Experimental activities 1st junior group. An approximate algorithm for conducting an experiment lesson

Summary of OOD on experimentation of the first junior group “Water, what is it like”

Integration of areas: cognition, socialization, communication, music, health

Target: Involving children in basic research activities, introducing them to some of the properties of water;

Tasks:

educational:

1. Introduce children to the properties of water (color, temperature, fluidity).

2. Talk about the importance of water in our lives.

developing:

1. Develop children's speech, thinking and curiosity.

2. Develop cognitive interest in the process of experimenting with liquids

3. Develop observation skills.

educational:

1. Educate careful attitude to the water.

2. To develop cultural and hygienic skills in children,

Dictionary enrichment: Liquid, transparent, cold, warm.

Material and equipment: Glass, glass of water, glass of milk, pebble.

Two plates, warm water, cold water, a towel; audio recording from music work "Rain".

OOD - experimentation:

Educator: I tell the children a riddle

So that there is no trouble.

We cannot live without (water).

Educator: Now you and I will hit the road.

By flat path,

(Children walk at a pace)

On a flat path

Our feet are walking

One-two, one-two,

By pebbles, by pebbles,

(jump on two legs)

Stone by stone, stone by stone.

Into the pit - bang!

(squat down)

Children approach the water tap.

Educator: I fill a glass with water.

Experiment No. 1: “Water is liquid.”

I take two glasses: one with water, the other empty. I carefully pour water from one to the other.

Educator: What happens to the water?

Children: It's pouring.

Educator: Why is it pouring? Water flows because it is liquid. So what kind of water? (Liquid)

Because water is liquid and can flow, it is called a liquid.

The p/i “On a level path” is carried out.

We reach a table where there are two glasses. A glass of water and a glass of milk.

Educator: Guys, what color is the water? (Children's answers).

What color is the milk? (white).

Experiment No. 2 “The water is clear.”

I will hide the pebbles in water and milk. And you will tell me where I hid the stones and where it didn’t work out. (Children's answers).

Educator: It was not possible to hide it correctly in the water, because the water is transparent, and the milk is white and opaque.

Educator: Let's all say the water is clear.

Educator: Now let's take a little rest

(physical minute)

Clear water flows

We know how to wash ourselves.

We take tooth powder,

Brush your teeth firmly

Wash your ears, wash your neck,

Before our eyes we are doing well.

The p/i “On a level path” is carried out.

Children approach the table on which there are two basins with water,

Experiment No. 3: “Water is cold, warm.”

Educator: I say that the water may be warm or cold. I suggest putting your finger in warm and cold water.

Educator: What kind of water do we have in our cups? (cold, warm)

Educator: We have learned a lot of interesting things about such a simple substance as water. What kind of water is there? (Children's answers). That’s right, water is liquid, water is clear, it can be cold, warm, I read an excerpt from a poem by N. Ryzhova:

We are used to the fact that water is

Our companion always!

We can't wash ourselves without it,

Don't eat, don't get drunk.

I dare to report to you

We can't live without water!

Yurchenko Svetlana Gennadievna
Job title: teacher
Educational institution: MBDOU "Chamomile"
Locality: Yamalo-Nenets Autonomous District Noyabrsk
Name of material: Short-term research creative project
Subject: Short-term research and creative project in junior group 1 "Miracles, tricks, experiments"
Publication date: 04.02.2018
Chapter: preschool education

Short-term research and creative project

in the 1st junior group “Miracles, tricks, experiments”

What I hear, I forget.

What I see, I remember.

What I do - I understand.

Confucius.

Project passport

1. Type of project: research - creative.

2. Duration: short-term, 2 weeks

4. Yamalo-Nenets Autonomous Okrug, NOYABRSK MBDOU "Romashka"

4. Project participants: children of the first junior group

Children love to experiment. Research activities generate enormous

interest in children. Research provides an opportunity for the child to find answers to questions himself.

"How?" and why?". An unquenchable thirst for new experiences, curiosity, constant

the desire to experiment, to independently seek new information about the world are considered as

the most important features child behavior. Research activity- natural state

child, he is determined to understand the world, he wants to know everything. This huge opportunity for children

think, try, experiment, and most importantly, express yourself. The experiments are somewhat reminiscent

tricks for children, they are unusual, they surprise. The child's need for new experiences lies in

basis of the emergence and development of inexhaustible indicative research (search)

activities aimed at understanding the surrounding world. The more varied and intense

search activity, the more new information the child receives, the faster and more fully

it is developing.

6. Project goal: creating conditions for experimental activities of children; to form

ecological culture and development cognitive interest children.

7. Project objectives:

Create conditions for the development of cognitive interest in children.

To develop children's curiosity in the process of observation and practical

experimenting with objects.

Develop skills in thinking, analysis, synthesis, classification, etc., in the process

knowledge natural picture world, promoting the development of speech.

Develop independence in resolution problem situations V research activities.

Learn to explain what you observe.

8. Expected result:

Expand and deepen the child’s knowledge and ideas about the world around him;

Develop cognitive skills through experimental activities;

9. Product project activities: album “Experiments on Ecology”, card index of experiments.

Project implementation plan for the second junior group

Preparatory stage of the project (1st week):

1. Creation of an experimental laboratory in the group;

2. Enrichment of the experimentation corner with the necessary materials and equipment.

3. Production of diagrams and models that display the basic properties of substances.

4. Selection of mobile and speech games, poems and riddles about inanimate nature.

5. Note-taking thematic classes for different sections of the program.

6. Compilation and creation of experiments, experiments with different objects inanimate nature.

Research phase of the project (2nd week)

Thematic planning of classes and experiments for the project.

Types of activity Name Purpose

Day 1 “Miracles in nature - the sun”

Poem by G. Boyko “Sun” Introduce the new poem, help in understanding

Performing exercises Finger game “Sunshine, sunshine” Promote development

hand motor skills

Artistic creativity

Drawing “The sun is shining through the window” Learn to draw round objects,

painting along the contour

Conversation “Learning to enjoy the sun and nature” Develop interest and emotional responsiveness

on inanimate phenomena

Game-situation “Sunny Bunnies” Promote the development of imagination, encourage

motor activity

Themed walk

“Visiting the sun” Learn to watch the sun

Day 2 “Air miracles”

“About the properties of air” Introduce children to air

“Games with straws” To introduce children to the fact that there is air inside a person, to help them discover

Study

“How can we make airy foam from soap?” Conclude that soap foams

Experimentation

“Games with a balloon” To introduce the fact that there is air inside a person, to help make

focus - detect air

“Blowing soap bubbles” Stimulate physical activity

Observation and conversation

“Why does a soap bubble fly?” Stimulate cognitive and speech activity

Experimentation

"What's in the bag" Help in detecting air in the surrounding area

Day 3 “Sand tricks”

Drawing on wet sand

« Miraculous transformation circle and square" Consolidate knowledge about geometric shapes, develop

children's imagination

Problem situation, game

“Young treasure hunters” Develop observation skills, study the properties of sand, learn to find a toy

Experimenting game with wet and dry sand

“Pies for a bear” Develop cognitive activity in the process of experimentation, make

“On the properties of wet and dry sand” Develop cognitive and speech activity children

Playing with sand

“Building a Zoo” Help in studying the properties of raw sand, in improving

constructive skills

Day 4 “Water is a miracle of nature”

Experience Games

“Hide and Seek with Water” Give an idea of ​​the properties of water, that water can change color

Experimentation

“Transfusion of water” To form knowledge that water pours from different vessels in different ways

“Properties of water” To form knowledge about different properties water: pouring, splashing, etc.

Application

“Beautiful cups for the water sorceress” Learn to stick ready-made shapes in a certain

sequences

Reading fiction

The story “How Kostya didn’t wash his face” Familiarize yourself with the story, help in understanding the content

Experiment

“Magician Soap” Introduce the properties and purpose of soap, consolidate knowledge of the rules

safety when working with soap

Outdoor games “With plumes and pinwheels” Formation of independent motor skills

activity

Observation “Wind Observation” Develop attentiveness, observation and ingenuity

Experiment “Obedient Breeze” Develop the ability to breathe correctly, familiarize yourself with this

property of air: air flow has different strengths

Breathing exercise “Light breeze” Learn to cool food by lightly blowing on it

Literature:

1. Main educational program preschool education"From birth to school" under

Edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. Mosaic-Synthesis, Moscow, 2015-366p.

2. “Classes on familiarization with natural and social world» in the second junior group of children

garden Dybina O.V. Mosaic-Synthesis, 2015-72 p.

3. Organization of experimental activities of preschool children: method. Recommendations/generally ed. L.

N. Prokhorova. -3rd ed., add. -M.: ARKTI, 2008. – 64 s.

Application

Experiments, research and experiences

Balloon experiments. A teacher and children look at 2 balloons (one

one that is strongly inflated is elastic, the other one that is weakly inflated is soft). Children find out which ball is better

play. Discuss the reason for the difference. The adult suggests thinking about what needs to be done with

a second ball so that it is also good to play with (inflate it strongly); what's inside

ball (air); where does the air come from (it is exhaled). An adult organizes a game with a second

with a ball: inflates it so that it becomes elastic, lowers the ball with a hole into the water so that

The children watched the balloon deflate and air escape through the bubbles. At the end of the game the adult

suggests repeating the experience yourself.

2. Experiment with a straw. The teacher shows how a person inhales and exhales air,

placing your hand under the stream of air. Finds out where the air comes from. Then using

straws and water in a glass shows how air appears when you exhale (Appear

bubbles on the surface of the water). At the end of the experiment, children are asked to repeat the experiment.

3. What's in the package. Children look at an empty plastic bag. An adult asks what

is in the package. Turning away from the children, he fills the bag with air and twists the open one.

end so that the bag becomes elastic. Then he shows the bag again and asks what it’s filled with.

package (by air). He opens the package and shows that there is nothing in it. Adult draws

Please note that when the package was opened, it ceased to be elastic. Asks why it seems

that the package is empty (the air is transparent, invisible, light).

4. An obedient breeze. The teacher reads: “Wind, wind! You are powerful, you drive flocks of clouds, you

you stir the blue sea, you howl everywhere in the open.” The children blow softly on the boat. What

happening? (The ship is sailing slowly.) They blow on the boat with force. (The ship is sailing

faster and may even capsize.) Children sum up (in light winds the boat

moves slowly, increases speed with strong air flow).

5. Soap magician. Children touch and smell dry soap. (It is smooth, fragrant.) Examine

water. (Warm, transparent.) Make quick movements with your hands in the water. What's happening? (In water

air bubbles appear.) Children immerse the soap in water, then pick it up. What

did it become? (Slippery.) Rub the sponge with soap, immerse it in water, and squeeze it out. What's happening?

(The water changes color and foam appears in it.) They play with the foam: they make their palms into tubes,

take soapy water and blow. (Large bubbles appear.) Dip into soapy water

take out the end of the tube and blow slowly. (A soap bubble appears and overflows onto

light.) immerse the end of the tube in water and blow into it. What appears on the surface of the water?

(Lots of soap bubbles.)

Children summarize: dry soap is smooth; wet soap is smooth and slippery; when soaping

foam appears on the sponge; when air gets into soapy water, soap bubbles appear,

they are light and can fly; soap suds sting your eyes.

6. Transfusion of water. The teacher shows how to pour water from different vessels according to

differently. From a wide vessel - in a large stream, from a narrow vessel - in a thin stream. Explains

that splashes fly from the water. Then he invites the children to independently pour water from the vessel into

vessel. The teacher explains that water takes the shape of the vessel into which it is poured. If

just pour water from one vessel to another, the same amount will remain; there will be less water,

if it is cast.

7. “Pies for a bear.” Experiment with wet and dry sand. The teacher offers

children make pies from wet sand, and then from dry sand. Children draw conclusions: wet

sand molds and holds its shape, but dry sand crumbles.

8. Game experience “Hide and seek with water”. The teacher shows the children a transparent vessel with water and

asks what color the water is. (Transparent, colorless.) Then lowers the pebble into the water. What

are we watching? Is the pebble visible? (Visible.) Then the teacher adds paint to the water and

asks what the water has become. (Colored.) Lowers the pebble into the water. What are we seeing? (The stone is not

visible.) Conclusion: water can change color.

Games

1. Finger gymnastics"Sunny, sunshine"

Sunshine, sunshine

Golden bottom,

Burn, burn clearly

So that it doesn't go out.

A stream ran in the garden,

A hundred rooks have arrived,

Clap hands

Bend and straighten palms

Show the wave.

They wave their hands.

And the snowdrifts are melting, melting,

And the flowers are growing.

They lower their hands down.

They raise their hands up.

2. Game-situation “Sunny Bunnies”. The teacher takes a mirror and shows the sunny

bunny Explains that the sun is reflected from the mirror. Then the teacher begins to drive

mirror in different directions. Children run after the sunbeam, trying to get it.

Then one of the children is asked to drive.

3. Blowing soap bubbles. The teacher blows soap bubbles and explains what's inside

the bubble contains air. Then one of the children starts blowing soap bubbles, and

the rest of the children catch them.

4. “Young treasure hunters.” The teacher and children look at the sand, study it

properties (dry, crumbles, heats up in the sun). Then the teacher hides it in the sand

plastic toys. And children must find toys by digging with a scoop and without spilling sand.

5. “Construction of a zoo.” During the walk, the teacher offers to look at the sand, study

its properties (raw, moldable, dense). Then he proposes to build a zoo out of sand and

construction parts. The teacher suggests using a mold in construction,

buried in sand level with the ground and filled with water. Invites you to think that

turned out (a pond for waterfowl or a swimming pool for polar bear and hippos).

6. Outdoor game"With plumes and pinwheels." During the walk, the teacher shows how

You can play with a pinwheel and plumes. If there is wind, then the plumes move and

The pinwheel is spinning. If there is no wind outside, you can go for a run. What are we seeing? When running

The pinwheel is also spinning, and the plumes are moving. Sultans and pinwheels are distributed to everyone. By

at the signal “Wind” everyone runs, at the signal “no wind” everyone stands.

7. Drawing on wet sand “The wonderful transformation of a circle and a square” On a walk

The teacher draws circles and squares on the wet sand. Invites children to look at them,

highlight their properties. Then he suggests turning the circle into a sun, a clock, an apple, a ball,

wheel, face, etc. And the square is proposed to be turned into a house, bag, TV, watch, etc. Children

Cards-diagrams of experiments and experiments for younger children preschool age

The purpose of research activities in a children's laboratory- promote the development of children's cognitive activity, curiosity, desire for independent knowledge and reflection.
The objectives of the experimental activities of children of primary preschool age are formulated in Table 1.
Table 1.
Tasks Junior preschool age
1. Expanding children’s ideas about the world around them through acquaintance with
basic knowledge from various fields of science
Development of children's ideas about chemical properties substances
Development in children of elementary ideas about the basic physical properties and phenomena
Development of ideas about the dissolution properties of various substances; the interaction of various substances when combined (reaction) and their influence on the properties of other objects: magnetism, reflection of light, sound, heat, freezing and thawing of water, sand, clay, air, stone
2. Development in children of the ability to use devices - assistants when conducting games - experiments - magnifying glass
3. Development in children mental abilities:
* development of thinking abilities: analysis, classification, comparison, generalization
* formation of ways of knowing through sensory analysis
4. Socially - personal development each child: development of commutability, independence, observation, basic self-control and self-regulation of one’s actions
Plan of work in the children's laboratory with children of primary preschool age (Table 2)
Table 1.
Themes of games - experimentation
Month one
week two
week three
week four week
October We smell,
we try, we touch, we listen. Why does everything sound? Clear water Water takes shape
November What objects can float? Making soap bubbles Foam pillow Air everywhere
December Air works Every pebble has its own home Is it possible to change the shape of stone and clay Light is everywhere
January Light and shadow Frozen water Melting ice Multi-colored balls
February Mysterious
pictures We will see everything, we will know everything Sand Country Where is the water?
March Water mill Ringing water Guessing game Catch, fish, both small and large
April Tricks with magnets Sunbeams What dissolves in water? What is reflected in the mirror?
May Magic sieve Colored sand Games with sand Fountains

Games - experimentation for children of primary preschool age
We smell, we taste, we touch, we listen
Objective: To consolidate children’s understanding of the senses and their purpose.
Develop the ability to recognize different sounds, determine the smell, shape and structure of the surface, and determine the taste.
Cultivate cognitive interest in a person.
Materials: bell, hammer, 2 stones, rattle, whistle, talking doll, Kinder surprise cases with holes, garlic, orange slice, foam rubber with perfume, lemon, sugar.

Materials are laid out on the table, children are given the opportunity to study the objects on their own. During this acquaintance, the teacher talks with the children, asking questions:
1. What do these objects sound like?
2. How did you hear these sounds?
3. Do these items smell?
Tasks: 1. “Guess what it sounds like”
2. “Guess by smell”
3. “Guess the taste”
4. “Guess by touch”
Conclusion: What would happen if we did not have a nose, ears, fingers and tongue?

Why does everything sound?
Task: to lead children to understand the causes of sound: vibrations of an object.
Materials: Tambourine, glass beaker, newspaper, balalaika or guitar, metallophone, wooden ruler.

The teacher invites the children to close their eyes, and he makes sounds using objects known to them. Children guess what it sounds like. Children are asked to imitate in their voice: what does a mosquito call? (Z-z-z.) How does a fly buzz? (Z-z-z.)
Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When she stops, the sound also disappears. Does a wooden ruler have a voice? Children are asked to make a sound using a ruler. We press one end of the ruler to the table, and clap the free end with our palm. What happens to the ruler? (trembles, hesitates.) How to stop the sound? (Stop the vibration of the ruler with your hand.) Extract the sound from the glass glass using a stick, stop. When does sound arise? The sound occurs when air moves back and forth very quickly. This is called oscillation. Why does everything sound? What other objects can you name that will sound?
Clear water
Task: to identify the properties of water (transparent, odorless, pours, has weight).
Materials: two opaque jars (one filled with water), a glass jar with a wide neck, spoons, small ladles, a bowl of water, a tray, object pictures.
Description of the game - experiment:
On the table, two opaque jars are closed with lids, one of them is filled with water. Children are asked to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is heavier? Why is it heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess that it was water? What color is it? What does the water smell like?
An adult invites children to fill out glass jar water. To do this, they are offered a variety of containers to choose from. What is more convenient to pour? How to prevent water from spilling on the table? What are we doing? (Pour, pour water.) What does water do? (It pours.) What sound do we hear?

Water takes shape
Task: to reveal that water takes the shape of the vessel in which it is poured.
Materials: funnels, a narrow tall glass, a round vessel, a wide bowl, a rubber glove, ladles of the same size, an inflatable ball, a plastic bag, a basin of water, trays.
Description of the game - experiment:
In front of the children is a basin of water and various vessels. Little Chick Curiosity tells how he was walking, swimming in puddles, and he had a question: “Can water have some kind of shape?” How can I check this? What shape are these vessels? Let's fill them with water. What is more convenient to pour water into a narrow vessel? (Use a ladle through a funnel.) Children pour two ladles of water into all vessels and determine whether the amount of water in different vessels is the same. Consider the shape of water in different vessels. It turns out that water takes the shape of the vessel into which it is poured.

What objects can float?
Objective: to give children an idea of ​​the buoyancy of objects, that buoyancy does not depend on the size of the object, but on its heaviness.

Materials: large basin with water, plastic, wooden, rubber balls, cones, planks, large and small pebbles, nuts, screws, nets according to the number of children, trays.
Description of the game - experiment:
All items are laid out in front of the children. The teacher suggests finding out if all objects can float? Children independently lower objects into the water and observe. What floats? Do all objects float equally on water? Are they the same size? Why do some objects float while others sink? Water puts pressure on an object, pushing it from bottom to top (trying to hold it). If the object is light, the water keeps it on the surface and the object does not sink. If an object is heavy, it puts pressure on the water, and it cannot hold it - the object sinks. (The flannelgraph indicates what floats and what sinks.)
"Magic Pyramid"
1. We assemble a pyramid from a large ring to a small one. We conclude: it’s worth it.
2. We assemble the pyramid, on the contrary, from small ring to large one. Will it stand? Why?

Making soap bubbles?
Objective: to introduce children to the method of making soap bubbles, to the properties of liquid soap: it can stretch and form a film.
Materials: liquid soap, pieces of soap, a special loop for soap bubbles, cups, water, spoons, trays.
Description of the game - experiment:
Guys, kitten Vaska came to visit us. He loves to blow soap bubbles. Let's show Vasya what other bubble loops there are. (The teacher demonstrates the types of loops and invites the children to blow into them).
- Today we will learn how soap bubbles are made and together we will try to make them.
Soap bubbles mean they are made from soap. Take a piece of soap and add water, mix. (The guys and the teacher do it).
- Lower the loop into the resulting liquid and blow into the loop. (Children do).
- Did we get soap bubbles? (No) .
- Now take another glass and mix liquid soap with water. 1 spoon of water and 3 spoons of liquid soap. We lower the loop into the solution and blow. (Children do). You see, now we have succeeded. Bubbles are obtained only from liquid soap. The liquid soap stretches into a thin film, it remains on the loop, we blow out the air. The film envelops it and a bubble is formed.
- Let's play with you. “Who can blow more soap bubbles? ", "What shape is the bubble? ", "Which bubble flies further, higher? "(Children blow bubbles and tell what they look like, what color)
Foam pillow
Task: to develop in children an idea of ​​the buoyancy of objects in soap foam (buoyancy depends not on the size of the object, but on its heaviness).
Materials: on a tray there is a bowl of water, whisks, a jar of liquid soap, pipettes, a sponge, a bucket, wooden sticks, various items to check for buoyancy.
Description of the game - experiment:
Misha the bear says that he learned to make not only soap bubbles, but also soap foam. And today he wants to find out whether all objects sink in soap suds? How to make soap foam?
Children use a pipette to collect liquid soap and release it into a bowl of water. Then try to beat the mixture with chopsticks and a whisk. What is more convenient for whipping foam? What kind of foam did you get? They try to dip various objects into the foam. What floats? What's sinking? Do all objects float equally on water?
Are all objects that float the same size? What determines the buoyancy of objects? (The results of the experiments are recorded on a flannelgraph.)
“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? An inflated balloon outweighs an empty one: air has weight.
6. Pierce the inflated balloon. What happened?

Air is everywhere
Task: detect air in the surrounding space and reveal its property of invisibility.
Materials: balloons, basin with water, empty plastic bottle, sheets of paper.
Description of the game - experiment:
Little Chick Inquisitive tells why we need air, can we see it? How to find out if there is air around?
Children perform game exercise“Feel the air” - children wave a sheet of paper near their face. What do we feel? We don’t see air; it surrounds us everywhere.
Do you think there is air in an empty bottle? How can we check this? An empty, transparent bottle is lowered into a basin of water until it begins to fill. What's happening? Why do bubbles come out of the neck? This water displaces the air from the bottle. Most objects that appear empty are actually filled with air.
Little Chick Curiosity gives the children balloons and invites the children to inflate them. What did we fill the balloons with? Air fills every space, so nothing is empty.
Air works
Objective: to give children the idea that air can move objects (sailing ships, Balloons etc.).
Materials: plastic bath, basin with water, sheet of paper; a piece of plasticine, a stick, balloons.
Description of the game - experiment:

Little Chick Curiosity invites children to look at the balloons. What's inside them? What are they filled with? Can air move objects? How can this be checked? He launches an empty plastic bathtub into the water and asks the children: “Try to make it float.” Children blow on it. What can you come up with to make the boat float faster? Attaches the sail and gets the boat moving again. Why does a boat move faster with a sail? There is more air pressure on the sail, which is why the bath moves faster.
What other objects can we make move? How can you make it move? balloon? The balls are inflated and released, and the children watch their movement. Why is the ball moving? Air escapes from the ball and causes it to move.
Every pebble has its own home
Task: classification of stones by shape, size, color, features
Materials: various stones, four boxes, trays of sand, a model for examining an object, pictures-schemes, a path of pebbles
Description of the game - experiment: The bunny gives the children a chest with various pebbles that he collected in the forest, near the lake. The children look at them. How are these stones similar? They act, in accordance with the scheme, they press on the stones and knock. All stones are hard. How do the stones differ from each other? Then he draws the children’s attention to the color and shape of the stones and invites them to feel them. He notes that some stones are smooth and some are rough. The bunny asks you to help him arrange the stones into four boxes according to the following characteristics: firstly, smooth and round; in second - small and rough; the third - large and not round; in the fourth - reddish. Children work in pairs. Then everyone looks at how the stones are laid out and counts the number of stones.

Is it possible to change the shape of stone and clay?
Task: to identify the properties of clay (wet, soft, viscous, you can change its shape, divide it into parts, sculpt) and stone (dry, hard, you cannot sculpt from it, it cannot be divided into parts).
Materials: boards for modeling, clay, river stone, model for examining the object.
Description of the game - experiment:
Using the model of examining an object, the little jackdaw invites children to find out whether it is possible to change the form of the proposed natural materials. To do this, he invites the children to press the clay or stone with their finger. Where is the finger hole left? What stone? (Dry, hard.) What kind of clay? (Wet, soft, holes remain.) Children take turns taking the stone in their hands: crushing it, rolling it in their palms, pulling it in different directions. Has the stone changed shape? Why can't you break off a piece of it? (The stone is hard, nothing can be molded from it with your hands, it cannot be divided into parts.) Children take turns kneading the clay, pulling different sides, divided into parts. What is the difference between clay and stone? (Clay is not like stone, it is soft, it can be divided into pieces, clay changes shape, it can be sculpted from it.)
Children sculpt various figures from clay. Why don't the figures fall apart? (Clay is viscous and retains its shape.) What other material is similar to clay?

Light is everywhere
Task: show the meaning of light, explain that light sources can be natural (sun, moon, fire), artificial - made by people (lamp, flashlight, candle).
Materials: illustrations of events taking place in different time days; pictures with images of light sources; several objects that do not provide light; flashlight, candle, desk lamp, chest with a slot.
Description of the game - experiment:
Little Chick Curiosity invites children to determine whether it is dark or light now,
explain your answer. What's shining now? (Sun.) What else can illuminate
objects when it is dark in nature? (Moon, fire.) Invites children to find out what
is in " magic chest"(there is a flashlight inside). Children look through
the slot and note that it is dark and nothing can be seen. How can I make the box lighter? (Open the chest, then light comes in and illuminates everything inside it.) Opens the chest, light comes in, and everyone sees a flashlight.
And if we don’t open the chest, how can we make it light? He lights a flashlight and puts it in the chest. Children look at the light through the slot.
Light and shadow
Objective: to introduce the formation of shadows from objects, to establish the similarity between a shadow and an object, to create images using shadows.
Materials: equipment for shadow theater, lantern.

Description of the game - experiment:
Misha the bear comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights turn off, the room darkens. Children, with the help of a teacher, shine a flashlight and look at different objects. Why do we see everything well when a flashlight shines?
Misha places his paw in front of the flashlight. What we see
on the wall? (Shadow.) Offers the children to do the same. Why
is there a shadow? (The hand interferes with the light and does not allow it to reach
to the wall.) The teacher suggests using his hand to show
shadow of a bunny, dog. Children repeat. Misha gives to children
present.
Game "Shadow Theater". The teacher takes out a shadow theater from the box. Children look at the equipment for the shadow theater. What is unusual about this theater? Why are all the figures black? What is a flashlight for? Why is this theater called shadow theater? How is a shadow formed? Children, together with the bear cub Misha, look at animal figures and show their shadows.
Showing a familiar fairy tale, for example “Kolobok”, or any other.

frozen water
Task: to reveal that ice is a solid substance, floats, melts, and consists of water.
Materials: pieces of ice, cold water, plates, a picture of an iceberg.
Description of the game - experiment:
In front of the children is a bowl of water. They discuss what kind of water it is, what shape it is. Water changes shape because it is liquid.
Can water be solid? What happens to water if it is cooled very much? (The water will turn into ice.)
Examine the pieces of ice. How is ice different from water? Can ice be poured like water? The children are trying to do this. What shape is the ice? Ice retains its shape. Anything that retains its shape, like ice, is called a solid.
The teacher draws the children's attention to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into?
"Playing with ice cubes" - free activity children: they choose plates, examine and observe what happens to the pieces of ice
"Plants drink water"
1. Take 2 glasses, pour water into them, and place branches of a houseplant.
2. Add red dye to the water in one of the glasses.
3. After some time: in this glass the leaves and stem will turn red: the plant is drinking water.
Melting ice
Task: to determine that ice melts from heat, from pressure; that it melts faster in hot water; that water freezes in the cold and also takes the shape of the container in which it is located.
Materials: plate, bowl with hot water, bowl with cold water, ice cubes, spoon, watercolor paints, strings, various molds. Description of the game - experiment:
Grandfather Know suggests guessing where ice grows faster - in a bowl of cold water or in a bowl of hot water. He lays out the ice and the children watch the changes taking place. The time is recorded using numbers that are laid out near the bowls, and the children draw conclusions.
Children are invited to look at a colored piece of ice. What kind of ice? How is this piece of ice made? Why does the string hold on? (Frozen to a piece of ice.)
How can you get colorful water? Children add to
water, colored paints of choice, pour into molds
(everyone has different molds) and put on trays in the cold
Multi-colored balls
Task: to obtain new shades by mixing primary colors: orange, green, purple and blue.
Materials: gouache paint palette: blue, red, white, yellow; rags, water in glasses, sheets of paper with a contour image (4-5 balls for each child), flannelgraph, models - colored circles and half circles (corresponding to the colors of the paints), worksheet.
The bunny brings the children sheets with pictures of balls and asks them to help him color them. Let's find out from him what color balls he likes best. What if we don’t have blue, orange, green and purple paints? How can we make them?
Children and the bunny mix two colors each and conclude that by mixing red and yellow paint, you can get Orange color; blue with yellow - green, red with blue - purple, blue with white-blue.

Mysterious pictures
Task: show children that surrounding objects change color if you look at them through colored glasses.
Materials: colored glasses, worksheets, colored pencils.
Description of the game - experiment:
The teacher invites the children to look around them and name what color objects they see. Everyone together counts how many colors the children named. Do you believe that the turtle sees everything only in green? This is true. Would you like to look at everything around you through the eyes of a turtle? How can I do that? The teacher hands out green glasses to the children. What do you see? How else would you like to see the world? Children look at objects. How to get colors if we don't have the right pieces of glass? Children get new shades by laying glasses - one on top of the other.
Children sketch “mysterious pictures” on a worksheet

We'll see everything, we'll know everything
Task: to introduce the device - the assistant - the magnifying glass and its purpose.
Materials: magnifying glasses, small buttons, beads, zucchini seeds, sunflower seeds, small pebbles and other items to look at, worksheets, colored pencils.
Description of the game - experiment:
The children receive a “gift” from their grandfather. Knowing it, they look at it. What is this? (Bead, button.) What does it consist of? What is it for? Grandfather Know suggests looking at a small button. Which is better to see - with your eyes or with this piece of glass? (Magnifies objects so they can be seen better.)
This assistant device is called a “magnifying glass.” Children are invited to independently examine objects at their request, and then sketch on a worksheet what the object actually is and what it is like if looked at through a magnifying glass.
Sand Country
Objectives: highlight the properties of sand: flowability, friability, you can sculpt from wet sand; introduce the method of making a drawing from sand.
Materials: sand, water, magnifying glasses, sheets of thick colored paper, glue sticks.
Description of the game - experiment:

Grandfather Znay invites children to look at the sand: what color it is, try it by touch (loose, dry). What is sand made of? What do grains of sand look like? How can we look at grains of sand? (Using a magnifying glass.) The grains of sand are small, translucent, round, and do not stick to each other. Is it possible to sculpt from sand? Why can't we change anything from dry sand? Let's try to mold it from wet. How can you play with dry sand? Is it possible to draw with dry sand?
On thick paper with a glue stick, offer children
it is possible to draw something (or circle finished drawing),
and then pour sand onto the glue. Shake off excess sand
and see what happened.
Everyone looks at children's drawings together

"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?

Card index of games - experiments
(junior preschool age)

Drawing artists

Target: make you want to draw on wet leaf, find out that the colors are mixed and do not have a clear boundary, new colors are obtained.

Material: large leaf watercolor paper, moistened with water, oilcloth, paints and brushes.

Progress of the game - experiment

Artistic word

The sun is yellow in the sky
Red flowers bloom
A fish splashes in the blue sea
Draw it all yourself.

The process of painting with watercolors on a wet sheet can give you an unforgettable experience. To do this, lay an oilcloth on the table and wet a thick sheet of watercolor paper. Dip your brush into one of the paints and gently brush over the paper. Ask the children what will happen if we use other colors. Give the opportunity to play with colors. As if by chance, you can brush over the drawing with just water, without paint - the water will create delicate, blurry, light halftones on the sheet.

Something in the box

Target: introduce the meaning of light and its sources (sun, flashlight, candle), show that light does not pass through transparent objects.
Material: A box with a lid in which a slot is made; flashlight, lamp.

Progress of the game - experiment

Artistic word

Dad gave the bunny a small flashlight, the bunny liked to play with the flashlight. He turned on the flashlight and looked under the sofa, shining it inside the closet and in all corners.
- Bunny, where is your ball? - Mom asked.
- I'll go look! - said Bunny and went to dark room.
- I'm not afraid! - Bunny said cheerfully and lit a flashlight.
The bunny shined a flashlight and found the ball.

The adult invites the children to find out what is in the box (unknown) and how to find out what is in it (look through the slot). Children look through the slot and note that it is darker in the box than in the room. An adult asks what needs to be done to make the box lighter (open the slot completely or remove the lid so that light enters the box and illuminates the objects inside it). The adult opens the slot, and after the children are convinced that it has become light in the box, he talks about other light sources - a flashlight and a lamp, which he lights in turn and places inside the box so that the children can see the light through the slot. Together with the children, he compares in which case it is better to see and draws a conclusion about the meaning of light.

Sunny bunny

Target: introduce a natural source of light - the sun.

Material: small mirrors, sunlight

Progress of the game - experiment

Having chosen the moment when the sun is peeking through the window, use a mirror to catch a ray of light and try to draw the baby’s attention to how the sun “bunny” jumps along the wall, across the ceiling, from the wall to the sofa, etc. offer to catch the running “bunny”. If the child liked the game, switch roles: give him a mirror, show him how to catch the beam, and then stand against the wall. Try to “catch” a speck of light as emotionally as possible, while not 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, out of reach... Come on, hare, come down to us!” etc. A child's laughter will become your own best reward.

Who lives in the water

Target: develop cognitive interest and imagination.

Material: blue and cyan pencils or watercolors, landscape sheet

Progress of the game - experiment

Artistic word
Water men
We spent the whole day splashing in the river.
And then they climbed into the basin
Take another swim.

Sandmen live in the sandbox, and water men live in the water (in the sea, in the lake, in the river, as well as in the bathtub and basin). The water men are also very fun to play with. They may look like the picture. But you can come up with water men yourself and draw them in an album. Give your child blue and cyan crayons or watercolors and ask him to draw his own water people.

Drink delicious juice dolls

Target: identify the properties of water and paints, the ability of paints to dissolve in water and change its color.
Material: watercolor paints, brushes, transparent plastic glasses with water.

Progress of the game - experiment

Artistic word

One day the bunny decided to show his mother a trick. He placed transparent glasses on the table. Then he poured water into them. Water flowed gurgle-glug.
- Mom, close your eyes! - said Bunny.
Mom closed her eyes and began to wait for what would happen. (And you close your eyes).
- Open up! - Bunny commanded.
When mom opened her eyes, she saw that the water in the glasses was no longer plain, but multi-colored - yellow, red, blue, green and orange. (And you show with your finger which one is which).
- How beautiful! - Mom was delighted.

Invite the children to prepare multi-colored juice for the dolls, try to attract the child’s attention with an element of magic: “And if we put a brush with yellow paint in a glass of water, I wonder what will happen. What kind of juice is this?”
Set the table, arrange the glasses, seat the dolls, and treat them to drinks. Red water will turn into tomato juice, orange - to orange, yellow - to pineapple, blue - to blackberry.

A fairy tale about how a rainbow swam in water

Target: introduce the production of intermediate colors by mixing red and yellow, blue and green.

Material: seven transparent cups with warm water, seven colors gouache paints.

Progress of the game - experiment

Artistic word

In the summer, after rain, a bright rainbow appeared in the sky, she looked down at the ground and saw a large smooth lake there. Rainbow looked into it as if into a mirror and thought: “How beautiful I am!” Then she decided to swim in the warm lake. Like huge colorful ribbon, a rainbow fell into the lake. The water in the lake immediately turned red different colors: red, orange, yellow, green, blue, indigo and violet. The kids came running with brushes and albums, dipped their brushes into the water and painted pictures. The rainbow had plenty of fun and flew away beyond the clouds. The water in the lake became clear, and the kids brought home beautiful and bright drawings.

Rainbows in water don't only happen in fairy tales. For example, you can color the water with paints, invite your child to dip his finger in the red paint, and then lower it into a glass of water. Do the same with the other colors one by one. You will get seven cups corresponding to the colors of the rainbow.

A piece of ice is melting

Target: introduce what freezes in the cold and melts in the warmth.

Material: candle, spoon, ice, transparent cups with hot and cold water.

Progress of the game - experiment

Artistic word

One winter, a little squirrel brought home a piece of ice, an icicle, he left it in a hollow, on the floor in the hallway, and he went to have dinner and then sleep. When I woke up, I immediately remembered the piece of ice and ran into the hallway. The piece of ice was gone - nowhere to be found, but there was a glistening puddle on the floor.

Put a piece of ice on a spoon and heat it over the candle flame: “Look, here is ice. Let's heat it up on the fire. Where is the ice? Melted! What did the ice turn into? Into some water!”
Pour hot water into a transparent glass mug or glass (it can be tinted), put in a piece of ice and watch how quickly it melts. You can take several glasses and observe how ice melts differently in water of different temperatures.

Seasons

Target: identify the properties of water: it can heat up, cool down, freeze, melt.

Material: baths, water different temperatures, pieces of ice.

Progress of the game - experiment

Artistic word

Winter - Winter has come, and the water in rivers and lakes has frozen. The water turned into ice. Following Winter, the red Spring arrived, melted the ice, warmed the water a little. We can launch boats. The hot summer has arrived, and the water is warm and warm. You can swim and splash. And then cool Autumn came to visit us. And the water in rivers, lakes and puddles became cold. Winter will come again soon. So they come to visit us in turn: after Winter - Spring, after Spring - Summer, after Summer - Autumn, after Autumn - Winter.

Take two wide cups. Pour cold water into one, warm water into the other. Cold water is “winter”, warm water is “summer”. Let the baby touch the water with his hand. “Where is the cold water? Where is our “winter”? Here in this cup. Where's the warm water? Where is our “summer”? Here". Then take four cups or small basins. Place a small piece of ice in one cup (“winter”), pour lukewarm water into another (“spring”), and add warm but not warm water into the third. hot water(“summer”), in the fourth – cold water (“autumn”). Teach your child to determine what kind of water is in the cups and what time of year it corresponds.

Counting table

Target: introduce the properties of water: it flows, it moves.

Material: bath with water, toys.

Progress of the game - experiment

Artistic word

We cook porridge for the kids,
(Twirl the handle in the water, as if “stirring porridge.”)
We make dough for crumpets,
(Knead the water like dough.)
We treat you to sweet tea,
(We collect water in our palms and pour it back into the bath.)
Well, after that – let’s relax!
In the bath - splash!

Invite the children to play with water, pay attention to the fact that the water moves in the direction of movement of their hand, and it also shimmers and flows.

How the water went for a walk

Target: give an idea that water can be collected with various objects - a sponge, a pipette, a bulb, a napkin.

Material: foam sponge, plastic syringe without a needle, rubber bulb, bath of water.

Progress of the game - experiment

Artistic word

They poured some water into the basin and forgot about it. After a while, the water girl got bored: “I’m sitting here and I don’t see anything, but there are probably so many interesting things around!” She wanted to get out of the basin, but it didn’t work out - the water has no arms or legs. She wanted to call someone, but the voice of the water in the basin was quiet - no one heard her. And then my mother came and thought: “Why is there water standing here?” took it and poured it into the sink. Water flowed through the pipes and ended up in a large river, in which there was a lot of other water. And our water flowed along with the big river through the city, past beautiful houses and green gardens. “How beautiful, how wonderful! - thought the water girl. “If I were sitting in my basin and wouldn’t see this beauty!”
Take a foam or other absorbent sponge, a rubber bulb and a plastic syringe (without a needle). Pour water into a small basin, prepare several empty containers (cups, bowls, etc.). Ask your child to dip the sponge in water and show how to squeeze it into the cup. Then take the water with a rubber bulb and pour it into another container. Do the same with the syringe.

Foam castle

Target: introduce the fact that when air gets into a drop of soapy water, a bubble forms, then foam.

Material: a small container with soapy water, straws, a rubber toy.

Progress of the game - experiment

Artistic word

Foam before our eyes
The castle will grow now,
We will blow the tube with you
The prince will play the pipe.

Pour some dishwashing detergent into a small container, add water and stir. Take a wide cocktail straw, place it in a bowl and start blowing. Simultaneously with the loud gurgling, a cloud of iridescent bubbles will grow in front of the child’s eyes.
Give your child a straw and ask him to blow first with you, then on his own. Place a plastic or rubber toy inside the foam - this is “the prince who lives in a foam castle.”

Why don't the boats sail?

Target: detect air, create wind.

Material: paper and foam boats, a bath of water.

Progress of the game - experiment

Artistic word

The boats are standing in the blue sea and just can’t sail. The captains began to ask Sunshine: “Sunshine! Help our ships sail! The sun answers them: “I can heat the water in the sea!” The Sun heated the water, the water became warm, but the boats still did not sail. Night has come. Stars appeared in the sky. The captains began to ask them: “Stars! Help our boats sail!” The stars answer them: “We can show you the way where you need to go!” The captains were offended: “We ourselves know where to sail, but we can’t move!” Suddenly the wind blew. The captains began to ask him: “Breeze! Help our ships set off!" “It's very simple!” - said the Wind and began to blow on the boats. And the ships sailed.

Invite the children to put the boats in a bath of water, ask if the boats float, and why? What needs to be done to make the boats sail? Listen to the children’s suggestions and bring them to the conclusion that wind is needed. Where to “get” the wind? Children blow on boats and create wind.

Fishing

Target: consolidate knowledge about the properties of water - it flows, you can strain it through a net.

Material: a bowl of water, a net, a strainer, a toy colander, small toys.

Progress of the game - experiment

Artistic word

Fisherman, what kind of fish?
Did you catch us for lunch?
He answers with a smile:
- This is not a secret at all!
I managed to catch it so far
Two shoes with holes!

Pour water into a basin and give your baby a net to catch aquarium fish, a small strainer with a handle or a toy colander. Throw a few into the water small toys. They can float on the surface or lie on the bottom. Invite your child to catch these toys with a net. You can ask him to catch some specific toys: “Catch blue ball, catch the red fish,” etc.

Soap bubbles

Target: create a desire to blow soap bubbles, introduce the fact that when air gets into soapy water, a bubble forms.

Material: soapy water, cocktail tubes, bottles with the bottom cut off, gel pen body.

Progress of the game - experiment

Artistic word

Vodichka doesn’t like slobs and dirty people,
Seething and swearing: “Glug-bul-bul-bul!”
But if we wash our hands and faces,
Vodichka is happy and is no longer angry.

Lather your hands until you get a lush, thick foam. Then separate your palms so that a thin transparent soap film forms between them. Blow on it and you will get a soap bubble. Let the child blow on the soap film in your palms, help him make his own soap bubble. To encourage your child to blow soap bubbles on his own, offer him, in addition to a frame from a purchased bubble, a variety of tubes - a cocktail tube, a plastic bottle with the bottom cut off, or roll and glue a thick tube from thick paper. To get a solid tube ( cocktail straws babies often snack or bend) can be disassembled gel pen and take the body from it - a transparent plastic tube.
You can make your own bubble water using dishwashing liquid.

Waterfall

Target: give an idea that water can change the direction of movement.

Material: empty basin, ladle with water, funnels, grooves from half plastic bottle, made of cardboard, curved in the shape of a forest line.

Progress of the game - experiment

Artistic word
Water pours from a great height,
Splashes fly onto the grass and flowers.
The kids around are buzzing animatedly,
The waterfall is louder than the kids.

Encourage the children to play with the funnels and grooves. Let them try pouring water into the basin through funnels, and now through a plastic channel and a cardboard channel curved like a ladder. Combine these items: pour water onto the grooves through funnels. Draw the children's attention to the fact that the water is moving. Ask them what would happen if we held the grooves differently (the direction of the water would change).

The Tale of the Pebble

Target: use an example to show that objects can be light and heavy.

Material: a bath of water, small heavy and light objects, pebbles.

Progress of the game - experiment

Artistic word
There was a small pebble lying on the shore of the lake. He looked at the beautiful lilies and water lilies that floated on the water and thought: “How happy they are, floating like little boats. I want to swim too!” a boy came to the shore of the lake, took a pebble and threw it into the water. Pebble was happy: “Finally my dream has come true! I'll swim!" But it turned out that he could not swim because he was too heavy. And the pebble sank to the bottom of the lake. At first he was very upset. And then I saw how many funny fish, other pebbles and beautiful plants there were around. The pebble stopped being sad and became friends with the fish. What can you do! Heavy pebbles cannot float.
Take several small, lightweight objects that can float (for example, a feather, a ball, paper boat, a thin sliver) and several heavy objects that will lie at the bottom (for example, a pebble, a key, a coin). Fill the bathtub or basin with water. Give the child one of the objects and ask him to put it in the water. At the same time, tell him: “Look, the boat is floating! And the key sank - it’s heavy! The petal floats - it’s light!”

Who woke up the baby whale

Target : introduce the fact that there is air inside a person and discover it.

Material : a bath of water, straws, soapy water in cups.

Progress of the game - experiment

Artistic word

The wind blows and blows, “Well, what does it look like!
It raises waves in the sea. My baby whale can't sleep!
The blue sea is seething, the wind is howling very loudly -
The daddy whale is dissatisfied: He doesn’t give us all peace!
Kitikha agrees:
“We need it to be quiet!
Wind, wind, don't blow your whistle,
Don’t wake up our baby!”

Take a cocktail straw, place it in the water and ask your child to blow into the straw until the water begins to bubble. What if you cook it in a ladle? soap solution and blow into the tube, foam will begin to form and a lush soapy “beard” will grow from the ladle.

Branch in a vase

Target : show the importance of water in plant life.

Material: tree branch, vase with water, sticker " living water».

Progress of the game - experiment

Artistic word

A powerful truck passed and a branch broke,
A twig fell on the snow and lay there,
But her hand raised her caringly and tenderly
And she took her into the warm water to drink from the snow.
We put a branch in a vase, all the buds will open,
Green leaves will appear from them.

Cut or pick up a broken twig from rapidly budding trees. Take a vase and put a “living water” sticker on it.
Together with your children, look at the twigs and buds on them. Then put the branch in the water and explain to the children that one of the important properties water - gives life to all living things. Place the branch in a visible place. Ask children what will happen, develop the ability to make guesses. Watch every day, time will pass, the buds will burst and green leaves will appear.

Methodological development for kindergarten teachers on the topic: “Organization of experimental activities with children of primary preschool age”

Preschool children are inquisitive explorers of the world around them. They learn it in play, on walks, in classes, and in communication with peers. A child's thinking begins with a question, with surprise or bewilderment, with a contradiction. The adult’s task is to create conditions for independently finding answers to his questions “Why?” and “How?”.
A thoughtful, systematic introduction of a child to the unknown allows him to develop the most important thinking operations:
analysis (observing objects, children examine and study them),
comparison (children find similarities and differences between objects and materials from which they are made),
the ability to establish relationships (children highlight ways of using objects in various areas),
generalization (children learn to combine objects, classifying them into groups as living or inanimate nature, man-made world, based on selection essential features).
Experimentation, as one of the forms of organizing children's activities, encourages the child to be active and independent, to discover new knowledge and ways of knowing. The teacher’s task is to help the child realize his curiosity, to direct it to the right direction, become a child’s assistant in understanding the world. Mastery of preschoolers different ways knowledge, including experimentation, contributes to the development of an active, independent, creative personality.
The main advantage of using the experimental method in kindergarten is that during the experiment:
Children get real ideas about the various aspects of the object being studied and its relationships with other objects and with the environment.
The child’s memory is enriched, his thought processes are activated.
Speech develops.
There is an accumulation of a fund of mental skills.
Independence, goal-setting, and the ability to transform any objects and phenomena to achieve a certain result are formed.
Developing emotional sphere child, Creative skills, work skills are formed, health is improved due to increased general level motor activity.
A preschool child learns the world through indicative research (search) activities. The more diverse a child’s activities are, the more new information he receives, the faster and more fully he develops.
By organizing games with water and sand, the teacher not only introduces children to the properties of various objects and materials, but also consolidates elementary ideas about the shape, size, color of objects, developing fine motor skills child. Kids love these games very much. Sand can be poured from palm to palm, from scoop to mold, you can bury various objects in it and dig them out, build slides, paths, and then destroy and build again. Water can be poured, painted with flowers, ice floes caught in the water, etc.
An approximate algorithm for conducting an experiment lesson
1. Preliminary work (excursions, observations, reading, conversations, examination, sketches) to study the theory of the issue.
2. Determining the type of activity and subject of the experiment.
3. Selecting the goals of tasks for working with children (cognitive, developmental, educational tasks).
4. Game training of attention, perception, memory, thinking.
5. Preliminary research using teaching aid equipment.
6. Selection and preparation of aids and equipment, taking into account the age of the children of the topic being studied.
7. Summarizing the results of observations in various forms (observation diaries, tables, photographs, pictograms, stories, drawings, etc.) in order to lead children to independent conclusions based on the results of the study.
Materials for organizing experimentation (younger age)
1. Beads, buttons.
2. Ropes, laces, braid, threads.
3. Plastic bottles different sizes.
4. Multi-colored clothespins and elastic bands.
5. Pebbles of different sizes.
6. Cogs, nuts, screws.
7. Traffic jams.
8. Down and feathers.
9. Plastic bags.
10. Seeds of beans, beans, peas, seeds, nut shells.
11. Cotton wool, padding polyester.
12. Kinder surprises.
13. Clay, sand.
14. Water and food coloring.
15. Paper of different grades.

Contents of children's experimental activities (younger preschool age)
Work with children is aimed at creating conditions for sensory development in the course of getting to know the phenomena and objects of the surrounding world.
Tasks:
Combine display with active action the child according to his examination (touch, taste, smell, etc.)
Compare similar by appearance items.
Teach children to compare facts and conclusions from reasoning.
Use experience practical activities, gaming experience.
The main content of experimental activities involves the formation of the following ideas:
1. About materials (sand, clay, paper, fabric, wood).
2. O natural phenomena(wind, snowfall, sun, water; games with the wind, with snow, etc.).
3. About the world of plants (methods of growing from seeds, bulbs, leaves).
4. About methods of studying an object.
5. About the objective world.
In the process of experimentation, children's vocabulary develops through words denoting sensory features, properties, phenomena or objects of nature (color, shape, size); crumples, breaks; high - low - far; soft - hard - warm, etc.).
"Water"
Based age characteristics children of the younger group, the first stage of experimentation is working with water. In practice, children will be convinced that they can wash themselves with water, dip into it and catch various objects; that water can flow or splash; that objects will become cleaner if you wash them with water; that water has no taste.
During the experiment, children get the idea that water is liquid and therefore can spill out of a vessel; that water has no color, but can be colored; that water can be warm and cold, that water is clear, but it can become cloudy; that some substances dissolve in water, and some can impart their taste to water; that water can turn into ice and ice can turn into water.
game "Perivashki"
- show children that water is liquid and takes the shape of a vessel.
game "Find the shell"
- introduce children to the properties of water - transparency, colorlessness, and can change color.
game "Warm - cold"
- identify the properties of water: water can be warm and cold
game "Drowning - not drowning"
- give ideas about floating and sinking bodies.
water observation
- introduce the properties of water: flows, gurgles, splashes fly, droplets drip.
fun games with water.
- consolidate knowledge of the properties of water: clear, warm, cold; You can wash your clothes, wash your toys, wash your hands, and wash your face in it.
"Sand"
To get acquainted with this topic, various experiments are carried out with sand. On an organized joint activities“Let’s Bake a Treat”: children try to make a “treat” from dry and wet sand with their hands and using molds. At the end of the lesson, the result is summed up - wet sand takes any desired shape.
By using didactic game“Traces”, children will see that traces and prints remain on wet sand.
When conducting an experiment with sand, children are asked to pass wet sand through a strainer, and then dry sand - the kids will come to the conclusion that dry sand can crumble, but wet sand cannot.
The most important discovery for children on a walk during observation will be the conclusion that sand is many grains of sand.
game "Bake cookies"
- strengthen children’s ability to lay out shapes from wet sand.
game "Mink for animals"
- consolidate children's knowledge about the properties of dry and wet sand.
game "What's Hidden in the Sand?"
-develop gross and fine motor skills, tactile sensations.
game "Miracle Baker":
- consolidate children's knowledge about the properties of wet sand - maintain the shape of an object.
"Air"
With the help of object-manipulative activities, children gain the idea that air is lighter than water. When conducting the didactic game “Let’s Catch the Air,” children are invited to “catch” the air in plastic bags and make sure that the air is not visible, but it is there. In the game “Storm in a Glass,” kids are asked to blow through a straw into a glass of water and make sure that the water displaces the air. By playing the game “My Fun Tinkling Ball,” children learn that the ball bounces high because it has a lot of air.
In the organized joint activity “Sail the Boat”, children will see that objects can move with the help of air. And on a walk, watching the grass and foliage, they will see that the wind is the movement of air.
"Stones"
In the organized joint activity “Light-heavy” and “What shape is the stone?”, children get the idea that stones are heavy and light, and that stones have different shapes.
When children compare two stones taken from the street and from a radiator (in winter), they come to the conclusion that stones can be cold and warm. And when they squeeze a stone and a wad of cotton wool in their hands, the stones are hard.
"Paper"
Through experiments, children learn that paper is light: it can be blown off the palm of your hand, and it does not sink in water, unlike stones; that paper can be thin or thick and it can tear: a napkin is very easy to crumple and tear, unlike thick cardboard.
The use of elementary experiences and experiments in working with children of primary preschool age helps to make children’s activities during the formation complete picture the world is truly more interesting and diverse.
Systematic, specially organized experimentation work allows us to qualitatively change the level of children’s knowledge about the surrounding reality and natural phenomena. As a result of the organization children's experimentation, children develop cognitive activity, interest in search and research activities appears. In the process of experimentation, children's vocabulary is replenished with words, their horizons expand, and their knowledge about objects of inanimate nature and their properties is enriched.
The intensive development of children's experimentation in all its types and forms is a necessary condition successful development of a preschooler’s personality, development of cognitive interest, nurturing the need for a holistic perception of the world around him.