Experimentation as a method of children's knowledge of animate and inanimate nature. Calendar-thematic planning

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1 Nifantova Zhanna Viktorovna
EDUCATION OF INTEREST IN CHILDREN 4 - 5 YEARS

EXPERIMENTATION WITH OBJECTS OF NON-LIVING NATURE
term paper Krasnoyarsk, 2015
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CONTENT
Introduction Chapter 1. Theoretical foundations of children's experimentation with objects of inanimate nature 1.1. The relevance of children's experimentation with objects of inanimate nature 1.2. Modern researches of scientists in the field of children's experimentation with objects of nature 1.3. Development of children's experimentation (historical background) 1.4. Psychological possibilities of a child of the fifth year of life contributing to the development of interest in experimentation Chapter 2. Practical research 2.1. Analysis of the conditions in the group of preschool educational institutions for experimenting with objects of inanimate nature 2.2. Ascertaining experiment 2.3. Methods of organization and management of experimentation with objects of inanimate nature of children 4-5 years old Conclusion Literature Applications
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Introduction
Preschoolers are born explorers. And this is confirmed by their curiosity, the constant desire for experiment, the desire to independently find a solution to a problem situation. The task of the teacher is not to stop this activity, but, on the contrary, to actively help. The direct contact of the child with objects or materials, elementary experiments with them allow you to know their properties, qualities, capabilities, awaken curiosity, a desire to learn more, enrich them with vivid images of the world around them. In the course of experimental activity, a preschooler learns to observe, reflect, compare, answer questions, draw conclusions, establish a causal relationship, and follow safety rules. A feature of the search activity of a preschooler is children's experimentation. It is characterized by a focus on obtaining new information about a particular subject, as well as on creating a new product. The original result is the main motive for children's experimentation. Such activity is built by the child himself, which is very important for self-movement, self-development of the individual. Having given him the opportunity to independently solve the problem, the adult now acts as an equal partner in practical activities. In the modern world, children are distant from nature, most of them imagine nature as something very abstract and distant, they observe the world around them with indifference and indifference, not realizing themselves as part of this world. In this regard, I consider the formation of their cognitive interest to be especially relevant, since interest is an incentive for a careful attitude to nature. Cognitive interest in children 4-5 years old is unstable, the child does not always understand the problem, knows little about the properties and qualities of objects and objects of inanimate nature. This indicates the need for targeted pedagogical work to develop cognitive interest in preschool children. In preschoolers, out of random curiosity, there is a need for knowledge of nature, a desire to penetrate beyond the limits of what they see, to know the unknown. Satisfying his curiosity in the process of active cognitive and research activity, which in a natural form manifests itself in the form of children's experimentation, on the one hand, the child expands his ideas about the world, on the other hand, he begins to master the fundamental cultural forms of ordering experience, which allow linking individual ideas into a coherent picture of the world.
4 This circumstance determined the choice of the research topic: "Raising interest in children 4-5 years old in experimenting with objects of inanimate nature." Object of study: children's experimentation with objects of inanimate nature. Subject of research: the interest of children of the 5th year of life in experimentation. Purpose: to determine the content of experiments with objects of inanimate nature that arouse the child's interest in this type of activity. Tasks: - to reveal the specifics of experimentation with objects of inanimate nature in a group of 5-year-old children; - to study the psychological capabilities of children 4-5 years old, providing interest in experimentation; - determine the content of experiments that are of interest to children; - reveal research methods. To achieve the objectives of the study, the following methods were used: - study of literature - analysis of conditions - observation of children: - specially organized activities - independent activities of children - conversation with children Result: the content of experiments that arouse the child's interest in this activity.
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Chapter 1. THEORETICAL FOUNDATIONS OF CHILDREN

EXPERIMENTS WITH OBJECTS OF NON-LIVING NATURE

The relevance of children's experimentation with objects

inanimate nature
When forming the foundations of natural science and ecological concepts, experimentation can be considered as a method close to ideal. Knowledge that is not drawn from books, but obtained independently, is always conscious and more durable. The use of this method was advocated by such classic teachers as Ya. A. Komensky, I. G. Pestalitsii, J.-J. Rousseau, K. D. Ushinsky and many others. The method of cognition of the patterns and phenomena of the surrounding world - the method of experimentation, has taken a strong place in the educational system. Modern researchers (Ivanova A.I., Kulikovskaya I.E., Nikolaeva S.N., Ryzhova N.A., Poddyakov N.N. and others) recommend using the method of experimentation in working with preschool children. Children's experimentation has a huge developmental potential. The main advantage of children's experimentation is that during the experiment: - children get real ideas about the various aspects of the object being studied, about its relationship with other objects and the environment; - there is an enrichment of the child's memory, his thought processes are activated, as there is a constant need to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation; - the child's speech develops, since he needs to give a report on what he saw, formulate the discovered patterns and conclusions; - there is an accumulation of a fund of mental techniques and operations that are considered as mental skills; - in the process of experimental activity, the emotional sphere of the child develops, creative abilities are developed, labor skills are formed, health is strengthened by increasing the general level of physical activity. Experimentation includes actively searching for a solution to the problem, making assumptions, putting the hypothesis into action and drawing accessible conclusions. Those. children's experimentation is a good means of intellectual development of preschoolers. Experimentation is the most successful way of introducing children to the world of living and inanimate nature around them. In the process of experimentation, the preschooler gets the opportunity to satisfy his inherent curiosity, to feel like a scientist, researcher, discoverer.
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1.2.

Modern researches of scientists in the field of children's

experimenting with objects of nature
The development of the theoretical foundations of the method of children's experimentation in preschool institutions is carried out by a creative team of specialists under the guidance of Professor, Academician of the Academy of Creative Pedagogy and the Russian Academy of Education N.N. Poddyakova. N.N. Poddyakov singles out experimentation as the main type of orienting research (search) activity. The scientist believes that experimentation claims to be the leading activity in the period of preschool childhood, the basis of which is cognitive orientation; that the child's need for new experiences underlies the emergence and development of inexhaustible research activities aimed at understanding the world around. The more diverse and intense the search activity, the more new information the child receives, the faster and more fully he develops. . At the same time, search activity is fundamentally different from any other. The bottom line is that the image of the goal that determines this activity has not yet been formed and is characterized by uncertainty and instability. In the course of the search, it is specified, clarified. This leaves a special imprint on all the actions included in the search activity: they are extremely flexible, mobile and have a “Trying” character. N.N. Poddyakov identifies two main types of orienting research (search) activities. First. Activity in the process of activity comes entirely from the child. At first, the child, as it were, disinterestedly tries out various objects, then acts as its full-fledged subject, independently building his activity: he sets a goal, looks for ways and means to achieve it, and so on. In this case, the child satisfies his needs, his interests, his will. Second. The activity is organized by an adult, he identifies the essential elements of the situation, teaches children a certain algorithm of actions. Thus, children receive the results that were previously determined for them. The first type of experimentation is of great importance for the development of cognitive activity, since children independently get acquainted with the various properties of an object as equivalent, without distinguishing between “main” and “non-main”, include these objects in various systems. This process can be considered not only flexible, it also enriches "research", creatively develops. Solving problems of a cognitive nature: the teacher has the opportunity to use experimentation not only in the structure of classes to familiarize children with the outside world, with nature, but also in
7 productive activities; involves problematic tasks (not necessarily real ones) aimed at shaping the need to solve them empirically. Poddyakov based himself not only on observations of the natural behavior of children, but also experimentally studied this children's activity. He himself was a brilliant experimenter. Here, for example, is the problem: the child's thinking is primarily practical. It is necessary to understand the mechanism of this practical thinking, to figure out exactly how it is implemented. To do this, Nikolai Nikolaevich came up with a special "installation", assembled from children's syringes, combined with wires, and small figures. The child will press one syringe, a figure will pop up in a certain place. Press another one and nothing happens. Third - achieves a double effect. The kid tries to press here and there. And the psychologist observes: in what sequence his tests are lined up, whether he will soon discover the patterns inherent in the installation, what will follow. Summarizing his own rich factual material, N.N. Poddyakov (1997) formulated the hypothesis that in childhood the leading activity is not play, as is commonly believed, but experimentation. Much evidence is given to support this conclusion. 1. Game activity requires stimulation and a certain organization on the part of adults; the game must be taught. In the activity of experimentation, the child independently influences the objects and phenomena surrounding him in various ways in order to more fully cognize them. This activity is not assigned to an adult child, but is built by the children themselves. 2. In experimentation, the moment of self-development is quite clearly presented: the transformations of the object made by the child reveal to him new aspects and properties of the object, and new knowledge about the object, in turn, allows you to make new, more complex and perfect transformations. Thus, as knowledge about the object under study is accumulated, the child gets the opportunity to set himself new, more and more complex goals. 3. Some children do not like to play; they prefer to do something; but their mental development proceeds normally. When deprived of the opportunity to get acquainted with the outside world through experimentation, the mental development of the child is inhibited. 4. Finally, the fundamental evidence is the fact that the activity of experimentation permeates all spheres of children's life, including play. The latter arises much later than the activity of experimentation.
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1.3.

The development of children's experimentation (historical background)
Famous psychologists and educators have been studying the influence of the experimentation process on children for many years. Research activity was considered from different points of view, but all authors agreed on the positive impact of experimentation on children. Ya.A. Comenius believed that "The main prerequisite for this (for successful learning. - Auth.) is the requirement that sensible objects be correctly presented to our senses, so that they can be correctly perceived. I affirm and repeat publicly that this requirement is the basis of everything else. J. Locke wrote “They (children. - Auth.) after all, travelers who have recently arrived in a foreign country, about which they know nothing. Therefore, conscience obliges us not to mislead them. I.G. Pestalozzi: “Contemplation (sensory perception) by man of nature itself is the only true foundation of learning, since it (contemplation) is the essential basis of human knowledge. Everything that follows is simply the result, or abstraction, of this sensory perception. MM. Manaseina: believed that “... when raising children from 1 to 8 years old, one should always remember that they, first of all and mainly, should as fully and better as possible master the world around them. Therefore, they do not need fairy tales, but facts and facts, observations and experiments. BY. Ephrucy was of the opinion that “The fight against the “intellectualism” and “rationalism” of school pedagogy is entering a new phase based on modern information about the role of subjective visual images in children's perceptions, on the one hand, and on the other hand, in connection with data relating to the evolution of logical thinking. ". V. Rottenberg: “... first of all, school education should be built taking into account the figurative thinking prevailing in children. That is, it is required to develop new teaching methods based on the maximum use of the figurative type of information processing. So far, there are not many such methods, but they do exist. The basis of such methods is not the study of abstract physical formulas with subsequent experimental demonstration, but, on the contrary, the setting of a beautiful and fascinating experiment, on the basis of which the children themselves derive a physical law. A.V. Zaporozhets: “In the form of visual images that develop in a child, not only the external appearance of phenomena is reflected, but also the simplest casual, genetic and functional interdependencies between them. As a result, those types of sensory cognition of reality begin to take shape in the most perfect form, which are of inestimable importance not only for the present, but also for the future, which will play an important role in the activity of an adult.
9 N.N. Poddyakov: “The fundamental fact is that the activity of experimentation permeates all spheres of children's life, all children's activities, including play. The latter arises much later than the activity of experimentation. To increase interest, the teacher is invited to ask questions that encourage children to compare the properties of materials or objects (clay and plasticine), establish causal relationships (snow and ice), make assumptions, draw conclusions; discusses assumptions together, helps to generalize the results. The dialogical principle in search and research activity is very significant for the development of cognitive activity. In those cases when both processes are carried out as monologues, according to A.M. Matyushkin, there is no real development of cognitive activity and the formation of higher forms of thinking. This is also evidenced by the studies of N.P. Usovoi, N.N. Poddyakova, L.A. Paramonova, O.L. Knyazeva: the development of search activity in preschoolers occurs in the process of systematically solving problems of a problematic nature, requiring the transformation of old methods or the invention of new ones. The novelty of these methods, as noted by L.A. Paramonov, differs in subjectivity, i.e. activities of specific children.
1.4. Psychological capabilities of a child of the fifth year of life

encouraging interest in experimentation
The development of the cognitive sphere of preschoolers will be successful if the educational process is based on the desire and ability of children to experiment as the main component of the leading activity of the age - the game (according to D.B. Elkonin). Preschoolers of the fifth year of life differ from babies in physical and mental capabilities: they are more confident in all manifestations, possess the initial skills of independence, have more stable attention, more developed perception and thinking, better understand and reproduce adult speech, and are capable of first volitional efforts. By the age of 4-5, children develop certain ideas about various phenomena: about movement, water, warmth, cold, etc. This is not surprising. Television, computer, technical games and toys are the sources of these ideas. And if adults are not given the task of explaining phenomena, giving them an interpretation, children's ideas about them cannot be sufficiently correct and accurate. Moreover, they are very superficial and often false. Without explaining to the child this or that phenomenon that he encounters, which he learns about, adults miss an excellent opportunity to develop the mental abilities of a preschooler. After all, every natural
The 10th phenomenon is the most excellent exercise for children's logic. Here the child visually and practically learns logical concepts: causes, effects, names, conclusions and conclusions ”(K.D. Ushinsky). Based on the works of domestic teachers G.M. Lyamina, A.P. Usovoi, E.A. Panko, we came to the conclusion that it is necessary to include preschoolers in meaningful activities, during which they would be able to discover more and more new properties of objects. Experimentation, as well as play, are the most natural ways of learning in the preschool years. Studying the works of L.S. Vygotsky and N.P. Poddyakov, it became clear that there are no contradictions between the two types: play and experimentation. A game is a type of activity, the motive of which is not in the results, but in the process itself, and through experimentation with objects, the child sets certain goals and achieves specific results. It is not worth distinguishing between the game and children's experimentation, they complement each other. We often see children throwing objects into the water, tearing paper, or taking apart toys. Obviously, their task is not to break or litter, but to understand the properties of various materials, wood, water, sand, metals, to understand the structure of objects, the principles of their operation. Usually such activity is spontaneous and occurs if the object has attracted the attention of the child. An adult must organize experimentation in such a way as to push the child to certain logical conclusions, teach him to ask meaningful questions, and develop cognitive activity. Thanks to the accumulation of personal experience, the actions of the child become more purposeful and deliberate. In the process of experimenting in the classroom, children get the opportunity to satisfy their inherent curiosity, to feel like a scientist, researcher, discoverer. At the same time, the educator is not a teacher-mentor, but an equal partner, an accomplice of activity. Experimentation stimulates the search for new actions and promotes courage and flexibility of thinking. Self-experimentation gives the child the opportunity to try out different ways of acting, while removing the fear of making a mistake. At this age, for the first time, experiments begin to be carried out to identify the causes of individual phenomena, for example: “Why did this pebble get hotter?” - “Because it is black”; “This handkerchief dried faster. Why?" - "Because we hung it on the battery." Children develop cognitive interest: they are happy to participate in
11 conducting experiments and games with water, snow, ice, repeat them independently at home. When fixing observations, ready-made forms are most often used, but at the end of the year they gradually begin to use drawings that adults make in front of children, as well as the first schematic drawings of those children whose technical skills are well developed. The last stages of experimentation also undergo certain complications: giving a verbal report on what they saw, the children are not limited to individual phrases spoken in response to the teacher’s question, but utter several sentences that, although not a detailed story, are already approaching it in volume. The educator, with his leading questions, teaches to highlight the main thing, compare two objects and find the difference between them - so far only the difference . In the process of research activities, the child gains experience: 1 Physical learning to control his body and certain organs. 2 Natural history to get acquainted with the real world around, with the properties of objects and cause-and-effect relationships operating in the world. 3 Social remember the individual characteristics of each person (peer and adult). 4 Cognitive train mental processes, master a variety of mental operations. 5 Linguistic engage in word creation, discuss the results of the experiment, play word games, that is, experiment with the word. 6 Strong-willed to remember how he himself can influence other people. 7 Personality: get to know your personal abilities. 8 Behavioral model your behavior in different situations. With the proper organization of work, children of 4-5 years old develop a stable habit of experimentation. The initiative to conduct experiments passes into the hands of children, and the role of an adult in maintaining interest in experimentation can be formulated as follows: the educator is a smart friend and adviser
12 In the process of experimentation, children develop cognitive interests; research skills are formed; there is a development of a responsible and active attitude to nature. It is these development criteria that were taken as the basis for assessing the quality of environmental education, and it is important to track their sustainable development. As the leading method of collecting information, observation of the behavior and activities of children in everyday life and in the classroom is used, as well as an examination using a number of methods, for example, conversations, game tasks, etc. The problem of cognitive interest was widely studied in psychology by B. G. Ananiev, M. F. Belyaev, L. I. Bozhovich, L. A. Gordon, S. L. Rubinshtein and in pedagogical literature by G. I. Shchukina, N. R. Morozov. Interest, as a complex and very significant education for a person, has many interpretations in its psychological definitions, it is considered as: - selective focus of a person's attention (N. F. Dobrynin, T. Ribot); - manifestation of his mental and emotional activity (S. L. Rubinshtein); - a specific attitude of a person to an object, caused by the consciousness of its vital significance and emotional attractiveness (A. G. Kovalev). N. R. Morozova characterizes interest in three obligatory moments: 1) positive emotion in relation to activity; 2) the presence of a direct motive coming from the activity itself, that is, the activity itself attracts and encourages him to engage, regardless of other motives; 3) the presence of the cognitive side of this emotion, i.e. what we call the joy of knowledge and knowledge. Interest is formed and developed in activity, and it is influenced not by individual components of activity, but by its entire objective-subjective essence (character, process, result). Interest is an "alloy" of many mental processes that form a special tone of activity, special states of the individual (joy from the learning process, the desire to delve into the knowledge of the subject of interest, into cognitive activity, experiencing failures and strong-willed aspirations to overcome them). The most important area of ​​the general phenomenon of interest is cognitive interest. Its subject is the most significant property of a person: to cognize the world around us not only for the purpose of biological and social orientation in reality, but in the most essential relation of a person to the world - in an effort to penetrate into its diversity, to reflect in
13 consciousness essential aspects, cause-and-effect relationships, patterns, inconsistency. Cognitive interest, being included in cognitive activity, is closely associated with the formation of diverse personal relationships: selective attitude to a particular field of science, cognitive activity, participation in them, communication with partners in cognition. It is on this basis - knowledge of the objective world and attitudes towards it, scientific truths - that the world outlook, worldview is formed.
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Chapter II. PRACTICAL RESEARCH

2.1. Analysis of the conditions in the preschool group for experimentation with

inanimate objects
In a kindergarten, a developing environment conducive to the cognitive development of children should be represented by "science centers" in all age groups, according to N. Kondratyeva and L. Manevtsova. Among the main methods of working with children in these centers we include: experimental activities, solving problem situations, during which the skills to analyze, isolate the problem, search for its solution, draw conclusions and argue them are formed. A laboratory and a greenhouse can be created, equipped with everything necessary for the formation of children's cognitive interest in the world around them: 1. assistant devices (magnifying glasses, scales (bald ground), hourglasses, compass, magnets, microscopes); 2. a variety of vessels made of various materials (plastic, glass, metal) of various sizes and shapes; 3. natural material (pebbles, clay, sand, shells, bird feathers, cones, saw cut and tree leaves, moss, seeds, etc.); 4. recycled material (wire, pieces of leather, fur, fabric, plastic, wood, cork, etc.); 5. technical materials (nuts, paper clips, bolts, nails, cogs, screws, designer parts, etc.); 6. different types of paper: plain, cardboard, emery, copy paper, etc.; 7. dyes: food and non-food (gouache, watercolors, etc.); 8. medical materials (pipettes, flasks, wooden sticks, syringes (without needles), measuring spoons, rubber bulbs, etc.); 9. other materials (mirrors, balloons, oil, flour, salt, sugar, colored and transparent glasses, nail file, sieve, candles, etc.). But before creating a research laboratory and filling it with objects of a developing environment, it is necessary to identify the area of ​​interest in experimental activities in the preferences of children, i.e. find out with which objects the child likes to operate more, and what he prefers to do with him. In the group of the 5th year of life, I created a corner of experimentation, which I gradually replenish with new materials, maintaining the interest of children, allowing them to reproduce the experience again, to affirm in their ideas. Compiled a card file of children's experiments with objects of "inanimate nature" in blocks:  "Amazing properties of water";  “Air is invisible”;  “His Majesty the fire”;  Where do sounds come from?
15  “Miracles underfoot”;  "Magic Magnet" The work on experimentation is carried out in the system, through: - specially organized activities; - joint activities; - independent. Children love to experiment with a magnet, they are happy to examine sand and clay, learning their properties; learn the secrets of water; find out the features of the interaction of water, ice, snow; study the properties of a magnet. I build relationships with children on the basis of partnership. Children learn to set goals, solve problems, draw conclusions. They experience great joy, surprise and even delight from their small and big “discoveries”. In this corner there is material with which the child can independently engage (play, experiment). The composition of the material varies depending on the topic of environmental studies. So, during classes in the block "Sand, clay, stones", the child is given the opportunity to experiment on his own, play with these materials, explore them with a magnifying glass, repeat the experiments that he conducts under the guidance of a teacher in an environmental class, build houses and cities from stones etc. Thus, the educator, together with the parents, collects a variety of natural material, which is then placed in sufficient quantities in the experimental corner. The organization of such a corner makes it possible for each child to study independently on each topic, since the time for collective classes in the ecological room is limited, and many preschoolers show a desire to continue experimental work. Practice has shown that experimental activity is, along with play, the leading activity of a preschool child.
2.2. Ascertaining experiment
The purpose of the study is to establish the effectiveness of the use of children's experimentation as a method of forming cognitive interest when getting acquainted with inanimate nature. The study involved 10 children of middle preschool age.
The study consisted of several stages:
Stage 1: studying the place of children's experimentation in the preferences of children; Stage 2: study of the conditions for organizing experimental activities of children in a group.
At the first stage
the place of children's experimentation in the preferences of children and the characteristics of this activity among preschoolers was studied. For this purpose, the technique "Choice of activity" by L.N. Prokhorova,
16 aimed at studying the motivation of children's experimentation.
Methodology "Choice of activity" (Prokhorova L.N.)
The child was shown pictures depicting children engaged in various activities: 1 - playing; 2 - reading books; 3 - pictorial; 4 - children's experimentation; 5 - work in a corner of nature; 6 - design. Then the child was asked to choose the situation in which he would like to be. Three choices were made in succession. All three choices were recorded in the protocol, for the first choice 3 points are counted, for the second - 2 points, for the third - 1 point. The results are presented in Table 1 (Appendix 1). The results of the study showed that only 20% accounted for experimentation. In order to develop children's experimentation in the group, the location of the center of experimentation was changed. Conditions for independent experimentation have been created. A series of experiments with objects of inanimate nature was selected. The children's experience was enriched, the children were learning the properties and qualities of various materials in practice, the children actively participated in the study and transformation of various problem situations, got acquainted with the ways of fixing the results obtained. During joint experimentation with children, a goal was set, the stages of work were determined together with them, and conclusions were drawn. In the course of the activity, she taught children to highlight the sequence of actions, reflect them in speech when answering questions like: What did we do? What did we get? Why? The suggestions of the children were recorded, helping them to schematically reflect the course and results of the experiment. The assumptions and results of the experiment were compared, conclusions were drawn on leading questions: What were you thinking? What happened? Why? Taught children to find similarities and differences between objects. At the end of a series of experiments, they discussed with the children which of them had learned something new, sketched a scheme of the general experiment. In the process of experimentation, the children were convinced of the need to accept and set a goal, analyze an object or phenomenon, identify essential features and aspects, compare various facts, make assumptions and come to a conclusion, record the stages of actions and results graphically. Children actively participated in the proposed experiments, willingly acted independently with objects, revealing their features. They showed a desire to experiment at home: to explore various household items, their effect, which was found out in conversations with parents and children. Some children, together with their parents, sketched the course and results of experiments carried out at home in their notebooks. Then we discussed their work with all the children.
17 In the course of work on the formation of cognitive interest in children of middle preschool age, carried out from September 1, 2009 to March 1, 2010, using experimentation in teaching, I saw that the initial results of the diagnosis have changed. During the repeated diagnostics, the children were offered similar tasks. Thus, according to the results presented in Table 2 (Appendix 2), I saw that children changed their preferences in the choice of activities in the direction of experimentation by 50% (2.5 times). This indicates that this activity is very attractive to children. Perhaps this is due to the fact that more attention has been paid to children's experimentation by the educator. Experimentation, as an activity, has become one of the most beloved for children.
On

second

stage
The study studied the conditions for organizing the experimental activities of children in a group. For this I used
the technique of G. P. Tugusheva, A. E. Chistyakova.
This technique explores the area of ​​interest in experimental activities in the preferences of children. The child was offered objects from the experimentation area: 1 - assistant devices (magnifying glasses, scales (bearing bench), hourglass, compass, magnets, microscope); 2 - various vessels made of various materials (plastic, glass, metal) of various sizes and shapes; 3 - natural material (pebbles, clay, sand, shells, bird feathers, cones, saw cut and leaves of trees, moss, seeds, etc.); 4 - recycled material (wire, pieces of leather, fur, fabric, plastic, wood, cork, etc.); 5 - technical materials (nuts, paper clips, bolts, nails, cogs, screws, designer parts, etc.); 6 - different types of paper: plain, cardboard, emery, copying, etc.; 7 - dyes: food and non-food (gouache, watercolors, etc.); 8 - medical materials (pipettes, flasks, wooden sticks, syringes (without needles), measuring spoons, rubber pears, etc.); 9 - other materials (mirrors, balloons, butter, flour, salt, sugar, colored and transparent glasses, nail file, sieve, candles, etc.). The child was asked to choose: “What do you like best. Why?”, “What are you going to do with it?”. For the first choice - 9 points, for the second - 8 points, for the third choice - 7 points, for the fourth - 6 points, for the fifth - 5 points, for the sixth - 4 points, for the seventh - 3 points, for the eighth - 2 points, for the ninth - 1 point. All results were presented in Table 3 (Appendix 3). Based on the results of the study, it is possible to determine the area of ​​interest in the experimental activities of children. All interests in the process of carrying out experimental activities turned out to be associated with the choice of one or another material for carrying out activities.
18 experiments and how to deal with them. In this regard, 3 categories of experimental activity materials were identified according to the degree of manifestation of pupils' cognitive interest in them and the activity of experimenting with them: 1 group of materials (arithmetic mean from 6.3 to 6.9). Natural material, dyes: food and non-food, medical materials. It turned out that children prefer to experiment most of all with natural materials (pebbles, clay, sand, shells, bird feathers, cones, saw cut and tree leaves, moss, etc.). 2 group of materials (arithmetic mean from 4.6 to 5.2). Assistant devices, technical materials, other materials. 3 group of materials (arithmetic mean from 3.1 to 3.3). A variety of vessels made of different materials, recycled material, different types of paper.
2.3. Organizational methodology and leadership experimentation with

objects of inanimate nature of children 4-5 years old.
Recommendations for the organization of classes. 1. It is necessary to show children the attractiveness of a clear start to classes, not to strive for it to take less and less time. 2. Start the lesson vigorously. The lesson should be held in such a way that each child is busy from beginning to end. 3. It is necessary to captivate children with interesting content of the material, mental stress. 4. Let the child feel his involvement in the discoveries. Depending on the nature of observations and experiments, the requirements for their implementation are somewhat different.
Random observations and experiments.
Random experiments do not require special preparation. They are carried out impromptu in the situation that has developed at the moment when the children saw something interesting in nature, in the "Corner of Nature" or on the site. However, this does not mean that random experiments are easy to perform. In order for the educator to be able to notice in nature something that contributes to the development of the cognitive activity of the child, he must have no small biological knowledge. Otherwise, the most interesting events will pass by him incomprehensible and unnoticed. It follows that the preparation for random experiments is constant self-education in all sections of biology, geography, geography, and agriculture. In addition, the educator is required to be constantly psychologically ready to discern new and
19 interesting. This means that while walking with children and performing his various duties, monitoring the behavior of children and preventing all kinds of emergencies, he must simultaneously look for phenomena in nature that may interest children, replenish their knowledge base or simply give pleasure, evoke positive emotions. Of course, this is not easy, especially given the lack of special biological literature addressed to preschool workers.
Planned observations and experiments.
Preparation for carrying out planned observations and experiments begins with the teacher's definition of current didactic tasks. Then an object is selected that meets the requirements set out above. The teacher gets to know him in advance - both in practice and in literature. At the same time, he masters the technique of experimentation, if it is unfamiliar to him. Inviting the children to set up an experiment, the educator tells them the goal and the task that must be solved, gives them time to think, and then involves the children in a discussion methodically and under the command and the course of the experiment. Of course, sometimes the experiment can be carried out under the command of the teacher, but this should not be abused. In the vast majority of cases, this style does not justify itself, as it deprives children of initiative and free will. The reference to saving time is not valid, since experimenting is not an end in itself, but simply one of the ways to develop children's thinking. The participation of children in the planning of work solves this problem more effectively than any other type of activity. Similarly, it is undesirable to predict the end result in advance: children lose a valuable sense of being a pioneer. During work, perfect silence should not be demanded from children: when working with enthusiasm, they must be liberated. In addition, as mentioned above, in the absence of the opportunity to speak out one's actions and the results seen, the quality of knowledge perception deteriorates sharply. But, feeling free, children should not cross certain boundaries, beyond which a violation of discipline begins. In the process of work, the educator encourages children who are looking for their own ways of solving the problem, varying the course of the experiment and experimental actions. At the same time, he does not let out of sight those who work slowly, for some reason lag behind and lose the main idea. Because of this, desynchronization periodically occurs in the work of children during the lesson. This is quite a natural phenomenon. It
20 is manifested not only in the children's, but also in the adult audience. Such situations should not be avoided, but they should not be exacerbated. With significant desynchronization, the situation in the group can get out of control. The final stage of the experiment is summarizing and formulating conclusions. This can be done verbally, sometimes choosing other ways. After the experiment, the children should independently clean up the workplace - clean and hide the equipment, wipe the tables, remove the trash and wash their hands with soap and water. The duration of the experiment is determined by many factors: the characteristics of the phenomenon under study, the availability of free time, the condition of the children, and their attitude to this type of activity. If the children are tired, the lesson should be stopped earlier than planned, if, on the contrary, the interest in the work is great, it can be continued beyond the scheduled time.
Experiments

How

answer

on

children's

questions.
In addition to planned and random experiments, there are experiments that are carried out in response to a child's question. Either the child who asked that question, or his comrades, is involved in conducting such experiments. After listening to the question, the educator does not answer it, but advises the child to establish the truth himself by making a simple observation. In the future, if the work is not difficult, it is carried out as a random experiment; if significant preparation is required, it is carried out in accordance with the methodological recommendations described for planned experiments.
21
CONCLUSION
In this work, I studied the psychological and pedagogical literature on the problem of the formation of cognitive interest in children of middle preschool age, delved deeper into the essence and structure of cognitive interest and found out that, in the process of development of preschool children, cognitive interest plays a multi-valued role: education that captivates the child, and as a strong motive for the intellectual and long-term course of cognitive activity, and as a prerequisite for the formation of a person's readiness for lifelong education. She conducted experimental work on the formation of cognitive interest in preschool children in the process of mastering experimental activities and found out that children's cognitive interest is unstable, they do not always understand the problem, they know little about the properties and qualities of objects and objects of inanimate nature. This testified to the need for targeted pedagogical work to develop cognitive interest in preschool children. On the basis of the work done, I was convinced that children's experimentation is a special form of search activity, in which the processes of goal formation, the processes of the emergence and development of new personality motives that underlie self-motion, self-development of preschoolers are most clearly expressed. Using the method - children's experimentation in pedagogical practice is effective and necessary for the development of research activities in preschoolers, cognitive interest, increasing the amount of knowledge, skills and abilities. In children's experimentation, children's own activity is most powerfully manifested, aimed at obtaining new information, new knowledge (cognitive form of experimentation), to obtain products of children's creativity - new buildings, drawings, fairy tales, etc. (productive form of experimentation). It acts as a teaching method if it is used to transfer new knowledge to children, it can be considered as a form of organization of the pedagogical process, if the latter is based on the method of experimentation, and, finally, experimentation is one of the types of cognitive activity of children and adults.
22
LITERATURE
1. E. Smirnova "Early age: games that develop cognitive activity", D / c, 2009, No. 2. 2. Ivanova A.I. methodology for organizing environmental observations and experiments in kindergarten: a manual for employees of preschool institutions. - M.: TC Sphere, 2007. - 56 p. 3. Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. avg. ped. textbook establishments. - 4th ed., Sr. - M.: Publishing Center "Academy", 2002. - 416 p. 4. The concept of the system of ecological education of preschool children. Krasnoyarsk: RIO KSPU, 2003. - 24 p. 5. Lucic M.V. Children about nature: Book. for the teacher of children garden. - 2nd ed., revised - M.: Enlightenment, 1989. - 143 p. 6. Markovskaya M.M. A corner of nature in kindergarten: A guide for the teacher for children. garden. - M .: Education, 1984. - 160 p., ill. 7. Methods of familiarizing children with nature in kindergarten: textbook. allowance for ped. uch-sch on special. "Doshk. education "/ L.A. Kameneva, N.N. Kondratieva, L.M. Manevtseva, E.F. Terentiev; Ed. P.G. Samorukova. – M.: Enlightenment, 1991. – 240 p. 8. World of childhood. Preschooler / ed. A.G. Khripkova; resp. ed. A.V. Zaporozhets. – M.: Pedagogy, 1979. – 416 p. 9. The natural world and the child. (Methods of environmental education of preschoolers): Textbook for pedagogical schools in the specialty "Preschool education" / L.A. Kameneva, N.N. Kondratieva, L.M. Manevtsova, E.F. Terentiev; ed. L.M. Manevtsova, P.G. Samorukova. - St. Petersburg: AKCIDENT, 1998. - 319 p. 10. Nikolaeva S.N. Comprehensive classes in ecology for older preschoolers. Toolkit. M.: Pedagogical Society of Russia, 2005. - 96 p. 11. Nikolaeva S.N. Methods of ecological education of preschoolers: Proc. allowance for students. avg. and higher ped. textbook establishments. - M.: Publishing Center "Academy", 1999. - 184 p. 12. Nikolaeva S.N. Theory and methods of environmental education of children: Proc. allowance for students. higher ped. textbook establishments. - M.: Publishing Center Academy, 202. - 336 p. 13. Potapova T.V. "Ecological and educational work in kindergarten", magazine "Management of a preschool educational institution", 2005, No. 3.
23 14. The program of education and training in kindergarten / ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova. - 5th ed., Rev. and additional - M.: Mosaic-Synthesis, 2007. - 208 p. 15. Ryzhova N.A. Magic water. Educational and methodical set on ecological education of preschool children. - M.: LINKA-PRESS, 1997. - 72 p. 16. Ryzhova N.A. "Diagnostics of environmental education of preschoolers: new approaches", journal "Management of a preschool educational institution", 2007, No. 3. 17. Ryzhova N.A. Not just fairy tales ... ecological stories, fairy tales and holidays - M .: Linka-Press, 2003 - 192 p. 18. Ryzhova N.A. I and nature: Teaching method. Environmental kit. education of preschoolers. - M.: LINKA-PRESS, 1996, p. 56, ill. (Mid. "Our home is nature"). 19. What the head of a preschool institution should know: Method. manual for leaders and educators doshk. educate. institutions: From experience / Auth.-comp. I.A. Kutuzov. - 2nd ed. – M.: Enlightenment, 2004. – 159 p. 20. Ecological education for schoolchildren: A manual for specialists in preschool education / Author-comp. S.N. Nikolaev. - M .: LLC Firm AST Publishing House, 1998. - 320 p. - (Wonderland).
24 Appendix 1 Table 1 September 2014

Surname, name of the child Choice of activity 1 2 3 4 5 6 1. Sveta B. 2 2. Artyom R. 3. Alina E. 1 4. Vladik L. 1 5. Sasha P. 6. Olya S. 2 7. Leonid T 8. Nastya P. 9. Kolya K. 10. Uliana M. Total: 6 30 points - 100% x% = (6 points x 100%) / 30 points = 20% 6 points - x%
25 Appendix 2 Table 2 February 2015
The results of the implementation of the methodology "Choice of activity" (in points)
Surname, name of the child Choice of activity 1 2 3 4 5 6 1. Sveta B. 3 2. Artyom R. 1 3. Alina E. 3 4. Vladik L. 2 5. Sasha P. 6. Olya S. 3 7. Leonid T. 8. Nastya P. 9. Kolya K. 10. Uliana M. 3 Total: 15 30 points - 100% x% = (15 points x 100%) / 30 points = 50% 15 points - x%
26 Appendix 3 Table 3 February 2015
The results of the children's choice of equipment from the corner

experimentation (in points)
Surname, name of the child Equipment from the experimentation area 1 2 3 4 5 6 7 8 9 1. Sveta B. 9 7 8 4 2 3 5 1 6 2. Artyom R. 7 6 9 1 2 3 8 4 5 3. Alina E. 4 2 3 1 6 5 8 9 7 4. Vladik L. 6 5 4 2 7 1 9 8 3 5. Sasha P. 4 3 6 2 9 5 8 7 1 6. Olya S. 9 3 8 6 1 2 4 7 5 7. Leonid T. 5 2 1 3 7 4 6 9 8 8. Nastya P. 7 1 9 2 4 3 5 8 6 9. Kolya K. 2 1 9 6 8 4 5 7 3 10. Ulyana M. 2 3 8 7 6 1 5 9 4 Arithmetic mean 5.5 3.3 6.5 3.5 5.2 3.1 6.3 6.9 4.6
27

attestation work

3. The effectiveness of the experience

Based on the analysis of psychological, pedagogical and environmental literature, we concluded that children's experimentation has a huge developmental potential. The main advantage of children's experimentation is that it gives children real ideas about the various aspects of the object being studied, about its relationship with other objects and the environment.

During the experiment, the child's memory is enriched, his thought processes are activated, because constantly there is a need to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation. Experimentation includes actively searching for a solution to the problem, making assumptions, putting the hypothesis into action and drawing accessible conclusions. Those. children's experimentation is a good means of intellectual development of preschoolers.

According to the results of the preliminary survey, we found that children do not show interest in experimentation, preferring other activities, children are passive, and they do not show exploratory interest in the world of inanimate nature. Thus, we saw the need for targeted systematic work using experimentation. We have selected a series of experiments with objects of inanimate nature. The results of the work performed showed that the use of experimentation had an impact on:

Є increasing the level of development of curiosity; research skills of children (to see and define a problem, to accept and set a goal, to solve problems, to analyze an object or phenomenon, to highlight essential features and connections, to compare various facts, to put forward various hypotheses, to select means and materials for independent activity, to carry out an experiment, to make certain conclusions and conclusions);

Є speech development (enriching the vocabulary of children with various terms, consolidating the ability to grammatically correctly build their answers to questions, the ability to ask questions, follow the logic of their statement, the ability to build evidence-based speech);

Є personal characteristics (the emergence of initiative, independence, the ability to cooperate with others, the need to defend one's point of view, coordinate it with others, etc.);

Є knowledge of children about inanimate nature.

In the classes on familiarization with the phenomena of inanimate nature "Where did the water disappear?", "We pour, sculpt", "How to see the air?", "What color is the snow?", "What will grow from a grain?", the children got the right idea about the world around them . Such activities helped children in the process of observation to deepen and consolidate their knowledge in inanimate nature.

Our experience has shown that children's experimentation should start from preschool age. The preschooler, by virtue of his nature, can enter the process of experimentation only through the emotional charge of children's surprise, riddle, mysterious, collision of the known with the unknown, provoking a question.

Such a situation must contain a problem requiring experimental verification. The child must be confronted with the contradiction underlying it. At the same time, the contradiction should be presented in a language understandable to a person of this age, and enclosed in a game shell.

Let us give as an example a variant of organizing a problem-game situation in a lesson in the senior group on the topic "Ice as a special state of water".

The time of the lesson is January, outside the window is frost.

The teacher and the children pour water, each into their own mug, and put the filled containers out the window so that the birds can get drunk. The next morning, the lesson begins with a fabulous event: after many adventures, the toy crow is very tired, and she wants to drink some water. The teacher reminds that there are mugs of water outside the window, and takes them out. Each child wanted to drink a bird from his mug. I tried, I tried the crow to get through to the water, only it blunted its beak, but didn’t drink any water. The upset children have a question: “Why couldn’t the crow get drunk, because water was poured into a mug?”

The problematic issue encourages the child to put forward hypotheses and conduct a series of gaming observations and experiments with ice, during which the conditions for the transition of water from one state to another are revealed. In this case, the game situation, which brings to life a problematic issue, becomes a kind of generator of children's experimentation.

We attach special importance in this process to the child hypothesis. It is she who, in our opinion, is able to turn a spontaneous game - manipulation with natural materials - into childish experimentation.

Let's illustrate this situation with an example.

The topic of the lesson is "Clay and stones". On the table in front of each child are two test tubes with clear water, a piece of clay, a small pebble and a stick for stirring the water. The teacher asks the question: "If you first drop a lump of clay into the first test tube, a pebble into the other, and then stir the water in the test tubes with a stick, what will happen to the water?" Children put forward various hypotheses. Opinions are divided: some argue that the water in a test tube with clay will become "dirty", cloudy, others - that the water will remain transparent in both test tubes. Then each child conducts an experiment, first dropping clay and pebbles into test tubes and then stirring the water with a stick. In the course of the experiment, he is convinced of the correctness of the first hypothesis (water in a test tube with clay becomes cloudy, that is, clay dissolves in water; in another test tube, the water remains transparent - a stone does not dissolve in water).

The truth or falsity of the put forward hypotheses is determined. A small but very important discovery for the young experimenter has been made.

In the course of our experience, we were convinced that experimentation as a game according to certain rules captivates the preschooler so much that after the end of the lesson he transfers it to free play activity.

A favorite place in the group was the experiment corner, where the children's game of exploration can continue. Here the selectivity of the interests of the child is manifested: one cannot be torn off from experiments with magnets, the other is passionate about interaction with natural material, and the third is experimenting with a compass.

Exploration games, in our opinion, can develop into real creativity. And at the same time, it doesn’t matter at all whether the child discovered something fundamentally new or did something that everyone has long known. A scientist solving problems at the forefront of science and a kid discovering a world that is still little known to him use the same mechanisms of creative self-manifestation.

This was especially evident when we introduced children to seasonal changes in nature, which opened up wide opportunities for children's experimentation. How many interesting things happen to water and air in autumn, winter, spring, summer: it rains, it gets colder, puddles freeze, icicles melt. The child wants to understand what these unusual and so strongly changing objects are, what happens to them.

In late autumn and winter, it was especially interesting to observe the various states of the water. Children do not yet know that ice, snow, rain, steam are all water. Let's try to play so that they themselves make such a conclusion.

The best place to start is by reading children's literature describing how water can look like - in rivers, lakes, seas, on a skating rink, in a kettle, etc. Discuss them with the child, remember what kind of water and where they saw near the lake, at home, watch the freezing of water, its melting, icicles, puddles.

With the onset of cold weather, a simple experiment was carried out. Several bowls of highly colored water were prepared together and placed outside at night. In the morning, when they discovered that the water had turned to ice, they asked the children who changed your bowls. It is very important that they themselves come to the conclusion that the cold has frozen the water.

We find out whether it will remain so forever, we observe its melting. By this, we bring the children to the conclusion that when it gets cold, the water freezes, when it warms, it melts.

Summing up the results of the experiment, we can draw the following conclusions:

The most important feature of children's experimentation is that two contradictory tendencies take place in it: transformations reveal new aspects and properties of objects to the child, and new knowledge gives rise to new questions. The presence of these two tendencies makes the simplest experiment the leading method of active cognition by the child of the phenomena of animate and inanimate nature. In a playful way, a preschooler takes the first steps to master the experimental method of natural sciences, and most importantly, he develops curiosity and a taste for cognitive activity.

1. The children showed a pronounced interest in objects and natural phenomena. They began to distinguish between living nature (plants, fungi, animals, humans) and inanimate nature (air, soil, water). The children learned the peculiarities of the nature of their native land.

2. The guys began to take care of nature, to strive for the right behavior in relation to the natural world.

3. Children began to gradually master the skills of environmentally friendly behavior in nature.

4. They have formed a desire to study objects of nature, they have learned to draw conclusions, to establish cause-and-effect relationships.

5. Children began to confidently distinguish and name the characteristic features of different seasons. Can explain the reasons for the change of seasons.

6. The guys learned the importance of water and air in the life of all living objects of nature and its properties.

7. The guys explored the earth, sand and their properties.

8. The guys learned to observe objects of inanimate nature, to explain the connections and chains in nature, to comply with the Laws of the common house of nature:

All living organisms have an equal right to life.

Everything in nature is interconnected.

In nature, nothing disappears anywhere, but passes from one state to another.

9. Many children have learned to conduct the simplest experiments, studies of objects of inanimate nature, and will be usefully engaged in search activities.

14. The guys will humanely treat all objects of nature and observe the rules of safety in nature in relation to themselves.

15. Parents will be involved in environmental education. Environmental education of parents will give a big plus in the environmental education of kindergarten children.

I believe that in search and research activities, a preschooler gets the opportunity to directly satisfy his inherent curiosity, to streamline his ideas about the world. Therefore, I strive to teach not everything, but the main thing, not the sum of facts, but their holistic understanding, not so much to give maximum information, but to teach how to navigate in its flow, to conduct purposeful work to strengthen the developing function of learning, to organize the educational process according to the model of personality-oriented interaction, according to which the child is not the object of education, but the subject of education.

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Calendar-thematic planning. Study of objects of animate and inanimate nature, experimentation

Month No. Topic Program content

September 2 Diagnostics

1 "Collecting mushrooms and berries" Creating conditions for familiarizing children with a variety of mushrooms and berries. Compliance with safety measures when collecting them.

1 "What do we plant when we plant forests" Creation of conditions for the development of cognitive activity through the formation of ideas about the importance of the forest for a full human life and animals. Caring for the forest. Rules of conduct in the forest.

October 1 "Gifts of Autumn" Creating conditions for consolidating children's ideas about vegetables growing in our area. Contribute to the consolidation of children's ideas about the main signs of autumn, about the plant world, to clarify where it grows; show children the variety of colors in autumn, develop memory, speech; cultivate interest in nature, observation.

1 « Planet Earth. Common Home" Creating conditions for the development of cognitive activity of children through familiarization with the concept « planet» , the formation of ideas about the uniqueness of our planets, the diversity of life and the conditions of its existence.

1 "Forest and garden kingdom" Creation of conditions for familiarizing children with garden and wild berries. Specify growing conditions and collection rules.

1 "Mushroom Paths" Creation of conditions for the development of cognitive activity through familiarization of children with the variety of mushrooms. Creation of conditions for the development of ideas about edible and poisonous mushrooms.

November 1 "Air Ocean" Creation of conditions for the development of cognitive activity through familiarization with the concept of air, its main properties, its significance for life on Earth.

1 "Who lives where?" Creating conditions for the development of ideas about the conditions of life at home animals, their main differences from wild animals.

1 How animals prepare for winter Creation of conditions for the development of cognitive activity through the formation of ideas about the life of wild animals in winter.

1 "Motherland" Creation of conditions for clarifying ideas about the name of the country, republic, city, fixing ideas about the native land.

December 1 "What do we plant when we plant forests" Creation of conditions for the development of cognitive activity through familiarization of children with the forest. To form ideas about tree species, their use for industrial purposes (furniture manufacture).

1 "Eternal glory to water" Creating conditions for the development of cognitive activity through familiarizing children with the properties of water, its significance for life on earth.

1 "Winter Park" Creation of conditions for the development of cognitive activity through familiarization with the features of winter nature.

1 "Zimushka-winter" Creation of conditions for fixing ideas about winter as a season, about New Year's holidays.

January 1 "Birds near us" Creating conditions for familiarizing children with the living conditions of poultry, their benefits to humans.

1 Life of birds in winter. Creation of an educational situation for the development of ideas about wintering birds, for the development of a caring attitude towards birds.

1 KVN "We are friends nature» Creation of conditions for fixing ideas about wintering birds, life animals in winter.

February 1 "Visiting the Sea King" Creation of conditions for the development of cognitive activity through familiarization with the diversity of marine life.

1 "Who is a forester" Creation of conditions for the development of ideas about the activities of the forester.

1 KVN « Nature around us» Creation of conditions for consolidation and generalization of ideas about nature of the native land.

1 “I’m glad to have a bread tablecloth - it’s like the sun on it” Creating an educational situation for the development of cognitive activity through problem solving "Where did the bread in the store come from".

March 1 "Forest in Spring" Creating conditions for the development of cognitive activity through familiarization with the features nature in spring.

1 "Visiting the Sun" Creating conditions for the development of ideas about the importance of the sun for life on Earth, about the relationship with spring changes in nature.

1 Why do they disappear animals» Creating conditions for the development of cognitive activity through finding out the cause of the disappearance animals. Give the concept of the Red Book.

April 1 "Migratory birds" Creation of an educational situation for the development of cognitive activity through the formation of ideas about migratory birds, their features.

1 "Space. Universe. Stars" Creation of an educational situation for the development of cognitive activity through the formation of ideas about the universe, space and stars.

1 "Visiting a bee" Creating conditions for the development of ideas about bees, their characteristics, the benefits of bees for humans and nature.

1 "To visit the primroses" Creation of conditions for the development of cognitive activity through familiarization with primroses, the formation of ideas about their differences from other colors.

May 1 "Daryushka's Tales" Creating an educational situation for the development of cognitive activity through a comparison of real and fabulous animals and plants.

1 "Flower on the windowsill" Creating conditions for the development of ideas about indoor plants, the conditions for their growth and flowering.

Sections: Working with preschoolers

The modern educational process of preschool institutions is focused on federal state requirements for the structure of the main general educational program of preschool education (hereinafter referred to as FGT), which indicate the need "... to build the educational process on age-appropriate forms of work with children."

The implementation of the educational area "Cognition" in terms of the development of cognitive research activities is provided through such forms of work as:

• experimentation;
• study;
• collecting;
• design.

These forms of work make it possible to ensure the achievement of the integrative quality of a graduate of a preschool institution, which is defined in the FGT as "Inquisitive, active". This quality is characterized by the fact that the child “...is interested in the new, unknown in the world around him (the world of objects and things, the world of relations and his inner world). Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). When in trouble, seek help from an adult. Takes a lively, interested part in the educational process.

The task of forming children's curiosity and activity optimally corresponds to experimentation as a form of children's cognitive activity and as a method of organizing it. (N.N. Poddyakov, F.A. Sokhin, S.N. Nikolaeva).

In preschool pedagogy, the concept of “experimentation” is defined differently.

“Experimentation is an activity in which a scientifically established experiment is carried out, the observation of the phenomenon under study under precisely taken into account conditions that make it possible to monitor the course of the phenomenon and repeatedly reproduce it when these conditions are repeated” (M.A. Povalyaeva).

“Experimentation is a special form of the search activity of the child” (S.A. Kozlova; T.A. Kulikova)

"Experimentation is one of the forms of organizing children's activities, on the one hand, and one of the types of cognitive activity of children, on the other" (N.N. Poddyakov)

In the scientific and methodological literature, the effectiveness of experimentation as a method of understanding the world around is proved. The activity of experimenting contributes to the formation of cognitive interest in children, develops observation, cognitive activity. According to Academician N.N. Poddyakov, in the activity of experimentation, the child acts as a kind of researcher, independently acting in various ways on the objects and phenomena surrounding him in order to more fully cognize and master them. In the course of experimental activity, situations are created that the child resolves through the experiment and, analyzing, draws a conclusion, a conclusion, independently mastering the idea of ​​a particular law or phenomenon.

Recommendations for conducting classes using experimentation are found in the works of various authors: N.N. Poddyakov, F.A. Sokhin, S.N. Nikolaeva, L.A. Scientists propose to organize the work in such a way that children can repeat the experience shown by adults, can observe, answer questions using the result of the experiments. With this form, the child masters experimentation as a kind of activity, but his actions are of a reproductive nature. Experimentation does not become a valuable activity in itself, because. arises at the initiative of an adult. In order for experimentation to become the leading activity, it must arise on the initiative of the child himself.

Modern research proves that at the age of three, children still cannot operate knowledge in a verbal form, without relying on visualization. Therefore, in the overwhelming majority of cases, they do not understand the explanations of an adult and strive to establish all the connections on their own. After five years, a stage begins when children's activity diverges in two directions: one direction turns into a game, the second - into conscious experimentation.

An experiment independently conducted by a child allows him to create a model of a phenomenon and generalize the results obtained in an effective way, compare them, classify and draw conclusions about these phenomena.

Thus, for preschool children, experimentation, along with play, is the leading activity, and for an adult, it is a method of organizing the child's cognitive activity.

Orphans and children left without parental care at the age of three to seven years old are brought up in MKOU "Children's Home No. 3" in Novokuznetsk. As a rule, before entering an educational institution, children were in an unfavorable life situation, which negatively affects their personal qualities, cognitive and emotional spheres.

Working with children brought up in an orphanage, we concluded that they are characterized by an unstable attitude towards animals and plants, there is no pronounced positive orientation towards these objects. The attitude to the surrounding world is situational. Children, along with individual positive actions, can show carelessness, even aggressiveness towards objects. At the same time, they act unconsciously, mechanically, imitatively, they can join the wrong behavior of others. Most children, on their own initiative, do not show a desire to communicate with living beings, the pupils have no interest and desire to interact with them. Due to the fact that the personal experience of children is poor, ideas about natural objects and their properties are superficial, often inadequate. Inanimate objects are considered alive, they have little idea about the norms of attitude towards animals and plants. Children generally understand that natural objects should not be harmed, but do not understand why. They motivate the need for a careful attitude towards them, arguing that "this is how it should be." They do not follow the rules of humane interaction with nature, they do not know how to care for living beings.

These conclusions are confirmed by the results of the pedagogical survey. So, in September 2011, in the preparatory group of the orphanage, a survey of 12 preschoolers was conducted, the purpose of which was to determine:

• the level of children's mastery of knowledge about animate and inanimate nature;
• the level of mastering actions for experimenting with natural phenomena and objects (water, air, snow, soil).

On the basis of the Exemplary Basic General Education Program "From Birth to School" (N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva), indicators were identified that characterize the high, medium, and low level of formation of experimental activity in children. (Application). The survey results showed that at the beginning of the school year, pupils had:

64% - low level,
23% - the average level,
7% - a high level.

The results obtained led to the need to develop a cycle of educational activities for children's experimentation, organized in the forms of joint activities of children and the educator and independent activities.

Of no small importance in the development of children's activity is a well-equipped, rich object-spatial environment that stimulates the child's independent experimental activity and creates optimal conditions for self-development. In this regard, we designed a corner of experimentation, where conditions were created for joint and independent experimentation, the development of children's search activity. The corner has a variety of equipment:

• various containers;
• syringes, tubes;
• magnifying glasses, loupes;
• measuring instruments;
• compass, binoculars;
• microscope;
• sponge, styrofoam, foam rubber,
• soil samples, sand, clay, stones, etc.

The created conditions aroused an increased interest in experimentation among the children of the preparatory group.

We also systematized (from various sources) class notes on the topics "Air", "Earth", "Clay", "Soil", "Water", "Stones", "Sand". This systematization included experiments with sand, water, clay, earth, air, a magnet, a candle, snow, etc.
A card file of experiments by seasons has been drawn up. Excursions, observations, targeted walks, ecological entertainment, holidays, games, quizzes, cognitive fairy tales have been developed and systematized. All these forms of work involve the simplest experimentation. Of no small importance for the development of search and experimental activities in children is cognitive literature: the encyclopedias “Everything about Everything” (A. Likum), “What is What”, “One Hundred Thousand Whys” (M. Ilyin), “What is. Who is this ”(A.G. Aleksin and others), poems, proverbs, riddles, etc. The thematic selection of books corresponds to the objects under study and is located in a specially designed literary corner, where, in addition to books, paintings, illustrations, educational games are selected.

For joint activities, the "Journal of Observations", tables, diagrams, collages on the topics covered, mini-layouts were developed and designed. For greater interest and assimilation of the material in the classroom, fairy-tale characters are used - the Dunno doll, the doll-scientist Galileo Galilei.

Search and research activity is an activity that integrates with others: observation, work, game activity, speech development, design, visual activity, the formation of elementary mathematical representations, reading fiction, musical and physical education. Therefore, in working with children, we use the possibilities of other activities to conduct elementary experimentation. With the greatest interest, the pupils were included in such a form of work as the "Hour of Independence", in which the teacher places devices, objects, objects in the "Experimentation Corner" in an attractive way for children, motivating them to experiment independently.

Along with traditional methods and techniques, we use modern technologies for educating and teaching preschoolers. In the process of experimentation, computer and multimedia teaching aids are used, which stimulates the cognitive interest of preschoolers.

After analyzing the results of our pedagogical activity on the topic, we came to the conclusion that the experience in this area is effective for the development of cognitive activity of children in the process of experimentation.

This conclusion is confirmed by the final diagnostics. There is a positive trend in all criteria for children of older preschool age to master experimental activities. The results of the examination of the formation of experimental activities of pupils at the end of the academic year:

40% - low level,
40% - average level,
20% is a high level.

Our work has shown that for preschool children, orphanage pupils, experimentation is an activity that develops their cognitive sphere, forms cognitive interests, activity, independence, which ultimately contributes to the successful socialization of orphans and children left without parental care.

Literature:

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