The “Inquisitive Search Engine” program develops children’s search and research activities through games and experiments. Search and research activities at school

Yakusheva Nadezhda Mikhailovna,

teacher of history, social studies and law, Municipal Educational Institution “Pokrovskaya Secondary School No. 2”, Khangalassky ulus of the Republic of Sakha (Yakutia)

^Н ^■ SEARCH AND RESEARCH ACTIVITIES AT SCHOOL

How to properly organize search and research activities at school?

Keywords: research activities; ability to see and solve a problem; lesson research activities; extracurricular research activities; stages: diagnosis, selection of a topical topic, execution of work, defense.

The one who makes a discovery Sees what everyone sees, but Thinks what no one thinks of

IN modern society It became obvious that the success and demand of an erudite person who knows how to argue, prove his point of view, and has creative potential. Modern life presents socially active person special requirements. In a market economy, competition in various fields of activity, we need to learn to interact, master creative work experience, learn to bring the intended task to its logical conclusion, and realize our wildest dreams.

It is necessary to prepare students for the fact that it is important not only to assimilate knowledge, but also to multiply it, creatively process it, and use it practically. Research activities at school are not only a way to broaden your horizons and deepen your knowledge of a subject, but also an opportunity to determine your ability to conduct scientific research and test yourself in your ability to speak in an unfamiliar environment.

What exactly is scientific research? This is the ability to see a problem and find the optimal solution based on collected information. Isn’t this what life so often demands of us? Thus, a properly formed research approach and scientific practice can serve as a positive experience for students, which will undoubtedly be useful in their future adult life, regardless of their chosen field of professional activity.

Today's high school students are tomorrow's students, so similar skills acquired at school can serve good service for those who want to seriously engage in science at a university. It may turn out that someone will continue to study a topic chosen at school and in the future it will result in a good coursework or dissertation.

Research work with students places special demands on the teacher. A teacher who decides to seriously engage in research activities with students must undoubtedly have a positive attitude towards students, show respect for the individual and maintain self-esteem in everyone, recognize the right of each student to be different from others, the ability to provide the student with freedom of choice and respect his opinion, take into account the individual psychological characteristics of children. In addition, the teacher himself must be interested in scientific practice and have an outlook that goes far beyond the scope of his professional duties.

Research activities at the school include:

1. lesson-based research activities, which consists of conducting problem-based lessons, seminars, practical lessons, and working with sources.

2. extracurricular research activities, this is abstract work, preparation of messages and reports, participation in scientific conferences schoolchildren, for example in the “Step into the Future” program and others.

The work consists of several stages:

Stage 1 Diagnostics. Identification of children predisposed to research work, for example during

lesson research activities. At this stage, the interaction between teacher and student is the closest, the role of the teacher dominates.

Stage 2 Choosing a relevant topic is the most difficult stage. The success of this stage depends on the breadth of outlook of both the teacher and the student, the teacher’s awareness of existing scientific directions and achievements of science in the chosen field of knowledge. At this stage, the teacher acts as a consultant, the teacher and the student act on a parity basis with some predominance of the teacher as a more experienced and knowledgeable partner.

Stage 3. Getting the job done. At this stage, the teacher is a consultant, and students are given maximum independence. However, the success of this stage depends primarily on the correctness of the actions of the teacher, who was able to promptly recommend the necessary literature to students, discuss with them the progress and emerging difficulties of the study, and unobtrusively direct it in the right direction.

Stage 4. Protection. This is the finest hour of the young researcher, here the teacher must be able to fade into the background and remain in the role of a caring, interested observer, morally supporting, but not suppressing or interrupting the student.

Both academic and extracurricular research projects can be: single-subject (based on the material of a specific subject or branch of science); interdisciplinary (related topics of several subjects are integrated: history and literature, foreign language and history, foreign language and literature, economics and computer science, etc. or various branches of knowledge); supra-subject (going beyond a specific academic subject or scientific discipline, for example “The house in which I want to live”).

An educational research project can also be: final (students’ mastery of certain educational material is assessed); current (self-education and project activities are taken out of training course only part of the training content).

Students choose (with the help of the teacher or independently) the topic of the project, the form of implementation (group, individual), the form of presentation (abstract, conference, performance, creation of a magazine, etc.)

The teacher gives methodological recommendations or instructions, indicates where to find the necessary literature, helps determine specific tasks for initial stage. Assignments must be clear and feasible. It is necessary to familiarize students with the requirements for the quality of the project.

The most difficult thing for a teacher is the role of an independent consultant, since it is difficult to resist giving advice. It is necessary to answer only questions that students have. You can conduct a seminar-consultation and consider the problems that arise for a significant number of students.

Design is based on independent assimilation of new information, and the role of the teacher here is to help students:

Set leading and intermediate goals and objectives;

Look for ways to solve them, choosing the optimal one if there is an alternative;

Make and justify choices;

Provide for the consequences of the choice;

Act independently, without prompting;

Compare what is received with what is required;

Adjust activities based on the results obtained;

Objectively evaluate the design process and result;

Work on the project and the sequence of its implementation are presented in Table 1.

The work should have the following components;

A problem has been posed or a question has been formulated;

Goals and objectives have been set

Ways to solve them are revealed;

Factual material presented

Conclusions containing the results of the study are formulated.

Table 1

Project sequence

Stages Tasks Student activities Teacher activities

I. Goal-setting Defining a topic, identifying one or more problems Selecting working groups Clarify information, discuss the task, identify problems. Motivates students, explains goals, observes

II. Planning Analyzing the problem putting forward hypotheses Put forward hypotheses, justify each of these hypotheses, formulate tasks Helps in analysis and synthesis, observes

III. Selection of methods Discussion of methods for testing accepted hypotheses of possible sources of information. Discuss methods for testing accepted hypotheses, choose best option, determine the sources of information. Observes, consults, advises (upon request)

IV. Execution Search necessary information, confirming or refuting the hypothesis. Implementation of the project Work with information, synthesize and analyze ideas, conduct research, draw up a project Observes, directs the analysis process

V. Project protection Presentation of design results. Evaluation of results Defend the project, participate in collective evaluation of performance results Participate in collective analysis and evaluation of results

The above fully applies to both types of research activities, however, extracurricular research also has a number of features. Scientific work, presented at a conference of schoolchildren, must, among other things, be relevant, research (in contrast to a lesson paper, which can be abstract), have practical or scientific-theoretical significance and contain scientific novelty. Here teachers encounter a number of difficulties, some solutions to which I would like to consider in more detail.

The very first problem that both teachers and students face when preparing research work it is the choice of research topic. First of all, it must have relevance, that is, the need for study. In works on history, one can often find an explanation of relevance by a past or upcoming significant date, personal interest, lack of information among young people, etc. According to personal observation, such formulations make an unfavorable impression on experts, since in their eyes they diminish the relevance of the research topic. To find out what scientific directions and problems are relevant in modern Russian science, familiarity (even superficial) with scientific journals or online publications on your chosen scientific discipline will help. For historians, for example, these are “Questions of History”, “Domestic History”, electronic magazines“Sibirskaya Zaimka”, “Odyssey”, websites “Chronos”, “Archeology.ru”, etc. In an efficient way The solution to this problem is to seek advice from research institutes or university departments in the field of the proposed research.

In addition, the research topic should first of all be of interest to the youngest researcher and accessible to his understanding, since it is understanding that ensures the quality of the work itself and the successful performance of the student. For elementary school students, these are, as a rule, topics about natural phenomena, familiar animals, and famous historical events. A junior student can also be assigned to solve a narrow problem as part of a senior student research project. For example, for the 11th grade students V. Lebedeva and I. Anisimov, the topic was “Tombstones of foreigners of the Khangalas ulus of the late 19th - early 20th centuries,” and for the student

4th grade by P. Shinkarenko on the same material - a narrower topic “Image of an anchor on the tombstones of foreigners of the Khangalas ulus in the 19th - 20th centuries.” accessible to his understanding. The problem statement for kids should be formulated in the form of a simple question: “why?”, “for what?” etc. so that the child can try to answer it independently. For example, for a first-grade student, the problem in such a unique direction as chronology was formulated as follows: “We know that the city of Yakutsk was founded in 1632, but why is another written here (in the document - N.Ya.)?” The search for an answer to this question led the child to become acquainted with the two calendar systems in force in Russia.

Thus, the successful choice of a research topic is determined by the knowledge and interests of the teacher, the interests of the student, the accessibility of the topic for the student’s understanding, and, in addition, you need to pay attention to the availability of literature and materials on the research topic.

The next step to the success of the work should be to study the available literature on the research topic. This is necessary, first of all, to determine the novelty of the research - a necessary criterion for its evaluation. The novelty of historical research can become not only fundamentally new topic, which is difficult to do in school research, although it is possible, but also a new approach to an old problem, its unusual perspective, new way decisions, a discovered document, object or photograph, some original conclusion. Unfortunately, there are cases when ignorance of literature, primarily by the teacher, leads either to “reinventing the wheel” or to the choice of a “thankless” topic, into the study of which it is extremely difficult, and sometimes impossible, for a child to introduce something new. For historians, these are usually works about biographies famous people, early or European history, etc. Secondly, working with the literature will help determine the methods of work necessary to solve the problem, obtain some factual material, broaden your horizons on the subject of research and formulate worthy conclusions.

Studying literature is the longest and most labor-intensive stage; the role of the scientific supervisor here is to compile a list of the necessary literature available in the school or other library available to the child or his parents, as well as with all the information available to him on the topic of research (Internet, press). Make sure that the student familiarizes himself with it and understands the content and meaning of what he read. The same work with younger schoolchildren requires more effort and time, since the teacher has to study some of the literature independently and bring it to the child in an accessible form. Unfortunately, teachers, due to lack of time, often neglect to work with literature, which leads to a decrease in the quality of the research itself, lack of novelty, and the student’s lack of theoretical knowledge and understanding of the significance of the object of his research.

The main part of the research work is a product not only of the independent intellectual activity of students, but also of the creative collaboration of teacher and student. At this stage, the supervisor should help formulate the specific goals and objectives of the study and subsequently monitor the process of their implementation. We must not forget that the research tasks must be age-appropriate; interest in the work and ability to do so largely determine success.

If the research topic is complex or involves large number research, it is advisable to conduct it collectively. Groups of students are formed taking into account psychological compatibility, and the group can simultaneously have strong

good student, average, weak. Each student receives an independent piece of work in the project. In the process of completing the project, students come to the conclusion that the success of the entire project depends on the success of each person, so each participant is actively involved in the search for new information, in the acquisition of knowledge.

By mastering the culture of carrying out research tasks, the student learns to think creatively, independently plan his actions, predict possible options for solving the problems facing him, and implement the means and methods of work he has learned. Constructive critical thinking is formed, which is difficult to learn in the usual “lesson” form of teaching, therefore even an unsuccessfully completed project has great positive pedagogical significance. Students develop their own analytical view of information and the evaluative scheme set from above no longer applies: “this is true, but this is false.” Schoolchildren themselves choose the methods and types of activities, deepen and consolidate the theoretical and practical knowledge acquired during training. We see the main task of the teacher here in the transfer of techniques and methodology, ways of working, theoretical, rather than specific knowledge.

In the final part of the research work, it is necessary to formulate conclusions. They should follow directly from the main material of the work and be the result of an analysis of the given facts or experimental results. Conclusions should be general in nature, contain a solution to the problem posed at the beginning of the study and correspond to the purpose and objectives of the study. For example, if “the purpose of the work is to show the life of the Russian peasantry of Yakutia in the 2nd half of the 19th - 1st half of the 20th centuries using the example of peasants in the villages of the Vitim volost,” then the main conclusion will be: “Summarizing all the research work, I came to the main the conclusion that Russian peasants in the conditions of the remote outskirts of Russia retained their original faith - Christianity, traditional life and culture, at the same time, adopting experience from the local population, played a leading role in the socio-economic development of villages and work stations of the Irkutsk-Yakut postal route" . In no case should you include in your conclusions information about practical activities - publishing brochures, holding events; this, as a rule, causes criticism from experts

The last stage of the work is preparing a research presentation. This can be a paper stand and a computer presentation; the need to prepare two types at once is due to the fact that conference conditions do not always provide the opportunity to demonstrate computer presentations. Of course, presentations are the more preferable form of demonstrating research results, as they allow you to present the work brighter and more interesting. The electronic application contains presentations of participants in the historical section - laureates and diploma recipients of the republican stage of the “Step into the Future” program. The main requirement for registration of pre-

presentations of any kind are a small amount of text and a predominance of illustrative material - images, photographs, diagrams, etc.

The teacher’s job at the presentation preparation stage is to help students select the necessary elements of a stand or presentation. In addition, the supervisor must teach the student the technique of speaking and working with a stand (presentation). A good impression on experts or the jury is made by speakers who speak independently, without a piece of paper, who can easily navigate the materials of the stand (presentation), but who do not read from it. This can be achieved not by memorizing the text (which, as a rule, is not effective), but by developing in students, while working on a project, a deep understanding of the subject and the ability to state the main points of the study in their own words. This understanding helps the student to successfully answer the questions asked of him.

Thus, the main stages of preparing a research project can be presented in the form of a table. 2.

The following forms of classes allow the results of both classroom and extracurricular research activities of schoolchildren to be presented: conferences, presentations, department meetings, exhibitions of achievements, the media, school press center, speeches for a specific audience (classroom team, parallel class, parent community).

Thus, the goal of scientific research work at school is to develop creative abilities and increase the general level of students’ preparation based on an individual approach and strengthening independent creative activity, the use of active forms and methods of teaching. Demonstration of scientific achievements of schoolchildren makes it possible to increase the motivation not only of the young researchers themselves, but also of other students, awakening in them not only the desire for knowledge, but also healthy ambitions. Success in all forms of research activities is achieved through the joint efforts of teachers, parents, students and school administration.

I have been engaged in research activities with students for more than 10 years. On your own own experience, I am convinced that by involving children in this work, the teacher not only leads to success in the field of research, but “teaches” how to find a way to solve the problem at hand. And this is one of the most important competencies of a modern schoolchild.

Analyzing the further successful educational and professional activities of my students, who were actively engaged in research in various fields, I feel a sense of satisfaction. One of the first students with whom I started classes was Trunina Sasha. After graduating with honors from the Faculty of Law of YSU, she became a graduate student at the Moscow Academy of Law. Now she is a member of the jury of the Russian Federation.

The work of Akhmenov Airat, a 5th grade student, “The fate of my family in the fate of the country,” was thorough.

Table 2

Structure of research activities

1. Selecting a research topic What could the topics be? Answer the questions: What interests me most? What do I want to do first? What do I do most often in free time? In which academic subjects do I get the best grades? Which of the things you studied at school would you like to learn more deeply? Experimental Theoretical Inventive

2. Purpose and objectives of the research Determining the purpose of the research means answering the question of why you are conducting it. The goal provides the general direction, and the objectives describe the main steps. The research objectives clarify the purpose.

3. Research hypothesis Formulated with the words “suppose”, “let’s assume”, “possibly”, “what if”

4. Organization of research Answer the questions independently: What do I know about this? What judgment can I make on this matter? What conclusions can be drawn from what is already known about the subject of the study?

View books on the topic Write it down important information which I learned from books.

Ask Other People Write down interesting information you learned from other people.

Using the Internet Write down what you learned using the computer.

Observation Write down interesting observational information, surprising facts and paradoxes.

Conduct an experiment Write down the plan and results of the experiment

5. Preparation for defending a research work 1. Identify the main concepts and give them definitions: 2. Classify the main objects, processes, phenomena and events. 3. Identify and identify all the paradoxes you have noticed. 4. Rank the main ideas by importance. 5. Draw conclusions and conclusions. 6. Specify possible ways studying. 7. Prepare the text of the report 8. Make diagrams, drawings, layouts, select illustrations

us." This report was awarded a 1st degree diploma from the ulus tour of the Scientific and Production Company “Step into the Future”. And, of course, among the high achievements I can include the successful participation in 2008 and 2009 at the All-Russian Scientific and Practical Conferences in Moscow and St. Petersburg by Varya Lebedeva and Vanya Anisimov.

Of course, the first steps in research need to be taken from the elementary grades, and parents should be involved in cooperation. In our school, this work is carried out systematically; primary school teachers are actively involved in this type of activity.

Another step in solving this problem was the School Symposium information projects"From the history of the development of science, technology and technology." This year it will be held for the fourth time. This is a preparatory stage in carrying out

already more significant projects with a research component.

There are currently many different scientific and practical conferences. All of them create conditions for the development of intellectual abilities and instilling scientific skills in students. In this regard, the teacher has an additional task: to introduce schoolchildren to this type of activity. The most difficult thing for a teacher is to determine the research topic. At first glance, it seems that all questions have already been studied before us, that nothing new can be found. But in any topic there are those facets that have not yet been explored, points of view from which it has not yet been considered. Therefore, I think that there is no need to be afraid and boldly take on research in any field.

"Search and research activities"

Fedotova Galina Ivanovna,

teacher of the middle group of kindergarten No. 12 in Tashtagol, Kemerovo region.

Development of cognitive activity of older preschoolers through search and research activities

Experimentation as a means of understanding the world around us

We are currently witnessing how the system preschool education another one is forming effective method knowledge of patterns and phenomena of the surrounding world - a method of experimentation.

1. 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 personal motives that underlie the self-movement and self-development of preschoolers are most clearly expressed.

2. In children's experimentation, children's own activity is most powerfully manifested, aimed at obtaining new information, new knowledge (cognitive form of experimentation), at obtaining products of children's creativity - new buildings, drawings of fairy tales, etc. (a productive form of experimentation).

3. Children's experimentation is the core of any process of children's creativity.

4. The activity of experimentation, taken in all its completeness and universality, is a universal way of functioning of the psyche.

The main advantage of using the experimentation method in kindergarten is that during the experiment:

Children get real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment.

The child’s memory is enriched, his thought processes are activated, as the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation.

The child’s speech develops, as he needs to give an account of what he saw, formulate discovered patterns and conclusions.

There is an accumulation of a fund of mental techniques and operations that are considered as mental skills.

Children's experimentation is also important for the formation of independence, goal setting, and the ability to transform any objects and phenomena to achieve a certain result.

In the process of experimental activities, the child’s emotional sphere and creative abilities develop, work skills are formed, and health is improved by increasing the overall level of physical activity.

Children love to experiment. This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking, and experimentation, like no other method, corresponds to these age-related characteristics. In preschool age, he is the leader, and in the first three years he is practically the only way to understand the world. Experimentation has its roots in the manipulation of objects.

When forming the foundations of natural science and environmental concepts, experimentation can be considered as a method close to the ideal.

Knowledge gleaned not from books, but acquired independently, is always conscious and more durable. Such classics of pedagogy as J.A. Komensky, I.G. Pestalozzi, J.-J. Rousseau, K.D. Ushinsky and many others advocated the use of this teaching method.

Summarizing his own rich factual material, N.N. Poddyakov formulated the hypothesis that in childhood the leading activity is not play, as is commonly believed, but experimentation. To justify this conclusion they are given evidence.

1. Play activity requires stimulation and a certain organization from adults; the game must be taught. In the activity of experimentation, the child independently influences in various ways on the objects and phenomena around him (including other people) in order to more fully understand them. This activity is not assigned to an adult child, but is constructed by the children themselves.

2. In experimentation, the moment of self-development is quite clearly presented: the transformations of an object carried out by a child reveal new aspects and properties of the object to him, and new knowledge about the object, in turn, allows him to make new, more complex and perfect transformations.

3. Some children don't like to play; they prefer to do something; but their mental development proceeds normally. When deprived of the opportunity to get acquainted with the world around him through experimentation, the child’s mental development is inhibited.

4. Finally, fundamental evidence is the fact that the activity of experimentation permeates all areas of children's life, including play.

N.N. Poddyakov identifies experimentation as the main type of indicative research (search) activity. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops. 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 preschool education, experimentation is a teaching method that allows a child to model in his creation a picture of the world based on his own observations, experiences, establishing interdependencies, patterns, etc.

After three years, the child goes into a period of curiosity, which, provided the child is raised correctly, goes into a period of curiosity (after 5 years). It was during this period that experimental activity acquired typical features; now experimentation became an independent type of activity. A child of senior preschool age acquires the ability

carry out experimentation, i.e. he acquires the following series of skills in this activity: seeing and highlighting a problem, accepting and setting a goal, solving problems, analyzing an object or phenomenon, identifying essential features and connections, comparing various facts, putting forward hypotheses and assumptions, selecting tools and materials for independent activities, implementing experiment, draw conclusions, record stages of action and results graphically.

The acquisition of these skills requires systematic, purposeful work of the teacher, aimed at developing children’s experimentation activities.

Experiments are classified according to different principles.

By the nature of the objects used in the experiment: experiments: with plants; with animals; with objects of inanimate nature; the object of which is a person.

At the location of the experiments: in a group room; on the site; in the forest, etc.

By the number of children: individual, group, collective.

The reason for their implementation: random, planned, in response to a child’s question.

By the nature of inclusion in the pedagogical process: episodic (conducted from case to case), systematic.

By duration: short-term (5-15 minutes), long-term (over 15 minutes).

By the number of observations of the same object: single, multiple, or cyclic.

By place in the cycle: primary, repeated, final and final.

By the nature of mental operations: ascertaining (allowing you to see one state of an object or one phenomenon without connection with other objects and phenomena), comparative (allowing you to see the dynamics of a process or note changes in the state of an object), generalizing (experiments in which general patterns are traced process previously studied in separate stages).

By character cognitive activity children: illustrative (children know everything, and the experiment only confirms familiar facts), search (children do not know in advance what the result will be), solving experimental problems.

According to the method of application in the classroom: demonstration, frontal.

Each type of experimentation has its own methodology, its pros and cons.

In everyday life, children often experiment with various substances themselves, trying to learn something new. They disassemble toys, watch objects falling into the water (drowning or not drowning), testing metal objects with their tongues in severe frost, etc. But the danger of such “amateur activities” lies in the fact that the preschooler is not yet familiar with the laws of mixing substances and basic safety rules. An experiment, specially organized by a teacher, is safe for the child and at the same time introduces him to the various properties of surrounding objects, the laws of life of nature and the need to take them into account in his own life. In this regard, in a preschool educational institution, an experiment must meet the following conditions: maximum simplicity of the design of devices and rules for handling them, failure-free operation of devices and unambiguity of the results obtained, showing only the essential aspects of a phenomenon or process,

clear visibility of the phenomenon being studied, the possibility of the child participating in a repeated demonstration of the experiment. As psychologists emphasize, what is crucial for a child’s development is not the abundance of knowledge, but the type of its assimilation, determined by the type of activity in which knowledge is acquired.

Experimentation stimulates the search for new actions and promotes courage and flexibility of thinking.

What should a teacher remember when organizing experimental activities?

Criticism is the enemy of creativity. Negative assessment of children's ideas and the use of directive techniques must be avoided.
Show sincere interest in any activity of the child, be able to see the work of thoughts behind his mistakes, and search for his own solution.
Nurture the child’s faith in his own abilities by expressing an assessment that anticipates success.
Cultivate persistence in completing a task and completing an experiment to the end.
End the discussion on the problem being solved before the children show signs of loss of interest.
Summing up the results of the experiment, the teacher can ask leading questions, but the children themselves name the problem posed, remember all the proposed hypotheses, formulate the correct conclusion and evaluate their work.

Children, first with the help of adults and then independently, go beyond the limits of knowledge and skills. Thus, the experiment connects the child’s creative manifestations with his aesthetic development.

A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand.” Everything is assimilated 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 preschool educational institutions.

The developing environment plays an important role in the development of a child.

It needs to be directed towards the development of cognitive abilities and the development of children’s search and research activities.

“Sand, clay, water”, “Sound”, “Magnets”, “Paper”, “Light”, “Glass”, “Rubber”;

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 conduct scientific research and be built 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.

Natalya Korshunova

Child preschool age - a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences. “The more a child has seen, heard and experienced, the more he knows and has learned, the more elements of reality he has in his experience, the more significant and productive, all other things being equal, will be his creative, research activity"- wrote Lev Semyonovich Vygotsky.

Development cognitive interests preschoolers is one of current problems pedagogy, designed to educate a person capable of self-development and self-improvement. Play in exploration often develops into real creativity. And then, it doesn’t matter at all whether the child discovered something fundamentally new or did something that everyone has known for a long time. At the scientist's problem solver at the forefront of science, and the baby, discovering a world still little known to him, uses the same mechanisms of creative thinking. Cognitive and research activities in preschool institution allows you not only to maintain existing interest, but also to arouse, for some reason, extinguished, which is the key to successful learning in the future.

Development cognitive activity in children preschool age is especially important in modern world, because thanks development educational and research activities are developing and children's curiosity, inquisitiveness of mind, and on their basis stable cognitive interests are formed.

Today a new system is emerging in society preschool education. The role of a modern educator is not limited to conveying information to the child in a ready-made form. The teacher is called upon to lead the child to acquire knowledge, to help development the child's creative activity and imagination. It is in the cognitive-research preschooler activities gets the opportunity to directly satisfy his inherent curiosity, to organize his ideas about the world.

During preschool With age, the abilities for initial forms of generalization and inference are formed. However, such cognition is carried out by children not in a conceptual, but in a basic visual-figurative form, in process of activity with knowable objects. Formation of intellectual abilities preschoolers should be carried out with the targeted guidance of adults who set a specific task for the child, provide the means to solve it and control process transforming knowledge into a tool for creative exploration of the world. This development should be built as an independent creative search. Research, search engine activity is the natural state of a child, since he is determined to master the world around him and wants to know it. This internal desire for research gives rise to exploratory behavior and creates conditions for mental the child's development initially unfolded, How self-development process. During search and research activities, the preschooler learns to observe, reflect, compare, answer questions, draw conclusions, establish a cause-and-effect relationship, follow safety rules. Experimental activity is, along with gaming, leading activities of a preschooler. IN process of experimentation preschooler gets the opportunity to satisfy his inherent curiosity (why, why, how, what will happen, if, etc.), to feel like a scientist, researcher, discoverer.

When organizing experimental research activities The following methods are used and techniques:

Conversations; raising and solving problematic issues; observations;

Working with tables, mnemonic tables, diagrams;

Observations while walking experiments;

Reading fiction

Didactic games, educational and creative games developing situations;

Work assignments, actions.

problem development cognitive activity preschoolers widely studied by educators and psychologists: Sergey Leopoldovich Rubinshtein, Nikolay Nikolaevich Poddyakov, Lidiya Ilyinichna Bozhovich, Boris Gerasimovich Ananyev, Mikhail Fedorovich Belyaev, Olga Vasilievna Afanasyeva, Leonid Abramovich Wenger. The authors define preschool age as sensitive for development cognitive activity, highlighting its main stages of formation - curiosity, inquisitiveness, cognitive interest. Currently in the system preschool Education uses a variety of pedagogical technologies. One of the technologies that provides personality-oriented education and training is the project method, since it practically incorporates other modern technologies. The conceptual basis of the design methodology was developed by American scientists D. J. Dewey and W. H. Kilpatrick. The design technology is based on activity approach, appropriate children's activities.

The purpose of project-based learning is to create conditions under which children:

Independently and willingly acquire missing knowledge from various sources;

- develop research skills;

- develop systems thinking;

Acquire communication skills by working in various groups;

They learn to use acquired knowledge to solve cognitive and practical problems.

There are also sources for development of search and research activities of preschool children(program by Olga Vitalievna Dybina, Nikolai Nikolaevich Poddyakov “Child in the world search: organization program search activity of preschool children»,

I. E. Kulikovskaya, N. N. Sovgir "Children's experimentation» ).

These technologies propose to organize work in such a way that children can repeat the experience shown to adults, observe and answer questions using the results of the experiments.

Using the method of targeted observation of students in process of choosing an activity, talking with the children of my group on the topic of identifying knowledge about the properties of materials (water, snow, ice, sand, clay, soil, magnet, I noted What:

Children rarely show cognitive interest in, take part in planning experimental activities at the suggestion of an adult, with the help of an adult, prepare material for experiment;

Children have difficulty understanding the cause-and-effect relationships of the phenomenon under consideration,

Have difficulty in independently analyzing phenomena;

They do not formulate their thoughts regarding a given situation clearly and competently enough.

When equipping a corner experimentation the following should be taken into account requirements:

1. safety for the life and health of children;

2. sufficiency;

3. accessibility of location.

The work is organized according to two interconnected directions:

1. Wildlife;

2. Inanimate nature;

To design a children's center experimentation in a kindergarten group you can use:

- natural materials: sand, pebbles, kinetic (live) sand, shells, leaves, twigs, chestnuts, cones, etc.;

- food materials: cereals, flour, salt, sugar, plant seeds, peas, corn kernels, legumes, food coloring;

-equipment and tools: storage containers, test tubes, magnifying glasses, magnets, plastic and wooden sticks, spoons, watering cans, trays, cups, mirror, hourglass, rubber bulbs, scales;

Literature and cards-schemes;

Colored paper, paints, scissors, scraps of fabric, etc.

This material allows the child to independently conduct experiments, discuss their results with other children and the teacher, and record them on cards or in an album.

IN experimentation process Children form not only intellectual impressions, but also are developing the ability to work in a team and independently defend one’s own point of view, to prove that one is right, to determine the reasons for failure experimentally - experimental activities draw basic conclusions. Integration of research work with other types of children's activities: observations on a walk, reading, playing allows you to create conditions for consolidating ideas about natural phenomena, the properties of materials, substances.

Of particular importance for the development of a child’s personality is familiarization with the surrounding reality, when it appears before him in all its diversity and the child becomes involved in everything that society lives.
The child strives to understand how objects work, to learn something new about the world, to gain ideas about different sides life.

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). We assumed that if we use search and research along with other techniques, methods and means, then the child’s development as an independent, proactive person will be more successful.

Therefore, in the kindergarten of the MDOU “Child Development Center - kindergarten “Fairy Tale” in Abakan, a city problem group was organized to study the issues of organizing the search and research activities of preschoolers.

The group set itself the following tasks:

reveal the content of search and research methods in kindergarten;
determine the place and significance of search and research activities in kindergarten;
ensure the organization of search and research activities in kindergarten.

And it went through several stages:

2006 – 2007 academic year:
a) preparatory – determining the goals and objectives of the problem group’s activities;
b) diagnostic – collection of necessary information.
2007 – 2008 academic year:
a) analysis of the information received and creation of a methodological base and subject-development environment in the preschool educational institution, participants of the problem group;
b) formative - work to familiarize and establish connections with other kindergartens in the city, teacher of the pedagogical college (Vasilieva I.G.) through consultations, business games (see. Appendix 1). Seminars - workshops, for example, a seminar - workshop “Journey to the Past”. The seminar was held jointly with teachers of kindergartens in the city of Minusinsk, Krasnoyarsk Territory.
2008 – 2009 academic year:
a) final – generalization of work experience and formulation of conclusions.

To help educators, reminders were developed to guide educators towards a creative approach to organizing search and research activities, and long-term planning was drawn up for the cognitive and research activities of preschoolers.

To create a culture of thinking and develop the skills and abilities of research behavior, you can use different techniques. We examined the methods that A. I. Savenkov offers in his article “Research teaching methods in children's education.” One of the techniques that A. I. Savenkov uses when working with works of art is the use of simple graphic schemes,This makes it possible to identify the logical structure of the ,text. I used one diagram to introduce inquiry-based teaching methods. The scheme is called "Spider". It was proposed by the English teacher D. Hamblin.

The main goal of our study is the search and research activity of the preschooler. What methods and techniques can be used when working with children? I presented them in the “Spider-2” scheme (see. Appendix 2). At the center of the scheme are research methods of teaching, this

Level 1 – body of a spider.
Level 2 – spider legs – main components of the method (there are ten of them) – confirming and revealing facts.
Level 3 is “shoes on spider legs.” They give our spider stability. Level 3 contains information about definitions, questions and classification.

Using research methods in kindergarten, we fulfill the main requirement of the programs, namely, the entire educational process should be built on play and game techniques and partnerships.

The kindergarten works according to the “Childhood” program, after carefully studying it, we came to the conclusion: the authors of the program identified experimental as the main type of research activity. Although the child’s search and research activity begins from early childhood. The child tastes everything, touches it, determines its shape, color, purpose, and so on. Before we started working with children, we introduced parents to this problem. Worked all the time

consultation center,
poster presentation on the topic,
photo exhibitions, where we highlighted the problems of preschoolers’ search and research activities.

Cognitive activity classes are held once a week. Using the research method, we moved away from the traditional teaching lesson, where the adult teaches and the child learns. But Savenkov A.I. emphasizes that “the dominance of the research method in teaching does not exclude other methods and techniques, it only presupposes its predominance.” To achieve results, we used the following forms of work: experiments in a research corner, “Journey along the River of Time,” implementation of research projects, collecting, observations, experiments in living and inanimate nature. And it is imperative to work according to a plan, where in thematic, constructive, visual, and speech activities we develop the child’s cognitive initiative. We structure classes in such a way that children consolidate old knowledge and gain new ones, using research methods of teaching in kindergarten. When organizing search and research activities, we turned to the recommendations of N. A. Korotkova in the book “ Educational process in older age groups."

The group I work in is speech therapy. Therefore, the cognitive cycle classes correspond to the thematic material offered to us by the speech therapist. For example, the topic “seasons” (seasons) is divided into four subtopics: winter, spring, summer, autumn. You can also compare it at the end of one season with another just beginning.

We have developed our own version of long-term thematic planning of classes, taking into account search and research activities (see. Appendix 3).

The diagnostic results at the time of children’s admission to the group showed (2006 – 2007 academic year, senior group), that 80% of children have (conditionally) low interest in search and research activities. By the end of training in the preparatory group, the diagnostic results showed that by applying research teaching methods in our work, we obtained a higher (conditional) result. Only 40% of children have (conditionally) low interest in search and research activities.

Children's cognitive activity and interest in the world have increased. They have become more confident in themselves and strive to get results when achieving their goals. The children's speech has improved (it is understandable to others). Children clearly express their thoughts, make correct assumptions, and compose coherent, creative stories. The children have the prerequisites for further education.

Results of the parent survey (see. Appendix 4) at the beginning of children’s education in the group (2006–2007 school year) showed that 88% of parents did not know what a child’s exploratory behavior was. Accepted at the level of tactile research and experimental activity.

Results of parent surveys at the beginning of 2007 – 2008 academic year showed that 73% of parents know what objects and materials their children like to experiment with and name them. They often continue research at home and take part in them. Parents note that children have become more open and independent. Children can observe, compare, analyze, combine. We managed to acquire interested, understanding partners in the parents.

Appendix 1
Business game
"Test your abilities"
Goal: expand your own horizons, develop attention, memory, organizational, creative and logical abilities.
Participants: teachers of the urban problem group.
Jury: kindergarten administration.
Condition: divide into two teams, come up with a name.
Task options:
1. “Warm-up.” Teams express ideas and answers to each question:
2. What does it take to become a millionaire?
3. What to do to prevent children from falling asleep during class?
4. Is there a key to a woman's heart? If so, which one?
5. What to do if some are building intrigues, while others are building castles in the air?
6. “Become a poet.” Participants are asked to come up with a rhyme for the unfinished sentence.
Suggestions to team #1:
1. A cow walked on the moon...
2. Let's make ax soup...
3. They tore off the dog’s tail...
Suggestions to team #2:
1. The sprat swam in the tomato...
2. A dragonfly sat on a hat...
3. We asked the parrot...

Competition "Remember the Shapes". For this competition you need chalk and a rag.
Six figures are drawn (one at a time). First one, then it is erased and another is drawn in its place. Each of them is shown for seven seconds. All participants try to reconstruct all the figures sequentially.
Shapes: triangle, square, circle in a square, cross in a square, cross, oblique stick with a dot in the middle.
Competition "Come up with a model". Come up with and describe a new model.

“Birdhouse” - team No. 1
“Sports equipment” - team No. 2
1. Questions for ingenuity. The point is awarded to the first person to answer the question:
1) How many eggs can you eat on an empty stomach? (one).
2) What happens to the crow when she turns three years old? (the fourth one will go).
3) Seven brothers have one sister. How many sisters are there in total? (one).
4) Who is upside down above us? (fly).
5) What does half an apple look like? (for the second half).
6) Three ostriches were flying. The hunter killed one. How many ostriches are left? (ostriches don't fly).
7) Which bird is made up of a letter and the name of a river? (oriole).
8) How long should you boil a hard-boiled egg: two, three or five? (no matter how much, it’s already cooked).
1. “Draw without an object.” Each participant is asked to depict an object or action, and the opponents guess. The jury in in this case artistry and originality are assessed.
1) Thread the needle;
2) Sew on a button;
3) Toss and catch the ball;
4) Chop wood;
5) Sharpen the pencil;
6) Move an object from one place to another;
7) Toss the ball with a friend;
8) Unfold and fold the newspaper;
9) Take alternately very cold, warm and hot objects into your hands.
10) Pour water from one glass to another several times.
11) Smell the apple, orange, rose, onion, ammonia;
12) Place several plates one inside the other without making the slightest noise.
1. Game “Good - bad”. Educators call positive and negative views of the game.
Team #1 is good, team #2 is bad.
Scoring. Awarding the winners with funny prizes.

Appendix 2

Appendix 3

Long-term thematic planning

Month/week
Subject
Real events in the environment
Types of studies

September
1.
2.
3.
4.
"Our garden"
(vegetables, fruits)
“The bear has mushrooms in the forest, I take berries”

Leaf fall
Classification
Experiments (amazing fruits)

October
1.
2.
3.
4.
"Autumn"
"Trees"
"Poultry"
"Birds of Passage"
First snow
Seasons
Collecting, classification
Travel on the map

November
1.
2.
3.
4.
Family
Toys
Cloth
Shoes
Freeze-up
Time travel
Collecting
Experiments with water
December
1.
2.
3.
4.
Winter
Wintering birds
Wild animals of our forests
New Year
Snowfall
Blizzard
Ice

New Year
Experiments with water
Snow
Classification
Travel on the map
Time travel
January
1.
2.
3.
4.
Winter fun
Human
Pets
Animals of cold and hot countries
New Year
Christmas
Experiments (“skier”, multi-colored icicles)
Time travel
Collecting
Travel on the map
February
1.
2.
3.
4.
Professions
Tools
February 23
Furniture
Defender of the Fatherland Day

Thaw
Travel on the map
Time travel
classification
March
1.
2.
3.
4.
March 8th
Spring
Water and aquatic life
Indoor flowers
International Women's Day

Drops
Classification
Experiments
Travel on the map
April
1.
2.
3.
4.
Transport
Space
Our city
Traffic Laws
Cosmonautics Day
Time travel
Travel on the map
Experiments (jet planes, sailing races)
May
1.
2.
3.
4.
Spring and Labor Festival
Insects
Flowers
Summer
Spring and Labor Festival