certification work

3. Effectiveness of the experience

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

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

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

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

Є speech development (enriching children’s vocabulary with various terms, strengthening the ability to construct their answers to questions grammatically correctly, the ability to ask questions, follow the logic of their statements, the ability to construct demonstrative speech);

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

Children's knowledge about inanimate nature.

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

Our experience has shown that children's experimentation should begin with preschool age. A preschooler, due to his nature, can enter into the process of experimentation only through the emotional charge of childish surprise, riddle, mysterious, collision of the known with the unknown, provoking a question.

Such a situation must contain a problem that requires experimental verification. The child must be confronted with the contradiction that lies at its core. In this case, the contradiction must be presented in a language understandable to a person of this age, and enclosed in a playful shell.

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

The time of the lesson is January, it’s frosty outside.

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

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

We attach particular importance to the children's hypothesis in this process. It is this, in our opinion, that is capable of turning spontaneous play - manipulation with natural materials - into children's experimentation.

Let us illustrate this point with an example.

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

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

In our experience, we have seen that experimentation as a game of certain rules captivates the preschooler so much that even after the end of the lesson he transfers him to free play activities.

The group's favorite place was the experimentation corner, where the children's game of exploration could continue. Here the selectivity of the child’s interests is manifested: one cannot be torn away from experiments with magnets, the other is keen on interacting with natural material, and the third is experimenting with a compass.

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

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

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

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

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

We find out whether it will remain like this forever, and watch its melting. This leads children to the conclusion that when it gets cold, water freezes, and when it gets warm, it melts.

Summarizing the results of the experiment, we can draw the following conclusions:

The most important feature of children's experimentation is that there are two contradictory trends in it: transformations reveal new aspects and properties of objects to the child, and new knowledge gives rise to new questions. The presence of these two tendencies makes the simplest experiment the leading method for a child’s active cognition of the phenomena of living and inanimate nature. IN game form a preschooler takes his first steps towards mastering the experimental method of natural sciences, and most importantly, he develops curiosity and a taste for cognitive activity.

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

2. The children began to take care of nature and strive for correct behavior in relation to the natural world.

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

4. They developed a desire to study natural objects, they learned to draw conclusions and establish cause-and-effect relationships.

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

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

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

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

All living organisms have an equal right to life.

In nature, everything is interconnected.

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

9. Many children have learned to conduct simple experiments, study objects of inanimate nature, and will usefully engage in search activities.

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

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

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

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on the topic “Forest Joys” in the preparatory group.

Objectives: to consolidate children's knowledge about birds and their distinctive features;

Strengthen children's knowledge about wild animals and features appearance, habits, habitat;

Teach children to give complete answers to questions, develop the ability to connect and consistently retell a text;

Develop the ability to express your thoughts and impressions through speech;

To develop in children an understanding that the forest is a single integral organism and cannot be disturbed.

Foster a caring and responsible attitude towards the forest and its inhabitants.

Materials: landscape drawing “Forest”, images of birds (nightingale, cuckoo, starling, wagtail), images of animals (hare, hares, hedgehogs, hedgehogs, foxes, foxes, squirrels, squirrels), model of a tree, announcements from animals, educational games “ It was, it will be”, “Which bird flew away from the house?”, “Who is missing?”, “Food chain”, “Feed the animals”.

Progress of the lesson:

Educator: Guys, we have already learned a lot of interesting things about the forest. What grows in the forest, who lives in the forest, how to behave in the forest and why.

Do joyful events happen in the forest? What are they? How do you think?

Children: Birds are happy when their chicks are born. The whole forest rejoices when spring comes, when there are sunny days, the birds sing loudly, which means they are happy, and the animals rejoice when there is a good hunt.

Educator: Yes, that’s right, and also a big joy for birds - to return to their homeland. Who knows what birds return to our forest in the spring?

In the dark green branches

The nightingale trills.

The songs flow endlessly.

There is no better singer in the forest!

Guys, let’s describe with you what a nightingale looks like. (On top it is dark chestnut in color, with a darker shade on the back, below the plumage is light gray, the breast and throat are white, and the tail is reddish-brown. There is not a single bright spot in his plumage). Find it in the picture. When does the nightingale fly to the forest? (In May). What sounds does a nightingale make? Chirps, whistles, clicks. There is a proverb: “The nightingale has modest plumage and magical singing.” What does it eat? (Ants, flies. Beetles, caterpillars, spiders, seeds of various plants, berries. When does it fly south? (In September).

TRIZ game “It was, is, will be”

Children need to put together a puzzle picture that shows the process of bird development from egg to adult bird.

At the edge of the forest

You can hear "cuckoo".

That's how the cuckoo sings

Somewhere up there.

Educator: Guys, who knows anything about the cuckoo? What does a cuckoo look like? (It is similar in size and color to a hawk and flies just like it, with brownish-gray plumage). Does the cuckoo build a nest? What does it eat? (Furry caterpillars). When does it fly south? (September)

TRIZ – game “Conversation with the Cuckoo” (crow the correct answer the required number of times).

How many eyes do birds have?

How many legs?

How many wings?

How many tails?

How many beaks?

How many feathers?

The starlings have arrived -

Young spring messengers.

They peck at worms

And they sing, they sing, they sing.

What does a starling look like? (The starling is a large, beautiful bird with shiny black plumage. It has a straight, long beak, black in the female and bright yellow in the male. The beak helps the starling extract worms from the ground.) Where do starlings build nests? (In the forest, in the hollows). How do starlings lure their babies out of the nest? (The birdling brings a delicious worm in her beak, sits on a perch near the window and shows the birdling a treat. The chick pulls its beak for a treat, and the mother moves away from it. The birdling, clinging to the window with its paws, sticks out, hangs over and flies down. He screams in fear, but at this moment the wings open, support the chick, and it lands on its feet. The mother, in order to cheer up the starling, treats it with a worm.) What does the starling eat? (Worms, snails, slugs and insects). Where do they winter? (In Africa).

Didactic game “Which bird flew away from the house?”

The children are offered houses with windows inhabited by birds. But some windows are empty. The guys need to guess which birds flew away from the house.

Wagtail, wagtail,

Striped blouse!

I've been waiting for you all winter,

Settle in my forest.

What does a wagtail look like? (The wagtail is slender and graceful. Its back and sides are gray, its belly is white, the upper part of its breast, tail and wings are black, shiny, decorated with white feathers at the edges.) What does it eat? (midges, butterflies, beetles, mosquitoes). When does it arrive in our region? (In early spring). Where do they build nests? Why? (Near streams, ponds, here it is easier for them to get food for themselves and their chicks). When do they fly to warmer climes? (At the end of summer).

Didactic game “Who is missing?”

Pictures of the studied birds are displayed. The guys look at them and then close their eyes. At this time, the teacher removes one of the pictures. Then the children open their eyes and determine which picture is missing.

Physical exercise “I’m telling you, you do it.”

Perform the movements from the text as many times as the teacher crows.

We will clap our hands.

Our feet tapped.

Cuckoo, cuckoo!

We'll hit you on the knees.

We raise our arms higher.

They leaned left and right.

Cuckoo, cuckoo!

Squat down, don't be lazy!

Educator: Other birds also come to us, who do you know? (Cranes, swans, ducks). Guys, are you happy that the forest is filled with the sounds of birdsong? Listen to them when you go into the forest with your parents. Try to recognize the voices of birds, and your soul will feel joyful and warm. What other joyful events do you think happen in the forest? (Children's answers).

Hares give birth to babies. Who feeds the little bunnies? (Another hare mother, with milk. Then, left alone and emboldened, they feed on grass). Why doesn't mom sit with her children? (He goes to eat some fresh young grass.) What are the names of rabbits born in early spring? (Nastoviks, because the bunnies were born when the ground was covered with snow crust). And at the end of summer? (deciduous, because at this time the leaves begin to fly around - the time for “leaf fall” comes).

Didactic game “Correct the sentence”

The hare is hunting for the fox. Hares eat the meat of large animals. Hares are very brave animals. The hare gave birth to fawns.

Educator: Hedgehogs are waking up from sleep. What does a hedgehog look like? What helps him hide from his enemies? Does the hedgehog store for the winter? (No). What are your hedgehog's favorite treats? (Poisonous snakes, frogs, mice, lizards, beetles, worms).

TRIZ – game “Food Chain”

From the available pictures, children need to build all kinds of food chains.

The squirrel jumps here and there.

A squirrel's tail is like a parachute!

Manages it skillfully

The squirrel flew down from the pine tree.

What does a squirrel look like? What does it eat? (Nuts, seeds of coniferous trees, mushrooms, flower inflorescences). Does he stock up for the winter? (Yes).

Didactic game “Feed the animals”

The guys need to place the food pictures in the shadows in the correct cell.

Doesn't like seeds from pine cones,

And he catches poor gray mice.

She is the beauty among animals!

The cheat is a red fox!

What does a fox look like? What are foxes called? (The fox is the beauty of the whole world) Why? Where she lives? (In forest thickets, in a deep hole, on a sandy slope of a stream or river overgrown with dense bushes). Who raises little foxes? (Both parents). How do foxes teach their babies to catch food? (The fox cubs imitate their mother, the mother shows how to catch grasshoppers; as if on springs, she jumps up after the grasshopper and, clicking her teeth, catches it in flight).

TRIZ game “Magic transformations”

(based on empathy and direct analogy from the teacher’s story).

The child must, identifying himself with the animal named by the teacher, convey its distinctive features through movement, gestures, and posture.

Squirrel - jumps from “branch to branch”, gnaws a nut;

Hare - trembles, runs quickly;

Bear - waddles, roars, sucks its paw;

Fox - walks on tiptoes, sneaks, wags its tail;

The hedgehog snorts, minces its legs, sniffs out something.

Children: And birds, animals and plants rejoice when there is no fire or drought in the forest.

Educator: When the clearing is all in flowers, she is probably very happy too. Can you and I help the forest be more happy? How do you think? (Observe the rules of the forest and teach them to adults).

Children: There is no need to stop the forest from living its own life.

Educator: Yes, guys, by interfering in the life of the forest, we can interfere with birds, animals and plants. In the forest you have to be very careful and attentive. And in order not to make mistakes, you need to know as much as possible about the forest.

Look at our tree. It has unusual leaves, what do you see on them? (Ads). Let's read them and find out which forest inhabitants shared their joy in their dreams.

I will help kind and lonely birds find family happiness! Raise my chicks, I have never had and never will have maternal feelings. Cuckoo! Please wake me up in the spring. Come with honey. Everyone! Everyone! Everyone! Anyone who has a need for enemies should contact me once a year. Come visit me, I don’t have an address, I carry my house with me. Friends! Who needs needles, contact me! I teach all sciences! In a short time I will turn the chicks into real birds. Classes take place at night. I am the most charming and attractive! I’ll fool anyone you want, I’ll deceive. I ask you not to call her Patrikeevna.

Educator: What did we talk about today? What birds do you remember? Features of appearance, habits of which animals did we talk about? What do you need to remember while in the forest? What did you like most about the lesson?

Well done, you did a good job today and brought joy not only to the forest inhabitants, but also to me.

Literature:

“Welcome to ecology! Children's environmental projects", 2014 “For preschoolers about natural communities”,

“Sinichkin’s sundress”, 2002. "Birds. What are they?”, “What animals are in the forest?”, 2008.

Text HTML version of the publication

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

EXPERIMENTING WITH NON-LIVING NATURE OBJECTS

The relevance of children's experimentation with objects

inanimate nature
When forming the foundations of natural scientific 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. The use of this method was advocated by such classic teachers as J. A. Komensky, I. G. Pestalitsi, J.-J. Russo, K.D. Ushinsky and many others. The method of understanding the patterns and phenomena of the surrounding world - the method of experimentation - has taken a strong place in the educational system. Modern researchers (Ivanova A.I., Kulikovskaya I.E., Nikolaeva S.N., Ryzhova N.A., Poddyakov N.N., etc.) recommend using the experimentation method in working with preschool children. Children's experimentation has enormous developmental potential. The main advantage of children's experimentation is that during the experiment: - children receive real ideas about the various aspects of the object being studied, about its relationships with other objects and 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; - in the process of experimental activities, the child’s emotional sphere and creative abilities develop, work skills are formed, and health is strengthened by increasing the general level of motor activity. Experimentation involves actively searching for a solution to a problem, making assumptions, putting the hypothesis into action, and drawing accessible conclusions. Those. Children's experimentation is a good means of intellectual development of preschoolers. Experimentation is the most successful way to introduce children to the world of living and inanimate nature around them. In the process of experimentation, the preschooler gets the opportunity to satisfy his inherent curiosity, to feel like a scientist, researcher, discoverer.
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1.2.

Modern research by scientists in the field of children's

experimenting with natural objects
The development of the theoretical foundations of the method of children's experimentation in preschool institutions is carried out by a creative team of specialists under the guidance of professor, academician of the Academy of Creative Pedagogy and the Russian Academy of Education N.N. Poddyakova. N.N. Poddyakov identifies experimentation as the main type of indicative research (search) activity. The scientist believes that experimentation claims to be the leading activity in the period of preschool childhood, the basis of which is cognitive orientation; that the child’s need for new impressions underlies the emergence and development of inexhaustible research activity aimed at understanding the world around him. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops. . At the same time, search activity is fundamentally different from any other. The point is that the image of the goal that defines this activity has not yet been formed and is characterized by uncertainty and instability. During the search, it is clarified and clarified. This leaves a special imprint on all actions included in the search activity: they are extremely flexible, mobile and have a “testing” character. N.N. Poddyakov distinguishes two main types of indicative and research (search) activities. First. The activity in the activity comes entirely from the child. At first, the child, as it were, disinterestedly tries 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. Second. 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 in advance for them. The first type of experimentation is of great importance for the development of cognitive activity, since children independently become familiar with the various properties of an object as equivalent, without distinguishing between “main” and “non-main”, and include these objects in various systems. This process can be considered not only flexible, it also enriches “research” and develops creatively. Solving problems of a cognitive nature: the teacher has the opportunity to use experimentation not only in the structure of classes to familiarize children with the world around them, with nature, but also in
7 productive activities; involves problematic tasks (not necessarily real), aimed at creating the need to solve them experimentally. Poddyakov was based not only on observations of the natural behavior of children, but also experimentally studied this children's activity. He himself was a brilliant experimenter. Here is, for example, a problem: a child’s thinking is primarily practical. We need to understand the mechanism of this practical thinking and figure out exactly how it is implemented. For this, Nikolai Nikolaevich came up with a special “installation” assembled from children’s syringes, connected by wiring, and small figures. When the child presses one syringe, a figure will pop out in a certain place. Press another one - nothing happens. The third - achieves a double effect. The baby tries to press here and there. And the psychologist observes: in what sequence his tests are arranged, how soon he will discover the patterns inherent in the installation, what will follow. Summarizing his own rich factual material, N.N. Poddyakov (1997) formulated a hypothesis that in childhood The leading activity is not play, as is commonly believed, but experimentation. Much evidence is provided to support this conclusion. 1.Game activity requires stimulation and a certain organization on the part of adults; the game must be taught. In the activity of experimentation, the child independently influences the objects and phenomena around him in various ways in order to more fully understand them. This activity is not assigned to an adult child, but is built by the children themselves. 2. In experimentation, the moment of self-development is quite clearly presented: the transformations of 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. Thus, as knowledge about the object under study accumulates, the child gets the opportunity to set new, increasingly complex goals for himself. 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. The latter arises much later than the activity of experimentation.
8
1.3.

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

promoting interest in experimentation
The development of the cognitive sphere of preschoolers will be successful if the educational process is based on the desire and ability of children to experiment as the main component of the leading activity of age - play (according to D.B. Elkonin). Preschoolers of the fifth year of life differ from toddlers in physical and mental capabilities: they are more confident in all manifestations, possess initial independence skills, have more stable attention, more developed perception and thinking, better understand and reproduce the speech of an adult, and are capable of the first volitional efforts. By the age of 4-5, children develop certain ideas about various phenomena: movement, water, heat, cold, etc. This is not surprising. Television, computers, technical games and toys are the sources of these ideas. And if adults are not given the task of explaining phenomena and giving them an interpretation, children’s concepts about them cannot be sufficiently correct and accurate. Moreover, they are very superficial and often false. Without explaining to a child this or that phenomenon that he encounters or learns about, adults miss an excellent opportunity to develop the mental capabilities of a preschooler. After all, “every natural
Phenomenon 10 is an excellent exercise for children's logic. Here the child visually and practically learns logical concepts: causes, consequences, names, conclusions and conclusions” (K.D. Ushinsky). Based on the works of domestic teachers G.M. Lyamina, A.P. Usova, E.A. Panko, we came to the conclusion that it is necessary to include preschoolers in meaningful activities, during which they could discover more and more new properties of objects. Experimentation, as well as play, are the most natural ways of learning in preschool age. Studying the works of L.S. Vygotsky and N.P. Poddyakov, it became clear that there are no contradictions between the two types: play and experimentation. A game is a type of activity, the motive of which lies not in the results, but in the process itself, and through experimenting with objects, the child sets certain goals and achieves specific results. There is no need to differentiate between play and children's experimentation; they complement each other. We often see children throwing objects into the water, tearing paper, or taking toys apart. Obviously, their task is not to break or litter, but to understand the properties of various materials, wood, water, sand, metals, to understand the structure of objects, the principles of their operation. Typically, such activity is spontaneous and occurs when an object has attracted the child’s attention. An adult must organize experimentation in such a way as to push the child to certain logical conclusions, teach him to ask meaningful questions, and develop cognitive activity. Thanks to the accumulation of personal experience, the child’s actions become more focused and deliberate. In the process of experimenting in the classroom, children have the opportunity to satisfy their inherent curiosity, to feel like a scientist, researcher, and discoverer. At the same time, the educator is not a teacher-mentor, but an equal partner, an accomplice in the activity. Experimentation stimulates the search for new actions and promotes courage and flexibility of thinking. Independent experimentation gives the child the opportunity to try out different methods of action, while removing the fear of making mistakes. At this age, experiments are first carried out to identify the causes of individual phenomena, for example: “Why did this pebble get hotter?” - “Because it is black”; “This handkerchief dried faster. Why?" - “Because we hung it on the battery.” Children develop cognitive interest: they enjoy participating in
11 carrying out experiments and games with water, snow, ice, repeat them independently at home. When recording observations, ready-made forms are most often used, but at the end of the year they gradually begin to use drawings that adults make in front of children, as well as the first schematic drawings of those children whose technical skills are quite well developed. The final stages of experimentation also undergo certain complications: when giving a verbal account of what they saw, children are not limited to individual phrases spoken in response to the teacher’s question, but pronounce several sentences that, although not a detailed story, are already approaching it in volume. The teacher, with his leading questions, teaches to highlight the main thing, compare two objects and find the difference between them - so far only the difference . In the process of research activities, the child gains experience: 1 Physical, learning to control his body and certain organs. 2 Natural history to get acquainted with the real world around us, with the properties of objects and cause-and-effect relationships operating in the world. 3 Social remembering individual characteristics each person (peer and adult). 4 Cognitive - train thought processes, master a variety of mental operations. 5 Linguistic engage in word creation, discuss the results of the experiment, play word games, that is, experiment with words. 6 Strong-willed to remember how he himself can influence other people. 7 Personal: recognize your personal capabilities. 8 Behavioral model your behavior in various situations. With proper organization of work, children 4-5 years old develop a stable habit of experimentation. The initiative to conduct experiments passes into the hands of children, and the role of an adult in maintaining interest in experimentation can be formulated as follows: the teacher is an intelligent friend and adviser
12 In the process of experimentation, children develop cognitive interests; research skills are developed; a responsible and active attitude towards nature is developing. It is these development criteria that were taken as the basis for assessing the quality of environmental education, and it is important to track their sustainable development. The leading method of collecting information is observation of the behavior and activities of children in everyday life and in the classroom, as well as examination using a number of techniques, for example, conversations, game tasks etc. The problem of cognitive interest has been widely studied in psychology by B. G. Ananyev, M. F. Belyaev, L. I. Bozhovich, L. A. Gordon, S. L. Rubinstein and in pedagogical literature by G. I. Shchukina, N. R. Morozova. Interest, as a complex and very significant formation for a person, has many interpretations in its psychological definitions; it is considered as: - selective focus of a person’s attention (N. F. Dobrynin, T. Ribot); - manifestation of his mental and emotional activity (S. L. Rubinstein); - a specific attitude of a person towards an object, caused by the awareness of its vital significance and emotional appeal (A. G. Kovalev). N. R. Morozova characterizes interest by three mandatory points: 1) positive emotion in relation to the activity; 2) the presence of a direct motive coming from the activity itself, that is, the activity itself attracts and encourages him to engage, regardless of other motives; 3) the presence of the cognitive side of this emotion, i.e. by what we call the joy of learning and learning. Interest is formed and developed in activity, and it is influenced not by individual components of activity, but by its entire objective-subjective essence (character, process, result). Interest is an “alloy” of many mental processes that form a special tone of activity, special states of personality (joy from the learning process, the desire to delve deeper into knowledge of a subject of interest, into cognitive activity, experiencing failures and volitional aspirations to overcome them). The most important area of ​​the general phenomenon of interest is cognitive interest. Its subject is the most significant property of man: to cognize the world around him not only for the purpose of biological and social orientation in reality, but in the most essential relationship of man to the world - in the desire to penetrate into its diversity, to reflect in
13 consciousness of essential aspects, cause-and-effect relationships, patterns, inconsistency. Cognitive interest, being included in cognitive activity, is closely associated with the formation of diverse personal relationships: selective attitude towards a particular field of science, cognitive activity, participation in them, communication with participants in knowledge. It is on this basis - knowledge of the objective world and attitude towards it, scientific truths - that a worldview and worldview is formed.
14
Chapter II. PRACTICAL RESEARCH

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

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

second

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

objects of inanimate nature for children 4-5 years old.
Recommendations for organizing classes. 1. It is necessary to show children the attractiveness of a clear start to classes, and not strive to ensure that it takes less and less time. 2. Start the lesson energetically. The lesson should be held in such a way that each child is busy from start to finish. 3. It is necessary to captivate children with interesting content of the material and mental tension. 4. Let the child feel involved in the discoveries. Depending on the nature of observations and experiments, the requirements for their implementation vary somewhat.
Random observations and experiments.
Random experiments do not require special preparation. They are carried out impromptu in the situation that developed at the moment when the children saw something interesting in nature, in the “Nature Corner” or on the site. However, this does not mean that random experiments are easy to conduct. In order for a teacher to notice something in nature that contributes to the development of a child’s cognitive activity, he must have considerable biological knowledge. Otherwise, the most interesting events will pass by him incomprehensibly and unnoticed. It follows that preparation for random experiments is constant self-education in all areas of biology, geography, geoscience, and agriculture. In addition, the teacher is required to be constantly psychologically prepared to discern new and
19 interesting. This means that, while walking with children and performing his various duties, monitoring the behavior of children and preventing all kinds of emergencies, he must simultaneously look for phenomena in nature that may interest children, replenish their knowledge, or simply give pleasure and evoke positive emotions. Of course, this is not easy, especially considering the lack of special biological literature addressed to preschool employees.
Planned observations and experiments.
Preparation for carrying out planned observations and experiments begins with the teacher identifying current didactic tasks. Then an object is selected that meets the requirements stated above. The teacher gets to know him in advance - both in practice and from literature. At the same time, he masters the technique of experimentation, if it is unfamiliar to him. Inviting children to carry out an experiment, the teacher tells them the goal and problem that must be solved, gives them time to think about it, and then involves the children in discussing the progress of the experiment methodically and under command. Of course, sometimes the experiment can be carried out under the command of a teacher, but this should not be abused. In the vast majority of cases, this style does not justify itself, since it deprives children of initiative and free will. The reference to saving time is not valid, since setting up experiments is not an end in itself, but simply one of the ways to develop children's thinking. The participation of children in planning work solves this problem more effectively than any other type of activity. In the same way, it is undesirable to predict the end result in advance: children lose the valuable sense of discovery. While working, you should not demand perfect silence from children: when working with passion, they should be relaxed. In addition, as mentioned above, in the absence of the opportunity to express one’s actions and the results seen, the quality of knowledge perception sharply deteriorates. But, feeling free, children should not cross certain boundaries beyond which violations of discipline begin. During the work, the teacher encourages children to look for their own ways to solve a problem, varying the course of the experiment and experimental actions. At the same time, he does not let out of his sight those who work slowly, for some reason lag behind and lose the main idea. Because of this, desynchronization periodically occurs in children’s work during classes. This is a completely natural phenomenon. It
20 manifests itself not only in children's, but also in adult audiences. Such situations should not be avoided, but they should not be aggravated either. With significant desynchronization, the situation in the group can get out of control. The final stage of the experiment is summing up the results and drawing conclusions. This can be done verbally, sometimes you can choose other methods. After the experiment, children must tidy up their workspace on their own - clean and hide equipment, wipe tables, remove trash and wash their hands with soap. The duration of the experiment is determined by many factors: the characteristics of the phenomenon being studied, the availability of free time, the condition of the children, and their attitude towards this type of activity. If the children are tired, the lesson should be stopped earlier than planned, but if, on the contrary, interest in the work is great, it can be continued beyond the planned time.
Experiments

How

answer

on

children's

questions.
In addition to planned and random experiments, there are experiments that are carried out as an answer to a child's question. Either the child who asked the question or his comrades are involved in conducting such experiments. After listening to the question, the teacher does not answer it, but advises the child to establish the truth himself by conducting a simple observation. In the future, if the work is not difficult, it is carried out as a random experiment; if significant preparation is required, it is carried out in accordance with the methodological recommendations described for planned experiments.
21
CONCLUSION
In my work, I studied the psychological and pedagogical literature on the problem of the formation of cognitive interest in children of middle preschool age, understood more deeply the essence and structure of cognitive interest and found out that, in the process of development of preschool children, cognitive interest plays a multi-valued role: both as a means of living, learning that captivates the child, and as a strong motive for intellectual and long-term cognitive activity, and as a prerequisite for the formation of the individual’s readiness for lifelong education. She carried out experimental work on the formation of cognitive interest in preschool children in the process of mastering experimental activities and found that children’s cognitive interest is unstable, they do not always understand the problem, they know little about the properties and qualities of objects and objects in inanimate nature. This indicated the need for targeted pedagogical work to develop cognitive interest in preschool children. Based on the work carried out, I was convinced that children's experimentation is a special form of search activity in which the processes of goal formation, the processes of the emergence and development of new personal motives that underlie the self-movement and self-development of preschool children are most clearly expressed. The use of the method - children's experimentation in pedagogical practice is effective and necessary for the development of preschoolers' research activities, cognitive interest, increasing the amount of knowledge, skills and abilities. In children's experimentation, children's own activity most powerfully manifests itself, aimed at obtaining new information, new knowledge (cognitive form of experimentation), and obtaining products children's creativity– new buildings, drawings, fairy tales, etc. (a productive form of experimentation). It acts as a teaching method if it is used to transfer new knowledge to children, it can be considered as a form of organizing the pedagogical process if the latter is based on the method of experimentation, and, finally, experimentation is one of the types of cognitive activity of children and adults.
22
LITERATURE
1. E. Smirnova “ Early age: games that develop cognitive activity", D/v, 2009, No. 2. 2. Ivanova A.I. Methods for organizing environmental observations and experiments in kindergarten: a manual for preschool workers. – M.: TC Sfera, 2007. – 56 p. 3. Kozlova S.A., Kulikova T.A. Preschool pedagogy: Proc. aid for students avg. ped. textbook establishments. – 4th ed., erased. – M.: Publishing Center “Academy”, 2002. – 416 p. 4. The concept of the system of environmental education for preschool children. Krasnoyarsk: RIO KSPU, 2003. – 24 p. 5. Luchich M.V. About nature for children: Book. for a kindergarten teacher garden. - 2nd ed., revised - M.: Education, 1989. - 143 p. 6. Markovskaya M.M. Nature corner in kindergarten: A manual for kindergarten teachers. garden – M.: Education, 1984. – 160 p., ill. 7. Methods of introducing children to nature in kindergarten: textbook. manual for teachers special education school “Doshk. education”/ L.A. Kameneva, N.N. Kondratyeva, L.M. Manevtseva, E.F. Terentyeva; Ed. P.G. Samorukova. – M.: Education, 1991. – 240 p. 8. The world of childhood. Preschooler / ed. A.G. Khripkova; resp. ed. A.V.Zaporozhets. – M.: Pedagogy, 1979. – 416 p. 9. The natural world and the child. (Methodology of environmental education for preschool children): Tutorial for pedagogical schools with a specialty in “Preschool education” / L.A. Kameneva, N.N. Kondratyeva, L.M. Manevtsova, E.F. Terentyeva; edited by L.M. Manevtsova, P.G. Samorukova. – SPb.: AKTSIDENT, 1998. – 319 p. 10. Nikolaeva S.N. Complex classes on ecology for older preschoolers. Toolkit. M.: Pedagogical Society of Russia, 2005. – 96 p. 11. Nikolaeva S.N. Methods of environmental education of preschool children: Textbook. aid for students avg. and higher ped. textbook establishments. – M.: Publishing Center “Academy”, 1999. – 184 p. 12. Nikolaeva S.N. Theory and methods of environmental education for children: Textbook. aid for students higher ped. textbook establishments. – M.: Publishing Center Academy, 202. – 336 p. 13. Potapova T.V. “Ecological and educational work in kindergarten”, magazine “Management of a preschool educational institution”, 2005, No. 3.
23 14. Program of education and training in kindergarten / ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. – 5th ed., rev. and additional – M.: Mozaika-Sintez, 2007. – 208 p. 15. Ryzhova N.A. Sorceress water. Educational and methodological set for environmental education of preschool children. – M.: LINKA-PRESS, 1997. – 72 p. 16. Ryzhova N.A. “Diagnostics of environmental education of preschool children: new approaches”, magazine “Management of a preschool educational institution”, 2007, No. 3. 17. Ryzhova N.A. Not just fairy tales... environmental stories, fairy tales and holidays - M.: Linka-Press, 2003 - 192 p. 18. Ryzhova N.A. Me and nature: Teaching method. Ecological kit education of preschool children. – M.: LINKA-PRESS, 1996, p. 56, ill. (Ser. “Our home is nature”). 19. What a manager should know preschool: Method. manual for managers and preschool teachers. education institutions: From experience / Author-comp. I.A. Kutuzova. – 2nd ed. – M.: Education, 2004. – 159 p. 20. Environmental education for schoolchildren: A manual for preschool education specialists / Author-comp. S.N. Nikolaev. – M.: LLC “Firm Publishing House AST”, 1998. – 320 p. - (Wonderland).
24 Appendix 1 Table 1 September 2014

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

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

Project

"Experimenting with objects of living and inanimate nature."

Prepared by: senior teacher of MKDOU Buturlinovsky kindergarten for general developmental type No. 1

Chernykh T.A.

Effective method knowledge of patterns and phenomena of the surrounding world and, more than ever, experimentation is one of the most pressing problems modernity.

Has huge development potential. Its main advantage is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment.

enriches the child’s memory, activates his thought processes, includes an active search for solutions to problems, i.e. Education is a good means of intellectual development of preschool children.

When experimenting, children’s own activity, aimed at obtaining new knowledge and information, is most powerfully manifested.

For preschool children, experimentation, along with play, is a leading activity.

Experimentation is closely related to all types of activities, and primarily to those such as observation and work. Observation is an indispensable component of any experiment, since with its help the perception of the progress of work and its results is carried out.

Experimentation and speech development are very closely related. This can be clearly seen at all stages of the experiment - when formulating the goal, during the discussion of the methodology and progress of the experiment, when summing up the results and giving a verbal report of what was seen.

The connection between children's experimentation and visual activity is also two-way. The more developed a child’s visual abilities are, the more accurately the result of a natural history experiment will be recorded.

The connection between experimentation and the formation of elementary mathematical concepts does not require special proof. During experiments, there is a constant need to count, measure, compare, determine shape and size, and perform other operations. All this gives mathematical concepts real significance and contributes to their awareness. At the same time, mastery of mathematical operations facilitates experimentation.

Project typology: The project is complex in nature - it includes research, creative, educational and practical activities.

Implementation deadlines: long-term – 1 year.

Project participants: children of senior preschool age (5-7 years), parents of pupils, teachers.

Objective of the project: Development of cognitive abilities of preschool children through experimentation.

Project objectives:

To form dialectical thinking in preschool children, i.e. the ability to see the diversity of the world in a system of relationships and interdependencies;

Develop your own educational experience in a generalized form using visual aids (standards, symbols of conditional substituents, models);

Expand the prospects for the development of children’s search and cognitive activity by including them in thinking, modeling and transformative actions;

Support children's initiative, intelligence, inquisitiveness, criticality, and independence.

Methods and technologies for project implementation: project method; person-oriented technologies; educational activities and games - experimentation, conversations with children, productive activities.

Resource support for the project.

Methodical:

1. “The unknown is nearby. Experiences and experiments for preschoolers”, Dybina O.V., Rakhmanova N.P., Shchetinina V.V., 2010

2. “Experimental activities of children of middle and senior preschool age”, Chistyakova A.E., 2010.

3. “Organization of experimental activities for children aged 2-7 years”, Martynova E.A., Suchkova I.M., 2011

4. “Games with water and sand”, Ryzhova N.V., Hoop No. 2, 1997

5. “Experiments with sand and clay”, Ryzhova N.V., Hoop No. 2, 1998

Logistics:

A selection of advisory material for teachers and parents;

Development of a group project, lesson notes and games - experimentation;

Selection of illustrations, children's literature;

Preparation of equipment and materials for experimentation, productive activity children;

Design of a “children’s laboratory in a group.

Stages of the project.

I. Preparatory (motivational, informational and accumulative).

1. Preparation for work of teachers.

Analysis of methodological literature.

A selection of stories, paintings, illustrations on the topic “Experiments, experimentation for preschoolers.”

Development of a promising thematic plan working with children.

Preparation of didactic and practical material for conducting experiments.

2. Cooperation with parents.

Designing informational and educational material in the form of mobile folders, displaying it on the kindergarten website on the topic “ Children's experimentation”.

Involving parents in participating in activities within the project:

A selection of illustrations, paintings; collection of information.

Creation of albums together with children on conducting experiments.

Selection of materials and assistance in laboratory design.

3. Preparatory work with kids.

Conversation and viewing of illustrations, reading fiction: who are scientists; What is a laboratory and its purpose?

Excursion to the “children's laboratory”. Forming in children ideas about what experiments and experiments are needed for.

Conducting experiments with objects of living and inanimate nature: water, sand, air, stones.

Approximate algorithm for a group project

Motivation for choosing a topic. Three Question Model.

1. What do we know?

Developmental questions to ask children:

Why do we need a laboratory in the group?

Why are experiments needed?

Remember what experiments were carried out, what was learned as a result of them, what was interesting in memory?

2. What do we want to know?

What is a microscope and magnifying glass?

What substances does water dissolve?

Why does the wind blow?

Why don't icebergs sink?

How does a magnet act on objects?

3. What do you need to do to find out?

Purchase equipment for the laboratory for experiments.

Carry out experiments and experiments.

Ask your questions to parents and teachers, read books with them, look up information in encyclopedias.

Tell each other what you learned.

II. Practical.

Forms of organization of the educational process

In different types of children's activities in the “Teacher - Child - Parents” system

Work with children

Goal: to clarify the idea of ​​who scientists are, the purpose of a children's laboratory and the culture of behavior in it.

October

Experiment “What kind of water is there?”

Goal: to clarify children’s understanding of the properties of water: transparent, odorless, has weight, does not have its own shape; introduce the principle of operation of a pipette, develop the ability to act according to an algorithm, and solve a basic crossword puzzle.

Experiment “Water is a solvent. Water purification.”

Purpose: to identify substances that dissolve in water; introduce the method of water purification - filtration; consolidate knowledge about the rules of behavior when working with various substances.

Experiment “Where did the water go?”

Goal: to identify the process of water evaporation, the dependence of the evaporation rate on conditions (air temperature, open and closed water surface).

Experiment – ​​entertainment “Droplet’s Journey”.

Goal: to introduce children to the water cycle in nature, to identify the causes of precipitation in the form of rain and snow; expand children’s understanding of the importance of water for human life; develop social skills in children; the ability to work in a group, negotiate, take into account the partner’s ability to prove the correctness of his opinion.

November

Experiment “Journey into the world of glass things.”

Purpose: to introduce glassware, to enhance cognitive activity; arouse interest in objects of the man-made world, consolidate the ability to classify the material from which objects are made.

Experiment “Magic Glasses”.

Goal: to introduce children to observation instruments - microscope, magnifying glass, binoculars; explain why a person needs them.

Experiment “My name is Glass.”

Purpose: to introduce porcelain production; teach to compare the properties of glass and porcelain; intensify cognitive activity.

Experiment “Relatives of Glass”.

Goal: recognize objects made of glass, porcelain, earthenware. Compare them quality characteristics and properties.

December

Experiment “Air”.

Goal: to expand children’s understanding of the properties of air: invisible, odorless, has weight, expands when heated, contracts when cooled; strengthen the ability to independently use cup scales; introduce children to the history of the invention of the hot air balloon.

Experiment “Why the wind blows.”

Purpose: to introduce children to the cause of wind - the movement of air masses; To clarify children's ideas about the properties of air: hot air rises upward - it is light, cold sinks down - it is heavy.

Experiment “This amazing air”.

Purpose: to provide an idea of ​​the sources of air pollution; create a desire to care about clean air.

Experiment “Inhale - exhale.”

Goal: to expand the understanding of air, how to detect it, the volume of air depending on temperature, and the time during which a person can be without air.

January

Experiment “Multi-colored icicles”.

Goal: to realize your ideas about the properties of water (transparency, solubility, freezing at low temperatures), obtained during research activities.

Experiment “Solid water. Why don't icebergs sink?

Purpose: to clarify children’s understanding of the properties of ice: transparent, hard, shaped, when heated, it melts and turns into water; give an idea of ​​icebergs and their danger to navigation.

Experiment “Change in the volume of liquid.”

Purpose: to identify changes in the volume of liquid during freezing.

February

Experiment “Testing a magnet”.

Goal: to introduce children to the physical phenomenon - magnetism, a magnet and its features; experimentally identify materials that can become magnetic.

Experiment “Two magnets”.

Goal: to identify the peculiarities of the interaction of two magnets: attraction and repulsion.

Experiment “How magnets act on objects.”

Goal: to expand the logical and natural science experience of children associated with identifying such properties of materials as stickiness, the ability to stick and stick, and the properties of magnets to attract iron.

Experiment “Unusual paper clip”.

Purpose: to determine the ability of metal objects to be magnetized.

March

Experiment “Magic Ball”.

Purpose: to determine the cause of static electricity.

Experiment “Miracle hairstyle”.

Purpose: to introduce the manifestation of static electricity and the possibility of removing it from objects. Identify the interaction of two electrified objects

Experiment “What is lightning.”

Goal: to introduce children to the concepts of “electricity”, “electric current”; form the basics of safe handling of electricity; explain the reason for the formation of lightning.

Experiment “Why does the flashlight burn.”

Purpose: to clarify children’s understanding of the importance of electricity for people; introduce the battery - the keeper of electricity - and the way to use a lemon as a battery.

April

Experiment “Gravity”.

Purpose: to give children an idea of ​​the existence of an invisible force - the force of gravity, which attracts objects and any bodies to the ground.

Experiment “Two traffic jams”.

Goal: find out how gravity works.

Experiment “Stubborn objects”.

Goal: to introduce children to the physical property of objects - inertia; develop the ability to record the results of observations.

Experiment “Why objects move.”

Purpose: to introduce physical concepts: “force”, “friction”; show the benefits of friction; strengthen the ability to work with a microscope.

May

Design of an electronic presentation, design of an exhibition of children's albums on experimentation; presentation of the results of work with children for parents and teachers.

Working with parents

III. Generalizing.

Assessment of the implementation of the project by children: conversation “What did we want to know, what did we learn and do, why?”

Presentation of activity products.

Expected results.

For children.

Children will develop an idea of ​​the relationship between nature and man.

Children will master ways to practically interact with the environment.

Personal competencies will be formed according to the age of the children: cognitive activity and interest, independence, creativity, initiative.

For teachers.

Generalization of teaching experience, implementation innovative technologies and new forms of work on children's experimentation.

Increasing the theoretical and professional level of teachers through mastering the project method in working with childrenAnd.

"The logic of nature is the most accessible logic for children - visual, undeniable. Every new subject makes it possible to exercise the mind with comparisons, introduce new concepts into the area of ​​already acquired ones, and bring studied species under one genus. "

K.D. Ushinsky

Experience theme: " Understanding inanimate nature through experimentation."

Novichenko Nadezhda Mikhailovna, teacher

Conditions for the occurrence of experience

Familiarization of preschoolers with the phenomena of inanimate nature (physical phenomena and laws) occupies a special place in the system of diverse knowledge about the environment, since the subject of familiarization is present and regulated. It has an impact and continuously influences the development of the child. By including him in the process of searching for the cause of a particular physical phenomenon, we create the prerequisites for the formation of new practical and mental actions in him.

Working with children, we noticed that they have a superficial understanding of inanimate nature. Examining these skills using developed methods for diagnosing children's knowledge and skills, the following results were obtained: low level - 45%, average - 45%, high - 10%.

Relevance of experience

The educational value of nature is difficult to overestimate. Communication with nature has a positive effect on a person, makes him kinder, softer, and awakens better feelings in him. The role of nature is especially great in raising children. Introducing children to nature in kindergarten requires constant direct communication with it.

Building his “school of joy” for preschoolers on the basis of direct communication with nature, Vasily Aleksandrovich Sukhomlinsky rightly considered it necessary to introduce children to the world around them so that they would discover something new in it every day, so that every step of the children would be “a journey to the origins of thinking.” and speech - to the wonderful beauty of nature" so that every child grows up "as a wise thinker and researcher, so that every step of knowledge ennobles the heart and strengthens the will."

The task of a teacher who develops an aesthetic attitude towards nature in his pets is, first of all, to direct children to encounter beauty and organize appropriate cognitive activities.

As a rule, the leading role in the lesson belongs to the adult, the child is the follower, he carries out some plans of the teacher, his instructions.

The child is in an object position. An adult most often leaves the preschooler the role of an observer, clearly not enough trusting the child to “do something on his own” - to think about a question himself, put forward a hypothesis, test it through experiment, master one or another method of independent cognitive activity, a search tool. But still V.A. Sukhomlinsky argued that “a child by nature is an inquisitive researcher, a discoverer of the world.” A researcher is a person who is attracted by the unknown, who is in constant search of questions and answers to them.

Children's experimentation is a complex, multifaceted process that includes both live observation and experiments conducted by the child. During its course, the preschooler gradually masters the model of research activity - from posing a problem to putting forward a hypothesis and testing it experimentally. He has access to the techniques of simple experimental planning, comparative analysis of observed processes and results obtained, etc.

Modern researchers (Ivanova A.I., Kulikovskaya I.E., Nikolaeva S.N., Ryzhova N.A., Poddyakov N.N., etc.) recommend using the experimentation method in working with preschool children.

There are different approaches to defining the concept of “children's experimentation”. In our study, we adhered to the definition proposed by N. N. Poddyakov: “Children’s experimentation is one of the forms of organizing children’s activities, on the one hand, and one of the types of cognitive activity of children, on the other.”

From all of the above we can conclude that For preschool children, experimentation, along with play, is a leading activity. Experimentation stimulates a child's intellectual activity and curiosity.

Pedagogical idea of ​​experience

· Expand knowledge about the importance of experimentation in the development of preschool children

· To form ideas about the correct organization of experimentation with a preschool child.

Duration of work on the experiment

Range of experience is a unified environment for the educational process (classes, games, exercises, experiences, experiments).

Theoretical basis of experience

The methodological basis for the formation in the pedagogical process of a sense of nature, which is the basis of the child’s ecological and aesthetic consciousness, is the theory of reflection, which puts into a single connection and sequence sensual and abstract-logical cognition, which is ultimately turned back to practice, that is, sensory objective activity person. It is extremely important to preserve this principle in the unity of aesthetic and environmental education and education of preschool children.

Not every activity can directly reveal the aesthetic properties of nature for preschoolers. In order to learn to appreciate the beauty of plant forms, contrasts of color and light, symmetry of phenomena, harmony of sounds, properties of space and time, one must participate in their cognition, both sensory and abstractly logical. This means that educators should involve preschoolers in observing the properties of landscapes, organize exercises that develop auditory and visual perception, the ability to analyze and generalize one’s own impressions and assessments.

Preschoolers need to observe and note the beauty of forests, fields, gardens, and notice the beauty of individual phenomena and objects of nature:

dark clouds, bright stars, colorful pebbles in an aquarium, etc.;

look at frost patterns on windows, snowflakes, notice the sparkle of snow;

distinguish and compare the shapes of flowers and leaves, notice the relative size and color, shapes of objects;

perceive the beauty of sounds in nature: the sound of the wind, the rustling of leaves, the ringing of spring drops;

distinguish and be able to compare the most characteristic features seasonal changes in nature (colors, smells, sounds).

The activity of experimentation contributes to the formation of cognitive interest in children, develops observation and mental activity. According to Academician N.N. Podyakov, in the activity of experimentation, the child acts as a kind of researcher, independently influencing different ways on the objects and phenomena surrounding him in order to more fully understand and master them. In the course of experimental activities, situations are created that the child resolves through experimentation and, by analyzing, draws a conclusion, independently mastering the idea of ​​a particular law or phenomenon.

The main task of a preschool educational institution is to support and develop a child’s interest in research and discovery, and to create the necessary conditions for this. Guidelines on conducting classes using experimentation are found in the works of various authors N.N. Podyakova, F.A. Sokhina, S.N. Nikolaeva. These authors propose to organize the work in such a way that children can repeat the experience shown to adults, can observe, answer questions using the results of the experiments.

In this form, the child masters experimentation as a type of activity and his actions are reproductive in nature. Experimentation does not become an activity of value in itself, as it arises on the initiative of an adult. In order for experimentation to become a leading activity, it must arise on the initiative of the child himself.

After 5 years, a stage begins when children's activities diverge in two directions: one direction turns into play, the second into conscious experimentation. An experiment independently conducted by a child allows him to create a model of a phenomenon and summarize the results obtained in an effective way, compare them, classify and draw conclusions about these phenomena for a person and himself.

The structure of children's experimentation.

Like any activity, the activity of experimentation has its own structure:

· Target: development of a child’s skills to interact with objects under study in “laboratory” conditions as a means of understanding the world around him

· Tasks:

· 1) development of thought processes;

· 2) development of mental operations;

· 3) mastering methods of cognition;

· 4) development of cause-and-effect relationships and relationships

· Motive: cognitive needs, cognitive interest, which are based on the orienting reflex “What is this?”, “What is this?” In older preschool age, cognitive interest has the following direction: “Find out - learn - know”

· Facilities: language, speech, search actions

· Shapes: elementary search activities, experiments, experiments

· Conditions: gradual complication, organization of conditions for independent and educational activities, use of problematic situations

· Result: experience of independent activity, research work, new knowledge and skills that make up a whole range of mental new formations.

There are two main types of indicative research and search activities:

experimentation that comes from the baby himself and is not prompted by adults;