PROJECT EXPERIMENTATION IN A MIDDLE GROUP project on the topic

Organization of cognitive and research activities of middle preschoolers

The development of research skills and abilities is an important component of the educational process in kindergarten. The desire for experimental knowledge of the world around us is already evident in toddlers. Younger preschoolers actively accumulate knowledge in the form of vivid images that are remembered during the research process. By the age of 4–5, children become real “why-makers”: they ask questions about everything that arouses interest, but they still do not have enough skills to get the answer on their own.

In order not to turn a child into a repository of knowledge, a storehouse of truths, rules and formulas, we must teach him to think. The very nature of children's consciousness and children's memory requires that the bright surrounding world with its laws not be closed off for a minute.

V. A. Sukhomlinsky

“I give my heart to children”

When organizing classes on cognitive and research activities, the teacher takes into account the level of mental development and thinking of children. Let us list the age characteristics of middle preschoolers:

• Increased degree of curiosity. It is easy for a 4-5 year old child to be captivated by some subject or process, which is why knowledge is not taught to memorize, but is encouraged to be acquired.
• Perception becomes meaningful, purposeful, and analytical. Middle preschoolers experiment consciously to find out the final result of the experimental action. At this age, children make their first attempts to independently analyze research and formulate conclusions.
• Communication needs. Children develop a desire not only to ask questions, but also to express their own assumptions. By the period of senior preschool age, children develop the ability to put forward hypotheses. To develop this skill in the middle group, it is important to improve oral speech skills and conduct detailed conversations with a cognitive focus.
• Good degree of development of fine motor skills. Middle preschoolers are excellent at handling cutlery, fastening buttons and zippers, and playing with small construction set pieces and beads. To improve the work of both hands, a variety of materials (sand, clay) and tools (magnifying glasses, pipettes, spatulas, etc.) should be used in practical research.

During experimentation, preschoolers learn to think logically and interact with each other

Goals and objectives

Cognitive and research activities are based on a rich developmental base: children are given diverse ideas about objects (about their properties, structure, qualities), connections that arise between objects are indicated, and factual information is always obtained in a practical way. The purpose of organizing the research activities of middle preschoolers is to realize their increased curiosity, desire for experimental activity and independence. At the same time, topics for experimentation in kindergarten are selected in accordance with the approved educational program, classes are structured taking into account the age characteristics of the pupils, and the safety of each study is ensured.

The research activity of middle preschoolers is carried out through the study of objects and phenomena outside of direct perception (as was the case in the younger groups). A system of ideas about the surrounding world is formed through the definition of connections and dependencies between objects of observation. The teacher creates positive motivation for students to the realities of life and to subsequent research.

To organize experimentation in the middle group, the teacher faces a number of tasks:

• Expanding one's horizons through observations in the research process.
  

  As the Chinese proverb says, “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand,” information acquired through personal experience that became clear during direct observation is more vividly stored in memory.

• The development of observation is the main feature of the research type of thinking. Children should not just capture the image of an object. It is important to teach them to notice the features of objects (appearance or nature of interaction with other objects and phenomena), which sometimes appear in certain conditions. Creating such conditions in order to identify the properties of an object or their changes is an experimental activity.
• Forming the ability to independently identify a problem/question and put forward hypotheses for study in practical work. This task is common to the development of the child’s research qualities and to the improvement of speech skills. In the middle group, speaking becomes a mandatory accompaniment of all stages of experimentation.
• Creating a positive and friendly atmosphere in the group, developing the ability to work in a team.

In the ecological corner, preschoolers watch the growth of plants and learn how to care for them

Criteria for organizing cognitive and research activities in the middle group

The teacher of the middle group, organizing the research activities of children, is guided by the following criteria:

• Educational and research classes are held weekly (in the group room, experimental laboratory, experimental corner, on the territory of the kindergarten during a walk). Experimentation activities for children aged 4–5 years should not exceed 20 minutes.
• The teacher controls the children's research activity at each stage of the lesson. He is responsible for the safety of the experiments, evaluates the correctness of the students’ actions, stimulates independence, encourages initiative in work, and helps in formulating conclusions.
• During the lesson, each child should feel like a researcher, try their abilities in posing a problematic question, and analyzing the results obtained.

Experiments with water are interesting for children of all ages

Table: types of cognitive and research activities

During a conversation on the topic of the object being studied, preschoolers develop thinking abilities

Types of classes in cognitive and research activities

The formation of research abilities is carried out in DED classes (direct educational activities), as a rule, on the topic “The World Around us”. Children expand their knowledge about familiar objects of reality, learn to identify their features through experimentation. Elements of research activities can be used in the structure of classes from the artistic, aesthetic, speech, and physical fields. The children experimentally (with the help of the organs of vision and hearing, in a kinetic way) study the characteristics of the sound of voices and musical instruments, the quality of sports equipment - this is evidence that any object or phenomenon can become the object of research.

General curriculum topics can be taught in a variety of ways. The topic is revealed to the maximum when different types of activities, creative leisure, and walks are devoted to it. In order to comprehensively study any issue, integrated classes are conducted, which involve a whole range of actions.

For example, in the middle group, an integrated lesson on the topic “Vegetables” is a synthesis of cognitive, social-communicative and artistic-aesthetic areas and research activities, which is implemented in the forms of work: cognitive conversation, situational conversation, experimentation, observation, productive activity.

To study the qualitative characteristics of vegetables in the middle group, you can conduct an integrated lesson

Table: forms of organizing research activities of middle preschoolers

Photo gallery: research project “The Miraculous Properties of Water”

Experimental activities to study the properties of water introduce children to its physical characteristics.

Finger gymnastics in water will appeal to little fidgets

As part of the project, the children play themed outdoor games “Droplets”, “The Sea is Worried - Once!”, “Stream”

When studying the properties of soapy water, you can hold a competition for the largest soap bubble.

The result of the project may be an exhibition of drawings on the topic

At the final lesson on the project, the children complete a creative task

Photo gallery: educational and research project “Social Insect”

At the initial stage of the project, children look at pictures of different types of ants

The project includes monitoring ants on the territory of a kindergarten

In the form of play activities, preschoolers repeat the material they have learned

The project also includes creative activities for children - working with coloring books.

In the group you can organize an exhibition of children's crafts on the theme of the project

Parents of students can be involved in the project, for example, they can help design a poster.

A photo album about the project will be the final work on the topic

Long-term planning of cognitive and research activities of children in the middle group.

Long-term planning of cognitive and research activities of children in the middle group.

September Lesson No. 1: “Our Helpers” Experience: “Listen with all your ears” Purpose: To give children an idea of ​​the organs of hearing - the ear (catches and distinguishes sounds, words, etc.). To introduce the structure of the human and animal ear, to clarify that everyone’s ears are different, to teach, through experiments, to distinguish between the strength, pitch, and timbre of sounds. To consolidate knowledge about the rules of ear care, to draw up collective recommendations for the prevention of hearing loss.

Material: Diagram of a human ear, pictures of animals (elephant, hare, wolf), d/i “Identify by sound”, guitar, paper sheets for each child, jars with different objects (paper clips, wooden sticks, foam rubber, sand, audio recording with sounds forests, rivers, birds, etc. Literature: My body. Author: Kozlova S.A. - M., 2000, p. 58. Volchkova V.N., Stepanova N.V. Lesson notes in the senior group of kindergarten. Cognitive development. – Voronezh, 2004, p. 68. Experience: “How do we smell?” Purpose: To acquaint children with the features of the olfactory organ - the nose, an organ that allows you to identify odors, compare with the features of perception odors of some animals. Form together with children recommendations for the protection of this important organ. Contribute to the formation of an emotionally positive attitude towards the process of experimentation. Material: Products with clearly defined characteristic odors (garlic, onions, pepper, etc.), cloth bags, toiletries soap, perfume bottle, pictures of animals (platypus, fox). Literature: My body /Auth.-comp. Kozlova S.A. – M., 2000, p.71.

Lesson No. 2: “Acquaintance with the properties of air” Purpose: To continue acquaintance of children with the properties of air, and the role in human life, plants, and animals. To give knowledge about inanimate nature and that air is a condition of life for all creatures on earth. Experimentally consolidate children's knowledge about air. Cultivate interest in the life around you and curiosity. Materials: Balloons for each child, a jar of water, cups and straws, whistles, bottles, small pieces of paper, wind instruments. Literature: Bondarenko T.M. Environmental activities for children 5-6 years old. – Voronezh, 2004, p.94. Volchkova V.N. Cognitive development. – Voronezh, 2004, p. 159. Experiments: “Where is it warmer?”, “Submarine”, “Stubborn air”, “Which is faster?” Goal: To discover that air is lighter than water, to identify how air displaces water; reveal that warm air is lighter than cold air and rises; Find that the air is compressed; Detect atmospheric pressure. Material: Two thermometers, dishes with hot water. 2) A curved cocktail tube, transparent plastic glasses, a container of water. 3) Pipettes, syringe, colored water. 4) Two sheets of paper Literature: Dybina O. V. The unknown next to. 43

Lesson No. 3: “Can a plant breathe?” Goal: to identify the plant’s need for air and respiration. Understand how the respiration process occurs in plants. Material: Transparent container with water, a leaf on a long petiole or stem, a cocktail tube, a magnifying glass. Experiments: Do roots need air? Do plants have respiratory organs? Literature: Dybina O.V. “The unknown is nearby” p.28 Lesson No. 4: “Why do the leaves fall in the fall?” Goal: Identify the plant’s need for water. Establish the dependence of plant growth and development on the supply of moisture to plant roots. Material: Sponges, wooden blocks, containers of water, fallen leaves. Experience: Up to the leaves, How to see the movement of water through the roots? Literature: Dybina O.V. “The unknown is nearby” p.33-34

OCTOBER

Lesson No. 1: “Water in nature and in everyday life.” Purpose: To clarify children’s knowledge about the location of water in nature and everyday life according to one of the properties of fluidity. To consolidate knowledge of the properties of water: transparency, fluidity, ability to dissolve. Develop the ability to determine the temperature of water (cold, hot, warm) by touch. Continue to develop cognitive interest, observation, and mental activity. Materials: A glass of milk, a kettle with cold water, a kettle with hot water, 2 basins, glasses, glasses and spoons according to the number of children, boxes of salt and sugar, butter. Experience: “Water is a Helper” Literature: Dybina O.V. The unknown is near. – M, 2005, p.41-42.

Lesson No. 2 “Water is the source of life” Purpose: To show the importance of water in the life of living nature. Talk about the path water takes before it gets into our homes. To consolidate knowledge about water and how people use it. Introduce the process of condensation. Form the habit of using water carefully and wisely. Materials: 3-liter jar of water, 2 glasses of clean and dirty water, table sea salt, tray, watering can, paper flowers, glasses of tap water. Literature: Tugusheva G.P. “Experimental activity” p.43, Zenina T.N. lesson notes on introducing preschoolers to natural objects. – M., 2006, p.11.

Lesson No. 3: “Water is a solvent”

Goal: To clarify children’s knowledge about the importance of water in human life. Strengthen the properties of water - water is a solvent. Explain why water sometimes needs to be purified and provide a basic understanding of the filtration process. Develop skills in laboratory experiments using diagrams - consolidate the ability to work with transparent glassware, observing safety rules with unfamiliar solutions. Material: Transparent cylindrical vessels of different sections (narrow, wide), shaped vessels, glass funnels and glass rods, filtered paper, magnifying glass, sugar, salt, calendula or chamomile tincture, mint infusion, vegetable oil. Literature: Tugushesheva G.P. “Experimental activity” p.46, Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p.41-42. Lesson No. 4: “The Journey of a Droplet” Purpose: to introduce children to the water cycle in nature, explain the reason for precipitation in the form of rain and snow, and expand their understanding of the importance of water for human life. Material: electric kettle, cold glass, illustrations on the theme “water”, diagram “Water cycle in nature”, globe. Experience: “Where does water come from?” Literature: Tugushesheva G.P. “Experimental activities” p.70-73

November

Lesson No. 1 “Magnet – Magician” Purpose: To introduce children to a magnet. Identify its properties, interactions of a magnet with different materials and substances. Material: Magnet, small pieces of paper, plastic, fabric, glass of water, container with sand, paper clips, small wires, Experiments: “Magnetic forces”, “We are magicians”, “Attracted - not attracted” Literature: Dybina O.V. . The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p.48-49., Tugusheva G.P. “Experimental activity” No. 21 p. 91 (Magnet test)

Lesson No. 2 “Gravity” Purpose: to give children an idea of ​​the existence of an invisible force - the force of gravity, which attracts objects and any bodies to the Earth. Material: globe, unbreakable objects of different weights: sheets of paper, cones, designer parts (plastic, wood, metal), balls. Experience: “Why everything falls to the ground” Dybina O.V. “The Unknown is Nearby”, p.51 Literature: Tugushesheva G.P. “Experimental activities” p.47

Lesson No. 3 “Tricks of Inertia”

Goal: to introduce children to the physical phenomenon - inertia; show the possibility of practical use of inertia in everyday life. Materials: toy cars, small rubber and plastic toys, postcards, coins, glasses of water, raw and boiled eggs. Literature: Tugushesheva G.P. “Experimental activity” No. 5.8 pp. 48.55.

Lesson No. 4 “What do we know about time” Purpose: To give the concept of “time”, to explain the change of day and night, the change of seasons; talk about the measurement of time, types of clocks (from antiquity to the present day). Reinforce the concept of “saving time.” Material: globe, tellurium, candle, vessel with water, model of a sundial, different types of clocks, pictures depicting the seasons, diagram “Measuring time by deeds” (Tugusheva, p. 80). Literature: electronic presentation “Children about time.”

December

Lesson No. 1: “Acquaintance with stones. What kind of stones are there? Goal: To develop interest in stones, the ability to examine them and name their properties (strong, hard, uneven or smooth, heavy, shiny, beautiful). To give an idea that stones come from rivers and seas, that many stones are very hard and durable, which is why they are widely used in the construction of buildings, bridges, and roads. Introduce valuable stones that are used to decorate buildings and make monuments and souvenirs (granite, marble). Show products made from precious stones. Learn to classify stones according to different characteristics. Maintain interest in experimental work. Development of tactile sensations, the ability to draw conclusions, defend one’s point of view. Material: Sets of river and sea stones. Vessel with water, magnifying glass. Napkins for each child, plasticine, expanded clay, granite, lemon, flint, sugar, salt, “Box of sensations”. photo: monument to A.S. Pushkin, Monument to the Unknown Soldier, etc. Literature: Ryzhova N. A. “What is under our feet” p. 77, Nikolaeva S.N. Introducing preschoolers to inanimate nature - M., 2003, p.23

Lesson No. 2: “Living stones” Purpose: To introduce stones, the origin of which is associated with living organisms, with ancient fossils. Material: Chalk, limestone, pearls, coal, various shells, corals. Drawings of ferns, horsetails, ancient forest, magnifying glass, thick glass, amber. Literature: Ryzhova N. Sand, stone, clay. //Preschool education, 2003, No. 10. Experience: “What is in the soil?” Dybina O.V. Unexplored near 38

Lesson No. 3: “How do mountains appear?” "Eruption". Goal: Show the diversity of inanimate objects. Introduce children to the reason for the formation of mountains: the movement of the earth's crust, the volcanic origin of mountains. Teach children to draw conclusions and observe safety precautions when conducting experiments. Materials: illustration of a volcano, model of a volcano, soda, vinegar, dry paint, pipette. Literature: Tugushesheva G.P. "Experimental activities" pp. 87-91

Lesson No. 4 “Solid water. Why don't icebergs sink?

Goal: To give children an idea of ​​the relationships that exist in nature, about the desert. Explain the dependence of the appearance of an animal on factors of inanimate nature. Develop the ability to draw conclusions, analyze, compare, classify. Materials: a bowl of water, a plastic fish, pieces of ice of different sizes, containers of different shapes and sizes, a boat, illustrations of icebergs. Literature: Tugusheva G.P. “Experimental activity” pp. 78-85;

January Lesson No. 1 “If winter has come, it brings a lot of snow” Goal: To consolidate children’s knowledge about winter as a season. To form an idea of ​​the aggregate states of water (ice, liquid, steam). Compare the properties of water, ice, snow, identify the features of their interaction. Give the concept of changes in the state of aggregation of a substance depending on heat. Material: containers with snow, water, ice; plasticine, candle, jar for extinguishing candles, metal plate. Experiments: “What properties”, “Solid - liquid” Literature: Dybina O.V. “The Unknown is Nearby” pp. 42, 54.

Lesson No. 2 “Fire – friend or foe” Purpose: To expand children’s knowledge about the life of ancient man, about man’s discovery of fire. How fire has reached our days, how it helps people. Form the idea that during combustion the composition of the air changes (there is less oxygen) and that combustion requires oxygen. Introduce fire extinguishing methods. When burning, ash, ash, and carbon monoxide are formed. Compliance with safety rules when conducting experiments. Materials: Stones, candle, jar, bottle with the bottom cut off, matches, lighter. Experiments: 1. How did primitive people make fire? 2. Man subjugated fire. 3. How to put out a fire? Candle in the tank. Literature: Lesson notes in the secondary group (folder). Electronic presentation. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p.145.

Lesson No. 3 “Who sees how” Purpose: Through experimentation, establish how humans and some animals see, trace the dependence of the visual characteristics of animals on their habitat and lifestyle. Material: eye patch, transparent jar of water containing small items; mirror, photographs of animals. Experiment: 1. Do both eyes see the same? 2. How the hare and the bird see. 3. Which eyes see better: big or small? 4. How does a mole see? Literature: A.I. Ivanova “Naturally - scientific experiments in preschool educational institutions” Lesson No. 42, p. 169.

February

Lesson No. 1: “How to see and hear electricity” Purpose: To introduce children to electricity as a special form of energy. To develop the child’s cognitive activity in the process of becoming familiar with the phenomena of electricity and its history. Introduce the concept of “electric current”. Explain the nature of lightning. Form the basics of safety when interacting with electricity. Materials: Balloon, scissors, napkins, ruler, combs, plasticine, large metal clip, woolen cloth, clear plastic napkin, mirror, water, antistatic agent. Experiments: “Miracle Hairstyle”, “Magic Balls”, “Spinner” Literature: Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, pp. 98 - 100. Tugusheva G.P. “Experimental Activity” No. 28, p. 106.

Lesson No. 2: “Why is the flashlight on?”

Purpose: To clarify children’s ideas about the importance of electricity for people; introduce the battery - the keeper of electricity - and the way to use a lemon as a battery. Materials: picture of an electric stingray, collage “Electricity around us”, flashlight, flashlight bulb, 6-8 lemons, insulated copper wire, paper clips, needle. Literature: Tugusheva G.P. “Experimental activity” No. 29, p. 110

Lesson No. 3: “Electrical appliances”

Goal: To develop the child’s ability to handle basic electrical appliances. To form an idea of ​​materials that conduct electricity (metals, water) and insulators - materials that do not conduct electricity at all (wood, glass, etc.). Introduce the structure of some electrical appliances (hair dryer, table lamp). Improve the experience of safe use of electrical appliances (do not touch exposed wires, insert metal objects with electrical wires into the socket, you can only interact with dry hands). Develop curiosity. Material: Wood, glass, rubber, plastic, metal objects, water, electrical appliances. Literature: Volchkova V.N., Stepanova N.V. Lesson notes for the senior group of kindergarten. Ecology. – Voronezh, 2004, p. 167.

Lesson No. 4: “Rainbow in the sky” Purpose: To introduce children to the properties of light turning into a rainbow spectrum. Expand children's understanding of the mixture of colors that make up white; practice making soap bubbles according to the scheme - algorithm. Develop curiosity and attention. Materials: glass prism, rainbow picture, bar soap, liquid soap, teaspoons, plastic glasses, sticks with a ring at the end, bowls, mirrors.

March

Lesson No. 1: “Primroses. How do plants grow? Purpose: To generalize ideas about the growth and development of plants, to establish a connection between plant growth and their needs in various environmental conditions; teach to be attentive and caring towards plants. Experience: “What’s inside?”; “Up to the leaves” Purpose: to establish why the stem can conduct water to the leaves. Materials: carrot stem, parsley, wooden blocks, magnifying glass, container with water, cut tree branches. Literature: Volchkova V.N., Stepanova N.V. Lesson notes for the senior group of kindergarten. Ecology. p.86. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – p.34.

Activity #2: Where do plants like to live? Goal: to deepen the understanding of plants, their existence in different ecosystems - in the desert, oceans, mountains, tundra, to facilitate the establishment of cause-and-effect relationships based on an understanding of the dependence of plant life on environmental conditions. Materials: pots with plants, funnels, glass rods, transparent container, water, cotton wool, magnifying glass. Experience: “Where plants will get water faster”, “Is there enough light?” Literature: Volchkova V.N., Stepanova N.V. Lesson notes for the senior group of kindergarten. Ecology. p.87. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – p.38.

Lesson No. 3: “What do birds sing about in spring?” Goal: to clarify and expand ideas about migratory birds, about their life in the spring, to consider the structure of a bird’s feather. Establish a connection between the structure and lifestyle of birds in the ecosystem. Material: chicken feathers, goose feathers, magnifying glass, zipper, candle, hair, tweezers; electronic presentation. Experience: “How are bird feathers arranged?” , “Water off a duck’s back” Literature: Volchkova V.N., Stepanova N.V. Lesson notes for the senior group of kindergarten. Ecology. p.104-105. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – p.40

Lesson No. 4: “Who builds a nest?” Goal: to develop interest in the life of birds, expand ideas about the habitat of birds, expand knowledge about the types of nests and their placement, determine the connection between the structure and lifestyle of birds in the ecosystem. Establish a relationship between the nature of nutrition and some features of the appearance of birds. Material: a dense lump of earth or clay, dummies of beaks made of different materials, containers with water, small light pebbles, tree bark, grains, crumbs. Straws, twigs, lumps of clay, sugar syrup. Experience: “Who has what beaks”, “Without hands, without an ax, a hut was built” Literature: Volchkova V.N., Stepanova N.V. Lesson notes for the senior group of kindergarten. Ecology. p.104-105. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – pp. 32, 40

April Lesson No. 1: “The Sun, Earth and other planets” Purpose: To give children an initial understanding of the structure of the Solar System and that the Earth is a unique planet. Develop curiosity. Based on experiments, give an idea of ​​the coldness of the planets. The farther the planets are from the Sun, the colder they are, and the closer they are, the hotter they are. Material: Table lamp, balls, diagram of the solar system. Literature: Zenina T.N. Lesson notes for introducing preschoolers to natural objects (pre-school group). – M., 2006, p.19. Grizik T.I. I will experience the world. – M., 2001, p.136.

Lesson No. 2: “This mysterious space” Purpose: To introduce children to the symbolism of constellations. Arouse interest in outer space. Expand your understanding of the astronaut profession. Activate vocabulary: space, astronaut, space weightlessness. Material: Photographs of space, the solar system, Yu. Gagarin, spaceships. Experience: “Dark Space”, “In Orbit” Materials: flashlight, table, ruler; bucket, ball, rope. Literature: Grizik T.I. I will experience the world. – M., 2001, p.112. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – p.55-56

Lesson No. 3: “Man-made world”

Goal: to teach children to distinguish between natural objects and objects made by human hands, to introduce them to the properties of paper, glass, fabric, plastic, and metal. Material: objects from various materials, electronic presentation. Experience: “Relatives of Glass”, “World of Things”. Literature: Grizik T.I. I will experience the world. - With. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – p.59.

May

Topic: “Light and Color” Lesson: “Where does the rainbow come from?” Goal: To develop children's analytical abilities. Introduce them to solar energy and the features of its manifestation. Cultivate an interest in understanding the patterns that exist in inanimate nature. Material: Spray bottle, flashlight, sheet of white paper, crystal glass, triangular prism. Literature: Dybina O.V. The unknown is nearby: entertaining experiences and experiences for preschoolers. – M., 2005, p.150. Kulikovskaya I.E., Sovgir I.N. Children's experimentation .–M., 2005, p.63. Experience: “How to see a rainbow?”, “Soap bubbles.” Literature: Tugusheva G.P. “Experimental activity” No. 31, p. 115. Experience: "Magic Circle". Purpose: Show children that sunlight consists of a spectrum. Develop an interest in inanimate nature. Develop the ability to draw conclusions and put forward hypotheses. Material: Colored top or spinning top. Literature: Dybina O.V. The unknown is nearby: entertaining experiments for preschoolers. – M., 2005, p.151. Conversation: “The light is around us.” Purpose: To give children an idea of ​​light. Determine whether light sources belong to the natural or man-made world and their purpose. Experimentally determine the structure of man-made light sources. Classification of objects that give light to the man-made and natural world. Strengthen the ability to work in a group. Enrich and activate children's vocabulary. Material: Pictures depicting light sources (sun, moon, stars, moon, firefly, fire, lamp. A toy flashlight and several objects that do not provide light. Literature: Kovaleva T.A. Raising a little citizen. - M., 2004 ., p.18.

Work of a research group in kindergarten

Experimental research activities cause genuine delight among preschoolers. Thanks to experimentation at an early age, children develop and develop an interest in acquiring knowledge, and the desire to independently search for information increases. These qualities prepare a good motivational and experiential base for school learning. The functioning of a research circle develops the cognitive abilities of children and expands their understanding of the objects of the material world.

The teacher develops a program in which he notes the goals and objectives of the circle’s work, highlights the studied methodological literature on the topic, and draws up calendar and thematic planning. A separate room (experimental laboratory) can be allocated for the study group, or a research area can be organized. The teacher sets up a stand with the rules for conducting experiments with various materials. Pupils must be familiar with safety precautions in the laboratory, spell out the rules before performing research and follow them during the process.

Conducting any experiments requires compliance with the rules

The corner or laboratory must contain special materials and tools. They are kept within reach of children, in labeled drawers or boxes. Children can always take an item from the shelf for independent study. The material base of the circle may include:

• Natural materials: sand, stones, clay, soil, wood samples, leaves, grains.
• Equipment: magnets, magnifying glass, telescope, scales, microscope, thermometer, lamps.
• Vessels: jars, beakers, flasks, cups.
• Medical materials: rubber gloves, tweezers, syringe, cotton pads, gauze, pipettes.
• Substances: salt, potassium permanganate, food coloring, flour.
• Aprons, safety glasses, caps.
• Cards and journals for recording research results.

During experiments, children may need shoe covers, hats, aprons or gowns

Classes in the circle are conducted in the form of experimental games. The results of young research are presented in thematic mini-exhibitions in the kindergarten hall.

In a group of educational and research activities, children can get acquainted with the amazing microworld