Cognitive and research activities in the senior group. Abstract of educational activities on educational and research activities in the senior group of the preschool educational institution “Water and Oil”
Vocabulary work: papyrus, birch bark, parchment, carbon paper.
Equipment.
Rectangular pieces of paper of the same size of different types.
Paper: wrapping paper (gift paper, candy wrapper); newspaper, cardboard, velvet, corrugated, self-adhesive; sanitary (napkin, toilet paper), landscape, copying. Items made from paper. Pencils.
Preliminary work: examining objects made of paper.
Literature: L.N. Prokhorova. Organization of experimental activities for preschool children. Guidelines. - M.: ARKTI, 2003.
Progress of the lesson
The children go to the locker room. At this time, the assistant teacher and the attendants are preparing workplaces for classes.
V. Shows the children a boat made of paper, reads an excerpt from Vladimir Yurkov’s poem “Paper Boat”.
The boat is fragile, the boat is paper
Bravely rushing in the spring stream
To unknown countries, to strange places.
A paper boat with the name “Dream”.
Q. Guys, I suggest you take this paper boat on a trip to paper land. Do you agree?
Then boldly hit the road.
Children enter the group and sit at the tables. (They have samples of different types of paper on their tables.)
Q. There is a lot of paper in paper country. Take the pieces of paper in your hands. Look at them, touch them, stroke them.
Q. Is all paper the same?
Children. No.
Q. How are the leaves different? (Children's answers)
B. Let’s play the game “Nadi is a leaf like me.” Now, the one I am asking will take one of the pieces of paper in his hands, name it, and we will all find the same one and put it aside. So we will play so that we don’t run out of all the pieces of paper.
(Children are offered different types of paper to play with. Wrapping paper, newspaper, cardboard, velvet, corrugated, self-adhesive, sanitary, landscape).
Child: I have a piece of newspaper in my hands. (All children find newsprint). Etc.
Q. Do you think people first learned to write or invented writing paper? (Children's answers).
Q. What is paper made from? (Children's answers).
Q. In ancient times, people rarely traveled from one country to another. There were no telephones then either. But they needed to communicate. They wrote letters to each other. People learned to write much earlier than paper was invented. In Greece they wrote on damp clay tiles, or on tablets filled with wax. The letters were pressed out on them with a sharp stick. (Show illustration).
In Egypt, on the banks of the Nile River, reed plants called papyrus grow, which resemble our sedge, only much larger. Papyrus leaves were cut into pieces and glued together.
The length of the glued strips of papyrus reached one hundred paces. (Show illustrations). They wrote on such strips for a long time, until parchment was invented in Turkey in the city of Pergamon. (Show picture). Parchment was made from the skin of entire herds of calves and sheep. (Show picture).
And in Rus' they wrote on birch bark - birch bark. (Show picture).
Paper was first invented in ancient China. It was invented by the Chinese Cai Lun. (Show picture). Paper was admired by all countries, but the Chinese kept secret the wonderful method of its invention. It took a long time until everyone learned the secret of making paper. Nowadays, paper using Chinese technology is made in special paper factories from trees. (Show picture).
You and I must treat paper with care and not waste it. By being careful with paper, we save trees. Remember this.
Q. What items made from paper do you have in our group or in your home?
Children list paper objects.
Q. Could it be that all objects and things were made of paper?
Children: No, it can’t.
Q. Why do you think they don’t make furniture or sew clothes from paper? (Various answers for children).
Physical education minute.
B. Let’s play the game: “It happens, it doesn’t happen.”
If I tell you an object and it might be made of paper, you clap your hands. If not, squat. Be careful. (Words: book, chair, shoes, album, newspaper, mirror, wardrobe, apple, magazine).
V. Reads the riddle of Stanislav Kostenko and shows the children objects made from paper according to the text.
It can be a document
A poster, a candy wrapper, an envelope,
Letter, wallpaper, leaflet,
Album, book, packaging,
A napkin, a fan, a coupon,
An unfading peony.
It can also be money.
And what? Guess for yourself!
Children: Paper.
Q: There are types of paper that are stronger than stone, stronger than brick. They do not burn in fire and do not sink in water, they produce rust-free, waterproof paper, there is paper thinner than a human hair.
Q. What properties of paper do you know?
Children. The paper tears, cuts, wrinkles, gets wet, burns.
B. I will cut the paper into thin strips. I'll take one strip, press it against the scissors and draw the scissors across the paper. What happened?
Children. The paper is curled.
Q. The paper may curl. This is also her property.
Q: I have an interesting paper. Here it is. (Shows carbon paper)
Q. Have you met her before?
Q. What do you think it is for?
B. Paper is needed to produce several pieces of the same image - copies.
B. Let's examine the carbon paper.
Q. What are the sides of the paper?
Together with the children, we concluded that one side of the copy paper is “greasy”, with paint, and the other is “matte”.
Q: I will draw a picture. I'll take one sheet of paper.
To draw two pictures, how many sheets of paper do you need to take?
Children: Two.
B. In order for the drawings to be identical, I will put carbon paper between the sheets. Which side do you think the carbon paper should be placed on? (We check two versions and come to the conclusion that the copy paper needs to be placed on the sheet with the bold side, then put more paper and then you can draw).
Children fold paper and draw a picture according to their design. Considering work.
Q. How many drawings did you make?
Q. How did you manage to do this?
Q. Do you think it is possible to get 5 copies at once?
The children answer.
Q. We will check your versions at the next lesson.
Q. We need to get ready for the return trip. Tell us what you remember most about Paper Land?
Q. Our boat “Dream” is setting off on its return journey. (Children go to the locker room).
Q. We found ourselves in kindergarten again. Let's thank each other for a wonderful trip. Thanks everyone.
Card index of educational and research activities
in the older group.
September“We smell, we taste, we touch, we listen.”
Target: Consolidating children's ideas about the sense organs, their purpose (ears - to hear, recognize various sounds; nose - to determine the smell; fingers - to determine the shape, structure of the surface; tongue - to determine the taste). “Comparison of the properties of sand and clay”
Target: Introduce children to the properties and quality of sand and clay, teach them to draw conclusions about the properties by comparing them experimentally. Encourage independent formation of conclusions when conducting experiments. Encourage compliance with safety regulations.
Getting to know the stones. “What types of stones are there?”
Target: Developing interest in stones, the ability to examine them and name their properties (strong, hard, uneven or smooth, heavy, shiny, beautiful). To give an idea that stones come from rivers and seas, that many stones are very hard and durable, which is why they are widely used in the construction of buildings, bridges, and roads. Introduce valuable stones that are used to decorate buildings and make monuments and souvenirs (granite, marble). Show products made from precious stones.
"Invisible - Air"
Target: Familiarization with the concept of “air”, its properties and role in human life.
October
"Introduction to the properties of air"
Target: Formation of children's ideas about the properties of air and its role in the life of humans, plants, and animals. To give knowledge about inanimate nature and that air is a condition of life for all creatures on earth. Experimentally consolidate children's knowledge about air. Cultivating interest in the life around us and curiosity.
Carrying out experience: “Where is it warmer?”
Target : Formation of children's idea that warm air is lighter than cold air and rises
Conducting the experiment: "Submarine".
Target: Formation of children's ideas about what air is lighter than water, help identify how air displaces water.
Conducting the experiment : "Stubborn Air"
Target: Continue introducing children to the properties of air: forming the idea that air is compressed.
November
"The unknown is near"
Target: Expanding children's knowledge about the life of ancient man, about man's discovery of fire. How fire has reached our days, how it helps people. Forming the idea that during combustion the composition of the air changes (there is less oxygen) and that combustion requires oxygen.
"Our hands"
Target : Formation of children's ideas about the importance of the human hand, about the close connection between the hand and the brain, that with the help of hands you can express various feelings (affection, pity, disgust, reassurance, greeting, courtship). By developing the hand, we develop speech. The hand as an organ of cognition, touch, feels, performs actions. Experimentally intensify children's attention to the functional significance of human hands.
“What can you feel with your skin?”
Target : Formation of basic knowledge about the role of skin in human life, about skin sensitivity. Exercise for children in the development of tactile sensitivity. Forming the belief that human skin should be taken care of. Teach children to provide first aid for wounds and bruises. Developing children’s ability to resolve a problematic situation themselves in the process of research activities.
"Our Helpers"
Experience: “Listen with all your ears”
Target: Formation of ideas about the organs of hearing - the ear (catches and distinguishes sounds, words, etc.). Familiarization with the structure of the human and animal ear, clarifying that everyone’s ears are different, teaching through experiments to distinguish between the strength, pitch, and timbre of sounds.
Experience: “How do we smell?”
Target: Familiarize children with the peculiarities of the olfactory organ - the nose, an organ that allows them to identify odors, compare them with the peculiarities of the perception of odors by some animals. Together with children, formulate recommendations for the protection of this important organ. Promoting the formation of an emotionally positive attitude towards the experimentation process.
December
“Water in nature and in everyday life.”
Target : Clarifying children’s knowledge about the location of water in nature and everyday life using one of the properties of fluidity. Consolidation of knowledge about the properties of water: transparency, fluidity, ability to dissolve. Development of cognitive interest, observation, mental activity. Teach children to make simple conclusions, activate vocabulary: transparent, melts, shimmers, cold, hot. Compliance with safety regulations.
“Water is a helper”
Target : Generalization, clarification of children’s knowledge about water: flows, colorless, odorless. Using models, consolidate knowledge about water as a habitat for some animals. Talk about the use of water, that water must be conserved, that you can only drink clean and boiled water. Instilling in children a desire to conserve water and turn off the tap tightly.
"Water is the source of life"
Target : Formation of ideas about the role of water in the life of wildlife. Talk about the path water takes before it gets into our homes. Consolidating knowledge about water and how people use it. Forming the habit of using water carefully and wisely.
Conducting the experiment: “Water is a solvent”
Target : Clarifying children’s knowledge about the importance of water in human life. Consolidating ideas about the property of water - water is a solvent. Explain why water sometimes needs to be purified and provide a basic understanding of the filtration process. Strengthening the ability to work with transparent glassware, observing safety rules with unfamiliar solutions.
January
«
Journey of a droplet"
Target: Familiarizing children with the water cycle in nature, explaining the cause of precipitation in the form of rain and snow, expanding ideas about the importance of water for human life.
“Transforming a white snowflake into a colored piece of ice”
Target: Strengthening children's understanding of the properties of snow, water and ice.
"How to see and hear electricity"
Experiments: “Miracle Hairstyle”, “Magic Balls”, “Twirler”
Target: Introducing children to electricity as a special form of energy. Development of a child’s cognitive activity in the process of becoming familiar with the phenomena of electricity and its history. Familiarization with the concept of “electric current”. Explain the nature of lightning. Forming a basis for safety when interacting with electricity.
February
« - magician"
Target: Introducing children to magnets. Identify its properties, interactions of a magnet with different materials and substances.
"Electrical appliances"
Target: Developing the child’s ability to handle basic electrical appliances. Formation of ideas about materials that conduct electricity (metals, water) and insulators - materials that do not conduct electricity at all (wood, glass, etc.). Familiarization with the structure of some electrical appliances (hair dryer, table lamp). Developing curiosity.
“Why is the flashlight on?”
Target: Clarifying children’s ideas about the meaning of electricity for people; familiarization with the battery - the keeper of electricity - and how to use a lemon as a battery.
"Rainbow in the Sky"
Target: Introducing children to the properties of light turning into a rainbow spectrum. Expanding children's understanding of the mixture of colors that make up white; an exercise in making soap bubbles according to a scheme - an algorithm. Developing curiosity and attention.
"The light is all around us."
Target: Strengthening children's ideas about light. The ability to determine whether light sources belong to the natural or man-made world, their purpose, to experimentally determine the structure of man-made light sources, the classification of objects that give light to the man-made and natural world. Enrichment and activation of children's vocabulary.
March
"The force of gravity." Conducting the experiment “Why everything falls to the ground”
Target: Forming children's ideas about the existence of an invisible force - the force of gravity, which attracts objects and any bodies to the Earth.
"Tricks of Inertia"
Target : Familiarizing children with the physical phenomenon - inertia; show the possibility of practical use of inertia in everyday life.
"What do we know about time"
Target: Formation of children’s ideas about the concept of “time”, explain the change of day and night, the change of seasons; talk about the measurement of time, types of clocks (from antiquity to the present day). Consolidating the concept of “saving time.”
“Primroses. How do plants grow?
Conducting experiments
:
"What is inside?"; "Up to the leaves"
Target:
April
Conversation: “Animals and sand”
Target: Forming an idea of the relationships that exist in nature, of the desert. Explain the dependence of the appearance of an animal on factors of inanimate nature. Development of the ability to make inferences, analyze, compare, classify.
"Sun, Earth and other planets"
Target:Formation of initial ideas about the structure of the Solar System, that the Earth is a unique planet. Developing curiosity. Based on experiments, give an idea of the coldness of the planets: the farther the planets are from the Sun, the colder they are and the closer they are, the hotter they are.
“Primroses. How do plants grow?
Target:
Generalization of ideas about the growth and development of plants, establishing a connection between plant growth and their needs in various environmental conditions; developing the ability to be attentive and caring towards plants.
“Can a plant breathe?”
Target:
Forming children's ideas about the plant's need for air and breathing. Help children understand how the respiration process occurs in plants.
May
« How do mountains appear? Eruption ». Target: Formation of children's ideas about the diversity of inanimate objects. Familiarize children with the reason for the formation of mountains: the movement of the earth's crust, the volcanic origin of mountains.
"Man-Made World"
Target: Development of children’s ability to distinguish between natural objects and objects made by human hands, consolidation of ideas about the properties of paper, glass, fabric, plastic, metal.
“Comparison of the properties of glass and plastic”
Target: Familiarizing children with the properties and quality of glass and plastic, developing the ability to draw conclusions about the properties by comparing them experimentally. Stimulating independent formation of conclusions when conducting experiments. Promoting compliance with safety regulations.
"How does a thermometer work"
Target: Forming children's ideas about how a thermometer works.
It implies the child’s creative activity, which is aimed at studying certain phenomena, establishing the relationship of individual objects in the world around him, systematizing and organizing the acquired knowledge.
Features of conducting research in preschoolers
For preschoolers, elements of cognitive activity are included in role-playing games. Many psychologists and teachers in their works indicated the importance of their various types. It is games that help the child understand the connection between individual details and actions, and create a clear idea of a certain object.
The Importance of Research for Preschoolers
As the child grows up, cognitive and research activity develops, and more complex elements are included in it. Thanks to these processes, the preschooler satisfies his curiosity, expands his knowledge, and changes his own ideas about the world around him.
Such activities help the future first-grader establish cause-and-effect relationships, navigate in space and time, and connect disparate facts into a single picture.
Functions of cognitive and research activities in kindergartens
Psychologists identify several main functions of such work that are important for the child.
- Development of curiosity in preschoolers (cognitive initiative).
- A preschooler's mastery of spatial, classification, and temporal relations.
- Transition from systematization of received information to the level of practical activity.
- Formation of vocabulary, thinking, attention, analysis skills, and conversation.
It helps children broaden their horizons, develop ideas about the social and natural community, and form basic historical and geographical knowledge.
Ways to enhance the cognitive activity of preschool children
Modern Federal requirements for educational, educational, and developmental tasks in preschool education require special attention to the formation of initiative, independence, and cognitive activity in children.
It is the desire for independent development that is considered the main characteristic of the development of a preschooler. The baby should receive important information about the world around him, people, the laws of social life, natural objects, naturally. Cognitive and research activity in the senior group is expressed in purposefulness of thoughts and actions, concentration, desire to express one’s opinion, and compare the information received.
How is the activity of preschoolers expressed?
Activity is expressed in the child’s ability to independently choose certain types of activities. A teacher or psychologist observes the child’s behavior during role-play, analyzes the desire to communicate with other children, and leadership qualities. Then the information received is analyzed using special methods and technological maps, and a conclusion is made about the child’s readiness to study at school.
Types of cognitive activity of preschool children
In modern pedagogy, there are several options for such activities. The cognitive and research activity of preschool children can be manifested in actions according to the model proposed by the teacher. For this option, the mentor offers the kids diagrams and algorithms of action. Executive activity consists of the child accepting a certain task, choosing an option for his actions based on the proposed samples, and obtaining a personal result.
Techniques for stimulating the self-development of preschool children
Cognitive and research is stimulated by a variety of pedagogical techniques. First of all, the teacher tries, through imagery, motivation, and emotionality, to ensure that his students are interested in the task assigned to them. A wise mentor pretends that he himself does not know the answer to this question, and only the child can help him with this, and so joint cognitive and research activities begin. according to the Federal State Educational Standard, it also involves various types of projects and research conducted under the direct supervision of the teacher. Gradually, the teacher fades into the background, giving children the opportunity to independently obtain the results of the experiment and experience. To stimulate preschoolers as they work, the teacher asks them questions: “How do you think your experiment will end?”, “What new things have you learned at this stage of work?”
Gradually, the teacher becomes a tutor, he clarifies the algorithm of the child’s actions, helps him make diagrams and drawings. Cognitive and research activities in the senior group involve the use of creative imagination techniques. The child learns to imagine the result of his work. For example, if a preschooler is given the task of growing table salt crystals, he must imagine what they will look like. After the experiment is successfully completed, the child compares his initial idea with the real picture and draws conclusions about the similarities and differences between the images.
The experience that cognitive and research activities in the senior group allowed the child to accumulate will become his personal result, he will be able to use it when studying at school.
An example of research on bread in a preschool educational institution
Let us give an example of planning such work in kindergarten. Cognitive and research activities should be clearly thought out and distributed over months. For example, in an older group you can offer the children a topic related to bread. Such research can be called differently: “Where did the bread come from?”, “What is white gold?”, “Why does the loaf become moldy?”
Depending on the questions posed, a research plan is formed.
In September, educational and research activities begin. The older group is searching for information about the composition of bread. The teacher sets them the task of identifying the components needed to bake delicious buns and loaves. The result of this stage will be a list of ingredients without which it is impossible to bake bread.
In October, kids go with their mentor on an excursion to a bakery. They must visually become familiar with the technology of making rolls and bread, confirm the information that they collected in September about the components of bread.
In November, children receive homework. Together with their parents, they must try themselves as real bakers and master the basic stages of creating delicious white bread.
In December, educational and research activities are completed. The preparatory group is invited to a tasting of those delicious pies and buns that future first-graders made together with their mothers and fathers.
Exploring the seasons
An interesting option for research activities in kindergarten is the study of the seasons. The main goal that the teacher sets is to consolidate and deepen the knowledge that the children already possess. This type of research can be done in groups. Kids receive their own assignments, a special observation card and journals for recording their results. For example, you will need to observe for a week how brightly the sun shines, how often it rains in the fall, and write down the results in a journal. The second group will deal with temperature control, attracting parents to help. The third part will have to find out how strong the winds were during this time. After the guys complete their observations, a complete picture is drawn up. The result of such an individual-collective project will be a complete description of weather conditions in a certain season. To develop the creative imagination of children, the teacher gives them an additional task - to come up with suitable clothes for this time of year, made from non-traditional materials. The best works can be “brought into reality” by making a real fashion show at a joint celebration of parents and children.
Food Analysis
Another direction for the cognitive activity of preschoolers can be the study of food products. This is relevant, because according to the new standards, special attention is paid to developing healthy eating skills in future schoolchildren and instilling in them an interest in a healthy lifestyle. To begin with, together with the teacher, the children analyze the composition of various food products, learn about what important chemicals, microelements, and vitamins must be present in the daily diet of every person. To increase the motivation of novice researchers, the teacher conducts role-playing games. Children become chefs, confectioners, doctors in order to understand how important it is to eat properly and on time. Research can be carried out not only in kindergarten, but also beyond. During walks, children offer active games to their teacher, and together they come up with comic tasks for sports competitions. The result of the work may be sports competitions, where mixed teams of children and their parents will be presented. And at the end of the holiday, you can organize a “healthy table”, which will contain only healthy products.
Conclusion
Cognitive activity should begin from the middle group of a preschool institution. With clear planning of such work, one can count on the development of independence in children.
Knowledge that is gained through experience is most easily comprehended by children and is recorded in long-term memory. Older preschoolers have developed basic research skills, they move on to independent planning of experiments and are able to verify the correctness of their assumptions using various methods (including using the necessary tools). Research-oriented classes in the senior group of preschool educational institutions become richer and more informative.
Organization of cognitive and research activities of preschoolers 5–6 years old
“Cognition” is one of the key areas of the educational process in kindergarten according to the Federal State Educational Standard. The formation and further expansion of ideas about objects and phenomena of the surrounding world is carried out in GCD classes and within the framework of programs for artistic and aesthetic development. Older preschoolers receive new information about relationships in society during conversations about the social role of a person, through performing work tasks and observing people of various professions. How the human body functions and what a healthy lifestyle is becomes clear in physical education classes. Responsibility for the preservation of nature is instilled in children through participation in environmental projects and events. Thus, knowledge of the world in all its diversity is revealed to the child every day, research activity is manifested in many forms of educational activity.
Three paths lead to knowledge: the path of reflection is the noblest path, the path of imitation is the easiest path, and the path of experience is the most bitter path.
Confucius
The purpose of organizing cognitive and research activities in preschool educational institutions is the formation of cognitive interests and the desire for independent search for knowledge in children. The teacher should show the possibility of obtaining information in a form that is exciting for the child, so that he has the desire to study the intended issue and solve the current problem.
The teacher’s task is to interest students in research activities and teach them to notice interesting things in the world around them.
Age characteristics of older preschoolers
It is necessary to plan the improvement of research abilities in older preschoolers taking into account their age characteristics:
- In children 5–6 years old, attention is more stable than in younger preschoolers. At this age, the basic processes of the nervous system improve, self-regulation of behavior occurs, and children are less likely to become overtired. About 15 minutes of the educational lesson are allocated for the actual experimentation. It is possible to observe long-term processes on walks and during experiments.
- Children are capable of voluntary memorization. Listening to the teacher’s explanations and instructions, students record in their memory the stages and methods of action for practical work.
- The intellectual capabilities of children are improved. At the age of 5–6 years, a child quickly makes assumptions and predicts the results of actions. He independently establishes cause-and-effect relationships and navigates the temporal and spatial relationships of objects.
- Interests in research are expanding. Older preschoolers are attracted not only by objects in their immediate environment, but also by unusual events from the past, phenomena from distant, previously invisible worlds. Children are interested in the theme of space, facts of the prehistoric period of the Earth (dinosaurs, mammoths, primitive people), underwater depths, distant continents.
- Fine motor skills are developed, preschoolers work well with small details. They know how to handle various tools, choosing the ones necessary to conduct research.
- Children willingly cooperate within the group. They like to independently choose partners for experiments, work in a team, distributing roles in upcoming research activities.
The area of research interests of older preschoolers is expanding
Objectives of educational and research activities
Classes on cognitive activities are aimed at solving a number of educational problems:
- Formation of children's diverse ideas about objects of living and inanimate nature, phenomena of the surrounding reality, relationships in public life.
- Training in constructing a plan for research activities, encouragement to pronounce the stages of experimentation.
- Developing the ability to independently identify a research problem, put forward hypotheses, analyze the information received, evaluate the results and formulate conclusions.
- Development of cognitive and research activities in a creative way, stimulation of imagination.
- Enriching children's active vocabulary, improving the construction of statements, and competent formulation of thoughts.
- Creating a friendly atmosphere in the group, increasing the level of cohesion, positive motivation for collective activities.
Carrying out experiments together increases the level of cohesion in the group
Methods and techniques
The teacher of the senior group, when organizing the research activities of children, is guided by the following criteria:
- During experiments, the necessary precautions must be observed. The teacher introduces children to the technique of performing the study and provides safety instructions.
- Experimentation activities should not exceed 25 minutes according to SanPiN standards. Research-oriented classes are held weekly (in the group room, during walks and excursions outside the kindergarten).
- During research activities, each student should receive a charge of positive emotions, feel the significance of the actions performed and the result obtained.
To implement the assigned tasks, the teacher works together with the children in various types of classes: studying the world around them, forming elementary mathematical concepts, preparing for literacy, speech, creative, sports and music. The children also gain new knowledge while walking, observing objects of living and inanimate nature. Older preschoolers conduct long-term research, recording changes in natural objects throughout the year.
During experimentation, each student receives positive emotions
Among the techniques used by teachers to develop children’s research abilities are relevant when working with older preschoolers:
- Cognitive and heuristic conversations. While discussing everyday situations or listening to a literary work, the teacher builds communication with children on identifying their personal experience on a specific topic. The use of visual materials (posters, diagrams, illustrations, layouts, presentation slides) helps to intensify discussion.
The development of curiosity, research and speech skills is facilitated by heuristic conversations, which are based on question-problems (for example, “Why are wet mittens placed on the radiator? Where will the mittens dry faster - on the windowsill or in the dryer? Why?”).
During the conversation, preschoolers learn to ask questions and develop the ability to think logically
- Observations. This is active research practice in kindergarten. The teacher organizes observations during classes, independent activities of children, in corners of nature and the young researcher, on walks. For older preschoolers, tasks to observe any phenomenon or processes can be given on the weekend, since children are capable of conscious memorization.
Experiments with water always cause genuine surprise among preschoolers
- Collecting. Finding objects and putting them into a collection develops children's ability to classify. In the older group, it is suggested to collect grains and fruit pits, pebbles and shells, nut shells, candy wrappers, perhaps on a specific topic. Children's collections are arranged in herbariums, albums, boxes with cells, and display on a shelf.
Children enjoy getting acquainted with ready-made collections of materials, touching and examining them
- Experiences and experiments. The children experimented in a playful way in the junior and middle groups, and at the age of 5–6 years they began to develop an interest in the experimental activity itself. They are fascinated by studying the characteristics of various substances (solubility of salt and sugar, attracting metal objects with a magnet, etc.), using special tools and equipment (lenses, filters, microscope, telescope).
Older preschoolers are directly interested in experimental activities
- Project activities. Older preschoolers should be actively involved in creating projects. Topics of an environmental and scientific nature are taken for study: “Structure of the earth”, “Volcano”, “Solar system”, “Water purification”, “What kind of air we breathe”. The guys are working on creating layouts, information stands and posters. A presentation of the final work is organized, at which students tell listeners (parents, children of junior groups, invited guests) about the importance of studying this topic, the tasks set, and the stages of the research.
The result of the research project may be a thematic exhibition of drawings or crafts by students
Table: types of cognitive and research activities of preschoolers
| Type of educational and research activity | Examples of implementation in the senior group |
| Search and research | Collaboration between teacher and children to solve problematic issues. It is implemented in heuristic conversations (“Why can’t you see the stars during the day?”, “Who is making noise in the chimney?”, “How are snowflakes made?”), observations (of natural phenomena and objects, simple substances). |
| Cognitive and practical | It is carried out in the form of directing the practical activities of children into research. Conducting research in GCD classes on the surrounding world, observing in a corner of nature. |
| Research | Conducting experiments and experiments in the research corner, mini-laboratories. |
| Ecological research |
|
An environmental research project develops the cognitive abilities of preschoolers and teaches them to care about the world around them.
Types of research activities
- GCD classes on studying the surrounding world. The classic form of organizing cognitive and research activities in kindergarten. Despite the fact that older preschoolers are able to perceive verbal descriptions of objects and phenomena that are outside the sensory experience of children (stories about the North Pole, about the launch of a space rocket, about dinosaurs) and voluntarily remember information, research activities that will arouse genuine interest in students will be more effective. experimentation. For this purpose, the teacher organizes classes using various forms of activity at the motivating stage and conducting didactic and outdoor games.
- Integrated lesson. It is a synthesis of cognitive, social-communicative and artistic-aesthetic areas and research activities, which is implemented in forms of work: listening to an artistic text or musical composition, educational conversation, situational conversation, experimentation, observation, productive activity. The purpose of an integrated lesson is a comprehensive study of a topic or problem situation.
For example, in the “Flower-Seven-Flower” lesson, the disclosure of educational areas is realized in musical warm-up and drawing in non-traditional techniques (“Artistic and Aesthetic”), solving problem situations and didactic games (“Cognition”), conducting physical education with elements of round dance and folk dance ( “Physical”), discussion of cartoons and comic situations (“Speech” and “Communicative”).
- Non-traditional activities: quest, theatrical lesson, concert, KVN, travel, intellectual games (quizzes, “Own Game”, “Brain Ring”, “Experts Conduct the Investigation”), consultation (children act as consultants for younger comrades). These forms of classes contain an entertaining component; students actively perform creative tasks and follow the development of the topic.
Holding a quiz in the senior group helps to generalize the children’s knowledge
Using visual material in organizing children's experimentation
The organization of cognitive and research activities of older preschoolers is largely carried out through the perception of visual images. The leading type of memory in children aged 5–6 years remains visual-figurative memory. The use of visual materials in the work stimulates interest in experimentation. It can be:
- thematic posters;
- illustrated encyclopedias;
- mnemonic maps - processes and natural phenomena depicted in a sequence of pictures;
- projector slides and presentations;
- videos and cartoons.
Mnemonic cards help preschoolers remember important points of the study
Preparing and conducting classes on cognitive and research activities in the senior group of preschool educational institutions
Experimentation is an effective form of learning about the world, which corresponds to the development of visual-figurative thinking in preschoolers and is combined with play activities. Pupils of the senior group study objects consciously, the teacher transforms the child’s question into a collective conversation and search for a solution to the problem situation.
In the older group, the teacher gives verbal instructions and descriptions for performing experiments; children learn to carry out research using a graphical diagram. Direct demonstration is used to demonstrate complex experiments and individually for children experiencing difficulties. In research-oriented classes with older preschoolers, the role of such tasks as:
- Forecasting. The guys make assumptions about the results of their own experimentation, and also offer options for behavior/changes in the object of study. Examples of prediction tasks: “What will happen to the skating rink when the air temperature starts to rise?”, “Draw how you see tree branches with buds in 2 weeks”, “What will a white flower look like if it is left overnight in water with blue dye ?.
- Recording the results. The guys make graphic notes in diaries and observation logs, fill out an experiment card, and add symbols to the empty template of the experiment diagram. Natural objects of research are recorded using the methods of volumetric drying, compiling an exhibition-collection, and herbarization.
- Construction of long logical chains. Older preschoolers can establish cause-and-effect relationships consisting of 2-3 or more stages.
For example, to the question “Why did our pea seeds germinate so quickly?” the answer may be: “In the summer we collected and dried ripe peas, stored them wrapped in a cloth in a dry place, in the spring we soaked them and, when the peas sprouted, planted them in the soil, watered and loosened the bed. We have created ideal conditions for the growth of peas” (the logical chain is built of 6 links).
Older preschoolers are independent in research and active in making assumptions
Children's research has a clear structure, which is taken into account when creating a lesson/event plan.
Table: example of the progress of children’s research in the lesson “Water cycle in nature”
| Research stage | An example of the progress of children's research during the lesson “Water cycle in nature” in the senior group |
| Statement of the question, problem | A motivating beginning of the lesson (a letter from Dunno, who does not understand where puddles disappear and why rain falls from the sky) helps children formulate research questions: “How does water evaporate from the surface of the earth?”, “Why does precipitation fall?” |
| Goal setting | Students offer solutions to the problem and come to the conclusion that the transition of water from liquid to gaseous state and back can be observed in a mini-laboratory. |
| Proposing a hypothesis | The guys are thinking about how to make the process of water evaporation and the formation of water drops visible (observe the evaporation over a cup of boiling water, the accumulation of drops on the lid of a jar of hot water). |
| Hypothesis testing | Experimenting with water in open and closed vessels. |
| Analysis of the result obtained | The children saw that at high temperatures, water turns into a gaseous state and tends upward; when steam accumulates and cools, a transition to the liquid state of water occurs, and heavy drops fall. |
| Formulation of conclusions | In nature, water travels in a circle: water evaporates from the surface under the influence of heat and sunlight, in the atmosphere the vapor turns into clouds, cools and returns to the earth in the form of precipitation - rain, snow, hail. |
Motivating start to class
In older preschool age, children actively improve their communication skills. The motivating beginning of the lesson is often devoted to solving problem situations and conducting conversations. Visualization remains the main method of attracting interest in educational activities; children are invited to discuss illustrations, presentation slides, and study a thematic exhibition. How passionate the child is about the question and the topic of research at the beginning of the lesson depends on his activity during the actual experimental activity, the result in solving the problem posed and the degree of motivation to experiment in the future. The teacher organizes the beginning of classes in a variety of forms and predicts a positive attitude towards the techniques used in children.
An interesting start to the lesson increases students’ motivation for further work.
Table: examples of motivating beginnings of cognitive and research activities
| Cognitive Research Topic | Option for a motivating start to the lesson |
| Expanding and clarifying ideas about the properties of a magnet (GCD lesson “Magic Stone - Magnet”) | Surprise moment. The group receives a video letter from a fairy-tale character: he tells the children that he read a fascinating book (shows the cover of the book “Experiments and Experiments”), asks questions (“Do you know who researchers are?”, “Have you ever had to conduct experiments? What?” ) and reports that he sent a gift to the young scientists. Children open a box with a surprise, it contains sets with magnets and metal objects for experimenting. |
| Study of the properties of sugar (study “Homemade mass for chewing sweets”) |
|
| Formation of ideas about the properties of mirrors (GCD lesson “Journey to the Land of Mirrors”) | Creating a problem situation with elements of gaming activity. Using a projector, the teacher shows the children an excerpt from the fairy tale film “The Kingdom of Crooked Mirrors.” If the guys are not familiar with the content of the fairy tale, it is worth briefly describing the situation in which the heroine Olya found herself. The teacher asks if the children would like to go to the wonderful land of Mirrors. A positive answer is given, the students close their eyes, and while the magic words are being heard, the teacher sets up a door with a lock (a mock-up or a fixed poster), which the children will have to open. |
Table: card index of topics on cognitive and research activities in the senior group
| Lesson topic | Research objectives |
| “We are explorers”, “Little explorers” | Improving research skills: searching for information in different sources, independent choice of experimentation methods. |
| "Milk Rivers", "Milk" |
|
| "Young Explorer", "I am a Explorer" | Familiarity with the implementation of an individual research project. |
| "Sand and Stones" |
|
| "Fruits" | Expanding the understanding of fruits: studying the process of fruit formation, growth and ripening. |
| "Vegetables" | Expanding ideas about vegetables: studying the growth process - from germination to ripening, collecting seeds. |
| "Air Movement" | Expanding knowledge about the properties of air and ways to study it. |
| "Soil Conditions" | Formation of ideas about the characteristics of soil at different temperatures and degrees of moisture. |
| “Liquid, solid, gaseous state of water” | Expanding ideas about the states of water and the conditions of transition from one form to another. |
| "Snowflake" | Formation of ideas about the diversity of the structure of snowflakes. |
| "Sugar" | Formation of ideas about the characteristics of sugar, its production and use. |
| "Measuring Images with Lenses" | Introduction to magnifying glasses and their use in everyday life and scientific activities. |
| "Boats", "Buoyancy of Objects" | Development of cognitive activity in the process of experimentation. |
| "Sound Research" |
|
| "Shadows on the Wall", "Shadow Theater" | Expanding ideas about light sources (natural and artificial), the ability of objects to cast shadows. |
| "Volcano" |
|
| "The Amazing Properties of a Magnet" | Expanding ideas about the ability of a magnet to attract objects and the use of magnets by humans. |
| "Space trip" | Formation of ideas about cosmos, human knowledge of the Universe. |
Creating mock-ups by older preschoolers introduces them to the structure of a specific research object
Time plan for classes in the senior group
Classes on cognitive and research activities are held weekly in the morning and last no more than 25 minutes in the older group (the duration of observations during a walk is 7–15 minutes). The outline of the GCD and integrated lesson with a research focus is developed by the teacher, taking into account the age characteristics of the students and the mandatory inclusion of physical and game elements.
Physical education sessions or outdoor games must be held in the middle of the lesson to avoid overworking the students.
Approximate time plan for a lesson on cognitive and research activities in the senior group:
- Organizational moment - 1 minute.
- Motivating start of the lesson - 3–5 minutes.
- Constructing a research plan, reciting the stages of the experiment - 2–3 minutes.
- Physical activity (exercises, finger exercises, outdoor play) - 3 minutes.
- The practical part of the work is 10–13 minutes.
- Formulation of research results, summing up - 1–2 minutes.
Outdoor games in the classroom allow preschoolers to take a little break from intense intellectual activity.
Table: examples of temporary lesson plans on different topics
| Lesson topic | Organizing time | Motivating start | Construction of a research plan | Physical activity | Productive experimentation | Formulation of conclusions |
| “Unusual in the ordinary” (expanding ideas about the properties of salt) | 1 minute. | Creating a problematic situation. Dunno comes to the group; he has not completed his homework and is afraid to go to class. And the task was to study the properties of salt in order to then solve the problem. The guys agree to help Dunno. 3 minutes. |
2 minutes. | Kinesiological massage “Rub and warm up your hands.” 3 minutes. |
Conducting experiments with salt. 13 minutes. |
2 minutes. |
| “Visiting the Snow Queen” (expanding ideas about solid water) | 1 minute. | Game situation. The audio recording “Blizzard” plays and the lights go out in the room. When the lamp lights up, the teacher reports that the children have found themselves in the kingdom of eternal winter, where the Snow Queen rules (view the presentation). 4 minutes. |
2 minutes. | Outdoor game "Penguins on an Ice Floe". 3 minutes. |
Experimenting with ice. 13 minutes. |
1 minute. |
| "Space through the eyes of children" | 1 minute. |
|
2 minutes. | Physical education lesson “Training of astronauts.” 3 minutes. |
Making mock-ups on the research topic. 12–13 minutes. |
1 minute. |
Table: example of a summary of cognitive and research activities in the senior group (fragment)
| Author | Orlova G.M., teacher, secondary school No. 1355, preschool department, Moscow. |
| Name | "Water Laboratory" |
| Target | Expand and consolidate children's understanding of the properties of water. |
| Tasks |
|
| Equipment and materials |
|
| Preliminary work |
|
| Methodical techniques |
|
| Progress of the lesson | The first part (informational and educational).
Greeting guests.
Q: What is a globe? (This is a model of the Earth). That's right, children, the globe is a miniature model of our planet Earth. Look how colorful it is. What colors do you see on it? (Blue, yellow, green, brown). What do you think is depicted in green on the globe? Yellow? Brown? Blue? (Forests, mountains, deserts, seas and rivers).
<… Что объединяет все наши отгадки? (Это вода). Как вы уже знаете, вода может быть в разных состояниях. Каких? (Ответы детей). Правильно, она может быть жидкой, твёрдой и газообразной…>
Summary of the lesson. |
Work of a research group in the senior group of kindergarten
The need to acquire new knowledge and the desire to experiment are natural needs of older preschoolers. They are interested in the structure of the material world, the causes of phenomena, and the interaction of objects.
The significance of children's experimentation in the development of the future first-grader's personality and motivation for successful learning is discussed in numerous works by teachers and psychologists.
For the functioning of a cognitive-research circle, the following conditions must be met:
- the teacher’s study of methodological literature on the subject of the circle;
- development of a club program taking into account the age characteristics of older preschoolers, drawing up calendar and thematic planning;
- compiling a card index of experiences and experiments;
- designing a corner for research activities in the premises of a group or a separate experimental laboratory;
- preparation of the material base of the circle.
The leader of the circle should encourage students to ask questions and learn to formulate conclusions
It is necessary to familiarize children with safety precautions during experiments; the basic rules must be discussed together with the students. The corner or laboratory must contain special materials and tools. They are kept within reach of children, in labeled drawers or boxes. Children can always take an item from the rack for independent study. The equipment of a research corner or laboratory consists of:
- natural materials (sand, stones, shells, clay, soil, wood samples, nut shells, leaves, seeds);
- instruments (rulers, magnets, lenses, telescope, scales, microscope, thermometer, lamps);
- vessels and containers (jars, beakers, flasks, glasses, bowls);
- medical materials (rubber gloves, tweezers, syringes, cotton wool, bandages, gauze, pipettes);
- bulk substances (sugar, salt, potassium permanganate, food coloring, flour);
- special clothing (robes, aprons, goggles, caps);
- cards and journals for recording research results.
Photo gallery: examples of design of research group activities
Accessibility is one of the principles of functioning of the club’s material base. An aquarium can be located in the research corner for observing fish. The young scientist’s corner attracts preschoolers with a variety of materials. Materials for conducting experiments are conveniently stored in transparent containers. Bright equipment will not leave any student indifferent. A small one is suitable for storing research materials. rack Pupils must be careful and maintain order in the research corner When working with glass test tubes, pupils must strictly adhere to safety requirements. In the center of knowledge and experimenting, children conduct observations and learn to take care of plants
Examples of organizing experimentation in the senior group of a preschool educational institution
We invite you to familiarize yourself with the experience of conducting classes on research and experimentation with children aged 5–6 years.
Video: lesson on research activities “Water Sorceress”
https://youtube.com/watch?v=Gz-zAx4Wo1Q Video can't be loaded: MAGIC WATER - Research Lesson (https://youtube.com/watch?v=Gz-zAx4Wo1Q) https://youtube.com/watch?v=c8oVR8-xuK8 Video can't be loaded: Experimental activity. “Volcano” (https://youtube.com/watch?v=c8oVR8-xuK8)
Video: presentation “Experimental activities of older preschoolers”
https://youtube.com/watch?v=7ydTbumDZfA Video can’t be loaded: Experimental activities in kindergarten, older age (https://youtube.com/watch?v=7ydTbumDZfA)
During the experiments, the child’s need for active knowledge of nature and the immediate environment is satisfied. In older preschool age, children's curiosity expands, and interest arises in events of the past, distant countries, and the structure of the Universe. Young researchers have to make many discoveries, and experimentation classes in kindergarten develop thinking and creative abilities, the ability to independently search and find the necessary information.
Share with your friends!Long-term planning of cognitive and research activities of children in the senior group
September
Lesson No. 1: “Our Helpers”
Experience: “Listen with all your ears”
Purpose: To give children an idea of the organs of hearing - the ear (catches and distinguishes sounds, words, etc.). To introduce the structure of the human and animal ear, to clarify that everyone’s ears are different, to teach, through experiments, to distinguish between the strength, pitch, and timbre of sounds. To consolidate knowledge about the rules of ear care, to draw up collective recommendations for the prevention of hearing loss.
Material: Diagram of a human ear, pictures of animals (elephant, hare, wolf), d/i “Identify by sound”, guitar, paper sheets for each child, jars with different objects (paper clips, wooden sticks, foam rubber, sand, audio recording with sounds forests, rivers, birds, etc.
Literature: My body. Auto-stat. Kozlova S.A. – M., 2000, p.58.
Volchkova V. N., Stepanova N. V. Lesson notes for the senior group of kindergarten. Cognitive development. – Voronezh, 2004, p.68.
Experience: “How do we smell?”
Goal: To acquaint children with the peculiarities of the olfactory organ - the nose, an organ that allows them to identify odors, and compare them with the peculiarities of the perception of odors by some animals. Together with children, formulate recommendations for the protection of this important organ. Contribute to the formation of an emotionally positive attitude towards the experimentation process.
Material: Products with clearly defined characteristic odors (garlic, onion, pepper, etc.), cloth bags, toilet soap, perfume bottle, pictures of animals (platypus, fox).
Literature: My body /Auth.-comp. Kozlova S.A. – M., 2000, p.71.
Lesson No. 2: “Introduction to the properties of air”
Goal: To continue familiarizing children with the properties of air and the role of humans, plants, and animals in life. To give knowledge about inanimate nature and that air is a condition of life for all creatures on earth. Experimentally consolidate children's knowledge about air. Cultivate interest in the life around you and curiosity.
Materials: Balloons for each child, a jar of water, cups and straws, whistles, bottles, small pieces of paper, wind instruments.
Literature: Bondarenko T. M. Ecological activities with children 5-6 years old. – Voronezh, 2004, p.94.
Volchkova V. N. Cognitive development. – Voronezh, 2004, p. 159.
Experiments: “Where is it warmer?”, “Submarine”, “Stubborn air”, “Which is faster?”
Goal: To discover that air is lighter than water, to identify how air displaces water; reveal that warm air is lighter than cold air and rises; Find that the air is compressed; Detect atmospheric pressure.
Material: Two thermometers, dishes with hot water. 2) A curved cocktail tube, transparent plastic glasses, a container of water. 3) Pipettes, syringe, colored water. 4) Two sheets of paper
Literature: Dybina O. V. The unknown next to. 43
Lesson No. 3: “Can a plant breathe?”
Goal: to identify the plant’s need for air and respiration. Understand how the respiration process occurs in plants.
Material: Transparent container with water, a leaf on a long petiole or stem, a cocktail tube, a magnifying glass.
Experiments: Do roots need air? Do plants have respiratory organs?
Literature: Dybina O. V. “The unknown is nearby” p.28
Lesson No. 4: “Why do the leaves fall in the fall?”
Goal: Identify the plant’s need for water. Establish the dependence of plant growth and development on the supply of moisture to plant roots.
Material: Sponges, wooden blocks, containers of water, fallen leaves.
Experience: Up to the leaves, How to see the movement of water through the roots?
Literature: Dybina O. V. “The unknown is nearby” p.33-34
OCTOBER
Lesson No. 1: “Water in nature and in everyday life.”
Purpose: To clarify children’s knowledge about the location of water in nature and everyday life according to one of the properties of fluidity. To consolidate knowledge of the properties of water: transparency, fluidity, ability to dissolve. Develop the ability to determine the temperature of water (cold, hot, warm) by touch. Continue to develop cognitive interest, observation, and mental activity.
Materials: A glass of milk, a kettle with cold water, a kettle with hot water, 2 basins, glasses, glasses and spoons according to the number of children, boxes of salt and sugar, butter.
Experience: “Water is a helper”
Literature: Dybina O. V. The unknown is nearby. – M, 2005, p.41-42.
Lesson No. 2 “Water is the source of life”
Goal: Show the importance of water in the life of wildlife. Talk about the path water takes before it gets into our homes. To consolidate knowledge about water and how people use it. Introduce the process of condensation. Form the habit of using water carefully and wisely.
Materials: 3-liter jar of water, 2 glasses of clean and dirty water, table sea salt, tray, watering can, paper flowers, glasses of tap water.
Literature: Tugusheva G. P. “Experimental activities” p.43,
Zenina T.N. lesson notes on introducing preschoolers to natural objects. – M., 2006, p.11.
Lesson No. 3: “Water is a solvent”
Goal: To clarify children’s knowledge about the importance of water in human life. Strengthen the properties of water - water is a solvent. Explain why water sometimes needs to be purified and provide a basic understanding of the filtration process. Develop skills in laboratory experiments using diagrams - consolidate the ability to work with transparent glassware, observing safety rules with unfamiliar solutions.
Material: Transparent cylindrical vessels of different sections (narrow, wide), shaped vessels, glass funnels and glass rods, filtered paper, magnifying glass, sugar, salt, calendula or chamomile tincture, mint infusion, vegetable oil.
Literature: Tugushesheva G. P. “Experimental activities” p. 46,
Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p.41-42.
Lesson No. 4: “The Journey of a Droplet”
Goal: to introduce children to the water cycle in nature, explain the cause of precipitation in the form of rain and snow, and expand their understanding of the importance of water for human life.
Material: el. teapot, cold glass, illustrations on the theme “water”, diagram “Water cycle in nature”, globe.
Experience: “Where does water come from?”
Literature: Tugushesheva G. P. “Experimental activity” pp. 70-73
November
Lesson No. 1 “Magnet – magician”
Goal: To introduce children to magnets. Identify its properties, interactions of a magnet with different materials and substances.
Material: Magnet, small pieces of paper, plastic, fabric, glass of water, container of sand, paper clips, small wires,
Experiments: “Magnetic forces”, “We are magicians”, “Attracted - not attracted”
Literature: Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p.48-49.,
Tugusheva G. P. “Experimental activity” No. 21 p. 91 (Magnet testing)
Lesson No. 2 “Gravity”
Purpose: to give children an idea of the existence of an invisible force - the force of gravity, which attracts objects and any bodies to the Earth.
Material: globe, unbreakable objects of different weights: sheets of paper, cones, designer parts (plastic, wood, metal), balls.
Experience: “Why everything falls to the ground” Dybina O. V. “The unknown is nearby”, p.51
Literature: Tugushesheva G. P. “Experimental activity” p.47
Lesson No. 3 “Tricks of Inertia”
Goal: to introduce children to the physical phenomenon - inertia; show the possibility of practical use of inertia in everyday life.
Materials: toy cars, small rubber and plastic toys, postcards, coins, glasses of water, raw and boiled eggs.
Literature: Tugushesheva G.P. “Experimental activity” No. 5.8 pp. 48.55.
Lesson No. 4 “What do we know about time”
Purpose: To give the concept of “time”, to explain the change of day and night, the change of seasons; talk about the measurement of time, types of clocks (from antiquity to the present day). Reinforce the concept of “saving time.”
Material: globe, tellurium, candle, vessel with water, model of a sundial, different types of clocks, pictures depicting the seasons, diagram “Measuring time by deeds” (Tugusheva, p. 80).
Literature: electronic presentation “Children about time.”
Lesson No. 1: “Acquaintance with stones. What kind of stones are there?
Goal: To develop interest in stones, the ability to examine them and name their properties (strong, hard, uneven or smooth, heavy, shiny, beautiful). To give an idea that stones come from rivers and seas, that many stones are very hard and durable, which is why they are widely used in the construction of buildings, bridges, and roads. Introduce valuable stones that are used to decorate buildings and make monuments and souvenirs (granite, marble). Show products made from precious stones. Learn to classify stones according to different characteristics. Maintain interest in experimental work. Development of tactile sensations, the ability to draw conclusions, defend one’s point of view.
Material: Sets of river and sea stones. Vessel with water, magnifying glass. Napkins for each child, plasticine, expanded clay, granite, lemon, flint, sugar, salt, “Box of sensations”. photo: monument to A. S. Pushkin, Monument to the Unknown Soldier, etc.
Literature: Ryzhova N. A. “What is under our feet” p. 77, Nikolaeva S.N. Familiarization of preschoolers with inanimate nature - M., 2003, p.23
Lesson No. 2: “Living stones”
Goal: To introduce stones, the origin of which is associated with living organisms, with ancient fossils.
Material: Chalk, limestone, pearls, coal, various shells, corals. Drawings of ferns, horsetails, ancient forest, magnifying glass, thick glass, amber.
Literature: Ryzhova N. Sand, stone, clay. //Preschool education, 2003, No. 10.
Experience: “What is in the soil?” Dybina O. V. Unknown near 38
Lesson No. 3: “How do mountains appear?” "Eruption".
Goal: Show the diversity of inanimate objects. Introduce children to the reason for the formation of mountains: the movement of the earth's crust, the volcanic origin of mountains. Teach children to draw conclusions and observe safety precautions when conducting experiments.
Materials: illustration of a volcano, model of a volcano, soda, vinegar, dry paint, pipette.
Literature: Tugushesheva G. P. “Experimental activity” pp. 87-91
Lesson No. 4 “Solid water. Why don't icebergs sink?
Goal: To give children an idea of the relationships that exist in nature, about the desert. Explain the dependence of the appearance of an animal on factors of inanimate nature. Develop the ability to draw conclusions, analyze, compare, classify.
Materials: a bowl of water, a plastic fish, pieces of ice of different sizes, containers of different shapes and sizes, a boat, illustrations of icebergs.
Literature: Tugusheva G. P. “Experimental activity” pp. 78-85;
January
Lesson No. 1 “If winter has come, it brings a lot of snow”
Goal: To consolidate children's knowledge about winter as a season. To form an idea of the aggregate states of water (ice, liquid, steam). Compare the properties of water, ice, snow, identify the features of their interaction. Give the concept of changes in the state of aggregation of a substance depending on heat.
Material: containers with snow, water, ice; plasticine, candle, jar for extinguishing candles, metal plate.
Experiments: “What properties”, “Solid - liquid”
Literature: Dybina O. V. “The unknown is nearby” pp. 42, 54.
Lesson No. 2 “Fire – friend or foe”
Goal: To expand children’s knowledge about the life of ancient man, about man’s discovery of fire. How fire has reached our days, how it helps people. Form the idea that during combustion the composition of the air changes (there is less oxygen) and that combustion requires oxygen. Introduce fire extinguishing methods. When burning, ash, ash, and carbon monoxide are formed. Compliance with safety rules when conducting experiments.
Materials: Stones, candle, jar, bottle with the bottom cut off, matches, lighter.
Experiments: 1. How did primitive people make fire?
2. Man subjugated fire.
3. How to put out a fire? Candle in the tank.
Literature: Lesson notes in preg. group (folder). Electronic presentation.
Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, p.145.
Lesson No. 3 “Who sees what”
Goal: Through experimentation, establish how humans and some animals see, trace the dependence of the visual characteristics of animals on their habitat and lifestyle.
Material: eye patch, transparent jar of water containing small items; mirror, photographs of animals.
Experiment: 1. Do both eyes see the same?
2. How the hare and the bird see.
3. Which eyes see better: big or small?
4. How does a mole see?
Literature: A. I. Ivanova “Naturally - scientific experiments in preschool educational institutions” Lesson No. 42, p. 169.
Lesson No. 1: “How to see and hear electricity”
Goal: To introduce children to electricity as a special form of energy. To develop the child’s cognitive activity in the process of becoming familiar with the phenomena of electricity and its history. Introduce the concept of “electric current”. Explain the nature of lightning. Form the basics of safety when interacting with electricity.
Materials: Balloon, scissors, napkins, ruler, combs, plasticine, large metal clip, woolen cloth, clear plastic napkin, mirror, water, antistatic agent.
Experiments: “Miracle Hairstyle”, “Magic Balls”, “Twirler”
Literature: Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – M., 2005, pp. 98 - 100.
Tugusheva G.P. “Experimental activities” No. 28, p. 106.
Lesson No. 2: “Why is the flashlight on?”
Purpose: To clarify children’s ideas about the importance of electricity for people; introduce the battery - the keeper of electricity - and the way to use a lemon as a battery.
Materials: picture of an electric stingray, collage “Electricity around us”, flashlight, flashlight bulb, 6-8 lemons, insulated copper wire, paper clips, needle.
Literature: Tugusheva G. P. “Experimental activity” No. 29, p. 110
Lesson No. 3: “Electrical appliances”
Goal: To develop the child’s ability to handle basic electrical appliances. To form an idea of materials that conduct electricity (metals, water) and insulators - materials that do not conduct electricity at all (wood, glass, etc.). Introduce the structure of some electrical appliances (hair dryer, table lamp). Improve the experience of safe use of electrical appliances (do not touch exposed wires, insert metal objects with electrical wires into the socket, you can only interact with dry hands). Develop curiosity.
Material: Wood, glass, rubber, plastic, metal objects, water, electrical appliances.
Literature: Volchkova V.N., Stepanova N.V. Lesson notes in the senior group of kindergarten. Ecology. – Voronezh, 2004, p. 167.
Lesson No. 4: “Rainbow in the Sky”
Goal: To introduce children to the properties of light turning into a rainbow spectrum. Expand children's understanding of the mixture of colors that make up white; practice making soap bubbles according to the scheme - algorithm. Develop curiosity and attention.
Materials: glass prism, rainbow picture, bar soap, liquid soap, teaspoons, plastic glasses, sticks with a ring at the end, bowls, mirrors.
Lesson No. 1: “Primroses. How do plants grow?
Purpose: To generalize ideas about the growth and development of plants, to establish a connection between plant growth and their needs in various environmental conditions; teach to be attentive and caring towards plants.
Experience: “What’s inside?”; "Up to the leaves"
Goal: to establish why the stem can conduct water to the leaves.
Materials: carrot stem, parsley, wooden blocks, magnifying glass, container with water, cut tree branches.
Literature: Volchkova V.N., Stepanova N.V. Lesson notes in the senior group of kindergarten. Ecology. p.86.
Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – p.34.
Activity #2: Where do plants like to live?
Goal: to deepen the understanding of plants, their existence in different ecosystems - in the desert, oceans, mountains, tundra, to facilitate the establishment of cause and effect relationships based on an understanding of the dependence of plant life on environmental conditions.
Materials: pots with plants, funnels, glass rods, transparent container, water, cotton wool, magnifying glass.
Experience: “Where plants will get water faster”, “Is there enough light?”
Literature: Volchkova V.N., Stepanova N.V. Lesson notes in the senior group of kindergarten. Ecology. p.87.
Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – p.38.
Lesson No. 3: “What do birds sing about in spring?”
Goal: to clarify and expand ideas about migratory birds, about their life in the spring, to consider the structure of a bird’s feather. Establish a connection between the structure and lifestyle of birds in the ecosystem.
Material: chicken feathers, goose feathers, magnifying glass, zipper, candle, hair, tweezers; email presentation.
Experiment: “How are birds’ feathers tripled?” , "Like water off a duck's back"
Dybina O. V. The unknown is nearby: entertaining experiences and experiences for preschoolers. – p.40
Lesson No. 4: “Who builds a nest?”
Goal: to develop interest in the life of birds, expand ideas about the habitat of birds, expand knowledge about the types of nests and their placement, determine the connection between the structure and lifestyle of birds in the ecosystem. Establish a relationship between the nature of nutrition and some features of the appearance of birds.
Material: a dense lump of earth or clay, dummies of beaks made of different materials, containers with water, small light pebbles, tree bark, grains, crumbs.
Straws, twigs, lumps of clay, sugar syrup.
Experience: “Who has what beaks”, “Without hands, without an axe, a hut was built”
Literature: Volchkova V.N., Stepanova N.V. Lesson notes in the senior group of kindergarten. Ecology. p.104-105.
Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – pp. 32, 40
April
Lesson No. 1: “Sun, Earth and other planets”
Goal: To give children an initial understanding of the structure of the Solar System and that the Earth is a unique planet. Develop curiosity. Based on experiments, give an idea of the coldness of the planets. The farther the planets are from the Sun, the colder they are, and the closer they are, the hotter they are.
Material: Table lamp, balls, diagram of the solar system.
Literature: Zenina T. N. Lesson notes on introducing preschoolers to nature. objects (preg. gr.). – M., 2006, p.19.
Grizik T.I. Exploring the world. – M., 2001, p.136.
Lesson No. 2: “This mysterious space”
Goal: To introduce children to the symbolism of constellations. Arouse interest in outer space. Expand your understanding of the astronaut profession. Activate vocabulary: space, astronaut, space weightlessness.
Material: Photographs of space, the solar system, Yu. Gagarin, spaceships.
Experience: "Dark Space", "In Orbit"
Material: flashlight, table, ruler; bucket, ball, rope.
Literature: Grizik T.I. Exploring the world. – M., 2001, p.112.
Dybina O. V. The unknown is nearby: entertaining experiences and experiences for preschoolers. – p.55-56
Lesson No. 3: “Man-made world”
Goal: to teach children to distinguish between natural objects and objects made by human hands, to introduce them to the properties of paper, glass, fabric, plastic, and metal.
Material: objects made of various materials, el. presentation.
Experience: “Relatives of Glass”, “World of Things”.
Literature: Grizik T.I. Exploring the world. - With.
Dybina O. V. The unknown is nearby: entertaining experiences and experiments for preschoolers. – p.59.
Topic: “Light and Color”
Lesson: “Where does a rainbow come from?”
Goal: To develop children's analytical abilities. Introduce them to solar energy and the features of its manifestation. Cultivate an interest in understanding the patterns that exist in inanimate nature.
Material: Spray bottle, flashlight, sheet of white paper, crystal glass, triangular prism.
Literature: Dybina O. V. The unknown is nearby: entertaining experiences and experiences for preschoolers. – M., 2005, p. 150.
Kulikovskaya I. E., Sovgir I. N. Children's experimentation. – M., 2005, p. 63.
Experience: “How to see a rainbow?”, “Soap bubbles.”
Literature: Tugusheva G. P. “Experimental activity” No. 31, p. 115.
Experience: "Magic Circle".
Purpose: Show children that sunlight consists of a spectrum. Develop an interest in inanimate nature. Develop the ability to draw conclusions and put forward hypotheses.
Material: Colored top or spinning top.
Literature: Dybina O. V. The unknown is nearby: entertaining experiences and experiences for preschoolers. – M., 2005, p. 151.
Conversation: “The light is around us.”
Purpose: To give children an idea of light. Determine whether light sources belong to the natural or man-made world and their purpose. Experimentally determine the structure of man-made light sources. Classification of objects that give light to the man-made and natural world. Strengthen the ability to work in a group. Enrich and activate children's vocabulary.
Material: Pictures depicting light sources (sun, moon, stars, moon, firefly, fire, lamp. A toy flashlight and several objects that do not provide light.
Literature: Kovaleva T. A. Raising a little citizen. – M., 2004, p.18.
Development of Prototype in the Lesson Notes section and published on November 9th, 2014
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