Project preparatory group experimental activities. Project "Young Researchers"
Project participants: children of the preparatory group, teachers.
Implementation period: October - December 2016.
Type of project: educational - research.
Relevance.
Paper- accessible and universal material that both adults and children encounter every day. They use this item without thinking about its properties, its significance for people’s lives and activities. Experiments carried out independently by children to study the properties of paper help students become familiar with the source materials for its production, with its physical properties, etc. They also create conditions for independent conclusions about the value significance of the subject under study for all humanity.
Target:
- paper- wrinkles, tears, gets wet,
- expand knowledge children about the world around us through experimental activities;
- develop interest, curiosity, activity.
Tasks:
Educational:
- develop the ability to investigate a subject and establish cause-and-effect relationships and draw conclusions based on experiment;
- introduce different types paper;
- introduce children to the properties paper;
- form skill compliance with safety regulations when conducting experiments.
Educational:
- develop cognitive activity, interest in the research process activities;
- form children different ways knowledge, which are necessary to solve cognitive tasks;
- develop coordination of movements, fine motor skills hands;
- develop research skills, mental processes: attention, imagination, visual and auditory sensitivity.
Educational:
- cultivate interest in understanding the world around us, curiosity;
- stimulate the development of independence and responsibility.
Recently, children, together with their parents and teachers, visited the Prospekt district library on an excursion, where they were told about the origin of paper.
We tried to study the properties of paper and for this we carried out the following experiments:
Experiment 1. Folded paper. It's easiest to fold a napkin; it's thin. It's harder to fold cardboard. It is thick and dense.
Experiment 2. Torn paper. We used more effort when we tore the cardboard, but the napkin was torn very easily.
Experiment 3. Lowered paper into water. The napkin got wet faster. The cardboard took longer to get wet. Any paper gets wet.
Experiment 4. Tossed paper up. The cardboard fell quickly and the napkin fell slowly, because it is light.
Experience 6. « Paper makes sound» Take paper and perform the movement "laundry". The paper rustles, creaks.
Experiment 7. “Paper Making”
After the appliqué class, we were left with paper scraps; the used sheets of paper were torn into small pieces. This was great fun for the children.
We placed small pieces in a container and filled them with hot water and left them to soak for a day. A day later, the whole mass was whipped with a blender. It turned out something like a mush.
Then this mixture was spread in a thin layer over the tablet, giving it the shape of the future paper, gently smoothed and dried. In a few days the paper is dry. We got an unusual one paper.
The children noticed that the color of the resulting samples differed from the color of the raw materials: part of the paint dissolved in water, the color turned out paler. Of course, you can’t use this kind of paper for writing and drawing, but it’s quite suitable for crafts. By turning the idea into reality, we achieved the goal not only from an environmental point of view, but also the children realized that making paper is a very labor-intensive process.
Experience 8. “Making marbled paper.”
Thus, the children learned that there is a huge variety of types of paper and each type of paper has its own purpose, and, having mastered the technology of making marble paper, we will look for ways to use it.
Sections: Working with preschoolers
Relevance:
At present, in preschool education, the problem of organizing the main leading type of activity in understanding the surrounding world during preschool childhood - experimentation - is particularly acute. This activity equally influences the development of the child’s personality as well as gaming. Ideally, the presence of these two truly childlike activities is a favorable condition for the development of preschoolers.
Objective of the project:
To promote the development in children of cognitive activity, curiosity, the need for mental impressions of children, the desire for independent knowledge and reflection, which in turn will lead to intellectual and emotional development.
Objectives of the experimental activity:
1. Expanding children’s ideas about the world around them through familiarization with basic knowledge from various fields of science:
- developing children's understanding of the chemical properties of substances;
- development in children elementary ideas about basic physical properties and phenomena;
- development of elementary mathematical concepts;
- introduce the main features of the planet's topography: volcanoes, mountains, lakes.
2. Development in children of the ability to use devices - assistants when conducting experimental games.
3. Development of mental abilities in children:
- development of thinking abilities: analysis, classification, comparison, generalization;
- formation of ways of knowing through sensory analysis.
4. Social and personal development of each child: development of communication, independence, observation, basic self-control and self-regulation of one’s actions.
Project duration: month.
Form of work:
- In small subgroups, taking into account the level of development and cognitive interests of children.
- Frontal work.
- Individual work.
Expected results:
- Children’s acquisition of knowledge and ideas about the world around them.
- Creation of a unified innovation space.
- Accurate execution of the assigned task.
- Increasing the level of motivation to exercise.
Approximate plan for experimental activities in preparatory group for a month.
Experiment No. 1 – “The benefits and harms of Coca-Cola.”
Experiment No. 2 – “How good and harmful words affect a plant.”
Experiment No. 3 – “Secrets of the volcano.”
Experiment No. 4 – “How to see the movement of water through the roots?”
Experiment No. 5 – Entertaining experiments: “Detectives”, “Where did the jam go?”
“The benefits and harms of Coca-Cola.”
Goal of the work:
Study of the harmful effects of Coca-Cola on the human body.
Research objectives:
- analyze the interaction of Coca-Cola and rust;
- study the effect of Coca-Cola on teeth;
- investigate the compatibility of Coca-Cola with other products.
Research stages:
- A survey of group children and parents on the topics “My favorite drink” and “Do you know about the dangers of Cola.”
- Proposing a hypothesis.
- Direct experimentation.
- Observation of the interaction of Coca-Cola with substances and objects.
Materials for the experiment (observation for a week): five transparent cups; rusty and new nail; a piece of sausage; baby tooth (can be replaced with a chicken shell).
- Before the experiment began, one of the children accidentally lost a baby tooth and we decided to use it in our experiment. The children took a transparent glass, poured Coca-Cola into it and lowered the tooth. On day 2, the tooth turned black, from which the children concluded that Coca-Cola contains a lot of dyes that penetrate even hard tooth enamel. On the 3rd day a crack appeared on the tooth, and on the 5th day the tooth broke into 2 halves.
- Conclusion: Coca-Cola destroys teeth. Lemonade dyes are very persistent and they darken teeth.
- We took 2 bolts: a rusty one and a new one. One was placed in a glass of water, the other with lemonade. On the fourth day, the new bolt in the water was covered with a layer of rust, and the bolt in the “Kola” was cleared of it. Conclusion: Coca-Cola even eats away rust!
For the experiment, we cut a piece of sausage into 2 halves. One half was placed in water, the other half in Coke. On day 2, the sausage placed in water did not lose its appearance, but the sausage in “Cola” turned into a mushy puree. Conclusion: “Cola” has destructive properties for meat.
Thus, after conducting a series of experiments, we saw that “Coca-Cola” destroys teeth and meat, it contains a lot of dyes. Coca-Cola contains substances that corrode rust. It cannot be drunk with all foods. And Coca-Cola also contains a lot of sugar, which is harmful to our body. This means we were right: “COCA-COLA” IS NOT SAFE FOR HEALTH!
At the end of the experiment, we experimented with children from other groups.
“How good and harmful words affect the plant.”
Goal: To give children an idea of how important air, water and light are for all life on earth. And that good and bad words also affect plants.
- Materials for the experiment:
- Three transparent, shallow glasses;
Oats (or other grain) Procedure: pour grain into containers in equal parts and add a little water. On the first glass there is a circle with a smiling face, on the second – with an angry face, and on the third – a clean circle. Suggest to children during the week: for a glass, talk with a smile Nice words
, with an angry face, hurtful words, and don’t pay attention to the third one. Watch the cups for a week. By the end of the week, we noticed changes: green sprouts appeared in the glass with a smile, dark and weak sprouts appeared in the glass with an angry face, and the grain became moldy in the glass with an empty circle. Conclusion:
“Secrets of the Volcano”
Goal: To expand children’s knowledge about the world around them, to introduce them to the phenomenon of inanimate nature - a volcanic eruption. In the process of children's experimentation, satisfy children's needs for knowledge, independence, joy and pleasure.
- introduce children to the concept of “volcano”, give an idea of the origin and structure of volcanoes;
- to form children’s ideas about a natural phenomenon – a volcanic eruption;
- develop the ability to properly handle chemicals (vinegar).
Equipment for experimentation:
Mountain layout volcanic origin, water, red gouache, dishwashing detergent, soda, vinegar, coffee, teaspoon and tablespoon.
Attention! The children do the experiment, the teacher pours vinegar.
On the table, on a tray, there is a model of a volcano, lined with small pieces of pumice and pebbles. The children stand around the table. First, Znayka explains to the children what substances they will need to conduct the experiment. Draws the children's attention to the fact that vinegar is used in the experiment and tells (based on the picture - diagram) how dangerous it is. Then, invites the children to read the proposed diagrams - models with the sequence of the experiment. After which, the Know-It-All once again pronounces the sequence of the experiment.
Sequence of the experiment.
First child: pour two teaspoons of soda into the mouth of the volcano.
Second child: pour half a glass of water.
Third child: add a coffee spoon of red gouache to it and mix thoroughly until the color is uniform and rich.
Fourth child: add 5 drops of detergent to the resulting colored water and mix.
Znayka: add two tablespoons of vinegar to the colored water, then pour the resulting mixture into the crater of the volcano (soda).
Attention! During the final operation, children are advised to take a step back.
Expected result: As a result of the reaction of soda with vinegar and detergent Red foam will begin to erupt from the crater of the volcano.
“How to see the movement of water through the roots?”
Target. Prove that the root of a plant absorbs water, clarify the function of the roots of the plant, establish the relationship between structure and function.
Materials. Balsam cuttings with roots, water with food coloring.
Process. Children examine cuttings of geranium or balsam with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). What else can roots take from the ground? Children's assumptions are discussed. Consider dry food coloring - “food”, add it to water, stir. Find out what should happen if the roots can take up more than just water (the root should turn a different color). After a few days, the children sketch the results of the experiment in the form of an observation diary. They clarify what will happen to the plant if there are substances harmful to it in the ground (the plant will die, taking away harmful substances along with the water).
Results. The root of the plant absorbs, along with water, other substances found in the soil.
Entertaining experiments.
- continue to develop cognitive activity in the process of experimentation;
- encourage hypotheses;
- develop friendly relationships while working.
“Detectives”
Secret letter
Let the child make a drawing or inscription on a blank sheet of white paper using milk, lemon juice or table vinegar. Then heat a sheet of paper (preferably over a device without an open flame) and you will see how the invisible turns into visible. The improvised ink will boil, the letters will darken, and the secret letter can be read.
The secret jam thief. Or maybe it's Carlson?
Chop the pencil lead with a knife. Let the child rub the prepared powder on his finger. Now you need to press your finger to a piece of tape, and stick the tape to a white sheet of paper - the imprint of your baby’s finger pattern will be visible on it. Now we will find out whose fingerprints were left on the jam jar. Or maybe it was Carlson who flew in?
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Cognitive and research project "Sorceress-Salt" with children of the preparatory group.
Target: formation of an idea of salt as a necessary product for humans, through observations andexperimentation.
Tasks: Find out if it is possible to do without salt? What is it for? Investigate the properties of salt experimentally. Conduct experiments on growing salt crystals.
Project protection:
After reading the fairy tale “Gold and Salt” to the children, the children had a question: “Where does salt come from?” The children began to argue that we use salt in food every day, and it comes in different forms: coarse, fine, sea, colored, rock, table salt. One of the guys said that salt is mined on land and water. The children were very interested in this and we decided to explore salt and learn everything about it.
A little bit of history:
Salt appeared in human life in ancient times. How exactly people learned that food seasoned with white grains tastes better and lasts longer is no longer known. But as soon as people learned the taste of salt, they began to value it extremely. The area, rich in its deposits, was quickly populated and became the property of a tribe.
Salt is found in common foods such as cottage cheese, cheese, bread, cookies or cornflakes. There is enough salt in dairy products, vegetables and meat for a person to not lack it. Salt is found in vegetables and some fruits.
Salt is an important seasoning, without which food is bland. Vegetables are prepared with it for the winter (cucumbers, tomatoes, cabbage are pickled).
Salt is also a symbol of hospitality and friendship. “Sharing bread and salt” meant maintaining a long-term relationship. From here folk sign- scattered salt, to a quarrel, failure. Salt has always been treated with respect and sparingly.
There are also many sayings associated with salt. We learned some of them: Under-salting on the table, over-salting on the back. Without bread you are not full, and without salt you are not sweet.
Salt was brought to Kievan Rus from salt lakes on the Black and Azov Seas. Here it was bought and taken to the North. Salt was so expensive that at ceremonial feasts it was served on the tables of noble guests, while others dispersed “without salt.”
After talking with my mother, we learned some tricks related to salt. For example, to prevent hot vegetable oil from splashing in different directions in a frying pan, you need to sprinkle the hot oil with salt. To easily peel boiled chicken eggs, add a little salt to the water in which they will be boiled. How to determine the freshness of a chicken egg? Add a teaspoon of salt to a cup of water. Place an egg into the solution. If it floats up, it is better not to use it, but if it drowns in such water, it is most likely fresh. Adding a pinch of salt to a jug of fresh milk will help it last longer.
We developed and discussed a detailed plan for studying salt. We set ourselves goals and objectives: to study the properties of salt, grow salt crystals, study and compare salt and fresh water.
We recorded all our observations and experiences in an observation diary. This is how much interesting we learned about salt. But she really is magical. No wonder people say: if there is no salt, there is no word!
Diary of observations and experiments in the project “Salt is a magician”.
Where did our research begin? First we studied the properties and qualities of salt. We found out that salt tastes salty, white, odorless, free-flowing.
1. Salt dissolves in water.
We took a container with water, immersed a spoon with salt in it - the salt disappeared from it.
Conclusion: salt dissolves in water.
2.Salt in water of different temperatures.
We took two glasses of cold and hot water. And they put one heaped tablespoon of salt in each of them.
The water in the glasses became cloudy. But in a glass of hot water, the salt dissolved faster, and the water was almost clear. And in a glass of cold water, the salt fell to the bottom, but the water itself remained cloudy for a long time. Conclusion: salt dissolves faster in hot water.
3.Floating egg.
Let's conduct an experiment and check how salt water will push objects to the surface! To conduct the experiment we will need: 2 raw eggs, 2 glass containers with water, several tablespoons of salt. Place one raw egg in a container with clean tap water. What happened to him? The egg sank to the bottom. Dissolve the salt in a second vessel with water and lower the egg into the salt water. The egg was left floating on the surface of the water!
Conclusion: Salt really does push things out of water. The more salt there is in the water, the more difficult it is to drown in it.
4. Obtaining crystals.
We took a small saucer, poured water into it, added salt, stirred it and left it on the radiator overnight. In the morning, the water in the saucer evaporated, leaving large salt crystals at the bottom. We learned that when salt water evaporates, crystals form.
5.Salt is a cleaning agent
We took a dirty glass, poured a little salt on a sponge and washed the glass. It became clean, even shiny.
Conclusion: You can use salt to wash dishes.
It was very interesting for us to work on this topic. We asked our parents what they know about the beneficial properties of salt for people’s lives. It turns out that parents know a lot and they were happy to share their knowledge with us. And we talked about what we had learned ourselves when we carried out observations and experiments, and read the encyclopedia. We also became convinced that the simplest and most familiar things can be unusual.
After finishing the project, we learned:
Salt is a white crystalline substance with a pungent, salty taste. It dissolves well in water.
Salt is a mineral that is used by humans in everyday life and in production.
Salt is a helper in the household.
Salt is a food and seasoning, a preservative.
Salt is essential for human life and health.
When salt water evaporates, white crystals appear that taste salty.
The last year of kindergarten is a transitional stage to school education. Children aged 6–7 years undergo a transition from visual-figurative thinking to verbal-logical thinking, and an interest in complex games with the distribution of roles and the implementation of rules appears. Older preschoolers are inquisitive, emotionally receptive, and strive to take initiative in mental and practical experimentation.
Organization of educational and research activities with preschoolers aged 6–7 years
The modern education system moves away from teaching children through direct transfer of knowledge, but develops in them the desire to search for new information using a variety of methods. Forming research skills in a child and the ability to independently search for information is the goal of organizing cognitive and research activities in kindergarten in accordance with the Federal State Educational Standard. The teacher instills in the child the motivation to find answers to emerging questions and encourages curiosity. Cognitive and research activity is also manifested in independent activities that accompany gaming activity. The ability to pose a question in connection with the emergence of an unknown or still little-studied object and find an answer indicates a high level of mental and mental development
The cognitive and research activities of preparatory group students become more independent
The more a child has seen, heard and experienced, the more he knows and has learned, the more elements of reality he has in his experience, the more significant and productive, other things being equal, will be the activity of his imagination.
L. S. Vygotsky
"Imagination and creativity in childhood"
Age characteristics of older preschoolers
When developing a system of classes on research activities in the preparatory group, the teacher takes into account the age characteristics of children 6–7 years old:
- The ability to self-regulate behavior. Older preschoolers have greater perseverance; they are able to independently plan the pace and quality of practical activities so as to avoid overwork. In the preparatory group, long-term studies can be carried out during educational activities and walks.
- High level of development of dialogical speech, formation of monologue speech skills. In conversations with the teacher and in the group, children actively exchange statements, clearly formulate questions and give answers. By the end of his studies in kindergarten, the child is able to compose short monologues orally (congratulating the audience on an event, presenting a project, reporting on completed research).
- Development of thinking abilities. Children of this age are oriented in spatial and temporal indicators, compare the qualities and properties of objects, and are capable of generalizing and classifying the information received. The ability to establish cause-and-effect relationships is improved, children build logical chains of many links.
- Creativity. Older preschoolers often make spontaneous decisions and complete tasks in unexpected ways. A creative approach is observed in various types of children's activities: in oral stories, composing stories based on visual material, in drawings, during games, experiments and experiments.
- Formation of self-esteem skills. By the age of seven, a child begins to realize the level of his capabilities, abilities and knowledge. He evaluates the results of his activities, but for most older preschoolers there is a tendency towards inflated self-esteem.
Older preschoolers already have successful experience speaking in front of an audience
Objectives of educational and research activities
Cognitive and research activities of older preschoolers in kindergarten are aimed at solving a number of problems:
- Expanding ideas about objects in the surrounding world.
- Training in independent planning of stages of research activities.
- Improving speech skills, enriching the active vocabulary with special terms.
- Development of an analytical type of thinking: improving the skills of comparative analysis, generalization, classification, summing up productive activities.
- Encouraging initiative and independence in work, creating positive motivation for experimentation.
- Creating a friendly atmosphere and cohesion of the children's team, developing the ability to work in a team.
To implement the assigned tasks, the teacher works together with the children in various types of classes: studying the surrounding world (ESD), the formation of elementary mathematical representations(FEMP), preparation for literacy, speech, creative, sports and music classes.
For example, studying the differences between vowels and consonants can begin by conducting research: “Pronounce the sounds [a], [o], [u], [and]. Is your mouth open? Where is the tongue? How does the voice go? (Free). “Now say the sound [b]. Was your mouth open? Let's pronounce the sound [r]. Where is the tongue? How does the voice go? (There are obstacles - lips, teeth). The conclusion of the study is formulated: when pronouncing consonant sounds, the voice encounters some kind of obstacle on the way, when pronouncing vowels, it passes freely.
The children also gain new knowledge while walking, observing objects of living and inanimate nature. Older preschoolers participate in long-term studies, observing changes in an object: plant growth, changes in precipitation depending on temperature conditions, the movement of luminaries throughout the year, the phases of the moon.
The results of experiments surprise preschoolers, so they strive to carry out experiments again and again
Methodology for organizing research activities
The teacher needs to create conditions in which children can demonstrate their research abilities:
- The presence of a situation or question that activates the desire to solve a problem or answer a question. The experiment is not carried out for the sake of entertainment or entertainment, but is a method of understanding the world order.
- Conducting an oral analysis of a problem situation. In the preparatory group, children analyze independently, the teacher controls the degree of immersion in the problem and the correctness of the presentation of thoughts, and guides, if necessary, with clarifying questions.
- Defining a hypothesis for practical confirmation/refutation (experiment, experience, observation, study of a layout or model).
- Recording research results (in special journals, on cards, etc.) and formulating conclusions.
- Creating a situation of success. In a lesson with a research focus, each student should be given the opportunity to make assumptions and voice the results obtained during the experiment.
- The teacher controls the children’s practical activities and monitors the implementation of safety precautions, the provisions of which are repeated before each experiment.
Interest is supported by success; interest leads to success. And without success, without the joyful experience of victory over difficulties, there is no interest, no development of abilities, no learning, no knowledge.
V. A. Sukhomlinsky
Children's attention and interest are maintained through various forms of organizing research activities. Pupils of the preparatory group are fascinated by such forms of work as:
- Study of phenomena and events of social life, natural phenomena. An exploration of what is happening in the present time. This could be observing the appearance and disappearance of a rainbow while walking, an excursion to a production or enterprise (a store, an industrial plant, a library, a post office), studying the technology of laying asphalt and other road works, the preparation and use of cement, its properties, when it is carried out renovation in kindergarten.
Observing the sun will require students to wear sunglasses.
- Review of visual material. Children of senior preschool age are interested in studying layouts and models of objects that allow them to learn about their structure or functioning (models of planets, a volcano, a coral reef, a model of a submarine, a robot loader, a lunar rover, a space satellite). Information search is also carried out by looking at illustrated encyclopedias and thematic posters. In the preparatory group, research work can be carried out using mnemonics: the children become familiar with any process while examining special cards. Mnemonic cards are a sequence of information pictures.
Older preschoolers are interested in models and layouts of real objects
- Collecting and classification. Searching for objects on a specific topic is a long and fascinating process if the goal is a comprehensive study of objects by comparison and systematization. Children arrange collected objects into mini-exhibitions, herbariums, albums, and boxes. Older preschoolers are proficient in writing printed letters; under the supervision of the teacher, they sign copies of the collection and assign numbers.
Making a collection of seeds will help children consolidate their knowledge about vegetable crops
- Experiments and experiences. Older preschoolers independently conduct practical research of objects according to verbal instructions, and carefully observe the demonstration of complex experiments by the teacher. In the preparatory group, children's experimentation can retain elements of play activity.
Experiments with water are one of the most favorite among preschoolers.
- Travel games. Organized to search for information about remote territories and areas: the North Pole, Africa, the Universe, the jungle, the ocean floor. The structure of the game consists of children virtually moving into the world being explored, solving cognitive problems, and summarizing new information. During the trip, children study geographical maps, photographs and illustrations, and video materials. Movements can be carried out spatially and temporally (during the era of dinosaurs, the Ice Age, visiting primitive people, during the construction of the pyramids in Egypt, etc.).
Preschoolers are happy to get involved in creating models of research objects
- Research projects. Senior preschoolers work on group and individual projects to study topics in various areas: “Ecology”, “Public and Social Activities”, “Animal and Plant World”, “Space”, “Geography”. The results of project activities are presented in the form of information stands, posters, photo albums, laptops, and layouts. A presentation of the completed project is organized, at which students tell listeners (parents, children junior groups, invited guests) about the importance of studying this topic, the assigned tasks, and the stages of the research.
To the winners of the competition research projects certificates and prizes are awarded
Table: types of cognitive and research activities of older preschoolers
Preschoolers may need aprons and masks to experiment with some materials.
Types of research activities
Cognitive and research activities in preschool educational institutions are embodied in the following types of activities of preschool children:
- GCD classes on studying the surrounding world. The classic form of organizing cognitive and research activities in kindergarten. Older preschoolers show a greater degree of independence in oral tasks and practical activities. You can diversify GCD classes by combining different forms of work (conversations, studying visual material, observations, experiments, didactic and outdoor games, including audio materials). Children 6–7 years old perceive verbal descriptions of images that are outside their sensory experience (cosmic objects, stories about other continents, ancient animals); for this, the topic of the lesson should interest the pupils, which is what the motivating beginning of each lesson is aimed at.
- Integrated lesson. It is a synthesis of cognitive, social-communicative and artistic-aesthetic areas and research activities, which is realized in the forms of work: listening to an artistic text or musical composition, educational conversation, situational conversation, experimentation, observation, productive activity. The purpose of an integrated lesson is a comprehensive study of a topic or problem situation.
For example, in the lesson “What is air?” disclosure in the preparatory group educational areas is implemented in conducting a heuristic conversation and experiments (“Cognition”), physical education minutes “Inflatable toys” (“Physical”), pronouncing the research plan and discussing the results (“Speech”), creating an application “The wind sways the trees” (“Artistic-aesthetic”) .
- Non-traditional activities: performance, puppet show, quest, concert, KVN, intellectual games (quizzes, “Your own game”, “Oh, lucky one!”, “The investigation is conducted by experts”), consultation (children act as consultants for younger comrades). These forms of classes contain an entertaining component; preschoolers actively perform creative tasks and follow the development of the topic.
- Environmental actions. Carrying out activities in support of respect for nature requires extensive preliminary work: studying any environmental problem, forecasting in case of unfavorable developments (air, water and soil pollution, death of plants and animals), searching for information on ways to solve the problem, practical contribution.
Options for environmental actions in the preparatory group kindergarten: “Dress the tree” (actions to protect trees on the territory of the preschool educational institution from frost - wrapping), “Feed the birds!” (creating feeders and providing food for birds remaining for the winter), “Battery Recycling” (an action to collect used energy carriers and transfer them for recycling), “Green Landing” (an action for landscaping the territory of a preschool educational institution or for cleaning the surrounding area from garbage).
Participation in environmental events teaches preschoolers to take care of their native nature
Conducting a lesson on cognitive and research activities in the preparatory group of a preschool educational institution
According to SanPiN norms, ECD classes in the preparatory group are held in the first half of the day (preferably in the middle of the week, when mental abilities are at their peak) and last no more than half an hour.
You can conduct research-oriented observations during a morning or evening walk for 7–15 minutes.
The forms of children's activities should be varied. In the preparatory group, one physical activity task (exercise, dance warm-up or outdoor game) is enough. As a change of activity, there are musical breaks, watching a cartoon episode on the topic of the lesson, and collective memorization of sayings and poetic passages.
V. A. Sukhomlinsky
Spiritual fullness and richness of life can only be achieved by a broad, diverse education, inquisitive knowledge of the world, an active pursuit of knowledge, and the joy of knowledge.
"About Education"
Conducting experiments with balloons clearly demonstrates to preschoolers that air has weight
In the preparatory group, the teacher gives verbal instructions and descriptions for performing experiments, and children learn to carry out research using a graphical diagram. Direct demonstration is used to demonstrate complex experiments and individually for children experiencing difficulties. Senior preschoolers are given tasks to predict the results of the study and record the information received. The guys are working on creating herbariums and collections, keeping diaries of weather and experimental observations, filling out an experiment card, and adding symbols to the empty experiment diagram template.
| Table: diagram of the research plan | Research stage |
| An example of the progress of children's experimentation | Statement of a question Motivational start to the lesson. The children received a video letter from, in which he says that he saw guys conducting experiments on the buoyancy of various materials. Preschoolers discovered that iron sinks. The character wonders if all objects made of metal sink, for example, ships. Pupils formulate the question: “Why don’t all iron objects sink in water?” |
| Goal setting | Students offer solutions to the problem and come to the conclusion that the buoyancy of various metal objects should be observed in the laboratory. |
| Hypothesizing | The guys are thinking about how to determine the conditions for the buoyancy of iron objects (conduct an experiment with lowering objects of different volume and shape, made from the same material, to the surface of the water). |
| Hypothesis testing | Experimenting in the laboratory with an iron plate, cube, bar, balls, bowl, boat. |
| Analysis of the results obtained | The children saw that metal objects of the same weight behave differently when immersed in water (smaller ones sink, large size float on the surface, have buoyancy). |
| Summing up the research, formulating conclusions | Those metal objects whose total density is less than the density of water do not sink in water. |
Preschoolers are in practice looking for the answer to the question why some metal objects sink in water, while others float
Motivating start to class
The degree to which the child is interested in the topic of the lesson depends on his initiative in directly research work. The teacher captivates the children with leading questions and examination of unusual visual material. Problem situations and game elements stimulate interest, surprise moments. Predicting a positive perception of the initial stage, the teacher builds the lesson in a general direction (helping a fairy-tale character, traveling through an unknown world, finding an answer to an important question).
Unusual visual material can be used at the beginning of the lesson, which activates the cognitive activity of preschoolers
The final result of research activities largely depends on the motivation and emotional mood of preschoolers at the beginning of the lesson.
Table: examples of a motivating start to a lesson
| Cognitive Research Topic | Option for a motivating start to the lesson |
| Formation of ideas about a natural phenomenon - a volcanic eruption (lesson “Fire-breathing mountain - volcano”). |
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| Expanding ideas about the properties of solid materials: wood, plastic, foam, metal, paper, fabric, rubber (lesson “Travel to the Island”). |
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| Introduction to the environmental problem of air pollution and its possible consequences for nature and the human body (lesson “We are researchers”). | Conducting a heuristic conversation:
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Table: card index of topics on cognitive and research activities in the preparatory group
| Lesson topic | Research objectives |
| Expanding ideas about the properties of water, its forms (liquid, solid, gaseous) and the conditions for the transition from one form to another. |
| Formation of ideas about plant growth conditions. |
| "Invisible and Close" | Expanding ideas about the properties of air, its importance for life on Earth. |
| “Where does sound come from?” | Formation of ideas about the vibration of objects. |
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| "Mirror, mirror" | Expanding ideas about the properties of mirrors and their use. |
| “Why do things move?” | Introduction to the concepts of “thrust” and “friction force”. |
| “Why doesn’t the ship sink?” | Acquaintance with the dependence of the buoyancy of objects on shape, size, weight. |
| "Sugar" | Expanding understanding of the properties of sugar, methods of its production and use. |
| "Salt" | Expanding understanding of the properties of salt, methods of its extraction and use. |
| "Glue" | Introduction to different types of glue (PVA, silicone, instant) and their properties. |
| "Cement" | Introduction to the properties of cement and how to use it. |
| Introduction to the concept of “environmental problem”. |
| "Measuring the length of objects" |
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| Getting to know natural objects by studying models. |
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Pupils of the preparatory group can be trusted to work with a microscope
Temporary lesson plan for the preparatory group
The outline of a GCD lesson and an integrated lesson with a research focus is developed by the teacher, taking into account age characteristics pupils and the mandatory inclusion of physical and play elements.
- A research-oriented lesson in the preparatory group lasts 30 minutes and consists of the following components:
- Organizational moment - 1 minute.
- Motivating start of the lesson - 3–5 minutes.
- Constructing a research plan - 2–3 minutes.
- Physical activity - 2–3 minutes.
- Practical research (observation, experimentation, experimentation) - 10–15 minutes.
- Recording the results of the study - 1–2 minutes.
Summing up - 1 minute.
| Lesson topic | Table: examples of temporary lesson plans on different topics | Organizing time | Motivating start | Talking through the stages of research (planning) | Physical activity | Practical work | Recording the results |
| Summarizing | "Journey to the Age of Dinosaurs" |
| Watching videos. | 2 minutes. Outdoor game "Dinosaurs". | 3 minutes. Study of various types of dinosaurs (based on figurines and materials from the illustrated encyclopedia). | 13–15 minutes. Distribution (classification) of pictures with dinosaurs on the card into subgroups: herbivores and carnivores; floating, land, flying. | "Journey to the Age of Dinosaurs" |
| 1–2 minutes. | "Journey to the Age of Dinosaurs" | Surprise moment. A squirrel comes to the group (the role is played by a student from the senior group) and asks to help her answer the question: “Why did the leaves on the trees in the forest begin to turn yellow and fall off?” Outdoor game "Dinosaurs". | Watching videos. | Physical education lesson “The tree is getting taller.” Watching videos. | Examination of tree leaves using a microscope (presence and absence of chlorophyll). 14 minutes. | Design of the herbarium page. Watching videos. | "Journey to the Age of Dinosaurs" |
| “Save water!” | "Journey to the Age of Dinosaurs" |
| Outdoor game "Dinosaurs". | Exercise “Droplets - bang!” Droplets - jump!” Watching videos. | Experienced water purification activities. 15 minutes. | Filling out the research card. "Journey to the Age of Dinosaurs" | "Journey to the Age of Dinosaurs" |
Studying dinosaur species will take preschoolers into the wonderful world of prehistoric nature.
Table: example of a summary of cognitive and research activities in the preparatory group
| Author | Kovalevskaya N.N., teacher at MBDOU D/s "Rainbow", Isilkul, Omsk region. |
| Name | "Herbarium. Trees on the kindergarten site" |
| Target | Expand and enrich children's knowledge about the features of autumn nature and trees in the kindergarten area. |
| Tasks |
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| Preliminary work |
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| Forms of organization of activities |
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| Materials |
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| Progress of the lesson | Motivational stage. V.: You and I have worked very hard for a month. We studied the structure of a leaf and found out why leaves fall in autumn. What else have we done with you? (We collected leaves for the herbarium). We worked like real research scientists. Do you think we've done everything? (No, not everything; scientists record their research in special books - encyclopedias). Can we create a small encyclopedia about the trees on our site? What do we need for this? (Children's answers). Main stage. V.: Before we get started, let’s repeat what we know about trees and leaf fall.
Final stage.
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Examples of organizing cognitive and research activities in a preparatory group
We invite you to familiarize yourself with the experience of conducting classes in preschool educational institutions on research activities and experimentation with children 6–7 years old.
Video: open experimentation lesson “Molecules and Bubbles”
Video: experimental activities in the preparatory group (studying the properties of water)
Video: experimental activity “Winter water”
Video: open lesson “Secrets of Lemon”
Video: GCD for educational and research activities “The Most Important Wizard”
Video: NOD “Journey to the laboratory of Professor Pochemuchkin”
Analysis and diagnostics of cognitive and research activities of students
To evaluate the results and effectiveness of students’ cognitive and research activities, the teacher conducts diagnostics according to the following criteria:
- problem posing skills;
- correct formulation of questions;
- building an algorithm of actions to solve the problem;
- putting forward hypotheses;
- choice of research methods;
- ability to describe observations during the research process;
- presence of thinking skills (analysis, comparison, generalization, systematization);
- degree of independence at each stage of the research;
- ability to make inferences, conclusions, summing up.
The teacher assesses the degree of independence of the student when conducting experiments and the ability to formulate conclusions
A high level of cognitive and research activity is evidenced by the presence of stable motivation to solve problem situations and searching for answers to the questions posed, independently constructing a research algorithm and conducting practical work(experiments), competent formulation of the information obtained, correct drawing of conclusions.
A child with a developed research type of thinking takes the initiative in choosing materials and tools for conducting observations, is not afraid to put forward hypotheses and test them experimentally, and brings what he starts to the end in order to obtain compliance with the voiced hypothesis or refute it.
To identify the attitude of pupils to experimental activities and determine the level of mastery of research skills, the teacher can invite children to keep a special journal in which the results of the work done are recorded. At the same time, it is recommended that the teacher keep diagnostic cards for each student, in which he enters data from his own observations of the children’s research activity. Diagnostics can also be carried out in the form individual conversation
using special tasks
Development of cognitive activity as a topic for self-education of a preschool teacher
Preschool teachers constantly improve their professional skills, improve their qualifications and develop. While engaged in self-education on the topic of developing the cognitive activity of older preschoolers, the teacher studies methods and approaches to create conditions for the formation in children of the foundations of cognitive, intellectual, personal and creative development.
Only that knowledge is durable and valuable that you have acquired yourself, driven by your own passion. All knowledge must be a discovery that you have made yourself.
K. Chukovsky
The teacher should pay great attention to creating conditions for children's experimentation. A research corner or science center is organized in the group’s premises. It is possible to prepare a separate room for the functioning of a circle for cognitive and research activities. There should be space in the research corner or laboratory for displaying student projects or for thematic exhibitions. To store educational literature, materials for experiments and instruments, shelving is provided, access to which will be open to all children. For conducting experiments, a place is thought out: a demonstration table, student desks and chairs. Safety rules when conducting experiments should be clearly presented (for example, in the form of a poster).
If children have any difficulties during experiments, the teacher always comes to the rescue
| Self-education stage | Contents of the activity |
| Theoretical stage |
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| Practical stage | The prepared theoretical base is being introduced into practice. The teacher organizes classes on research activities in accordance with the curriculum in the first half of the day or opens a circle for additional education. During school year The teacher conducts thematic meetings or consultations for parents, in which he introduces them to the tasks of the experimental activity and shows the results achieved by the children. The teacher should strive to involve children in project activities and participation in city and regional competitions. The teacher reports on the effectiveness of work at teacher councils, seminars and round tables for colleagues. |
Photo gallery: examples of creating conditions for research activities of preschoolers
Various materials for conducting experiments are placed in the research corner. Materials in the research corner should be freely accessible to children. When working in a mini-laboratory, safety precautions must be observed. When organizing a research corner, it is important to provide space where children will work with materials. Working with a microscope requires care, but leaves children have unforgettable impressions Not all children can study in the experimental laboratory, but only the most motivated ones. The teacher must familiarize students with the equipment of the research circle
Education - higher philological, master's degree in philology. Specialty: teacher of Russian language and literature, teacher of history. Studying the modern literary process is part of my life. As a teacher last years I interact more often with preschool children, so I actively research the experience of preschool teachers and study the latest developments in teaching preschoolers.
