The active involvement of a preschool child in various types of activities, expanding the range of his relationships with adults and peers contribute to the rapid development and improvement of many mental cognitive processes. (Aseev, S. 68)
This applies, in particular, to sensory development, i.e. development of sensations, perception and figurative representation.
The sensory development of a preschooler includes two interrelated aspects - 1) the assimilation of ideas about the various properties and relationships of objects and phenomena and 2) the mastery of new actions of perception and sensation, which make it possible to perceive the world more fully and comprehensively. (Mukhina, S. 222)
Revealing the essence of the first side of sensory development, it is necessary to understand that in preschool age there is a transition from the use of the child’s own sensory experience (this figure is like a “house”) to the use of generally accepted sensory standards, are ideas developed by humanity about the main varieties of each type of properties and relationships - color, shape (this figure is a triangle, but before it was a “house”), the size of objects, their position in space, the pitch of sounds, the duration of periods of time, etc. .P. (Mukhina, S. 222)
In the first half of the period, the child begins to master the generally accepted means of performing the actions of perception and visual-figurative thinking - sensory standards and visual models (identifying and displaying connections and relationships between objects and phenomena in a visual form).
So, at 3 years old, a child knows what “color” is and is oriented in sounds (height, longitude);
4 years - knows the shape, and in the 5th year begins to visually dissect the shape of objects into given parts (this is facilitated by applique and construction from cubes);
5 years old - children have a good understanding of colors, geometric shapes, relationships of 3-4 sizes (big, small, biggest, smallest).
However, the most difficult thing for children is to master the standards of size, because they do not have a good command of the system of measures. At the same time, perception at this age also has imperfections: 1) children do not take into account a number of properties of objects or take them into account incorrectly. This is due to the fact that clear ideas are formed only about the main types of properties, which is why little-known properties are equated by the child with known ones. For example, having an idea of a square, a child may perceive unknown trapezoids and rhombuses as squares; 2) children find it difficult to consistently examine (for example, inspect) objects and objects and randomly jump from one figure to another.
But by the age of 6, the child already knows how to systematically and consistently examine objects, can describe their properties, guided by sensory standards, using only visual perception.
So, the assimilation of sensory standards is only one aspect of the development of a child’s orientation in the properties of objects.
The second side, which is inextricably linked with the first, is the assimilation of new and improvement of existing perception actions, or perceptual actions.
The development of perceptual actions takes place in 3 stages:
Stage 1, when the process of their formation begins with practical, material actions performed with unfamiliar objects. To more successfully and quickly pass this stage, it is advisable to offer sensory standards for comparison. This is the stage of external perceptual actions;
Stage 2- sensory processes themselves, restructured under the influence of practical activity, become perceptual actions. These actions are now carried out with the help of appropriate movements of the receptor apparatus and anticipate the implementation of practical actions with perceived objects;
Stage 3 occurs when perceptual actions become even more hidden, collapsed, reduced, their external links disappear, and perception from the outside begins to seem like a passive process. In fact, this process is active, occurring in the consciousness and subconscious of the child. As a result, external perceptual action turns into internal mental action. (Nemov, P. 84)
The assimilation of perceptual actions leads to the development of other abilities.
Thus, there arise internal actions of perception, but if problems appear that the child cannot solve only with the help of internal actions of perception, then the child returns to external actions.
In older preschool age, orientation in space and time develops, and throughout the entire preschool age a general pattern applies: ideas about objects and their properties are formed earlier than ideas about space, and orientation in space precedes orientation in time (and is easier for the child) . Under the guidance of an adult, the preschooler forms the following concepts: -left/right- (using his right hand, the child determines the location of other objects: for example, a child can find out where his right eye is by focusing on his right hand); -between-, -in front-, -near-, -above, under, inside, near-, etc. It is important that pairwise relations (for example, -over/under-) are learned simultaneously, because it is easier for a child to understand. Certain difficulties in mastering these relationships are associated with the egocentric position of the preschooler.
Attention . During the preschool period, attention, due to the complication of children's activities and their progress in general mental development, acquires greater concentration and stability.
The main change in attention in preschool age is that children for the first time begin to control their attention, consciously direct it to them, i.e. attention becomes voluntary. It is important to know that voluntary attention cannot develop on its own, but is formed through the inclusion of a child by an adult in new activities (drawing, designing, reading to a child).
At the first stages of mastering voluntary attention, it is difficult for children to control it. Therefore, reasoning out loud helps in developing the ability of voluntary attention. This has been proven experimentally. If a child is asked to constantly talk about what he should keep in the sphere of attention, then he will be able to voluntarily control attention for much longer than without speaking out loud.
Thus, voluntary attention is formed in connection with the general increase in the role of speech in regulating the child’s behavior. (Mukhina, P. 254)
However, it must be borne in mind that involuntary attention remains predominant throughout preschool age.
Memory development . Preschool age is characterized by intensive development of the ability to remember and reproduce.
The memory of a preschooler is mainly involuntary in nature; memorization and recollection occur regardless of the will and consciousness of the child. The child remembers what he noticed in the activity, what impressed him, what was interesting to him. Consequently, in younger preschoolers, involuntary visual-emotional memory dominates.
Normally developing children of primary and middle preschool age have well-developed immediate and mechanical memory. These children easily reproduce what they saw and heard, but provided that it aroused their interest, and the children were interested in remembering it. Thanks to this memory, speech improves well, children learn to use the names of household items, etc. (Nemov, P. 87)
In middle preschool age, voluntary forms of memorization begin to take shape, and in older preschool age, they begin to improve. This process occurs most successfully in gaming activities, when memorization is the key to successful fulfillment of the assumed role.
Mastering voluntary memory goes through 2 stages:
At the first stage, the child emphasizes only the task itself of remembering and recalling, without yet mastering the techniques. In this case, the task to remember is highlighted earlier, because those around them often demand that the child reproduce what he did before; 2) the task of remembering arises as a result of the experience of remembering, when the child realizes that without remembering, he will not remember.
Adults teach a child voluntary memory techniques, for example, by asking him questions: “What happened then?”, “What else did you learn?”
It should be noted that although voluntary memory in preschoolers is already developed, involuntary memorization, associated with the active mental work of children on certain material, remains much more productive than voluntary memorization of the same material.
In preschool age, some children develop a special type of visual memory - eidetic memory - this is a very vivid and distinct memory based on reproduced images, which manifests itself in the fact that the child seems to again see in front of him what he is talking about. However, eidetic memory is an age-related phenomenon and is subsequently lost.
The memory of a preschooler, despite its imperfections, actually becomes the leading function, taking a central place among other mental processes. (Mukhina, pp. 254-257)
Imagination the child is connected in its origins with the sign function of consciousness emerging in early childhood, i.e. symbolic function. The symbolic function receives further development in play activities, where symbolization is one of the structures of the game. (Nemov, P. 88)
In the first half of preschool childhood, the child’s reproductive imagination predominates, mechanically reproducing previously received impressions in the form of images. For example, a child is riding a stick, and at that moment he is the rider, and the stick is the horse. But he cannot imagine a horse in the absence of a horse-like object suitable for “riding,” and he cannot transform a stick into a horse until he actually rides it.
Gradually, internalization occurs - a transition to a playful action with an object that in reality does not exist, but is represented in the mind (a stick, like a horse, is no longer needed, because it is represented in the mind). This moment is the origin of the process of imagination as a mental process. (Mukhina, S. 258)
In older preschool age, imagination turns from reproductive to creatively transformative. It connects with thinking, beginning to perform a cognitive-intellectual function, and becomes controllable.
In addition to this function, imagination also has an affective and protective role. Thanks to the cognitive function of imagination, the child learns better about the world around him and solves the problems that arise before him more easily and successfully. The affective-protective role of imagination is that through an imaginary situation, tension can be discharged and a unique, symbolic resolution of conflicts can occur, which is difficult to achieve with the help of real practical actions. This function is the basis for relieving a child’s anxiety and fears with the help of training sessions. (Nemov, P. 89)
Thinking . Role-playing games stimulate the development of another important process - thinking, primarily visual-figurative, the level of development of which is influenced by the degree of development of imagination.
IN preschool childhood identify such main lines of development of thinking as: 1) further improvement of visual and effective thinking on the basis of developing imagination; 2) improvement of visual-figurative thinking based on voluntary and indirect memory; 3) the beginning of the active formation of verbal logical thinking by using speech as a means of setting and solving intellectual problems; 4) another striking feature of the thinking of a preschooler is that it is at this age that the cognitive orientation of thinking first appears. This feature is manifested in the child’s endless questions to the adult.
However, we must remember that the main type of thinking of a preschooler is figurative thinking (the result is obtained in the mind).
A child’s verbal and logical thinking, which begins to develop at the end of preschool age, already presupposes the ability to operate with words and understand the logic of reasoning.
The development of verbal and logical thinking in children goes through 2 stages:
the child learns the meanings of words related to objects and actions, learns to use them when solving problems;
the child learns a system of concepts denoting relationships and learns the rules of logical reasoning. The latter already applies to the school period.
The development of the internal plan of action, characteristic of logical thinking, takes place in 6 stages (N.N. Podyakov. Reader on developmental and educational psychology. Part 2, 1981) from younger preschool age to senior:
The child, using his hands, manipulating things, solves problems in a visual and effective way.
In solving a problem, the child includes speech, not only to name the objects with which he manipulates in a visually effective way. The main result is obtained by hand.
The problem is solved figuratively through the manipulation of object representations. An elementary form of reasoning aloud arises, not yet separated from the performance of real practical action.
The child solves the problem according to a pre-compiled, thoughtful and internally presented plan. Its basis (plan) is memory and experience.
The problem is solved in terms of action in the mind, followed by the implementation of the same task in a visually-effective way, in order to reinforce the answer received in the mind and then formulate it in words.
Solving a problem and delivering the final result occurs entirely internally, without resorting to real actions.
Summarizing the conclusion from the scheme described above, it should be pointed out that in children the stages of mental actions and operations passed through do not disappear completely, but, being transformed, are replaced by new ones. In children's intellect, all 3 types of thinking are represented and, if necessary, simultaneously included in the work.
In preschoolers, the process of developing concepts also occurs, especially intensively when thinking and speech are combined with each other.
To understand the dynamics of the development of concepts, along with knowledge about the development of thinking, it is necessary to know the features of speech development in preschool age.
Speech . The main line of development of speech is that it becomes more coherent and takes the form of dialogue. Also situational speech, characteristic of early age, is replaced contextual speech. Situational speech is distinguished by the fact that it is characterized by deletions of the implied subject. It is replaced by a pronoun. The speech is replete with the words “he”, “she”, “they”, “there”. For example: “There was a flag there. There was water far outside. It's wet there. My mother and I walked there,” etc.
Then, as the circle of communication expands and with the growth of cognitive interests, the child masters contextual speech, which can fully describe the situation. However, situational speech does not disappear, but is used only in a close circle, where everyone understands what is being said.
The next feature of speech development is an independent form of speech - a monologue utterance.
Another feature is that in preschool age the development of speech “to oneself” (egocentric) and internal speech differs.
Inner speech is of particular interest because it is the carrier of concepts. Inner speech develops from egocentric speech, when the child’s speech utterance ceases to accompany his actions, but is transferred to the internal plane (the end of preschool childhood).
An interesting fact is that, although children already know and can use many words (up to 8000 words), they still do not quite understand it as a word that means something, i.e. do not realize its function, without separating verbs and adjectives. Therefore, to the question “How many words are in a sentence?” - the child will answer “One”, i.e. all offer. This happens by the age of 5-6, and children master the rules of grammar of their native language.
By the age of 3, a child uses up to 500 words and understands about 1500; at 6 years old, a child knows 3-7 thousand words, and uses about 2000 words. The child’s dictionary contains all parts of speech and can correctly inflect and conjugate. By the age of 5-6, with training, the child can cope with phonemic (sound) analysis of words.
Explanatory speech appears - the ability, for example, to convey the content and rules of the game, to explain something
At preschool age, written speech begins to develop.
The development of sensory perception is the sensory basis for all the child’s abilities (cognitive, aesthetic, creative, etc.), for a full, conscious perception of the surrounding reality. Therefore, domestic and foreign scientists have focused their attention on the sensory development of children. Sensory development is of great importance in a child at a certain stage of his development. Losses in a child’s development made during preschool age cannot be fully compensated for in later life.
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“Development of children's cognitive interests
through sensory development"
1Name of experience. Its relevance and prospects.
The development of sensory perception is the sensory basis for all the child’s abilities (cognitive, aesthetic, creative, etc.), for a full, conscious perception of the surrounding reality. Therefore, domestic and foreign scientists have focused their attention on the sensory development of children. Sensory development is of great importance in a child at a certain stage of his development. Losses in a child’s development made during preschool age cannot be fully compensated for in later life.
I based my work on the scientific works and ideas of such scientists and teachers as A.P. Usova, A.V. Zaporozhets, N.N. Podyakova, L.A. Wenger, I.M. Sechenov, V.M. Bekhterev, E.I. Tikheeva, doctor of medicine, physician, psychologist and teacher M.M. Monaseina, and I also used my own experience gained in teaching practice.
I believe that this topic is always relevant, because the sensory development of children plays a leading role in the process of initial personality formation.
By developing sensory perceptions, we develop mental abilities in children, arouse their interest in mathematics, logic and evidence-based reasoning, the desire to show mental stress, and focus attention on the problem.
Due attention is paid to speech development. The teacher not only asks pre-prepared questions, but also talks casually with the children, uses nursery rhymes, riddles, counting rhymes, and fragments of fairy tales.
By learning about the world around us, a child learns to think. Thus, the main content of sensory education is the systematic exercise of the sensory organs. The child must be physically healthy, an axiom, the main condition is as objective as it is necessary for sensory development and upbringing. A child should be healthy - everyone should know this, but not everyone knows that only healthy child develops normally mentally and morally. Personality formation as a complex and contradictory process of assimilation social experience, requires adults to systematically target exercises with children from a very early age on sensory and mental development and education in organic unity.
In this regard, I consider it necessary to pay decent attention to this topic, aimed at developing children’s ideas about external properties ah of objects, which is necessary for their full perception of the world around them.
2. Conditions for the emergence of experience.
The issue of sensory development in preschool pedagogy and psychology is covered quite well. However, in practice, many educators do not use sensory development enough, finding no place for it during the day.
Target My work is to introduce into teaching activities knowledge about the sensory development of children and the formation of their ideas about the properties of objects and various phenomena of the surrounding world, as well as about training the senses.
Research objectives:
1. Theoretical justification for the formation of the foundations of sensory development in preschool children.
2. To study the problem of using sensory development in the pedagogical process of kindergarten, in order to form in children ideas about the external properties of objects.
3.Introduce the study of sensory development into the pedagogical process in order to form children’s ideas about the external properties of objects.
4. Confirm the feasibility of conducting such classes.
6.Promote the accumulation of diverse sensory experiences by preschool children.
7. Organize training of children in sensory standards.
8. Establish an emotionally positive contact with children and arouse interest in joint activities with peers and adults.
Research methods:
Theoretical (analysis of psychological and pedagogical literature, observations)
Empirical (diagnostics, analysis of the results of children's activities)
Research base:Preschool educational institution No. 62, children of primary preschool age.
3. Theoretical basis of experience.
The problem of sensory development and education in preschool pedagogy and psychology was developed mainly by such scientists as
A.P.Usova, A.V.Zaporozhets, N.N.Podyakova. A notable contribution to the study of this problem was made by Professor L.A. Venger and his students and followers.
The problem of sensory development of children has always been the focus of attention of Russian psychologists and teachers, such as I, M, Sechenov “Brain Reflex” - 1966, “Physiology of the Sense Organs” - 1867, K.D. Ushinsky
“Man as a subject of education.”, V.M. Bekhtereva, I.A. Sekorskoko,
E.I. Tekheyeva. M. M. Monaseina, a doctor of medicine, physician, psychologist, and teacher, showed particular interest in this problem. All these scientists emphasized the special importance of early sensory development, where the nervous system and sense organs are called the “mediator” between the external world and consciousness. Emphasizing this relationship between the sensory and mental development of a child, M.M. Monaseina argued: “the sooner and the better a child learns to control his senses (vision and features), the faster and more complete his mental development will be.”
The main attention of educators and parents should be aimed at developing the mental abilities of children, mainly through the development of the senses. “This is so necessary,” notes M, M, Monaseina, “that children themselves do nothing but exercise their senses during the first years of life, i.e. learn to see, hear, smell, touch, learn to distinguish tastes, etc.” Children instinctively perform gigantic work day after day: they examine the same thing, feel it from all sides, drag it into their mouth, put it to their ear, throw it - i.e. They carry out countless different experiments with it.
Sensory development is associated not only with the formation of his speech and mental abilities of the child; it has a strong influence on the formation of aesthetic and moral feelings.
Sensory, sensory experience serves as a source of knowledge of the world.
Sensory development is one of the main tasks of preschool children; it is very multifaceted. In the sensory development and upbringing of a child, we must not forget about the educational function of drawing (sculpting), which not only develops fidelity of the eye, hand, sense of shape, color, but also teaches the child to delve into all the details, in particular, contributing to the development of attention and observation.
Forming in children ideas about the external properties of objects: shape, color, size, position in space, is necessary for their full perception of the world around them. With the perception of objects and phenomena of the surrounding world, its knowledge begins.
Professor N.M. Shchelovanov called preschool age “the golden age”
sensory education.
My task is to find for each child ways to optimally develop his interests, abilities of the individual as a whole, opportunities for self-education and self-organization.
Based on this, I have developed the following principles for myself, which I apply in practice:
1. manage the education and entire lives of children from the perspective of their interests;
2.constantly show faith in the capabilities and prospects of every preschooler. After all, the teacher must believe in the capabilities of each child and consider any deviations in his development, first of all, as the result of an undifferentiated methodological approach to the child;
3.be ethical towards the preschooler, respect and maintain his dignity;
4. constantly form and cultivate mutual respect in the children's team, teach children the ethics of relationships;
5.show a keen interest in the hobbies, interests and affairs of each child.
Thus, the sensory development of preschoolers occupies one of the central places in working with them: this age is most favorable for the development of perception, improvement of the senses, and the accumulation of ideas about the world around them.
4. Leading pedagogical idea.
The content of raising and teaching children sensory development is a set of basic knowledge (representations of concepts, terms, etc.),
Skills and abilities (methods of action), the mastery of which ensures the formation in children of ideas about the external properties of objects.
The goal facing me is to increase the level of knowledge of the basics of sensory development, through children’s perception of the world around them.
I based my work on the sensory development of children on the following principles:
- standardization principlebasic knowledge, skills and abilities by age groups; --principle of integritybasic knowledge, skills and abilities, the provision of which is determined by a set of typical and problematic situations -principle of differentiationcontent of the material being studied based on the consistent step-by-step development of sensory processes in children
Communication principle apply the acquired knowledge in practice.
Principle of continuityinteraction with a child in a preschool and family setting.
Educational tasks, which I solve when forming preschoolers’ ideas about the external properties of objects and their full perception of the world around them:
1. Continue working on sensory education children in different types of activities.
2Enrich children’s experience with new ways of examining objects. 3.To consolidate previously acquired skills and improve children’s perception through the active use of all senses (touch, vision, hearing, taste, smell).
4. Enrich children’s sensory experience and the ability to record received impressions in speech.
5.Welcome children’s attempts to independently examine objects using familiar and new ways: compare, group, classify objects
6. Learn to use standards as socially designated properties and qualities of objects (color, shape, size, weight, etc.); select objects according to one or two qualities (color, size, material, etc.).
5.Technology of experience.
Considering the importance of the problem of sensory development, I decided to carry out in-depth work with children in this direction.
Hypothesis.
I propose that the systematic development of sensory processes will have positive result V speech development child and will increase the performance of the cerebral cortex.
I organized the work on developing children's cognitive interests through sensory development into the pedagogical process in order to form sensory processes in preschoolers in 3 stages.
Stage 1. Ascertaining experiment.
Task: To identify the level of development of cognitive interests in preschool children.
To determine the level of sensory development in young children, I conducted a diagnosis at the beginning of the school year. And I got the following results: 17% low level, 44% average level, 39% high level.
Based on the diagnostics, I began to include extensive material on children’s sensory development in my classes.
Stage 2. Formative experiment.
Task. To form the foundations of children’s cognitive interests through sensory development.
I began my work on sensory development from the younger group.
During the morning and evening hours of the children's stay at the preschool educational institution, I spent individual work with lagging children, where I offer them didactic games, “More, less, even less,” “Let’s help the doll, the clown.” etc.
For children’s independent activities, I offer educational games such as “Colors”, “Colored rugs”, “Mosaic”, story games such as “Dress the Doll”, sports games “Hit your target”, “Run to the flag”, etc. Children They willingly play these games, and in the game, as you know, everything is remembered better and faster.
But my work would not have been complete and would not have achieved such success without the help of my parents. I paid significant attention to working with parents.
After all, they are the ones who help children consolidate the knowledge acquired at preschool educational institutions at home in their familiar environment. I carried out open classes for parents, consultations for parents on the topic “Mathematics for kids”, etc. Thanks to planned and systematic work with the family, parents began to actively participate in the life of the group and kindergarten.
Stage 3. Control experiment.
Task. To identify the level of children’s knowledge of cognitive interests, in order to form sensory processes.
To find out whether the work on children’s assimilation of cognitive interests was effective, in order to form sensory processes, I conducted a control diagnostic: low level 15%, average level - 39%, high level - 46% I carried out the same diagnostics in the middle, senior and preparatory groups.
Average group beginning of the year: 14% low level, 37% average level, 49% high level. End of year: 12% low, 36% medium, 52% high.
Senior group beginning of the year: 10% low level, 34% average level, 56% high level. End of year: 8% low level, 32% average level, 60% high level.
Preparatory group beginning of the year: 5% low level 1, 30% average level, 65% high level. End of year: 0% low level, 28% average level, 72% high level.
Thus, we can conclude that as a result of the work carried out, the level of children with high sensory development increased, and the level of low sensory development decreased.
In addition, children have developed the following personality traits: sociability, discipline, organization, responsibility, independence, confidence; the ability to analyze one’s actions and actions has developed.
Consequently, the work to introduce children’s knowledge of cognitive interests through sensory development into the pedagogical process was effective and gave a positive result.
Among the directions for further work, I highlight the following:
To improve the educational process for children to acquire cognitive interests through sensory development.
Renew and enrich the subject-development environment.
Improve and improve the quality of process analysis, diagnostics and results tracking.
Actively involve parents in joint activities to master cognitive interests through sensory development.
Involve inactive parents in the pedagogical process.
Conduct more frequent surveys of parents to get an idea of what interests them and what kind of consultation they need.
6. Novelty of experience.
Sensory development has a positive effect on the formation of cognitive processes: perception, memory, thinking, attention, imagination, as well as speech development.
7.Address focus.
This work experience is addressed to teachers of preschool institutions, students of pedagogical colleges undergoing teaching practice at preschool educational institutions. With the help of my work, it is possible to develop mental abilities in children, mainly through the development of sensory organs, develop children's speech, form an idea of the external properties of objects, and cultivate interest in mathematics and logic.
Project topic: Sensory development in young children through cognitive and exploratory activities.
Aliarstanova E.Yu – teacher of preschool educational institution No. 51
Target: Formation of prerequisites for cognitive and research activities. Activating the desire to look for ways to solve a problem situation with a teacher.
Tasks:
The entry of children into a problematic play situation (the leading role of the teacher);
Activating the desire to look for ways to resolve a problem situation (together with the teacher);
Ability to closely and purposefully investigate a subject;
Formation of initial prerequisites for research activities (practical experiments).
Relevance of the project
In the fourth year of life, children develop visual-figurative thinking. Children develop curiosity and begin to ask adults numerous questions, which indicates important achievements:
A certain amount of knowledge has accumulated;
There was an understanding that knowledge can be obtained verbally from an adult;
There was a need to compare facts.
The child sees gaps in knowledge, but he himself cannot yet establish the simplest relationships between facts. Therefore, the task of an adult is not to convey knowledge in a ready-made form, but to help them obtain it on their own through a little experience. In this case, the child’s question turns into the formulation of a goal, and the adult helps to come up with a methodology, gives advice and recommendations, and together with him carries out the necessary actions.
Project passport:
The sensory development project is intended for children of primary preschool age and was implemented at MDOU No. 51.
Type of project - educational, research, creative
By number of participants – group
By duration – long-term (from October 2017 to March 2018)
By the nature of contacts - in contact with family
Project participants: teacher, preschool children, parents.
Expected results:
Intended product of the project : event for teachers of the methodological association “Magic Sponges”; photo report (compiled jointly by children and their parents); recommendations for teachers on the topic: “Formation of prerequisites for cognitive research activities in young children”; Recommendations for parents on the sensory development of children of primary preschool age.
Project implementation stages:
Stage I.
Organizational and informational:
Studying scientific and methodological literature;
Drawing up diagnostic cards and conducting pedagogical diagnostics;
Planning upcoming activities aimed at implementing the project;
Providing a didactic complex for the implementation of the project;
Identifying the competence of parents and involving them in the process of project implementation.
Stage II.
Practical :
Implementation of the project plan;
Various forms of working with children (experimentation, d/i, conversations, observation, analysis, artistic expression;
Conducting the final event;
Interaction with parents on the implementation of the project (consultations for parents, assistance to parents in the preparation of handouts and didactic material)
Stage III: Final
Mini-exhibition of project products;
Summarizing;
The final event of the project.
Appendix No. 1
Long-term plan for working with children:
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Month: October |
Participants |
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Sensory development lesson: “Colored pencils” Purpose: to give children an idea that color is a sign of a variety of objects and can be used to designate. |
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"Colored Water" Goal: To introduce children to flowers. |
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Didactic game: "Find the same figure" Goal: To learn to find the desired figure using the visual correlation method. |
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Research activities: "Experiments with a ball and a cube" Goal: To introduce three-dimensional geometric shapes - a ball, a cube. |
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Sensory development session: "Merry dolls" Purpose: To introduce the size of objects, the concepts of big and small. |
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Didactic game: "Two boxes" Goal: To consolidate knowledge about size, the ability to compare objects by size using visual correlation. |
Appendix No. 2
Long-term planning and lesson notes.
December
1st week
Topic #1: Sensory development lesson: “Colored pencils.”
Tasks:
3rd week
Topic #2: Research activity: “Colored water.”
Tasks:
January
1st week
Topic #1: Didactic game: “Find the same figure”
Tasks:
3rd week
Topic #2:
Tasks:
February
1st week
Topic #1: Lesson on sensory development: “Funny nesting dolls”
Tasks: To consolidate knowledge about size during practical actions with toys (using methods during practical trying on and visual correlation).
3rd week
Topic #2: Didactic game: “Two boxes”
Tasks:
Subject:"Colour pencils"
Tasks: Give children an idea that color is a sign of a variety of objects and can be used to designate. Learn to compare colors according to the principle “this way - not that way”, and sort objects by color.
Materials: boxes, items of the same color.
Vocabulary work: red, yellow, green.
Before starting the lesson, select different objects of the same color (for example: a red pencil, a red tomato, etc.) Place three boxes on the table, place the remaining objects in front of the boxes so that the children can see all the objects in front of them. At the beginning of the lesson, the teacher brings in colored pencils to introduce the children. The pencils came for help so that the children could help put all the colored objects into the boxes that were on the table. Not just remove, but arrange by color. Then the teacher asks each child to arrange objects by color, grouping them. At the end, the pencils thank the guys and promise to come visit again.
Subject:"Colored water"
Tasks: Introduce children to flowers. Identify the properties of water (water is transparent, odorless, can change its color and taste).
develop in children an interest in experimenting with liquids, the ability to compare, analyze, and draw conclusions;
Materials: watercolor paints, brushes, plastic glasses and water.
Place glasses on the table and fill them halfway with water. Dip a brush into paint of one of the main colors and dilute it in a glass of water. When commenting on your actions, try to attract the attention of children. Dilute the remaining paints in the same way. Give the children paints, brushes and glasses of water. Let the children choose the colors they like and mix them in water. Invite the children to take another paint and mix it in a glass. At the end of the experiment, together with the guys, conclude that by mixing paints you can get a different color.
Subject:"Find the same figure"
Tasks: Learn to find the desired figure using the visual correlation method. Teach children to group objects according to one of the sensory attributes and consolidate their knowledge of color. Develop fine motor skills of the hands.
Materials: Two sets of flat geometric shapes of one and different color and size.
Place figures of two shapes on the table, for example, squares and circles, and offer to select figures of one shape: “Here is a figure for you. Select all the figures of the same shape. What are these figures? These are circles." Gradually you can increase the number of figures, use figures of different sizes and colors, and give tasks to several children at the same time.
Subject: Research activity: “Experiments with a ball and a cube”
Tasks: Introduce three-dimensional geometric figures - a ball, a cube. Learn to select the right shapes by examining an object based on sensory characteristics.
Materials: balls and cubes.
The teacher shows the children how the ball rolls and invites the children to touch the ball and describe it. After this, the teacher suggests watching how the cube rolls; the cube does not roll. And together with the guys they look at the cube. And they are trying to understand why the cube cannot roll like a ball. Compare a ball and a cube. The teacher offers to play with them, roll balls to each other, and build a tower out of cubes. At the end of the lesson, the children help the teacher put all the cubes and balls into the boxes.
Subject:"Merry dolls"
Tasks: To consolidate knowledge about size, the ability to compare objects by size using visual correlation. Teach children to combine identical (by color, size) objects into object sets according to a verbal task.
Materials: Matryoshka dolls.
Attract the attention of children by the fact that a matryoshka doll and her girlfriends came to visit them and invites the children to play with it. Invite the children to disassemble the nesting doll and line up the girlfriends in a row, starting with the tallest and ending with the shortest. Ask the children to show where the smallest doll is and where the biggest is. Invite the guys to close their eyes, at this time remove the nesting doll, when the guys open their eyes, ask which nesting doll is missing. At the end of the lesson, let the children assemble and disassemble the nesting dolls themselves.
Subject:"Two boxes"
Tasks: To consolidate knowledge about size, the ability to compare objects by size using visual correlation. Teach children to combine identical (by color, size) objects into object sets according to a verbal task.
Materials: Two cardboard boxes with slots for pushing items through; large and small items (3-6 pieces of each size).
Give the children large and small balls of the same color and ask them to push them into the corresponding slots in the boxes. Please note to children that large balls can only be pushed into large holes, but small balls can be pushed into any hole.
Appendix No. 3
Consultation for parents on the topic:
“Formation of prerequisites for cognitive research activities in young children”
From birth, a child is a discoverer, an inquisitive explorer of the world that surrounds him. Cognitive and research activity is one of the leading activities of a preschool child. In the process of cognitive and research activities, the child gets the opportunity to satisfy his inherent curiosity, to feel like a scientist, a pioneer. At the same time, the adult is not a teacher or mentor, but an equal partner, which allows the child to show his own research activity.
The development of their cognitive activity is of great importance in the development of young children. The cognitive activity of preschool children should be understood as the activity manifested in the process of cognition. It is expressed in an interest in accepting information, in a desire to clarify and deepen one’s knowledge, in an independent search for answers to questions of interest, in the manifestation of elements of creativity, in the ability to assimilate a method of cognition and apply it to other material.
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; formation primary ideas about yourself, other people, objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, part and whole, space and time, movement and rest, causes and effects, etc.), about the small Motherland and The Fatherland, ideas about the sociocultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
The main goals and objectives of educational and research activities:
Development of children's cognitive interests; expansion of experience of orientation in the environment, sensory development, development of curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and effects, etc.).
Development of perception, attention, memory, observation, ability to analyze, compare, highlight characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make the simplest generalizations.
Second early age group (from 2 to 3 years old)
Introduce children to generalized methods of studying various objects of life around them. Stimulate curiosity. Involve children in practical educational activities of an experimental nature together with adults.
Junior group (from 3 to 4 years old)
Teach children generalized methods of studying various objects of the surrounding life with the help of specially developed systems of standards and perceptual actions. Encourage the use of action research. Involve children in practical cognitive activities of an experimental nature, joint with an adult, during which previously hidden properties of the object being studied are highlighted.
Offer to perform actions in accordance with the task and content of the activity algorithm. With the help of an adult, use modeling actions.
With the entry into force of the federal state educational standard, cognitive and research activities, along with play, become the most relevant form of organizing the activities of preschoolers.
It is necessary to organize cognitive and research activities of children taking into account:
Age and individual characteristics of children
Integration of content of educational areas
Subject-spatial developmental educational environment
Interactions with family.
The main goal is the child’s continuous accumulation of experience in activity and communication in the process of active interaction with the environment, communication with other children and adults in solving tasks and problems (cognitive, social, moral, artistic, aesthetic, research, etc.) in accordance with age and individual characteristics, which will become the basis for the formation in his mind of a holistic picture of the world, readiness for self-development and successful self-realization at all stages of life.
In order for cognitive and research activities to successfully develop and be carried out in groups, experimentation corners are created.
Equipping the experimentation corner in younger group:
Natural materials: sand, clay, earth, stones, acorns, pine cones, beans, flower seeds;
Iron, rubber, plastic, wood;
Waste material: pieces of fabric, leather, fur, paper of different textures, wire, corks, clothespins, etc.
Bulk products: flour, salt, sugar, various types of cereals.
Materials for playing with soap foam, dyes - food and non-food (gouache, watercolors, etc.);
Transparent water containers of various shapes, cocktail straws, sticks, funnels;
The simplest instruments and devices: magnifying glasses, mirrors, a “wonderful bag”, “cushions” with cereals, “Kinder surprise” containers with holes;
Card file of experiences and experiments.
All material is located in a place accessible to children.
In children of primary preschool age, visual-figurative thinking predominates, therefore observations play an important role in the system of presenting material on cognitive activity.
Well-conducted thematic conversation using illustrations, slides, and layouts also contributes to the accumulation of knowledge about the laws of the surrounding world.
Experiments- one of the most interesting and favorite activities for children, where conversations and observations are intertwined. Experiments also contribute to the development of such thought processes as analysis, synthesis, and comparison.
Usage project activities plays an important role in the development of children's cognitive and research activity. Project activity involves the interaction of all participants educational process: child, parents, teachers. Joint collection of materials on the topic research project reveals Creative skills children, involves parents in the educational process.
This type of children's activity, such as a game, allows children to conduct research activities in a relaxed manner.
Thus, observations, conversations, experiments, games and project activities contribute to the development of cognitive and research activities, curiosity, mental processes: memory, thinking, attention, speech, perception, imagination.
In the younger group, children master the actions of transfusion, pouring various materials and substances. Get acquainted with the properties of some materials and objects inanimate nature: water, ice, snow, glass. They learn about light sources, that if you shine light on an object, a shadow will appear; that different objects and animals make different sounds; and etc.
We conduct the following experiments: “Making koloboks” where children get ideas about what can be sculpted from wet sand. We introduce children to the fact that water can be clean and dirty, cold and hot, it is necessary for the life of plants, animals and people. We develop the ability to recognize objects made of paper, wood, fabric, etc. We introduce the senses and their purpose (eyes - to look, ears - to hear, nose - to detect smell, tongue - to detect taste, fingers - to determine shape, surface structure), etc. We gradually involve children in predicting the results of their actions: “What will happen to the water if you add gouache to a glass of water?” “What happens if we blow on a dandelion?” etc.
A child learns a lot at home from communicating with parents, participating in everyday activities, and observing the actions of family members. Parents can do a lot to develop children's cognitive and exploratory activities using natural situations (on the way home, at home in the kitchen, in the store, bathing the child, playing with him, etc.). Therefore, it is necessary to involve parents in the joint development of children in cognitive and research activities. Aim parents to understand that curiosity is a character trait that needs to be developed from an early age, that the innate need for new experiences forms the basis of a harmonious comprehensive development child.
Perception- this is a reflection of objects, phenomena, processes and the totality of their properties in their integrity with the direct impact of these objects and phenomena on the corresponding sense organs.
Unlike perception feeling reflects only individual properties of objects and phenomena.
Depending on what analyzer is the leader in the act of perception, distinguish visual, auditory, tactile, gustatory and olfactory perception. In all types of perception, an important role is played motor sensations.
The main properties of perception are objectivity, integrity, constancy and categoricality.In preschool age perception turns into special cognitive activity, having its own goals, objectives, means and methods implementation. the main lines of development of perception preschoolers performing development new in content, structure and character survey activities And sensory standards .In a younger preschooler examination of objects obeys primarily gaming purposes . A study by Z.M. Boguslavskaya showed that during preschool age game manipulation is replaced by survey activities with an object and turns into its purposeful testing For understanding the purpose of its parts, their mobility and connection with each other. By older preschool age the survey takes on the character of experimentation , survey activities , the sequence of which is determined not by the child’s external impressions, but by the cognitive task assigned to him.
At preschool age, the dissociation between visual and tactile examination of properties is overcome and the consistency of tactile-motor and visual orientations increases.
The most important distinctive feature perception of children aged 3-7 years is the fact that, combining the experience of other types of orientation activities, visual perception becomes one of the leading. An act of examination is formed, rational techniques for examining objects are formed, the focus and controllability of the perception process increases on the part of the child himself. And therefore the duration of familiarization with objects increases, his orderliness.
The child's curiosity increases. Preschooler starts discover new things in familiar objects. Observation is turning a preschooler has a peculiar mental activity. In a preschooler, speech is increasingly included in the processes of perception. Statement of the goal. Naming the perceived sign. The connection between perception and thinking and speech leads to his intellectualization. The examination of the properties of objects in preschool age occurs through their modeling, substitution ideal ideas - sensory standards .Sensory standards- This ideas about the sensory properties of objects. The most important types of perception are perception of space and time. Speech contributes to the development of such complex types of perception.
The perception of time is one of the most complex types of perceptions due to its specific features. Time has no visual basis and is perceived indirectly on the basis of the activity performed or a special object - a watch. Features of sensory development in preschool age:
- visual perception becomes the leading one when familiarizing yourself with the environment;
- sensory standards are mastered;
Purposefulness, planning, controllability, and awareness of perception increase;
With the establishment of relationships with speech and thinking, perception is intellectualized.
16. Development of attention and memory in preschool age.
Memory is a form of mental reflection of past experience in all its diversity. It underlies training and education, the acquisition of knowledge, personal experience, skills formation. Memory connects the past, present and future of a person, ensuring the unity of his psyche and giving it individuality. Memory is included in all types of level of activity, since when acting a person relies on his own and historical experience. Memory occupies a special place in the system of cognitive processes, combining perception, imagination and thinking into a single system aimed at understanding the surrounding reality.
Memory is a set of processes of remembering (fixing) information, storing or forgetting it, as well as subsequent recovery. Types of memory are usually distinguished for different reasons. According to the content of the memorized material - figurative, emotional, motor, verbal. Depending on the method of memorization - logical and mechanical. Depending on the duration of retention of material, memory can be long-term and short-term. Depending on the presence of a consciously set goal to remember, involuntary and voluntary.
Let us indicate the features of memory development in infancy:
Memory functions “within” sensations and perceptions;
It manifests itself first in the form of imprinting, then recognition, and is characterized by short-term preservation;
The child fixes the material involuntarily;
First, the baby develops motor, emotional and figurative memory, and by the end of the year, the prerequisites for the development of verbal memory are formed.
Let us emphasize the features of memory in early childhood:
The content of ideas is enriched;
The volume and strength of material preservation increases;
A new memory process appears - reproduction;
Verbal memory is rapidly developing.
In preschool age, the main type of memory is figurative. Its development and restructuring are associated with changes occurring in various spheres of the child’s mental life, and above all in the cognitive processes of perception and thinking.
The content of motor memory changes significantly in a preschooler. Movements become complex and include several components. Improving actions with objects, automating them and performing them based on an ideal model - a memory image - allows the child to become familiar with such complex types labor activity, like labor in nature and manual. The verbal memory of a preschooler develops intensively. Reproduction of the text, presentation of one’s own experience becomes logical and consistent.
Throughout preschool age, involuntary memory predominates. memory becomes more and more under the control of the child himself.
An important point in the development of a preschooler’s memory is the emergence of personal memories. Features of memory development in preschool age:
Involuntary figurative memory predominates;
Memory, increasingly uniting with speech and thinking, acquires an intellectual character;
Verbal-semantic memory provides indirect cognition and expands the scope of the child’s cognitive activity;
Elements of voluntary memory are formed as the ability to regulate this process, first on the part of the adult, and then on the part of the child himself;
Prerequisites are being formed for transforming the memorization process into a special mental activity, for mastering logical methods of memorization;
As the experience of behavior and the child’s communication with adults and peers is accumulated and generalized, the development of memory is included in the development of personality.
In preschool age, changes affect all types and properties of attention. Its volume increases: a preschooler can already operate with 2-3 objects. The ability to distribute attention increases due to the automation of many of the child’s actions. Attention becomes more stable. This gives the child the opportunity to perform certain work, even if uninteresting, under the guidance of a teacher. Maintaining the stability of attention, fixing it on an object is determined by the development of curiosity and cognitive processes. The stability of attention depends on the nature of the current stimulus. The development of a preschooler’s attention is due to the fact that the organization of his life changes, he masters new types of activities. While fulfilling the adult’s demands, the child must control his attention. The development of voluntary attention is associated with the assimilation of means of controlling it. External means - a pointing gesture, the word of an adult, the speech of the child himself. The development of attention is also associated with the development of norms and rules of behavior, the formation of volitional action. The development of post-voluntary attention occurs through the formation of voluntary attention; it is also associated with the habit of making volitional efforts to achieve a goal. Features of the development of attention in preschool age: - its concentration, volume and stability increase significantly; - elements of arbitrariness in the management of attention are formed based on the development of speech and cognitive interests; - attention becomes indirect; - elements of post-voluntary attention appear.
V.A. Sukhomlinsky wrote: “The attention of a small child is a capricious creature. It seems to me like a timid bird that flies away from the nest as soon as you try to get closer to it. When you finally manage to catch the bird, you can only hold it in your hands or in a cage. Don't expect a bird to sing if it feels like a prisoner. So is the attention of a small child: if you hold it like a bird, then it is a bad helper.” The daily routine is important for the development of a child’s attention. It creates reference points in people’s lives, serves as an external means of organizing it, and facilitates switching, distribution, and concentration of attention.
Sensory development of children of senior preschool age in the process of becoming familiar with nature
Introduction
sensory education labor preschool
All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya.A. Comenius saw in nature a source of knowledge, a means for the development of the mind, feelings, and will.
He attached great importance to nature and K.D. Ushinsky, he was in favor of “introducing children into nature,” in order to tell them everything accessible and useful for their mental and verbal development.
Ideas by K.D. Ushinsky found further development in the works of E.N. Vodovozova, E.I. Tikheyeva, who paid a lot of attention to nature as a means of mental education of preschool children.
E.N. Vodovozova reveals the role of observation as the most accessible means of familiarizing young children with objects and phenomena of the surrounding nature. In her opinion, observation for children provides rich food for the development of the child's mind and aesthetic feelings.
E.I. Tikheyeva saw nature as a means of sensory education for children. Indeed, nature, as an inexhaustible source of forms, colors, sounds, can be widely used for the purpose of sensory education of preschool children.
A comprehensive study of the issues of sensory education of preschool children during productive activities, carried out under the leadership of A.V. Zaporozhets and A.G. Usova showed that training and the appropriate organization of visual activities, construction, work in nature, and didactic games have an effect in the sensory development of a child. Preschoolers consistently and purposefully learn the properties of objects - shape, size, color, density, etc., corresponding skills
perception.
A number of scientific works (A.I. Vasilyeva, N.K. Postnikova, I.A. Khaidurova, etc.) indirectly related to issues of sensory development of children show the importance of analyzing perception (the ability to see signs of natural objects) for the development of children’s activities in the process of cognition senior preschoolers' relationships in nature. That. pedagogical works by introducing preschoolers to nature, they reveal the possibility and necessity of developing sensory skills in children.
Sensory development in preschool age forms the foundation of mental development, and mental abilities begin to form early and not by themselves, but in close connection with the expansion of activity, including general motor and manual activity. The development of thinking begins with the hand. If a child touches an object, then the muscles and skin of the hands at this time “teach” the eyes and brains to see, touch, distinguish, and remember. The hand cognizes, and the brain records sensation and perception, connecting them with the visual, auditory and olfactory into complex integrated patterns and representations.
P.N. Samorukova believes that not a single didactic material can compare with nature in terms of diversity and strength of developmental impact on the child. Objects and natural phenomena are clearly presented to children. That. directly, with the help of the senses, perceives the variety of properties of natural objects: shape, size, sounds, spatial location.
In older preschool age, children have a number of features in sensory development that must certainly be taken into account when working with children:
· visual perception becomes the leading one when familiarizing yourself with the environment;
· sensory standards are fully mastered;
· purposefulness, planning, controllability, awareness of perception increases;
· with the establishment of relationships with speech and thinking, perception is intellectualized.
1. Nature as a means of raising children
.1 Sensory education
Sensory education is the development of a child’s perception and the formation of his idea of the external properties of objects: their shape, color, size, position in space, smell, taste, and so on. What is the importance of sensory education? The significance is that sensory education is the basis for intellectual development child, develops attention, imagination, memory, observation. Sensory education promotes the assimilation of sensory standards. There are standards: colors (red, green, blue, yellow), shape (triangle, square, rectangle, oval, etc.), size (large, small, smallest, etc.), taste (sweet, sour , bitter, salty), smell (smell of burning, aroma of perfume, etc.). Time (second, minute, hour, day, week, month, year, day-night, winter-summer.) Standards of spatial representations (up, down, right, left, etc.) Standards of touch (smooth, prickly, fluffy etc.). Sensory education influences the expansion of a child’s vocabulary. Sensory development occurs in a wide variety of children's activities. A special place is given to games, thanks to which the accumulation of ideas about the world around us occurs. The role of parents is to stimulate the child's interest in objects of the surrounding world. Sensory education can be carried out not only through subject matter, but also through productive activities: drawing, modeling, appliqué, design. At each age, sensory education faces its own challenges. At an early age, ideas about shape, color, and size accumulate. In middle preschool age, children develop sensory stages - stable ideas about color, geometric shapes, and relationships in size between several objects, enshrined in speech. In older preschool age, when acquiring literacy, phonemic hearing plays an important role, that is, distinguishing speech sounds. A low level of sensory development greatly reduces the child’s ability to successfully learn at school. It is necessary to create a subject-development environment in the family. The child’s toys should be made of various materials, toys for building a series in ascending and descending order: pyramids, nesting dolls, etc. Toys that use different sound production principles. You can make noisy and rattling toys yourself. It is necessary to have several types of mosaics, lacing, construction sets, books with images of surrounding objects and animals. The sensory development of a child is the key to his successful implementation of various types of activities and the formation of various abilities. Therefore, sensory education should be systematically and systematically included in all moments of a child’s life.
Cognitive development is the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, etc.)
A child’s sensory development is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell and taste. The importance of sensory development in early and preschool children is difficult to overestimate. It is this age that is most favorable for improving the activity of the senses and accumulation of knowledge about the world around us.
Sensory development, on the one hand, forms the foundation of the child’s overall mental development, and on the other hand, has independent significance. Since full perception is also necessary for the mental training of a child in kindergarten, school and for many types of work.
Cognitive development begins with the perception of objects and phenomena of the surrounding world. All other forms of cognition: memorization, thinking, imagination - are built on the basis of perception. They are the result of their processing. Therefore, normal mental development is impossible without relying on full perception.
American psychologist Glen Doman, founder of the Institute for the Development of Human Potential, found that the development of brain cells is 70% complete by the age of three, and 90% by the age of six to seven. Based on these data, we can conclude: the sooner you start targeted, systematic work with children in a child care institution, the bigger baby will accumulate the necessary experience.
Work on the educational program of preschool education involves constructing educational activities in such a way that the gaming situation becomes part of the child’s life, is interesting for him and is useful throughout preschool childhood. Therefore, to work in this direction for myself, I chose the sensory development of children at an early age, because for early children, perception is one of the main lines of mental development.
.Sensory perception and cognition of the surrounding reality is carried out through the inclusion of a system of analyzers: color, size of objects, hearing (human voice, sounds of music, nature, touch), the impact of objects on tactile and temperature olfactory receptors.
.The assimilation of sensory-perspective actions is a long process, the effectiveness of which involves the active inclusion of children in cognition through comparison, establishing the similarities and differences of objects and objects in the immediate environment.
.In the course of performing play actions with didactic material, the child’s sensory experience is enriched, his perception, hand and finger movements are improved, speech, thinking, attention, and memory develop.
.Children quickly begin to navigate the size of objects, because in the immediate environment they constantly come across large and small samples of shoes, dishes, etc. An adult distinguishes with intonation: “a large bed and a small bed,” etc. To make it easier to understand the shape, he correlates it with various objects: round - an apple, oval - an egg, etc. When familiarizing with color, an adult offers children comparisons: red - like a berry, green - like a cucumber, etc.
.1. Expand your horizons through familiarization with the experience of knowledge of the world accumulated by humanity. Enrich the child’s consciousness with new information that contributes to the accumulation of ideas about the world. Continue to talk about representatives of wildlife (plants and animals) that live not only near the child, but also in different climatic conditions (animals and plants of hot countries, northern countries, temperate climates). Continue to introduce the world of inanimate nature: the Sun and the Solar System; world of stones; natural materials. Learn to recognize various natural phenomena (rainbow, wind, etc.). Form social ideas and concepts. To consolidate and expand the child’s ideas about his city and country. Strengthen the concept of family and family relationships. Talk about the Motherland, Russia; about its riches, open spaces; about the peoples inhabiting it and famous people; about the exploits of people (labor, combat) at different times. Continue to introduce the child to the professional activities of people close to him. Pay attention to people of different professions that the child encounters in Everyday life(in a store - salesperson, cashier; in transport - driver, conductor; in a clinic - doctor, nurse, etc.). Pay attention to the range of household chores of each family member. Involve the child in participating in household work. Explain to the child the purpose of some public places that are well known to him (shop, theater, exhibition, public transport, clinic, etc.). To form ideas about safety rules in different conditions: at home, in the yard, on playgrounds, on the street; at the entrance, in the elevator, when meeting strangers.
.2. Develop cognitive processes (perception, memory, attention, imagination, thinking) and mental operations (analysis, synthesis, comparison, generalization, classification, etc.) in accordance with the age norm. Develop your child's cognitive abilities. Offer various educational games and exercises. Observe the surrounding nature and social world; note the changes occurring in them; act together depending on what is seen and noticed.
.3. Contribute to the identification and maintenance of electoral interests; manifestation of independent cognitive activity of children. Support the child’s cognitive interests and attachments. Take them into account when planning and conducting educational and entertainment activities. Consider family collections; talk about your hobbies as a child. Purchase literature that suits the child’s cognitive interests. Create a home educational library and video library, actively use its materials. Enroll your child in the library. Introduce traditional viewing of educational television programs.
.4. Form a positive attitude towards the world based on emotional and sensory experience. Demonstrate by your own example an attentive and caring attitude towards people (primarily loved ones); interested, careful and creative attitude towards nature. Visit places where you can meet representatives of wildlife (zoo, botanical park, circus, exhibitions (flowers, animals), etc.). Discuss with your child why you and he like (don’t like) this or that natural phenomenon, time of year, parts of the day.
1.2 Ecological culture
The initial elements of ecological culture are formed on the basis of the interaction of children, under the guidance of adults, with the objective and natural world that surrounds them:
plants, animals, their habitat, objects made by people from materials of natural origin.
One of important conditions the implementation of an environmental education system in a preschool institution is the correct organization and greening of developmental subject environment. Currently, there is a certain contradiction between the natural need of a child as a living being to communicate with nature and his alienation from nature,
which complicates the process of environmental education. This alienation can be partially overcome through the greening of the developing subject environment. The main task is to create conditions for the child to develop an element of environmental culture and environmentally literate behavior. Working with parents on environmental education of preschool children is one of the components of the work of a preschool institution. Only by relying on the family can one raise an environmentally literate person; It has been proven that 80% of a child’s character traits are formed in the family.
Each of those who harm nature was once a child. That is why environmental education needs to start from an early age. It is necessary to show parents the need to instill an environmental culture in their children.
Ecological culture is knowledge, practical skills, aesthetic experiences - emotional attitude and practical actions and behavior of children (empathy, sympathy, interest and desire to help nature, the ability to admire its beauty, etc.).
When working with parents on environmental education of children, you can use both traditional and non-traditional forms. But all these forms must be based on a pedagogy of cooperation.
When choosing forms of communication with parents, one should abandon edification; it is necessary to involve parents in solving important problems and finding common correct answers. This is especially important when working with parents of children with disabilities. Psychocorrectional work aimed at developing emotionally positive relationships between children with disabilities and their parents includes involving parents in working together on environmental education of children. Common topics of conversation, common games, books, poems, riddles, and joint work improve the microclimate in the family. Emotionally positive communication between children and parents in labor relations helps eliminate interpersonal problems and develop positive interaction.
“Environmental education for preschoolers
through didactic games of environmental content" A preschool child is a tireless researcher. He wants to know everything, understand everything, figure everything out. He has a unique, special vision of the world. He looks at everything happening around him with delight and surprise. He discovers a stunning world in which there are so many objects and things, events and phenomena, so much secret and unknown! He is interested in everything: the variety of objects and their properties, the life of animals and plants, the complex world of human relations, the spheres of human activity, the mystery of life and death, the wonderful world of technology and much, much more... The path that a child goes through in the first years of life is truly grandiose . It is no coincidence that the second and third years of life are allocated to a special age group. During this period, the child acquires everything that makes him human: masters speech, objective activity, masters basic sensory standards and elementary mental actions, and gets to know the world of people. At this age, the leading activity is substantive cognitive and practical activity. It stimulates interest in the world around us, stimulates curiosity, and leads to an awareness of available connections and relationships in the objective world. Objective activity becomes leading in the child’s life. It is in it that the main tasks of the intellectual and cognitive development of children are realized: - to form the child’s initial knowledge about the world around him, to contribute to the accumulation of sensory experience; - form the simplest object and instrumental actions;
* maintain and develop interest in understanding the properties and functions of objects in the surrounding world;
* to form the motor, sensory and mental abilities of the child in the process of cognitive and practical activities;
* create the basis for an initiative, creative attitude to cognitive and practical activities.
For a young child, it is important to accumulate a variety of ideas about color, shape, size and other properties of objects. An adult must take into account that a child accumulates ideas about objects and their properties only through actions with these objects. It is in everyday life that a child accumulates a rich sensory experience, learns the properties of water, snow, sand, clay, plunges into the variety of colors of living nature (sky, grass, flowers), a variety of sounds (rustle of leaves, sound of the surf, birdsong, animal voices).
Particular attention should be paid to the formation of perceptual actions. Teach your child to perform a variety of examination actions: examining, visually comparing objects, trying on and correlating objects of different shapes and sizes with
shape and size of reference holes, finding identical ones, grouping objects by color, shape, size; palpation, differentiation of individual properties of objects by touch, tactile and visual comparison of the properties of objects.
A child learns about the world around him primarily through experimentation and playing with objects. Children often break toys, things, and furniture. Out of harm? Not at all. The child is simply interested in the world around him, and he is trying to understand it in his own way. The goal of an adult is to help him with this, to direct cognitive activity in the right direction. Place a bowl of water in the bathroom, hang an apron and armbands, put a wide variety of objects and toys, allow the child independently or with your help to study their properties (float or sink, get wet or not, light or heavy, etc. The main thing is to provide the baby to the need to formulate his conclusions about the properties of objects in verbal form. This contributes to the development of not only speech, but also thinking.
The same approach should be taken with household items. Give your child the opportunity to play with a lot of unnecessary things. Let him use scissors with rounded ends to cut out-of-use rags, tear paper, and take apart large beads into pieces. All this must take place in a specially designated place. Ask for everything to be put in a box at the end of the game. It’s good if there is a special corner in the house for children’s games where toys are put away. Often children take everything “that is in bad shape” there. And don’t always try to scold your child for the mess in the corner. Often cognitive and practical activities develop into creative play. If there is no such place in the house, try to sew a special handbag for the child; you can decorate it with some bright details. Soon this bag will be filled with a wide variety of items: for girls - rags, candy wrappers, etc.; For boys, subjects related to technology will prevail. Observe your child and see how interested and enthusiastic he is in his activities. The boy learns that when two cars collide, they create an accident, while one can fly into pieces, while the other remains intact - which means it is made of a more durable material. The girl was putting a freshly cut dress on her doll, accidentally pulled it, and it tore - which means the paper is completely fragile.
Thus, parents will become the most direct participants in the development of children's curiosity and knowledge of the world around them.
In parallel with the development of the objective world, the child intensively develops a certain attitude towards people, their actions, nature, etc. We must ensure that children take care of everything that fills this world. Caring attitude is manifested in using the item for its intended purpose.
Thus, through cognitive and practical activities, the child acquires new information about objects, phenomena and events of the immediate environment. Children look at objects as if from different sides. They begin to establish connections and dependencies, realize the role and significance of objects in a person’s life.
Short-term project to work with parents “Plant a tree”
Environmental education and upbringing of children is an important component of the formation of a comprehensively developed personality. It is during the period of preschool childhood that a positive attitude towards nature is formed, the correct attitude towards living things is formed, the desire to contemplate and not destroy.
K. Ushinsky considered nature as an important factor in raising children. He believed that it was in childhood that one should develop a love for nature, since childhood sensations are the sharpest and most powerful.
Environmental education of a child is impossible without the participation of his parents. Involving parents, for greater efficiency, we try to use non-traditional forms in our work. Especially when instilling an environmental culture in preschoolers with disabilities.
General topics of conversation, joint games, entertainment, competitions, reading books, etc. improve the microclimate in the family, and the emotionally positive communication of children with each other and with parents during joint work helps eliminate interpersonal problems and develop positive interaction. The “Plant a Tree” project was aimed at solving these problems.
In a group of children preparatory to school, they should be involved in collecting vegetables in the garden and seeds; collecting autumn leaves. In winter, children can help shovel snow to the trunks of trees and bushes, grow green food for birds and animals in the group’s living area. In the spring, children can sow seeds, in the summer - loosen the soil and water the flower beds.
Observations and work at the site in the school preparatory group are organized frontally, or individual work assignments are distributed between groups and units. In the spring, you can use the form of organizing children into units: each unit receives a long-term work assignment to care for a certain bed or flower bed, or for one or another domestic animal living on the site. Long-term instructions are also given individually.
Based on the above, we can conclude that the work of preschool children in nature is very important for their development; it is educational in nature and comprehensively develops the preschooler.
Doable and interesting work brings great joy to children, and this is the basis for instilling in the future a desire to work and a sustainable interest in work.
During child labor, it is useful to use proverbs, riddles, and entertaining material. This will help make children more active and give them more pleasure from communicating with nature.
1.3 Subject environment in a preschool institution
The environment in a preschool institution should promote:
cognitive development of the child (creating conditions for cognitive activity, experimenting with natural materials, systematic observations of objects of living and inanimate nature; developing interest in natural phenomena, searching for answers to questions that interest the child and posing new questions);
ecological and aesthetic development (attracting the child’s attention to the surrounding natural objects, developing the ability to see the beauty of the natural world, the diversity of its colors and shapes; preference for natural objects over their imitation, artificial objects);
child health (use of environmentally friendly materials for interior design, toys; assessment of the environmental situation of the territory of a preschool institution; competent design, landscaping of the territory; creation of conditions for excursions, outdoor activities);
formation of the child’s moral qualities (creating conditions for regular care looking after living objects and communicating with them, fostering a sense of responsibility, desire and ability to preserve the natural world around us);
formation of environmentally literate behavior (skills in rational environmental management; caring for animals, plants, environmentally literate behavior in nature);
greening various types of child activities (conditions for independent play with natural materials, the use of natural materials in arts and crafts classes, etc.).
Thus, the greening of the developing subject environment should contribute to the implementation of all components of the content of education: cognitive, moral, value and activity.
In older groups, one should continue to develop the senses (vision, hearing, smell, touch, taste), improve hand-eye coordination, consolidate knowledge of standards - all these program tasks can be accomplished with the help of work in nature and the living corner of the group.
Organization of work with children.
A corner in a group.
This corner contains natural objects for caring for and observing them. As a rule, this is an aquarium, a cage with a parrot or a hamster. Of course, a variety of plants. There are also books, illustrations containing information about these objects, and items for caring for them. Keeping animals and growing plants in groups allows the teacher to organize long-term observations and use the same objects for different purposes. The child is also greatly influenced by the opportunity to constantly communicate with living beings and take care of them. A vigil is often organized in the corner; children carry out tasks related to caring for animals and plants. A preschool institution can have any animals and plants if they meet the following requirements:
safe for the life and health of children and adults (poisonous and thorny plants, aggressive animals and unpredictable in their behavior are unacceptable)
unpretentious in terms of maintenance and care (good maintenance of plants and animals should not take a lot of time, effort, and attention from the teacher).
A living corner is a great place to organize observations. However, in many kindergartens, the emphasis during classes is exclusively on purely zoological and botanical knowledge. For example, preschoolers learn quite complex names of indoor plants, and the child is supposed to know a certain number of names (typically a reproductive approach to learning). Such mechanical memorization contributes to the development of memory and horizons, but in no way affects the child’s thinking or emotions. From an ecological point of view, it is important to use the example of the same indoor plants to show the connections of living organisms with the environment, to find out how this or that organism is adapted to its environment, why it has such appearance, behavior, and other features, to form a child’s understanding of the dependence of life plants from his own actions.
It is important to gradually accustom children to certain rules of behavior when interacting with animals: it is best to observe them in a calm, quiet environment, when the animal is not afraid and behaves naturally. The child must respect the peace and condition of animals; this approach is no less important than caring for them. Before visiting the corner, it is advisable to calm the children down, set them up for appropriate behavior, explain what they can pay attention to today and why they should not jump or scream near the animals.
Caring for animals and plants is a direction that is quite well developed in preschool pedagogy. It is important that each child chooses to care for the plant or animal that he likes most, that is, communicates with living objects at will, and not at the direction of adults. It is necessary to introduce children in advance to the characteristics of plants and animals. It is also important to explain to preschoolers that “human food” is not suitable for animals. In addition, animals must be fed a certain number of times with a certain amount of food. For more emotional contact, children can give names to the inhabitants of the corner.
Interest in the objects of a living corner can serve as a good basis for organizing activities and games that contribute to the overall development of children.
In a corner of nature, it is desirable that there should also be a variety of collections from collected natural material, sometimes they are called collection zones. These zones are designed to introduce children to various natural objects, to develop their skills in classifying objects according to various characteristics and sensory skills. Collections should be placed in special cabinets or on shelves at child eye level. The following aspects should be considered when collecting samples:
· accessibility of objects for children to collect;
· variety;
· local history aspect (i.e. the collections should represent natural objects of the area where the preschool institution is located - this constitutes the basic core of the collections.)
· regional aspect (collections can be replenished by material brought by preschoolers and their parents from various regions of Russia and other countries that they visit during various travels and vacations.)
· environmental aspect.
Of particular importance for the development of a preschooler’s personality is his assimilation of ideas about the relationship between nature and man. Mastering the methods of practical interaction with the environment ensures the formation of the child’s worldview and his personal growth. A significant role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form of experimental
actions. In their process, children transform objects in order to reveal their hidden significant connections with natural phenomena. At preschool age, such testing actions change significantly and turn into complex forms of search activity (N.E. Veraksa, N.N. Poddyakov, L.A. Paramonova).
Entertaining experiments, experiments encourage children to independently search for reasons, methods of action, and show creativity, as they are presented taking into account the current development of preschoolers. In addition, didactic material ensures the development of two types of children's activity: the child's own activity, completely determined by him, and activity stimulated by adults.
Experience is an observation that is carried out in specially organized conditions.
Experiments allow you to develop observation skills, intensify cognitive interest in nature and mental activity. When conducting experiments, the tasks of sensory education are also realized. Through experiments, children clarify their knowledge about the properties and qualities of natural objects (properties of snow, water, plants, etc.) Also, experiments are of great importance for children’s understanding of cause-and-effect relationships.
Experiments are carried out from the senior group of kindergarten; by that time, children have accumulated a lot of knowledge that needs to be clarified and verified using basic search activities. But in the younger and middle groups, separate search actions are also used.
An experience or experiment should be built on the basis of existing ideas that children received in the process of work and observations. Children must actively participate in the experiments, otherwise the desired clarifying and educational effect will not occur. When conducting the experiment, under no circumstances should harm or damage be caused to animals and plants. Children should understand the purpose and purpose of the experience, and besides, they
must independently express their own conclusions and judgments, to which the teacher must lead the children.
Varied work in nature is perhaps the most interesting type of activity for children of senior preschool age. In the process of working in nature, children develop love and respect for nature. Children develop an interest in work activity in general, as well as a conscious and responsible attitude towards it.
Working in nature has great educational value. It broadens their horizons and allows them to teach children to work together, help each other and act together.
It should be noted the great importance of work in nature in the field of sensory education of children of senior preschool age. Working in nature, children become familiar with the properties and qualities, states of natural objects, and learn ways to establish these properties.
The teacher teaches children to focus on the properties of natural objects to perform labor actions. As in the process of working in a corner of nature (in a group), during work the child has constant direct contact with natural materials that have various properties and qualities. These are soil, seeds, plant leaves, twigs, soil, pebbles, fruits, nuts, water and much more. Children, working in nature, receive good “food for the mind” through perception.
Working in nature has a number of other very valuable advantages for the all-round development of preschool children:
· in the process of work, practical skills in caring for plants and animals are formed;
· favorable conditions are created for physical development (the issues of physical and environmental education of children are currently the subject of close attention, and this is not accidental, since the deterioration in the health of preschoolers noted in last years, largely depends on their environmental education.)
· the aesthetic needs of children are satisfied;
· interest in the work of adults is formed;
· the connections between man and nature are assimilated (only with the help of human labor does the plant develop and bear fruit.)
· working in nature helps develop a sense of collectivism;
Helps to develop a caring attitude towards nature.
But it is very important to know that work in nature will have educational value only if it is properly organized. Work must meet certain hygienic and pedagogical requirements:
should be varied in content;
regular;
feasible;
should gradually become more complex;
in work, practical skills should be formed in unity with knowledge;
safe.
Labor should never be used as a punishment!
What do children think about nature?
Children's thinking is not based on logic or facts. If a child is asked why the sun shines, he may tell a story about a man who threw a lit match into the sky and that is how the sun appeared. Young children think that oceans, trees, space, mountains and other natural phenomena were created by man. The child may ask, “Why did they make the mountains so high? Why did they leave Switzerland so far away? When the snowstorm ended, one boy said, “It seems people are running out of snow flakes.”
Young children think that inanimate objects or natural phenomena can feel and act just like them. One boy, looking into his toy bucket after the rain, said: “Guess what the rain brought me. He brought me some water. What a nice rain." Another boy, getting on his bike after a long break, remarked in surprise: “Look, my bike has gotten smaller!” Children often blame objects for their misfortunes: “The ugly chair hit me!” The child was unable to catch the ball during the game and attributed his failure to the toy: “It flew too crookedly.”
For a small child, most objects are alive. A pencil is alive because it writes, a cloud because it moves. Children love fairy tales so much because they often tell about talking objects and animals, about trees that can walk and sing.
To find out what your child thinks about the world around him, listen to his explanations of various natural phenomena and ask him questions like: “How do you think the stars got into the sky? Why do you think worms crawl?” If a child asks you a question, first try to find out what he himself thinks about this, and then give your answer. Most likely, you will be quite surprised by his assumptions, and the baby will be glad that his thoughts are interesting to his parents. Keep asking your child questions and you will notice how the answers change as he gets older.
You may be tempted to correct his naive ideas. Remember, sometimes it is better to accept the child's point of view, and at other times give your explanation if you think the child is ready to understand it. Don’t be surprised if your baby listens carefully to your explanation, and then, on occasion, tells his own again. This is typical for children under five or six years of age. They prefer to believe in their own view of the world than to adopt someone else's.
So, to summarize, it can be argued that sensorimotor development forms the basis of mental education.
The enrichment of sensory and motor activity leads to an increase in the number of intersynaptic connections, which plays a big role in improving research function. The development of motor function activates the development of memory and speech centers. How better baby moves, the better he will speak
.1 Labor in nature for children of senior preschool age - as a method of sensory education
The most important place among the abilities that ensure the success of a musician, artist, architect, writer, designer is occupied by sensory abilities, which make it possible to capture and convey with particular depth, clarity and accuracy the subtlest nuances of shape, color, sound and other external properties of objects and phenomena. And the main sources of sensory abilities lie in the general level of sensory development achieved in the early periods of childhood. Therefore, the importance of the sensory development of children of primary preschool age is difficult to overestimate, because this age is most favorable for improving the activity of the senses, fine motor skills of the fingers, as well as the accumulation of ideas about the world around them. Thus, according to almost all outstanding teachers, familiarization with nature plays a huge role in mental, aesthetic and moral development (upbringing), and sensory education is the main means of raising children and their comprehensive development. Sensory education is a very important component, because knowledge about nature, creatures, and plants will be better learned when the child is asked not only to look at an object of living or inanimate nature, but also to touch it, stroke it, that is, examine it. Then the child, based on the experience gained, will be able to learn the material much better. IN in this case the cognitive process - perception - works, orienting the child in the flow of signs affecting him. After all, it is known that the more analyzers are connected (auditory + visual + analyzer (tactile) + etc.), then in the process of obtaining new information, its assimilation will be more successful. T.V. Bashaeva believes that the perception of an object with the help of various senses gives a complete and correct idea of objects, helps to recognize an object by one or more properties. A memory of some striking property of an object can evoke in a child memories of the entire object. In the process of including all senses in perception, the individual abilities of the child can be revealed, which are based on the increased sensitivity of some organs.
Consequently, sensory perception, aimed at ensuring full sensory development, is one of the main directions in the work of preschool educational institutions, thereby pushing forward the theory and practice preschool education the task of developing and using the most effective means and methods for developing sensory concepts and skills in children.
The main condition for the development of sensory skills is the presence of clarity. It is impossible for a child to explain with his fingers the color and shape of objects, the characteristic features of their surfaces, etc. The baby must see, touch, and perform the required actions for himself. There are many aids for this, but since the material capabilities of kindergartens are very limited, most often teachers make the necessary aids themselves, using any available materials and their own imagination.
Or you can cover a rigid base with thick fabric and attach various details to it: beads made of multi-colored circles with Velcro, a pocket fastened with buttons in which you need to put a neatly folded handkerchief, detachable parts with a zipper or buttons, etc. Thus, these bright, aesthetic aids serve to develop fine motor skills of the fingers. younger preschoolers and their understanding of the color, shape, size of objects, for the education of positive moral qualities of children: kindness, the ability to notice the beauty around them and treat it with care.
“Cat with lacing” and “Flower bed” were made in the same way. But if “Matryoshkas with Laces” introduces only the process of threading laces into holes, then<Котик» уже учит выполнять шнуровку по всем правилам (как на ботиночках), поочередно вставляя шнурок в петельки.
And “Flowerbed” helps the baby control his actions of attaching flowers to buttons, selecting them by color and size. These are such wonderful benefits that you can make for children, and, most importantly, try to use all their capabilities in your work.
“Matryoshkas”, “Kitty”, “Flower Flowerbed” have a shape that is quite difficult to manufacture. Sometimes it is much easier to take as a basis ordinary rectangular, rigid shapes, on which facial details of a neutral color are appliqued (circles - cheeks, squares - eyes, rectangle - nose). Then, with the help of Velcro and buttons, the child will attach the appropriately shaped, but brightly colored “eyes”, “cheeks” and “nose” of the little man. And the little man will become cheerful and beautiful. The final touch is the arms and legs (laces with pom-poms). It’s funny and, again, useful for the development of a preschooler.
“Dragons” are more difficult to make, but each of them teaches kids different skills. The details of the head, tail, and paws are the same in size and shape for all dragons. The body is cut out according to the size of the base board and depending on the functional purpose of the aid. One dragon can have a “comb” for clothespins on its back, while another can have flying ones.
And this dragon is a girl. Delicate pastel colors, long eyelashes... First, the kids learn how to untie ribbons correctly, and only then the task becomes more difficult - our dragon girl needs to be put in order, to tie the bows beautifully and neatly again, a very difficult task!
There is any number of dragonets in the “family”, it all depends on the imagination and capabilities of the teacher. The main thing is that the manuals are practical and good, aesthetically pleasing and expedient to use.
Well, we, educators, are always ready to help them with this.
Project for children of the senior group “Indoor plants”
Problem: insufficient understanding of pupils about indoor plants, lack of diversity of flowering plants in the group.
Goal: enriching students’ ideas about indoor plants and forming the foundations of the ecological culture of all project participants.
Introduce the variety of flowering indoor plants;
teach how to properly care for indoor plants;
formation of initial prerequisites for search activity;
create conditions for children’s search activities;
cultivate a caring attitude towards all living things;
involve parents and pupils in a variety of activities during the implementation of the project;
replenish the composition of flowering indoor plants in the group.
If this project is implemented, the following results can be assumed:
Creating the necessary conditions in the group to familiarize children with the variety of indoor plants:
· Design of the group encyclopedia “The World of Indoor Plants”
· Compiling a card index of poems and riddles.
· Design of an album with the results of productive activities on this topic (drawing, appliqué).
· Release of the wall newspaper “Dangerous Plants”.
· Design of mnemonic tables “How to care for flowers”, “What plants need for growth”, “What we need for work”.
A more careful attitude of pupils towards the plant world.
Interested attitude of children to search activities.
Active participation of the majority of parents in the implementation of the project.
The project participants are teachers, children, and parents. Annex 1.
2.2 Methods of environmental education for preschool children
Senior group (from 5 to 6 years old)
Cognitive development
Goal: systematization of knowledge about nature (about collections of plants and animals occupying a certain territory); about groups of plants and animals (based on identifying signs of appearance and the nature of interaction with the environment); about seasonal changes in nature; about the human body).
Tasks of student development in activities
develop a feeling of joy from unity with nature, awareness of oneself as a person, part of living nature;
skills in humane treatment of living beings, interest in various types of activities in animate and inanimate nature;
desire and skills to actively participate in nature conservation;
form
ideas: objects and phenomena of inanimate nature, about the interrelations of inanimate nature, animals, plants;
general vital signs of humans, animals and plants: sensitivity, breathing, nutrition, movement, growth, forming an elementary idea of the structure and functions of their internal organs (systems);
the fact that animals and plants do not live in isolation, but in communities (forest, meadow, pond, etc.);
deepen understanding of the integrity and uniqueness of each natural community;
bring up
moral (empathy, sympathy), aesthetic, cognitive attitude towards nature;
careful attention to your health and the health of people around you;
respect for all living beings and their habitat;
responsibility for the state of nature of the immediate environment.
Inanimate nature
Views about:
ü characteristics of each season: air temperature, precipitation, day length, condition of plants, animals, people;
ü Properties of objects and phenomena of inanimate nature (light, heat, water, soil - sand, stones, clay);
ü Earth, Moon, Sun, starry sky.
Skills
ü Notice changes in weather, nature and mark them in the nature calendar.
Plants
Views about:
ü Differentiated plant needs for light, moisture, heat;
ü A variety of methods of plant propagation: seeds, bulbs, tubers, leaf and stem cuttings;
ü Plants of natural communities (forests, meadows, ponds);
ü Seasonal changes in plant condition;
ü Medicinal plants (onion, garlic, plantain, oak, chamomile, currant, raspberry, etc.);
ü Plants dangerous to humans (wolf's bast, raven's eye, hogweed, spurge, etc.);
ü Distinctive features of specific plants: 5-6 flower garden plants (peony, dahlia, chrysanthemum, primrose, daisy, etc.), 6-8 vegetable garden plants (carrots, tomatoes, potatoes, lettuce, dill, parsley, cereals, different types of onions, garlic, wheatgrass, chickweed, etc.), 3-4 garden plants (apple tree, pear, cherry, strawberry, etc.), 3-4 meadow plants (chamomile, cornflower, gum, bellflower, etc.), 4-5 plants forests (spruce, pine, hazel, blueberry, blueberry, sleep grass, etc.), 3-4 pond plants (water lily, egg capsule, cattail, iris, calamus, etc.), 6-7 indoor plants (tradescantia, clivia, amaryllis, zygocactus, ivy, indoor grapes, etc.).
Skills:
Correlate:
Typical representatives with groups of plants (trees, shrubs, herbs; vegetables, fruits);
Plants with natural communities (forest, meadow, pond);
The state of plants with seasonal changes in inanimate nature;
Carry out basic plant care: watering, loosening, removing dust from the leaf plate, weeding, sowing, planting, spraying.
Animals
Views about:
ü Species characteristics of groups of animals: birds, fish, animals, insects, amphibians, reptiles;
ü Differentiated needs of animals for light, moisture, warmth, food, shelter, protection from enemies;
ü Adaptations of animals to their habitat (water, land-air, soil);
ü Animals of forests, meadows, ponds;
ü Seasonal changes in the lives of animals;
ü Distinctive features of specific animals: (5-6 forest animals (elk, bison, badger, wild boar, stag beetle, cuckoo, etc.), 5-6 meadow animals (bee, grasshopper, dragonfly, bustard, swallowtail, etc.), 3-4 garden animals (starling, thrush, aphid, caterpillar, etc.), 3-4 animals from the Red Book of the Republic of Belarus (bison, bear, stag beetle, crane, heron, etc.).
ü Relate typical representatives to groups of animals (fish, birds, animals, insects, amphibians, reptiles);
Animals with natural communities (forest, meadow, pond);
Seasonal changes in inanimate nature with the condition of animals;
ü Carry out basic animal care: preparing food and feeding fish in the aquarium, birds in the cage and on the site, mammals in the cage, reptiles, washing feeders, drinkers, trays, cleaning cages, caring for the aquarium.
Human organism
Ideas about:
ü The elementary structure, functions and protection of the sense organs: (tongue, eyes, nose, ears, skin) and the ability to express feelings (joy, sadness, surprise, etc.) caused by a meeting with an object of nature; that natural objects have different properties and qualities;
ü The internal structure of the human body: skeleton and muscles, heart and blood circulation, breathing, digestion;
ü Conditions on which the health of the human body depends: the quality of the living environment, the correct satisfaction of vital needs;
ü Human growth and development
ü Age periods in a person’s life and their changes: infant-preschooler-schoolchild-adult-old;
ü The uniqueness of each person.
Ability to observe personal hygiene rules.
Relationships in nature
Ideas about
ü Adaptability of plants and animals to living in aquatic, air-terrestrial, soil habitats;
ü Climate in cold regions (winters are long, cold; summers are cold, cool); in hot regions (no winter, hot summer); in the middle zone (not very cold winters and not hot summers), about the typical inhabitants of different climatic zones (2-3 animals and plants each);
ü Seasonal changes in natural communities;
ü The state of the Earth’s nature, the need for clean air, water, soil for plants, animals, humans; about the Red Book of the Republic of Belarus (3-4 animals and plants);
ü Rules of human behavior in natural communities.
The ability to relate animals to their habitat (water, soil, air-ground environment).
(6 to 7 years old)
Cognitive development
Educational field: Child and nature
Goal: formation in children of elements of environmental consciousness, value orientations in behavior and activity.
Tasks of student development in activities
developa feeling of joy from realizing oneself as a part of living nature;
form
Ideas: about the relationships between inanimate nature, animals, plants;
conditions necessary for a living organism to be healthy;
animals and plants of different climatic zones;
skills and abilities of various activities in nature
bring up
Subjective attitude towards nature;
respect for the uniqueness of each living being and the community in which it lives;
responsibility for the state of nature of the immediate environment; develop the desire and skills to actively participate in nature conservation.
Inanimate nature
Views about:
ü Planet Earth and space: phases of the Moon, the Sun, constellations in the sky and other objects;
ü Light, heat and their sources (sun, fire, electricity); light (heat) in the life of humans, animals, plants; water; soil (soil sections); air:
ü Seasonal changes in inanimate nature.
ü Economical use of light, heat, water.
Plants
Views about:
ü Communities of animals and plants - living nature;
ü That every animal and plant is unique; every living being is a single whole, maintaining the integrity of the organism is one of the conditions for its life and health;
ü That a healthy animal and plant is always beautiful; every living creature must be protected;
ü The conditions necessary for animals and plants to be healthy (in comparison with their own body);
ü How animals and plants breathe, eat, move, grow;
ü Sense organs in animals and plants (in comparison with the human body).
The ability to provide differentiated care for plants and animals in accordance with their needs in the premises of a preschool educational institution and on the site.
Human organism
Ideas about:
ü The fact that man is a representative of living nature;
ü The elementary structure, functions and protection of the sensory organs (eyes, nose, tongue, ears, skin) and the ability to express feelings (joy, sadness, surprise, etc.) caused by a meeting with an object of nature; obtain information that natural objects have different properties and qualities;
ü The physical uniqueness of each person; community with all living things;
ü The fact that the human body has a complex internal structure; that internal organs can be seen using special medical devices;
ü The way a person breathes, eats, moves, grows, changes.
Ability to follow safe behavior rules.
Relationships in nature
Ideas about
ü Planet Earth on a geographical map and globe (the Earth is round, land and water spaces, poles);
ü Geographical zones;
ü Diversity of animals and plants on Earth; about typical inhabitants of different climatic zones (2-3 animals and plants),
The ability to correlate animals with the climatic zones of their habitat.
2.3 The role of the family in the environmental education of children of senior preschool age
Development and education of preschool children Work of preschool children in a corner of nature.
“Introducing children to nature” Living corner in kindergarten
Plants. In the older group, children get acquainted with new indoor plants, remember their names, and identify the difference between their structure and already known plants.
Much work is being done to form and consolidate children’s ideas about the needs of plants in certain environmental conditions (water, good soil, light, heat). The formation of these ideas and their consolidation in everyday life are best accomplished through simple experiments.
Experience with water. Plants are selected that quickly respond to changes in soil moisture (coleus, impatiens, etc.). Observation is carried out on Monday morning after a two-day break in watering the plants. One of the plants is watered an hour before observation (without attracting the attention of children). By the time of observation, the watered plant should already be in normal condition, the other one turns out to be wilted, with drooping leaves.
Children, together with the teacher, examine both plants, compare, and identify the difference in their condition. Then, examining the soil, they discover that one is watered, while another lacks water. Water the plant abundantly and leave it until the evening. In the evening or the morning of the next day, a repeated observation is carried out, in which, comparing both plants, the children discover that their condition is equally good. After this, a conclusion is made about the plants’ need for water and the timely satisfaction of this need (watering).
Soil experience. The teacher and the children plant oats in two cups, one of them contains soil, the other contains sand. “Let’s see,” says the teacher, “in which of the cups the oats will grow better, and we’ll try to take good care of one and the other planting.” Children watch the germination of oats twice a week and water both crops.
The first observation should be made when noticeable shoots appear in both cups. During observation, children can be asked the following questions: in what soil were the oats planted and what did they want to find out? Did we care for the oats in the same way? Do the oats sprouted equally well? The next observation is carried out during the lesson, when a clear difference in the condition of the oats in different cups is discovered.
In the future, work is carried out on feeding and replanting plants and monitoring them.
Experience with light. Before observation, it is necessary to germinate 3 bulbs: two in the dark, one in the light. After a few days, when the difference is obvious, the teacher invites the children to examine the bulbs and determine how they differ from each other in color and leaf shape: yellow and curved leaves on those bulbs that sprouted in the dark (in the basement). To confirm this, one bulb from those that grew in the dark is exposed to the light, the other is left in the same conditions.
The second observation is carried out when the bulb with yellow leaves straightens and turns green. Then the third onion is exposed to the light. When the condition of the third bulb changes, a lesson is held where the results of the experiment are discussed. The teacher helps children generalize ideas about the importance of favorable conditions (light) for plant growth.
Systematic observations of the condition of indoor plants are also carried out. Children are taught the ability to identify plants that are hungry for light (by elongated stems and pale leaves), to care for them: move them to a well-lit place, wash them.
Experiment with branches (identifying the heat needs of plants). In winter, poplar branches are brought in, placing them in two vases with water. One vase is left on the windowsill, the second is placed between the frames. Then watch the branches bloom.
The first observation is carried out when leaves appear on the branches standing on the windowsill. Compare the branches in both vases, note the difference in condition, explain the reason, which lies in different thermal conditions.
In the future, children are taught to pay attention to the temperature of the water with which the plants are watered, and to the need to prepare it in advance so that it warms up.
2.4 Didactic games
Planning experimental activities for preschoolers
“Why is it dirty in autumn?”
Introduce children to the properties of soil
Cultivate interest in natural phenomena
Spray bottle with water, cup with soil
Sprinkle some water into a cup of soil (it’s raining). Feel the dirt with your hands
“Making Koloboks”
Introduce children to the properties of sand.
Develop fine motor skills of the hands.
Cultivate neatness
Various round molds, sand.
Children are experimenting with which sand (wet or dry) is better to make koloboks from
"Jolly Boats"
Introduce children to the properties of water and paper.
Develop observation skills
Bowl of water, boats
Children launch boats into a basin of water, watch them and make “waves - wind”
“This is what foam”
Introduce children to the properties of soap.
Develop independence skills.
Cultivate a desire to observe pipien
Bowl of water, soap or soap solution
Children compete to see who can whip up foam in a basin better
"Shiny Lumps"
Introduce children to different types of paper
Develop tactile sensations.
Promote the formation of friendly relationships
Children crumple up thin foil, make different lumps and play with them
Introduce children to the properties of water
and air.
Develop curiosity
Bowl of water, small balls, rubber inflatable toys
Children drown rubber toys in a basin, the balls unclench their fingers - and the toys jump out of the water.
"Different feet run along the path"
Continue to introduce children to the properties of wet sand.
Develop spatial orientation
Wet sand, toys
Children experiment by imprinting footprints of different shoes on the sand, leaving footprints of toys with wheels.
"Wonderful bag"
Teach children to compare different vegetables and note their features
Develop tactile sensations and sensory perception.
Cultivate mindfulness
Various vegetables
Determination by examination of the shape, color, size, smell, taste of various vegetables
"Shadow Games"
Introduce children to the peculiarities of the appearance of shadows.
Develop creative imagination
Lamp, white tablecloth or screen various items
Children experiment with shadows at will (with the reflection of objects)
"Bulbochki"
Continue to introduce children to the properties of water and air
Cultivate neatness
A bowl of water, rubber toys. rubber bulb
In a bowl of water, children gurgle air from rubber toys and watch the air bubbles
"Shadow Games"
Continue to introduce children to the properties of light and shadow
Develop creative imagination.
Cultivate observation skills
White tablecloth lamp or screen
The teacher fixes the light source so that a shadow is clearly visible on the wall, and the children experiment at will with the reflection of their hands and finger movements
"Colored water"
Continue to introduce children to the properties of water (transparency).
Fix the names of the colors.
Cultivate aesthetic taste
Water transparent glasses, gouache
The teacher and the children look at the water in a glass and throw objects into it. Why are they visible? Because the water is clear. Next, the teacher and children use gouache to make colored water
"Snowballs"
Introduce children to the properties of paper.
Develop fine motor skills of the hands.
Promote the formation of friendships
relationships
Children crumple up paper, make snowballs and throw them
"Making figures"
Introduce children to the properties of wet and crumbly snow.
Develop fine motor skills of the hands.
Cultivate interest in activities
Snow, different molds
Children experiment with different shapes. trying to make figures out of wet and crumbly snow
"Where the Wind Blows"
Introduce children to determining wind direction
Cultivate mindfulness
Wind blowers (ribbon wound on a stick)
The teacher takes wind blowers out for a walk, and the children observe which way they spin and which direction.
“Let’s decorate the Christmas tree with icicles”
Introduce children to the transformation of water into ice.
Contribute to the formation of a joyful mood in anticipation of the holiday
Water, gouache, molds, threads
In the group, the teacher and the children color the water they have drunk into the molds, put a thread. The molds are taken outside, where they freeze. They decorate the Christmas tree in the area with ice figures.
Game complex “Colorful hedgehogs” (sensorimotor development)
Target: develop the child’s cognitive sphere.
Tasks:
consolidate primary colors, introduce the color orange;
consolidate the ability to group homogeneous objects by color;
develop motor skills of the hands and fingers;
develop perseverance and the ability to complete a task;
develop confidence in yourself and your capabilities;
cultivate a friendly attitude towards others.
Preliminary work: didactic games for fixing colors and grouping homogeneous objects according to one main feature “Vase with flowers”, “Balloons”, “Umbrella”, “Assemble a house”, “Help the bunny”, etc.
Materials: plot toy Hedgehog, d/i “Pick a mushroom for the hedgehog”, d/i “Who is sitting under the Christmas tree”, basket with mushrooms and cookies.
Progress of the gaming complex:
Introducing the story toy. A rustling sound is heard and a hedgehog appears from behind the tree.
Hedgehog: Hello guys! You recognized me? I'm a hedgehog. Touch my prickly needles. Now let's greet each other.
Exercise "Greetings"
The children and the teacher hold hands and greet each other.
“Hands say hello” - they shake each other’s hands firmly.
“Legs say hello” - stomp their feet.
“Eyes say hello” - each child smiles at the neighbor on the left, on the right, and then to everyone else.
“Fingers say hello” - alternately connect the fingers of both hands, respectively: thumb with thumb, index with index, etc.
Hedgehog: Guys, I didn’t come alone, but with my friends.
The teacher asks the children how many hedgehogs he has in one and the other hand.
Hedgehog: Look, my friends are all different colors.
The teacher asks the children the color of each hedgehog.
Educator: Guys, let's go to the mushroom meadow, but first choose the hedgehog that you liked best.
Children and their teacher approach the table with colorful mushrooms.
Educator: The hedgehogs were frolicking so much in the clearing that they got everything mixed up and now they can’t find their mushrooms. Let's choose a mushroom of the same color as the hedgehog in your hands and put the mushroom on its back. (Children complete the task).
The hedgehog thanks you for your help and wants to play with you.
Playing with a hedgehog.
The hedgehog is exhausted - (We stroke ourselves, we feel sorry.)
He carried apples and mushrooms.
We'll rub his sides - (Three, pat the sides.)
You need to knead them a little,
And then we’ll stroke the legs, (Stroke the legs.)
To rest a little,
And then we’ll scratch the belly, (Scratch, tickle, respectively)
Let's tickle near the ear.
The hedgehog ran into the forest,
He squeaked “thank you” to us.
Someone's crying is heard.
Educator: Guys, listen, someone is crying. Let's look on the Christmas tree, in front of the Christmas tree, under the Christmas tree, behind the Christmas tree. (An orange hedgehog without needles comes out from behind the tree.) Oh! Who is this? (children's answers).
What color is this hedgehog? (children's answers). Let's ask what happened, where did he lose his needles?
Hedgehog: I got caught on the tree and the needles remained on it (there are orange needles on the tree - clothespins and several clothespins of other colors).
Educator: Let's help the hedgehog find the orange needles. (Children remove orange clothespins from the tree and put them on the hedgehog’s back).
Hedgehog: Thanks guys! For your help and kindness, I will treat you to sweet cookies that look like mushrooms!
The children say goodbye to the hedgehog and leave.
METHODOLOGICAL OFFICE
"Colored Snow"
Continue to introduce children to the properties of water and snow (coloring).
Fix the names of the colors.
Develop creative activity
Rubber bulbs, colored water
Children water the compacted snow with a thin stream of colored water, drawing patterns.
"The snowball is melting"
Introduce children to the transformation of snow into water.
Develop a sense of curiosity.
Cultivate a desire to carry out work assignments
Buckets, shovels
At the site, children collect snow in buckets, and bring several buckets into the group. By the end of the day they look at what happened to the snow February
"Footprints in the snow"
Continue to introduce children to the properties of snow (density).
Develop curiosity
Children experiment by making footprints in compacted and loose snow. Why doesn't there remain an imprint of snow on snowy paths?
"Paper Whirlwind"
Continue to introduce children to the properties of paper (density).
Cultivate observation skills
Pieces of thin colored paper and colored cardboard
Children are given pieces of colored paper and cardboard. The guys blow them away with the help of the “wind” created by breathing and watch the flight. Which paper pieces fly better, why9
“What is the nose for?”
Familiarize children with the characteristics of their body.
Develop curiosity.
Fruits, various perfumes and other items with a pronounced odor
The teacher invites the children to smell different objects, and then try to do the same by holding their nose
“Where does the wind live?”
Continue to introduce children to the wind.
Develop interest in inanimate phenomena.
Cultivate mindfulness
Wind blowers
Children with a teacher in windy weather observe how fast the wind blowers spin in open areas and in closed ones (in a gazebo, in a house)
"Ears on top of your head"
Continue to acquaint children with the characteristics of their body.
Develop an interest in your body.
Develop cultural and hygienic skills
Rattles, drum, xylophone, audio recording with various sounds (a brook babbles, thunder roars, etc.)
The teacher invites the children to listen to different sounds made using different objects, and then try to do the same with their ears closed.
"Warm Pebble"
Continue experimenting with inanimate nature with children,
Develop sensory perception
Pebbles of different colors (necessarily black)
The teacher places stones in the sun, the children check which stones are hotter. Why was the black stone the warmest?
“Making patterned paths from sand”
Continue to introduce children to the properties of sand (flowability).
Develop creative activity.
Foster independence
Dry sand, a small watering can, a bucket with a hole in the bottom, bags with small holes
Children use various objects to sprinkle sand, asphalt, and colored paper in a thin stream onto the ground, making patterns.
"Nimble fingers"
Continue to introduce children to the properties of water.
Cultivate accuracy and dexterity
Basins, water, foam sponges
Children soak foam sponges of different colors and shapes in water, then wring them out, pouring water from one basin to another.
“Let’s dry the handkerchief”
Continue to teach children about temperature.
Learn to compare different temperatures (cold, warm, hot).
Develop curiosity
Wet handkerchiefs
The teacher reports that she washed the handkerchiefs and offers to dry them on the windowsill, on the radiator, in the closet. Children compare where the handkerchief will dry faster. Why?
"Jolly Travelers"
Continue to introduce children to various materials(rubber, wood, paper) and their properties
Develop sensory perception
Cultivate neatness
Boats, ships, clothespins, rubber toys
Children throw various objects into a puddle or stream - boats, clothespins, etc., and see which object stays afloat longer
“What are eyes for?”
Continue to introduce children to the body.
Develop a desire to learn something new about yourself.
Develop cultural and hygienic skills
Various objects, different in shape, color, size
The teacher suggests looking at different objects, noting their color, shape, size and trying to do the same with your eyes closed.
"Sunny bunnies"
Continue to introduce children to the phenomena of inanimate nature
Develop interest in natural phenomena
The teacher shows the children how to use a mirror to catch a ray of sun - a “sunny bunny”
"The Power of the Wind"
Continue to introduce children to the wind and
with the properties of objects (heavy, light).
Develop sensory perception
Table. Objects of different weights: pen, pencil, cardboard, wooden cube
In windy weather, objects of different weights are laid out on the table in a row. Which object will the wind blow away and which will not? Why9
"Helping hands"
Continue to introduce children to the human body.
Develop curiosity.
Foster independence
Plate, spoon, pencil, comb
Children are given instructions to perform actions with objects, and then try to do the same without using their hands.
Experiments with water
Water coloring
Target:Identify the properties of water: water can be warm and cold, some substances dissolve in water. The more of this substance, the more intense the color; The warmer the water, the faster the substance dissolves.
Material:Containers with water (cold and warm), paint, stirring sticks, measuring cups.
An adult and children examine 2-3 objects in the water and find out why they are clearly visible (the water is clear). Next, find out how to color the water (add paint). An adult offers to color the water themselves (in cups with warm and cold water). In which cup will the paint dissolve faster? (In a glass of warm water). How will the water color if there is more dye? (The water will become more colored).
How to push water out?
Target:Form the idea that the water level rises if objects are placed in the water.
Material:A measuring container with water, pebbles, an object in the container.
The children are given the task: to get an object from the container without putting their hands in the water and without using various assistant objects (for example, a net). If the children find it difficult to decide, the teacher suggests placing pebbles in the vessel until the water level reaches the brim.
Conclusion:The pebbles, filling the container, push out the water.
Where did the water go?
Target:Identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).
Material:Two measuring identical containers.
Children pour an equal amount of water into containers; together with the teacher they make a level mark; one jar is closed tightly with a lid, the other is left open; Both jars are placed on the windowsill.
The evaporation process is observed for a week, making marks on the walls of the containers and recording the results in an observation diary. They discuss whether the amount of water has changed (the water level has become lower than the mark), where the water from the open jar has disappeared (water particles have risen from the surface into the air). When the container is closed, evaporation is weak (water particles cannot evaporate from the closed container).
Where does water come from?
Target:Introduce the process of condensation.
Material: Container with hot water, cooled metal lid.
An adult covers a container of water with a cold lid. After some time, children are invited to examine the inside of the lid and touch it with their hands. They find out where the water comes from (water particles rose from the surface, they could not evaporate from the jar and settled on the lid). The adult suggests repeating the experiment, but with a warm lid. Children observe that there is no water on the warm lid, and with the help of the teacher they conclude: the process of turning steam into water occurs when the steam cools.
Experiments with air
Experience 1.
Turn the glass upside down and slowly lower it into the jar. Draw children's attention to the fact that the glass must be held very level. What happens? Does water get into the glass? Why not?
Conclusion: there is air in the glass, it does not let water in.
Experience 2.
Children are asked to lower the glass into the jar of water again, but now they are asked to hold the glass not straight, but tilt it slightly. What appears in the water? (Air bubbles are visible). Where did they come from? The air leaves the glass and water takes its place.
Conclusion: The air is transparent, invisible.
Experience 3.
Children are asked to place a straw in a glass of water and blow into it. What happens? (It turns out to be a storm in a teacup).
Experience 4.
Children are asked to think about where they can find a lot of air at once? (In balloons). How do we inflate the balloons? (With air) The teacher invites the children to inflate balloons and explains: we, as it were, catch the air and lock it in a balloon. If the balloon is inflated too much, it may burst. Why? All the air won't fit. So the main thing is not to overdo it. (invites the children to play with the balls).
Experience 5
After the game, you can invite the children to release the air from one balloon. Is there any sound? Children are invited to place their palm under the stream of air. How do they feel? Draws children's attention: if the air leaves the ball very quickly, it seems to push the ball, and it moves forward. If you release such a ball, it will move until all the air comes out of it.
Experience 6
The teacher asks the children which toy they know well has a lot of air in it. This toy is round, can jump, roll, and can be thrown. But if a hole appears in it, even a very small one, then the air will come out of it and it will not be able to jump. (Children's answers are listened to, balls are distributed). Children are asked to knock on the floor first with a deflated ball, then with a regular one. Is there a difference? What is the reason that one ball easily bounces off the floor, while the other barely bounces?
Conclusion: the more air in the ball, the better it bounces.
Experience 7
Children are encouraged to “drown” toys filled with air, including lifebuoys. Why don't they drown?
Conclusion: Air is lighter than water.
Experience 8
Let's try to weigh the air. Take a stick about 60 cm long. Attach a string to its middle, and tie two identical balloons to both ends. Hang the stick by a string. The stick hangs horizontally. Invite the children to think about what would happen if you pierced one of the balls with a sharp object. Poke a needle into one of the inflated balloons. Air will come out of the ball, and the end of the stick to which it is attached will rise up. Why? The balloon without air became lighter. What happens when we puncture the second ball? Check it out in practice. Your balance will be restored again. Balloons without air weigh the same as inflated ones.
Experience 9
To carry it out you need two candles. It is better to conduct research in cool or cold weather. Open the door to the street slightly. Light the candles. Hold one candle at the bottom and the other at the top of the resulting gap. Let the children determine where the flame of the candles is inclined (the flame of the lower one will be directed into the room, the upper one will be directed outward). Why is this happening? There is warm air in our room. He travels easily and loves to fly. In the room, such air rises and escapes through the gap at the top. He wants to quickly get out and walk in freedom.
And cold air creeps in from the street. He is cold and wants to warm up. Cold air is heavy and clumsy (it’s frozen!), so it prefers to stay near the ground. Where will he enter our room from above or below? This means that at the top of the door crack the candle flame is “bent” by warm air (it runs away from the room, flies into the street), and below by cold air (it crawls towards us).
Conclusion: It turns out that one air, warm, moves above, and “other”, cold, creeps towards it, below. Where warm and cold air move and meet, wind appears. Wind is the movement of air.
Experience 10
Prepare bowls of water for each child on the tables. Each bowl has its own sea - Red, Black, Yellow. Children are the winds. They blow on the water. What happens? Waves.
Conclusion: The harder you blow, the bigger the waves.
Experience 11
Lower the boats into the water. Children blow on the boats, they float. This is how real ships move thanks to the wind. What happens to a ship if there is no wind? What if the wind is very strong? A storm begins, and the boat may suffer a real wreck (the children can demonstrate all this).
Experience 12
For this experiment, use fans made in advance by the children themselves. Children wave a fan over the water. Why did the waves appear? The fan moves and seems to push the air. The air also begins to move. And the children already know that wind is the movement of air (try to get children to draw as many independent conclusions as possible, because the question of where the wind comes from has already been discussed).
Experience 13
Now let's wave the fan in front of our faces. How do we feel? Why did people invent the fan? What has replaced the fan in our lives? (Fan, air conditioner).
Conclusion
Based on the educational program of preschool education, a developing subject-spatial environment was created. The group has a variety of lacing (“hedgehog”, “fruit basket”, “locomotive”, etc.); games with buttons (“Buttons have scattered. Arrange them by color”, “Buttons have scattered. Arrange them by shape”), games with clothespins (“Sun”, “Butterfly”, etc.); various inserts of different sizes; nesting dolls; pyramids; cubes; designers; mosaics. To develop interest in the environment and the desire to learn new things, games have been created: “Which tree is the leaf from”, “Big and small leaf”, “Fishermen and fishes”.
To increase the pedagogical competence of parents in matters of sensory education, a parent meeting “Country of Sensory Education”, a survey, and a seminar-workshop “Games and exercises for the development of fine motor skills of the hands” were held. At the seminar, parents received information about the importance of child development aimed at developing fine motor skills of the hands. A folder has been developed - moving "Development of fine motor skills of children's hands using improvised materials"; a booklet “Let's Play Baby” has been developed, with practical recommendations.
Thus, in the process of playing, children themselves, without realizing it, improve and develop themselves. After all, cognitive development is the key to success for the development of personality today, tomorrow and forever! Such methods as children’s work in nature, in a living area, and basic search activities help to form an ecological culture. In my opinion, these methods are the most effective in developing an environmental culture in preschool children, because in the process of using these methods, mental activity, mental processes (memory, thoughts, imagination, etc.), perception are activated, the child joins the work of adults, learns new and interesting things. “Children’s work in nature” is the most accessible type of work for children, which has a tangible and significant result. In work there is an active process of cognition and application of acquired knowledge. “Work in a corner of nature” will help introduce children to nature and cultivate a love for it. In the process of caring for the animals and plants in the corner, children get an idea of the diversity of the flora and fauna, how the plant develops and grows, the conditions for them need to be created. “Elementary search activity” - helps to develop observation skills and activates mental activity. Experiments are of great importance for children’s understanding of cause-and-effect relationships. Thus, the purpose of the study: to study the influence and significance of natural objects and natural materials on the sensory development of preschool children - achieved.
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