“Search and research activities of preschoolers.” “formation of the foundations of search and research activities of children of senior preschool age Search activities in preschool
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Technologies for children's experimentation in preschool institutions are often aimed at integration with various areas of children's activities. The basis of the work of teachers in this direction are methods that enhance the developmental function of teaching.
The teaching staff sets a goal to solve the following tasks in the process of organizing search and research activities:
- develop children’s ability to interact with the object being studied, that is, equip them with new ways of understanding the world around them;
- develop cognitive mental processes;
to form clear ideas about the diversity of the world in a system of relationships and interdependencies.
Creating conditions for the development of children's research skills
In a preschool institution, optimal conditions are created for the development of children’s research skills, their practical knowledge of the world around them and the streamlining of their ideas about phenomena, environmental objects and their interdependence.
In each age group, corners of wildlife are created, water and sand centers are set up, where children can learn more about the properties of natural objects.
For pupils of older groups, experimentation corners are created, in which a variety of materials and equipment for experiments are placed. There is everything necessary for children to acquire their own educational experience.
In addition to equipment for special corners, in each group teachers make educational games and aids from residual and natural materials for individual work.
Forms of organization and methodology for conducting search and research activities
Teachers use technologies for children's experimentation in all types of children's activities. The basis of the work are classes of a complex type, in which much attention is paid to solving problematic problems such as: “What do you think, why ...”, “How to prove that ...”, “What will happen if ...” and the like. This enables children to better understand cause-and-effect relationships in the environment.
Thus, developing the communicative and speech abilities of children, teachers invite students to use the appropriate card diagram, make an imaginary journey to some natural object, and then write a story on its behalf.
Children like this form of work called the “Auction of Ideas.” During such an auction, children describe the characteristic features of the proposed object or material and evaluate them from the point of view of practical use by humans in the present time and in the future.
Implementing the task of forming elementary mathematical concepts, educators teach children to count, measure, and compare. After all, mastery of mathematical operations gives children the opportunity to consciously and systematically conduct experiments and independently analyze their results.
Preschoolers’ search and research activities achieve the greatest results during the implementation of projects. Teachers can create situations of success for each child thanks to a differentiated approach to conducting experimental activities.
For children’s self-affirmation, it is very important to support the initiative and activity of each pupil and fill his life with bright impressions and discoveries. For example, in the process of implementing the “Miracle Vegetables” project, with the help of interesting experiments and observations, children get acquainted with the characteristics of certain vegetables, their medicinal properties, and learn to practically use the acquired knowledge.
During the presentation of the project results, each child presents a model “Vegetables in our lives” made together with their parents.
In the course of search and research activities, educators, interacting with children, always rely on their direct experience, enrich it, and encourage children to actively explore the world.
Teachers do not provide children with ready-made knowledge and do not offer methods of action, but create problematic situations, in solving which children activate their previous experience and enrich it with new knowledge and skills.
Children consolidate the knowledge acquired during search and research activities throughout the year in play, theater, and visual activities.
The integrated use of children's experimentation in various spheres of preschoolers' life makes it possible to fully realize our children's need for new impressions, knowledge, and self-affirmation.
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1 Municipal state preschool educational institution of a general developmental type, kindergarten 3 “Snow White” in the city of Mirny, Arkhangelsk region (MKDOU 3) “SEARCH AND RESEARCH ACTIVITIES OF PRESCHOOL CHILDREN.” CONSULTATION FOR PARENTS. Teacher Potredennaya Lyudmila Grigorievna. MARCH 2015
2 The desire for research, search activity is the natural state of a preschool child. Children have a natural need to receive and process information. When organizing the search and research activities of preschoolers, it should be remembered that with a shortage of new impressions, children experience intellectual hunger, and excessive stimulation of mental activity and criticism from an adult inhibit the development of curiosity and the need for independent search. Consequently, for the successful formation of a child’s investigative behavior, it is necessary to create conditions that would encourage the child’s desire for discovery, but at the same time would not provide ready-made samples and solutions, but would intensify independent cognitive and practical activity. Thus, surmountable obstacles are necessary to develop a taste for searching and constitute the child’s research practice. “It is more natural and therefore much easier for a child to comprehend new things by conducting his own research, observing, conducting experiments, making his own judgments and conclusions based on them, than to receive knowledge already obtained by someone in a “ready-made form.” (A.I. Savenkov). Therefore, it is necessary to increase the share of research teaching methods in the educational process. Research activities allow you to organize learning so that the child can ask questions and independently find answers to them. However, there is no holistic approach to the development of research activities in the aspect of the personal development of a preschool child. And this indicates the relevance of the problem of developing research activity in preschoolers and its insufficient development in terms of child development. The project method contains various forms of research work that easily fit into the joint activities of the teacher and preschool children. It is this age that is characterized by more stable attention, observation, the ability to begin analysis, synthesis, self-esteem, as well as the desire for joint activities. And, importantly, the project takes into account the joint cognitive and search activities of children, teachers and parents. The implementation of project activities is carried out throughout the academic year under the supervision of group teachers. The main line of work can be focused on the formation and development of research skills in children. This will be facilitated by specially organized classes: training sessions and actual research.
3 During project activities, children learn to work together, search and collect information, analyze and systematize it, and communicate closely with peers, parents and kindergarten staff. All this fully contributes to the self-development of the personality of each child, nurturing in him determination and self-esteem. Parents certainly gain confidence in their children, because they see them from one more perspective: as active creators capable of achieving their goals. Consequently, at school these children, with some help from their parents, are able to achieve high results. Thus, the inclusion of the project method in the educational process, the systematic implementation of developed activities, as well as the coordinated joint work of educators and parents contribute to the high-quality preparation of children for school. By focusing on the child’s conscious search activity and productive thinking, purposefully directing them to achieve certain cognitive tasks, it is possible to achieve the expected positive results in any type of activity. So, we have come to the conclusion that the introduction of the project method into the educational process of kindergarten is today one of the main ways of learning, most fully consistent with the nature of the child and modern learning tasks. For several years now we have been working on developing the cognitive activity of preschoolers through involving them in research activities, which is a means of understanding the world around them. The work is carried out taking into account the age-related characteristics of children's development, the specifics of preschool education and includes the time allocated for: educational activities carried out in the process of organizing various types of children's activities (game, communicative, labor, cognitive research, productive, musical and artistic, reading); educational activities carried out during regime moments; independent activities of children; interaction with children's families. Starting from the second younger group, we chose children's experimentation as one of the activities.
4 For example, while introducing children to the properties of sand, they installed a mini-sandbox in the group. A mini-sandbox is an ideal educational environment where you can create throughout the year without fear of spoiling or breaking anything. Depending on the task, the sand can be dry or wet. We picked up molds and scoops, pebbles and shells. We are constantly expanding this collection. In the middle group, the children chose the following topics for practical activities: “The Water Sorceress,” “Mixing Paints,” “Getting New Colors and Shades,” “What a Plant Needs to Live,” and others. Experiments were carried out not only short-term, but also long-term. Long-term experiments were mainly carried out while getting to know the life of plants. During research we use theatrical activities. So, to familiarize children with the properties of water, they used the fairy tale “Zayushkina’s Hut.” The fairy tale “Thumbelina” helped children understand how to germinate seeds.
5 When getting acquainted with the properties of stones and the power of the wind, the fairy tale “The Three Little Pigs” helped. When carrying out experimental research work, we try to consolidate it with didactic or outdoor games. Together with the children we created collections: “fabrics”, “paper”, “buttons”. We collected natural materials (acorns, cones, seeds, leaves,
6 cereals, grain). We held exhibitions: “Objects made of glass, wood, ceramics”, “Air-invisible”, etc. With children 5-6 years old, the main structural component of experimentation becomes problem-solving. It is expressed in the search for inconsistencies and contradictions in one’s own formulation of questions and problems. Even failures provoke research activity in children, striving to find the correct answer to a question of interest. The research activities of older preschoolers include the following stages: - identification and formulation of the problem; - search and proposal of possible solutions /hypothesis/; - collection of material; - generalization of the data obtained: - formulation of conclusions. All work with children in this direction has acquired perspective, a system, and a certain consistency. A series of lessons “Amazing Stones” was conducted with the children. Children love to conduct experiments with a magnet; they are happy to examine sand and clay, learning their properties, and find out the peculiarities of the interaction of water, ice, and snow. The group has a large experimentation area,
7 which is gradually replenished with new materials, maintaining the interest of children, allowing them to reproduce the experience again and establish themselves in their ideas. Work with parents was carried out in parallel with preparing children for the study. The implementation of the set tasks is fully possible only if there is close interaction between the kindergarten and the family. For visual information, parents were prepared with folders: “Playing with sand all year round”, “Cognitive research activities of children” to show parents the organization of children’s experimentation in the practice of group work, and to give recommendations on the development of children’s cognitive interests); booklet “Secrets of Experimentation” (a selection of entertaining experiences and experiments). The target guideline in our work is a set of normative indicators of cognitive initiative and the nature of the child’s cognitive and research activity by the end of preschool age: - shows interest in objects and phenomena that lie beyond the immediate given, asks questions about abstract things (why? why? how?) ; - reveals a desire to explain the connection between facts, uses
8 simple causal reasoning (because...); - strives to organize, systematize specific materials, things (collections); - shows interest in educational literature; - shows interest in symbolic languages: independently undertakes to “read” diagrams, maps, drawings, do something according to graphic diagrams (sculpt, design), draw up diagrams, maps, pictograms, write down stories, observations (masters writing as a means of systematization and communication ). Practice shows that cognitive and research activity is, along with play, the leading activity of a preschool child. Systematization of knowledge makes it possible to maximally help preschoolers master the various ways available to them to understand the world around them, develop cognitive activity, curiosity, cultivate the correct attitude towards objects and objects of the surrounding world, form ideas about themselves, introduce them to the man-made world, clarify knowledge about a healthy lifestyle and safe rules behavior in various situations. Therefore, we believe that research activities in kindergarten are a very important step in preparing a child for school.
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Search and research activities of older preschoolers in the study of inanimate nature “Water”
Presentation text
2slide. Main goal search and research activities of preschoolers is the development of the free creative personality of the child. Tasks development: development of communication skills, cognitive abilities, development of creative imagination and thinking and ensuring the psychological well-being and health of children
3slide. Traditionally, kindergarten teachers often pay attention to children and introduce them to plants and animals, although objects inanimate nature are of no less interest to preschoolers. From birth, children are surrounded by various objects and phenomena. inanimate nature: on a summer day they see the sun and feel the warm wind, on a winter evening they look in surprise at the moon, the dark sky with stars, feel how the frost pricks their cheeks and moistens their eyes. Preschoolers enthusiastically collect stones, draw on the asphalt with chalk, play with sand and water - objects and phenomena inanimate nature enter their lives, are objects of observation and play. All this allows and makes it possible to systematically and purposefully familiarize children with inanimate nature.
4 slide. I conducted a diagnostic of children's knowledge on the topic « Water» . Its results are presented in Table No. 1
Conducting and analyzing pedagogical diagnostics, monitoring activities children in classes and in free time activities convinced me that it is necessary to find more effective methods when teaching children. At this stage, I determined using this method. And since this method is not very often used in the work of teachers and is unfamiliar to children, I believe that preschoolers need to be taught how to plan and carry out search and research activities. This is where the problem with the project arose.
5 slide. Project problem:
«. Water»
Project goal: Develop a work system for organizing (water).
6 slide. Project objectives:
1. Help children master the structure of the experiment and get involved in search and research activities, accumulate experience and knowledge, develop interest in cognitive and educational activities when studying water.
2. Explore methodological literature on organizing and conducting search and research activities in inanimate nature.
3. Develop a work system for organizing search and research activities of older preschoolers in the study of the element of inanimate nature - water.
4. Select appropriate teaching material on the topic « Water» .
5. Develop the financial content of the project.
Slide 7 I hope that the project I have proposed will help my fellow teachers in organizing and conducting search and research activities of older preschoolers in the study of inanimate nature, and will allow children to acquire solid knowledge about water, "act" With studied objects of the surrounding world, obtain information about object being studied, its properties, interactions and relationships in nature, will improve the quality of students’ knowledge, create a desire to be involved in activity of search and creativity.
8 slide. For more complete coverage, I have highlighted the contents search and research activities of older preschoolers when studying water, accessible to age-related understanding and study, which I used in planning. This -
1. Properties and signs of water.
2. Three physical states of water (gaseous, liquid, solid):
Their properties and qualities;
Transition from one state to another;
3. water cycle in nature, the water system of planet Earth.
Slide 9 I looked at the forms activities and tried to highlight the key points on which work with children is based. (Tables No. 2, No. 3, No. 4)
Table No. 2. Towards an organized form of training carried: excursions, observations, classes, generalization of ideas about nature, classification of ideas about nature, experiments, search activity, speech development, familiarization with human activities in nature, familiarization with the work of people in nature, fine activity
10 slide. Table No. 3. Joint activity includes adults and children myself: environmental leisure and holidays, working with a calendar nature, diary of observations, experiments, search activity, reading literature, watching films, working in a corner nature and on site, observations, targeted walks, didactic games, conversations, collecting collections, work in the library, work in the research corner, work in the corner isoactivity, working with models
11 slide. Table No. 4. To independent children's activities, in my opinion, we should include work with literature, games activity, labor in the corner nature and on site, work in the corner isoactivity, experimentation, research work, working with a calendar nature and an observation diary.
12, 13, 14,15,16 slide. For the fruitful and systematic implementation of the project, I included search and research activities in all activity blocks. In the folder presented to you you can familiarize yourself in more detail with our activities in table No. 7. Reflect the entire structure activities For this project, presentations in photographs are not possible. Therefore, we chose the most striking experiences and experiments.
17, 18 slide. For learning and consolidation of knowledge preschoolers I used didactic games about water. More details can be found in the presented folder in table No. 8
Slide 19 To monitor the project, I used diagnostics developed based on the program of Natalia Alexandrovna Ryzhova "Our home nature» .
Diagnostics is a diagram studying children's knowledge about inanimate nature. I used the section « Water» .
The diagnostic results are presented in Table No. 5. The results, I think, are clearly visible if you compare them with table No. 1 of my presentation
20 slide. Everything is absorbed firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active introduction of children's experimentation into the practice of my pedagogical work in topic: Search and research activities of older preschoolers in the study of inanimate nature. Water.»
21 slides. I would like to say that experimental activity is one of the leading in the development of children preschool age. According to the requirements of the Federal State Educational Standard, the child must develop initiative, independence, and a desire for leadership. These qualities also develop through the process of experimentation, modeling, search activity. I want to end my speech with the words of the famous Chinese sage Confucius: “What I hear I forget, what I see I remember, what I do I understand.” 22 slide. Thank you for your attention
Publications on the topic:
"Unofficial symbols of Russia." Direct search and research activities Goal: Introducing children to the unofficial symbols of Russia. Objectives: 1. Expand children's understanding of Russia as the country in which they live.
Experimental research activity “Soap and water are my best friends” Objectives: To consolidate and clarify children’s ideas about where people use soap in everyday life; Enrich and activate your vocabulary.
From the experience of work “Formation of the correct attitude towards phenomena, objects of living and inanimate nature in preschoolers” The main link in familiarizing children with the world around them is the formation of a generalized and correct idea of what phenomena and objects are.
Abstract of educational and research activities “Magic Water” in the middle group Goal: Expanding understanding of water and its properties. Objectives: Educational: - formation and systematization of children's knowledge about water.
Educational and methodological manual
Search and research activities with children in preschool educational institutions
Gross Elvira Nikolaevna,
teacher of the 1st categoryGBDOU d/s#41
Krasnoselsky district of St. Petersburg,
Relevance of the problem. Of particular importance for the development of a preschooler’s personality is familiarization with the surrounding reality, when it is presented to him in all its diversity and the child becomes involved in everything that society lives on. The child is trying to understand how objects work and learn something new about the world. With the help of search and research activities, you can support and develop a child’s interest in research, gaining experience in successful own research activities, developing perception, thinking, and most importantly - speech: the ability to think, reason and analyze.
Children are inquisitive explorers of the world around them, and this feature is inherent in them by nature. At one time, I.M. Sechenov wrote about the innate and precious property of the neuropsychic organization of a child - an unconscious desire to understand the life around him. Search and research activities develop and consolidate the child’s cognitive attitude towards the world around him. With the mastery of speech, the cognitive activity of a preschooler rises to a new qualitative level. In speech, children’s knowledge is generalized, the ability for analytical and synthetic activity is formed not only in relation to directly perceived objects, but also on the basis of ideas.
In our time, the social order has changed in the issue of raising and educating children: yesterday a “performer” was needed, and today - a creative person with an active life position, with his own logical thinking. Learning should be “problematic”, i.e. must contain elements of exploratory search. It must be organized according to the laws of scientific research and constructed as an independent creative search.
The work of a teacher in problem-based learning is to create a cognitive task, situation and provide children with the opportunity to find means of solving it, using previously acquired knowledge and skills.
N.N. Poddyakov identifies experimentation as the main type of search and research activity: “The more diverse and intense the search activity, the more new information the child receives, the faster and more fully he develops.”
He identifies two main types of indicative research activities:
1. Activity in the process of activity comes entirely from the child. At first, the child seems to disinterestedly try out different objects, then acts as a full-fledged subject, independently constructing his activity: setting a goal, looking for ways and means of achieving it, etc. in this case, the child satisfies his needs, his interests, his will.
2. The activity is organized by an adult, he identifies the essential elements of the situation, and teaches children a certain algorithm of actions. Thus, children receive the results that were determined for them in advance.
There are different forms of working with children: group, subgroup and individually. In order to develop in children the ability to doubt and think critically, preference should be given to group and subgroup forms of work.
Communication and joint activities with adults develop the child’s ability to set goals and act, imitating him. And in joint activities with peers, the child begins to use forms of adult behavior: control, evaluate, disagree, argue. This is how the need arises to coordinate your actions with the actions of your partners, to accept their point of view. Therefore, search and research activities are organized in the form of a dialogue between the child and the adult and other children in the group.
The basis of problem-based learning is questions and tasks that are offered to children. Questions are often used that encourage children to make comparisons, to establish similarities and differences. Thanks to comparison, the child understands the surrounding nature better, identifies new qualities and properties in an object, which makes it possible to take a fresh look at what seemed ordinary and familiar.
Experimental work with children is based on observations in nature during warm and cold periods. Particular attention is paid to the warm period, when children spend a lot of time outdoors. It is important to consolidate and clarify the knowledge already acquired by children, to introduce new materials in an entertaining, playful way.
Summary of integrated direct educational activities in the preparatory group on the topic: “The Journey of a Droplet.”
Integration of educational areas: “Cognition”, “Socialization”, “Communication”, “Security”.
Relevance. Search and research activity among older preschoolers, along with play, is the child’s leading activity. For the development of a preschooler’s personality, it is of particular importance that he acquire ideas about the relationship between nature and man.
Target: development of cognitive interest in activities in the form of experimental actions and mastery of methods of practical interaction with the environment.
Tasks:
Educational:
Ø Introduce children to the water cycle in nature, explain the cause of precipitation in the form of rain and snow;
Ø Expand children’s understanding of the importance of water for human life;
Ø Stimulate children's interest in experimentation and independent understanding of ongoing processes.
Educational:
Ø Develop mental operations: analysis, synthesis, classification, etc. in the process of learning the natural picture of the world;
Ø Develop social skills in children: the ability to work in a group, negotiate, take into account the opinion of a partner, prove the correctness of one’s opinion.
Educational:
Ø Foster respect for water;
Ø Form a consciously correct attitude towards human activity;
Ø Bring children to understand the “unity of man and nature.”
Preliminary work:
Reading a poem about water. Examination of an illustration on the theme “Water”, a diagram of the “Water Cycle in Nature”, and a globe. Reading and looking at illustrations in an encyclopedia on a given topic. Observing precipitation in nature during walks. Conversations about the rules of behavior near a reservoir and the use of water.
Materials for experimentation:
Electric kettle, cold glass, water, water containers of different shapes, illustrations on the theme “Water”, diagram-illustration “Water cycle in nature”, globe, mnemonic table, handouts for children.
Progress of activities:
Today we will talk about natural wealth. You will find out what will be discussed after completing the task.
Ciphergram "Water".
On the carpet there is a ciphergram consisting of 4 empty cells. Under each The cell contains a picture. Children need to select a sound from the name of the picture: from the name of 1 picture - 1 sound (cherry); from title 2 - 2 sound (cat), etc. As a result, the word “water” is formed.
That's right - this is water, one of the most important resources on our planet. There is not a single living organism on earth that can live without water. Plants absorb water from the soil and air. Animals look for open spaces of water - watering holes. They can be streams, springs, rivers, lakes. Children, please look at the globe. Here we see that most of the land is washed by oceans and seas. That's why our Earth is called the blue planet.
Every day we also drink water: we eat soup, drink tea, compote. Without water, there will be no bread, no vegetables and fruits, no butter and sugar, or other food products on the table.
- How does water in the seas and oceans differ from water in lakes, rivers, and springs?
The water in the seas and oceans is salty and not suitable for drinking. Rivers, lakes and ponds contain fresh water. After cleaning, it is used for drinking.
- Where does water get into our apartments?(from water treatment plants).
Our city is large and needs a lot of clean water. Therefore, we also take a lot of water from rivers. Why then does the water in the rivers not end? How does a river replenish its supplies?
Let's boil water in an electric kettle.
Children help pour water into the kettle, the teacher turns on the kettle, and everyone watches it together from a safe distance.
What comes out of the kettle spout when water boils? Where did the steam come from in the kettle - we poured water?(Water turned into steam when heated).
The teacher brings cold glass to the stream of steam. After holding it over the steam for some time, turns off the kettle.
V-l: Look what happened to the glass. Where did the water droplets on the glass come from? Before the experiment, the glass was clean and dry. (When the steam hit the cold glass, it turned into water again.)
You can give children the opportunity to repeat this experience, but under the supervision of a teacher.
V-l: This is what happens in nature (shows the diagram “The Water Cycle in Nature”). Every day the Sun heats the water in the seas and rivers, just as it was just heated in our kettle. Water turns into steam. As steam, tiny, invisible droplets of moisture rise into the air. The air near the surface of the water is always warmer. The higher the steam rises, the colder the air becomes. The steam turns back into water. The droplets all gather together and form a cloud. When there are a lot of water droplets, they become very heavy for the cloud and fall as rain onto the ground.
Physical education minute:
Development of coordination of speech with movement
Lives in seas and rivers ( wave-like movements of the hands).
But often flies across the sky ( movements with crossed hands).
And she gets bored of flying ( swinging your arms - lowering them down).
It falls to the ground again.
Vs: Who can tell us how snowflakes are formed?
Snowflakes form in the same way as raindrops. When it is very cold, drops of water turn into ice crystals - snowflakes and fall to the ground as snow. Rain and melted snow flow into streams and rivers, which carry their waters into lakes, seas and oceans. They nourish the earth and give life to plants. Then the water repeats its path. This whole process is called water cycle in nature.
Training provided:
There is a vase with balls.
V-l: Imagine that this is a spring. Each take as many balls as you want. Look, the spring has dried up. What conclusion do we draw from this? That we must save water so that there is enough for everyone.
And now we will remember the rules for using water.
Rules for using water:
1. Close the water tap.
2. Do not release water in a strong stream.
3. Take as much water as needed.
Vs: We all like to relax by the pond. But do we always behave correctly when near water? Now we will see how a person can pollute water. Imagine such a case. The driver washed the car in the river. Gasoline and lubricating oils got into the water. Vacationers threw cans, bottles, and watermelon rinds. How will fish and other creatures feel in such water? (Children's answers).
Q: Is it possible to swim in such water? (Children's answers). That's right guys, this water is dangerous to health.
Rules of conduct near the reservoir:
2. You cannot swim in dirty water or in an unfamiliar place.
3. Do not catch the inhabitants of the reservoir.
4. Do not pick aquatic flowers.
Summing up the activities. Clarify that each child learned something new.
Literature used:
Tugusheva G.P. Chistyakova A.E. “Experimental activities of children of middle and senior preschool age”, 2007;
Magazine "Preschool Education" No. 3, 2007. - “Development of creative potential in the process of problem-based learning”;
Wenger L.A., Mukhina V.S. “Psychology” / Wenger L.A., Mukhina V.S. - M.: Education, 1988;
Vygotsky L.S. “Imagination and its development in childhood” / L.S. Vygotsky// “Anthology on Developmental Psychology”: Textbook. allowance / Comp. L.M. Semenyuk - M.: Voronezh, 2003;
Zaporozhets A.V. “Issues of psychology of a preschool child” / Ed. Zaporozhets A.V., Leontyeva A.I. - M.: Pedagogy, 1995;
Korotkova T.A. “Cognitive and research activity of a senior preschool child in kindergarten” / Korotkova T.A. // “Preschool education” - 2003 - No. 3;
“Organization of experimental activities of preschool children”: Methodological recommendations / ed. Prokhorova L.N. - M.: “Arkti”, 2004.
Olga Zinchenko
Organization of search and cognitive activities in preschool educational institutions
Preschool children are explorers by nature. A tireless thirst for new experiences, curiosity, a constant desire to experiment, and independently seek new information about the world are traditionally considered as the most important features of children's behavior.
Of particular importance for the development of a preschooler’s personality is his assimilation of ideas about the reciprocity of nature and man. Mastering the methods of practical interaction with the environment ensures the formation of the child’s worldview and his personal growth. Plays a significant role in this direction search and cognitive activity of preschool children, taking place in the form of experimental actions.
At preschool educational institution organization of search-cognitive work with children proceeds in three interrelated directions, each of which is represented by several terms:
1. Wildlife (diversity of living organisms, characteristic features of seasons in different natural and climatic zones, etc.)
2. Inanimate nature (water, air, soil, sound, light, color, etc.)
3. Man (functioning body, man-made world: materials and their properties, transformation of objects, etc.)
Depending on the age of the children, all topics become more complex in content, tasks and methods of implementation. Particular attention is paid to the formation of a holistic view of nature and man’s place in it. Children form their first ideas about the relationships that exist in nature and, on this basis, develop a responsible attitude towards the environment and their health.
The more varied and interesting search activity, the more new information a child receives, the faster and more fully his development occurs. This activity begins in early childhood - differentiation of objects by color, shape, size, and purpose occurs. Sensory standards are mastered. Children learn to consider a phenomenon as a system of connections between the components of the phenomenon according to lines: past – present – future to identify the relationships between objects of the man-made world (e.g. wood, boards, chair) or wildlife (e.g. egg, chick, hen).
In the middle group, children learn to perform a number of actions (conduct experiments) in accordance with the models, determine goals and achieve appropriate results. Using a systematic approach, an idea of oneself is formed (past, present, future, one’s family (family members as parts of a system in temporal development). Ideas about objects, natural phenomena and the man-made world are expanding. At this stage it is necessary to develop the ability to analyze, identify
essential characteristics of substances, materials, objects.
In older preschool age, children learn to act in accordance with models that determine conditions and content of activities:
Define the goal activities, conditions for its achievement;
With the help of an adult, and later independently, draw up a model of the stages activities;
Make suggestions about the expected result, indicate it using conventional symbol;
Be able to check the results activities with a goal and adjust your activity.
One of the components of the natural scientific development environment is the laboratory, which plays an important research and educational role. Here children acquire skills in working with the simplest research instruments and make their first discoveries. In the children's research laboratory, children can independently reproduce simple and more complex experiments. The laboratory is constantly updated with new material for experimentation, which is located in a place accessible to children. In the corner there are various devices: scales, magnifying glasses, compass; various vessels from different materials: glass, metal, plastic; natural material: leaves, sand, clay, earth, gravel, seeds; junk material: plastic, pieces of fabric, leather, fur, nuts, paper clips, wire; medical materials: pipettes, flasks, syringes, measuring spoons, cotton wool, phonendoscope; journal for recording results; children's aprons, bathrobes.
Basic forms and methods of work in the laboratory are:
Experiments (research activity, observations, discussions, conversations.
An important component of the natural science development environment is "living corner", the functional role of which is to form the cognitive qualities of the child, to cultivate a kind, caring attitude towards all living things. Educational classes, conversations, and didactic games are held here. Children watch animals and plants and examine them.
The developmental environment in the group, which performs a teaching function and develops the imagination and thinking of children, is of great cognitive importance. Games, thematic exhibitions, reading fiction and encyclopedic literature are held here.
Children are happy to tell their parents about their discoveries and conduct experiments at home independently and with the help of their parents. Therefore, it is important to inform and advise parents on working in this direction.