introduction to the meaning and source of light)
O.V. Dybina "The unknown is nearby" p. 9
"Magic brush" (introduction to obtaining intermediate colors) O.V. Dybina "The unknown is nearby" p. 9
"Light - heavy" ( determining the weight of objects and grouping them by weight)
O.V. Dybina "The unknown is nearby" p. 10
"What does it sound like?" (identifying an object by the sound it makes) O.V. Dybina
"The unknown is nearby" p. 11.
February
"Hot - cold" (determination of the temperature qualities of objects and substances). O.V. Dybina "The unknown is nearby" p. 12
"Onion is our friend" (short term project)
"Onion is our friend" (short-term project)
"Magic Magnet" (introduction to a magnet and its properties) “Card index of experiences and experiments for young children.” Topic: “Magnet” p.12, No. 1
March
"Sunny bunnies" “Card index of experiences and experiments for young children.” Topic: “Sun” p.13, No. 1
"Shadow" (introduction to the properties of sunlight) “Card index of experiences and experiments for young children.” Topic: “Sun” p.13, No. 1
"Colorful Glasses" (introduction to the properties of transparent glass) “Card index of experiences and experiments for young children.” Topic: “Sun” p.13, No. 3
"My Green Hair" (introduction to the properties of sunlight) “Card index of experiences and experiments for young children.” Topic: “Plants” p.16, No. 4
April
"Teremok" (introduction to the properties of wood) O.V. Dybina “What are objects made of”, p.9, No. 2.
"Ducklings" (introduction to the properties of paper and fabric) O.V. Dybina “What are objects made of”, p. 13, No. 1.
"Gifts for the little bear" ( recognition of objects made of fabric, paper, wood using material characteristics) O.V. Dybina “What are objects made of”, p. 20, No. 1.
"Visiting Little Red Riding Hood" ( consolidating children's knowledge about materials)
O. V. Dybina “What are objects made of”, p. 21, No. 1.
Report on the topic: " Introduction of modern educational technology “Research activities” in junior group No. 10 by teachers Shatalova E.A., Kolesnichenko E.Yu.
During the 2015-2016 academic year. Our group carried out research activities together with children, teachers and parents on the topic “Water is a magician.”
In September, materials and equipment were selected for experiments, conversations, and games with children. A conversation was held with parents about the necessary participation in the project, about serious attitude to the educational process in preschool educational institutions.
In October, together with the children, we learned about the properties of water:“What kind of water is there?”, “Multi-colored water”, “Muddy water”. In November, research activities with children were aimed at giving children knowledge about how objects behave in water:« Sinks - doesn’t sink”, “How to push water out?” . In the winter months, we continued to introduce children to the properties of water and snow, the transformation of water into ice: “Where does the icicle come from,” “What kind of different water», "Snow Melting" When spring arrived, the children took part in the research with great interest: “Who will pour and pour out faster?“Water has no form”, “Why water has taste.”
On parent meeting consultation for parents was given in May« Learning to think, think, experiment»: parents were told how to help their children and develop the desire to think,develop the manifestation of cognitive interest in experiments, demonstrated exemplary equipment for conducting experiments and experiments. We have prepared a memo for parents: “Experiments - what they are.”
Conversations were held with children about how interesting it is to engage in research activities, about experimentation in order to support and develop the child’s interest in research and discoveries. The children were familiarized with the necessary equipment and materials for research activities.
Together with the parents, we prepared a homemade book “About the boy Vova who didn’t want to wash himself.” A presentation we made at the end of the year was organized for the children« The sorceress is water."
Preschool teachers were offered consultation “How to properly organize experimental experimental activities in the group».
We will continue to work with children on the topic of research activities because... We see the result of our work:The children's cognitive interest in experiments increased, their speech improved, and the children learned a lot of interesting and new things.Based on the work carried out, we were able to verify thatskills and abilities of the researcher, acquired in children's games and in special organized activities, are easily grafted and subsequently transferred to all types of activities. It is important to remember that the most valuable and lasting knowledge is not that which is acquired by memorization, but that which is acquired independently, in the course of one’s own creative research. The most important thing is that it is much easier for a child to study science by acting like a scientist (conducting research, conducting experiments, etc.) than to receive knowledge obtained by someone in a ready-made form.
In the future, we would like to involve more of the parents of our group in research activities.
On the topic: methodological developments, presentations and notes
Summary of a lesson on cognitive and research activities in the junior group “Colorful water”
In this summary you can find out how to conduct a lesson on cognitive activities with children of primary preschool age....
Summary of a lesson on cognitive and research activities in the younger group: “Why did the Snow Maiden melt?”
Abstract open class on cognitive and research activities in the junior group: “Why did the Snow Maiden melt?” Integration educational areas: “Cognition”, “Speech”, “Physical...
