Description of work experience “Experimental activities in preschool educational institutions”

Description of work experience “Experimental activities in preschool educational institutions”

Olga Kostrikova

Description of work experience “Experimental activities in preschool educational institutions”

My name is Kostrikova Olga Vitalievna! research with children . I took advanced training courses in this area. Participated in the regional pedagogical conference of preschool educational institutions employees , where she presented her work experience in the form of a presentation . Received a diploma for the best presentation of experience at the Kansk pedagogical conference of the eastern educational district of the Krasnoyarsk Territory “Modern practices of preschool education at the stage of implementation of the federal state educational standard”, Presented at the regional methodological association master class on speech development using elements of experimental activities . Many times she gave open classes for teachers in the region and city.

Currently, the latest developments , technologies, and methods are being formed and successfully applied in the preschool education system, which make it possible to raise the level of preschool education to a higher and higher quality level. One of such effective methods of understanding the patterns and phenomena of the surrounding world is experimental research activities . Children love to experiment . This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking. Therefore, experimental research activity , like no other method, satisfies age characteristics. In preschool age, experimentation is the leading one , and in the first three years it is practically the only way to understand the world.

experimentation method contributes to the formation of integrative qualities of a preschooler. Ensures the integration of educational areas: “Cognitive development”

,
“Social and communicative development”
,
“Speech development”
,
“Artistic and aesthetic development”
,
“Physical development”
.
Develops the child’s interest in the world around him, activity, initiative and independence in his knowledge in the course of practical activities .
Developing a child’s research abilities is one of the most important tasks of modern education. Knowledge obtained as a result of one’s own experiment and research search is much stronger and more reliable for a child than information about the world that is obtained through reproductive means.

The main advantage of experimental research activities is that it is close to preschoolers (preschoolers are natural researchers, and gives children real ideas about the various aspects of the object being studied, about its relationships with other environmental objects.

During the experiment in addition to the development of cognitive activity , there is a development of mental processes - enrichment of memory, speech, activation of thinking, mental skills, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, the need to give an account of what was seen, to formulate discovered patterns and conclusions ; Not only does the child become familiar with new facts, but also the accumulation of a fund of mental techniques and operations.

Requirements for the modernization of education - the search for new effective forms of teaching preschoolers. In paragraph 4.6. The Federal State Educational Standards target guidelines say that it is necessary to develop in children initiative and independence in cognitive and research activities . In practice, this is carried out through the ability of children to independently perceive simple and complex experiments and draw conclusions. In the children's research laboratory, children can independently reproduce simple and more complex experiments .

I believe that in search and research activities, a preschooler gets the opportunity to directly satisfy his inherent curiosity and organize his ideas about the world. Therefore, I strive to teach not everything, but the main thing, not the sum of facts, but their holistic understanding, not so much to give the maximum information, but to teach how to navigate its flow. I want children to be attracted to experiments not only by the spectacle (changes in color, shape of liquid), but also by an understanding of how to apply this in life.

base my work on children's experimentation on the following ideas :

- a general focus on obtaining new information about a particular object, phenomenon, substance (what new we learned today by conducting experiments with air )

;

- obtaining new knowledge and information, something new, unexpected (Did you like learning the properties of air? Do you want to explore these properties further);

- accumulation of generalized research methods and methods (now you know that air is lighter than water and how this can be checked)

.

When analyzing the activity , I emphasized what has already been achieved and what needs to be strived for, namely, the children learned to analyze, draw conclusions, and can themselves explain some patterns in nature. They conduct experiments and create the conditions for conducting experiments and observations . They are responsible for doing homework. a lot of experimental activities with the children of my group, but there is still something to strive for, that is, I want the children to be able to independently:

- identify and pose a problem that needs to be resolved;

— offer possible solutions;

— test these possible solutions based on data;

— draw conclusions in accordance with the results of the inspection;

- make generalizations.

As part of the implementation of the main educational program of the preschool educational institution, in the educational field of “cognitive development”

,
the work is aimed at achieving the program goal, developing cognitive and research activities . Obtaining positive results in children’s mastery of cognitive-research activities is due to taking into account the age and individual characteristics of preschoolers and the gradual complication of program material (if in the younger group we introduce children to general methods of studying various objects and include children in practical cognitive activities jointly with adults, then in the senior preschool age, we consolidate the ability to use generalized methods of examining objects and develop the ability to determine an algorithm of activity ).
In my research work , I give preference to experiments , experiments , research activities, and independent search activities of children . I see that this type of activity delights children. Experience is fun and exciting, but at the same time, in each experience the cause of the observed phenomenon is revealed, children are led to judgment, conclusion, their knowledge about the properties and qualities of objects, about their changes is clarified. I carry them out both in educational activities and in free independent and joint activities .

Children with great pleasure conduct experiments with objects of inanimate nature: sand, clay, magnets, fabrics, snow, water, air. For example, in order to find out if there is air around us, I suggest children catch it with the help of bags, and then determine what color it is? Having collected air into bags, the children argue that it can be caught, which means it is around us and that it has no color. This is how I introduce children to the properties of air.

From experiment , when water and syrup interact, we learned about its ability to change color, the “Magic Mitten” experiment

helped to find out the ability of a magnet to attract metal objects through a mitten.

Such experiments somehow remind the kids of magic tricks, they are unusual, and most importantly, the kids do everything themselves. Our relationships with children are built on the basis of partnership. Children learn to set goals, solve problems, put forward hypotheses and test them empirically , and draw conclusions. They experience great joy, surprise and even delight from their small and big “discoveries”

which give them a feeling of satisfaction from
the work .
talk endlessly about the experiments and discoveries of young students. I have been convinced in practice that experimental activity is , along with play, the leading activity of a preschool child . The main thing is that the child’s interest in research and discoveries does not fade over time.

Perhaps in the near future, from "Know-It-Yourself"

and
“Whychek”
, graduates of my group will grow up and become outstanding scientists. At school, many children are already excellent students and athletes who defend the honor of the school and the region.

With the introduction of the Federal State Educational Standard, I am paying great attention to working with parents. Cooperation presupposes not only mutual actions, but also mutual understanding, mutual respect and trust. Active joint work helps strengthen relationships between all participants in the educational process. I consider the main tasks in interaction with parents to be:

— firstly, to establish partnerships with the family of each pupil and join efforts for the development and upbringing of children;

- secondly, create an atmosphere of community of interests;

- thirdly, to activate and enrich the educational skills of parents.

Parents take an active part in the “ Experiments at Home ”

,
"Why is that?"
help in equipping and replenishing our group’s laboratory with the necessary materials.
In individual conversations, consultations at parent meetings, and through various types of visual propaganda, I convince parents of the need for daily attention to children's experimentation . Conducted a parent meeting on the topic “Children’s
experimentation in kindergarten and at home” , a survey of parents in order to identify their attitude towards the search and research activity of children

The group has an information corner for parents on research activities . In it, parents can get advice on the topic: “Organizing children’s experimentation at home ,” booklets and recommendations: “Conducting experiments at home ”

, read the memo
“
Experimenting with water ” .

My group has created a laboratory for experimental activities in which we conduct research.

Indoor “Merry Garden”

, where together with children we grow and watch how plants grow and develop.

“Seabed” piggy banks have been collected

,
"What's Under Our Feet"
;

• Instruments – assistants for experimentation : scales, magnets, magnifying glasses, hourglasses;

•Natural materials: sand, clay, earth, seeds, pebbles of different colors and shapes, minerals, clay, earth of different compositions, coal, salt, shells, cones, nut shells, pieces of tree bark, fruit and vegetable seeds.

•Medical materials: pipettes, flasks, syringes, measuring spoons, cotton wool, bandages, test tubes, spatulas, wooden sticks, beakers, funnels, rubber bulbs of various sizes.

• Waste material: plastic, pieces of fabric, leather, fur, foam rubber, test tubes, wire,

•Transparent and opaque vessels of different configurations and different volumes:

plastic bottles, glasses, buckets, funnels.

Additional equipment and materials.

- children's robes, aprons, mantles, robes;

— schemes for conducting experiments .

The laboratory is constantly updated with new materials for experimentation , which are in a place accessible to children.

Children grow up very quickly, they can easily adapt in a social environment, they can find the right solutions on their own if we help their abilities and talents develop today. Let's awaken interest in ourselves and the world around us.

And as V. A. Sukhomlinsky said, “Always leave something unsaid so that the child wants to return to what he learned again and again.”

Practical part

Element of one of the types of experimental activities

Now I want to introduce you to an element of one of the types of experimental activities , the experience of fabric dyeing . I present to your attention a video letter

Experiment “Fabric and paints”

— Take the hoop with the fabric, three markers together in one hand and place dots on the fabric, hold until counting 3 (counting 1, 2, 3.)

.
Like this. (Teacher shows)
.

- I will show you the next action first, and then you.

-I take a syringe, tilt the fabric, and drop a few drops onto each point.

“And now you are doing the same, listening to me.” Take a syringe, tilt the cloth, and drop a few drops onto each point.

- What did you do? (The dots spread and colored the fabric)

— What happened to the dots?

- Why do you think this happened?

— The liquid dissolved the paint of the markers, just as water dissolves watercolors.

What did your dots look like?

Conclusion

The coloring of the fabric occurs from the interaction of the liquid with the marker. Fabrics are dyed with special dyes, and today we learned about an unusual way of applying a design to fabric.

- Look what a wonderful drawing each of you turned out.

And here’s what our guys came up with (showing sample drawings)

-If you look closely, what does it look like what you got? (children's answers)

You can use markers to complete your drawing.

Article: Children's experimentation as a method of cognitive development of preschool children

Children's experimentation

as a method of cognitive development of preschool children

Currently, the country is actively undergoing a process of qualitative renewal of education, its cultural, developmental, and personal potential is strengthening. Various forms of research activity are actively being introduced into the educational process.

Preschool education is designed to ensure the self-development and self-realization of the child, to promote the development of research activity and initiative of the preschooler (N.N. Poddyakov, A.N. Poddyakov, O.V. Dybina, O.L. Knyazeva). The scientific search for effective means of developing the research activity of preschool children is a pressing problem that requires theoretical and practical solutions.

Among the possible means of developing the research activity of preschoolers, children's experimentation deserves special attention.

Developing as an activity aimed at cognition and transformation of objects of the surrounding reality, children's experimentation helps to broaden their horizons, enrich the experience of independent activity, and self-development of the child.

A child is born as a researcher. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, to independently seek new information about the world, are traditionally regarded as the most important features of children's behavior. Satisfying his curiosity in the process of active cognitive and research activity, which naturally manifests itself in the form of children's experimentation, the child, on the one hand, expands his ideas about the world, on the other hand, begins to master the fundamental cultural forms of ordering experience: cause-and-effect, spatial and temporal relationships, allowing you to connect individual ideas into a holistic picture of the world.

A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand.” This is how a child learns everything firmly and for a long time when he hears, sees and does it himself. When a child is actively involved in the process of cognition, all senses are active. Scientists have proven that the more sense organs simultaneously participate in the process of cognition, the better a person feels, remembers, comprehends, understands, assimilates, and consolidates the material being studied.

Consequently, the more actively a child touches, smells, experiments, explores, feels, observes, listens, reasons, analyzes, compares, that is, actively participates in the educational process, the faster his cognitive abilities develop and cognitive activity increases.

To date, the methodology for organizing children's experimentation has not been fully developed. This is due to many reasons: insufficient theoretical elaboration of the issue, lack of methodological literature and - most importantly - the lack of focus of teachers on this type of activity. The consequence is the slow introduction of children's experimentation into the practice of preschool institutions. Preschoolers are natural explorers. And this is confirmed by their curiosity, constant desire to experiment, desire to independently find a solution to a problem situation. The teacher’s task is not to suppress this activity, but, on the contrary, to actively help.

Definition of experimentation

Currently, we are witnessing how another effective method of understanding the patterns and phenomena of the surrounding world is being formed in the preschool education system - the method of experimentation.

The word “experiment” comes from Greek and is translated as “test, experience.”

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.

“Modern Dictionary of Foreign Words” (1994) contains the following definition:

An experiment is “a scientifically conducted experiment, an observation of the phenomenon being studied under scientifically taken into account conditions, which allows one to monitor the progress of the phenomenon and reproduce it many times when these conditions are repeated; in general, an experience, an attempt to accomplish something.”

“An experiment... is a systematic observation. Thus, a person creates the possibility of observations, on the basis of which his knowledge of the patterns in the observed phenomenon is formed” (“Brief Philosophical Encyclopedia”, 1994).

“Experiment... sensory-objective activity in science; in a narrower sense of the word - experience, reproduction of the object of knowledge, testing of hypotheses, etc.” "Soviet Encyclopedic Dictionary" (1997).

From the above definitions it is clear that in the narrow sense of the word, the terms “experience” and “experiment” are synonymous: “The concept of experience essentially coincides with the category of practice, in particular, experiment, observation” (TSB, 1974). However, in a broad sense, “experience acts both as a process of human influence on the external world, and as a result of this influence in the form of knowledge and skills” (“Soviet Encyclopedic Dictionary”, 1987).

So, like most words in the Russian language, “experimentation” is a polysemantic word. It 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, as can be seen from the definitions given above.

Since the patterns of experiments carried out by adults and children do not largely coincide, the phrase “children’s experimentation” is used in relation to preschool institutions.

Basic principles of the method of children's experimentation

The development of the theoretical foundations of the method of children's experimentation in preschool institutions is carried out by a creative team of specialists under the guidance of professor, academician of the Academy of Creative Pedagogy and the Russian Academy of Education N.N. Podyakova. Their long-term studies of this activity gave rise to the formulation of the following main provisions.

1. Children's experimentation is a special form of search activity in which the processes of goal formation, the processes of the emergence and development of new personal motives that underlie the self-movement and self-development of preschoolers are most clearly expressed.

2. In children's experimentation, children's own activity most powerfully manifests itself, aimed at obtaining new information, new knowledge (cognitive form of experimentation), at obtaining products of children's creativity - new buildings, drawings of fairy tales, etc. (a productive form of experimentation).

3. Children's experimentation is the core of any process of children's creativity.

4. In children's experimentation, the mental processes of differentiation and integration most organically interact with the overall dominance of integration processes.

5. The activity of experimentation, taken in all its completeness and universality, is a universal way of functioning of the psyche.

The main advantage of using the experimentation method in kindergarten is that during the experiment:

• children get real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment;
• the child’s memory is enriched, his thought processes are activated, as the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation;
• the child’s speech develops, as he needs to give an account of what he saw, formulate discovered patterns and conclusions;
• there is an accumulation of a fund of mental techniques and operations that are considered as mental skills;
• children's experimentation is also important for the formation of independence, goal setting, and the ability to transform any objects and phenomena to achieve a certain result;
• in the process of experimental activities, the child’s emotional sphere and creative abilities develop, work skills are formed, and health is improved by increasing the general level of physical activity.

Children love to experiment. This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking, and experimentation, like no other method, corresponds to these age-related characteristics. In preschool age it is the leader, and in the first three years it is practically the only way to understand the world. Experimentation has its roots in the manipulation of objects, as L. S. Vygotsky repeatedly spoke about.

In the 1990s, professor, academician 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, along with play activities, the leading activity is experimentation.

Classification of children's experiments

Experiments are classified according to different principles:

• by the nature of the objects used in the experiment: experiments: with plants; with animals; with objects of inanimate nature; the object of which is a person;
• at the location of the experiments: in a group room; Location on; in the forest, etc.;
• by number of children: individual, group, collective;
• because of their implementation: random, planned, posed in response to a child’s question;
• by the nature of inclusion in the pedagogical process: episodic (conducted from case to case), systematic;
• by duration: short-term (5-15 minutes), long-term (over 15 minutes);
• by the number of observations of the same object: single, multiple, or cyclic;
• by place in the cycle: primary, repeated, final and final;
• 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 are traced process previously studied at individual stages);
• 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 experimental problems;
• by method of application in the classroom: demonstration, frontal.

Each type of experimentation has its own methodology, its pros and cons.

The development of any child’s activity does not occur by itself, but under the guidance of an adult. Thus, the development of children's experimentation activities has its own characteristics of guidance from an adult.

Features of guiding experimental activities of a preschooler

The role of the teacher in experimentation is leading at any age. The teacher is directly involved in the experiment in such a way as to be an equal partner for the children, to direct the experiment so that the children retain a sense of independence in discovery .

Preparation for conducting experiments begins with the teacher identifying current didactic tasks. An object that meets the requirements is then selected. The teacher gets to know him in advance - both in practice and from literature. At the same time, he masters the technique of experimentation, if it is unfamiliar to him.

In the process of experimentation, there is no strict regulation of time and it is possible to vary the pre-planned plan, since children’s suggestions and proposals are unpredictable. The duration of the experiment is determined by the characteristics of the phenomenon being studied, the availability of free time, and the condition of the children, their attitude to this type of activity.

Inviting children to carry out an experiment, the teacher tells them the goal or problem that must be solved, gives them time to think, and then involves the children in discussing the methodology and progress of the experiment.

It is undesirable to predict the end result in advance: children lose the valuable sense of pioneering.

While working, you should not demand perfect silence from children: when working with passion, they should be relaxed.

The teacher must constantly stimulate children's curiosity, be prepared for children's questions, not impart knowledge in a ready-made form, but help answer the child's question to obtain it independently, through a little experiment. It is advisable to check all the children’s proposals, to allow them to verify in practice whether their assumptions are correct or incorrect (of course, if this does not harm anyone - neither the object of observation nor the child).

During the work, the teacher encourages children to look for their own ways to solve a problem, varying the course of the experiment and experimental actions. At the same time, he does not let out of his sight those who work slowly, for some reason fall behind and lose the main idea.

The final stage of the experiment is summing up the results and drawing conclusions. When formulating conclusions, it is necessary to stimulate the development of children's speech by asking questions that are non-repetitive in content and require a detailed answer from children. When analyzing and recording the results obtained, it must be remembered that an unintended result is not incorrect.

After the experiment, children must tidy up their workspace on their own - clean and hide equipment, wipe tables, remove trash and wash their hands with soap.

With proper organization of work, older children develop a strong habit of asking questions and try to independently seek answers to them. Now the initiative to conduct experiments passes into the hands of children. They must constantly turn to the teacher with requests: “Let’s do this...”, “Let’s see what happens if.” The role of the educator as an intelligent friend and adviser increases. He does not impose his advice and recommendations, but waits for the child, having tried different options, to seek help himself. And even then he will not immediately give a ready-made answer, but will try to awaken the children’s independent thoughts and, with the help of leading questions, direct their reasoning in the right direction. However, this style of behavior will only be effective if children have already developed a taste for experimentation and a culture of work has been formed.

In the preparatory group, conducting experiments should become the norm of life. They should be considered not as an end in themselves and not as entertainment, but as the most successful way of introducing children to the world around them and the most effective way of developing thought processes. Experiments make it possible to combine all types of activities and all aspects of education. The initiative to carry them out is distributed evenly between the teacher and the children.

You must always remember to follow safety rules. For example, all unfamiliar complex procedures are mastered in a certain sequence:

• the action is shown by the teacher;
• the action is repeated or demonstrated by one of the children, moreover, the one who will obviously perform it incorrectly, which will make it possible to concentrate attention on a typical mistake;
• sometimes the teacher himself deliberately makes a mistake: with the help of such a methodological technique, he gives the children the opportunity to concentrate their attention on a mistake, the likelihood of which is high;
• the action is repeated by the child who will not make a mistake;
• the action is carried out all together at a slow pace so that the teacher has the opportunity to monitor the work of each child;
• The action has become familiar, and the children perform it at a normal pace. When working with a living object, the leading principle of work is the principle: “Do no harm.” When choosing an object, one must take into account its maximum compliance with the goals and objectives solved during the experiment, giving preference to the one in which this characteristic is more clearly expressed.

Conclusion

So, the analysis of psychological and pedagogical literature allows us to talk about the following features of children's experimentation:

• experimentation is understood as a special way of spiritual and practical mastery of reality, aimed at creating conditions in which objects most clearly reveal their essence;
• experimentation is a teaching method if it is used to transfer new knowledge to children;
• experimentation as a specially organized activity contributes to the formation of a holistic picture of the world of a preschool child and the foundations of his cultural knowledge of the world around him;
• experimental work arouses the child’s interest in exploring nature, develops mental operations (analysis, synthesis, classification, generalization, etc.), stimulates the child’s cognitive activity and curiosity, activates the perception of educational material on familiarization with natural phenomena, the basics of mathematical knowledge, and ethical rules of life in society, etc.;
• children's experimentation consists of sequential stages and has its own age-specific developmental characteristics;
• children's experimentation, according to N.N. Poddyakov, claims to be the leading activity during the period of preschool development of the child.

The main advantage of children's experimentation is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment. During the experiment, the child’s memory is enriched, his thought processes are activated, because There is a constant need to perform operations of analysis and synthesis, comparison and classification, and generalization. Experimentation involves actively searching for a solution to a problem, making assumptions, putting the hypothesis into action, and drawing accessible conclusions. Those. Children's experimentation is a good means of cognitive development of preschoolers.

List of used literature

1. Berline D.E. Curiosity and information seeking/Questions in psychology. - 1996. - No. 3. - 54-56.

2. Bernstein M.S. Psychology of scientific creativity. // Questions of psychology. - 1965. - No. 3. - 156-164.

3. Bogoyavlenskaya D.B. Psychology of creativity. - M.: Academy, 2002. - 320 p.

4. Vlasova N.G. Games - experimentation and their place in the educational program of a preschool educational institution. // Information-methodological and scientific-pedagogical journal. — Appendix No. 4, 2001. — 24-36.

5. Raising preschoolers to be independent: Collection of articles // Responsible. ed. T.I. Babaev, - Russian State Pedagogical University named after. A.I. Herzen. Department of Preschool Pedagogy. - SPb.: DETSTVO-PRESS, 2000. - 192 p.

6. Dybina O.V. We create, measure, transform: activities with preschoolers. - M.: Sfera, 2002. - 28 p.

7. Dybina O.V., Rakhmanova N.P., Shchetinina V.V. The unknown is nearby: Entertaining experiences and experiments for preschoolers // O.V. Dybina (responsible editor). - M.: TC Sfera, 2005. - 192 p. (series “Together with children”).

8. Zak A.Z. Let's be smart: the development of intellectual abilities in children 5-6 years old. - M.: ARKTI, 2003. - 104 p.

9. Ivanova A.I. Natural science observations and experiments in kindergarten. Human. - M: TC Sfera, 2004. - 224 p.

10. Knyazeva O.L. Peculiarities of search activity of preschoolers when solving visually effective problems/Questions of psychology. 1987.-№5. - With. 86-93.

11. Kulikovskaya I.E., Sovgir N.N. Children's experimentation. Senior preschool age: Educational. allowance. - M.: Pedagogical Society of Russia, 2005.-80 p.

12. Lozovaya V.I., Kamyshanchenko E.N. Formation of cognitive activity of schoolchildren. - Belgorod: BelSU Publishing House, 2000. - 231 p.

13. Organization of experimental activities for preschool children: methodological recommendations. / Ed. L.N. Prokhorova. - M.: ARKTI, 2003. - 64 p.

14. Poddyakov A.N. Teaching preschoolers to experiment. // Questions of psychology. 1991. - No. 4. - With. 29-34.

15. Poddyakov A.N. Problems of studying exploratory behavior: About the exploratory behavior of children and not only children. - M.: Russian Psychological Society, 1998. - 85 p.

16. Tugusheva G.P., Chistyakova A.E. Experimental activities of children of middle and senior preschool age: Method, manual. - SPb.: DETSTVO-PRESS, 2007. - 128 p.

5

Summary of a game lesson - experimentation in the senior group

Summary of a game lesson - experimentation for older children “Is the air hot?”

The summary may be useful for teachers of senior kindergarten groups, parents who are interested in developing the cognitive activity of their children, and those who want to experimentally introduce children to the properties of natural phenomena.
It can be used in a series of educational and play activities to introduce children to the properties of air. Goal: development of cognitive activity of children. Objectives: To introduce children to the “ability” of air to expand when heated.
• Intensify the use of quality adjectives in speech and practice formulating a question using these adjectives. • Clarify children’s knowledge of the game “table tennis”, expand their understanding of how to play with a tennis ball, and exercise their ability to form cognate verbs with various prefixes. • Remind safety rules when working with hot water. • Continue to develop the ability and desire to sketch an experiment, as one of the methods for developing motor (motor) and visual memory. • Foster a caring attitude towards toys. Progress of the lesson.

Educator:
They reluctantly learn their lessons Chatterboxes and couch potatoes Inquisitive children They want to know everything in the world! Why are there clouds in the sky? Why are hedgehogs prickly? Why does a snowflake melt when it reaches your palm? Why do dunes crawl? Why are there fogs? Why have the land and the sea been in dispute with each other for a whole century? Why did the star fall? Why do I know little? Apparently you shouldn’t be lazy, but study and study! A lot of questions “why”, “how”, “it happens - it doesn’t happen” arise among inquisitive children. And this is very good. What should you do to get answers to all these questions? Children: Read in the book. Ask adults. Educator: Correct. You can also experiment. And today it is an experiment that will help you and I learn something interesting about one familiar natural phenomenon. Guess which one: It goes through the nose into the chest and goes back on its way.
He is invisible, but still we cannot live without him. Children: About the air?!
Educator: Yes. When the sun shines outside, you and I feel hot. Do you think the air can be hot? Children: ... Educator: An object hidden in my wonderful bag will help us answer this question. What kind of object is this you will now try to guess. Let's play the Yes-No game. Look at the screen. On the screen there is an algorithm for describing the object: 1. Crossed out geometric shapes: circle, rectangle, triangle. 2. hand. 3. scales. 4. pictures of pieces of material: wood and fabric (fur). 5. a picture depicting the figures of mom, dad and children. The algorithm will tell you what to ask about the hidden item. The question must be formulated in such a way that I can only answer “yes” or “no.” You cannot ask about the shape of an object. You can ask: what does it feel like, light or heavy, what material is it made of and how you can play with it. The game "Yes - no" is played. Child: Is this item soft? Educator: No. Child: Is it hard? Educator: Yes. Child: Is this object smooth? Educator: Yes. Child: Is the object heavy? Educator: No. Child: So it’s easy? Educator: Yes. Child: Is it wooden (metal, glass)? Educator: No. Child: Is it a plastic object? Educator: Yes. Child: He can ride (fly). Educator: No. Child: Can he jump (roll)? Educator: Yes. Child: This is a ball Teacher: You guessed correctly. It's a ball! (Show)
Tennis ball!
What is the name of the game in which such a ball is used? Child: Table tennis. Show a picture of the game on the screen. Educator: Correct. This game is called table tennis because it is played on a table. Review and discussion of the rules of the game. Educator: And if we don’t have a tennis table, is there another way we can play with the ball? Children: You can just throw up and catch, you can throw and catch from the wall, you can throw from hand to hand, like jugglers in the circus, you can just learn to hit with a racket. Educator: You can also... make a goal and play football. By the way, a very useful exercise for developing breathing. On the screen: a photograph of children playing football. Educator: Let's see what other exercises we haven't named. On the screen is a table with schematically drawn possible game options. Children with a teacher: The ball can be tossed, thrown to each other, rolled into collars, blown on the ball, knocking down the target, thrown and caught from the wall, hit with a racket, rolled. But you can't play with your feet. Educator: What qualities do these exercises develop? Children: Dexterity, patience (after all, not everything will work out right away, you need to practice), development of fingers so that they can write well at school... A physical education session, during which children try to play with a ball. Educator: Well done, you tried to play with the ball. Tell me, please, why can we blow on a ball and move it from its place? Children: Because it is light. Educator: Why is it so light? Children: Because he has air inside. Educator: Correct. Let's remember what we already know about air and play the game “It happens - it doesn’t happen.” The rules are as follows: 1. The one to whom I throw the ball can answer the question; 2. “yes” and “no” cannot be said. The game “It happens - it doesn’t happen” is played.
•
Is the air warm? (Happens). • Is the air clean? (Happens). • Is the air fluffy? (Can not be). • Is the air light? (Happens). • Is the air dirty? (Happens). • Is the air angry? (Can not be). • Is the air sometimes cold? (Happens). • Is the air streaky? (Can not be). • Is the air hot?(…). Educator: We will try to find the answer to this question today. And a tennis ball will help us with this. Not from our “wonderful bag,” but this one. Showing a “first aid kit” (a box with a medical cross) containing a tennis ball with a dent. Educator: Someone mistreated the ball. Maybe he played incorrectly (with his foot, for example) or stepped on it. Look what happened to him. Children: Dent! Educator: What to do now, how to fix the ball? Try it, maybe someone will be able to “fix” it. The children try to straighten the dent, but nothing works. Educator: What if we wash the ball, maybe that will fix it? Children: No!!! Educator: Maybe it will still help? Remember, as in the fairy tale by Korney Chukovsky: Oh, you, my poor orphans, My irons and frying pans! Come home, unwashed, I will wash you with spring water. I will clean you with sand, I will douse you with boiling water, and you will again shine like the sun. Let's try to “drench” our ball with boiling water? So my kettle just boiled. Just let's remember the safety rules: you can burn yourself with boiling water and get a burn (those big blisters on the skin, very dangerous and painful). Therefore, children should not use a freshly boiled kettle on their own: disaster could happen. We need to ask adults for help. If you are using a regular jar and not a glass, then before pouring boiling water, you need to put a spoon in it, because the jar may burst from very hot water. The experiment must be carried out on a tray for safety. If water suddenly spills, it will be on the tray and will not scald you. Today I will be your assistant. I will put our “sick” ball in a glass and, holding it with a spoon so that it does not “jump out,” I will carefully pour hot (!!!) water. Ready! Count to five. Children: One, two, three, four, five.

Educator: I carefully take out the ball... Look... Where did our dent disappear to? Where did she go? Miracles! Children: There’s no dent?! Educator: Yes, the dent has disappeared. Where? What happened when we poured boiling water into a glass? Children's suggestions are listened to. Educator: Inside our ball, as we know, there is air. This air from the hot water began to heat up, it became hot and it began to move apart and put pressure on the walls of the ball and straightened it. This property of air is referred to as “air expands.” So you and I found out that it turns out that the air also “gets hot”, and at the same time it expands. Let us, like real scientists, record such an important discovery. Take pieces of paper and pencils. Now we will remember what we did. Sketch of the experiment. Educator: Draw a ball. Try to keep it the same size as a real one. (We develop our eye). There is a dent on the ball, draw such an uneven spot. Next we draw a glass (there is a ball with a dent in it) and a teapot with boiling water pouring from the neck. Steam is coming out of the kettle spout. And then - a spoon with a ball, but without a dent. Educator: Today we made a small discovery: we learned that the air “gets hot,” that is, we learned that air expands when heated. We helped the ball become necessary and useful again. Now this ball can also be used for playing. But I have a big request for you: please remember that children should not play with boiling water or use a hot kettle on their own. And now I’ll show you another “trick”. It’s called a “living balloon”. Demonstration of the “Balloon Comes to Life” experiment. A balloon is placed on the neck of a glass bottle (the balloon hangs down). The bottle is placed in a metal container into which boiling water is poured. The air heated in the bottle expands, there is little room for it, and it “transitions” into the ball, lifting it (the ball “stands up”). The experiment is carried out on a tray. Educator: Our magic bag has prepared gifts for you all - tennis balls. Play with them, exercise and take care of them.

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MAGAZINE Preschooler.RF

Relevance

Children's experimentation is one of the methods of cognitive development of preschool children.

The federal state educational standard is aimed at solving many problems. One of them is “the creation of favorable conditions for the cognitive development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world...” (Federal State Educational Standard 1.6)

Currently, the latest developments, technologies, and methods are being formed and successfully applied in the preschool education system, which make it possible to raise the level of preschool education to a higher and higher quality level. One of such effective methods of understanding the patterns and phenomena of the surrounding world is experimental activity.

It is known that familiarization with any subject or phenomenon gives the most optimal result if it is effective.

Experimental activities give children real ideas about the various aspects of the object being studied, about its relationships with other objects of the environment. This is because children of preschool age are characterized by visually active and visually imaginative thinking, and experimentation, like no other method, corresponds to these age-related characteristics. In preschool age he is the leader, and in the first three years he is practically the only way to understand the world. The more varied and intense the search activity, the more new information the child receives. The faster and more fully it develops.

Experimental work develops cognitive activity in children, creates an interest in search and research activities, and stimulates them to acquire new knowledge. The horizons expand, in particular, knowledge about nature and the relationships occurring in it is enriched; about the properties of various materials, about their use by humans in their activities.

A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand . New knowledge is acquired firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active introduction of children's experimentation into the practice of preschool education.

Goals:

• Development in children of cognitive activity, curiosity, desire for independent knowledge.
• Dictionary development
• Familiarizing children with the phenomena and objects of the surrounding world;
• Deepening preschool children's understanding of living and inanimate nature.

Tasks:

• To develop in children the ability to see the diversity of the world in a system of relationships.
• Combine the display of an object with the child’s active action to examine it (touching, tasting, smelling, etc.).
• Teach children to compare facts and conclusions from reasoning
• Use practical experience with gaming activities
• Develop thinking, modeling and transformative actions in children

Educational objectives:

• Introduce children to the properties of the subject of research;
• Develop the ability to make discoveries and conclusions;
• Teach smooth directed approach to an object.

Developmental tasks:

• Develop experimental activities;
• Develop children's speech;
• Develop sensory abilities, tactile sensations, fine motor skills;
• Develop attention, thinking, memory

Educational tasks:

• Foster independence and activity throughout the lesson;
• Develop the ability to listen to each other, a sense of mutual assistance, the ability to work in a team, goodwill and responsiveness.
• Cultivate accuracy in work.

Methods:

1. Problem-search method: active actions of the child to examine objects.
2. Site Observations
3. View illustrations
4. Conversation with elements of discussion
5. Educational story from a teacher
6. Reading fiction.
7. Conducting an experiment.

Subject environment:

1. Magnifiers, mirrors, scales, ropes, pipettes, rulers, globe, flashlights, soap, brushes, sponges, gutters, disposable syringes, food coloring, hourglasses, scissors, screwdrivers, cogs, grater, sandpaper, scraps of fabric, salt, glue , balls made of different materials, wood, metal, chalk, plastic
2. Containers: plastic cans, bottles, glasses of various shapes and sizes; measures, funnels, sieves, spatulas, molds
3. Natural material: acorns, cones, seeds, tree cuts, stones of various sizes, shells, etc.
4. Waste material: corks, sticks, tubes, rubber hoses, etc.
5. Non-structural material: sand, clay, paints, sawdust, polystyrene foam, chalk, etc.

Formation of ideas in children:

• About the objective world.
• About materials: sand, clay, water, material, stones, etc.
• About the plant world: growing from seeds, bulbs, leaves.
• About natural phenomena: wind, frost, rain, snow, fog, dew, etc.

Forward planning

Cognitive and research activities

Second junior group

September

Topic: Properties of sand

Objectives: To introduce the properties of sand: it consists of grains of sand, it is loose, small, it crumbles easily, it allows water to pass through, traces remain on the sand, it sticks together, wet is darker than dry.

Material: Buckets, scoops, water, sand.

October

Topic: Games with fans and plumes

Objectives: To introduce children to one of the properties of air: movement; air movement is wind.

Material: Sultans, turntables

November

Topic: Sounds

Objectives: Learn to identify and distinguish noise sounds made. Develop auditory attention and memory.

Material: Paper, wooden hammer, rattle, sound toy, etc. d.

December:

Subject: Fabric

Objectives: To teach children to identify and name the quality of fabric: softness, strength, softness; fabric properties: wrinkles, tears, gets wet.

Material: Fabric: silk, cotton, synthetic, fur.

January

Theme: Wood

Objectives: Teach children to recognize objects made of wood. Introduce the qualities of wood: hardness, strength, surface structure. Introduce the properties of wood: it cuts, does not break, does not sink in water, burns.

Material: Pieces of wood, wooden objects.

February

Topic: Paper

Objectives: Teach children to recognize objects made of paper. Introduce the properties of paper: wrinkles, tears, cuts, burns, gets wet. And also with its qualities: color, smoothness, thickness, ability to get wet.

Material: Paper items.

March:

Topic: Planting onions

Objectives: To form children’s ideas about the growth of onions from bulbs. Show the need for light and water for the growth and development of plants.

Material: Bulbs, vessels with and without water, paper bag.

April

Theme: Twig

Tasks: Observe the appearance of leaves on twigs: poplar, willow - placed in water.

Material: Willow and poplar branches, vessels with water.

May

Topic: What are things made of?

Objectives: To teach children to identify by touch the material from which an object is made. Activate in speech adjectives denoting material: plastic, wood, paper, rubber.

Material: Toys made from various materials.

June

Theme: Sunny bunny

Objectives: To form children’s idea that a “sunny bunny” is a ray of sunlight reflected from a mirror surface.

Material: Mirror.

July

Topic: Find out by taste

Objectives: Continue to introduce children to the senses and their purpose. Teach children to recognize the taste properties of foods: sour, sweet, bitter.

Material: Products with different flavors: candy, lemon, bread, etc. d.

August

Topic: Smells

Objectives: To form children’s understanding of the ability to identify odors and their qualities: sour, sweet, unpleasant.

Material: Items with different smells: perfume, mint herb, tea, tobacco.

Literature

1. Derkunskaya V.A. Games - experiments with preschoolers. / Center for Teacher Education, 2012
2. Dybina O.V., Rakhmanova N.P., Shchetina V.V. The unknown is near. M., 2004
3. Zubkova N.M. A cart and a small cart of miracles. Experiences and experiments for children from 3 to 7 years old / Rech 2006 Ivanova A.I. Children's experimentation as a teaching method. / Department of preschool education, N 4, 2004, 4. Isakova N.V. Development of cognitive processes in older preschoolers through experimental activities. / Childhood-press 2013
4. Korotkova N.A. Cognitive and research activities of older preschoolers. / Child in kindergarten. N 3, 4, 5 2003, N 1, 2002 6. Materials from Internet sites.
5. Organization of experimental activities for preschool children. / Under. ed. L. N. Prokhorova