Organization of educational and research activities with preschool children

Organization of educational and research activities with preschool children

Irina Kravchenko

Organization of educational and research activities with preschool children

Organization of educational and research activities with preschool children.

Relevance

Currently, the latest developments, technologies, and methods are being formed and successfully applied preschool One of such effective methods of understanding the patterns and phenomena of the surrounding world is research. The main advantage of educational research activities is that they are 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 objects of the environment.

In the process of research, in addition to the development of cognitive activity , there is a development of mental processes - enrichment of memory, speech, activation of thinking, mental skills. Children love to experiment. This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking. Therefore, experimental research activities , like no other method, satisfy age characteristics .

Therefore, we have identified the main task: creating pedagogical conditions that will contribute to the full disclosure of the cognitive potential and development of the research activity of each child. Everything that the child hears, sees and does himself is assimilated firmly and for a long time. Children often ask questions and expect ready-made answers. How to correctly answer children's questions and at the same time awaken the child's activity, instill confidence in him, make him feel competent and responsible for finding a solution.

Working in this direction, we came to the conclusion that research activity allows a child to express himself individually or in a group, try his hand, apply his knowledge, be useful, and publicly show the results achieved. This is an activity aimed at solving an interesting problem, often formulated by the children themselves in the form of a task , when the result of this activity - the found way to solve the problem - is practical in nature, has important applied significance and, most importantly, is interesting and significant for the discoverers themselves.

The goal of cognitive and research activities is to create conditions for the development of cognitive activity , curiosity, the desire for independent knowledge and reflection in preschool .

To achieve this goal, we have identified the following tasks:

1. Arouse children's interest in search activities .

2. To teach children the skills and abilities of research, to teach them to see and identify the problem of an experiment, to develop in children the ability to use tools, materials, and assistant devices when conducting experiments for independent activities .

3. Stimulate, encourage and direct the research initiative of children, developing their independence, ingenuity, and creative activity.

4. Develop communication skills in the process of research activities .

5. Involve parents in the experimental activities of children .

The content of the research involves the formation of the following ideas.

*** About the world of animals, insects and plants: how animals live in winter and summer; vegetables, fruits, etc.; conditions necessary for their growth and development (light, moisture, heat)

.

***About materials: clay, paper, fabric, wood, metal, plastic.

***About a person: my assistants are eyes, nose, ears, mouth.

***About natural phenomena: seasons, weather phenomena, objects of living and inanimate nature - water, ice, snow, etc.

***About the objective world: dishes, furniture, toys, shoes, transport.

***About geometric standards: circle, rectangle, prism, rhombus.

Creating conditions for independent research activity of children

To successfully carry out the process in this area in the group, we transformed the subject-development environment and created a center for experimental and research activities “Scientific Laboratory”

, meeting the requirements:

• safety for the life and health of children;

• sufficiency;

• accessibility of the location of materials and equipment.

To maintain interest in experimentation, some problem situations are formulated on behalf of fairy-tale characters who want to know a lot and are interested in everything. The necessary amount of materials, equipment and a variety of didactic games have been accumulated so that children can play in their free time and at their own request and consolidate their acquired knowledge. The collected material ensures the development of two types of children's activity: the child's own activity, completely determined by him; and adult-stimulated activities.

Organization of joint activities between the teacher and children

identifies two main types of research activities for preschoolers :

-The first type (specially
organized joint activity ) of cognitive-research activity is characterized by the fact that it is organized by a teacher who identifies the essential elements of the situation and teaches the child a certain algorithm of actions.
Thus, the child receives the results that were previously determined by the teacher. The main form of cognitive-research activity of the first type are experiments that somehow remind children of magic tricks, they are unusual, they surprise. At the first stages of experimentation, we offer children a certain algorithm so that they can understand, comprehend and assimilate the proposed material. First, the entire process of performing the work is demonstrated with an explanation in a playful form, then the children are invited to take part in the experiment, and only after that they are given the opportunity to experiment on their own. Pupils take an active part and with great pleasure carry out experiments with objects of inanimate nature: sand, clay, snow, air, stones, water, magnets, thereby developing curiosity, observation, and the ability to find ways to solve problem situations. Experiments are carried out as part of direct educational activities , and in joint activities with children in special moments .

Cognitive - research activity is an integrated type of activity with other types .

• The relationship between experiment and work activity is closely connected , since there are no experiments without performing work actions.

• Experimentation and speech development are very closely related. This can be clearly seen at all stages of the experiment - when formulating the goal, during the discussion of the methodology and progress of the experiment, when summing up the results and giving a verbal report of what was seen. Consequently, without the addition of knowledge, the development of speech would be reduced to simple manipulation of words.

• The connection between children's experimentation and visual activity is two-way . The more developed the child’s visual abilities are, the more accurately the result of the experiment will be recorded. At the same time, the deeper the performer studies the object in the process of becoming familiar with nature, the more accurately he will convey its details during visual activity . For both types of activity, the development of observation and the ability to register what is seen are equally important.

• There is also a connection between cognitive and research activities and the formation of elementary mathematical concepts. During experiments, there is a constant need to count, measure, compare, determine shape and size, and perform other operations. Mastery of mathematical operations makes experimentation easier.

• There is a connection with reading fiction, with music and physical education, as well as in gaming activities .

to use all the child’s senses when organizing educational and research . We attach great importance to gaming technologies: didactic, verbal games, construction games with sand, water, role-playing games.

Using ICT tools in cognitive research activities , we saw that this contributes to the development of cognitive interest and cognitive activity of preschoolers . Children show conscious attention and interest in the subject of research or activity , ask many questions indicating the depth of penetration into the observed phenomena (about lifestyle, about natural phenomena)

.
Children constantly have a positive emotional attitude towards an object or activity , they show active and independent actions aimed at understanding the object or activity , better recognizing the structure of the object , understanding its functional purpose in research and experimentation.
All this contributes to the formation and development of children’s research skills, the ability to independently search, discoveries and assimilation of new things occur. The second type of cognitive-research activity is characterized by the fact that activity in the process of activity comes entirely from the child himself. He acts as its full-fledged subject, independently constructing his activity : setting its goals, looking for ways and means to achieve them, etc. The basis of this experimental activity of preschoolers is the thirst for knowledge , the desire for discovery, curiosity, the need for mental impressions, the ability to independently check your assumptions and draw conclusions. It is necessary that each child has everything to conduct independent research: equipment and materials, a foundation of acquired knowledge and skills. The world opens up to the child through the experience of his personal sensations, actions, experiences. He studies everything as best he can and with whatever he can - with his eyes, hands, tongue, nose. He rejoices at even the smallest discovery. Thanks to this, he gets to know the world he has come to. In order for children not to lose interest in the world around them, it is necessary to support their desire to explore everything. Even if beautiful clothes get damaged or your hands get dirty. Clothes can be washed and hands can be washed. But the interest in the environment that has disappeared over the years is almost impossible to restore. It is necessary to relieve children’s stiffness and fear of the “wrong”

actions, giving them in return a feeling of the joy of discovery, the opportunity to freely solve a problem.

To positively motivate children, we use various incentives such as: novelty, unusualness of the object; mystery, surprise; motive of help; educational moment (why so)

; situation of choice.

When organizing independent research work for children, it is necessary to develop the ability to adhere to the following certain rules:

- independent nomination by children or acceptance from an adult of a cognitive task ;

- analysis of its conditions independently or with the help of a teacher;

— making assumptions (hypotheses)

about the causes of the phenomenon and ways to solve
a cognitive problem ;
- selection of methods for testing possible ways to solve a cognitive problem (using cards - algorithms, diagrams, drawings - symbols)

;

— direct verification of the chosen solution methods and the assumptions made, adjustment of solution paths in the course of activities ;

— analysis of the obtained facts and drawing conclusions;

— discussion of new tasks and prospects for further research.

To conduct independent research, we have developed various cards - algorithms, experimental schemes and drawings-symbols ( palm , eye, nose, mouth, ear), suggesting how and with what help you can study the subject.

The work requires compliance with safety regulations. The children compiled them together with the game character. They are very simple and easy to remember:

- take only the materials necessary for the work;

- work with bulk materials, with water, with glass, with fire on a tray;

— you can taste a substance only if you are firmly sure what substance you are tasting;

— the center loves order: put all materials back in place after finishing work.

Involving parents in children's experimental activities

It is known that not a single educational or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and teachers, since every minute of communication with a child enriches him and shapes his personality. In order for the child to maintain cognitive interest , there is a constant desire to learn new things, to find out the incomprehensible, to understand the essence of objects, phenomena, actions, we recommend that parents conduct simple experiments and experiments at home. For full interaction with the families of pupils, the following forms of work were carried out:

• a selection of consultations for parents has been collected in order to give pedagogical advice to parents on children's experimental activities and the development of cognitive activity .

• instructions were prepared for parents in order to comply with safety rules during experimentation, to familiarize parents with the types of experimental work with children .

• We conduct master classes to give practical advice and recommendations on experimenting together with children .

The thematic selection of books corresponds to the objects being studied, and is located in a specially designed literary center, where, in addition to books, paintings, illustrations, and educational games are .

Conclusion.

The results of the work carried out showed positive dynamics of growth in the level of elementary fundamentals of research activity . Cognitive and research activities influenced :

— increasing the level of development of curiosity; development of children's research skills (analyze an object or phenomenon, highlight significant features and connections, select tools and materials for independent activities , carry out experiments);

— development of skills in planning your activities , the ability to put forward hypotheses and assumptions, and draw conclusions;

— speech development (enrichment of children’s vocabulary with various terms, strengthening the ability to construct their answers to questions grammatically correctly, the ability to ask questions);

— development of personal characteristics (emergence of initiative, independence, creativity, ability to cooperate with each other, the need to defend one’s point of view);

- broadening the horizons of children, in particular, knowledge about living nature and the relationships occurring in it is enriched;

about objects of inanimate nature (water, air, sun, etc.)

and their properties;

about the properties of various materials (rubber, iron, paper, glass, etc.)

about their use by humans in their
activities .
In our work, we will continue to develop in children the ability to experiment, encourage them to research activities , which will allow them to further model in their minds a picture of the world based on their own observations. Working together with parents will allow them to become stakeholders in the cognitive and research activities of their children .

In conclusion, I would like to quote the words of V. A. Sukhomlinsky: “Know how to open one thing in the world around you, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to come back again.”

Research and search activity is the natural state of a child.

The fundamental and obvious difference between the research of a child and a scientist lies in the overall result: the scientist discovers new knowledge for all of humanity, and the new that children discover is subjective novelty, only for themselves.

What hinders the development of a child’s research activity?

Two opposite situations seem equally unfavorable:

1. Conditions under which all the child’s actions encounter constant resistance, then any activity, especially search activity, is devalued in the child’s eyes, perceived by him as meaningless and leading to punishment. The child gradually becomes convinced that the search is dangerous and does not promise success.

2. If all the child’s desires are satisfied immediately and without any effort on his part, if the parents protect him from the slightest manifestation of independence, if he is excluded from contact with peers, during which, willy-nilly, he has to independently defend his interests - the need for search activity is also does not develop, fades away.

Therefore, surmountable obstacles to develop a taste for finding ways to overcome them. In this case, it is necessary to select content that is accessible to their understanding. For example, the surrounding world and nature are the closest and most understandable to a preschooler, and research in this area is interesting and entertaining for him. Let us give an example of organizing children's research activities.

Lesson on topic: Mass and size

Research task : prove that the mass of an object does not depend on its size.

Materials: scales, two buckets, cotton wool, sand, small pebbles and other small objects

Progress of activities

1. Make scales from slats. Make hooks at the ends of the slats so that the buckets can be removed. Place some sand in one bucket. What happened? How to achieve balance? Add sand to another bucket until you reach balance. Can you say that both buckets contain the same amount of sand? Explain why?

2. Empty sand from one bucket. Try to achieve balance by placing pebbles in it. Can we say that the mass of buckets with stones and sand is the same? Why are there fewer pebbles in the bucket than sand?

3. Can a small object balance a large one? How to prove this? Place a small pebble in one bucket and cotton wool in the other. Try to achieve balance. Can we say that the mass of the buckets of cotton wool and the pebble is the same? Why did it take so much cotton wool to equal the weight of one small pebble?

4. Experiment with other items. What conclusion can be drawn about the mass and size of objects? The mass of an object does not always depend on its size. It happens that a small object can be heavy, and a large one can be light. Name small but heavy objects. What large but light objects do you know?

5. Do you think the mass of dry and wet things is the same? How can this be proven? Pour the same amount of sand into both buckets. Pour water into one bucket. Which bucket has the greater mass now? Why? What can be concluded? Repeat the experiment with things that absorb water well (towels, sponges, paper) and things that absorb water poorly and do not absorb water at all (wooden, glass, iron, plastic objects). Why, without accurate scales, could we not see the difference in the mass of a dry and wet glass? What can be concluded? The mass of waterproof items increases slightly if they are wet, but the mass of items that absorb water well increases significantly compared to a dry item.

6. Answer the questions, proving your point of view:

• Why is a down jacket lighter than a fur coat?
• Can a watermelon be lighter than an apple?
• Is clear water heavy or light?
• Do dust and snowflakes have weight?
• Does a dry elephant weigh the same as a wet one?
• Why does frozen fish weigh less than thawed fish?
• Does a flying bird weigh the same as a swimming one?
• Is a glass of ice cream with raisins the same weight as a glass of ice cream without raisins?
• Can half an apple weigh more than a whole apple?

Stages of mastering research activities

In accordance with the law of element-by-element assimilation of new and complex content, experience in research activities is acquired only element-by-element and operationally .

At the first level , children are required to have the least independence. Here the teacher himself poses the problem and outlines the main milestones for solving it, including children only in individual links of the reasoning leading to the determination of what is being sought. Having posed a problem, the teacher gives the children the opportunity to try to solve it themselves based on existing knowledge and make sure that they are clearly not enough to achieve the goal. The teacher consciously sharpens the conflict, emphasizes the emerging contradiction, stimulates attempts to find a way out of the current situation and takes part in building accessible links of reasoning that lead to new knowledge.

As initial knowledge accumulates, the degree of independence in searching for a solution should increase. At the second level, the teacher only poses the problem, and the children search for a method of solving it on their own (here a group, collective search is possible). Only as a last resort, if the children have reached a dead end in their reasoning, the teacher provides them with minimal help.

The transition from a lower level of research activity to a higher one is based on the principle of reducing the information communicated to children and giving them more and more independence.

With all the many advantages of the research method of teaching, a child cannot acquire the entire amount of knowledge only through personal research. Let's figure it out - why?

Firstly, because educational programs contain information that simply needs to be memorized, remembered and learned to use.

Secondly, independent research is “not economical”; it requires much more time than the usual perception of explanations, and study time is limited by curricula and terms of study at an educational institution.

Thirdly, the results of the study are not always reliable, since the individual cognitive work of children may contain elements of chance. The optimal structure of the material will be a combination of traditional presentation with the inclusion of problem situations. In a problematic way, it is advisable to study material that contains cause-and-effect relationships and dependencies. It is more effective to study material of a descriptive, illustrative nature through reproduction.

MAGAZINE Preschooler.RF

Prepared by the teacher of the Municipal Budgetary Preschool Educational Institution Promyshlennovsky Kindergarten No. 1 “Ryabinka” Natalya Anatolyevna Sherina

The new Federal State Educational Standard for preschool education pays special attention to supporting children's research activity, play, and communication in the context of children's activities. It contains the following indicators of the integrative quality “Curious, active”, which he can acquire as a result of mastering the program:

• interested in new, unknown things in the world around him
• asking questions
• likes to experiment
• able to act independently.

It is the cognitive research method that is one of the main ones for solving these problems.

The Federal State Educational Standard for the preschool level of education contains a number of innovations, both at the level of theory and at the level of requirements for the organization of the educational process.

At the theoretical level:

1. Rejection of the concept of the leading role of an adult in favor of environmental pedagogy, which presupposes the concept of an “active child” and the child’s contribution to his education.
2. Refusal of the concept of “leading activity”, all types of children's activity are of equal importance - not only play, but also research activity.

At the process level:

The ability for the child to choose the content of his activities. An element of observation is built between the activity of the child and the activity of the adult, the purpose of which is to individualize the educational experience.

process and optimization of work with a group of children. The reasons for the intellectual passivity of children often lie in the limited intellectual impressions and interests of the child. At the same time, being unable to cope with the simplest task, they quickly complete it,

if it is translated into a practical plane or into a game. In this regard, the study of children's experimentation is of particular interest. All researchers, in one form or another, highlight the main feature of this cognitive activity: the child learns an object in the course of practical activities with it, performs a cognitive, orientation-research function, creating conditions. In which the content of this object is revealed.

Throughout preschool age, along with play activities, cognitive activity, which is understood as the process of acquiring knowledge, skills and abilities, and mainly as the search for knowledge, acquiring knowledge independently or under the tactful guidance of an adult, is of great importance in the development of a child’s personality in the process of socialization. .

In paragraph 3.3. 6. federal state requirements for the structure of the basic general education program of preschool education, the content of the cognitive area “Cognition” is aimed at achieving the goals of developing children’s cognitive interests, intellectual development of children through problem solving: development of cognitive, research and productive activities, formation of a holistic picture of the world, broadening their horizons children.

The works of many domestic teachers talk about the need to include preschoolers in meaningful activities, during which they themselves could discover more and more new properties of objects, their similarities and differences, about providing them with the opportunity to acquire knowledge on their own (G. M. Lyamina, A. P. Usova, E. A. Panko, etc.)

The world opens up to the child through the experience of his personal feelings, actions, and experiences. L. S. Vygodskoy wrote: “The more a child saw, heard and experienced, the more elements of reality he

has in his experience, the more significant and productive, other things being equal, will be his creative and research activity.”

Research activities, bearing in mind the child’s activity, are directly aimed at achieving and establishing connections between the phenomena of the surrounding world, their ordering and systematization. This activity originates at an early age, at first representing a simple, seemingly aimless experimentation with things, during which differentiation of perception, the simplest categorization of objects arises, sensory standards and simple instrumental actions are mastered. During the preschool period, cognitive and research activity accompanies play and productive activities, intertwining them in the form of indicative actions and testing of any new material. By older preschool age, research activity becomes a special activity of the child with its own cognitive motives, based on the intention to understand how things work and to learn new things about the world.

The research activity of older preschoolers in a natural form appears in the form of so-called children’s experimentation with objects and in the form of verbal exploration of questions asked to an adult (why? why? how?). One of the most effective ways to develop an individual’s potential is research.

In its most fully developed form, research learning involves:

• The child identifies and poses a problem that needs to be resolved
• Offers possible solutions
• Validates decisions based on data
• Draws conclusions
• Makes a generalization

Interesting performances by V.V. Clarina about the levels of research activity of foreign didactics, they offer:

1. The problem is posed and methods for solving it (children carry out the solution and search independently).
2. The teacher poses a problem, but the child looks for a solution himself
3. The problem is formulated and solved independently by the child.

The structure of research work for children of senior preschool age.

Like any activity, research has its own structure:

Goal: Developing the child’s skills to interact with objects under study in “laboratories”, conditions as a means of understanding the world around him.

Tasks:

• Development of thought processes
• Development of mental operations
• Mastering the method of cognition
• Development of cause-and-effect relationships and relationships

Content:

Information about objects and phenomena.

Motive:

Cognitive need, cognitive interest, based on the orienting reflex: What is this? What's happened? In older preschool age: “Find out - learn - know.”

Facilities:

Language, speech, search for action.

Shapes:

• Elementary search activities, experiments, experiments.

Conditions:

• Gradual complication, organization of conditions for independent and educational activities.

Result:

• Experience of independent activity, research work, new knowledge and skills, new formations.

During the research process, the child answers the questions: How am I doing? Why am I doing this? For what? What do I want to know?

The features of organizing the research work of older preschoolers are highlighted:

With proper organization of work, older preschoolers develop a strong habit of asking questions and trying to find answers to them on their own. The initiative to conduct experiments passes entirely to the children, and the teacher does not impose his advice and recommendations, but waits for the child, having tried different options, to ask for help. The role of tasks for predicting results is increasing. These tasks are of two types: predicted consequences; predicting the behavior of objects. When conducting experiments, work is most often built in stages: after listening and completing one task, children receive the next one. Thanks to the increase in memory and strengthening of voluntary attention, in some cases you can try to give one task for the entire experiment, and then monitor the progress of its implementation.

The possibilities for recording results are expanding: graphic methods for recording natural objects are being used. Children learn to independently analyze the results of experiments, draw conclusions, and compose a detailed story about what they saw. A long experiment begins to be introduced, during which the general patterns of phenomena and processes are established. Comparing two objects. children learn to find not only

difference, but also similarity, which allows one to assimilate the classification technique. The increased complexity of experiments and the independence of children require more strict adherence to safety rules. The oldest preschoolers (school preparatory group) conduct experiments

becomes the norm of life, the only successful method of introducing children to the world around them and the most effective way to develop thought processes. Experiments make it possible to combine all types of activities and all aspects of education. If children themselves conceive the experiment, think through the methodology themselves, distribute responsibilities, perform and draw conclusions themselves, then the role of the teacher comes down to general monitoring of the progress of the work and compliance with safety rules. At this age, complex mental operations are available: putting forward hypotheses, testing their truth, and the ability to abandon a hypothesis. If it didn't come true. Children are able to draw conclusions about the hidden properties of objects and phenomena, independently formulate conclusions, and also give bright, colorful descriptions of what they saw. With older preschoolers, you can begin to solve experimental problems. This type of activity represents the beginnings of real experimentation. Problem solving is carried out in two options:

1. Children conduct research without knowing its result. And thus they acquire new knowledge.
2. Children first predict the outcome and then check to see if they thought correctly.

Today, technologies for interaction between teachers and children are becoming especially important. Research technology is based on an active approach, when a child does not acquire new knowledge in a ready-made form, but obtains it himself in the process of practical activity.

There is a classification of children's experimentation:

• By the nature of the objects. used in experimentation: experiments: with plants, animals, with objects of inanimate nature.
• At the location of the experiments: in a group room, on the site.
• Reason for carrying out: random, planned, in response to a child’s question.
• By the nature of inclusion in the pedagogical process: episodic and systematic.
• Duration: short-term (5-15 minutes) long-term (over 15 minutes)
• By the number of observations of the same object, single, multiple, cyclical.
• By the number of children: individual, group, collective.
• By place in the cycle: primary, repetition, conclusion, summary.
• By method of application: demonstration, frontal.

Methodology for organizing research activities.

In accordance with the basics of the general education program “From Birth to School,” the teacher develops a system of cognitive tasks that he gradually sets for the children. An important condition for setting goals is the creation of a problem situation. This situation arises when children cannot solve it immediately. Independent work in such a situation is problematic in nature; vital importance and interest in the problem at hand are taken into account. Children must find some of the data themselves, but ignorance is partial, then the cognitive task can be solved with the help of experience, comparative observation, and reasoning.

The purpose of research training: development of cognitive activity, intellectual and creative potential of the child’s personality, by improving his research abilities. In accordance with the goal, the tasks follow from here:

1. Organize a subject-development environment.
2. Teach children the skills and abilities of research.
3. Develop the ability to use research and communication abilities in the learning process and in everyday life.
4. Organize work with parents to develop children’s research activities.

There is a need to increase the share of research teaching methods in the educational process. Research activities allow you to organize learning so that the child can ask questions and independently find answers to them. And cognitive tasks should be presented to children in a certain sequence - from simple to more complex.

complex. In the process of organizing activities, children acquire the ability to independently set cognitive tasks that reflect a deeper penetration into the essence of phenomena and establish analogies. In the process of learning research activities, a transition occurs from the acceptance of cognitive tasks to independent formulation and solution.

The technology of my experience in research activities lies in the special organization of joint activities of an adult and a child. Based on the curiosity of children, I decided to conduct classes in the form of cognitive activity of an adult and a child, unfolding as a study of things and phenomena of the surrounding world, accessible and attractive to children, where the latter have the opportunity to demonstrate their own research activity. The teacher’s partner position is appropriate here, which accompanies the child’s development of activity, independence, the ability to make a decision, to try something without fear that it will not turn out right. Causes a desire for achievement, favorable emotional comfort. A partner is always an equal participant in the business and, as such, is connected with others by mutual respect. Considering

general objectives of the program, interests and cognitive needs of children, I set myself the following goals:

• Develop a child’s cognitive initiative (curiosity)
• Master the fundamental cultural forms of ordering experience: cause-and-effect, generic, spatial and temporal relationships.
• Transfer the child from systematizing experience at the level of practical actions to the level of symbolic action.
• Develop perception, thinking, speech (verbal analysis-reasoning) in the process of active actions to search for connections between things and phenomena
• Broaden one's horizons by moving beyond immediate practical experience into a broader and temporal perspective (mastering ideas about the natural and social world), elementary geographical and historical ideas.

Approximate structure of a research lesson:

• Statement of a research problem (attractive organizational point)
• Clarification of safety rules
• Research plan (discussion of ideas, assumptions)
• Equipment selection, placement
• Distribution of children into subgroups, selection of commander
• Performing a Study
• Analysis and generalization of experimental results

I use the following forms of organizing research activities:

• Collaborative (observations, projects, experimentation)
• Joint-group (cognitive, research, educational activities)
• Individual (research)

And also: experimental classes, work in mini-laboratories, organizing a mini-museum, mini-conferences, watching films and cartoons, presentation of projects, publishing activities (publishing newspapers, creating booklets)

During the research process:

Children receive real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment.

The child's speech develops

There is an accumulation of a fund of mental techniques and operations.

Independence is being formed.

The child’s emotional environment and creative abilities develop, and work skills are formed.

Stimulating children to communicate. By working together, discussing problems, reasoning, arguing, children master social skills and learn to respect each other.

Helps to establish partnerships with the family of each pupil and join efforts for the development and upbringing of children.

In older preschool age, children develop a great interest in investigations, experiments, and experiences. Therefore, I involved my parents in organizing the research work. At the parent meeting (in August), parents get acquainted with thematic planning for the year and, in accordance with the requirements of the program, we plan what equipment needs to be purchased for the mini-laboratory. And within a month, the laboratory is replenished with equipment, children's reference books and encyclopedias, illustrated books, accessible children's posters and age-appropriate ones. In 2014, the group organized a “Flower Island” on the windows. Each student brought a flower plant to the group (a consultation was held with the parents in advance: “Indoor plants for kindergarten” ), which he cared for himself, sketched observations, and compiled booklets together with the parents about the methods of care and medicinal qualities of this plant. Also children

They made their own passports for their plant, where the drawings indicated basic information about the plants, including methods of reproduction, the shape of the seed and flower, methods of watering and maintenance, depending on the amount of sunlight, daylight, and the need to use fertilizers. Having knowledge about indoor plants, open classes were organized for parents, KVN for younger children,

newspapers were designed: “My favorite houseplant” with photos, drawings and poems, riddles. In the spring, some plants, under the guidance of the teacher, were replanted and donated to other groups in the kindergarten. In the corner for parents, information about useful and harmful indoor plants, medicinal plants, ancient legends, and methods of growing propagation periodically changes. Throughout the whole bastard, work went not only in this direction. Research continued with sand, water, air, paper, with paint transformations - non-traditional methods of painting. Children really like experiments with magnets. This year, my pupil and I defended the project “Secrets of Lake Yarovoye” . In which the properties of salt water were studied.

Literature:

1. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the Federal State Educational Standard for preschool education.”
2. Ivanova A.I. Children's experimentation as a teaching method / Preschool educational institution management No. 4-2004, p. 84-92. /
3. Korotkova N.A. Cognitive and research activities of older preschoolers /Child in kindergarten No. 3,4, 5. 2003.
4. Prokhorva L.N. Organization of experimental activities for preschool children. /Edited by L.N. Prokhorova. M, 2004.
5. Savenkov A.I. Development of children's research abilities. /Preschool education 2004.
6. Veraxa. N. E. Cognitive and research activities of preschoolers. Library Series. Program "From birth to school"