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Galimov informative research activities in the preparatory group. Cognitive, research and productive (constructive) activities

Author	Book	Description	Year	Price	Book type
Veraksa N.E.		The manual, published for the program “From Birth to School” and corresponding to the Federal State Educational Standard, is devoted to the development of an important component of the creative abilities of preschoolers - the ability to transform. In the process... - Mosaic-Synthesis, Cognitive development. Methodical manuals	2018	100	paper book
N. E. Veraksa, O. P. Galimov	Cognitive and research activities of preschool children. For classes with children 4-7 years old. Federal State Educational Standard	The manual, published for the program From birth to school and corresponding to the Federal State Educational Standard, is devoted to the development of an important component of the creative abilities of preschoolers - the ability to transform. In the process... - Mosaic-Synthesis, (format: 70x100/16, 80 pages) Library of the program `From birth to school`	2014	116	paper book

From the authors

This manual is devoted to the development of the creative abilities of preschoolers, or rather one very important component of them - the ability to transform. Why did we stop at the ability to transform? The answer to this question requires some explanation. Creativity is very important in the mental development of children. There are several points of view on understanding what creativity is. Some experts believe that if a child is engaged, for example, in visual arts, then he is engaged in creativity, acting according to the model offered by adults. Others consider creativity to be an exclusively independent activity of the child, during which he creates some kind of product.
We proceed from a different understanding of the essence of creativity: creativity is the process of creating a fundamentally new product. This product must be truly new, that is, something that has not existed before. Here the question arises: where can this product come from?
As a result of insight? For the first time, the answer was found by researchers of animal and human thinking, belonging to a well-known psychological direction called Gestalt psychology (M. Wertheimer, K. Koffka, V. Kohler and others). They showed that the new arises first as a result of mental activity, and then is embodied in practice. At the same time, the mental activity itself turns out to be very remarkable - it lies in the fact that a person does not simply invent or find the necessary new solution (a new product), but obtains it thanks to the transformation of the initial situation in which he finds himself. If we discard all cases associated with remembering the desired solution, then it turns out that a new one arises as a result of the transformation of what a person has at the moment. Unfortunately, Gestalt psychologists were unable to clearly explain how these transformations are carried out and according to what rules. They believed that much depended on the innate characteristics of the child and the maturation of his nervous system.
Domestic psychologists A.N. Leontyev, D.B. Elkonin, A.B. Zaporozhets, L.A. Wenger, O. M. Dyachenko and others came to the conclusion: transformations are accomplished through actions. Therefore, the problem came down to figuring out what actions children should master in order to obtain a creative product. It was this approach that ultimately led to the understanding that creativity is based on the creative abilities of preschool children, which are a system of special actions to transform the original situation using special means.
Transformation abilities were studied in studies by H.A. Bagdasarova, L.F. Bayanova, O.D. Galimova, E.S. Ermakova, E.E. Krasheninnikova, I.B. Shiyana, O.A. Shiyan and others, carried out under the guidance of N.E. Veraxes. Research has shown that transformational abilities are actions that allow one to operate with the relations of opposition that characterize the situation.
For example, we have a piece of plasticine. As a property of this piece, we can distinguish its length. So, we have a piece of plasticine that has a length. Can we convert it? Certainly.
If we think that a piece of plasticine is short, then we can make it long. To do this, you either need to roll it into a “sausage” or add another piece of plasticine.
If we consider a piece of plasticine to be long, then we can make it short by pinching off part of the plasticine or flattening it.
If we consider another property of plasticine - it sinks in water - we can make it float by giving it the shape of a boat.
If we think that plasticine is soft, then we can make it hard - to do this, just put it in the refrigerator, etc.
In all these cases, we transform the original situation according to a certain rule: we select some property of the situation and turn it into its opposite. This procedure is called the action of transforming one opposite into another. Transformation is the most important of the mental actions, which is why this manual pays so much attention to it.
When performing transformation actions, a person first comes up with how a situation or object can be transformed, and then puts it into practice. But the actions of transformation take place not only in human thinking. Processes of transformation constantly occur around us: day turns into night, winter into summer, new things into old, etc.
These processes underlie the corresponding actions that we take without even thinking. By pressing the switch, we will turn darkness into light, by washing our hands with soap, from dirty ones we will turn them into clean ones, etc. By observing such processes and mastering the corresponding actions, the child learns to make transformations in a variety of situations. However, the development of transformation abilities in children occurs spontaneously and does not always reach a high level. Despite the obviousness of transformations in the surrounding world, the child does not always “grasp” the very moment of transition, transformation, therefore, for example, different aggregate states of the same substance may seem to him to be completely different objects. The purpose of the manual is to draw children’s attention, in the process of cognitive and research activities, to the dynamism of the world around them, to the transformations taking place around them.
The world of physical phenomena surrounding the child provides enormous opportunities for the systematic development of transformation abilities as a component of general mental abilities. As the content of physical phenomena, processes that were constantly observed by children were chosen, reflecting the three states of matter (solid, liquid, gaseous), and their transitions, thermal phenomena and pressures of liquids and gases.
The manual is intended for working with children in the middle group of kindergarten, but can also be used in working with older preschoolers.
The manual offers simple tasks that are similar in content to the experience of preschoolers: all of them are of a clearly experimental nature, allow the child to experiment, and develop cognitive initiative.
The proposed studies can be carried out with children in kindergarten and at home under the guidance of an adult (teacher or parent).

When working with preschoolers using this manual, it is important to consider the following points.
Firstly, you need to pay attention to the vocabulary that an adult uses in the process of joint activities with children, remembering that behind each word there is a certain reality. Modern research shows that preschoolers as early as 4–5 years old can master complex terminology. This does not mean that they need to be overloaded with physical terms, but one should not be afraid to use adequate words denoting physical phenomena (“evaporation”, “heating”, “solid matter”, etc.).
Secondly, the words used in the work must be combined into pairs. It is desirable that children learn antonyms, since it is through them that the system of changes occurring with objects and phenomena is transmitted. For example, the relationship “was small - became big” solves the very important task of revealing the qualitative uniqueness of the transformation process as a transition from one state to another, the opposite one. Moreover, such a transition does not require the child to understand quantitative criteria (the concept of quantity takes a long time to form) and allows one to maintain the relativity of the transformation (what is small for one person is large for another). The game “On the contrary” helps to master antonyms.
Thirdly, it must be borne in mind that children perceive the transformation of an object with the help of an image, therefore, if possible, one should turn to tasks that involve the depiction of observed physical processes. In the drawing, it is important to record the initial and final states, as well as intermediate states of the substance. Most of the processes occurring around us are cyclical. Cyclic processes occurring with various objects and phenomena are characterized by initial, final and intermediate states.
Studies by a number of scientists (for example, the school of J. Piaget) have shown that intermediate states are mastered by children with great difficulty. The tasks proposed in the manual allow us to solve this complex problem of the mental development of preschoolers.
An equally important point is the children’s emotional experience of the observed processes and phenomena. Emotional response is a child’s way of understanding the features of the world around him. Childhood emotion, as shown in the works of A.B. Zaporozhets and Ya.Z. Neverovich, solves not only the expressive task (expressing one’s own attitude), but also reveals the meaning of what is happening for the child. Let's give a simple example. When a child listens to the fairy tale “Little Red Riding Hood,” he emotionally experiences the situation of Little Red Riding Hood’s meeting with the wolf. The emotion expresses not only the fact that he is afraid of the wolf and empathizes with Little Red Riding Hood, but also the fact that the wolf is a source of real strength and threat (that is, the objective properties of the wolf are conveyed).
Let's give another example. When a child grabs a hot kettle and experiences the emotion of pain, then in addition to the experience of the unpleasant situation itself, he receives information about the properties of the objects around him.
In the tasks offered in the manual, fairy tale plots are actively used, since fairy tales and outdoor games allow children not only to experience, but also to study various transformation processes. Let us emphasize that the game is important not only because it contains a system of emotional experiences that is interesting to the child, but also because the child performs play actions that convey various properties of the surrounding world, for example, he squeezes, depicting ice, and then performs swimming movements, depicting water. With his behavior, the child actually models the states of water, and he forms a motor image of the various states of this substance. However, even in a game situation, it is necessary to emphasize the cyclical transition from one state to another.
In order for transformations in the world around them not only to be noticed by the child, but also to become an impetus for the development of his creative thinking, the preschooler must, while performing the task, be in the position of not a spectator, but a researcher. It is important not only that he himself perform a specific action with the object (melt ice in his palms or break a piece of chalk), but also solve the problem by discovering significant relationships behind the appearance. The essence of the problem is precisely that it may not be solved. The developmental work of an adult is to return feedback to the child: to show him whether the answer found leads to a solution or whether he needs to think more.
An adult (teacher or parent) must be ready to distinguish a genuine solution to a problem from a “trap” that a child may fall into. Under no circumstances should such mistakes be ignored - they must be discussed with the children and helped to understand why such a decision is not the right one.
Cognitive and research joint activities integrate the teacher's stories, observations of his actions, children's research activity, drawing, games, listening to fairy tales, which provides a developmental effect.
Of particular importance are the studies that the child performs together with his parents. At the same time, parents, on the one hand, support his cognitive activity, on the other hand, they are involved in a common cause with the child and thereby give significance to his cognitive activity.
In order for an adult to understand the direction in which a child’s research activity should develop, we have divided the material into sections. Each section is designated as an independent research topic. For each topic of research activity, goals are defined (in them, on the one hand, the child’s understanding (or lack of understanding) of the phenomena he saw is clarified, on the other hand, a problem is outlined, the solution of which develops the child’s thinking) and the necessary material (equipment) is indicated.
The section “Methodological instructions” presents scenarios for conducting research. It should be emphasized that each scenario is written for an adult and contains an approximate description of possible actions of children. Since the material offered in the manual has been repeatedly tested in work with preschoolers and has shown its effectiveness for the development of creative abilities, we have given answers in the scenarios that are as close as possible to those that the children actually gave during cognitive and research activities. However, this does not mean that all children must “learn” them. The teacher should proceed from the fact that preschoolers can most likely give similar answers, but cannot insist on this. Otherwise, an interesting study will turn into an uninteresting school lesson for children. Children's intellectual initiative should be supported and all cognitive activity should be positively reinforced.
Scenarios are offered to adults to simplify understanding of the context of the construction of not only the topic, but also all the material offered in the manual; they make it possible not to overload children and limit the study in time.

Topic 1. On the contrary

Goals. Getting to know the words “on the contrary”, “opposite” and mastering their meanings; development of the ability to find the opposite word for each word (action).
Material. Pictures depicting adult animals and their young, white and black cubes, identical in size, small and large dolls, long and short wooden sticks, large and small pebbles of the same color (pebbles), 2 black balls: small and large; 2 white balls: small and large.

Guidelines

Educator. Guys, let's play a new game, it's called "On the contrary." So that you all understand how to play, raise your hands up. Now lower them down. Now lift it up again and say: “Up!”, then lower it and say: “Down!” (Children lower and raise their hands.) Up! Down! Up! Down! Okay, well done. Now answer me, what word is the opposite of the word up? (Down.)
- And if I say: “Down!”, what word will be the other way around? (Up.)
– Do you understand how to play this game? You need to say the words backwards. Let's play on. Big. (Small.)
- Small. (Big.)
- Forward. (Back.)
- Back. (Forward.)
- Fast. (Slow.)
After several individual surveys, the teacher says: “Now we will look at the picture and say how it will be the other way around.”
Shows pictures of adult animals and their babies.
Educator. Look and answer: who is depicted here? (Tiger and cubs.)
- What tiger? (Big, strong, striped.)
– The tiger is big, what about the cubs? (Little ones.)
– The tiger is strong, what about the cubs? (Weak.)
- A tiger can run fast. Can tiger cubs run so fast (emphasizing words with energetic pronunciation)? (No.)
- Fast! What will happen the other way around? (Slow.)
Another 2-3 pictures are considered in the same way: an elephant and a baby elephant, a bird and chicks, etc.
Educator. And if I say the word “cold,” what word will be the opposite? (Warm, hot.)
Next, you can repeat words to which children have already found opposite words.
Educator. You all know a lot of fairy tales. Who can name the fairy tales that he knows?
Children call fairy tales.
Educator. How many fairy tales do you know? Well done! But do the kids in the younger group know more fairy tales than you or less? (Less.) Now we will play the game “On the contrary” with fairy tales. Who is bad in fairy tales? (Baba Yaga, Koschey the Immortal.)
- Bad. What will happen the other way around? (Good, kind.)
– And the word “kind” has the opposite word. Which? (Wicked.)
– Who is kind in fairy tales? (Ivanushka, Vasilisa the Beautiful.)
- Who is evil? (Koschei the Deathless.)
The game can be continued and then turned into a conversation about bad and good behavior.
Educator. Now listen carefully. Such words that are obtained in our game “On the contrary” are called opposite. Good is the opposite of “bad.” Warm is the opposite of cold. And what is the opposite of the word “many”? (Few.)
After playing a little more and repeating opposite words, the teacher gives the children a set of objects and toys (white and black cubes of the same size, small and large dolls, long and short wooden sticks (let the children not yet call “long” - “short”, but only sticks are distinguished by size, since the main task at this stage of work is to search for opposites), a large and small pebble of the same color (pebbles), 2 black balls: small and large; 2 white balls: small and large).
Educator. Now we will play the game “Find the opposite”. Place all the toys on the tables. Look at them carefully: among them there are similar and dissimilar. You should take the toy and put it to your left, and the toy that is “opposite”, the opposite, to your right. Is it clear to everyone? Take a wooden stick. What is she like? (Some of the guys can take a large stick, some a small one.)
Children. Big. Small.
Educator. And what will be the other way around? Find the opposite stick: the small stick is opposite the big one.
Children arrange objects.
Educator. Now let's check how you completed the task. Masha, show us and tell us how and what you laid out.
The teacher corrects the child’s individual actions, monitors how all the children check their work (some children can arrange the balls, focusing on opposite colors (black - white), others - on opposite sizes: large ball - small ball.
It is necessary to ask the child why he put objects and toys one way and not another.
Possible error: children may not retain a single basis for comparison, saying, for example: “This ball is black, and this one is big.” In this case, it is necessary to show that the objects differ in different parameters: one is large, the other is small, one is black, the other is white.
Educator. Everyone answered well and completed the task. What game did we play today?
Children. Vice versa! Find the opposite!
Educator. Come on, let's repeat it. Fast. (Slow.) Up. (Down.) And so on.

Game "Changes"
The teacher invites the children to “go through different gates” - high or low. Children walk in a circle. If the teacher says that the gate is high, then you can go straight, but if the gate is low, then you need to bend down. The one who did not bend over in time sits down to rest.
The game can be complicated. The teacher says: “Narrow gate!” - and the children walk sideways; "Wide gate!" - and the children walk, waving their arms widely, taking long steps.
Game "Heavy - light"
Each child is given an empty bag (purse, backpack or bag). The teacher explains: “Each of you carries a bag. It can be heavy or light. Look how you can carry a light bag (He walks, slightly waving the bag and smiles.) Now look how you can carry a heavy bag. (He walks, bends, groans, sighs, stops, “wipes away the sweat.”) Let’s first try to pretend to carry a bag, and then we’ll play.”
The teacher names which bag, for example: “Light!”, and the children pretend to carry it.
Game "Light - Dark"
The teacher reads a poem:

The sun is shining in the sky,
A bright day greets children!
Sun, sun,
Look out the window!

Children put their hand with the visor to their forehead and look into the distance, as if greeting the sun, then “wake up”, stretch - morning has come.
The teacher says:

The night is knocking on our window,
Everything around is dark and dark...

Children close their eyes, “getting ready for bed.”
The teacher says:

We'll wait for the sun,
Now let's go to bed.

Children put their palms under their cheeks and tilt their heads to the side “removed.” Then the poem is repeated, the guys “wake up.” And so on.

Homework for parents

Play the game "On the contrary" with your child. Show him various opposites in everyday life: high and low (house, person, tree), long and short (thread, way home, way to kindergarten), come - go, get wet - dry, laugh - cry, get dressed - undress, morning - evening, day - night, light dark, etc.
When watching television, draw your child’s attention to situations in which opposites can be distinguished: Piggy is lazy, and Filya is hardworking; Tom is big and Jerry is small. You can show your child the sound of different notes and musical instruments (the trumpet plays loudly, the violin plays quietly, etc.); listen to sad and happy songs with him.

Topic 2. Big - small

Goals. Develop the ability to find and distinguish opposites. Form the action “transformation”.
Material. Large and small dolls, large and small buttons, small and large clothes for dolls, large and small objects: boxes, spoons, handbags, pencils, balls, cubes, rings. Scarf made of thick fabric.

Guidelines

Educator. Guys, do you remember the game “On the contrary” that we recently played? Let's play again! Down! (Up.) Cold? (Warm.) Heavy?.."
Then the teacher suggests: “Now we will play the game “Big - Small.” Here are two dolls: one is big, and the other... (Small.) These two sister dolls want to go on a trip and take their things and toys with them. And since they live together, they have mixed up their toys and cannot figure out which is whose. Shall we help the dolls?
The teacher places the dolls on a small table opposite each other. Between the dolls there is a pile of objects to be sorted. The children sit around the table. The teacher invites one of the children (optional) to try to help the dolls.
Educator. We take the toy, show it to everyone and name it. Then we put it on a small or large doll.
The child shows the object, says: “This is a small cube,” and puts the small cube to the small doll.
Educator. Why was the small cube placed with this doll?
– Because she is small and plays with small blocks, and the big doll plays with big toys!
Other toys are sorted similarly. Then the teacher suggests laying out the clothes for the dolls in the same way. Children complete the task.
Next, the teacher invites the children to draw something big and something small, for example, a small doll and a large doll, a small tree and a large tree, a small house and a big house, etc.
Children start drawing. The finished drawings are examined all together.

Consolidation of material during the week

Game "What's under the scarf?"
Paired objects of different sizes are laid out on the table: large and small cubes, balls, buttons, pencils, boxes, rings, etc. Children should carefully look at the toys, touch them, and compare them. Then the toys are covered with a thick scarf. The child is called. He must, by putting his hand under the scarf and feeling the toy, say whether it is small or large, and name it, for example: “Small cube. Big button." And so on. The game continues until the child makes the first mistake.
The rest of the children carefully watch the game, monitoring the correct names of the toys.
Note. This game can be offered as homework to parents. At home, the adult changes roles with the child: when the adult performs the task, the child monitors whether he names the objects correctly.
Game “We are growing!”

Nikolay Evgenievich Veraksa, Oleg Robertovich Galimov

Cognitive and research activities of preschool children. For working with children 4–7 years old

Dear Colleagues!

The program “FROM BIRTH TO SCHOOL” is a revised version of the “Program of Education and Training in Kindergarten” in accordance with Federal State Requirements (FGT), edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.

Therefore, all manuals previously released for the “Program of Education and Training in Kindergarten” are recommended by the authors for use when working under the program “FROM BIRTH TO SCHOOL”, provided that teachers use previously released teaching aids and lesson notes, taking into account the basic requirements of FGT . Namely: teachers should completely exclude lesson-type classes from their work and use forms of organized educational activities appropriate for preschool age, specified in the program “FROM BIRTH TO SCHOOL”.

Oleg Robertovich Galimov - Candidate of Psychological Sciences.

From the authors

We proceed from a different understanding of the essence of creativity: creativity is the process of creating a fundamentally new product. This product must be truly new, that is, something that has not existed before. Here the question arises: where can this product come from?

As a result of insight? For the first time, the answer was found by researchers of animal and human thinking, belonging to a well-known psychological direction called Gestalt psychology (M. Wertheimer, K. Koffka, V. Kohler and others). They showed that the new arises first as a result of mental activity, and then is embodied in practice. At the same time, the mental activity itself turns out to be very remarkable - it lies in the fact that a person does not simply invent or find the necessary new solution (a new product), but obtains it thanks to the transformation of the initial situation in which he finds himself. If we discard all cases associated with remembering the desired solution, then it turns out that a new one arises as a result of the transformation of what a person has at the moment. Unfortunately, Gestalt psychologists were unable to clearly explain how these transformations are carried out and according to what rules. They believed that much depended on the innate characteristics of the child and the maturation of his nervous system.

Domestic psychologists A.N. Leontyev, D.B. Elkonin, A.B. Zaporozhets, L.A. Wenger, O. M. Dyachenko and others came to the conclusion: transformations are accomplished through actions. Therefore, the problem came down to figuring out what actions children should master in order to obtain a creative product. It was this approach that ultimately led to the understanding that creativity is based on the creative abilities of preschool children, which are a system of special actions to transform the original situation using special means.

Transformation abilities were studied in studies by H.A. Bagdasarova, L.F. Bayanova, O.D. Galimova, E.S. Ermakova, E.E. Krasheninnikova, I.B. Shiyana, O.A. Shiyan and others, carried out under the guidance of N.E. Veraxes. Research has shown that transformational abilities are actions that allow one to operate with the relations of opposition that characterize the situation.

For example, we have a piece of plasticine. As a property of this piece, we can distinguish its length. So, we have a piece of plasticine that has a length. Can we convert it? Certainly.

If we think that a piece of plasticine is short, then we can make it long. To do this, you either need to roll it into a “sausage” or add another piece of plasticine.

If we consider a piece of plasticine to be long, then we can make it short by pinching off part of the plasticine or flattening it.

If we consider another property of plasticine - it sinks in water - we can make it float by giving it the shape of a boat.

If we think that plasticine is soft, then we can make it hard - to do this, just put it in the refrigerator, etc.

In all these cases, we transform the original situation according to a certain rule: we select some property of the situation and turn it into its opposite. This procedure is called the action of transforming one opposite into another. Transformation is the most important of the mental actions, which is why this manual pays so much attention to it.

When performing transformation actions, a person first comes up with how a situation or object can be transformed, and then puts it into practice. But the actions of transformation take place not only in human thinking. Processes of transformation constantly occur around us: day turns into night, winter into summer, new things into old, etc.

These processes underlie the corresponding actions that we take without even thinking. By pressing the switch, we will turn darkness into light, by washing our hands with soap, from dirty ones we will turn them into clean ones, etc. By observing such processes and mastering the corresponding actions, the child learns to make transformations in a variety of situations. However, the development of transformation abilities in children occurs spontaneously and does not always reach a high level. Despite the obviousness of transformations in the surrounding world, the child does not always “grasp” the very moment of transition, transformation, therefore, for example, different aggregate states of the same substance may seem to him to be completely different objects. The purpose of the manual is to draw children’s attention, in the process of cognitive and research activities, to the dynamism of the world around them, to the transformations taking place around them.

The world of physical phenomena surrounding the child provides enormous opportunities for the systematic development of transformation abilities as a component of general mental abilities. As the content of physical phenomena, processes that were constantly observed by children were chosen, reflecting the three states of matter (solid, liquid, gaseous), and their transitions, thermal phenomena and pressures of liquids and gases.

The manual is intended for working with children in the middle group of kindergarten, but can also be used in working with older preschoolers.

The manual offers simple tasks that are similar in content to the experience of preschoolers: all of them are of a clearly experimental nature, allow the child to experiment, and develop cognitive initiative.

The proposed studies can be carried out with children in kindergarten and at home under the guidance of an adult (teacher or parent).

When working with preschoolers using this manual, it is important to consider the following points.

Firstly, you need to pay attention to the vocabulary that an adult uses in the process of joint activities with children, remembering that behind each word there is a certain reality. Modern research shows that preschoolers as early as 4–5 years old can master complex terminology. This does not mean that they need to be overloaded with physical terms, but one should not be afraid to use adequate words denoting physical phenomena (“evaporation”, “heating”, “solid matter”, etc.).

Secondly, the words used in the work must be combined into pairs. It is desirable that children learn antonyms, since it is through them that the system of changes occurring with objects and phenomena is transmitted. For example, the relationship “was small - became big” solves the very important task of revealing the qualitative uniqueness of the transformation process as a transition from one state to another, the opposite one. Moreover, such a transition does not require the child to understand quantitative criteria (the concept of quantity takes a long time to form) and allows one to maintain the relativity of the transformation (what is small for one person is large for another). The game “On the contrary” helps to master antonyms.

Thirdly, it must be borne in mind that children perceive the transformation of an object with the help of an image, therefore, if possible, one should turn to tasks that involve the depiction of observed physical processes. In the drawing, it is important to record the initial and final states, as well as intermediate states of the substance. Most of the processes occurring around us are cyclical. Cyclic processes occurring with various objects and phenomena are characterized by initial, final and intermediate states.

Studies by a number of scientists (for example, the school of J. Piaget) have shown that intermediate states are mastered by children with great difficulty. The tasks proposed in the manual allow us to solve this complex problem of the mental development of preschoolers.

An equally important point is the children’s emotional experience of the observed processes and phenomena. Emotional response is a child’s way of understanding the features of the world around him. Childhood emotion, as shown in the works of A.B. Zaporozhets and Ya.Z. Neverovich, solves not only the expressive task (expressing one’s own attitude), but also reveals the meaning of what is happening for the child. Let's give a simple example. When a child listens to the fairy tale “Little Red Riding Hood,” he emotionally experiences the situation of Little Red Riding Hood’s meeting with the wolf. The emotion expresses not only the fact that he is afraid of the wolf and empathizes with Little Red Riding Hood, but also the fact that the wolf is a source of real strength and threat (that is, the objective properties of the wolf are conveyed).

Let's give another example. When a child grabs a hot kettle and experiences the emotion of pain, then in addition to the experience of the unpleasant situation itself, he receives information about the properties of the objects around him.

In the tasks offered in the manual, fairy tale plots are actively used, since fairy tales and outdoor games allow children not only to experience, but also to study various transformation processes. Let us emphasize that the game is important not only because it contains a system of emotional experiences that is interesting to the child, but also because the child performs play actions that convey various properties of the surrounding world, for example, he squeezes, depicting ice, and then performs swimming movements, depicting water. With his behavior, the child actually models the states of water, and he forms a motor image of the various states of this substance. However, even in a game situation, it is necessary to emphasize the cyclical transition from one state to another.

In order for transformations in the world around them not only to be noticed by the child, but also to become an impetus for the development of his creative thinking, the preschooler must, while performing the task, be in the position of not a spectator, but a researcher. It is important not only that he himself perform a specific action with the object (melt ice in his palms or break a piece of chalk), but also solve the problem by discovering significant relationships behind the appearance. The essence of the problem is precisely that it may not be solved. The developmental work of an adult is to return feedback to the child: to show him whether the answer found leads to a solution or whether he needs to think more.

An adult (teacher or parent) must be ready to distinguish a genuine solution to a problem from a “trap” that a child may fall into. Under no circumstances should such mistakes be ignored - they must be discussed with the children and helped to understand why such a decision is not the right one.

Cognitive and research joint activities integrate the teacher's stories, observations of his actions, children's research activity, drawing, games, listening to fairy tales, which provides a developmental effect.

Of particular importance are the studies that the child performs together with his parents. At the same time, parents, on the one hand, support his cognitive activity, on the other hand, they are involved in a common cause with the child and thereby give significance to his cognitive activity.

In order for an adult to understand the direction in which a child’s research activity should develop, we have divided the material into sections. Each section is designated as an independent research topic. For each topic of research activity, goals are defined (in them, on the one hand, the child’s understanding (or lack of understanding) of the phenomena he saw is clarified, on the other hand, a problem is outlined, the solution of which develops the child’s thinking) and the necessary material (equipment) is indicated.

The section “Methodological instructions” presents scenarios for conducting research. It should be emphasized that each scenario is written for an adult and contains an approximate description of possible actions of children. Since the material offered in the manual has been repeatedly tested in work with preschoolers and has shown its effectiveness for the development of creative abilities, we have given answers in the scenarios that are as close as possible to those that the children actually gave during cognitive and research activities. However, this does not mean that all children must “learn” them. The teacher should proceed from the fact that preschoolers can most likely give similar answers, but cannot insist on this. Otherwise, an interesting study will turn into an uninteresting school lesson for children. Children's intellectual initiative should be supported and all cognitive activity should be positively reinforced.

Scenarios are offered to adults to simplify understanding of the context of the construction of not only the topic, but also all the material offered in the manual; they make it possible not to overload children and limit the study in time.

Topic 1. On the contrary

Goals. Getting to know the words “on the contrary”, “opposite” and mastering their meanings; development of the ability to find the opposite word for each word (action).

Material. Pictures depicting adult animals and their young, white and black cubes, identical in size, small and large dolls, long and short wooden sticks, large and small pebbles of the same color (pebbles), 2 black balls: small and large; 2 white balls: small and large.

Guidelines

- And if I say: “Down!”, what word will be the other way around? (Up.)

– Do you understand how to play this game? You need to say the words backwards. Let's play on. Big. (Small.)

- Small. (Big.)

- Forward. (Back.)

- Back. (Forward.)

- Fast. (Slow.)

After several individual surveys, the teacher says: “Now we will look at the picture and say how it will be the other way around.”

Shows pictures of adult animals and their babies.

Educator. Look and answer: who is depicted here? (Tiger and cubs.)

- What tiger? (Big, strong, striped.)

– The tiger is big, what about the cubs? (Little ones.)

– The tiger is strong, what about the cubs? (Weak.)

- A tiger can run fast. Can tiger cubs run so fast (emphasizing words with energetic pronunciation)? (No.)

- Fast! What will happen the other way around? (Slow.)

Another 2-3 pictures are considered in the same way: an elephant and a baby elephant, a bird and chicks, etc.

Educator. And if I say the word “cold,” what word will be the opposite? (Warm, hot.)

Educator. You all know a lot of fairy tales. Who can name the fairy tales that he knows?

Children call fairy tales.

Educator. How many fairy tales do you know? Well done! But do the kids in the younger group know more fairy tales than you or less? (Less.) Now we will play the game “On the contrary” with fairy tales. Who is bad in fairy tales? (Baba Yaga, Koschey the Immortal.)

- Bad. What will happen the other way around? (Good, kind.)

– And the word “kind” has the opposite word. Which? (Wicked.)

– Who is kind in fairy tales? (Ivanushka, Vasilisa the Beautiful.)

- Who is evil? (Koschei the Deathless.)

The game can be continued and then turned into a conversation about bad and good behavior.

Educator. Now listen carefully. Such words that are obtained in our game “On the contrary” are called opposite. Good is the opposite of “bad.” Warm is the opposite of cold. And what is the opposite of the word “many”? (Few.)

After playing a little more and repeating opposite words, the teacher gives the children a set of objects and toys (white and black cubes of the same size, small and large dolls, long and short wooden sticks (let the children not yet call “long” - “short”, but only sticks are distinguished by size, since the main task at this stage of work is to search for opposites), a large and small pebble of the same color (pebbles), 2 black balls: small and large; 2 white balls: small and large).

Educator. Now we will play the game “Find the opposite”. Place all the toys on the tables. Look at them carefully: among them there are similar and dissimilar. You should take the toy and put it to your left, and the toy that is “opposite”, the opposite, to your right. Is it clear to everyone? Take a wooden stick. What is she like? (Some of the guys can take a large stick, some a small one.)

Children. Big. Small.

Educator. And what will be the other way around? Find the opposite stick: the small stick is opposite the big one.

Children arrange objects.

Educator. Now let's check how you completed the task. Masha, show us and tell us how and what you laid out.

The teacher corrects the child’s individual actions, monitors how all the children check their work (some children can arrange the balls, focusing on opposite colors (black - white), others - on opposite sizes: large ball - small ball.

It is necessary to ask the child why he put objects and toys one way and not another.

Possible error: children may not retain a single basis for comparison, saying, for example: “This ball is black, and this one is big.” In this case, it is necessary to show that the objects differ in different parameters: one is large, the other is small, one is black, the other is white.

Educator. Everyone answered well and completed the task. What game did we play today?

Children. Vice versa! Find the opposite!

Educator. Come on, let's repeat it. Fast. (Slow.) Up. (Down.) And so on.

Game "Changes"

The teacher invites the children to “go through different gates” - high or low. Children walk in a circle. If the teacher says that the gate is high, then you can go straight, but if the gate is low, then you need to bend down. The one who did not bend over in time sits down to rest.

The game can be complicated. The teacher says: “Narrow gate!” - and the children walk sideways; "Wide gate!" - and the children walk, waving their arms widely, taking long steps.

Game "Heavy - light"

Each child is given an empty bag (purse, backpack or bag). The teacher explains: “Each of you carries a bag. It can be heavy or light. Look how you can carry a light bag (He walks, slightly waving the bag and smiles.) Now look how you can carry a heavy bag. (He walks, bends, groans, sighs, stops, “wipes away the sweat.”) Let’s first try to pretend to carry a bag, and then we’ll play.”

The teacher names which bag, for example: “Light!”, and the children pretend to carry it.

Game "Light - Dark"

The teacher reads a poem:

The sun is shining in the sky,
A bright day greets children!
Sun, sun,
Look out the window!

Children put their hand with the visor to their forehead and look into the distance, as if greeting the sun, then “wake up”, stretch - morning has come.

The teacher says:

The night is knocking on our window,
Everything around is dark and dark...

Children close their eyes, “getting ready for bed.”

The teacher says:

We'll wait for the sun,
Now let's go to bed.

Children put their palms under their cheeks and tilt their heads to the side “removed.” Then the poem is repeated, the guys “wake up.” And so on.

Homework for parents

When watching television, draw your child’s attention to situations in which opposites can be distinguished: Piggy is lazy, and Filya is hardworking; Tom is big and Jerry is small. You can show your child the sound of different notes and musical instruments (the trumpet plays loudly, the violin plays quietly, etc.); listen to sad and happy songs with him.

Topic 2. Big - small

Goals. Develop the ability to find and distinguish opposites. Form the action “transformation”.

Material. Large and small dolls, large and small buttons, small and large clothes for dolls, large and small objects: boxes, spoons, handbags, pencils, balls, cubes, rings. Scarf made of thick fabric.

Guidelines

Educator. Guys, do you remember the game “On the contrary” that we recently played? Let's play again! Down! (Up.) Cold? (Warm.) Heavy?.."

Then the teacher suggests: “Now we will play the game “Big - Small.” Here are two dolls: one is big, and the other... (Small.) These two sister dolls want to go on a trip and take their things and toys with them. And since they live together, they have mixed up their toys and cannot figure out which is whose. Shall we help the dolls?

The teacher places the dolls on a small table opposite each other. Between the dolls there is a pile of objects to be sorted. The children sit around the table. The teacher invites one of the children (optional) to try to help the dolls.

Educator. We take the toy, show it to everyone and name it. Then we put it on a small or large doll.

The child shows the object, says: “This is a small cube,” and puts the small cube to the small doll.

Educator. Why was the small cube placed with this doll?

– Because she is small and plays with small blocks, and the big doll plays with big toys!

Other toys are sorted similarly. Then the teacher suggests laying out the clothes for the dolls in the same way. Children complete the task.

Children start drawing. The finished drawings are examined all together.

Consolidation of material during the week

Game "What's under the scarf?"

Paired objects of different sizes are laid out on the table: large and small cubes, balls, buttons, pencils, boxes, rings, etc. Children should carefully look at the toys, touch them, and compare them. Then the toys are covered with a thick scarf. The child is called. He must, by putting his hand under the scarf and feeling the toy, say whether it is small or large, and name it, for example: “Small cube. Big button." And so on. The game continues until the child makes the first mistake.

The rest of the children carefully watch the game, monitoring the correct names of the toys.

Note. This game can be offered as homework to parents. At home, the adult changes roles with the child: when the adult performs the task, the child monitors whether he names the objects correctly.

Game “We are growing!”

The game can be played while walking or during a break between classes. The teacher says: “Guys, let’s show how we are growing. We were small, small, and then we became what...? (Large.) We are big now, but we will grow even bigger. How can we show that we are small? (Children crouch and wrap their arms around themselves.) And now we are growing, growing higher and higher. (Children stretch their arms up, rise, stretch out, stand on tiptoes.) That’s how big we have become, well done! Well, once again - small ones! (The children squat again.) And now they’re big again!

The game can be repeated 3-4 times.

Game "We are walking"

The teacher says: “Guys, show me how you walked when you were little, and how you will walk when you become adults. Come on, picture how little ones walk. (Children go one after another.)

The teacher says:

When we were little,
We walked a little.
And now we're growing up
How big we walk!

Children “grow” - they walk “like big people” (they stride widely, wave their arms). At the teacher’s command, the children “become small” again.

The game can be repeated 3-4 times. It is good to use appropriate music for small and large steps.

Topic 3. Transformation

Goals. Getting to know the word “transforms”, searching for transformations. Development of the ability to record the action of transformation based on the use of pairs of words: “was - will be”, “was - became (becomes)”, for example: the tiger cub was small, will (become) big. Formation of the action of transformation based on practical actions with plasticine and rubber.

Material. Pictures depicting small and large trees, animals; plasticine, medical bandage, cut into pieces of 5-10 cm.

Guidelines

Educator. Guys, of course, you know a lot of fairy tales. Who can tell me what transformations happen in fairy tales? This is the most interesting thing - someone turns into something. Remember and name the transformations in fairy tales.

The children's answers are listened to. If children find it difficult to give examples from fairy tales, you need to read them a fairy tale with transformations, for example, “The Frog Princess,” “Alyonushka and Brother Ivanushka,” and then ask: “Who turned into what in fairy tales?”

Educator. Who can say what transformation is?

Children. This is when the frog princess turns from a frog into a princess!

Educator. Who else will give an example?

Children. This is when at first Ivanushka was a man, and then he became a little goat!

Educator. Why do we call this transformation?

The teacher listens to the children's answers and comments on them, formulating the child's thoughts more clearly. Then he asks: “But still, who will say how we know when the transformation occurred and when the transformation did not occur?”

It is important that children come to the answer: “Transformation is when someone (something) changes.” To bring them to this conclusion, we can turn to examples from fairy tales.

Educator. What do you mean changed? Who's to say?

Children. Became different.

Educator. Well done! He has changed - it means that at first Ivanushka was a man, and then he became something else - a little goat! So, transformation is when someone (or something) was one thing and then became another. Transformations don't only happen in fairy tales. For example, now we have a day, and then what will happen? (Night.) Right! Day will turn into night. Will it be night all the time? (No!) What can the night turn into next? (In a day.) Right! It's light during the day, but at night... (Dark.) It was dark at night, and then it will become... (The sun will come out and it will be light.)

The teacher shows a picture of a baby and asks: “Who is this?”

Children. This is a tiger cub.

Educator. That's right, this is a tiger cub, and his name is Caesar! And who is this? (Shows a picture of an adult animal.)

Children. Tiger.

Educator. That's right, the tiger, and his name is also Caesar. Why do you think both the tiger and the tiger cub are named Caesar? Could this be the same tiger? Here is a big tiger - Caesar. Has he always been big? (No, not always, he was small.) He was small, and then he became... (Big.) Caesar was small, then he grew up and became big - from small he turned into big. And you - Sasha, Masha, Sveta - are now going to kindergarten, and then you will grow up. Will you be called the same? (Yes, same.) Only you are small now, and then you will become... (Large.) Well, of course you will turn into big ones! You will only transform very slowly - first you will go to a preparatory school group, then to first grade, and then you will become adults. Look at the pictures.

The teacher shows pictures depicting sequential changes in growth: small child - teenager - adult; small tree, big tree.

Educator. Small turns into big. Can something big turn into something small? It was big, and then it became small. You all ate ice cream. First, the ice cream is big - a whole glass. You eat it, and it becomes less and less, right? This means that big things can turn into small ones.

The teacher takes a plasticine cube and asks: “What is this? (Cube.) And what's that? (Shows a plasticine ball.) (Ball.) Is it possible to make the cube turn into a ball? (Children's answers.) Now you can check it yourself - whether it will work or not.

The teacher hands out plasticine cubes to the children (they must be put in the refrigerator in advance) and asks: “Can I make a ball from such a cube? Let's turn the cube into a ball. Just tell me first, what kind of cube is this? (Cold.) What about your hands and palms? (Warm.) The cube is cold, your palms are warm. Very good. Turn the cube into a ball."

Children make a ball by kneading cold plasticine. An adult controls their work, helps and shows.

Educator. Did everyone get a ball? Come on, touch him, how cold is he now, as before? (No, warm.) You see, it was cold, but what has it become? (Warm.) We had this cube. (Shows his cube.) Now what do we have? (Ball.) The cube turned into... (ball). It was cold, but it became warm.

The teacher shows the children a piece of rubber and says: “This is rubber, a piece of rubber. What is it, small or big? (Small.) Is it possible to turn it into a big piece? Let's see". He gives the children a piece of rubber and asks: “How can I make a big one out of a small one?”

Children stretch a piece of rubber.

Educator. There was a small piece, but we made it big. Come on, show everyone who got which piece. And now we slowly make small ones out of big ones. (Moves his hands.) Now it’s big again. (Spreads his arms.) And small again! (Children stretch a piece of rubber.) It was long, it became short, and the short one can be stretched into a long one again. Let's depict it like this: (holds his palms in front of him) he was small (spreads his palms to the sides), but he has become big! Small - big!

Children repeat the teacher's actions.

Consolidation of material during the week

Outdoor game "Loaf"

Children walk in a circle, clap their hands and repeat: “Just like on a baby elephant’s birthday, we baked a loaf, this high (raise their hands high up), this wide (spread them wide to the sides).”

Educator. And there was a mouse there, calling us on our birthday. Come on, start singing a song, what a loaf!

Children. As on the mouse’s name day, we baked a loaf. This height (they show how small it is: they squat, palms close to the floor), this width (they show a short distance with their palms).

Topic 4. Transformation scheme

Goals. Mastering the “transformation” scheme. Formation of the “transformation” action.

Material. Subject pictures. Paper, pencils.

Guidelines

Educator. Guys, do you remember that last time we talked about transformation? Who can give an example of transformation?

Children. The frog turned into a princess. The chick grew up and became a big bird...

The teacher invites the children to play the game “Who will become who?” He shows a picture of an object, and the children name what this object can turn into. For example, a teacher shows a picture of a chicken egg and asks: “What can this object turn into, who can say?

Children. Into the chicken.

Educator. Right. There was an egg and it turned into a chicken.

The teacher first shows a picture of an egg, and then a picture of a chicken. Game continues.

Then the teacher suggests: “Now, guys, let's draw the transformation of an egg into a chicken. Take paper and pencils and draw. Let's think about how we can draw the transformation of an egg into a chicken? Think and draw. And I'll draw the same thing.

Children and teacher draw. Then all the drawings are put up for discussion.

Educator. You see that the pictures show an egg and a chicken. But how can we show that an egg turns into a chicken?

Children express their suggestions.

The teacher leads them to the conclusion: if only a chicken or only an egg is drawn in the picture, then it is difficult to understand that a transformation has occurred. Then he says: “Guys, you’re all great. Your suggestions are very interesting, but most of all I liked those pictures where both an egg and a chicken are drawn. But how can we show that it’s not just an egg lying there and a chicken jumping nearby, but that a transformation has taken place? Let me draw an arrow from the egg to the chicken. And on your pieces of paper, too, draw an arrow from the egg to the chicken.”

He returns the drawings to the children, they draw arrows, showing the directions of transformation: there was an egg, and a chicken hatched from it.

Then the teacher shows a sheet of paper with images: frogs and princesses.

Educator. Look, it's a frog and a princess. What fairy tale do you know in which a frog turns into a princess? ("Princess Frog".) Right. How can we show in the drawing that the frog turns into a princess? (Draw an arrow.) Does everyone agree that this can be shown?

The teacher draws an arrow from the frog to the princess. Then he takes out a second similar drawing and asks: “Can we show that it is not the frog that turns into the princess, but the princess that turns into a frog? How? That's right, you need to draw an arrow in reverse, from the princess to the frog.

The teacher draws an arrow.

Then he invites the children to play the game “Guess the Transformations”: shows pictures with arrows (a tree and a wooden house; fabric and clothing; paints and a painting; a child and an adult, etc.), and the children guess who is turning into whom. The corresponding arrows are drawn in the pictures.

Topic 5. Ice - water

Goals. Development of ideas about the melting of ice, the transformation of ice into water, winter and summer. Formation of the “transformation” action.

Material. Ice in a plastic bag (or a test tube one-third filled with ice) (for each child), two pictures with the same landscape at different times of the year (on one picture there is a river, the sun, a river bank in flowers, children swimming in the river; on the other – frozen river, snowing, river bank in snowdrifts, children skating on the ice of the river).

Guidelines

Educator. Guys, last time we talked about transformations. Who can tell me what can transform? What kinds of transformations are there?

Children. Small to big! Brother Ivanushka has turned into a little goat!

Educator. Very good. We also turned a plasticine cube into a ball. What was plasticine like at first? (Solid.) That's right, it was hard, and then you crushed it with your hands and it became what? (Soft.) What else is soft? (Plasticine. Pillow. Toys.) What's hard? (Pebble. Tree.) Do you think something solid can turn into something? Now let's see.

The teacher hands out bags of ice to the children and says: “Come on, what do you have, touch it, feel it. (It's ice.) What does ice feel like? (Hard, cold.) The ice is cold, but what are your palms like? (Warm.) The ice is cold, your palms are warm. Let's see what happens from cold ice in warm palms! Let's heat the ice!"

Children warm the ice in their palms and water appears.

Educator. Where did the water come from? (Ice turned into water.) Did the ice remain the same as it was? (The pieces became small.) What does ice turn into?

Children. You need to draw an arrow.

The child (optional) goes out and draws an arrow.

Educator. Well done. We drew an arrow and the picture shows that ice turns into water. When does the ice melt? (When it is warm.) When can you see ice? (In winter.) What happens in winter? (Snow, cold, ice.) And when there is no snow and ice? (In summer.) Right! It's warm here in the summer, and in the winter... (Cold.) In the summer it rains, you can swim, but in the winter... (In winter there is snow, ice on the river.) When does ice appear on the river? (When it's cold.) When does ice turn into water? (When it is warm.) This means: when it’s cold - ice, when it’s warm - water.

The teacher shows pictures depicting the same landscape at different times of the year: winter and summer. (In the first picture there is a river, the sun, the river bank in flowers, children swimming in the river. In the second picture there is a frozen river, it is snowing, the river bank is in snowdrifts, children are skating on the ice of the river.)

He asks: “What is drawn in the first picture? (Winter.) And on the second? (Summer.) What's on the river in the first picture? What do children ride on? (On the ice.) What's in the river in this picture? (Water.) Do you think the children in the second picture are cold? Are they cold? That's right, they're warm. Why is it warm? (Because the sun is shining.) Is it cold or warm in the first picture? (Cold.)

At the end, the teacher invites the children to play the game “On the contrary” that they already know and says “Big”. (Small.)

- Heavy. (Easy.)

- Cold. (Warm. Hot.)

- Winter. (Summer.)

- Warm. (Cold.)

Consolidation of material during the week

During breakfast or lunch, draw children's attention to the contrasting temperature conditions of liquid food: hot soup - cold juice, soup hotter than compote; to decrease the temperature of the liquid over time: “You see, the soup has already cooled down while you were playing: the soup was hot, it became cold.”

Homework for parents

Show your child the freezer compartment of the refrigerator. Freeze the ice in advance, invite your child to place the ice on a plate and watch the ice turn into water.

Talk with your child about the seasons, clearly contrasting winter and summer, spring and autumn. (Winter turns into summer. Spring is not summer yet, but not winter either. In spring it is sometimes cold (like winter), sometimes warm (like summer) - and in autumn too. In spring everything begins to melt - ice turns into water, snow melts and turns into streams (into water). In the fall, everything begins to freeze (puddles), instead of rain - snow (clouds freeze). In winter, ice and snow are everywhere, in summer there is water everywhere. In spring and autumn, both ice and water.)

It is advisable to conduct such a conversation at the beginning and end of winter, seeking from the child a clear contrast between summer and winter, spring and autumn.

Topic 6. Morozko

Goals. Formation of ideas about aggregate transformations of water and seasonal changes in nature. Formation of transformation actions.

Material. Two burners (with the possibility of heating one of them), two mugs - blue and red, two pieces of ice.

Guidelines

Educator. Today we'll start by solving riddles. Listen.

Marina Gavryushina
Development of cognitive interest in children 4–7 years old through experimental research activities

Experience on the topic:

« Development of cognitive interest in children 4-7 years old, using when getting acquainted with inanimate nature"

Currently in Russia there is an acute issue of improving the quality of education. The education system is focused on development an active creative personality, capable of adapting to modern conditions and making non-standard decisions. A preschool educational institution is the first stage of a continuous education system. One of the important qualities of a future schoolchild is curiosity and activity, so the problem of education for preschoolers cognitive interests, covering all aspects of the educational process, is quite significant. Until recently, in preschool pedagogy development of cognitive interests preschoolers were not given special attention, while cognitive interest is now recognized as one of the leading motives motivating children to knowledge, to learning.

problem cognitive interest widely studied in psychology by B. G. Ananyev, M. F. Belyaev, L. I. Bozhovich, L. A. Gordon, S. L. Rubinstein, V. N. Myasishchev and in pedagogical literature by G. I. Shchukina, N R. Morozova.

Research by B. G. Ananyev, L. N. Bozhovich, L. S. Vygotsky, L. A. Wenger, A. G. Zaporozhets shows that cognitive interest is formed more successfully with active cognitive activity. Cognitive interest The child is manifested in the desire to learn new things, to find out what is unclear about the qualities, properties of objects, phenomena of reality, in the desire to understand their essence, to find existing relationships and connections between them.

Many researchers have proven that curiosity, activity children are not a property, inherent in age and spontaneously developing. Formation cognitive interest requires targeted work with children.

Today, environmental awareness and respect for nature have become the key to human survival on our planet. In addition, environmental education children– this is the huge potential of their comprehensive development. A thoughtful, systematic introduction of a child to the natural world allows develop he has major operations thinking: analysis, comparison, ability to establish relationships, generalization.

When forming the foundations of natural scientific and environmental concepts, experimentation is considered as a method close to ideal. Knowledge gleaned not from books, but acquired independently, is always conscious and more durable. Such classics of pedagogy as J. A. Komensky, I. G. Pestalozzi, J. J. Rousseau, K. D. Ushinsky and many others advocated the use of this teaching method. Peculiarities activities experimentation has been examined in a number of studies (D. B. Godovikova, M. I. Lisina, S. L. Novoselova, A. N. Poddyakov.)

Analyzing the results of the level survey development of cognitive needs, came to the conclusion that the majority educational for children the need is weakly expressed and therefore a system of work is needed for development of cognitive interest(Annex 1).

In this regard, we have set ourselves target: creating conditions for development of cognitive interest in children 4-7 years old using research activities when getting acquainted with inanimate nature.

Tasks:

1. study psychological and pedagogical literature on this issue;

2. draw up a work plan experimental research activities for children 4-7 years with objects and phenomena of inanimate nature and implement it;

3. conduct a final examination to identify the level of formation cognitive interest in children.

To make a child want something cognize, it is necessary to create a specific subject-specific group development environment.

Therefore, the group was equipped with a mini-laboratory "Curious", which contains materials for familiarization with their properties, various equipment and instruments for conducting research.

Basic equipment laboratories:

Devices – "helpers": laboratory glassware, scales, objects of living and inanimate nature, containers for playing with water of various volumes and shapes;

natural material: pebbles, clay, sand, shells, bird feathers, saw cuts and tree leaves, moss, 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, butter, flour, salt, sugar, colored and transparent glass, sieve, candles.

Optional equipment: oilcloth aprons, towels, containers for storing bulk and small items.

In our work we adhere to the following principles: consistency, seasonality, age, integration, continuity of interaction with the child in the conditions of a preschool institution, family and school.

The study of the properties, qualities of objects and phenomena of inanimate nature takes place step by step: in the middle group we introduce some objects, in the senior and preparatory groups others are added to them.

Direct educational activities(classes) on the implementation of the educational field « cognitive development» with included experiments on a given topic is organized according to long-term planning for the educational program and themes of the week in kindergarten garden: in the middle group - 2 lessons; in the senior school - 3 lessons, in preparatory school - 4 lessons.

In order to attract attention children to a given problem or task I use various incentives:

Novelty, unusualness of the object, mystery, surprise;

Motive for help;

cognitive motive;

Situation of choice.

Organization experimental activities takes place in the form of a partnership between an adult and a child, which promotes development the child has activity, independence, the ability to make a decision, try to do something without fear that it will turn out wrong, causes a desire to achieve, promotes emotional comfort, development of social and cognitive activities.

Block joint activities an adult with children is, in my opinion, the main thing in the formation of children experienced-research skills. This block includes experiences and experiments, games - experiments, games – experiments. I also include projects implemented jointly with parents in this block. It is the joint content activity adult and child is a kind of school for the transmission of social experience in the sphere of influence of inanimate nature on all living things.

Experiments and conduct experiments in a mini-laboratory "Curious" at special times, and in good weather - on the street while walking. Structure of the game - experimentation:

Statement, formulation cognitive task;

Clarification of safety rules during the experiment;

Making assumptions, selecting verification methods put forward by children;

Hypothesis testing;

Checking the results, conclusion;

Recording results;

Questions children.

We try to connect experimentation in the laboratory with observation while walking or on an excursion.

Planning your own children's activities involves, first of all, the creation of conditions that contribute to this activities. For this purpose, the group has organized a mini-laboratory with appropriate equipment, which allows it to have a huge impact on cognitive activity of children. This experienced-research independent children's activities is aimed at clarifying the systematization of all properties and characteristics of objects and phenomena of inanimate nature, their relationship and interdependence with objects of living nature.

Experienced- research activity as the main one can be integrated with other activities. The following are possible combinations:

Reading a short piece of fiction that introduces a specific topic, then actually experiences and experiments;

- informative- research activity, then productive activity, continuing the theme (drawing, applique, design, modeling);

- informative- research activity, then the story game.

To the successful development of cognitive interest using research activities When getting acquainted with inanimate nature, close cooperation with parents is promoted.

Therefore, we use such forms of work as parent meetings, consultations "Amazing in Nature", « Educational experiences at home» , environmental holidays, pedagogical screens, open display experiments involving children and parents.

Such forms of work provide an opportunity to involve parents in the pedagogical process and demonstrate to parents what knowledge about nature they have children, show that this knowledge is necessary for the formation of the foundations of environmental culture and development of cognitive interest in children.

In the course of the work done children sustainable ecological knowledge about inanimate nature and the need have been formed explore the world around us, i.e. cognitive interest. We believe that our work leads to positive results, this can be seen from the results of the survey at the end of the year (Annex 1). Children have become observant, inquisitive, and are trying to draw their own conclusions and conclusions.

Bibliography

1. Wenger, V. A. Development of cognitive abilities in the process of preschool education - M.: Education, 1986

2. Veretennikova, S. A. Familiarization of preschoolers with nature. –M.: Education, 1980

3. A cart and a small cart of miracles. Experiments for children from 3 to 7 years / Author- compiler: Zubkova N. M. - St. Petersburg: Rech, 2006. - 64 p.

4. Gorkova, S. E., Kochergina, A. V., Obukhova, L. A. Scenarios for classes on environmental education of preschoolers (middle, senior, preparatory groups). – M.: VAKO, 2005

5. Doronova T. N., Korotkova N. A. Informative– research activity senior preschoolers // Child in kindergarten, 2003 No. 3

6. Dybina O. V., Rakhmanova N. P., Shchetinina V. V. Unknown near: experiments and experiments for preschoolers / ed. O. V. Dybina. – M.: TU sphere, 2010.- 192 p.

7. Ivanova A. I. Ecological observations and experiments in kindergarten M: Creative Center, 2008

8. Kuvshinova E. V. Observation and experiments in winter // Preschool teacher, 2010, No. 2, pp. 27-31

9. Nikolaeva, S. N. Methods of environmental education of preschool children. - M.: Publishing Center "Academy", 2001

10. Pinakhina E. B. Investigating the properties of water // Preschool educator, 2010, No. 12, pp. 26-29

11. Portkina S. A. Familiarization with nature in research activities preschoolers // Preschool teacher, 2010, No. 3, pp. 26-33

12. Ryzhova N. Sand, clay, stones // Preschool education, 2004 No. 7

13. Chekhonina O. Experimentation as the main type of search activities// Preschool education, 2007.No.6. pp. 13-16.

Current page: 1 (book has 8 pages in total) [available reading passage: 2 pages]

Nikolay Evgenievich Veraksa, Oleg Robertovich Galimov

Cognitive and research activities of preschool children. For working with children 4–7 years old

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