Research project delicious danger. Research work with children in kindergarten Children's research work in kindergarten topics
Design and research activities have recently become increasingly popular. These trends are associated both with the effectiveness of the method and with general trends in education - the transition from the study of specific knowledge to methods for obtaining it.
Topics developed within environmental projects can be very diverse. Let's consider several projects of various themes and nature, implemented in preschool institutions in our country.
Thus, in kindergarten No. 2333 in Moscow, projects were developed on the following topics: “Mini-museums in kindergarten”, “World of paper”, “World of clay”, “Fairy tale in environmental education” and many others.
ON THE. Ryzhova was developed and is actively used in educational institutions project "Hello, tree!" This project includes two stages: the “Our Tree” project for preschoolers and the “My Tree” project for primary schoolchildren. This approach to project activities ensures continuity in the system of continuous environmental education.
Project "Hello Tree!" consists of introducing children to a certain tree by observing seasonal changes and maintaining a calendar of observations. Children present the results of observations and research in the form of drawings and short stories. At the same time, the role of the teacher in this process changes with age - the older the children become, the more independent and voluminous the research becomes. The forms of presentation and synthesis of research materials are also becoming more diverse.
Parents are also actively involved in the project implementation process. A successful option is when a kindergarten and a school can work together on a submitted project.
Duration of the project "Hello, tree!" is at least one year, this is due to the fact that children should be able to trace seasonal changes in the life of the tree. The regularity of individual observations and studies depends on the time of year: during periods of seasonal change (August-September, March-April, etc.) their frequency increases, because At this time, changes in the life of all plants and trees, including, are most noticeable.
Trees were not chosen by chance as an object of observation and research. They have a number of properties that make them a convenient object of observation by N.A. Ryzhova. "Ecological project "Hello, tree!", Preschool education No. 3, 7, 10 - 2002:
1. Trees grow almost everywhere, but at the same time, neither children nor adults usually pay much attention to them. Children's attention is attracted significantly more by bright plants and animals. Often, children consider plants to be inanimate because they do not possess the property that, according to children, is inherent in living beings - movement.
2. Trees are excellent objects for phenological observations. Deciduous trees have noticeable, pronounced changes with the seasons.
3. Based on the appearance and condition of the trees, the ecological situation of the territory can be assessed.
4. Trees are large objects, and therefore it is much easier for children to communicate with them than with small herbaceous plants.
Project "Hello tree!" Like any research project, it is carried out in several stages.
Stage 1 - Selecting the target and object of observation. At this stage, it is necessary to decide what will become the object of research, and on the one hand, the choice of the object should remain with the children, and on the other hand, the teacher should guide the decision-making process in such a way that the group comes to a consensus. To do this, the teacher should draw the children’s attention to a specific plant and tell them something interesting about it.
Stage 2 - Preparation of necessary materials and equipment.
At this stage, it is necessary to prepare everything that will be required during the research process and when presenting the results.
To document the results of the work, you need an “Observation Diary”, which is a separate album or just a notebook. You will also need a folder with transparent files to store research results, children's drawings, leaves, etc.
On the first page of the album, children should draw a portrait of a tree and write its name; you can also use a photograph of children with a tree.
The second page of the album is called “What does our tree need?” Here the guys must determine and depict what the tree needs, without which it cannot exist.
Children usually depict the sun, since a tree needs light and heat, water, soil, wind, an earthworm, and a bee. In the process of this activity, children develop an idea of the close relationships between plants and objects of living and inanimate nature, and an understanding is formed that no living organism can exist separately from others; life depends on many factors.
The third page of the album is called "Passport of our tree." This page records general information about the tree: its age, height, trunk diameter, neighboring trees, the presence of young trees of the same species or shoots nearby, the presence of bird nests, etc.
The remaining pages of the album are intended for recording impressions, statements of children, results of observations, and drawings of children.
Separately in the album, children must draw a “portrait of a tree” in different seasons. Parents can help make a page containing poems, riddles, proverbs and sayings.
Thus, the main tasks of the preparatory stage of the project are as follows: Ryzhova N.A. "Ecological project "Hello, tree!", Preschool education No. 3, 7, 10 - 2002
1. Choose the tree you like best. Find out what it's called.
2. Think about what (or who) the tree looks like and choose a suitable “name” for it.
3. Find out who planted this tree. Ask if there is any interesting story connected with it.
4. Get to know your tree - go up to it, say “Hello!”, whisper your name, say what its name is now, hug it, stroke the bark, listen.
5. Prepare equipment for research and an album in which the results of observations of the life of the tree are noted.
Research stage. At this stage, observations are made of the life of the selected tree, including its seasonal changes, bird observations, leaves, bark and other parts of the tree, as well as the soil and its inhabitants are studied.
Research activities within the framework of the project should be combined with other types of activities: writing stories, visual arts, play and other types of children's activities.
Of great importance is the children’s emotional perception of the tree under study, as well as nature in general, and the development of the ability to see the beauty of nature.
Labor activity is also an integral element of the project. As part of their work activities, children care for plants, make feeders, birdhouses, etc.
Generalization stage The project consists of analyzing and summarizing the results of the research, consolidating the acquired knowledge and behavioral skills in children. At this stage of the project, various recommendations are developed based on the research carried out.
At this stage, children’s activities consist of composing stories and fairy tales, illustrating them, reflecting the results of research in games, developing environmental signs, holding the Tree Day holiday, composing an advertisement for a tree, and selecting literature about it.
These recommendations are for the teacher a kind of form of diagnostics of the results of the project, since they are a reflection of the ongoing changes in the behavior and attitude of children towards the natural environment. As part of making recommendations, children answer the questions: “What can I do for this tree?”, “What can I do for all trees?” Based on the recommendations, it is possible to carry out further practical activities for children - developing environmental signs, collecting waste paper, planting trees, etc.
Following the example of this project, it is possible to develop projects on other topics.
As part of work with primary schoolchildren, educational institutions in our country also carry out design and research activities. Some projects, with some processing, are quite suitable for preschool children.
Project "Bird's Canteen". This project should be carried out in winter. Its essence lies in organizing the work of a bird “canteen” on the territory of an educational institution. To do this, the relationship between different types of wintering birds is studied, on the basis of which options for placing the “dining room”, types and shapes of feeders are proposed.
The opening of the “dining room” can be turned into a kind of celebration. After this, observations of birds flying to the dining room are organized, as well as watches. During observations, children keep diaries, recording the types of arriving birds, reflecting the nature of the relationships between different species. Conclusions are drawn based on observations.
Project "Forest Pharmacy". The goal of this project is to introduce children to medicinal plants. In the process of implementing the project, it becomes clear what medicinal plants grow in a given area and what their healing properties are.
Plants for the pharmacy are collected during walks and excursions to the park or forest. Plants may include coltsfoot, linden flowers, nettle, rose hips, burdock, plantain, etc.
The result of the project is the opening of a forest pharmacy. Children talk about medicinal plants and their research to their parents and other children.
Another project, dedicated to inanimate nature, was implemented in the municipal preschool educational institution "Kindergarten No. 116" Semitsvetik, Ryazan. This project was not directly environmentally oriented, but if desired, it could easily be given an environmental character.
The project was called "This amazing salt." This project was the result of a holiday for one of the pupils of the preschool educational institution on the salt lake Baskunchak. As a result, the children had many questions: “What is salt?”, “Where does it come from? How is it mined?”, “Why is the sea salty?” and etc.
Children, parents, and teachers took part in the work on the “This Amazing Salt” project.
The project combined two individual studies:
· “Why is salt salty and so different?”
· "The Sorceress Salt"
Objective of the project: To form an idea of salt as a necessary product for humans.
1. Find out where salt comes from.
2. Find out why salt is needed, is it possible to do without it? Why is the salt different?
3. Experimental study of the properties of salt.
4. Searching for information about salt in works of art.
5. Stimulating cognitive activity, creating conditions for research activities.
6. Development of creative abilities and communication skills of preschoolers.
7. Development of imagination, curiosity and confidence in one's abilities.
8. Cultivating interest and love for oral folk art.
Based on the dominant method, this project was exploratory and creative in nature. The interaction was carried out within the child-adult pair. In terms of the nature of contacts, the project was multi-age, in terms of the number of participants, the project was group, and in terms of duration of implementation, it was medium-term.
The project was implemented in several stages:
1. The design phase included the following activities:
· Conversations (“What is salt and why is it needed?”, “What do we want to know about salt?”, “Where can we find the necessary information”);
· looking at encyclopedias, reading books;
· formulation of problematic issues;
· putting forward hypotheses;
· work planning.
The goal of this stage was to teach children to ask questions, independently put forward hypotheses, formulate a topic, and plan their work.
The result of the first stage was a plan for further work:
· Collect information about salt from various sources of information.
· Familiarity with works of art that contain mention of salt
· Research into why salt comes in different colors.
· Growing salt crystals.
· Photographing
· Making a presentation: “This amazing salt”, “Such different salt”.
The next stage of the project - technological - included:
· collecting information from various sources (encyclopedias, dictionaries, stories from adults, independent judgments, TV shows, the Internet);
· conversations (“Salt in proverbs, sayings, riddles”, “What kind of salt is there?”);
· collection of salt samples (sea salt, table salt, rock salt, iodized salt, “Extra” salt, bath salt);
· experiments (“Does salt dissolve in water?”, “How does salt affect the properties of water?”, “Where does salt go when it evaporates?”, “Growing crystals”);
· observations (“How does mom use salt?”).
The reflective stage included:
· generalization and systematization of acquired knowledge;
· recording the results of the knowledge gained (photo album, useful tips, memo “How to grow a crystal?”, grown crystals, slides “Salt Caves”);
· formulating conclusions;
· preparing and conducting presentations.
The last final stage of this project consisted of an interesting story about the research carried out to children, their parents and educators.
Another project was carried out in the same institution" Bark is clothing for plants."
This project combined three research topics:
· "Such different bark"
· "Birch bark lace",
· “Who needs bark besides trees (does bark benefit anyone).”
The goal of the project was to form children's ideas about the protective functions of the cortex and its use.
Project objectives:
· formation of basic scientific and environmental knowledge that is understandable to a preschool child;
· development of cognitive interest in living nature;
· formation of initial skills and habits of environmentally literate behavior that is safe for nature and preschoolers;
· formation of ideas about the diversity of bark and the use of bark by humans;
· introducing children to bark as a natural material used to make objects for various purposes (folk crafts);
· introducing children to the use of bark in medicine.
The first stage of the project was expeditionary. At this stage, the children met:
· with the characteristics of the bark of different trees (what color, smooth or rough, does it have a smell);
· compared the bark of young and old trees;
· collected bark to create a collection;
· natural material for making crafts;
· found traces of damage caused to trees by humans.
During the expedition, the children were interested in literally everything:
· Why do trees need bark?
· Why is the bark different?
· What does the bark smell like?
· What happens to a tree if you peel off the bark?
· Why can't trees live without bark?
· Why are tree trunks whitened?
· Why does a small birch tree have brown bark, while a large one has white bark?
After the expedition, a conference was held, during which the children talked about what they had learned and learned, exchanged impressions and shared their future plans.
During the brainstorming process, children formulated questions and put forward hypotheses for their future research.
The technological stage included the collection of information from a variety of sources: children turned to adults for help, to encyclopedias, books, fairy tales, and observed trees on the territory of the kindergarten. An excursion to the nature museum was organized, where the pupils were told about the trees growing in Meshchera and how the bark of various trees is used.
With their parents, the children visited a store where they sell souvenirs made from tree bark, and a pharmacy, where they received information about the healing properties of the bark and purchased it.
Conversations were held:
· “How a person uses the bark”;
· “What are birch bark letters and when did they appear?”;
· “How do you get birch bark for crafts?
According to the dominant method, this project was social research, in terms of content it included the child and nature, it was interdisciplinary in nature, and in terms of the nature of participation - the child was a participant in the project from idea to result. The project was carried out within one age group, in terms of the number of participants it was a group project, and in terms of duration it was long-term.
The outcome of the project was:
· Collection "Such different bark";
· Panels “The bark heals”, “The bark feeds”, “What does the bark smell like?”;
· Collection of crafts and souvenirs made from bark.
Project "Biocenosis of a birch grove in the village of Yuzhny." This project includes the following areas: the formation of knowledge about the world around us, including nature, the development of children’s speech, and artistic education. At the same time, design and research activities are organically included in all other types of activities, forming a single whole.
The goal of the project is to develop the research abilities of older preschoolers in the process of studying living nature.
Project objectives:
· To develop knowledge about living and inanimate nature
· Instill the skills of environmentally conscious behavior in nature;
· Give an idea of a birch grove as a green home of plants and animals
· Develop in children the ability to analyze, draw conclusions, and establish cause-and-effect relationships;
· Foster research interest in nature by creating problem situations and conducting experiments;
· Expand children's understanding of the social significance of a birch grove.
As part of the project, the following topics were developed for individual research of preschoolers:
· Who planted the birch tree?
· How does a birch tree prepare for a cold winter?
· Who needs a birch tree?
· What is my birch tree to me?
This project is a methodological guide for working with children of the kindergarten group preparatory to school when studying the basic course “Acquaintance with the Surroundings” according to the S.N. program. Nikolaeva "Environmental education in kindergarten." With some adaptation, you can work with the project according to A.I.’s manual. Ivanova "Ecological observations and experiments in kindergarten."
The duration of design and research activities was determined by the following factors:
· Features of the phenomenon being studied (seasonal changes in the life of a tree, autumn-winter);
· Availability of free time;
· The interest of children, their attitude to the proposed type of activity.
Therefore, the project was long-term in nature.
At the preparatory stage, issues related to project and research activities were discussed, the goals and objectives of the project were determined, a list of necessary equipment was drawn up, a work schedule was developed, methodological and fiction literature, didactic games on the project topic were prepared, the necessary supplies for practical classes were purchased, The “Little Wizards” laboratory was created for experimental activities.
During the implementation of the project, preschoolers were organized to carry out independent research (experiments, experiences, observations), didactic games were conducted, and familiarization with literature on the topic of the project was carried out.
In the process of joint work of children and adults on the project, the Museum of Nature “Man, trees, birds and grass are the same roots of our kinship!”, the album “Berezonka”, a photo album, and homemade books were created.
The presentation of the project took the form of watching a video film “Expedition to the birch grove of the village of Yuzhny”, and a concert where the results of the project were demonstrated.
Project activities may not necessarily be purely environmentally oriented. It is possible to combine several areas within one project. An example of this is the project implemented in MDOU No. 225 " Summer is an amazing time!"
This project was implemented within the framework of a preschool educational institution in the summer and was aimed at making the activities of children during this period more meaningful, interesting and educational.
The project involved: preschool children, teachers, a speech therapist, a music director, and parents.
The goal of the project: to enrich children's impressions of the diversity of nature in the summer.
Project objectives:
1. Creation of conditions that ensure the protection of the life and health of children through the use of natural factors.
2. Fostering in children a love for living things, a desire to preserve and protect nature.
3. Development of cognitive interest and formation of experimentation skills.
4. Expanding children's knowledge about seasonal changes in nature.
5. Developing the habit of daily physical activity.
6. Promoting the involvement of parents of preschoolers in joint activities with the child.
The project was implemented through various activities in several areas:
1. Conversations “Sun, air and water are our best friends!”, “Advice from Doctor Pilyulkin”, “Lessons from Bronchi - brother”
2. Physical entertainment “Faster, higher, further”, “Visiting Neptune”
3. Health Day "Funny Ball"
4. Collection of medicinal plants: “The fruits of plants will save us from disease and suffering!”
1. Conversation “There is nothing superfluous in nature.”
2. Photo exhibition “The Amazing is Nearby”.
3. Action "Greening the territory of the kindergarten - let's plant a tree."
4. Targeted excursion to the meadow “Hello, meadow!”
5. Flower Festival (program: poems, riddles, sports sketches, outdoor games, signs, puzzles).
6. Quiz “Nature is our friend!”, “Forest experts”.
7. Ecological games “What would happen if…” disappeared from the forest, “Where does it ripen?”, “Distribution of fruits according to taste, color, shape.”
1. Compilation of stories “The Adventure of Ant”, “My Favorite Sport” (creation of a small sports encyclopedia).
2. Speech physical education minutes.
3. Coming up with riddles about trees and flowers.
4. A collection of riddles, proverbs, sayings about summer.
5. Dramatization of the poem "Colored Milk".
1. Thematic role-playing games “Gardener”, “Young Builders”.
2. Word games “Who will notice the most fables?”, “Name the plant”, “The fourth odd one”.
3. Communication games “Who can name the most?”, “Come up with a fable.”
4. Puzzles, cut-out pictures "Animal world"
1. Conducting experiments with sand and water.
2. Studying encyclopedias: “Why is sand different?”, “Why do cacti grow in the desert?”, “Plants - phytosaviors: mint, calendula, plantain, chamomile.”
3. Lesson "Sunny Bunnies".
4. Integrated lesson “Journey to Phytolandia”.
1. Action "Labor Landing" (together with parents) - picking up garbage, pruning bushes, planting flowers.
2. Competition of children's works on manual labor: creation of little books "Summer is an amazing time."
3. Work in the flower garden and vegetable garden “Flowers grow for beauty, and vegetables grow for health.”
1. Opening of a “Creative Workshop” on the site.
2. Design of the exhibition "Summer Sports". Creation of a small sports encyclopedia.
3. Drawing competition "Water and paints".
4. Competition "Young Florist".
5. Making panama hats from paper.
6. Making toys - animals from natural materials.
1. Spartakiad "Sports and laughter - success in the family!"
2. Making attributes for sports and outdoor games “Skillful hands know no boredom.”
3. Hiking trip "Hello, forest, full of fairy tales and miracles!"
4. Production of family photo albums "Summer - 2009".
1. Poetry competition about summer.
2. Entertainment "Land of Mysteries".
3. Literary gatherings “We read together about summer”: N. Kalinina “How Sasha was burned by nettles”, V. Berestov “Happy Summer”, N. Polyakova “Good Summer”, M. Prishvin “Golden Meadow”, Z. Alexandrova “Rain” ".
1. Matinee "Hello, sun! Hello, summer!"
2. “Musical piggy bank” (listen and sing songs about summer).
3. Round dance games
4. Conversation "Nature and Music".
5. Birthday person's day.
Thus, within the framework of this project, an integrated approach was fully implemented.
Based on the projects reviewed, we can conclude that design and research activities arouse keen interest among preschool children; they are happy to participate in projects and contribute to its organization and development. Accordingly, the effectiveness of the acquired knowledge is significantly higher, because It is impossible to forget the information that you found and prepared yourself.
When preparing a project, teachers should also use their imagination. As can be seen from the examples given, projects can be carried out on various topics, include various types of activities - not only research, be of an environmental or complex nature, carried out within the framework of preschool educational institutions or jointly with schools, etc.
However, in any case, clear planning and organization of activities is required. To do this, teachers should answer the following questions:
· What is the purpose of the project?
· Who will participate in this project (which teachers, children, will parents take part, etc.)
· What is the focus of the project? (whether it will be purely environmental in nature or comprehensive)
· Will the project be carried out only by preschool educational institutions or jointly with schools, museums, etc.
· What is the planned duration of the project? (the duration largely depends on the chosen topic).
· What is the theme of the project? (the answer to this question can be given by communication with children, since the topic of the project should be interesting to them).
· What equipment and materials are needed to implement the project?
· What financial support is needed for the project? (purchase of equipment may be necessary, etc.)
· What stages will be performed during the project implementation?
· What role will the project participants play at each stage?
· What results should be achieved at the end of each stage?
· What results should be achieved as a result of the implementation of this project and how they will be presented.
conclusions
Currently, environmental education issues are presented both within the framework of comprehensive environmental education programs and targeted environmental education programs.
At the same time, design and research activities can be carried out within the framework of the work of preschool educational institutions as an addition to general developmental, comprehensive programs, and within the framework of environmental programs.
Design and research activities as a method of environmental education have recently become increasingly popular. This is due to its effectiveness, as well as to the general trend in education - the transition from the study of specific knowledge to methods of obtaining it.
The topics of environmental projects can be very diverse.
However, in any case, the goals of design and research activities as a method of environmental education will be achieved only if teachers adhere to certain rules, the main ones of which are the following:
· work should be organized in such a way that every child wants to participate in research, shows initiative,
· Children must be given freedom of choice.
· It is necessary to avoid didacticism and slogans, since environmentally conscious behavior is based on understanding, not on memorization.
Any design and research activity, regardless of the topic of research, must include such stages as choosing a topic and object, preparing materials and equipment, obtaining initial theoretical knowledge about the object, conducting research, summarizing research results, drawing conclusions, and presenting results.
Preschool Research Projects
Project "Milk and Dairy Products"
Maksutova Yu. I. teacher of the highest qualification category, 2012
Brief summary of the project.
This project is an organization of work to familiarize children with the value and benefits of milk and dairy products, understanding the importance of milk in the nutrition of a growing child’s body.
This work was carried out through search, research, integration activities in the process of various forms of work, aimed at expanding the potential of children's creative and intellectual abilities through the activation of children's life activities.
The project is research and creative, designed for a period of 1-1.5 months for children of the senior group, teachers and parents, including several stages.
Relevance.
Milk is an essential and indispensable baby food product. Due to its chemical composition and biological properties, it has an exceptional place among products of animal origin, used in the nutrition of children of all age groups.
Unfortunately, not all children are happy to drink milk and eat dishes prepared with milk. Children don't understand
the importance of milk and dairy products in the development of the human body.
Therefore, we, adults, must help children discover the valuable qualities of milk, its importance for the development of the child’s body.
The children and I decided to see where else milk is found? Why does a person need milk?
Goal: to enrich children’s knowledge about milk as a valuable and useful product for the growth of the child’s body.
Objectives: Expand children's horizons about milk and dairy products.
To develop children's research skills (searching for information in various sources).
Develop a cognitive interest in research activities and a desire to learn new things.
Develop the ability to work in a team, the desire to share information, and participate in joint experimental activities.
To form in children a conscious attitude towards healthy eating.
Involve parents in the project.
Hypothesis.
If children learn more about the value of milk and dairy products through their own research activities, they will understand that milk is a valuable food product for the child's body and they will have a desire to eat it.
The project is based on a research teaching method. This is a method during which children learn to conduct independent research, learn to collect available information about the object of research, record it, and expand their horizons. Children develop creative abilities and the ability to express their definitions, and develop thinking and speech.
The main feature of exploratory learning is the activation of children’s educational activities, giving them an exploratory, creative character, and thus giving the child the initiative in organizing his cognitive activity. (A.I. Savenkov “Children’s research as a method of teaching older preschoolers” Moscow, “Pedagogical University “First of September”, 2007)
Research methods:
Observation;
Search work (from various sources of information);
Experimentation.
Before starting the project, I used the “Three Questions” method to determine the level of children’s knowledge about milk and dairy products. Its purpose is to identify the level of awareness of children before starting the project and compare knowledge at the end of the project. Together with the children, we discussed what they know about this topic and recorded the answers in a table. Next I asked what they would like to know? The answers were also recorded. She asked the children to think about how to find answers to the questions? The children decided to ask adults, read in books, learn from TV shows, conduct experiments, and go on a trip to the store. Third question: “What did you learn? ” was asked at the end of the project, which helped me draw the right conclusions and understand what the children had learned.
What we know about milk What we want to know What we learned
The cow gives milk
A cow lives in a barn
A cow grazes in a meadow and eats grass
White milk, sold in the store
Porridge is made from milk
A machine brings milk to the store
Cottage cheese is made from milk - How a cow gives milk
How does milk get to the store?
What other products are made from milk?
What's healthy in milk?
What can be prepared from milk - Cows live on farms, they are looked after by people (cattlemen, milkmen)
Milk is brought to the store from a dairy plant, where it is processed and dairy products are made.
Milk contains vitamins and minerals, fats, carbohydrates, proteins
You can prepare different dishes from milk: pancakes, omelettes, pies, bread, porridge, added to mashed potatoes
Milk is good for children's growth
The project was carried out in several stages.
Preparatory stage (2 weeks).
Creation of a developmental environment;
Selection of methodological and fiction literature on the topic;
Development of classes and an action plan on the project topic.
At the preparatory stage, I brought to the attention of parents the importance and significance of this topic. Together with parents, we created a developmental environment in the group. Children brought cartons of milk and dairy products from home to decorate the “Funny Cow” educational stand and play material. We selected methodological and fiction literature on the topic, produced visually illustrated materials (pictures, magazine clippings depicting dairy products and milk-based dishes, game materials. We drew up an action plan for the implementation of the project. Developed a series of classes devoted to the study of the properties of milk.
II. Practical stage (3 weeks)
Expand children's knowledge about milk and dairy products;
Develop cognitive interest and research skills;
Promote the ability to work in a team of adults and peers.
Together with the children, she conducted experiments and experiments with milk and dairy products, identified the properties of milk, tasted dairy products, mixed milkshakes, made yogurt, and baked pies. A series of classes was conducted on milk and dairy products and the problem of healthy eating. We went with the children on an excursion to the store in the dairy department.
In productive activities, children drew on the theme “Far in the meadow, cows are grazing...”, “A house in the village”, designed paper cows, made a “Dairy Products” mobile, drew posters, and created albums with drawings. Together with the children, they made a model of a glass with tubes indicating the composition of milk: proteins, fats, carbohydrates, minerals.
We played role-playing games “Farm”, “Dairy Store”, didactic games “The Fourth Odd”, “Guess the Taste”, “Labyrinths”.
In the speech direction, work was done to compile stories about dairy products and cows. Together with the children, we read stories, fairy tales, nursery rhymes that talk about milk and cows, and learned poems and dramatizations.
Conversations, leisure and entertainment were held to develop the values of a healthy lifestyle in children.
The children were given homework: explore the refrigerator at home and find dairy products in it, visit the dairy department in the store with their parents and see the variety of dairy products. In the group, the children exchanged their impressions. Thus, we found out which dairy products our students’ families prefer to consume. Parents were also invited to participate in the exhibition “Milk – the health of the whole family,” which presented joint drawings, crafts, and posters of children and parents.
III. Final stage (1 week)
Summarize children's knowledge on this topic;
To instill in children and their parents the need for a healthy lifestyle and positive emotions.
The presentation of the project took place in the form of a milk festival, which was attended by parents and children of a different age group. Information material was presented in the form of poems that the children read, games, songs and dances, as well as a surprise moment (a cow with Milky Way chocolates came to visit the children).
As a result of working on the project, children expanded their knowledge about milk and dairy products and learned that milk is not only tasty, but also a valuable product for baby food. Children acquired research skills: searching and collecting information, analyzing, systematizing and drawing conclusions; they acquired skills of mutual assistance, support and close communication with adults and peers. Interest in understanding the world around us has increased. All this contributed to the self-development of the personality of each child, nurturing in him determination and self-esteem.
The novelty of the project lies in the unusualness of the topic, the relevance of the topic and the use of the search and research method during the implementation of the project.
The practical significance of the project lies in its development and implementation in the educational process in preschool educational institutions, in the use of practical developments by teachers of the city and region.
So, we have come to the conclusion that the introduction of research methods into the educational process of kindergarten is today one of the main ways of knowledge, most fully consistent with the nature of the child and the modern tasks of his development.
By giving preference to the project-based teaching method, I thus create conditions for children’s self-realization.
For me, project activity is a kind of specific form of creativity, an effective means of professional and personal development and my creative manifestations.
Attached files:
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Search and research project for older preschoolers “Zimushka-winter”
Project "Zimushka - winter"
The project was developed by Olga Viktorovna Dobryakova,
art teacher
MBDOU "Kindergarten No. 2 of a combined type" Mikun
Project type:
Search and research, creative, practice-oriented, children's with the participation of parents and teachers, Group children's search and research, creative project.
Project topic:
"Zimushka - winter."
Objective of the project:
Formation of children's ideas and knowledge about seasonal changes in nature in winter;
Development of skills to convey received impressions in productive activities.
Project objectives:
To form children’s ideas about seasonal changes in living and inanimate nature during the winter;
Develop monologue, dialogic, polylogue, coherent speech, expand vocabulary;
Learn to depict winter nature, use different visual materials, draw with non-traditional techniques;
Contribute to the development of interest in search and research activities;
To promote the development of children's creative abilities, their imagination, logical thinking, and the ability to notice changes in nature;
Determine the steps to implement the project;
Foster a caring attitude towards nature, a desire to care for birds and animals.
Educational field: artistic creativity, cognition, communication, reading fiction, music.
Project duration: medium term: 2 months.
Dates: 01.12.-31.01.
Project participants: middle school children, parents, teachers, music director, art teacher.
Relevance of the topic:
This project topic will never lose its relevance and practical value, since it meets the principle of seasonality, on which the entire pedagogical process in preschool institutions (organizations) is built.
The project allows you to expand, enrich, systematize and creatively apply children’s knowledge about seasonal changes in nature and in people’s lives during the winter season; introduces winter holidays and the peculiarities of their celebration;
promotes the development of interest in search and research activities.
“Zimushka-winter” covers all educational areas; provides all project participants with more opportunities for creative realization.
The project is unique in that it is inextricably linked with everyday life: nature itself provides materials for observations, research, experiments and creativity.
Winter is a time of fun games, entertainment, New Year and Christmas holidays, which allows you to spend this time of year fun, creatively and usefully.
Project Implementation Plan
Selecting a topic.
Introducing children to seasonal changes in nature during the winter season,
Determining the steps to implement the project.
Field of artistic creativity
“We are creators of beauty.”
Preparatory
Creation of a developmental environment (selection of methodological literature, printed board games, audio recordings, cartoons, fiction, proverbs, sayings, riddles, illustrations, reproductions of paintings).
Preparation of materials for artistic creativity;
Drawing up a plan for joint activities with children.
Search and research.
Goal: to consolidate and expand ideas and knowledge about seasonal natural phenomena through children's search and research activities.
Give an idea of the lifestyle of birds and animals in winter;
To develop in children a desire for research activities;
Foster a caring attitude towards living and inanimate nature;
Involve parents in the implementation of the project.
artistic and creative.
Goal: Development of artistic and creative abilities of children.
1. Develop aesthetic perception, color perception.
2. Improve technical skills in drawing, sculpting, and appliqué:
In drawing: teach children to convey the image of winter in various techniques, use a variety of materials.
In sculpting: learn to convey images in a sculpted image using different methods and materials.
In application: learn to create a composition from paper using different techniques.
In music: learning songs about winter and dances for the holidays.
Encourage independent creativity and imagination.
Final.
Goal: generalization, systematization of children’s knowledge about the winter season and holding the final event “Winter-Winter”.
Strengthen children's knowledge on a given topic;
Develop an interest and desire to observe seasonal changes in nature;
Organize an exhibition of children's creative works.
Hold a competition for expressive reading of poems about winter;
Compiling an album with children's drawings about winter;
Hold winter holiday events.
Expected Result.
Expanding and enriching children's knowledge about seasonal changes in nature during the winter season.
Formation of children's cognitive interest during joint practical activities with a teacher.
Formation of monologue, dialogic and coherent speech of children, enriching it with epithets, new words and expressions.
Formation of children's artistic abilities during joint creative activities with adults.
Children’s use of new winter games and entertainment, the ability to use them in independent play activities.
Reading poems about winter by heart.
Involving parents in the creative process of working with children, strengthening interest in cooperation with the kindergarten.
Project activity product:
Competition for expressive reading of poems about winter.
Competition of crafts made from different materials and using different techniques “Father Frost’s Workshop” (joint creativity of children and parents).
Exhibition of children's drawings “Zimushka came to visit us - Winter” and “Happy New Year! "
Compiling an album with children's drawings on a winter theme: “Winter Forest”, “Winter has decorated all the houses with white paint”, “Trees in winter robes”, “House in the winter forest”, “Fairytale forest”, “Birds”, “Such different snowmen” ", "Soon, soon New Year! ", "Winter Sorceress", "Snowflakes", "Patterns on Glass", "New Year Tree", "Round Dance at the Christmas Tree",
Crafts from plasticine: “New Year trees”, “Penguins on an ice floe”, “Hut in the winter forest” (relief, “Snowflakes are spinning”, “Who lives in the winter forest?”, “Father Frost and the Snow Maiden”, “Symbol of the New Year - snake".
Application: “Snowmen”, “Hare at the Christmas tree”, “New Year’s balls”, “Decorating the Christmas tree”, “Who doesn’t sleep in the forest in winter? ", "Snowflakes are spinning" and others.
New Year's party "Visiting Grandfather Frost."
Holiday "Christmas Miracle".
The final event “Winter-Winter”.
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Research project for children of senior preschool age “Invisible Air”
Project “Air is invisible”
Project type: research, short-term
Relevance:
Air is a magician who is capable of performing many miracles. It can lift a sunken ship from the seabed, make possible the smooth flight of an airship and the rapid movement of aircraft. The preschooler has lived in the world for several years and is accustomed to encountering air everywhere.
But a child is not yet able to learn on his own, to study its properties, to find out what he had not thought about before or had no idea about.
Currently, in connection with the revision of priority forms and methods of teaching in preschool education, it is precisely the methods that develop children’s abilities for initial forms of generalization, inference, and abstraction that predominate. And this method is experimentation.
The task of adults is to help children develop an active desire to experiment; create optimal conditions for the development of creative, independent and joint activity of students through a variety of experimental and artistic activities.
Project participants: children of the senior speech therapy group, group teachers, parents.
Objective of the project:
To create in children a desire to independently conduct experiments with air and use the results in future activities.
Tasks:
1. contribute to enriching and consolidating children’s knowledge about the properties of air, expanding children’s understanding of the importance of air in the life of humans, animals, and plants;
2. teach children to conduct basic experiments with air; explore its properties, establish connections, changes;
3. organize children’s knowledge on the topic “Air” through independent search;
4. introduce environmental problems of air;
5. develop children’s cooperation skills through involvement in various activities with children and adults;
6. cultivate a culture of communication, intensify the speech activity of children.
7. develop creative activity in creating artistic images using the properties of air.
8. develop cognitive activity, creativity, imagination, thinking, fantasy, communication skills.
Project implementation timeframe- 3 months.
Project implementation stages.
Preparatory stage:
Study and analysis of the level of development of children's cognitive abilities, abilities and skills of research and creative design. Identification of the level and effectiveness of planning educational work, analysis of the organization of the subject-development environment, analysis of the effectiveness of working with parents to enrich and consolidate children’s knowledge about the properties of air.
Modeling stage:
Selection of methods, forms of work with children, parents of students, educators, creation of an effective subject-development environment in the group, creation of an information space for parents, selection of diagnostic methods.
Main stage:
Implementation of assigned tasks, development of diagnostic, methodological, practical material, determination of the most effective methods and techniques for working with children, parents, kindergarten teachers in organizing natural scientific observations and experiments with children.
Control stage:
Analysis of the work done, monitoring the level of development of children’s research skills, determining the level of competence of parents in organizing natural science observations and experiments with children at home, the desire to cooperate with preschool teachers.
Expected result:
1. Presentation of work experience on the pedagogical council of a preschool educational institution.
2. Organization of the photo exhibition “Air and We”.
3. Creation of the album “The Air Around Us”
4. Organization of a group exhibition “Everyone needs air”
5. Conducting a lesson together with parents of students: “Air is invisible”
As a result of the project, children will know:
1. Where is the air located?
2. The role of air in human life.
3. The role of air in the life of animals.
4. The role of air in plant life.
5. What is air needed for?
6. Properties of air.
7. Methods of air purification.
8. Rules for the young researcher.
As a result of the project, children will be able to:
1. Perform actions to organize experiments with air.
2. Ask questions, look for answers.
3. See a problem on a specific topic.
4. Formulate a goal, plan tasks.
5. Put forward hypotheses and test them.
6. Select tools and materials for independent activities.
7. Conduct feasible experiments and draw appropriate conclusions.
8. Present the results of experiments in the form of simple diagrams, signs, drawings, descriptions of conclusions.
Main areas of work:
1. Working with children.
2. Work with parents.
3. Work with employees.
4. Work to improve the subject-development environment.
Project implementation mechanism
Work with children
(planned and carried out throughout the day, through all types of activities):
Direct educational activities (DEA) from the educational field “Cognition”
Experimental activities of preschool children.
Search and research activities.
Organization of games: didactic, board-printed, verbal, creative, role-playing.
Organization of labor activities.
Organization of artistic and speech activities.
Organization of visual activities.
Looking at paintings and illustrations.
Organization of walks.
Reading works of fiction.
Working with crosswords.
Exhibition of children's drawings.
Creation of the World of Air Museum
Working with parents:
Questioning.
Design of folders - slides, folders - clamshells.
Organization of joint activities: making attributes, games, homework, participation in entertainment.
Making crosswords.
Selection of artistic words, riddles.
Exhibition of drawings.
Exhibition of illustrations and photographs.
Individual conversations.
Working with employees:
Seminar-workshop “How to introduce children to the phenomena of inanimate nature (using the example of air)”
Consultation “How to create an air museum”
Development of methodological materials within the framework of the topic (long-term planning, questionnaire)
List of used literature:
1. Burykina M. Yu. Introduction to the world of inanimate nature for preschool children. Bryansk 1995
2. Vinogradova N. F., Kulikova T. A. Children, adults and the world around. 1993
3. Journal of preschool education No. 3, 1999. Page 23 -30.
First, we created the conditions for conducting experiments with air. We ended up with a whole laboratory, since it included all areas of experimental activities in the senior group.
To conduct experiments with children, we purchased medical caps, and made aprons and sleeves from large thick garbage bags.
We cut out the neck and holes for the arms. The result was a uniform for scientific workers.
We conducted a series of experiments with air with the children: “Catch the air”, “Air moves”, “Air has weight”, “Air is lighter than water”, “Air has no smell”.
Cards were made to reinforce the properties of air.
The kids liked the game the most: “Who can blow the biggest soap bubble?”
Parents who were unable to come to the final lesson “Air is Invisible” were eagerly waiting for us to post photos from this lesson on the website.
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Projects in kindergarten
Projects in a preschool educational institution
The implementation of any project in a preschool educational institution can be divided into certain stages:
First stage
At the first stage, the teacher formulates the problem and goals of the project, after which the product of the project is determined. Introduces children into a game or story situation and then formulates tasks.
The tasks of children at this stage of the project are: getting into the problem, getting used to the game situation, accepting tasks and goals, as well as supplementing the project’s goals. The last point is very important, since one of the important tasks of a teacher is to develop an active life position in children; Children should be able to independently find and identify interesting things in the world around them.
Second phase
At this stage, the teacher (in addition to organizing activities) helps children competently plan their own activities in solving assigned tasks.
Children are united into working groups and roles are distributed.
Third stage
The teacher, if necessary, provides the children with practical assistance, and also directs and monitors the implementation of the project.
Children develop a variety of knowledge, skills and abilities.
Fourth stage
The teacher prepares a presentation on the activities of a specific project and conducts it.
Children actively help in preparing the presentation, after which they present the product of their own activities to the audience (parents and teachers).
Project classification:
Currently, projects in preschool educational institutions are classified according to the following criteria:
By topic
They differ in subject matter (creative, informational, gaming or research) and methods of implementing the results.
By composition of participants
The groups of project participants differ in composition - individual, group and frontal.
By implementation time
In terms of duration, projects can be short-term (1-3 lessons), medium-duration or long-term (example: familiarization with the work of a major writer can last the entire academic year).
Main stages of the project method:
The teacher helps children choose the most interesting and feasible task for them at their level of development.
Project development
Drawing up an activity plan to achieve the goal: who to turn to for help, sources of information are determined, materials and equipment for work are selected, what objects to learn to work with to achieve the goal.
Project implementation
More details on the website vospitatel.com.ua
Research topics for preschoolers | Trainee
Research topics for preschoolers
Attention! We also offer on this site a free download for preschoolers of our original game educational program Multiplication tables in cartoons.
Research topics in kindergarten compiled for children of the older group and performed with the help of teachers and parents.
In the process of research work (children's project), kindergarten students study in more depth the object chosen by the child, observe pets, flowers, plants, insects and, as a result of their research, give answers to seemingly simple questions for adults. Listed below research topics for preschoolers can be taken as a basis, supplemented and expanded.
Favorite animals
Topics for research papers in kindergarten about animals Polar bear Who lives in my forest? Who lives under the tubercle?
Material from the site obuchonok.ru
Research project in kindergarten on the topic: Nature of the native land
Research activities for preschoolers
Description and application of personal experience in the development of preschool children.
Research project on the topic “Nature of the native land.”
Teacher of the preschool department of Gymnasium No. 8, Irkutsk region, Angarsk
Project name:“How to grow a cedar sprout from a pine nut at home.”
Project participants: Yashchishina Elena Vladimirovna (preschool teacher), Izyumnikov Maxim.
Project duration: long-term 5 months.
Relevance of the project: Much attention has recently been paid to the development of cognitive activity in preschool children. Design becomes one of the central cultural mechanisms for transforming reality.
Throughout preschool childhood, along with play activities, cognitive activity, such as the search for knowledge, the acquisition of knowledge independently or under the guidance of an adult, carried out in the process of cooperation, is of great importance in the development of the child’s personality. The desire to observe and experiment, to independently seek new information about the world.
Currently, there is an acute problem in the disappearance of forests, cedar is no exception. Siberian cedar is the most valuable material in the manufacture of furniture, dishes, and pencils, so the number of cedar forests on earth is sharply decreasing.
In this regard, the project “How to grow a cedar sprout from a pine nut at home” was developed and implemented, participation in which made it possible to expand and systematize children’s knowledge about the cedar that grows in our Siberian forests, how many years it lives, and how it is useful for humans , stimulate the development of independent creative activity.
Objective of the project: Creating conditions for enriching knowledge about the characteristics of the Siberian cedar, finding out what place the cedar pine occupies in human life and in folk medicine, studying the features of growing cedar sprouts at home, developing the creative abilities of students, nurturing love and careful treatment of living nature.
Project objectives:
1. Enrich and consolidate knowledge about the characteristics of Siberian cedar pine.
2. Find out what place the cedar pine occupies in human life, and its use in folk medicine.
3. Find out whether it is possible to grow a pine pine sprout from a pine nut at home.
4. Develop the ability for cognitive activity. Learn to find information about the object of study using various sources of information (adults, encyclopedias, computer, TV shows).
5. Develop perception, thinking, speech in the process of searching and writing a story about cedar.
Project results:
1. The ability to find information together with parents on this topic (for example, that a cedar sprout can grow at home), this made it possible to learn how cedar is grown in an industrial planting, in a nursery. The consultation was conducted by Galina Kimovna Vikulova, an agronomist for forest management in the Irkutsk region.
2. A great desire to learn how to grow a cedar sprout from a nut at home.
3. Using various sources of information helped to learn about the secrets of cedar, how to properly grow a cedar sprout, and enrich the child’s coherent story on the topic of the project.
4. Close cooperation between the teacher and the family significantly helped the development of the child’s creative activity.
5. The project allowed us to develop a sense of respect for living nature and respect for cedar.
PROJECT: “How to grow a cedar sprout from a pine nut at home.”
Project Manager: Yashishina Elena Vladimirovna.
Project participants: children, parents.
Age of the child for whom the project is designed: 6th year of life.
Project type: information and research.
Educational area within which the project work is carried out: cognition, communication, health, artistic creativity.
Form of conduct: conversations, research, observation, joint and independent activities of the child.
Duration: long-term, 5 months.
Goal-result: message on the topic: “How to grow a cedar sprout from a pine nut at home,” photo presentation of the research.
Project stages:
Stage 1.
Statement of the problem, determination of the goals and objectives of the research work.
Conducting preliminary work on the topic “How to grow a cedar sprout at home.” A series of conversations was held with the children about the origin of cedar, about pine nuts as a valuable food product, what place cedar pine occupies in human life, and its use in folk medicine.
Statement of the problematic issue, motivation for the implementation of the project:
What else interesting, new, unknown could you tell about cedar?
Problems question: How can you grow a cedar sprout from a pine nut at home?
Drawing up and discussing with all project participants (pupil, parents, teacher) a step-by-step work plan, creating a bank of ideas and proposals. Selection of information sources.
Stage 2.
Organization of research within the project.
Project implementation activities
Lesson-conversation, reading encyclopedias, looking at illustrations of cedar and its seeds, using Internet resources.
Conversations “Cedar pine in human life and in folk medicine”, “The healing properties of cedar resin”, “Siberian cedar - the wealth of Russia”, “Air in cedar plantations”, “Beneficial properties of cedar oil”.
Excursions to the coniferous forest on the territory of the Sovremennik Palace of Culture and the territory of the kindergarten.
Selection and reading of legends, stories and poems dedicated to the Siberian cedar.
Studying folk signs about the secrets of cedar.
Consultation with a forestry specialist in the Irkutsk region.
Conducting research on how to grow a cedar sprout from a pine nut at home in order to harvest right near the house.
Observation of the experiment.
Recording the research results in an observation diary.
Generalization of the experimental results.
Discussion and compilation of the story “How to grow a cedar sprout from a pine nut at home.”
Design and display of a photo exhibition on the topic for children and parents.
Drawing up slogans about the protection of cedar by all project participants.
Practical part:
More details ped-kopilka.ru
Project “The Invisible Man That Everyone Needs” (senior group, long-term, information and research) - Kindergarten Club
Project type: Information and research.
Project participants: Teacher of the senior group Generalova V.I. Parents. Children of the older group (age 5-6 years).
Educational area: Cognition. World of nature. Safety.
Problem: What is air? What properties does it have?
Hypotheses:“Air is invisible because it is not there,” “We cannot touch air because it is not an object.”
Target: Using experiments (experiments), to identify the level of formation of ideas about air in children of senior preschool age.
Tasks:
1. Teach children research (search) activities, develop cognitive interest and curiosity in the process of observing real natural objects and practical experimentation with them.
2. Develop mental operations, the ability to put forward hypotheses and draw conclusions.
3. Learn to explain what is observed and record the results using accessible methods, accept and set the goal of the experiment, select tools and materials for independent activity.
4. Expand ideas about the importance of air in human life, formulate children’s ideas about oxygen and carbon dioxide. Develop environmental awareness.
Planned results:
After completing the project, preschoolers will be able to:
Show interest in the natural world, independently formulate questions and look for answers to them (independently and together with adults).
Search for information (independently and together with adults).
Collect, summarize and evaluate facts, formulate and present your own point of view (independently and together with adults).
Demonstrate basic skills in environmental management.
Brief summary of the project:
The proposed project is carried out as part of the environmental education of children of senior preschool age. Program “Childhood”, educational areas “Cognition”, “Health”, “Communication”. Can be implemented with children 5-7 years old.
As a result of independent elementary experiments and research aimed at studying air and its significance in human life, children form natural scientific ideas about objects of inanimate nature.
While working on the project, children will also answer the questions: “How to organize an effective search for information? What can be used for this?
Project implementation stages:
Stage 1: preparatory.
Creation of a technical base for children's experimentation (equipment, natural materials). Basic equipment of the laboratory: instruments - “helpers”: laboratory glassware, scales, containers for playing with water of different volumes and shapes; natural material: pebbles, clay, sand, shells, bird feathers, tree leaves, seeds, etc.; recycled material: wire, pieces of leather, fur, fabric, cork; different types of paper; dyes: gouache, watercolors; medical materials: pipettes, flasks, measuring spoons, rubber bulbs, syringes (without needles); other materials: mirrors, balloons, sieve, candles.
Generalization and clarification of children’s ideas about the functions and properties of air. (Reading fiction, looking at pictures of natural phenomena).
Questioning parents on this issue.
Diagnosis of children's knowledge at the beginning of the project.
Stage 2: main.
Organization of work on the project.
Theoretical part: drawing up a long-term thematic plan for working with children, developing notes and describing the conduct of experiments; creating the film “Good and Evil Wind”, consulting parents on the topic “Experiment in kindergarten and at home.”
Practical part:
1. Classes on environmental education (within the framework of the “Childhood” program).
2. Games-experiments on this problem.
3. Connection with other types of activities: gaming, productive, cognitive-research (independent experiments), communicative (conversations, reading fiction).
Stage 3: final. "Project Presentation".
Presentation of project results to MBDOU in the form:
Creative presentation with the participation of children “Experiments with air.”
Summary of the final lesson with children “What do we know about air.”
Comparative diagnostics of children’s knowledge on this issue at the beginning and end of the project.
Design of the information and research project “Invisible, which everyone needs” for participation in the republican competition “New in Education”.
Brief description of the project:
Description of assessment methods.
At the beginning of project activities (September), the teacher clarifies preschool children’s ideas about the properties of air, and evaluates the initial ideas of older preschool children (diagnostics). Questions that children would like answers to are discussed, a project plan is drawn up, which provides for the active participation of adults and children, and a long-term thematic plan for this problem is developed.
After completing work on the project, a presentation is made, which demonstrates the results of research on the topic studied.
Assessing the effectiveness of this method of working with children of senior preschool age (February - comparative diagnostics). The level of formation of children's ideas about air is assessed.
Description of forms of educational activity.
September
The project begins with generalizing and clarifying children's understanding of the functions and properties of air (diagnosis at the beginning of the project). Instill in children the idea that people need air to live.
Conducting a survey for parents on the topic “Experimental activities with children in kindergarten” and summarizing the results.
The teacher conducts a consultation for parents “Experiment in kindergarten and at home,” where he clarifies the importance of project activities in working with preschoolers.
Familiarization with materials and equipment for research activities. Support and develop the child’s interest in research, experiments, and discoveries.
Expand children's understanding of the properties of air: invisible, odorless, weightless.
At the initial stage, the work begins with the teacher setting the children the task of detecting air in the surrounding space and identifying its properties - invisibility. Children conduct an experiment and draw a conclusion.
Why do we need air? The teacher invites the children to take a deep breath and then exhale. We need air to breathe.
We inhale and exhale air.
Does the air have its own smell? Didactic game “Recognize by smell.” Children play the game and draw the appropriate conclusions that if they ate an orange in the room, used perfume or something else, then the air has the smell of this substance or product. Does the air have its own smell? (No.)
Strengthen the ability to independently use cup scales. Invite children to weigh the air and how this can be done using scales.
The teacher tells the children that air can be weighed using another method. Children test this in practice and conclude that balloons without air weigh the same as inflated ones.
Children are asked to think about where they can find a lot of air at once? Answering this question and conducting an experiment, it was found that we are, as it were, catching air and locking it in a balloon. If the balloon is inflated too much, it may burst.
Teacher's story "The first balloon." The first hot air balloon was built by brothers Joseph and Jacques Montgolfier. It was a long time ago, in 1983. The ball was made of linen and paper.
The brothers filled it with hot air, because hot air is lighter than cold air. The first passengers were a sheep, a duck and a rooster. Their flight lasted eight minutes.
Afterwards, people began to fly - the first person flew for twenty-five minutes. Now the balloons began to be filled with gases, since they are lighter than air. These flights became a popular sport.
The teacher suggests inflating the balloon using a pump.
The teacher asks the children which toy they know well has a lot of air in it. This toy is round, can jump, roll, and can be thrown. But if a hole appears in it, even a very small one, then the air will come out of it and it will not be able to jump.
All answers are summarized and a conclusion is drawn together with the children.
An adult helps children detect air in objects. After the experiment, the children discuss what it is (air); where did it come from (water displaced the air). They look at what has changed in the objects (they got wet, became heavier, etc.).
Invite children to independently use objects to prove that there is air around us. Children choose any objects and show their experience on their own. They draw a conclusion.
Invite children to detect atmospheric pressure in the room. The teacher shows the experiment, the children repeat and draw a conclusion: there is air around us, and it presses on all objects (this is atmospheric pressure).
Find that air takes up less space when compressed. Compressed air has the power to move objects. The teacher invites the children to explain the results of the experiment and talk about their feelings when performing the actions.
Using experiments, reinforce in children the idea that air can move objects (sailing ships, balloons, etc.)
The research results are summarized. Independent work is carried out in the laboratory corner.
Introduce children to the causes of wind - the movement of air masses; To clarify children's ideas about the properties of air: hot air rises upward - it is light, cold sinks down - it is heavy. Experimentally prove that wind is the movement of air.
Flies without wings and sings,
It bullies passers-by.
Doesn't allow one to pass
He encourages others. (Wind)
How did you guess that it was the wind? What is wind? Why is he blowing?
Children do the experiment with the help of the teacher and generalize.
How can we determine if there is wind outside? (By trees, using a pinwheel, ribbon, weather vane at home.)
What kind of wind is there? (Strong, weak, hurricane, southern, northern.)
Children on the street conduct experiments and draw appropriate conclusions. The children previously made pinwheels during the design lesson.
Wind is the movement of air. For this experiment, fans made in advance by the children are used. Children wave a fan over the water. Why did the waves appear?
The fan moves and seems to push the air. The air also begins to move. Conclusion: wind is the movement of air.
The research results are summarized. An open mini-lesson on ecology for parents on the topic “Wind”.
Invite the children to get acquainted with lightning, or rather, with its relative. The experiment is carried out in a dark room. The balls are rubbed with a woolen mitten.
Gradually bring one ball closer to the other, leaving a small gap. Sparks fly between them (the experiment is performed in a dark room with adults).
Introduce children to such a phenomenon as a tsunami, tell them what it is and why a tsunami is dangerous for humans. Invite children to prove this experimentally.
Introduce children to the natural phenomenon “Sandstorm”. To conduct this experiment, the teacher shows an illustration of a sandy desert depicting dunes and suggests looking at it before starting work. Questions for children: Where do you think such sandy slides come from in the desert? (Answers are listened to, but not commented on; the children themselves will answer this question again after the end of the experiment).
Screening of the film “The Wind - Good and Evil.”
Compare the properties of water and air with children. Using experiments, find similarities and differences. (Similarities – transparent, tasteless and odorless, take the shape of a vessel, etc. Differences – water is heavier, flows, some substances dissolve in it and solidify, taking the shape of a vessel; air is invisible, weightless, etc.)
Discover with children that air is lighter than water; find out how air displaces water, how air leaves water. Children conduct an experiment and at the end draw conclusions: the glass is gradually filled with water, air bubbles come out of it; air is lighter than water - when it enters a glass through a tube, it displaces water from under the glass and rises up, pushing the glass out of the water.
The teacher invites the children to independently conduct an experiment with toys filled with air and once again prove that air is lighter than water.
Recognizing with children that air is lighter than water is powerful. The teacher conducts an experiment and determines what is easier and what is harder, and invites the children to do the experiment on their own.
Presentation of the project “The Invisible Man That Everyone Needs.”
Final lesson with children “What do we know about air.”
Practical significance of the project:
for society – a child who has mastered the skills of search and research activities is able to independently solve emerging problems, which is necessary for schooling and successful self-realization in society;
for a child – the development of cognitive skills and personal qualities.
After all the experiments, conversations and presentations devoted to the study of air, the children firmly formed an idea of the concept of air, its properties, the causes of wind, what cold compressed and warm expanded air is. Numerous experiments aroused children's cognitive activity, curiosity and desire for independent knowledge and reflection.
The results of the project activities carried out jointly with children were:
Two hypotheses were refuted: “Air is invisible because it is not there” and “We cannot touch air because it is not an object”;
The following hypotheses expressed by the children were confirmed: “Air can be caught, it can move objects, it can be cold and warm.” The children understood and consolidated for themselves that all the space around is filled with air and that without it there would be no life on Earth, air is life.
From experience in organizing research activities with preschoolers
Federal state educational standards define new approaches to the joint activities of the teacher, child and parent. Design and research activities open up wide opportunities for joint activities of adults and children, for experimental search, for realizing the child’s desire for independent search activity.
The work of preschool teachers on the introduction of design and research activities in our institution was carried out under the guidance of a senior kindergarten teacher and began with the study of methods and techniques of special literature, acquaintance with work experience in this direction.
At the next stage, the joint work of teachers, children and parents to create projects was organized, the goals and objectives of design and research activities were determined.
Target: formation of the foundations of investigative behavior in preschoolers, development of creative thinking, imagination, fantasy.
Tasks:
- Increasing the level of cognitive activity of children;
- Development of communication and creative skills;
- Developing the ability to work in a team.
Psychological and pedagogical support for design and research activities was carried out by a teacher-psychologist, who worked to reveal the emotional, intellectual and creative potential of the child’s personality, carried out a systematic and consistent study of development levels at all age stages. He contributed to the creation of conditions for successful interaction in the educational environment of teachers, students and parents.
Areas of psychological and pedagogical support:
- Search and pedagogical support for experimental work, monitoring the results of psychological development of students;
- Ensuring psychological comfort for participants in the educational process and the opportunity to choose areas of self-realization;
- Advisory and information support for project participants.
- Diagnostics;
- Developmental activities.
In the course of practical activities, the teaching staff of the kindergarten found the most optimal forms of organizing research activities with preschoolers:
- Lessons - experimentation
More details dohcolonoc.ru
Abstract of GCD for experimental activities in the preparatory group “Magnet and its amazing properties”
Goal: to develop cognitive activity, the ability to experimentally confirm or refute received information.
Introduce children to a magnet - a metal with magnetic properties.
Introduce children to the properties of a magnet - it attracts metal objects and can act through obstacles (water, paper, sand).
Develop research skills, analyzing perception, logical thinking.
Develop speech activity: the ability to put forward hypotheses, express the results of actions in speech.
Find the use of a magnet in people’s lives, identify its positive and negative effects.
Material: magnets (small and large), small objects made of different materials, containers with water, paper clips, compass.
Integration: NGO “Cognition”, NGO “Communication”, NGO “Safety”, NGO “Socialization”
Technologies: experimental search, gaming.
Progress of the lesson:
Guys, today on the way to kindergarten they handed me a letter and a box. We will read the letter and try to guess what is in this box? (read the letter)
To understand what is in this box you need to guess the riddle:
This stone is not simple,
It has one twist.
He can move objects
And attract iron.
You guys don't rush
Name this stone. (that's right guys, it's a magnet). Does anyone know what a magnet is and why it is needed? (children's answers). To find out what interesting things a magnet can do, let’s conduct experiments.
Experiment No. 1 “Get a paper clip out of the water without getting your hands wet.”
You have a container of water on the tables, move it towards you. You also have cups with handouts (paper clips). Take a paperclip and place it in water. Take a magnet, it will help us pull the paper clip out of the water without getting our hands wet. Draw a conclusion: (the magnet acts through the walls of the container and water).
Physical education minute
Guys, now you will all be bunnies. Do you agree? Bunnies won't be bored
Let's do exercises together?
Turn right, left, bend over and rise.
Paws up, paws to the side
And in place skok-skok-skok.
And now we're skipping,
Well done, my bunnies!
Slow down kids,
Step in place, stop!
Like this!
Experiment No. 2 “Is everything attracted by a magnet? » Move the plates with handouts towards you. Look closely at what the objects are made of? (made of steel, metal, etc.). But metal can be different, let's take a magnet and find out if all metals are attracted to it? Group 1 - objects that attract.
Group 2 - objects that are not attracted.
What objects does a magnet attract? (transfer)
Why didn't you grab a metal coin? (aluminum)
Conclusion: Attracts objects made of steel and iron.
And now I will show you that a magnet is not always useful, and can even cause harm if it is not used for its intended purpose. What is this? (showing compass)
Let the children express their guesses about what will happen if you bring a magnet to the compass? - What will happen to the arrow? Will she change her position?
Test children's assumptions experimentally. By holding the magnet close to the compass, children will see that the compass needle moves with the magnet.
Explain the observation: a magnet that approaches a magnetic needle affects it more strongly than earthly magnetism; the arrow-magnet is attracted to a magnet that has a stronger effect on it compared to the Earth.
Let's remove the magnet and see that the compass begins to show the sides of the horizon incorrectly.
Reinforce with children that such “tricks” with a magnet are harmful to the compass - its readings “go astray.”
The magnet is also harmful for many devices, the iron or steel of which can become magnetized and begin to attract various iron objects. Because of this, the readings of such devices become incorrect.
A magnet is harmful to audio and video cassettes: both the sound and the image on them can deteriorate and become distorted.
It turns out that a very strong magnet is also harmful for humans, since both humans and animals have iron in their blood, which is affected by the magnet, although this is not felt.
If you bring a strong magnet to the screen of a switched-on TV, the image will be distorted and the color may disappear. after the magnet is removed, both should be restored.
Please note that such experiments are dangerous for the “health” of the TV also because a magnet can accidentally scratch the screen or even break it.
Where can you use a magnet?
In medicine, household appliances, inside engines, in cars, even in toys; There is no area in human activity where a magnet is not used.
Conclusion: Today we looked at large and small magnets. We learned about their properties, what properties of a magnet did we learn about?
We now know that a magnet attracts objects made of steel and iron; that a large and a small magnet differ in their strength of attraction; Did you find out whether a magnet is always beneficial or can cause harm? ; where is the magnet used?
Teacher at the Children's Development Center - Kindergarten No. 33 "Raduga", Belgorod region. Gubkin.
Research project “The Amazing Properties of Wood” (for children 4-5 years old)
Project type: Cognitive and practical.
Project implementation period: Average duration (1 month).
Relevance of the project:
The choice of the project topic was not accidental. Having become acquainted with the heroes of the fairy tale “Bubble, Straw and Lapot”, we began to think about how to help the heroes cross the river. A paper napkin, a piece of cloth, an iron and a wooden plate were lowered into a container with water. They saw that paper, fabric and metal were sinking, but the wooden plate was not. They concluded that if an object does not sink, then it can be floated on. You can help the heroes of a fairy tale if you use a wooden plate. We decided to find out what properties and qualities wood has and how it can be used. This is how the idea for the project and the desire to get acquainted with the properties of wood arose.
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Objective of the project:
Introduce children to the properties of wood through experimental activities. Expand children's understanding of the variety of wooden products and their purpose. Give your child the opportunity to really, independently discover the magical world of wood.
Hypothesis: Does wood have different properties?
Tasks:
Expanding children's understanding of wood, its qualities and properties.
Establishing cause-and-effect relationships between the properties of a material and the way it is used.
Clarification of knowledge about wood and its processing in production.
Development of skills to determine the essential features and properties of a material (structure, hardness, does not sink, lightness, etc.).
Develop the ability to draw conclusions.
Research methods: Selection of material on the topic; conducting experiments with wood products; reading fiction; album production; excursion to the carpentry workshop; drawing up diagrams;
Expected results:
Enriching children with knowledge about the properties and qualities of wood will help them identify objects such as function (method of use) and purpose (ability to satisfy needs). Children will gain experience:
In research activities;
In putting forward hypotheses and choosing methods to prove them;
In active and friendly interaction with the teacher and peers when conducting research activities;
In building a game action accompanied by speech;
Implementation plan:
Experience 1.
First we decided to find out where the wooden plate came from. Looked at the illustrations. The forest is our friend, where different types of trees grow; it is a “factory” that produces wood. Guessed riddles about trees; clarified what main parts the tree consists of. We learned why people value wood so much, what valuable material they get from it and in what way. We made a diagram. First, the tree is cut down, then cleared of branches, the logs are taken to a factory, where they are sawed into boards, and then wooden objects are made (toys, dishes, furniture, doors, musical instruments, etc.). The age of the tree was determined by the number of rings on the tree cuts. After examining, we found that the tree is opaque and each has its own pattern.
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Experience 2.
To consolidate knowledge about wood and its processing in production, we organized an excursion to the carpentry workshop. While watching a carpenter at work, we saw that wood can be planed, sawed, and after the work, sawdust remains - wood shavings, which are also used to make furniture in factories.
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Experience 3.
We came up with a continuation of the fairy tale “Bubble, Straw and Lapot”. What happened to our heroes next? Having crossed the river, they walked for a long time through the forest, but soon became tired and cold. What should I do? We decided to make our own house. What material is better to use? After conducting an experiment, they decided that it was better to build a house out of wood. There are many trees in the forest, the wood is hard, does not allow cold to pass through, and can be processed well - it can be sawed, planed, and nails can be driven into it.
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Experience 4.
Our heroes are hungry. We decided to cook ourselves lunch. What can you make a fire from? After conducting an experiment, we found that wood burns well; you can make a fire from pieces of wood and branches. For lunch - porridge. As you know, porridge needs to be stirred constantly. Which spoon is more convenient for doing this? We checked: it’s better to stir with a wooden spoon, because it doesn’t heat up and you won’t burn your hands.
Based on the results of the study, we concluded:
The tree is light and floats in water.
The wood is hard and easy to work with.
Wood burns well, but objects made from it do not heat up.
The wood is opaque and has its own pattern.
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Result: Thus, our hypothesis was confirmed - wood has numerous amazing properties, which is why people use it widely.
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Experiment in kindergarten.
The material was prepared by the teacher of the preparatory school group Stolika S.E.
We live in a rapidly changing world, in the era of information, computers, satellite television, mobile communications, and the Internet. Information technologies give us new opportunities. An interesting future awaits our current students. In order for them to be successful and skillfully navigate the ever-growing flow of information, they need to be taught to easily and quickly perceive information, analyze it, master new things, and find innovative solutions in various situations.
The problem of developing the intellectual and creative potential of a child’s personality is one of the main educational tasks. Each child has individual cognitive abilities. Abilities are found not in knowledge, skills and abilities, as such, but in the dynamics of their acquisition.
The content and methods of teaching preschoolers are aimed at developing attention, memory, creative imagination, developing the ability to compare, highlight the characteristic properties of objects, generalize them according to a certain criterion, and receive satisfaction from the solution found. When a child acts with objects himself, he understands the world around him better, so priority in working with children should be given to practical teaching methods: experiments, projects, experiments.
One of the optimal technologies that supports a competency-oriented approach in education can be considered the project method. The project method is based on the idea that forms the essence of the concept of “project” - its pragmatic focus on the result that is obtained by solving a particular practically or theoretically significant problem.
Using the project method allows you to develop children’s cognitive abilities, teach them to independently construct their knowledge, navigate the information space, and develop critical thinking.
Experimentation is of great interest to children. Experimentation is a truly childish activity that is leading throughout preschool age.
Having set ourselves the goal of developing the cognitive abilities of children, we naturally turned our attention to the use of design and research methods in working with children.
At this stage, we used a variety of methods and techniques, applied TRIZ technology, organized experimentation, and widely used the project method.
The use of models and diagrams, in our opinion, allows us to comprehend and systematize the acquired knowledge.
In the process of using models and diagrams, children master symbolic activity: they learn to substitute, code, and model. Children have fun coding fairy tales, playing the game “Find the Treasure”, where they use a drawn map - diagram, draw a plan of the group, kindergarten, our area and ask each other various questions. For example, how can we get from our kindergarten to the children's park faster? Tell in words how to get from the book corner to the experimentation center, etc. Boys often model, sketch imaginary models of cars, airplanes, etc.
Map of interests for preschoolers.
Dear parents!!!
Identifying a child’s interests and inclinations is a very difficult matter, like any other psychodiagnostic work. The teacher, using the presented methodology, can obtain primary information about the direction of interests of schoolchildren. This, in turn, will give him the opportunity to more objectively judge the child’s abilities and the nature of his giftedness.
When studying the direction of interests of preschoolers, it should be taken into account that the interests of most children of this age are not clearly differentiated and unstable. But this cannot be a reason to refuse to study them. Without information about the child's inclinations and interests, our pedagogical measures may be inadequate.
It is also important that despite the lack of absolute coincidence noted by researchers between interests and inclinations, on the one hand, and abilities and talents, on the other, there is a close connection between them, which is already quite clearly expressed in the early stages of personality development. A child is, as a rule, interested in the science or field of activity in which he is most successful, for achievements in which he is often encouraged by adults and peers. Thus, aptitudes act as an indicator of abilities and talent, on the one hand, and as a starting point, on the other.
To ensure that the information received is objective, it is advisable to conduct a survey using this method not only of children, but also of your parents. To do this, it is necessary to prepare answer sheets for the number of participants - this is the most labor-intensive operation. The survey can be carried out collectively. The instructions are extremely simple and do not require much effort to learn. The results can also be processed within a short time.
Instructions for parents.
In order to give you the right advice and specific recommendations for developing your child’s abilities, we need to know his inclinations. You are asked 35 questions. Think and answer each of them, trying not to overestimate or underestimate the child’s capabilities. For greater objectivity, compare him with other children of the same age.
Write down your first and last name on your answer sheet. Place your answers in the cells whose numbers correspond to the question numbers. If what is said in the question is not liked (from your point of view) by the child, put in the box (-); if you like it - (+); I really like it - (++). If for any reason you find it difficult to answer, leave this cell blank.
Question sheet
Each question begins with the words “Do you like...”
1. Solve logical problems and intelligence problems.
3. Sing, play music.
4. Do physical exercise.
5. Play various group games with other children.
7. Do something in the kitchen (wash dishes, help prepare food).
8. Play with a technical constructor.
9. Learn the language, be interested in and use new unfamiliar ones
10. Draw on your own.
11. Play sports and outdoor games.
12. Supervise children's games.
13. Go to the forest, to the field, watch plants, animals, insects.
14. Go to the grocery store.
16. Play games with guessing words (names of cities, animals).
17. Compose stories, fairy tales, stories on your own.
18. Follow a daily routine, do exercises in the morning.
19. Talk to new, unfamiliar people.
20. Take care of your home aquarium, keep birds and animals (cats, dogs, etc.).
21. Clean up books, notebooks, toys, etc.
22. Design and draw designs of airplanes, ships, etc.
23. Get acquainted with history (visit historical museums).
24. Independently, without encouragement from adults, engage in various types of artistic creativity.
26. Explain something to other children or adults (convince, argue, prove your opinion).
27. Care for domestic animals and plants, help them, treat them, etc.
28. Help adults clean the apartment (wiping dust, sweeping the floor, etc.).
30. Get acquainted with social phenomena and international events.
31. Take part in dramatization games and staging performances.
32. Play sports in sections and clubs.
33. Help other people.
34. Work in the garden, vegetable garden, grow plants.
35. Help and independently sew, embroider, wash.
The questions are drawn up in accordance with the conditional division of the child’s inclinations into seven areas:
mathematics and technology; humanitarian sphere; artistic activity; physical education and sports; communication interests; nature and natural science; household chores, self-care work.
Processing the results.
Count the number of pluses and minuses vertically (plus and minus cancel each other). Dominance where there are the greatest number of advantages. When summing up the results and especially when formulating conclusions, allowance should be made for the objectivity of the subjects. It is also necessary to take into account that a gifted child’s interests in all areas can be equally well expressed; at the same time, a number of children sometimes exhibit a lack of pronounced inclinations; in this case, we should talk about some specific type of direction of the child’s interests.
This technique is not only diagnostic, it can also help in solving correctional and pedagogical problems; with its help, you can intensify your parents’ work with you in this direction, push them to study the interests and inclinations of their own children, and give them the opportunity to at least think about this complex problem. The results obtained can be very useful as a reference scheme for observations of children. It is also interesting to compare the responses of teachers and you parents. This will create a more objective picture of the direction of the child’s interests and identify areas for correctional work both with the children and with you as parents.
"Cognitive activity of an older preschooler."
Development of cognitive activity in the process of children's experimentation.
The most important type of search activity is experimentation.
Children's experimentation is a special form of research activity in which the processes of emergence and development of new personal motives that underlie self-development are most clearly expressed (N. Poddyakov).
One of the areas of children's experimental activities that we actively use is experiments. They are carried out both in classes and in free independent and joint activities with the teacher. Experience is observation of natural phenomena, which is carried out in specially organized conditions. The cognitive task of the experiment must be clearly and precisely formulated. Its solution requires analysis, correlation of known and unknown data. During the experiment, children express their assumptions about the causes of the observed phenomenon and choose a method for solving a cognitive problem. Thanks to experiments, children develop the ability to compare, contrast, draw conclusions, express their judgments and conclusions. Experiments are also of great importance for understanding cause-and-effect relationships.
It is very important that every child is involved in the process of conducting experiments.
It is especially interesting for children to experiment with objects of living and inanimate nature. So, having planted the seeds of zorka and calendula flowers in special cups, children observe their development: which seed sprouted faster, why; what influence does a person have on the development of plants, does the growth of flowers depend on weather conditions. We record the results of observations in a specially designed calendar. Children record its daily changes in the “weather” line using symbols (clouds, sun, rain, etc.). The line “flowers” marks the day the sprout first appeared and its changes in subsequent days. An experiment is carried out with two types of flowers to compare and identify the reasons for the discrepancy. The line “care” records how children care for the plant, also using symbols (a stick for loosening, a mug for watering, etc.). In the calendar, information is encoded, and then, based on analysis, patterns and connections are established between the growth and development of a plant, the role of humans and weather conditions, and changes in nature. In order to establish why the calendula seed sprouted faster than the zorka seeds, we examined them through a magnifying glass, felt them, sniffed them, etc. As a result, the children established: the shell of the zorka seed is hard, thick, rough, does not crumble under the influence of force, while that of calendula the shell is thin and very fragile, the seed is in the form of a hair, and is quickly destroyed by external influence. Consequently, under the influence of damp soil and heat, the calendula seed germinates faster.
In the process of conducting research activities, we develop children’s environmental literacy and foster an active environmental position. After observing the changes occurring on the tree over several days, one girl in my group asked the question: “Why did the leaves curl up?” This question served as the impetus for examining the object and establishing the cause: the appearance of a butterfly pupa. What needs to be done to prevent the tree from dying? One solution: spray the plant with a soap solution. We did this together with the children.
While working in the garden, the guys notice that where there are a lot of weeds, the radishes are small, and where there are none, they are large. Conclusion: Weeds interfere with plant growth. Carefully cutting off tree branches, we observe together with the children which tree and where (in a dark place or in the light) the leaves will bloom faster. Children draw conclusions: what conditions are necessary for plant growth.
Thus, several stages can be distinguished in organizing and conducting experiments:
1. Statement of the problem (task).
2. Finding ways to solve the problem.
3. Conducting experiments.
4. Recording observations.
5. Discussion of the results and formulation of conclusions.
Objects of inanimate nature are also studied: sand, clay, snow, stones, air, water, magnet, etc. For example, we suggest making a figurine from wet and dry sand. Children discuss what kind of sand is being molded and why. Examining sand through a magnifying glass, they discover that it consists of small grains of sand crystals, this explains the property of dry sand - flowability.
We introduce older preschoolers to the movement of bodies and its main components, the sphericity of the Earth, daily and seasonal changes, the mass of bodies using scales, aggregate changes in matter, the straightness of the propagation of light, etc.
Determining the structure of plants and animals, identifying the whole object and the parts of which it consists;
Various manifestations of living beings (methods of functioning, for animals - different forms of behavior);
Determining the properties and characteristics of objects and their parts (color, size, shape, surface features);
Identification of components of the external environment and their qualitative characteristics.
So, looking at a dandelion, children note what it consists of, what its functions are (what it does: blooms, grows, smells, sways, drinks, bends, dies, reproduces), what it feels like (wet, soft, rough), why In the morning the bud is closed, and in the afternoon it opens? Thus, the more sense organs are involved in cognition, the more properties the child identifies in the object under study. Consequently, his ideas expand, allowing him to compare, differentiate, actively reflect and doubt.
In order to clearly trace changes in living and inanimate nature that occur from season to season, we use various models of observation calendars. For example, in the middle group - a pie chart.
Each sector is painted in a specific color: yellow - autumn, white - winter, green - spring, red - summer. On this “magic circle” we note the signs of the season that the children observed. The pie chart has pockets and cuts where symbols and icons are placed, indicating the signs of each season. A sign, a symbol helps the child generalize and retain information.
We use, for example, the following conventions:
Icons are entered only after observations.
In the older group, children record observations of the growth of planted plants and animals in the nature calendar with the help of symbols. Creative knowledge of nature contributes to the formation of ideas about the basic laws of nature. At a younger age, this is the variability of the seasons and the dependence of changes in living nature (i.e. in the life of plants and animals) on the changing conditions of inanimate nature. In order to teach children to identify the simplest connections in observed natural processes, we begin working with them at the age of 4. At this age, we develop in children an understanding of individual, frequently occurring phenomena of inanimate nature (precipitation - snow, rain, hail, the distinguished properties of sand, water, morning-evening, day-night, etc.), and also introduce them to objects living nature: indoor and wild plants, wild and domestic animals. As a result, children acquire a certain amount of knowledge about the natural world. They develop a cognitive interest in natural objects, a desire to learn new things about the properties of things, and to actively explore them. They ask questions: “Why do birds fly away in the fall? Where do bugs and butterflies live in winter? Why is the snow melting in the room? At this age, children's attention becomes more stable; they can observe animals and plants for quite a long time.
The essence of observations lies in the sensory knowledge of natural objects, through various forms of perception - visual, auditory, tactile, kinesthetic, olfactory, etc. Children are introduced to a small number of plants in the room and on the site. By examining them, observing their growth and development in different environmental conditions, preschoolers learn to distinguish plants, name them correctly, focusing on characteristic features - shape, size, color of leaves, fruits, flowers, stems. They become familiar with the functions of the organs: the plant is held in the ground by its roots, sucks water and nutrients from it, which pass through the stem, trunk, and branches into leaves, flowers, and fruits. The main function of leaves is to absorb sunlight. A flower is a reproductive organ; in its place a fruit appears with seeds, from which new plants can later grow.
Methods of movement (how and with the help of which organs it occurs);
Appearance: body parts, structural features, characteristics (color, shape, size) of external organs;
Orientation in space (how they listen to sounds and noises, how they look around);
How they react to their surroundings;
Habitat - terrain features, food, other animals - neighbors (enemies, neutral);
Relationships with people - a reaction to their appearance;
Life manifestations in different seasons: changes in color during transitional seasons, nest building, food supply, their search in winter.
In addition to the content, it is extremely important to determine the organizational and methodological forms of conducting observations of natural objects. The pedagogical process should be structured in such a way that children’s interest in the inhabitants of the corner increases, their ideas about them constantly expand, and by the end of the school year any child could be a guide to the corner of nature. These requirements are met by cyclic observation, which is organized at various routine moments of everyday life. A separate cycle is a series of interconnected observations of a specific object in a corner of nature or a section of a kindergarten. Each of the observations in the cycle has its own content, its own purpose, does not repeat other observations, but is interconnected with them. The cycle of observations allows the child to sensory and independently acquire a system of specific knowledge about the animals or plants that live in his neighborhood. Repeated reference to the same object over a period of 1-3 months forms children’s stable cognitive interest in it. As a result, children develop a need for new independent observations.
Requirements for conducting observations.
1. The spatial organization of observations should be such that any natural object is as accessible as possible to every child. In each specific case, the teacher considers how many children can simultaneously participate in the observation, and how to arrange them so that they are all in the same row. The child should be able to independently receive sensory information about nature (feel the nature of the surface, determine the shape, temperature, weight of an object, hear the sounds emanating from it, smell it). You can place the whole group along the bed (if the bed is large), and no more than five people around the aquarium.
The teacher verbally designates everything that the children see, but the word must follow the perception - only in this case the child develops full-fledged knowledge.
2. The perception of any objects should be short-lived, since observation is a mental, intellectual activity that requires concentrated attention, volitional effort, and mental effort. During observations, you cannot talk, play, or manipulate objects. The optimal time for intensive mental activity in children is 3-10 minutes, and observation is limited to this time.
3. Observation develops according to a certain pattern: beginning, main part and end. First you need to gather the children and concentrate their attention. It is better to use the following techniques that evoke light positive emotions and a willingness to listen to the teacher:
An invitation to watch something interesting together;
Affectionate intriguing intonation;
Riddle-description, riddle-action about the object of observation.
The second part is the main one, it ensures independent receipt of sensory information. The teacher offers to look at the object and asks questions with pauses of 2-3 seconds. Seconds of silence and silence are the main point in observation: they allow children to concentrate in finding answers to questions. The main part must be solid, unified. It should not be interrupted by stories, explanations, poems, games, riddles. You can use logically selected actions and movements. For example, after two seconds of observation, ask the children to show how a fish opens and closes its mouth, how a bird closes its eyes, and ask what the children feel. Observations, when paired well with actions, make it easier to obtain information. At the end of the observations, the teacher reads poetry, sings songs, plays, and makes riddles about the observed object.
4. Special preparation for observations is required. For example, before observing a bird resting and sleeping in the evening, you need to turn on the light on one side, maintain silence, etc. In some cases, tasks are given for independent observation: listen to how the bird sings, what sounds it makes, what the bird’s singing means, etc.
“Conducting experimental search activities in kindergarten”
An experiment or experience is a special type of observation organized in specially created conditions.
Involving children in carrying out simple experiments in classes, walks or in a corner of nature and in the kindergarten area is very important for the development of observation and curiosity, cultivating an active and correct attitude towards objects and natural phenomena.
With the help of elementary experiments, you can show children such phenomena in inanimate nature as the freezing of water, the transformation of snow and ice into water, the formation of a rainbow, etc.
Through an experiment, children will learn about the role of water and fertilizers in plant life. However, it should be remembered that one should not get carried away with experiments that harm plants. So, for example, wanting to explain the importance of water for plants, they sometimes suggest leaving one of the flower beds without watering on a hot day. The next day the plants wither. Some educators make a similar mistake in experiments with fertilizers.
You can cultivate a sustainable interest in nature and a caring attitude towards plants through the example of positive results of work. Children should be taught care techniques that ensure good growth for plants.
The experiment is carried out in specially organized conditions. The cognitive task must be clearly and precisely formulated. Its solution requires analysis, correlation of known and unknown data. During the experiment, children express their assumptions about the causes of the observed phenomenon and choose a method for solving a cognitive problem.
Thanks to experiences, children develop the ability to compare, contrast, draw conclusions, express judgments and inferences. Experiments are also of great importance for understanding cause and effect relationships.
Experiments should be built on the basis of ideas that children already have, which they received in the process of observation and work. It is important that children be active participants in setting up and conducting experiments. When discussing the results of experiments, the teacher leads children to independent conclusions and judgments.
Experiments that can be carried out in kindergarten:
Experience No. 1. Record weight
To conduct the experiment you will need: 2 coffee or canned food cans, a sheet of paper, an empty glass jar.
1. Place two tin cans at a distance of 30 cm from each other.
2. Place a sheet of paper on top to create a “bridge.”
3. Place an empty glass jar on the sheet. The paper will not support the weight of the can and will bend down.
4. Now fold the sheet of paper like an accordion.
5. Let's put this “accordion” on two tin cans and put a glass jar on it. The accordion does not bend!
Experiment No. 2. Pipette straw To conduct the experiment you will need: a cocktail straw, 2 glasses.
1. Place 2 glasses next to each other: one with water, the other empty.
2. Place the straw in the water.
3. Pinch the straw on top with your index finger and transfer it to the empty glass.
4. Remove your finger from the straw - the water will flow into the empty glass. By doing the same thing several times, we will be able to transfer all the water from one glass to another.
A pipette, which you probably have in your home medicine cabinet, works on the same principle.
Experiment No. 3. Teach an egg to swim
To conduct the experiment you will need: a raw egg, a glass of water, a few tablespoons of salt.
1. Place a raw egg in a glass of clean tap water - the egg will sink to the bottom of the glass.
2. Take the egg out of the glass and dissolve a few tablespoons of salt in the water.
3. Place the egg in a glass of salted water - the egg will remain floating on the surface of the water.
Salt increases the density of water. The more salt there is in the water, the more difficult it is to drown in it. In the famous Dead Sea, the water is so salty that a person can lie on its surface without any effort, without fear of drowning.
Experiment No. 4. “Bait” for ice
To carry out the experiment you will need: thread, ice cube, glass of water, pinch of salt. Bet a friend that you can use a thread to remove an ice cube from a glass of water without getting your hands wet. 1. Put the ice in the water
2. Place the thread on the edge of the glass so that one end of it lies on an ice cube floating on the surface of the water.
3. Sprinkle some salt on the ice and wait 5-10 minutes.
4. Take the free end of the thread and pull out the ice cube from the glass.
Salt, once on the ice, slightly melts a small area of it. Within 5-10 minutes, the salt dissolves in water, and clean water on the surface of the ice freezes along with the thread.
Experiment No. 5. Running toothpicks
To conduct the experiment you will need: a bowl of water, 8 wooden toothpicks, a pipette, a piece of refined sugar (not instant), dishwashing liquid.
1. Place toothpicks in rays in a bowl of water.
2. Carefully lower a piece of sugar into the center of the bowl; the toothpicks will begin to gather towards the center.
3. Remove the sugar with a teaspoon and drop a few drops of dishwashing liquid into the center of the bowl with a pipette - the toothpicks will “scatter”!
What's going on? The sugar absorbs the water, creating a movement that moves the toothpicks towards the center. The soap, spreading over the water, carries along the water particles, and they cause the toothpicks to scatter. Explain to the children that you showed them a trick, and all tricks
are based on certain natural physical phenomena that they will study in school.
Experiment No. 6. Invisible ink
To conduct the experiment you will need: half a lemon, cotton wool, a match, a cup of water, a sheet of paper.
1. Squeeze the juice from the lemon into a cup and add the same amount of water.
2. Dip a match or a toothpick with cotton wool in a solution of lemon juice and water and write something on paper with this match. 3. When the “ink” is dry, heat the paper over the turned on table lamp. Previously invisible words will appear on paper.
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