Presentation of the project on experimentation. Presentation on the topic "experimental activities of older preschoolers." The main equipment in the experimenting corner are

Goals of experimentation:

To develop cognitive abilities in children (analysis, synthesis, classification, comparison, generalization);

Introduce various properties of substances (hardness, softness, flowability, etc.); with the main types and characteristics of movement (speed, direction); with physical phenomena (magnetic and terrestrial attraction, electricity, reflection and refraction of light, etc.)

To form elementary geographical representations in children.

Develop an emotional and valuable attitude to the world around.

To form aspirations for the implementation of safety regulations when conducting experiments and experiments.

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Experimental - experimental activities in the preschool educational institution. From work experience: educator of the first qualification category Vetrova Nadezhda Maksimovna 2018 Structural unit "Kindergarten" of the state budget educational institution Samara region of the basic comprehensive school No. 2 of the urban-type settlement Smyshlyaevka of the Volzhsky municipal district of the Samara region

At present, there is a question of improving the quality of upbringing and education of the younger generation at all levels of the educational system of our country. special kind pedagogical work covering all aspects of the activities of the DOW is - experimentation. Life in all its manifestations is becoming more and more diverse and complex; it requires from a person not stereotyped, habitual actions, but mobility of imagination and thinking, quick orientation in space, a creative approach to solving large and small problems. One of the leading activities in preschool is experimentation. Children's experimentation is a complex multifaceted process that includes both live observation and experiments conducted by the child. In the course of it, the preschooler gradually masters the model research activities- from posing a problem to putting forward a hypothesis and testing it empirically. Research activity is born already in early childhood, at first representing just aimless experimentation with things, toys. The child begins to distinguish objects by color, shape, purpose, sensory standards are mastered. Carrying out a simple manipulation with objects and observing, he learns the world develops intellect. By the senior preschool age, the possibilities of the child's cognitive activity are noticeably increasing, which finds expression in the form of search, research activity. Such activity provides productive forms of thinking. The main factor is the nature of the activity. According to Academician N.N. Poddyakov, in experimental activities, the child acts as a kind of researcher, independently influencing objects and phenomena surrounding him in various ways in order to more fully cognize and master them. In the course of experimental activity, situations are created that the child resolves through the experiment and, analyzing, draws a conclusion, a conclusion, independently mastering the idea of ​​a particular law or phenomenon.

“People who have learned ... observations and experiments acquire the ability to raise questions themselves and receive actual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school.” K.E. Timiryazev “Know how to open one thing in front of the child in the surrounding world, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to return to what he has learned again and again. Sukhomlinsky V.A. Children's experimentation is one of the methods of teaching and developing the natural science ideas of preschoolers.

Goals of experimentation: To develop cognitive abilities in children (analysis, synthesis, classification, comparison, generalization); To acquaint with the various properties of substances (hardness, softness, flowability, etc.); with the main types and characteristics of movement (speed, direction); with physical phenomena (magnetic and terrestrial attraction, electricity, reflection and refraction of light, etc.) To form elementary geographical representations in children. Develop an emotional and valuable attitude to the world around. To form aspirations for the implementation of safety regulations when conducting experiments and experiments. Experiment preparation algorithm: 1. Choice of the research object. 2. Preliminary work (excursions, observations, conversations, etc.) 3. Determination of the type, type and subject of the experiment. 4. Choice of goals, tasks of working with children. 5.Preliminary research(in a mini-laboratory or in a science center). 6. Selection and preparation of manuals and equipment, taking into account the season, the age of the children, the topic being studied. 7. Generalization of the results of observations in various forms (diaries of observations, photographs, drawings, etc.) 8. Forecasting the result. 9. Fixing the sequence of actions. 10. Fixing the safety rules.

The structure of the experiment: 1. Statement of the research problem (with pedagogical support at early, younger, middle preschool age, independently at senior preschool age). 2. Forecasting the result (senior preschool age). 3. Refinement of safety rules in the process of experimentation. 4. Performing the experiment (under the guidance of the teacher). 5. Observation of the results of the experiment. 6. Fixing the results of the experiment. 7. Formulation of conclusions.

The main equipment in the experimentation corner: devices - assistants: magnifiers, scales, hourglasses, compass, magnets; a variety of vessels made of various materials (plastic, glass, metal, ceramics); natural material: pebbles, clay, sand, shells, moss, cones, feathers, leaves, etc.; recycled material: wire, pieces of leather, furs, fabrics, corks, etc.; technical materials: nuts, paper clips, bolts, carnations, etc.; different types paper: plain, cardboard, emery, copying, etc.; dyes: food and non-food (gouache, watercolors, etc.); medical materials: pipettes, flasks, wooden sticks, syringes (without needles), measuring spoons, rubber bulbs, etc.; other materials: mirrors, Balloons, flour, salt, sugar, colored and transparent glasses, etc. When equipping the experiment corner, the following requirements must be taken into account: SAFETY For the life and health of children; ACCESSIBILITY ADEQUACY

What I hear, I forget. What I see, I remember. What I do, I understand. Confucius A child - a preschooler actively strives to learn as much as possible about the world around him. Children become interested when they themselves can discover new properties of objects, their similarities and differences. Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. For the development of the child, it is not the abundance of knowledge that is of decisive importance, but the type of their assimilation, determined by the type of activity in which knowledge was acquired. I try to create conditions for the development of the cognitive activity of the child by means of experimental activities.

Purpose: to expand children's ideas about air and its significance in human life. "Air" Tasks: To consolidate and clarify children's knowledge about air and its properties. To form ideas about the importance of air in the life of humans, animals, plants. Develop the skills of conducting experiments, the ability to independently draw conclusions. Develop thinking, observation, curiosity. Expand and activate children's vocabulary. Cultivate an ecological culture, a caring attitude towards nature.

Tasks: 1. Get acquainted with the history of the discovery of yeast 2. Find out what kind of yeast is. 3. Conduct experiments illustrating the mechanism of action of yeast 4. Determine the benefits of yeast. 5. Familiarize yourself with the use of yeast. What is yeast dough made from? Purpose: to identify and show experimentally the conditions under which yeast dough begins to grow and rise, to find out what yeast is.

"Water" Purpose: Formation in children of a conscious, careful attitude to water as an important natural resource, that is, the upbringing of environmental awareness. Identification of clean water leakage and practical actions aimed at saving clean water supplies. Tasks: Systematize and expand children's ideas about the properties of water. Contribute to the formation of a positive attitude towards water (cognitive, careful, creative). Develop the ability to formulate a problem, analyze situations, plan an experiment, think through the course of activities to obtain the desired result, draw conclusions based on practical experience. Activate the natural history dictionary of the child. Cultivate a sense of mutual assistance, accuracy in conducting experiments. Conclusion: water is a liquid that has no shape, no color, no smell, no taste. Dissolving in water, various substances change in water: color, taste, smell. Pouring into various vessels, water takes shape.

“What is easier, what is harder.” "What of what?" Objectives: To deepen the understanding of animate and inanimate nature. Encourage children to participate in research and generalize the results of experiments. Form ideas about the properties and qualities of the objective world. Develop an interest in research activities. Develop logical thinking. Target: on simple example show children that objects can be light and heavy.

"Microbes" Tasks: 1. To form the child's knowledge about the properties of microbes, what harm and benefit they bring to humans. 2. Prove in the process of experiments the danger to health - the presence of microbes in the human body. 3. Develop observation, the ability to draw conclusions and conclusions. 4. Cultivate respect for your health. Purpose: to give children the simplest ideas about microorganisms.

"Fire" Tasks: With the help of experiments, introduce children to some properties of fire; Develop the ability to observe; draw conclusions; Cultivate a sense of responsibility, caution; Develop the ability to purposefully observe, investigate; Give a correct assessment of objects and phenomena in the process of elementary experimental activity. Objectives: to give an idea of ​​\u200b\u200bfire, its benefits and harms.

"Sand" Purpose: to introduce children to sand as a natural component and its composition, to give an idea of ​​the properties of sand. Tasks: 1. To help children get to know the surrounding world of inanimate nature better; 2. Create favorable conditions for sensory perception, improvement of such vital mental processes as sensations, which are the first steps in the knowledge of the surrounding world. 3. Through games and experiments, teach children to determine the physical properties of sand. 4. Teach children to make independent conclusions based on the results of the survey. 5. To educate the moral and spiritual qualities of the child during his communication with nature.

Tasks: To expand the knowledge of children about cultivated and wild plants. Continue to acquaint children with the peculiarities of growing cultivated plants (onions, flowers, oats, tomatoes, beets, lettuce, watermelon, melon ...); To form in children the concept of the relationship between nature and people: people plant, grow and care for plants, plants grow, delight people with their beauty, feed them with their fruits. Summarize children's ideas about the need for light, heat, soil moisture for plant growth. To develop the ability to observe, to distinguish an object from the surrounding space according to certain characteristics. Enrich the experience of research activities, satisfy children's inquisitiveness. "Garden on the window" Purpose: to form children's interest in research activities for growing cultivated plants in indoor conditions, instilling in children a love of nature, creating a mini-garden on the windowsill in the group.

Experiments and experiments are different: demonstration (I conduct the experiment and demonstrate it; and the children follow the progress and results) and frontal (the objects of the experiment are in the hands of the children) - both teach children to observe, analyze, draw conclusions. In the experimentation corner in their free time, children independently repeat experiments, while applying the knowledge, skills and abilities acquired during organized educational activities. Children experience great joy, surprise and even delight from their small and big “discoveries”, which cause them a sense of satisfaction from the work done. Encouraging children's curiosity by guiding them vigorous activity I try to promote the development of cognitive activity, logical thinking, coherent speech in the child.

List of used literature: E.A. Martynova, I.M. Suchkova "Organization of experimental activities of children aged 2-7 years." G.P. Tugusheva, A.E. Chistyakova "Experimental activity of children of middle and older preschool age." E.V. Marudov "Introduction of preschoolers to the outside world." G.M. Bondarenko "Environmental activities with children." In order for the child to maintain cognitive interest, the desire to learn new things, to find out the incomprehensible, the desire to delve into the essence of objects, phenomena, we recommend parents to conduct simple experiments and experiments at home.

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Seminar for teachers "Experimentation - one of the forms of development of cognitive and research activities of pupils" Prepared by: art. teacher Nedokhlebova O.A.

The purpose of cognitive research activities in kindergarten To form in preschoolers the main key competencies, ability for research type of thinking

GEF Educational area"Cognitive development" Forms of development of cognitive research activities Experimentation; Study; Collecting; Design.

GEF DOO Integrative quality "Inquisitive, active" He is interested in the new, unknown in the world around him (the world of objects and things, the world of relations and his inner world). Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, various types of children's activities). When in trouble, seek help from an adult. Takes a lively, interested part in the educational process.

A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand!” Everything is assimilated firmly and for a long time when the child hears, sees and does it himself !!!

The main characteristics of children's experimentation: The word "experiment" comes from the Greek word "experimentum", which translates as "trial, experience." Children's experimentation is a special form of search activity in which the processes of goal formation are most clearly expressed, the processes of the emergence and development of new personality motives that underlie the self-development of preschoolers. Forms of experimentation - (cognitive, productive). In children's experimentation, children's own activity is most powerfully manifested, aimed at obtaining: New information, new knowledge (cognitive form); To receive products of creativity (productive form).

The structure of children's experimentation PURPOSE: development of the child's ability to interact with the objects under study in the "laboratory" conditions as a means of understanding the world around. TASKS: 1. development of mental processes; 2. development of mental operations; 3. mastering the methods of cognition; 4. development of causal relationships and relationships. CONTENT: information about objects and phenomena, objects. MOTIVE: cognitive needs, cognitive interest. MEANS: language, speech, search actions. FORMS: elementary search activity, experiments, experiments. CONDITIONS: gradual complication, organization of conditions, use of problematic situations. RESULT: experience of independent activity, research work, new knowledge and skills.

Problem solving can be carried out in 2 versions: children conduct an experiment without knowing its result, and thus acquire new knowledge; children first predict the option, and then I will check whether they thought correctly. The duration of the experiment is determined by many factors: the characteristics of the phenomenon under study, the availability of free time, the condition of the children, their attitude to this type of activity. If the children are tired, we stop the lesson at a predetermined time, if, on the contrary, the interest in the work is great, it can be continued beyond the scheduled time.

Experimental activities with children are organized in five interrelated areas: “Wildlife” (plants and animals as living organisms, structure, functions and purpose of their parts, etc.). “Inanimate nature” (air, water, soil, etc.). “Physical phenomena” (light, sound, magnetism, transformation of solids into liquids, liquids into gases and vice versa, etc.). "Man" (functioning of the organism, etc.). “Man-made world” (materials and their properties).

Sequence of children's experimentation

“An empty head does not reason: the more experience, the more capable it is to reason….” P.P. Blonsky "People who have learned ... observations and experiments acquire the ability to raise questions themselves and receive actual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school." K.E. Timiryazev Thank you for your attention to experimental activities! Creative success!

On the topic: methodological developments, presentations and notes

SEMINAR - WORKSHOP FOR TEACHERS THEME "EXPERIMENTATION IN KINDERGARTEN".

The goals of using experimentation in working with children: Creating conditions for the formation of the basic holistic worldview of a child of preschool age by means of a physical experiment. Development of a set ...

Adaptation processes cover three sides: the child, his parents and teachers. The final result depends on how much everyone is ready to survive the adaptation - a calm child, happy to play ...

1. 1. Educator: Zhivaeva Irina Vyacheslavovna GBOU d / s No. 58 SVAO Moscow
2. 2. The main goal of the experimental activities of preschoolers is the development of the free creative personality of the child. ensuring the development of creative psychological imagination and the well-being and thinking of children's health Development tasks development of communication skills development of cognitive abilities
3. 3. Children's experimentation is one of the methods of teaching and developing the natural science ideas of preschoolers. In the course of experimental activity, a preschooler learns to observe, reflect, compare, answer questions, draw conclusions, establish a causal relationship, and follow safety rules. The development of systematized search and cognitive knowledge of children, the development of experimental actions forms the foundations of logical thinking, ensures the maximum efficiency of the intellectual development of preschoolers and their full readiness for schooling.
4. 4. Forms of work experimental - experimental activities of children of senior preschool age. The content of this work is implemented in the following three blocks of the pedagogical process:  specially organized classes on cognitive activity with included experiments on a given topic;  Team work a teacher with children;  free independent activity of children.
5. 5. The structure of children's experimentation  - setting a problem that needs to be solved;  - goal setting (what needs to be done to solve the problem);  - hypothesizing (search for possible solutions);  - testing hypotheses (data collection, implementation in actions);  - analysis of the result (confirmed - not confirmed);  - formulation of conclusions.
6. 6. The main equipment in the experimenting corner are: assistant devices: magnifiers, scales, hourglasses, compass, magnets; various vessels made of various materials (plastic, glass, metal, ceramics); natural material: pebbles, clay, sand , shells, cones, feathers, moss, leaves, etc.; recycled material: wire, pieces of leather, fur, fabrics, plastics, corks, etc.; technical materials: nuts, paper clips, bolts, carnations, etc.;
7. 7. different types of paper: plain, cardboard, emery, copier, etc.; dyes: food and non-food (gouache, watercolor paints, etc.); medical materials: pipettes, flasks, wooden sticks, syringes (without needles), measuring spoons, rubber bulbs, etc.; other materials: mirrors, balloons, butter, flour, salt, sugar, colored and transparent glasses, a sieve, etc. availability.
8. 8. Using mnemosymbols in compiling a descriptive story about the properties of water
9. 9. All Plants Fish Insects Birds Animals need water
10. 10. Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active implementation of children's experimentation in the practice of my pedagogical work on the topic: "The development of cognitive interest in preschool children in the process of experimental and experimental activities."
11. 11. By the senior preschool age, the possibilities of the child's cognitive activity, which finds expression in the form of search, research activity, are noticeably increasing. Such activity provides productive forms of thinking. In this case, the main factor is the nature of the activity. As psychologists emphasize, it is not the abundance of knowledge that is decisive for the development of the child, but the type of their assimilation, determined by the type of activity in which knowledge was acquired.
12. 12.  In the process of experimentation, children form not only intellectual impressions, but also develop the ability to work in a team and independently, to defend their own point of view, to prove its correctness, to determine the reasons for the failure of experimental activities, to draw elementary conclusions.
13. 13. Literature recommended for children's experimentation in preschool
14. 14. With water and without water, what happens?
15. 15. Why does an egg float?
16. 16. Planting beans
17. 17. Why is this happening?
18. 18. Magic ink

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Children's experimentation The presentation was prepared by the educator of the MADOU kindergarten No. 2 GO, the city of Neftekamsk, Republic of Belarus, Irina Ivanovna Ponyaeva, head of the "Why" circle, 2012

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Experiment (from lat. experimentum - experience, test) is one of the main methods of cognition, with the help of which phenomena of nature or society are studied under controlled and controlled conditions. Any experience, any attempt, attempt to carry out something in any way. Any experiment involves practical actions for the purpose of verification and comparison. “People who have learned ... observations and experiments acquire the ability to raise questions themselves and receive actual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school.” K.E. Timiryazev

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"Know how to open one thing to the child in the surrounding world, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to return to what he has learned again and again." Sukhomlinsky V.A. Experimentation is an effective method of understanding the patterns and phenomena of the surrounding world. Children's experimentation has a huge developmental potential. Its main advantage lies in the fact that it gives children real ideas about the various aspects of the object being studied, about its relationship with other objects and the environment.

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Goals of experimentation To maintain the interest of preschoolers in the environment, to satisfy children's curiosity. To develop cognitive abilities in children (analysis, synthesis, classification, comparison, generalization); Develop thinking, speech - judgment in the process of cognitive research activity: in making assumptions, selecting methods of verification, achieving results, interpreting and applying them in activities. Continue to nurture the desire to preserve and protect the natural world, to see its beauty, to follow accessible environmental rules in activities and behavior. To form experience in the implementation of safety regulations when conducting experiments and experiments.

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STRUCTURE OF CHILDREN'S EXPERIMENTING Identification and formulation of a problem (selection of a research topic); Putting forward a hypothesis; Search and offer possible solutions; Collection of material; Generalization of the received data.

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Algorithm for the preparation and conduct of cognitive research activities Preliminary work (excursions, observations, conversations, reading, viewing illustrative materials, sketches of individual phenomena, facts, etc.) to study the theory of the issue. Type, type and subject of directly educational activity (GCD) - experimentation. The choice of goals, tasks of working with children (as a rule, these are educational, developmental, upbringing tasks). Game training of attention, perception, memory, logic, thinking. Preliminary research work using equipment, teaching aids(in a mini-laboratory or science center). Selection and preparation of manuals and equipment, taking into account seasonality, the age of children, the topic being studied. Generalization of the results of observations in different form(observation diaries, collages, mnemotables, photos, pictograms, stories and drawings, etc.) in order to lead children to independent conclusions based on the results of the study.

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Mini - laboratory (science center) In the mini - laboratory (science center) can be allocated: - a place for a permanent exhibition, where children place a museum, various collections, exhibits, rare items (shells, stones, crystals, feathers, etc. ); - a place for devices; - a place for growing plants; - a place for storing materials (natural, "waste"); - a place for experiments; - a place for unstructured materials (table "sand - water" or a container for water, sand, small stones, etc.).

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Devices and equipment of mini-laboratories: - Microscopes, magnifiers, mirrors, various scales (stillyard, floor, pharmacy, desktop); magnets, thermometers, binoculars, electric circuit, ropes, rulers, hourglasses, globe, lamp, flashlight, whisks, beaters, soap, brushes, sponges, pipettes, gutters, disposable syringes without needles, food coloring, scissors, screwdrivers, cogs, grater, glue, sandpaper, scraps of fabric, glue, wheels, small things from various materials (wood, plastic, metal), mills. - Containers: plastic jars, bottles, glasses of various shapes, sizes, measurements, funnels, sieve, molds, spatulas. - Materials: natural (acorns, cones, seeds, shells, knots, saw cuts, cereals, etc.); "junk" (corks, sticks, pieces of rubber hoses, cocktail tubes, etc.). - Unstructured materials: sand, water, sawdust, wood shavings, fallen leaves, shredded foam.

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Planning work with children on experimentation of primary preschool age (fourth year of life)

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Work with children of this age group is aimed at creating the conditions necessary for sensory development in the course of familiarization with the phenomena and objects of the surrounding world. In the process of forming elementary exploratory actions in children, teachers are recommended to solve the following tasks: 1) combine the display of an object with the child’s active action in examining it: feeling, hearing, taste, smell (a didactic game like “Wonderful bag” can be used); 2) compare similar appearance items: fur coat - coat, tea - coffee, shoes - sandals (didactic game like "Make no mistake"); 3) to teach children to compare facts and conclusions from reasoning (Why is the bus standing?); 4) actively use experience practical activities, game experience (Why doesn't the sand crumble?); second junior group

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The main content of the research carried out by children involves the formation of their ideas:

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1. About materials (sand, clay, paper, cloth, wood). 2. About natural phenomena(snowfall, wind, sun, water; games with the wind, with snow; snow, as one of aggregate states water; heat, sound, weight, attraction). 3. About the world of plants (methods of growing plants from seeds, leaves, bulbs; sprouting plants - peas, beans, flower seeds). 4. About methods of studying the object (section "Cooking for dolls": how to make tea, how to make a salad, how to cook soup). 5. About the standard "1 minute". 6. About the objective world (clothes, shoes, transport, toys, paints for drawing, etc.).

Maria Prokhorova
Presentation "Experimenting in Kindergarten"

Everyone knows that young children are curious. In the process of joint discussions, reasoning, searching for answers to endless children's questions, favorable conditions are created for encouraging children's inquisitiveness and cognitive activity. Experimentation is a learning method, with the help of which the teacher gives the cognitive activity of children, the assimilation of new knowledge, skills of a practical nature. In the process of organizing cognitively - experimental activities, the following goals:

Goals:

Creation of conditions for the formation of the main holistic worldview of a child of senior preschool age by means of physical experiment. 2. The development of observation, the ability to compare, analyze, generalize, the development of the cognitive interest of children in the process experimentation, establishing a cause-and-effect relationship, the ability to draw conclusions. 3. Development of attention, visual, auditory sensitivity. 4. Creation of prerequisites for the formation of practical and mental actions in children. 5. To form experience in the implementation of safety regulations during physical experiments

Tasks:

cognitive:

Expansion and systematization of elementary natural science and ecological ideas of children.

Formation of skills for setting up elementary experiments and the ability to draw conclusions based on the results obtained.

Educational:

To develop the desire for search and cognitive activity.

Contribute to mastering the techniques of practical interaction with surrounding objects.

Develop mental activity, the ability to observe, analyze, draw conclusions.

Creation of prerequisites for the formation of practical and mental actions.

Educational:

Raise interest in the knowledge of the world around.

Stimulate children's desire experiment.

Build communication skills.

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