Experimental activities of preschool children. Experimental activities in kindergarten: tasks, methods and techniques What is experimental activity in kindergarten

Olga Kostrikova

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

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

Method experimentation contributes to the formation of integrative qualities of a preschooler. Provides integration of educational regions: "Cognitive Development", "Social and communicative development", "Speech development", "Artistic and aesthetic development", "Physical development". Develops the child’s interest in the world around him, activity, initiative and independence in his knowledge during practical activities activities.

Developing a child’s research abilities is one of the most important tasks of modern education. Knowledge gained from own experiment, research search is much stronger and more reliable for a child than information about the world that is obtained through reproductive means.

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

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

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

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

At the core work on children's experimentation I rely on ideas:

The general focus is on obtaining new information about a particular object, phenomenon, substance (what new did we learn today by conducting experiments with air) ;

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

Accumulation of generalized methods and research methods (now you know that air is lighter than water and how you can check it).

When analyzing activities I placed emphasis on what has already been achieved and what needs to be strived for, namely, the children learned to analyze, draw conclusions, and can themselves explain some patterns in nature. They spend with great interest experiments, themselves create the conditions for carrying out experiments and observations. They are responsible for doing homework. Much in experimental activities I have already used it with the children of my group, but there is still something to strive for, that is, I want the children to be able on one's own:

Identify and pose a problem that needs to be resolved;

Offer possible solutions;

Test these possible solutions against data;

Draw conclusions in accordance with the results of the inspection;

Make generalizations.

As part of the implementation of the main educational program of the preschool educational institution, in the educational field "cognitive development", Job aimed at achieving the program goal, developing cognitive and research activities. Obtaining positive results in children’s mastery of cognitive and research skills activities is due to taking into account the age and individual characteristics of preschoolers and the gradual complication of the program material (if in the younger group we introduce children to generalized methods of studying various objects and include children in practical cognitive activities together with adults, then in older preschool age we consolidate the ability to use generalized methods of examining objects and develop the ability to define an algorithm activities).

In his work by research activities I give preference to experiences, experiments, research activities, independent search children's activities. I see that this type activities delights children. Experience- it's fun and exciting, but at the same time in every experience the cause of the observed phenomenon is revealed, children are led to a judgment and conclusion, their knowledge about the properties and qualities of objects and their changes is clarified. I conduct them as in educational activities, both in free independent and joint activities.

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

From experience“The Sorceress - Water”, through the interaction of water and syrup, learned about its property of changing color, experience"Magic Mitten" helped to find out the ability of a magnet to attract metal objects through a mitten.

Such experiments They somehow remind the guys of magic tricks, they are unusual, and most importantly, the guys do everything themselves. Our relationships with children are built on the basis of partnership. Children learn to set goals, solve problems, make hypotheses and test them empirically, draw conclusions. They experience great joy, surprise and even delight from their little and big "discoveries" that give them a feeling of satisfaction from the work done work.

Talk about experiments and the discoveries of young students are endless. I have been convinced in practice that experimental activity is, along with gaming, leading activities of a preschool child. The main thing is that the child’s interest in research and discoveries does not fade over time.

Perhaps in the near future, from "Inquisitive" And "Whychek", the graduates of my group will grow up to become outstanding scientists. At school, many children are already excellent students and athletes who defend the honor of the school and the region.

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

Firstly, to establish partnerships with the family of each pupil and join forces for the development and upbringing of children;

Secondly, create an atmosphere of community of interests;

Thirdly, to activate and enrich the educational skills of parents.

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

The group has an information corner for parents on research activities. Here parents can get advice on topic: "Organization of children's experimenting at home", booklets and recommendations: "Carrying out experiments at home» , read the memo « Experimenting with water» .

In my group I have created a laboratory for experimental activities in which we conduct research.

Indoor "Merry vegetable garden", where together with children we grow and watch how plants grow and develop.

piggy banks collected "Sea bottom", "What's Under Our Feet";

Devices that help experimentation: scales, magnets, magnifying glasses, hourglasses;

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

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

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

Transparent and opaque vessels of different configurations and different volumes:

plastic bottles, glasses, buckets, funnels.

Additional equipment and materials.

Children's robes, aprons, mantles, robes;

Schemes for carrying out experiments.

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

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

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

Practical part

Element of one of the types experimental activities

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

Experiment"Fabric and paints"

Take the hoop with the fabric, three markers together in one hand and place dots on the fabric, hold until count 3 (I count 1, 2, 3.). Like this. (Teacher shows).

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

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

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

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

What happened to the dots?

Why do you think this happened?

The liquid dissolved the markers' paint, just as water dissolves watercolor paints.

What did your dots look like?

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

Look what a wonderful drawing each of you turned out.

Here's what our guys did (showing sample drawings)

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

You can use markers to complete your drawing.

Natalya Yukhnik
Experimental activities in kindergarten

Organization experimental activities in kindergarten

Experimental activities in kindergarten.

The world we live in is complex, multifaceted and changeable. People, part of this world, are discovering more and more new objects, phenomena and patterns of the surrounding reality.

At the same time, each person revolves within the framework of the image of the world that he has formed.

The image of the world is a complex holistic system of knowledge about a person, about the world in general, about other people, about oneself, about one’s own activities.

During the preschool period childhood The emergence of the primary image of the world occurs thanks to the child’s cognitive activity, which has its own specifics at each age stage.

Development of cognitive interest in various areas of knowledge and types

activities is one of the components of both the general development of a preschooler and his further success

learning at school. Preschooler's interest in the environment

world, the desire to master everything new is the basis for the formation

this quality. Throughout preschool childhood

along with gaming activities Cognitive education is of great importance in the development of a child’s personality. activity as a process of acquiring knowledge, skills and abilities.

One of the promising methods to help solve this problem is

is children's experimentation. In the 1990s, professor, academician of the Academy of Creative Pedagogy of the Russian Academy of Education N. N. Poddyakov, having analyzed and summarized his rich experience of research work in the preschool education system, came to the conclusion that in children's age leading species activity is experimentation

"Better to see once than hear a hundred times", says popular wisdom. “It’s better to test it once, try it, do it yourself”, say practicing teachers.

The baby is a natural explorer of the world around him.

The world opens up to the child through the experience of his personal feelings, actions, and experiences.

Thanks to this, he gets to know the world he has come to. He studies everything as best he can and with whatever he can - with his eyes, hands, tongue, nose. He rejoices at even the smallest discovery.

primary goal experimentation: development of cognitive activity of preschool children through experimenting with objects and

phenomena of the surrounding reality.

Based on this goal, the following follows: tasks:

Creating conditions for the formation of the child’s basic holistic worldview by means of physical experiment.

Development of observation skills, the ability to compare, analyze, establish cause-and-effect relationships, and the ability to draw conclusions.

Development of attention, visual and auditory sensitivity.

Creating prerequisites for the formation of practical and mental actions.

Experienced experimental activities can be divided into the following directions:

Live nature: characteristic features of the seasons of different natural and climatic zones, the diversity of living organisms and their adaptability to the environment.

Inanimate nature: air, soil, water, magnets, sound, light.

Human: functioning of the body, the man-made world, materials and their properties.

FEATURES OF THE ORGANIZATION OF A DEVELOPMENTAL SUBJECT-SPATIAL ENVIRONMENT

A rich, educational, subject-spatial environment becomes the basis for organizing an exciting, meaningful life and versatile development for everyone baby:

"Cognition Center" provides solutions to cognitive and research problems children's activities(educational and logic games, speech games, games with letters, sounds and syllables; experiments and experiments

Junior group

There are many opportunities for children's development in the game - experimentation

Games with sand, water, and paints require special equipment. It is better to post materials for such "untidy" games closer to the water source, be sure to lay a plastic mat or oilcloth in this place, and have several sets of protective clothing (robes, sleeves, old dad's shirts). Nearby in a box, container or on the shelves are the necessary

items: containers for pouring water, small rubber toys, fun toys for playing with water and sand (floating toys, water mills, sieves,

ping pong balls, foam sponges, molds, buckets, stamps, funnels, pebbles, small plastic toys for burying in sand.

Middle group

The requirements for the corner are approximately the same as for younger children, but the range of materials is wider, and they are constantly presented

Games with sand, water, clay, paints, light, mirror, foam are organized in a special place for children's experimentation. It is also necessary to show children ways to record the process and result. experiments, bring paper and pen for independent sketches. This will contribute to the development of research skills, planning, and goal setting.

Senior preschool age

When organizing children's experimentation faces a new challenge: show children the different possibilities of tools that help them understand the world, for example, a microscope. If conditions permit kindergarten, preferably for

for older preschoolers, allocate a separate room for experiments using technical means. And in the group leave only a small part of the equipment for experimenting with materials, balls, pendants, water, natural materials.

The existence of air

Target: Prove the existence of air

Materials: bowl of water, empty glass, straw

Experiment 1. Turn the glass upside down and slowly lower it into the jar. Draw children's attention to the fact that the glass must be held very level. What happens? Does water get into the glass? Why not?

Conclusion: There is air in the glass, it does not let water in.

Experiment 2. Children are asked to put the glass in a jar of water again, but now

It is proposed to hold the glass not straight, but slightly tilting it. What appears in the water?

(Air bubbles visible). Where did they come from? The air leaves the glass and water takes its place.

Conclusion: Air is transparent, invisible.

Experiment 3. Children are asked to place a straw in a glass of water and blow into it. What happens? (It turns out to be a storm in a teacup)

Conclusion: There is air in the water.

How air works.

Target: See how air can support objects.

Material: two identical sheets of paper, a chair.

Invite your child to crumple up one sheet of paper. Then have him stand on a chair and throw both a crumpled and straight piece of paper from the same height. Which leaf landed first?

Conclusion: the crumpled leaf fell to the floor earlier, as the straight leaf falls, smoothly circling. It is supported by air.

Air is lighter than water

Target: prove that air is lighter than water

Material: inflatable toys, basin with water

Children are encouraged to “drown” toys filled with air, including lifebuoys. Why don't they drown?

Conclusion: Air is lighter than water.

Air movement - wind

Pour water into the basin. Take a fan and wave it over the water. Why did the waves appear? The fan moves and it looks like there is wind. The air also begins to move. Wind is the movement of air. Make paper boats and put them in the water. Blow on the boats. The ships sail thanks to the wind. What happens to boats if there is no wind? What if the wind is very strong? A storm begins and the ship may suffer a real wreck. (Children can demonstrate all this

The air is inside us

Target: introduce children to the properties of air

Materials: bubble

1. Place a glass of soap bubbles in front of the child and offer to blow the bubbles.

2. Discuss why they are called soap bubbles, what is inside these bubbles and why they are so light and fly.).

“Does air have weight?”

1. Making homemade scales.

2. Weigh 2 uninflated balloons.

3. Weight is the same.

4. Inflate one of the balloons.

5. We weigh again. What happened? The inflated balloon outweighs empty: Air has weight.

6. Pierce the inflated balloon. What happened?

Water has no smell

Target

Materials: glasses with tap water

Invite children to smell the water and say what it smells like. (or no smell at all). As in the previous case, with the best intentions, they will begin to assure you that the water smells very nice. Let them sniff again and again until they are sure that there is no smell. However, please note that tap water may have an odor as it is treated with special substances to ensure it is safe for your health.

The water is clear

Target: introduce children to another property of water - transparency

Material: glass of water, glass of milk, 2 spoons.

The teacher suggests putting chopsticks or spoons in both cups. In which of the cups are they visible and in which are they not? Why? In front of us are milk and water; in a glass of water we see a stick, but in a glass of milk we do not.

Conclusion: The water is clear, but the milk is not.

Water has no taste

Target: introduce children to the properties of water

Materials: glasses of water, glasses of juice

Invite children to try water through a straw. Question: does she have taste?

Very often children say with conviction that the water is very tasty. Give them a taste of the juice for comparison. If they are not convinced, let them try the water again. Explain that when a person is very thirsty, he drinks water with pleasure, and to express his pleasure, speaks: “What delicious water!”, although in fact he does not taste it.

But sea water tastes salty because it contains many different salts. Her man can't drink.

Water is liquid, can flow and has no shape

Target: Prove that water is liquid, can flow, has no shape

Materials: Empty glass, glass of water, vessels of various shapes

Give the children two glasses - one with water, the other empty, and ask them to carefully pour the water from one to the other. Is water flowing? Why? Because it's liquid. If water were not liquid, it would not be able to flow in rivers and streams, nor would it flow from a tap. Because water is liquid and can flow, it is called a liquid. Now suggest pouring water into vessels of various shapes. What happens to water, what form does it take?

Water coloring

Target: identify properties water: water can be warm or cold, some substances dissolve in water. The more of this substance, the more intense the color; The warmer the water, the faster the substance dissolves.

Material: containers with water (cold and warm, paint, stirring sticks, measuring cups.

An adult and children examine 2-3 objects in the water and find out why they are clearly visible (water is clear). Next, figure out how to color the water. (add paint). An adult offers to color the water yourself (in cups with warm and cold water). In which cup will the paint dissolve faster? (In a glass of warm water). How will the water color if there is more dye? (The water will become more colored)

"Friendship of Colors"

1. Take three jars of gouache (red, yellow, blue)

2. Take three glasses of water.

3. In the first glass, mix red and yellow colors - it turns out orange.

4. In the second glass, mix blue and red - we get purple.

5. In the third glass, mix yellow and blue - we get green. Why?

"Dissolution of substances in water"

1. Take a glass of water and a piece of sugar.

2. Put sugar in a glass.

3. Stir. What happened?

4. What happens if you add even more sugar?

"Plants drink water"

1. Take 2 glasses, pour water into them, put twigs of indoor

plants.

2. Add red dye to the water in one of the glasses.

3. After a while: in this glass the leaves and stem will become

red tint: The plant drinks water.

Ice - hard water

Target: introduce the properties of water

Materials: icicles of various sizes, bowls

Bring the icicles indoors, placing each one in a separate bowl so that the child can observe his or her icicle. If the experiment is carried out in the warm season, make ice cubes by freezing water in the refrigerator. Instead of icicles, you can take snow balls.

Children should monitor the condition of icicles and ice cubes in a warm room.

Draw their attention to how the icicles and ice cubes gradually decrease. What's happening to them? Take one large icicle and several small ones. Watch which one melts faster.

It is important that children pay attention to the fact that pieces of ice that differ in size will melt over different periods of time.

Conclusion: ice, snow are also water.

Where did the water go?

Target: identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).

Material: two identical measuring containers.

Children pour an equal amount of water into containers; together with the teacher they make a level mark; one jar is closed tightly with a lid, the other is left open; Both jars are placed on the windowsill.

The evaporation process is observed for a week, making marks on the walls of the containers and recording the results in an observation diary. Discuss whether the amount of water has changed (the water level has become below the mark where the water disappeared from the open jar (water particles rose from the surface into the air). When the containers are closed, evaporation is weak (water particles cannot evaporate from a closed vessel).

A game: "Where the water hid"

– Look at the pictures and find where the water is hidden.

Conclusion: Water in the environment varies. Solid as ice, in the form of vapor and liquid. It is transparent, tasteless, colorless and odorless.

Magnetic task.

Target: Find out if a magnet really attracts metal objects.

Material: a small sheet of paper, a nail, a magnet.

The kid puts a sheet of paper on the table and a nail next to it. How can you use a magnet to lift a sheet of paper? You need to put a nail under the paper, put a magnet on top and lift it up. The nail will stick to the magnet and lift the paper.

Flying butterfly.

Target: become familiar with magnets and magnetic force.

Material: sheet of colored paper, paper clip, thread, magnet.

With your help, the child cuts out a butterfly from paper. Now he attaches a paperclip to it, and a thread to the paperclip. Let him take a thread in one hand and a magnet in the other. How to make a butterfly fly? The magnet attracts the paperclip and the butterfly rises - "flies".

quick sand

Target

Materials: tray, sand, magnifying glass

Take clean sand and pour it into a large tray. Examine the shape of the grains of sand through a magnifying glass. It can be different, in the desert it has the shape of a diamond. Take the sand in your hands, it is free-flowing. Try pouring it from hand to hand.

Sand can move

Target: introduce children to the properties of sand

Materials: tray, sand

Take a handful of dry sand and release it in a stream so that it hits one place.

Gradually, a cone forms at the site of the fall, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time, then alloys appear in one place or another. The movement of sand is similar to a current.

Properties of scattered sand

Target: introduce children to the properties of sand

Materials: tray, sand

Level the area with dry sand. Sprinkle sand evenly over the entire surface through a sieve. Immerse the pencil in the sand without pressing. Place a heavy object on the surface of the sand (eg key). Pay attention to the depth of the mark left by the object in the sand. Now shake the tray. Do the same with a key and a pencil. A pencil will sink approximately twice as deep into scattered sand as into scattered sand. The imprint of a heavy object will be noticeably more distinct on scattered sand than on scattered sand. Scattered sand is noticeably denser.

Properties of wet sand

Target: introduce children to the properties of sand

Materials: tray, sand

Suggest pouring wet sand. Wet sand cannot be poured out of the palm of your hand, but it can take any desired shape until it dries. When the sand gets wet, the air between the faces of each grain of sand disappears, the wet faces stick together and hold each other. You can draw on wet sand; when it dries, the drawing remains intact. If you add cement to wet sand, then when it dries, the sand will not lose its shape and will become hard like stone. This is how sand works in building houses. Offer to make buildings out of sand, draw pictures on the sand.

Where is the water?

Target: introduce children to the properties of sand and clay

Materials: tray, sand, clay

Invite children to find out the properties of sand and clay by touching them (loose, dry).

Children pour the same amount of water into cups at the same time. (the oxen pour just enough to completely sink into the sand). Find out what happened in containers with sand and clay (All the water has gone into the sand, but stands on the surface of the clay); Why (clay particles are closer to each other and do not allow water to pass through); where there are more puddles after rain (on asphalt, on clay soil, because they do not let water in; on the ground, in the sandbox there are no puddles); why are the paths in the garden sprinkled with sand? (to absorb water.)

Hourglass

Target: introduce children to the properties of sand

Materials: tray, sand, hourglass

Show the children an hourglass. Let them watch how the sand is poured. Give children the opportunity to experience the length of a minute. Ask the children to put as much sand as possible into their palm, clench their fist and watch the stream of sand run. Children should not unclench their fists until all the sand has spilled out.

Where is the best place to grow?

Target

Materials: trays, sand, clay, soil, seeds, rotted leaves Take a deep tray. Prepare soil: sand, clay,

rotted leaves, then plant the seed of a fast-growing plant there. Pour water and place in a warm place. Take care of the sowing together with your children; after a while, a sprout will appear.

Conclusion: that the soil is fertile, it has a lot of minerals, it is loose.

How water moves in soil

Target: introduce children to the properties of soil

Materials: soil, flower pot, water Pour dry soil into a flower pot or a canning tin with holes in the bottom. Place the pot in a plate of water. Some time will pass and you will notice that the soil has been wetted to the very top. When there is no rain, plants live off the water that rises from the deeper layers of the soil.

A game "The light is different"- Dunno invites children to divide the pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the action of these objects, compare, arrange pictures depicting these objects in the same sequence. What shines brighter - the sun, the moon, a fire? Compare the pictures and sort them according to the brightness of the light (from brightest).

Sunny bunny

Having chosen the moment when the sun is peeking through the window, use a mirror to catch the ray and try to draw the baby’s attention to how sunny "bunny" jumps on the wall, on the ceiling, from the wall to the sofa, etc. Offer to catch the runaway "bunny". If the child liked the game, change roles: Give him a mirror, show him how to catch the beam, and then stand against the wall. Try "catch" spot of light as emotionally as possible, without forgetting to comment on your actions: “I’ll catch you, I’ll catch you!” What a nimble bunny - he runs fast! Oh, and now it’s on the ceiling, you can’t reach it... Come on, hare, come down to us!” etc. A child’s laughter will be your best reward. the bunny became warm. “Who warmed him up?”.

Who heated the objects?

During a walk, the teacher shows the children a bunny and speaks: “The bunny jumped onto the bench. Oh, how warm it is! Touch the bench, what kind she: warm or not? Who heated it up? Yes sun! Spring came. The sun is very hot and the bench has also warmed up. Now the bunny jumped onto the swing.” The children and the teacher walk around the area and find out that the table, the wall of the building, etc. have become warm.

“Who heated all this?”- asks the teacher. You can sit the bunny on a bench and after a while you will see that the bunny has become warm. “Who warmed him up?”.

Mnemotables

So, we can say that throughout preschool childhood, along with gaming,

Research is of great importance in the development of a child’s personality.

activity, during which the child’s memory is enriched and his thought processes are activated. Carrying out experiments, entertaining experiments from available material, collecting develops observation skills, broadens children’s horizons, deepens knowledge, teaches perseverance and accuracy, gives research skills activities.

It becomes obvious that everything is learned firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active implementation of research activities into the practice of preschool educational institutions. Systematic development classes children's

experimentation in all its types and forms - are a necessary condition for the successful formation of a preschooler’s personality and the development of cognitive interest.

People who have learned to observe and experiment acquire the ability to pose questions themselves and receive factual answers to them, finding themselves

at a higher mental and moral level in comparison with those who did not go through such a school. K. E. Timiryazev.

Experiment - in the strict sense - research work with a completely uncertain and unknown result in advance. In the education system, the concept of experiment includes “search”, “search work”, “experience”, “experimental work”, “research work”, etc., there are no clear differences between them, they all imply experimental activity itself.

Experiment - reproduction of a method developed by someone (technology, system of measures, etc.) in new conditions by another teacher or manager. Experiment - research work in an educational institution on a particular problem. Experiment - strictly directed and controlled pedagogical activities to create and test new technologies for teaching, upbringing, child development, school management (new content of education or training). Let us adhere to the definition of the concept experiment by M.M. Potashnik.

Experimental site - implies a special form of organizing search activity without a strictly developed project (there is only its idea, general contours), when a fundamentally new practice of education matures in the course of the activity itself. The result of the activity of the “experimental site” may be the creation of a new educational practice that is not in demand at the present time, but it shows how an educational institution can develop in the future. The experimental work of an educational institution is a complex multifunctional method designed to solve a variety of problems.

Analysis of the literature allows us to formulate the following definition. Experimental work is the activity of a team of an educational institution to conduct (test) pedagogical research, in which there is an active influence on pedagogical phenomena by creating new (or already known), controlled and manageable conditions that correspond to the social order of parents.

The work of preschool educational institutions in an experimental mode determines the systematic improvement of the content and methods of education and training of preschoolers, advanced training of teachers, as well as the organization of psychological and pedagogical education of parents.

It cannot be said that during the functioning of the experimental site on the basis of preschool educational institutions of any level (federal, regional, city), the team has a certain freedom of action in the field of creative endeavors. After all, teachers, as a rule, want to create not only within the framework of a specific study. Prigozhiy A.I., Nain A.Ya. exploring innovations and pedagogical innovations, they note that innovative processes in educational institutions are often fragmented, poorly managed, poorly thought out and unprepared. Preschool educational institutions. undertake the development of various innovations, limited, and in no way related to the life of a particular institution. The result is an action plan, or a complex “work” created by the leader and incomprehensible, alien to the team, and, as a result, rejected by them. Changes in the field of education in the content of education entail a long string of pedagogical innovations:

• in the field of understanding the new purpose of the education system (human development, his creativity, professional and personal self-determination)
• in a system of external relations, characterized by a developed dialogue between a preschool institution and a variety of educational institutions, scientific and cultural institutions, and foreign partners.

Such innovative attitudes require innovative approaches in the field of pedagogy and psychology, aimed at designing new models of pedagogical systems and teacher self-development. The ability to change, according to E.V. Bondarevskaya, N.V. Pryanikova, A.S. Sidenko, V.V. Davydova, I.D. Chechel is currently a decisive fact of development, ensuring the competitiveness of the preschool educational institution and the team. . What could a model be made of that would take preschool educational institutions to a qualitatively new level, capable of competition?

It is worth noting that recently experimental activities have been carried out too actively. Working in an experimental mode is prestigious for a preschool institution, but are innovations always so necessary for children and employees? It is very important that the experiment becomes a means of development and helps attract intellectual and material resources to solve the problems of preschool education.

Following the logic of scientific research, following the stages of its procedure, documenting all steps and recording the results are certainly necessary, but you need to start with a competent program. Many teachers have difficulties; they believe that this should be done by scientists from universities and academic institutes. Indeed, due to lack of experience, it can be difficult to divide one’s activities into pedagogical and scientific ones. At the same time, it is the teacher’s research work that is an indicator of the experimental nature of the activities of the entire preschool institution.

The project leader must take into account the abilities and needs, the subjective experience of each participant: any educator has the opportunity, within the general idea of ​​the experiment and a single concept, to independently (and not at the direction of the administration!) determine the topic of his personal research. According to a number of scientists (B.I. Kanaev, V.S. Savelyeva, etc.), research work, in fact, is not the leading type of activity. Consequently, for the experiment to take place, and to take place according to all the rules of pedagogical science, the subjects of this process (teachers, students, parents) must have a serious motive for interested participation; indifference entails formalism and distortion of the research results. Lack of interest, or even a negative attitude on their part, can radically change the course of the experiment.

The experimental site can be organized at the federal, regional, city and district levels.

The regulation on the organization of experimental activities in the education system was approved by Order of the Ministry of Education of the Russian Federation dated 03/09/2004 No. 1123 and involves work at the all-Russian level under the patronage of the Ministry of Education and Science of the Russian Federation and the Institute for Problems of Educational Policy "Eureka". The said Regulations define the activities of various subjects of the education system in the development, testing and implementation of methods and technologies of training, education, new management mechanisms in the education system, quality control of education, as well as in other areas provided for by the federal program for the development of education. Subjects of experimental activities may be assigned the status of a Federal Economic Program of the Ministry of Education of the Russian Federation or the status of a participant in a federal experiment in the field of education.

The main activities of the FEP are also listed there, issues of its management, as well as the assignment and termination of the status of the FEP are considered. In addition, the rights and obligations of a participant in experimental activities who have the status of a private entrepreneur have been established.

The regulations on the regional (territorial, regional) experimental site are developed at the regional level and approved by the relevant authority. The main objectives of the experimental site of the preschool educational institution are: solving current educational problems and developing the pedagogical system, both of a specific educational institution and the education system of Russia, the region, the city, and the district as a whole. The scheme of the experimental work may look like this.

An important condition for success is the readiness of the team to improve their qualifications - as a result of self-education, in institutes for advanced training of teaching staff, at departments of additional professional education (FEED) of universities, seminars conducted by a scientific supervisor or consultant of the experimental site.

The manager needs to thoroughly study the internal reserves of each participant, because it is no secret that all people are individual: one with great desire is included in the experiment, another creates barriers to the implementation of the plan, and the third is simply indifferent.

In the process of EER, the professional competence of the teacher increases, which consists in his ability to shape the personality of a preschooler, taking into account the restrictions and regulations that are imposed on the educational process (EP) of a preschool educational institution by the requirements of a specific pedagogical norm

When working with personnel, it is necessary to form a creative team of like-minded people. It is advisable to include a section “Staffing” or “Training of teaching staff for inclusion in experimental activities” in the experimental work plan. It would be rational and, undoubtedly, useful to reflect in the plan the schedules of open events (Olympiads, holidays for micro- and macro-society, events with parents, etc.) indicating their purpose and assigning those responsible. During the experiment, the institution becomes open in its essence, which is due to a qualitative change in traditional educational practice. These qualitative changes, preparing the strategy for the further development of the education system, determine the image of the open educational space of the preschool educational institution.

E.S. Pryanichnikova, G.T. Tomashev and G.I. Chizhakova believe that development is a process of transition from the implementation of unified educational plans and programs to the emergence of creative initiative of subjects of the educational space through expanding the scope of communication and the content of their professional activities, as well as expanding the scope of activities of preschool educational institutions. On the one hand, this is a joint organization, jointness, joint participation of all subjects of the educational space, and on the other hand, the provision of individual educational programs for preschool children and the individualization of advanced training programs for preschool teachers, which is achieved:

• the participation of teachers in research activities and the involvement of other subjects of the open educational space;
• joint activities of teachers within temporary creative teams aimed at solving educational problems;
• implementation of personal initiatives, attraction of personal experience in solving professional problems.

In the microstructure of the innovation process, its dynamics are presented as the concept of a “life cycle”, which includes a number of successive stages: the birth of a new idea; creation of innovation; testing of the innovation, its practical implementation and refinement; dissemination of an innovation; its wide broadcast; fading significance and novelty of innovation results; reducing the scale of application of innovation (V.A. Slastenin, M.M. Potashnik). Therefore, the work of OER is carried out in stages according to the logic of solving scientific research and experimental problems.

Approximate program and stages of the experiment

Stages of experimental work according to M.M. Potashnik

• diagnostic- analysis, identification of the problem and justification of the relevance of the experiment;
• prognostic- setting the goal of the experimental work, developing a detailed program of experimental work, analysis criteria (monitoring program), predicting the results; conducting internal and external examination of the project;
• organizational- preparation, selection of material and technical base, distribution of functions between participants in experimental activities, training of personnel and methodological support, adjustment of timing of experimental work;
• practical- experimental activity itself and its monitoring (initial, current, final measurements);
• generalizing- processing of received data, description and presentation of data, publication;
• implementation- transition to the implementation of created technologies, their distribution, transfer of experience.

In order to prepare for the introduction of any innovation, it is necessary to give the teacher a clear idea of ​​the essence of this type of activity, its features and scope. In the process of work, it is important to rely on the criteria and indicators of the levels of development of professional competence of educators on the issue that will be covered in the EER. It is the lack of knowledge, and sometimes misunderstanding of what a teacher needs to do and how, that causes certain difficulties in EER.

The competent position of the manager plays a significant role in the successful creation of a self-developing team, since only the leader - a legislator, a generator of ideas, a consultant, a psychotherapist who supports any initiatives and experience (if only they are for the benefit of children and adults) - contributes to the movement forward. Changing his position from authoritarian to democratic is the positive impact that the developmental experiment regime will have on him. This means that:

1. the first place is given to support pedagogy or the humanistic paradigm, concretized in a person-oriented approach to teachers: their characteristics, capabilities, creativity, work potential, etc. are taken into account)
2. all management decisions that ensure the development regime must be collective, because only this condition ensures the rapid, successful and reliable inclusion of the majority of members of the teaching staff in the innovation process)

I think everyone will agree that the outcome of the entire experiment depends on the competent organization of the work of the methodological service. Working in experimental mode, the teacher gradually learns to correlate existing knowledge with the conditions set at this stage, and most importantly, with specific children. It cannot be emphasized enough that experimental and methodological work is most effective when organized as an integral system. Often one of the teachers does not consider it necessary to participate in the experiment. The methodological service should pay the closest attention to them: it is necessary to develop a program to involve teachers in the process.

Information and methodological support is considered as a condition for intensifying pedagogical work, improving the quality and effectiveness of experimental work. The use of new information technologies contributes to the effective acquisition of knowledge, skills and abilities, and most importantly, it teaches the teacher to independently choose acceptable forms and methods of education and training. That is why information and methodological activities are one of the priority areas in the work of the methodological service of a preschool institution. The organization of scientific and methodological work should be a system of tasks of different levels and nature based on a common strategic goal and a unified methodology of pedagogical search.

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Oksana Shelkoplyas

Experimental activities in kindergarten

A preschool child actively strives to learn as much as possible about the world around him. Along with play activity, cognitive development is of great importance in the development of a child’s personality. activity, during which the ability for initial forms of generalization and inference is formed. Children become interested when they can discover new properties themselves items, their similarities and differences, providing them with the opportunity to acquire knowledge on their own.

The Federal State Educational Standard for preschool education challenges modern teachers task creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creativity based on cooperation with adults and peers and in age-appropriate ways activities. We believe that experience, along with play, contributes in the best way to solving this problem. tasks, since these two types children's activities have a significant impact on the full, comprehensive development of the child’s personality. The correct organization of these two is truly children's activities is a favorable condition for the development of preschool children.

Experimentation - method knowledge of patterns and phenomena of the surrounding world refers to cognitive and speech development. The child’s need to learn every day lies in the new impressions that he can receive, and the process of learning and upbringing in kindergarten, is precisely aimed at revealing in the child’s personality those qualities that he will need to achieve any goals in the future. Develop an inquisitive mind, introduce properties items by directly observing phenomena and processes, developing the ability to plan and analyze practical work is tasks modern education system. A child is capable of independently searching for knowledge if the teacher has prepared the appropriate conditions for this.

Modern education system in kindergarten departs from the way of transferring knowledge to children with information method(direct transmission from teacher to student).

The goal of experimental research in preschool educational institutions is to form and expand children’s ideas about objects of living and inanimate nature through practical independent knowledge.

The teacher works in this direction during educational activities, on walks, thematic leisure activities, and motivates experimentation in independent activities. For experimental research, a subject-spatial study is organized Wednesday: a research corner, center is being created experimentation or mini-laboratory. Children's experimentation in many ways similar to scientific research, children experience positive emotions from the feeling of the importance of the work done, obtaining visible results, and new information.

Objectives of experimental activities in preschool educational institutions

Educational tasks

Forming an idea of subjects: their properties and qualities.

Forming the ability to determine relationships between objects and phenomena.

Formation of the ability to draw conclusions and discoveries.

Developmental tasks

Development of thinking abilities: comparison, juxtaposition, systematization, generalization, analysis.

Development of fine motor skills and coordination of movements.

Development of visual, auditory, sensory perception.

Development of attention and memory.

Development of speech abilities.

Educational tasks

Creating positive motivation for independent experimentation.

Creating a friendly atmosphere in the group during research.

Developing the ability to work in a team and a sense of mutual assistance.

Cultivating perseverance and accuracy.

Methods and techniques of experimental activities in preschool educational institutions

Among the techniques and methods of organizing experimental activities we will highlight those that are relevant for use in preschool educational institution:

Problem-search method. The teacher creates a problem situation in which children have to identify issues that need to be solved, put forward hypotheses on how to solve the problem, and conduct experimental activities and sum up. Problem-search method is leading for the modern education system, in which, through a lively discussion with the teacher, children are motivated to be active experimentation and the desire to get results.

Observations of the object. Organized indoors or on site kindergarten perception of objects and processes develops children's visual and auditory abilities. Explorations carried out during walks immerse children in the natural world with all its diversity of sights, colors, sounds and smells. Observation is one of the active practices of experimental research. activities for preschoolers.

Experiments and experiments. Along with the game experimentation is considered a leading activity. By performing elementary experiments on objects (dropping them on the floor, trying to break them, making a sound, etc.), kids acquire information about their properties. Preschoolers enjoy participating in experiments over familiar substances, deepening their knowledge: they conduct experiments with water in liquid and solid states, with sand, stones, clay, and plants. You need to start conducting experiments with children of the younger group, encouraging the desire for independent experimentation. This research method develops observation, activity, independence in children, contributes to the formation of a friendly atmosphere and team cohesion.

In experimental experimental activities The development of children's mental and practical abilities is carried out. If during the research task was to obtain new information by improving practical skills, then experimental experimental activities in this case it is educational in nature. Formation of new skills experimentation and training to work with various tools is carried out within the framework of research experimental experimental activities.

Types of classes by experimentation

Games- experiments. Since the leading activities preschool children are playing, first experiences and experiments are carried out in line with the gaming orientation. During the lesson there is a fairy-tale character who gives the children tasks or asks for help in a problematic situation. It is possible to create a game situation where children will act in imaginary conditions (the kingdom of snow and ice, visiting the Fairy of Air, etc.).

Modeling. Knowledge about properties items children can obtain through studying or building models of real-life objects (volcano, iceberg, aurora). Towards modeling in experimental experimental activities Children 3–4 years old are capable (for example, they simulate a vortex using the power of pieces of paper and the creation of an air flow; it is important for the teacher to take into account the age characteristics of children; the model must be understandable and accessible.

Experiments. Conducting experiments allows us to visually explain physical phenomena in classes about the world around us. It is necessary to provide instructions on how to work in a mini-laboratory or experimentation in the workplace, discuss safety rules with the students. Carrying out an experiment on your own is more vividly imprinted in the child’s memory. Preschoolers conduct experiments with water, air, various types of soil, and magnets. Complex types of experiments in kindergarten usually aimed at expanding ideas about the properties of soil, water, and air. Comprehensive experience allows you to deepen your knowledge of water (ability to dissolve) and get information about other substances (butter, flour, salt)

Ways to record results children's experimentation: Recording the results of practical research or observation is mandatory at the stages of experimental experimental activities. Children need to be taught to fixate gradually, since this type of work is considered difficult for preschoolers. And this stage is necessary in order for the results experimentation imprinted in the memory of the pupils (visual, sensory, auditory, motor, olfactory).

1. Graphic. The simplest way to record results visually using ready-made forms: cards, pictures, graphic diagrams, photographs, three-dimensional images, audio recordings. This method can be used in experimenting with children 3–4 years old, asking them to choose from several ready-made forms the one that represents the results of practical work in the current lesson. With pupils of the middle group, simple graphic diagrams or mnemonic cards are used.

2. Mental. To record the results experimentally experimental activities speech skills are used children: the child talks about the results of a practical study. The mental method is used in working with children of secondary groups: students develop the ability to independently pronounce results experiment, compare them with the results of similar experiments conducted earlier. During mental fixation, older preschoolers improve their ability to generalize and systematize knowledge about objects.

3. Practical. Consists of recording results experimentation on paper - by sketching or writing. When working with preschoolers, schematic sketching and sketching with conventional symbols are more often used. For this purpose, children keep observation diaries, experiment logs, and fill out cards. experiments. Recording a story about the results of a practical study in kindergarten carried out by the teacher according to the children, for example, to secure a report on the work done in the group journal, on a stand in the cognition corner.

Preschool children have a strong desire for observations, direct contact with the objects being studied, conducting experiments and experiments. They are especially attracted to classes in mini-laboratories, where they can use special tools and unusual materials for research.

It is important for the teacher to organize a lesson on experimental experimental activities like this so that in the first place the pupils have the desire to acquire new information. It often happens that the practical side evokes such vivid positive emotions in children that they lose the joy of discovery itself, which is what each experiment strives for and experiment. Therefore, it is recommended to devote the beginning of classes to activating attention and strengthening motivation to solve any problem situation and search for an answer to the question posed. For these purposes, visual material is used (posters, cards and postcards, book illustrations, encyclopedias, outdoor and didactic games, themed gymnastics and exercises are arranged, discussions are held in which children are given the opportunity to give examples from personal experience, and fairy-tale characters are invited to participate.

An important role for successful work within the assigned tasks has the correct organization of the developing subject-spatial environment. From clause 3. 3. 1. of the Educational Standard it follows that the developing subject-spatial environment ensures the maximum realization of the Educational potential of the space of the Organization, group, and territory. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe. (clause 3. 3. 4. Federal State Educational Standard).

Subject-spatial environment for experimental experimental activities must be zone oriented "proximal development" child, contain objects and materials that children can work with an adult, as well as independently. In order to develop children’s cognitive activity and maintain interest in experimental activities, it is recommended to allocate zones in each group experimentation – mini-laboratories.

Experimentation in preschool institutions can be carried out in different forms. The older a child gets, the greater the variety of forms he can master. Mastering Every Form experimentation obeys the law of transition of quantitative changes into qualitative ones. Having emerged at a certain age, each successive form develops, becomes more complex and improves.

The original form from which all others developed is the manipulation of objects (L. S. Vygotsky).

This form occurs at an early age, most often at about 3-3.5 months, when it is the only form available to the child experimentation. The child spins objects, puts them in his mouth, and throws them. Items (for him) they appear, then disappear, then break with a ringing sound. Adults laugh, say something, or scold. Thus, it goes double experiment: both natural history and social. The information received is entered and stored in memory for life. The child accurately remembers that any object released from his hands falls to the floor and does not fly to the ceiling, that some things break, others do not, that ropes can be twisted out of grandmother, and that mother is not to be trifled with.

Over the next two to three years, the manipulation of objects and people becomes more complex, but in principle remains manipulation. This period could be called "What's happened?". Every child is ready to inspect the contents of his mother’s bag and all furniture drawers every day, he tries to break every toy and any object that falls into his hands, he sniffs it, licks it, feels it, i.e., performs the so-called inspection actions that are well known to every adult. This is a very important stage in personality development, since at this time information about objective properties is acquired objects and people that the child faces. This period lasts the first, second and third years of life. At this time, the formation of individual fragments occurs, not yet connected to each other into any system.

After three years, their integration gradually begins. The child moves into the next period - the period of curiosity ( "And what's in there?"). Some adults perceive it as restlessness, restlessness, even bad manners, because children of this age begin to cause unnecessary trouble. But with biological "points of view" The more active a child is, the more developed his curiosity is, the more valuable he is as a person. He continues to master more complex information - information about processes and phenomena, as well as about his capabilities to perform certain operations.

Somewhere in the middle of the period of curiosity (in the fourth year of life) original form activities- manipulation of objects - is divided into three directions. The first direction will develop into a game, the second into experimentation, third - to work.

Junior preschool age (fourth year of life).

Children in the younger group should try, if possible, not to impart knowledge in a ready-made form, but to help the child obtain it independently by performing a simple experiment. In this case children's the question becomes a statement of purpose. Children at this age are already able to establish the simplest cause-and-effect relationships. The participation of the teacher in any action is mandatory.

Work with children of this age group is aimed at creating the conditions necessary for sensory development in the course of familiarization with the phenomena and objects of the surrounding world.

The teacher decides the following tasks:

Compare similar in appearance items: fur coat - coat, tea - coffee, shoes - sandals (didactic game like "Make no mistake")

Combine the display of an object with the child’s active action on it examination: palpation, hearing, taste, smell (a didactic game like "Wonderful bag");

Teach children to compare facts and conclusions from reasoning (Why does the bus stop)

Actively use practical experience activities, gaming experience (Why doesn't the sand crumble)

Middle preschool age (fifth year of life).

Children in the middle group are making their first attempts to work independently, but visual control from an adult is necessary to ensure safety and for moral support, since without constant encouragement and expression of approval activity of a four-year-old child quickly fades away.

In this age group it is possible to carry out experiments To find out the causes of individual phenomena, children study the properties of water, snow, and sand.

Work with children of this age group is aimed at expanding children’s understanding of phenomena and objects in the world around them. Main tasks, decided by teachers in the process experimentation, are:

Active use of gaming and practical experience children's activities(Why do puddles freeze at night and thaw during the day? Why does the ball roll)

Grouping objects according to functional characteristics (Why are shoes and dishes needed? For what purpose are they used);

Classification of objects and items by species characteristics (teaware, tableware).

Senior preschool age

For children in the older group, more complex chains of cause-and-effect relationships become available. We should try more often for them at this age. ask a question"Why?" Very often they ask it yourself, which indicates certain shifts in the development of logical thinking.

In this group you can enter long-term experiments, as well as simple monitoring (for example, to determine the level of air pollution on the site and in the preschool premises). Children continue to study the properties of water, snow, sand, soil, clay, learn about the properties of air, and draw conclusions. That there is no such thing as bad weather, that plants and animals need snow in winter, they study the water cycle using the example of indoor plants, and become familiar with the influence of environmental factors on living organisms.

In the preparatory group, children are already trying to put forward some hypotheses; they are able to draw conclusions about hidden properties objects and phenomena, often they already draw conclusions on their own without leading questions.

They will find out in experimental activities about the natural features of some climatic zones (permafrost in the tundra, tropical rainfall, etc., continue to study the influence of environmental factors on living organisms, get acquainted with the adaptations of organisms to the environment, study the influence of human activities to natural communities (oil spills at sea, trampling of soil, etc.)

Work with children is aimed at clarifying the entire range of properties and characteristics of objects items, relationships and interdependence of objects and phenomena. Main tasks, decided by the teacher in the process experimentation, are:

Active use of research results in practice (household, gaming) activities(How to quickly build a durable house for dolls);

Classification based on comparisons: by length (stockings-socks, shape (scarf-shawl-kerchief, color of ornament ( cups: single and multi-colored, material (silk - wool dress, density, texture (game “Who can name more qualities and properties?”).

Various forms are used to prevent fatigue activities: gaming (didactic games, physical (physical education, outdoor games), entertaining (singing, educational (studying visual material, conducting a conversation). Practical work is preceded by a repetition of safety rules and recitation of the sequence of actions during experiment. At the end of the experiment, each student tidies up his/her workplace and helps the teacher put away the tools.

A reflection stage is required at the end classes: the guys report the results experiment, share their emotions from the discovery process.

In conclusion, I would like to note that at the stage of completing the preschool level of education, the result of successful work on organizing experimental experimental activities, the following indicators can be considered. Firstly, stable motivation to conduct practical research, including independent activities(on walks, in independent centers experimentation, Houses). Children show initiative in choosing materials and tools for conducting experiments, ask and solve problematic issues, check their own assumptions experimentally, strive to complete what they started in order to find out and record the result experiment.

Secondly, high level children's independence, the range of their interests is expanding, children are proactive in putting forward and testing hypotheses, and are looking for unusual approaches to solving problem situations.

Explanatory note

The world we live in is complex, multifaceted and changeable. People, who are part of this world, are discovering more and more new objects, phenomena and patterns of the surrounding reality. At the same time, each person revolves within the framework of the image of the world that he has formed.

The image of the world is a complex holistic system of knowledge about a person, about the world in general, about other people, about oneself, about one’s activities.

During the period of preschool childhood, the emergence of a primary image of the world occurs due to the cognitive activity of the child, which has its own specifics at each age stage. The development of cognitive interest in various areas of knowledge and activities is one of the components of both the general development of a preschooler and the further success of his education at school. The preschooler's interest in the world around him and the desire to learn everything new is the basis for the formation of this quality. Throughout preschool childhood, along with play activities, cognitive activity, as a process of acquiring knowledge, skills, and abilities, is of great importance in the development of a child’s personality.

Working in a preschool institution, I always strived to look for new approaches for the intellectual development of preschoolers. Intensive changes in the surrounding life, the active penetration of scientific and technological progress into all its spheres dictate to the teacher the need to choose more effective means of teaching and education.

One of the promising methods to help solve this problem is children's experimentation.

In the 1990s, professor, academician of the Academy of Creative Pedagogy of the Russian Academy of Education N.N. Poddyakov, having analyzed and summarized his rich experience of research work in the preschool education system, came to the conclusion that experimentation is the leading activity in childhood.

The main advantage of the experimentation method is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. During the experiment, the child’s memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation. The need to give an account of what was seen, to formulate discovered patterns and conclusions stimulates the development of speech.

The consequence is not only the child’s familiarization with new facts, but also the accumulation of a fund of mental techniques and operations that are considered as mental skills.

Preschoolers are characterized by visual-effective and visual-figurative thinking, so experimentation, like no other method, corresponds to these age-related characteristics. In preschool age, he is the leader, and for the first three years he is practically the only way to understand the world.

Children's experimentation as a specially organized activity contributes to the formation of a holistic picture of the world of a preschool child and the foundations of his cultural knowledge of the world around him.

In-depth work with children on the formation of their cognitive sphere contributed to the development of our own pedagogical technology. The result of the work was the development and testing of methodological and didactic material, the creation of conditions for organizing search and experimental activities.

The purpose and objectives of pedagogical technology

• Creating conditions for the formation of the foundations of a holistic worldview in children through physical experimentation.
• Develop an emotional and value-based attitude towards the world around you.
• To form the foundations of a holistic worldview in children through children's experimentation.
• To ensure enriched cognitive and speech development of children, to form the basic foundations of the child’s personality.
• Expand prospects for the development of search and cognitive activity in preschool children.
• To form dialectical thinking, the ability to see the diversity of the surrounding world.
• Formation of communication and cooperation skills in preschoolers.

The formation of the foundations of a holistic worldview of children, as well as the development of cognitive activity in the process of children's experimentation, will be successfully implemented if :

A consistent systematic approach will be implemented in the process of forming the foundations of a holistic worldview in children.

Collaboration between teacher and child will be more effective.

In relationships with children, the teacher will show more optimism, faith in his strength and supports the student.

An age- and subject-specific developmental environment has been created.

Expected result:

1. Formation of an emotional-value attitude towards the surrounding world.

2. Showing cognitive interest in classes, improving speech development.

3. Formation of the foundations of dialectical thinking.

4. Deepening the knowledge, skills and abilities provided for by the education and training program in kindergarten “From birth to school”.

5. Mastering the basics of a holistic vision of the world around us.

6. Formation of communication skills.

Basic principles of organizing children's experimentation:

• Relationship between theory and practice
• Developmental nature of education and training.
• Individualization and humanization of education.
• Conformity with nature - emphasis on the psychological and age characteristics of preschool children.
• Integrity and consistency of the learning process.
• The interaction of three factors: kindergarten, family, society.

Success of the experiment:

• Anyone can work with this technology, as it is interesting for both children and adults.
• A child is an explorer from birth, but consciously does something from the age of 5, and a child can be prepared for this activity from an early age. The ability for intellectual effort, research skills, logic and ingenuity will not become stronger on their own. Both parents and teachers can help here.
• It is important that there is a laboratory atmosphere.
• Form of work: classes with all children, with a subgroup, individually.

Difficulties at work:

• Creation of a laboratory.
• The stage of laboratory notes is very difficult. Children don't like to write down.
• Fostering scientific knowledge is a step from the everyday level of reasoning to the scientific level.
• Work planning.
• Planning lessons.

When experimenting with preschoolers, we should not forget that the main thing is not the child’s acquisition of memorized knowledge, but the formation in him of a caring, emotional attitude towards the world around him and skills of environmentally literate behavior. There is no need for children to remember as many different names as possible. You can always do without using terms that are complex and incomprehensible to a child. It is much more important to instill in children a cognitive interest in natural objects, the desire and ability to observe, experiment, and understand that everything in the world around them is interconnected.

Summarizing the limited material on experimentation with preschoolers, we can conclude that experimentation is an effective way of teaching children research activities in all its forms and types and is a method of increasing a child’s independence. Provides the prerequisites for the active development of cognitive interest in the purposeful perception of the surrounding world and is the leading activity in learning.

Experimental work arouses children's interest in exploring nature, develops mental operations (analysis, synthesis, classification, generalization), and stimulates the child's cognitive activity and curiosity.

The connection between children's experimentation and other activities

Children's experimentation is not an activity isolated from others. It is closely connected with all types of activities and primarily with such as observation and work. Experimentation and speech development are very closely related. This can be clearly seen at all stages of the experiment: when formulating a goal, during a discussion of the methodology and progress of the experiment, when summing up and verbally speaking about what was seen, and the ability to clearly express one’s thoughts. Thus, children, when they try to more accurately set the goal of an experiment, begin to reason during discussions of actions. They try to formulate hypotheses. Children develop dialogical speech. They learn to work together, give in to each other, defend their rightness or admit that their neighbor is right.

The connection between experimentation and fine art is also two-way and important. The more developed visual abilities are, the more accurately the result of the experiment will be displayed.

There is also a connection between experimentation and the formation of elementary mathematical concepts. During experiments, the need to count, measure, compare, determine shape and size, etc. constantly arises. All this gives mathematical concepts real significance and contributes to their understanding.

Experimentation is also connected with other types of activities - reading fiction, music and physical education, but these connections are not so pronounced.

Organization and conditions of experimental activities for preschool children

A mini-laboratory for conducting experiments has been created in our kindergarten. We start working with children with an excursion, during which the children get acquainted with its owner - grandfather We know, with the equipment and rules of behavior. Working in the laboratory involves turning children into “scientists” who conduct experiments, experiments, observations on various topics. “Tell me and I will forget, show me and I will remember, let me try and I will understand.” We adhere to this statement when working with children preschool age. Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. Research provides the child with the opportunity to find answers to the questions “how?” and why?". Mastery of different ways of cognition by preschoolers contributes to the development of an active, independent, creative personality.

The laboratory is created to develop children's cognitive interest, increase interest in research activities and contribute to the formation of the foundations of a scientific worldview. The laboratory is the basis for the child’s specific play activities.

What does experimental activity provide?

A child who feels like a researcher, who has mastered the art of experimentation, overcomes indecision and self-doubt.

He develops initiative, the ability to overcome difficulties, experience failures and achieve success, the ability to evaluate and admire the achievement of a comrade, and the willingness to come to his aid. The experience of one's own discoveries is one of the best schools of character.

The main thing is to create complete living images of different parts of the Earth and the surrounding world in the child’s imagination.

While working in a specially prepared environment, children:

• Show an active interest in objects and phenomena that lie outside the specific situation;
• They ask questions: why? For what? How?;
• They strive to explain facts and connections, using phrases “because...” in speech;
• Show interest in educational literature;
• They are able to express their thoughts, formulate ideas about the world around them and events;
• They try to draw up diagrams and sketch experiments on their own;
• Apply their knowledge in life.

Children's laboratory equipment:

• Assistant instruments: microscope, magnifying glasses, cup scales, hourglasses, compasses and magnets;
• Transparent and opaque vessels of different configurations and different volumes: plastic bottles, glasses, buckets, funnels;
• Natural materials: pebbles of different colors and shapes, minerals, clay, earth, coarse and fine sand (different colors), bird feathers, shells, cones, nut shells, pieces of tree bark, dry leaves, twigs, fluff, moss, fruit seeds and vegetables, wool;
• Waste material: pieces of leather, fur, scraps of fabric, corks, wire, wood, plastic, metal objects and wooden spools;
• Different types of papers: plain, landscape, notebook, tracing paper, sandpaper;
• Dyes: berry syrup, watercolors;
• Medical materials: pipettes, flasks, test tubes, beakers, cotton wool, funnels, measuring spoons;
• Other materials: mirrors, balloons, wooden toothpicks, flour, salt, colored and transparent glasses, molds, steaks, threads.

To positively motivate the activities of preschoolers, various incentives are used:

• External (novelty, unusualness of the object);
• Mystery, surprise;
• Motive for help;
• Cognitive motive (why this is so);
• Situation of choice.

Having recruited children from the first junior group, I began working with them on children's experimentation. Taking into account the young age of the children, I developed a long-term game plan - experiments with sand and water for the 1st junior group.

SPECIALLY ORGANIZED TRAINING ACTIVITIES

SEPTEMBER

"Raspberries"

Kind of activity. Examination, tasting, squeezing juice, shape, taste, smell of berries and leaves. We make jam, compote. Drying leaves and making tea and the panel “Autumn Bouquet”. Learning the song “Let’s go to the garden through the raspberries.”

Purpose of the lesson. Introduce children to the plant and its beneficial properties. Consolidation of color, shape, tactile sensations.

Materials and equipment. Berry, sugar, water, leaves, vessels, napkins.

"Colorful Water"

Kind of activity. In vessels using paints, potassium permanganate - conducting a solubility experiment.

Purpose of the lesson. Introduce children to the properties of water, fixing colors.

Materials and equipment. Paints, water, vessels.

OCTOBER

“Drowning or not drowning.”

Kind of activity. Experiment. Do objects sink or float on water? Why? Objects heavier or lighter than water.

Purpose of the lesson. Introduce the properties of objects, develop observation and ingenuity. Learn to draw conclusions.

Materials and equipment. Various pebbles, paper, polystyrene foam, a small ball, wooden and iron objects, a magnet.

“Porridge is our health.”

Kind of activity. Examination by color, shape, flowability. Dry - hard, swells in water, soft, edible, healthy and tasty. When ready, hot and cold. Watching the cartoon "Hercules". Reading "Porridge from an Axe."

Purpose of the lesson. Introduce children to the properties of cereals, teach them how to taste porridge, cultivate a positive attitude towards porridge and explain to children the usefulness of porridge.

Materials and equipment. Cereals: buckwheat, rice, millet, Hercules, barley. Water, milk, vessels, plates and spoons.

NOVEMBER

"Bird Feathers"

Kind of activity. Experiment. Heavy - light (feather - pebble). Volatility (floating in the air). Dry - wet. Application "Golden comb".

Purpose of the lesson. Introduce the properties of feathers, consolidate children's knowledge about the use of feathers in everyday life - pillows, feather beds, warm jackets.

"Sand streams"

Kind of activity. Can you draw with sand? Preparing sand for work - sift, dry, and can be tinted. Children work with sand on a prepared surface.

Purpose of the lesson. Introduce children to the property of sand - flowability. Drawing amazing pictures with the development of fantasy and imagination.

Materials and equipment. Panel “Summer Day”, sand, glue, paper, paints.

DECEMBER

Drawing with soap bubbles “Colorful world”.

Kind of activity. Experiment. Dissolving soap in water, making colored soap water. Experimental drawing - blowing colorful bubbles onto a sheet of paper.

Purpose of the lesson. Teach how to blow bubbles on a sheet of paper, introduce the properties of soapy water - you can blow bubbles, fix colors, develop imagination.

Materials and equipment. Plates, glass funnel, cocktail sticks, multi-colored soap solution.

"Air. What's in the package?

Kind of activity. Experiment. The package is empty and filled with air. The presence of air around. How to detect and catch him?

Purpose of the lesson. Detection of ambient air. Draw children's attention to the properties of air - transparent, invisible, light, cold and warm. The vital importance of air for all living things.

Materials and equipment. Plastic bags, strips of paper.

JANUARY

"Crystal Ice"

Kind of activity. Experiment. Melting of ice in warm and cold water. Freezing colorful ice floes and decorating a Christmas tree in the kindergarten area. Observing the melting of ice floes - a vessel with water takes on the color of melted ice.

Purpose of the lesson. Introduce the properties of water (freezing). Learn to draw conclusions - ice melts faster in warm water than in cold water. Developing attentiveness and curiosity.

Materials and equipment. Painted pieces of ice, vessels with water, paints.

"Glass".

Kind of activity. Experiment. Determine the transparency of glass, its fragility - it breaks easily. Does it sink in water or not, is it slippery or not, does it allow liquid to pass through or not. Multi-colored glass - its application. Watching the documentary "New Year's toys - favorite toys."

Purpose of the lesson. Introduce the properties of glass and glass objects. Develop observation skills, familiarization with safety rules when handling glass and glass objects.

Materials and equipment. Glass objects, vessels, water, paints, Christmas tree decorations.

FEBRUARY

"Air flour."

Kind of activity. Experiment. Making glue. Examination of flour: dry, free-flowing, fine, white, tasteless. Flour diluted with water acquires the properties of stickiness, viscosity, plasticity, and pulling. You can make bakery products under special conditions. Craft made from salt dough.

Purpose of the lesson. Introduce children to the properties of flour and what is prepared from it. Development of hard work and patience.

Material and equipment. Flour, flour products, water, vessels, salt, paints, oil, cardboard.

"Black box".

Kind of activity. Experiment. Learn to determine tactile temperature of water and objects.

Purpose of the lesson. Introduce children to determining the temperature of liquid and solid objects tactilely (metal - cold, wood - warm).

Materials and equipment. Items made of wood, metal, glass, plastic, black box.

MARCH

"Magnet".

Kind of activity. Experiment. Attraction of metal objects. Repulsion and attraction of two objects. Magnet hardness.

Purpose of the lesson. Introduce the properties of a magnet and its application in life.

Materials and equipment. Magnets of different shapes and colors, various metal and wooden objects, fabric, paper, etc. Magnet.

“Onion bed on the window.”

Kind of activity. Experiment. Planting onions in the ground. Onion salad scalded with hot water.

Purpose of the lesson. Introduce children to the properties of onions (color, smell, taste, shape). Methods for planting onions. Develop curiosity and observation.

Materials and equipment. Onion, soil, various jars, knife, cutting board, bowl.

APRIL

"Cardboard".

Kind of activity. Experiment. Hard, dense, difficult to bend. When wet, it swells and delaminates. Application "Spring Bouquet".

Purpose of the lesson. Introduce the properties of cardboard, develop observation skills, the ability to draw conclusions and inferences.

Material and equipment. Cardboard of various densities, scissors, water, glue.

"Textile".

Kind of activity. Experiment. Cutting fabric, tearing with difficulty, creasing and smoothing. Sewing two pieces of fabric. Album for viewing “Types of fabric”. Wetting the fabric - feel how it has become (heavy, cold).

Purpose of the lesson. Introduce children to the properties of fabric and their types. Strengthen children's knowledge about clothing.

Materials and equipment. Various scraps of fabric. Threads, needle, scissors, water, iron.

MAY

"Wonderful clay."

Kind of activity. Experiment. Looking at clay. (dry - wet, hard - soft, dense, heavy). Various household items and toys are made from wet clay. Clay objects can break, Documentary film "Clay Pot".

Purpose of the lesson. Introduce children to the properties of clay. Examination of clay toys and dishes.

Materials and equipment. Clay objects. Clay, vessels with water, scraps of fabric, napkins.

"Magic Ball"

Kind of activity. Consideration of different types of threads (floss, sewing, wool). Tearing and cutting threads of different textures. Demonstration of types of work with thread and finished items.

Purpose of the lesson. Introduce children to the properties of threads of different textures, types of fabric, and finished products made from threads.

Material and equipment. Different types of threads, finished products, hook, knitting needles, needle, scissors.