Forms of working with children
Based on conceptual approaches and taking into account the characteristics of children, we have developed and tested a series of developmental activities. The practical significance lies in the use of the developed material in various types and educational areas of children's activities.
The content of the project involves an integrated approach to the development of a child at the emotional, psychophysiological and intellectual levels through familiarity with nature in various types of work with children (for example, observations, work in nature, activities and holidays of an integrated nature, entertainment, experimental activities).
The choice of priority form of work with children depends on seasonality, children’s interest in the proposed activity, their age characteristics, and conditions.
Interaction with parents
Children's consciously correct attitude towards nature is based on its sensory perception, emotional attitude towards it and knowledge of the characteristics of life, growth and development of individual living beings, some biocenoses, knowledge of the adaptive dependencies of the existence of living organisms on environmental factors, relationships within natural communities. Such knowledge in the process of a child’s communication with nature provides him with an understanding of specific situations in the behavior of animals, the state of plants, their correct assessment and adequate response.
One of the conditions for successfully instilling the fundamentals of environmental culture is not only working with children, but also with their families. Environmental education of preschool children can be considered as a process of continuous education of parents, aimed at developing an environmental culture of all family members. Environmental education (enlightenment) of parents is one of the extremely important and at the same time one of the most difficult areas of work of a preschool institution.
Plan for working with children
September
Project development. Selection of method, literature.
October
Topic: “What kind of water?”
Purpose: To identify the properties of water: transparent, odorless, flows, some substances dissolve in it, has weight, has no color and odor.
Expected result : Children will learn the properties of water such as: transparent, flowing, is a solvent, has no color and odor, and has weight.
Topic: What's in the package?
Goal: Detect air in the surrounding space.
Expected result : Children learn that air occupies all the surrounding space.
November
Topic : Light - heavy.
Purpose: to introduce that objects can be light and heavy. Learn to determine the weight of objects and group objects by weight (light - heavy). Expected result : They will learn to determine the weight of objects and group objects by weight (light - heavy).
Topic: We are magicians.
Goal: Identify objects that interact with a magnet. Expected result : They will become familiar with the properties of a magnet and objects that interact with it.
December
Topic: How to warm your hands?
Goal: Identify the conditions under which objects can warm up (friction, movement; heat conservation). Expected result : They will learn to heat objects using friction, movement and identify the conditions for maintaining heat.
January
Topic: Glass, its qualities and properties.
Goal: Recognize objects made of glass; determine its qualities (surface structure, thickness, transparency) and properties (fragility, melting, thermal conductivity).
Expected result : Get acquainted with glass and its properties. Learn to identify its qualities.
February
Topic: Metal, its qualities and properties.
Goal: Recognize objects made of metal, determine its qualitative characteristics (surface structure, color) and properties (thermal conductivity, malleability, metallic luster).
Expected result : Get acquainted with metal and its properties. Learn to identify its qualities.
Topic: Magic mitten.
Goal : Find out the ability of a magnet to attract certain objects. Expected result : consolidate the properties of a magnet and identify with which objects it interacts.
March
Topic: Rubber, its qualities and properties. Goal: To recognize things made from rubber, to determine its qualities (surface structure, thickness) and properties (density, elasticity, elasticity). Expected result : Get acquainted with rubber and its properties. Learn to identify its qualities.
Topic: What do birds use to build their nests?
Purpose: To identify some features of the lifestyle of birds in the spring. Expected result : They will learn some features of the way of life of birds in the spring.
April
Topic: Plastic, its qualities and properties.
Goal: To recognize things made of plastic, to determine its qualities (surface structure, thickness, color) and properties (density, flexibility, melting, thermal conductivity). Expected result : Get acquainted with plastic and its properties. Learn to identify its qualities.
Topic: Water transparency.
Goal: To generalize “clean water is transparent”, “dirty water is opaque”. Expected result : Get acquainted with the property of water “transparency”, learn to identify clear water.
May
Topic: "Paper lumps."
Goal: To introduce children to a new property of paper - rolling. The teacher teaches children to make lumps of paper, and then use them as a collective applique. Expected result : They will become familiar with a new property of paper - rolling. The teacher teaches children to make lumps out of paper, and then from them into a collective applique.
Project stages
I Preparatory stage
- The teacher determines the topic, goals and objectives, the content of the project, predicting the result.
- Discussion with parents of the project, clarification of the possibilities, funds necessary for the implementation of the project, determination of the content of the activities of all project participants.
II Main stage of the project implementation
- Implementation of a work plan for all types of activities with children.
- Interaction with parents to solve assigned problems.
- Creation of the club “The Unknown is Nearby”.
- Once a quarter, joint “meetings” of the club (parents and children) are held in the form of entertainment, games, activities, leisure, and consultations.
- Creation of an information space (information stand; design of a folder - moving).
- A selection of works of art and educational games on this topic.
III. The final stage
Diagnostics and summarizing work results.
- summing up the work on the project.
- survey of parents on the topic: “What has your child learned?”
- monitoring the quality of children’s mastery of material.
- open lesson - entertainment for parents “What we learned” (based on the results of the project).
- presentation of the project for teachers of preschool educational institutions, a message from the experience of working on the project.
Long-term plan for the club “The Unexplored is Nearby”
October
Parent meeting on the topic : Let's experiment, learn, create!
Contents : Informing parents that the main advantage of the experimentation method is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. During the experiment, the child’s memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, and generalization.
January
Consultation “Development of observation and curiosity of a preschool child through experimental games at home.” Contents: Informing parents on how to properly ensure the full environmental education of a child of middle preschool age. Continue to introduce games to study the properties of objects and inanimate phenomena that will be used by parents at home.
April
Open game-activity “Journey to the Sand Fairy.”
The relevance of the development and implementation of a pedagogical project
From birth, children are surrounded by various phenomena of inanimate nature: on a summer day they see the sun and feel the warm wind; on a winter evening they look in surprise at the moon, the dark sky filled with stars, feel the frost pinching their cheeks... They collect stones, draw on the asphalt with chalk, play with sand and water - objects and phenomena of inanimate nature are part of their life activity, are objects of observation and play. This circumstance makes it possible to systematically and purposefully familiarize preschoolers with the phenomena of inanimate nature. Moreover, it is simply necessary.
In nature, everything is interconnected: plants, animals, soil, rivers, air, etc. are in inextricable unity - living nature cannot do without inanimate nature. The plant exists only because it penetrates the ground with its roots and absorbs moisture and nutrients from it, stretches its stem upward, and turns its leaves toward the sun, absorbing its light and heat. The plant needs air, moisture and warmth; in such favorable conditions it feels good: it grows, blooms, bears fruit and pleases the human eye.
The same can be said about animals: they, like plants, have vital needs, many of which can be satisfied only with the help of inanimate nature. Thus, animals, as part of living nature, have their own special relationships with inanimate nature.
Humans have an even stronger connection with inanimate nature than plants and animals. People need fresh air, for life and farming they need water, but not any water, only clean water - natural or specially purified. Humanity has reached such heights in the development of civilization because it has learned to use natural resources: extract coal, oil, ore, use clay and sand in construction, making household items...
Thus, all phenomena of inanimate nature that surround a preschooler are the subject of a unified system of environmental education.
Understanding the importance of search activity in the development of children’s cognitive activity and their intellectual abilities, I chose children’s experimentation as one of the types of activity. The proverb says: “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand.” Everything is assimilated 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 institutions.
Methodological support for project activities
- Bondarenko T.M. Environmental activities for children 4 - 5 years old. Practical guide for educators and methodologists of preschool educational institutions. – Voronezh: TC “Teacher”, 2008.
- Preschool education No. 7 2000
- Preschool education No. 10 2003
- Preschool education No. 11 2003
- Evdokimova E. S. Design technology in preschool educational institutions. – M.: TC Sfera, 2008.
- Nikolaeva S.N. Education of ecological culture in preschool childhood. - M.: New School. 1995.
- Karpukhina N. A. Lesson notes in the middle group of kindergarten. Getting to know the world around you. – Voronezh, 2009.
- Dybina O.V., Rakhmanova N.P. and others. The unknown is nearby. Entertaining experiences and experiments for preschoolers. – M.: Creative Center, 2004.
- Ryzhova N.A. Sorceress water. Educational and methodological set for environmental education of preschool children. – M.: LINKA – PRESS, 1997.
- Solomennikova O.A. Classes on the formation of elementary environmental concepts in the middle group of kindergarten. Lesson notes. – M.: Mosaic – Synthesis, 2008.
- Internet resources.
Author: Brylunova Marina Nikolaevna
Modified date: 10/29/2021 Published date: 09/26/2018
Future perspective
Develop a project “The Unknown is Nearby” for children in the senior and preparatory groups.
Although the most significant thing in the mental development of a child occurs at the early age stage, it is necessary to purposefully engage in experimental activities at the next stages of the personal formation of children.
Continuing the further development of cognitive and creative activity through the involvement of preschoolers in research work, the teacher prepares children for a very difficult stage in their lives - the school years.
