Summary of cognitive research activities (experimentation) in the senior group: “Visiting the Snow Queen. Abstract on the organization of cognitive and research activities "Machine porridge
Abstract of cognitive research activities (experimentation)
in the older group
"Water laboratory"
Integration of educational areas "Cognition" (formation of a holistic picture of the world, broadening the horizons of children) and "Communication".
Purpose:expand and consolidate children's ideas about the properties of water.
Main goals:
Educational tasks:
Formation of a holistic picture of the world, expansion of horizons:continue to acquaint children with natural phenomena, consolidate children's knowledge on the properties of water;
Development of free communication with adults and children:Continue to develop in children an interest in communicating with adults and children (listen carefully to questions, answer the questions posed, ask questions), form the need to share their impressions with the teacher and children; involve children in speech and play interaction.
The development of all components of oral speech, practical mastery of speech norms: the formation of a dictionary -enter nouns into the children's dictionary: laboratory, experiments, equipment.
help to use verbs characterizing the properties of water: flows, wets, absorbs, dissolves;
development of connected speech – involve children in a general conversation; stimulate the manifestation of activity in a conversation; to form in children the ability to conduct a dialogue with the teacher: listen and understand the question asked, answer the teacher's question, speak at a normal pace, listen to the teacher's explanations;
2.Developmental tasks:
Promote the development of curiosity;
Develop the attention of children;
Promote the development of logical thinking: determine the topic, research problem, sequence of research activities, analyze the results.
3.Educational tasks:
Continue to foster a culture of behavior;
Foster a respectful attitude towards the environment in children;
Form an understanding of the importance of water for all objects on the planet.
Equipment and materials:
Cards-drops with riddles, schemes: "Properties of water", illustrations on the theme "Water" Handouts for each child: a tray for handouts, disposable, transparent cups with water, napkins, orange juice, milk, cocktail straws, bucket.
Location - group room.
Preliminary work: Classes on the block "Water", Conversation with children about the meaning and properties of water, watching the film: "The lesson of pure water", N.А. Ryzhova "How people offended the river", reading poems on the topic, guessing riddles, drawing on the topic: "The sea and its inhabitants", conducting individual experiments with water. Reading the fairy tale "About the fisherman and the goldfish." Watching the cartoon "Cheburashka and Gena the Crocodile are cleaning the river"
Methodological techniques:
Joint activity of a teacher with children (experimental activity);
Surprise moment
First part: (information and cognitive)
Good morning! I tell you
Good morning! I love you all!
I wish you good practice!
Listen carefully, gain mind.
Welcome guests.
I propose to gather on the carpet, forming a circle, holding hands. In the center of the circle, the globe is covered with a large napkin.
Guys, now we are going to play scientists, researchers.
What are scientists doing? (children's answers)
Scientists are engaged in science. Science is knowledge. Scientists conduct various experiments. They ask questions and then try to answer them. And the answers received must be recorded or sketched in the journal.
Where do scientists work? (in the scientific laboratory)
What rules do you think should be followed when working in a laboratory?
(be careful, do not rush, listen carefully, do not push and keep quiet.)
But to get into the laboratory, the guys need to know the topic of our research. And the first clue is in front of you, guess what it is?
Riddle:
Stands alone on one leg
Turns, turns his head
Shows us the countries
Rivers, mountains, oceans. (globe)
What is a globe?
(The globe is a model of the Earth).
That's right, children, the globe is a miniature model of our planet Earth.
See how colorful it is. What colors do you see on it? (blue, yellow, green, brown).
What do you think is shown in green on the globe? Yellow? Brown? Blue? (forests, mountains, deserts, seas and rivers)
And what color is more on the globe? What do you think this means?
(Means that there is more water)
Yes, even in ancient times, when people learned to build ships and began to sail on them in the seas and oceans, they learned that there is much less land than water, and we are convinced of this.
In what form does water occur in nature? Riddles will help us answer this question.
IN: I am reading a riddle, and you show an illustration with a solution (pictures - the answers are hung on the easel).
Wet the field, forest and meadow,
City, home and everything around!
He is the leader of clouds and clouds,
You know that- ... (rain)
Falling from the sky in winter
And circling above the ground
Light fluffs
White ... ( snowflakes)
Top blanket
Has fallen to the ground
The best cotton wool
Softer and whiter.
Grass and boogers
To all small animals
Sleep under the covers
Until the spring days. (snow)
Under our roof
The white nail is hanging
The sun will rise-
The nail will fall. (icicle)
Not prickly, light blue,
Hanging in the bushes ... (frost)
In the morning, the beads sparkled
We plugged all the grass with ourselves.
And I went to look for them in the afternoon
We are looking, we are looking - we will not find. (dew)
Fluffy cotton wool - floating somewhere.
The lower the cotton wool, the closer the rain. (clouds)
In the sky in a crowd,
Hole bags are running,
And it happens sometimes
Water flows from the bags.
Let's hide better
From a leaky ... (clouds)
Transparent like glass
You can't put it in the window. (ice)
What unites all our answers? (This is water.)
As you already know, water can be in different states. Which ones? (answers)
That's right, it can be liquid, solid and gaseous.
Now we will continue our conversation about water.
Water is a miracle of nature. Thanks to its magical properties, no creature can do without water.
We can live 3-4 weeks without food.
A person can live no more than 3-4 days without water.
Physical education
We went down to the fast river,
(walking in place )
We bent over and washed ourselves.
(bends forward, hands on the belt)
One two three four,
(clap our hands)
That's how gloriously refreshed.
(shake hands )
You need to do this with your hands:
Together - once, this is breaststroke.
(circles with two hands forward)
One, the other is a crawl.
(circles with hands forward alternately)
All, as one, we swim like a dolphin.
(jumping in place)
Came ashore steep
(walking in place )
And they went home.
II part: Practical (Experimental)
And now we, as real scientists, will conduct experiments with water, find out the properties of water, and for this you need to take your jobs.
(Children are seated two at one table.)
- Let's start our research.
Experience number 1. "Water is liquid".
Take a glass of water and pour some water onto a saucer. Pour slowly to see the water flow, flow, and spread. Why the water spread over our saucer. (children's answers).
Quite right. If the water was not liquid, it would not be able to flow in rivers and streams, it would not be able to flow from the tap. And since water is liquid and can flow, it is called liquid.
Conclusion: water is liquid.
Experiment No. 2. "Colorless water"
Now take cups of water and milk.
What color is the milk? (white). Is it possible to say about water that it is white? (children's answers)
Conclusion: water has no color, it is colorless.
Guys, put a glass of water on the picture, can you see it? Now place the glass of milk. What have you found?
Conclusion: water is a clear liquid.
Experience No. 3. “Water has no smell”.
Guys, smell the water and tell me what it smells like.
(Water has no smell.)
Smell a glass of juice (orange).
Guys, the water is odorless if it's clean. And the water from the faucet can smell. it is cleaned with special substances to keep it safe.
Conclusion: water is odorless.
Experience No. 4. "Water has no taste."
Guys, taste the water. Does she have a taste? (Not).
Now try the juice. Does he have a taste? (Yes).
Conclusion: Water has no taste.
Making scientific discoveries is not an easy task, so there are breaks in laboratories for rest. It would be nice to have a little rest for us too. What do our scientists think? Let's leave our lab tables and walk onto the carpet. (Children are randomly placed on the carpet.)
Phys. minute.Plastic sketch "Droplets go in a circle"
IN: I will be mother Tuchka, and you are my children - droplets. It's time for you to hit the road.
(Sounds "Solar drops" music. S. Sosnin).
The droplets jump, scatter, dance. Drops flew to the ground. We jumped and played. It became boring for them to jump one by one. They got together and flowed in small cheerful rivulets (they form rivulets, holding hands). Brooks met and became a big river (the droplets are combined into one chain). Droplets float in a large river, travel. A river flowed and ended up in a large, large ocean (children move in a circle). Droplets swam, swam in the ocean, and then they remembered that a cloud was ordered by mom to return home. And then the sun just warmed up. The droplets became light, stretched upwards, they evaporated under the rays of the sun, returned to mother Tuchka.
Have a rest, guys?
Experience 5. The ability of water to reflect objects.
I invite everyone to come to my table. Tell me what is on it? (A basin of water)
Let's all take turns looking into it. What did you see there? (His face, reflection.)
Where else can you see your reflection? (In the mirror, in the shop window, etc.)
This means that water can reflect objects, just like a mirror. Let's all blow on the water together and look into it. Have you seen your reflection now? (Very bad, it's blurry)
Output: Calm water reflects objects like a mirror. If the water is restless, then the reflection of objects is indistinct and blurry.
Lesson summary
IN:What have you learned about water? What properties does water have? Today we have learned about the properties of water, conducting experiments with water. I think that you will tell your friends and parents about all the interesting things that you learned in our laboratory today. Water has other properties as well. We will learn about them in our next lessons.
Thank you guys.
Self-analysis of cognitive research activities.
1. Objectives and goals are met.
2. The emotional positive attitude of the children was felt.
3. Children with increased interest participated in the experiment with water.
4. Actively answered questions.
1. Pay more attention to children (Vanya S., Dasha, Sofia. S), who are less active in class.
Municipal preschool educational budgetary institution kindergarten number 5 "Romashka", Beloretsk
Synopsis of direct educational activities for experimental work in the senior group
Topic: “Salt and its properties. We draw with salt "
Prepared by T. Gazizova
2018 year
Topic : “Salt and its properties. We draw with salt "
purpose : to promote the cognitive and research activities of children through elementary experimentation: the ability to conduct experiments, express their assumptions, demonstrate the result with the help of actions and words; to develop a holistic perception, the ability to reproduce a holistic image of an object, develop imagination, creativity, foster interest in an unconventional type of drawing-drawing with salt and PVA glue.
Activity type : integrated.
Equipment : letter from aliens in a beautiful unusual envelope, photo drawing of an alien, 1 glass of clean water, 1 glass of salt water, a pack of salt, a teaspoon, a lighter, PVA glue according to the number of children, 1 egg, a jar of salt, a sequence diagram drawing with salt, colored cardboard, dark purple, graphite pencils according to the number of children.
The course of the lesson.
Children stand in a circle.
Educator:
“All the children gathered in a circle,
You are my friend and I am your friend.
Let's hold hands together
And we will smile at each other. (Close your eyes)
One, two, three - magic come soon! "(Open your eyes)
Guys, look around. Have you guessed where we are now?
Yes, we ended up in our magic laboratory. Sit back in your seats and we'll start experimenting. (knock on the door, give the letter to the teacher)
Oh guys, look, we got a letter(showing a letter with an unusual envelope Let's see who is it from?
Letter : “Dear Earthlings! We turn to you with a request. We heard that you have delicious food on Earth, and all this is because food is addedsalt when they cook. We were interested in this substance, the so-called "salt", what properties does it have, and what else can be unusual about it? And we would like to know more about him ... "
Educator:
So we were puzzled ... Guys, we first need to find out what salt is and what properties it has.
What is salt? ( children's answers )
Correctly. Salt is the only mineral stone used by humans for food, in a "natural" form - without processing. In nature, salt occurs in the form of the mineral halite rock salt. (showing a picture )
To learn more about salt and answer the letter from aliens, we will conduct experiments.
Experiments.
№1. - What color is the salt? (White ).
№2.-Does it smell? Smell.No smell.
№3. How does it taste? (salty, bitter, sour )
№4.-Let's blow on salt and see what happens?particles of salt scatter - bulk salt.
№5.-Pour some water into a jar of salt, where did it go? (the water is absorbed into the salt)
№6.-And if you pour a lot of water, what now? (salt dissolved)
№7.-And now we take a drop of salt water on a spoon and heat it over the fire. (a drop of salt water on a spoon, a lighter Remember guys that we conduct experiments only with adults always.
Now, the water has evaporated, but the salt remains. This means that the salt dissolves in water, but does not evaporate.
№8.-
We take a raw egg, 2 glasses of water, clean water in the first glass, and very, very salty water in the second.
1. Put a raw egg in a glass of clean water - the egg will sink to the bottom of the glass.
2. Put the egg in a glass of salt water - the egg will float on the surface of the water.
Salt increases the density of the water. The more salt there is in the water, the more difficult it is to drown in it. In the famous Dead Sea, the water is so salty that a person can lie on its surface without any effort, without fear of drowning.
Physical education:
Get up quickly, smile
Higher, higher, pull up.
Well, straighten your shoulders,
Raise up, down
Turned to the left, to the right,
Knees touched my hands.
Sat down, got up, sat down, got up
And they ran on the spot.
Anchoring
Now let's play the game "Say a word"
Didactic game "Speak a word"
White salt ... .. colors .
Salt has no ... smell.
Salt tastes…. Salty.
If inflated with salt, then salt particlesscatter , then salt- ... .. loose
Salt in water ... dissolves , but not … . evaporates .
Salt makes water ...denser.
Here, guys, we have found out many properties of salt, I will definitely write an answer to the letter from the aliens. And now the most interesting thing, we will paint a space landscape for them with salt and PVA glue, and we will also send it by letter.
Drawing according to the plan. Space landscape .
Sprinkle on top, not necessarily trying to get on the glue. When shaking off, the salt will still remain on the lines of the drawing..
Gently shake off the excess by tilting the sheet and lightly tapping on it from the back. We remove excess salt from the table in a bucket.
We take watercolors, a brush and start the creative process
The bottom line.
- What did you learn in the laboratory today? (about the properties of salt)
How did we know about the properties of salt? (conducted experiments )
Guys, all people need salt. If the food is unsalted, it is absolutely tasteless, insipid. Salt is good for humans if used in moderation.
Thank you all for your attention!
Software content : to develop the process of cognitive and research activities: in making assumptions, selecting methods of verification, achieving results. To acquaint with the concept of "air", its properties and role in human life. Activate the words in the speech of children: oxygen, invisible, transparent. To cultivate a respect for nature.Materials: balloon, plates of water and a glass, straws, paper fans, soap bubbles, a picture about ecology, sheets of paper, paints.
Course of the lesson
Guys, look what I brought? That's right, it's a ball. What do you think is in his nutria? (air)... See how my balloon can fly? I push it lightly and it flies under the ceiling. Why do you think? (he's light)... So it turns out that the air is light.
Now, I will untie the balloon and let the air out. How did you feel? (breeze)... Did you see him? (not)... And why? So, what kind of air is obtained? What words can you call it? (invisible, transparent).
- So the air is also transparent?
- Do you want to see the air? Well, then I invite you to a scientific laboratory to study air. You are ready?
But in the laboratory, one important condition must be observed. Do not touch anything without the permission of the manager. Why do you think?
Children put on bathrobes, go to the tables and sit down.
Experience number 1. The teacher puts a light napkin on the edge of the table and, with a wave of the book, sets the napkin in motion, the napkin falls off the table.
- Why did the napkin fly off the table? I didn't even touch her (she was blown away by the breeze)... That's right, the breeze is the air that moves.
Want to feel how the air moves? Look, you have paper fans on your table, let's wave them. What did you feel? (observe the movement of air).
Children, what's in the glass? (nothing). Say there is nothing. Then watch the focus.
Experience number 2. The teacher turns the glass upside down and slowly lowers it into a bowl of water. The glass is not filled with water.
- What does not let water into the glass? (air). The experience is proposed to be repeated for children.
Now, tilt your glass. What appears in the water? (air bubbles).
- Where did they come from? This air comes out of the glass, and water takes its place. It is interesting to observe how the air, getting into the water, quickly rises up in bubbles. They are lighter than water.
And now one more experience (Children are offered a glass of water and a straw.)
Experience number 3 - Blow into a straw. What appears on the surface of the water? Why do bubbles appear? (air comes out of water)... Now blow harder. What do you see? The more air, the more bubbles.
Thanks to our experiments, we found out that there is air everywhere: in a group, at home, and on the street. What color is the air? (colorless).
Breathe in the air and taste what it tastes like? (tasteless).
Breathe in the air through your nose. What does it smell like? (without smell).
Clean air has no color, odor, taste.
And now we have a moment to rest. Come on out on the carpet, we'll play. See what else I brought (bubble). I will blow bubbles, you must burst them as much as possible. Let's see who wins.
Game of low mobility "Catch a soap bubble"
Well done! Everyone caught a lot of bubbles.
Air is an amazing shell around our Earth. If there was no air around the Earth, what would happen? All living things would perish in the scorching rays of the sun.
Without air, there would be no life on Earth. Why do you think?
What are we breathing with? (by air). All living things need air. We breathe in clean air - oxygen, and exhale used air - carbon dioxide.
Look how many people, animals, birds live on earth and everyone needs clean air. What else pollute the air? (machines, factories). Where can we get so much clean air? What helps to cleanse it? That's right guys - plants and trees.
Plants and trees also breathe, but differently from us. They absorb dirty air - carbon dioxide, process it and release clean air - oxygen. What is the name of clean air? (oxygen).
Who was with your parents in the forest? You felt how clean the air is. And why? Would you like to visit the forest right now? Then let's draw a forest and imagine that we are in a summer forest clearing. Pass the children to the tables and each draw a tree, and then we will make a forest out of these trees. Children draw trees to the music of the “voice of the forest”. You can feel what fresh clean air has become here.
So, what do people need to do to cleanse the air all the time? (Protect nature, plant new trees ...)... Breaking or cutting down a tree can be very fast, but it will take many, many years to grow a new tree. That is why all people on earth need to come to their senses and begin to protect nature.
Do you know the rules that must be followed in nature? Let's remember them.
Didactic game "How to behave in nature?"
We were real explorers today. Guys, what have we learned about air? (it is colorless, odorless, transparent, tasteless, it is clean and used). I really liked the way you worked in the laboratory, just like adults. Well done!
educator MBDOU d / s No. 71, Belgorod, Russia.
Nomination: Kindergarten, Lecture notes, GCD, experimental activity, Senior age
Abstract of a lesson on experimental research activities in the senior group of the preschool educational institution "Water and Oil"
Topic:Water and sunflower oil.
Purpose: Improving children's understanding of, acquaint with the properties of oil
Tasks:
Development of children's interests, curiosity and cognitive motivation;
the formation of cognitive actions, the formation of consciousness;
Develop observation, the ability to compare, contrast, draw conclusions;
Demo material:
Illustrations of plants, Euler's circles, a diagram of the properties of water, two dark-colored bottles of sunflower oil and water.
Handout: work cards for research, red and green chips, disposable cups, spoons, salt, brushes, a set of pictures of a sunflower and water droplets, glue, napkins, tablets.
Preliminary work:
- Conversation about water.
- Examination of illustrations and paintings depicting sunflowers.
Experimental activity with water, comparing stone to wood using study sheets.
Excursion to the kitchen.
GCD move:
1. The teacher's conversation with the children about the season.
What season?
How has it changed around?
2. Motivation.
The phone rings.
Educator: Sorry, guys, can I answer, maybe something important.
(A phone call with a request to help the cook determine which bottle contains the oil.)
Guys, our cook called me, she asks to help her. It is necessary to determine which bottle contains oil and which water. Quite by accident, she poured water and oil into 2 identical opaque bottles. It's time to cook dinner, and she is afraid to make mistakes and spoil the food. Will we help you? Will we cope
3. Conversation.
Educator: What is oil? Why does a cook need butter? What is the oil made of and what is it called?
Title: Summary of GCD on cognitive - research activities in the senior group of the preschool educational institution "Water and Oil"
4. Didactic game "Name the plant".
Children stand in a circle, everyone is given a picture of a plant. The educator first shows, names the plant and the oil that is formed. (Pumpkin, walnut, olives, tomato, corn, sunflower, mustard, flax,
burdock, cotton, grapes, cucumber.)
- Please place the plants that make oil on the magnetic board.
5. Research activity.
We will conduct research. It is necessary to put on aprons, take places at the table. You have sheets for research, we will glue red circles if this property is not available, green circles if the substance has this property.
Let's remember the properties of water: transparency, colorlessness, no smell, no taste, no form, solvent. (The teacher puts pictures of the properties of water on a magnetic board)
Let's move on to research.
6.Practical activity.
Children come to the table. where the experiment is being conducted.
The contents of 1 bottle are poured into cups and experimental activities are carried out.
1. Children sniff water.
2. They taste it.
3. Add sugar and stir.
4. Pour some water into a plate.
After the experiments. children fill out the study sheets, answering the questions:
- Water has no color? (Yes - green circle)
- Is the water clear? (Yes - green circle)
Water has no shape? (Yes - green circle)
- Doesn't it smell? (Yes - green circle)
- Has no taste? (Yes - green circle)
- Thinner? (Yes - green circle)
- Can I wash my hands? (Yes - green circle)
7. Take a minute.
Two sisters - two hands
They chop, build, dig,
Tearing weeds in the garden
And they wash each other.
Two hands knead the dough -
Left and right
The water of the sea and the river
They rake in while swimming.
8. Continue experimenting with bottle 2.
- define transparency,
Whether the substance has a color;
- is there a smell;
- does sugar dissolve in our case;
- whether the mark remains on the hands.
9. Conclusion.
We read, children, what we got on the sheets.
What bottle is the water in? Why?
We glue the sunflower to the line, a drop of water to the water according to the signs.
We check the teacher's checklist.
10.Working with Euler circles.
In the red circle we place the signs of water, in the blue - oils.
What common? What feature will we place in the intersection?
(look at the sheet)
11.Work with a microscope.
- Everything that surrounds us has an internal structure, which can be seen and seen only through a microscope.
(the microscope is connected to the laptop).
A glass with a drop of water is placed, then a glass with a drop of oil.
- How are the images different?
(a drop of yellow oil)
The result of the lesson.
What new things have you learned? What else did you want to know?
Did we do a good job?
In the next lesson, we will talk about how butter is made.
And now we need to send the oil to the kitchen so that we can have lunch.
Prepared by the educator Klishina V.V.
The knowledge that is gained empirically is most easily comprehended by children and is fixed by long-term memory. Older preschoolers have formed elementary research skills, they move on to independent planning of experimentation and are able to check the correctness of their assumptions using various methods (including with the help of the necessary tools). Research-oriented classes in the senior group of the preschool educational institution become richer and more informative.
Organization of cognitive and research activities of preschoolers 5-6 years old
"Cognition" is one of the key areas of the educational process in kindergarten according to the Federal State Educational Standard. The formation and further expansion of ideas about objects and phenomena of the surrounding world is carried out in the lessons of GCD and within the framework of programs for artistic and aesthetic development. Older preschoolers receive new information about relationships in society during conversations about the social role of a person, through performing work assignments and observing people of various professions. How the human body functions and what a healthy lifestyle is, it becomes clear in physical education classes. Responsibility for the preservation of nature is instilled in children through participation in environmental projects and events. Thus, the knowledge of the world in all its diversity is revealed to the child every day, research activity is manifested in many forms of educational activity.
Three paths lead to knowledge: the path of reflection is the noblest path, the path of imitation is the easiest path, and the path of experience is the most bitter path.
Confucius
The purpose of organizing cognitive and research activities in preschool educational institutions is the formation of cognitive interests and the desire for an independent search for knowledge in children. The teacher should be shown the possibility of obtaining information in a form that is engaging for the child, so that he has a desire to study the intended issue, to solve the existing problem.
The task of the teacher is to interest pupils in research activities, to teach them to notice interesting things in the world around them.
Age features of older preschoolers
It is necessary to plan the improvement of research abilities in older preschoolers taking into account their age characteristics:
- In children 5-6 years old, attention is more stable than in younger preschoolers. At this age, the basic processes of the nervous system are improved, self-regulation of behavior occurs, children are less likely to overwork. For the actual experimentation, about 15 minutes of the educational session are allotted. It is possible to observe long-term processes during walks and during experiments.
- Children are capable of voluntary memorization. Listening to the explanations and instructions of the teacher, the pupils fix in their memory the stages and methods of action for practical work.
- The intellectual capabilities of children are being improved. At the age of 5-6 years, the child vividly puts forward assumptions, predicts the results of actions. He independently establishes causal relationships, navigates the temporal and spatial relationships of objects.
- Interests in research are expanding. Older preschoolers are attracted not only by objects of the immediate environment, but also by unusual events from the past, phenomena from distant, previously invisible worlds. Children are interested in the topic of space, the facts of the prehistoric period of the Earth (dinosaurs, mammoths, primitive people), underwater depths, distant continents.
- Fine motor skills are developed, preschoolers work well with small details. They know how to handle a variety of tools, choosing the ones they need to conduct their research.
- Children willingly collaborate within the group. They like to independently choose partners for experiments, work in a team, assigning roles in upcoming research activities.
The area of \u200b\u200bresearch interests among older preschoolers is expanding
The tasks of cognitive and research activities
Cognitive activities are aimed at solving a number of educational tasks:
- Formation of versatile ideas of children about objects of animate and inanimate nature, phenomena of the surrounding reality, relations in public life.
- Learning to build a plan for research activities, encouragement to articulate the stages of experimentation.
- The development of skills to independently determine the research problem, put forward hypotheses, analyze the information obtained, evaluate the results and formulate conclusions.
- The development of cognitive and research activities in a creative way, stimulating the imagination.
- Enriching the active vocabulary of children, improving the construction of statements, competent formulation of thoughts.
- Creation of a friendly atmosphere in the group, increasing the level of cohesion, positive motivation for collective activity.
Experimenting Together Increases Group Cohesion
Methods and techniques
The teacher of the older group, organizing the research activities of children, is guided by the following criteria:
- During the experiments, the necessary precautions must be taken. The teacher acquaints children with the research technique, conducts safety instructions.
- Experimental activities should not exceed 25 minutes in accordance with the SanPiN standards. Research-oriented classes are held weekly (on the premises of the group, during walks and excursions outside the kindergarten).
- During research activities, each pupil should receive a charge of positive emotions, feel the significance of the actions performed and the result obtained.
Above the implementation of the tasks, the educator, together with the children, works in classes of various types: to study the world around, the formation of elementary mathematical concepts, preparation for literacy, speech, creative, sports and music. Children gain new knowledge during a walk, observing objects of animate and inanimate nature. Older preschoolers conduct long-term research, recording changes in natural objects throughout the year.
During experimentation, each pupil receives positive emotions.
Among the techniques used by the teacher to develop the research abilities of children, they are relevant in working with older preschoolers:
- Cognitive and heuristic conversations. During a discussion of everyday situations or a literary work listened to, the teacher builds communication with children on the identification of their personal experience on a specific topic. The use of visual materials (posters, diagrams, illustrations, layouts, presentation slides) helps to stimulate discussion.
The development of curiosity, research and speech skills is facilitated by heuristic conversations, which are based on questions-problems (for example, "Why are wet mittens put on a radiator? Where do mittens dry faster - on a windowsill or in a dryer? Why?").
During the conversation, preschoolers learn to ask questions and develop the ability to think logically
- Observations. This is an active research practice in kindergarten. The teacher organizes observations during classes, independent activities of children, in the corners of nature and a young researcher, on walks. For older preschoolers, tasks to observe any phenomenon or processes can be given on weekends, since children are capable of conscious memorization.
Experiments with water always surprise preschoolers
- Collecting. Searching for objects and putting them into a collection develops the ability to classify in children. In the older group, it is proposed to collect grains and fruit pits, pebbles and shells, nutshells, candy wrappers, possibly on a specific topic. Children's collections are arranged in herbariums, albums, boxes with cells, an exhibition on the shelf.
Children are happy to get acquainted with ready-made collections of materials, touch and examine them
- Experiments and Experiments. The guys experimented in a playful way in the younger and middle groups, and at the age of 5–6 they develop an interest in their own experimental activity. They are fascinated by the study of the characteristics of various substances (solubility of salt and sugar, the attraction of metal objects by a magnet, etc.), the use of special tools and equipment (lenses, filters, microscope, telescope).
Older preschoolers are directly interested in experiential activities
- Project activities. Older preschoolers should be actively involved in creating projects. For the study are taken topics of an ecological and scientific nature: "The structure of the earth", "Volcano", "Solar system", "Water purification", "What kind of air we breathe." The guys are working on the creation of layouts, information stands and posters. A presentation of the final work is organized, in which the pupils tell the listeners (parents, children of younger groups, invited guests) about the importance of studying this topic, the tasks set, and the stages of the research.
The result of a research project can be a thematic exhibition of drawings or handicrafts of pupils
Table: types of cognitive research activities of preschoolers
| Type of cognitive research activity | Examples of implementation in the senior group |
| Search and research | Joint work of the teacher and children to solve problematic issues. It is implemented in heuristic conversations ("Why are the stars not visible during the day?", "Who is making noise in the chimney?", "How are snowflakes obtained?"), Observations (for natural phenomena and objects, simple substances). |
| Cognitive and practical | It is carried out in the form of directing the practical activities of children into the research channel. Conducting research in the classroom of GCD on the world around, observation in a corner of nature. |
| Research | Conducting experiments and experiments in the research corner, mini-laboratories. |
| Environmental Research |
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An ecological research project develops the cognitive abilities of preschoolers and teaches them to take care of the world around them
Research activities
- GCD classes for the study of the surrounding world. The classic form of organizing cognitive research activities in kindergarten. Despite the fact that older preschoolers are able to perceive the verbal description of objects and phenomena that are outside the sensory experience of children (stories about the North Pole, about the launch of a space rocket, about dinosaurs) and voluntarily memorize information, research activities will be more effective, which will arouse a genuine interest in pupils. experimentation. For this purpose, the teacher organizes classes using various forms of activity at the stage of a motivating beginning and conducting didactic and outdoor games.
- Integrated lesson. It is a synthesis of cognitive, socio-communicative and artistic-aesthetic areas and research activities, which is realized in the forms of work: listening to a literary text or musical composition, cognitive 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 "Flower-seven-flower", the disclosure of educational areas is realized in musical warm-up and drawing in non-traditional techniques ("Artistic and aesthetic"), solving problem situations and didactic games ("Cognition"), conducting a physical education minute with elements of a round dance and folk dance ( "Physical"), discussion of cartoons and comic situations ("Speech" and "Communicative").
- Non-traditional activities: quest, theatrical lesson, concert, KVN, travel, intellectual games (quizzes, "Own game", "Brain-ring", "Experts lead the investigation"), consultation (children act as consultants for younger friends). These forms of classes contain an entertaining component, pupils actively perform creative tasks and monitor the disclosure of the topic.
Conducting a quiz in the senior group contributes to the generalization of the knowledge of the children
The use of visual material in the organization of children's experimentation
The organization of cognitive and research activities of older preschoolers is largely carried out through the perception of visual images. Visual-shaped memory remains the leading type of memory in children aged 5–6 years. Stimulates interest in experimentation by using visual materials. It can be:
- thematic posters;
- illustrated encyclopedias;
- mnemonic maps - processes and natural phenomena depicted in a sequence of pictures;
- projector slides and presentations;
- videos and cartoons.
Mnemonic cards help preschoolers remember important points of the study
Preparing and conducting a lesson on cognitive and research activities in the senior group of a preschool educational institution
Experimentation is an effective form of cognition of the world, which corresponds to the development of visual-figurative thinking of preschoolers and is combined with play activity. Pupils of the senior group study subjects consciously, the teacher transforms the child's question into a collective conversation and a search for a solution to a problem situation.
In the older group, the teacher gives verbal instructions and descriptions for performing the experiments, the children learn to carry out the research according to the graphical scheme. Live screening is used to showcase challenging experiences and is used individually for children in difficulty. In research-oriented classes with older preschoolers, the role of such tasks as:
- Forecasting. The guys make assumptions about the results of their own experimentation, and also offer options for behavior / changes in the research object. Examples of forecasting tasks: “What will happen to the ice rink when the air temperature starts to rise?”, “Draw how you see branches of trees with buds in 2 weeks”, “What will a white flower look like if left overnight in water with a blue dye ? ".
- Fixing the results. The guys make graphic notes in the diaries and observation logs, fill out the experiment card, supplement the empty template of the experiment scheme with symbols. Natural objects of research are fixed by methods of volumetric drying, compilation of an exhibition-collection, herbarization.
- Building long logical chains. Older preschoolers can establish causal relationships, consisting of 2-3 or more stages.
For example, to the question "Why did pea seeds sprout so quickly in our country?" the answer may be: “In the summer we collected and dried ripe peas, kept them wrapped in a cloth in a dry place, in the spring we soaked them and, when the peas sprouted, planted them in the soil, watered and loosened the garden. We have created ideal conditions for the growth of peas ”(the logical chain is built of 6 links).
Older preschoolers are independent in research and active in making assumptions
Children's research has a clear structure, which is taken into account when building a lesson / activity plan.
Table: an example of the course of children's research in the lesson "The water cycle in nature"
| Research phase | An example of the course of children's research in the lesson "The water cycle in nature" in the older group |
| Statement of the question, problems | A motivating beginning of the lesson (a letter from Dunno, who does not understand where the puddles disappear and why it is raining from the sky) helps the children formulate research questions: "How does water evaporate from the earth's surface?", "Why does precipitation fall?" |
| Goal setting | The pupils offer solutions to the problem, they come to the conclusion that the transition of water from a liquid to a gaseous state and back can be observed in a mini-laboratory. |
| Putting a hypothesis | The guys are pondering how to make the process of evaporation of water and the formation of water droplets visible (observe evaporation over a cup of boiling water, for the accumulation of droplets on the lid of a jar of hot water). |
| Hypothesis testing | Experimenting with water in open and closed vessels. |
| Analysis of the obtained result | The children saw that at high temperatures the water turns into a gaseous state, tends upward; when the vapor accumulates and cools down, a transition to a liquid state of water occurs, heavy droplets fall. |
| Formulation of conclusions | In nature, water travels in a circle: from the surface, under the influence of heat and sunlight, water evaporates, in the atmosphere the vapor turns into clouds, cools down and returns to the earth in the form of precipitation - rain, snow, hail. |
Motivating start to class
At the senior preschool age, children are actively improving the skill of communicative interaction. The motivating beginning of the lesson is often devoted to solving problem situations, conducting conversations. Visibility remains the main method of attracting interest in educational activities, children are invited to discuss illustrations, presentation slides, and study a thematic exhibition. The child's activity during the direct experimental activity, the result in solving the problem and the degree of motivation for further experimentation depend on how much the child is carried away by the question posed and the research topic at the beginning of the lesson. The teacher organizes the beginning of classes in various forms, predicts a positive attitude towards the methods used in children.
An interesting start to the lesson increases the motivation of pupils for further work
Table: examples of motivating start to cognitive research activities
| Cognitive research topic | Motivating class start option |
| Expansion and clarification of ideas about the properties of a magnet (lesson GCD "Magic stone - magnet") | Surprising moment. A video letter from a fairy-tale character comes to the group: he tells the children that he has read a fascinating book (shows the cover of the book "Experiments and Experiments"), asks questions ("Do you know who the researchers are?", "Did you have to conduct experiments? Which ones?" ) and reports that he sent a gift to the young scientists. Children open a surprise box containing sets of magnets and metal objects for experimentation. |
| Study of the properties of sugar (study "Homemade mass for gummies") |
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| Formation of ideas about the properties of mirrors (lesson GCD "Travel to the Land of Mirrors") | Creation of a problematic situation with elements of game activity. The teacher demonstrates to the children with the help of a projector an excerpt from the fairy tale "Kingdom of Crooked Mirrors". If the guys are not familiar with the content of the tale, it is worth briefly describing the situation in which the heroine Olya fell. The teacher asks if the guys would like to get to the wonderful Land of Mirrors. A positive answer sounds, the pupils close their eyes, and while the magic words sound, the teacher puts up a door with a lock (a model or a fixed poster), which the children have to open. |
Table: card index of topics on cognitive and research activities in the senior group
| Lesson topic | Research objectives |
| "We are researchers", "Little explorers" | Improving research skills: searching for information in different sources, independent choice of methods of experimentation. |
| "Milk rivers", "Milk" |
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| "Young researcher", "I am a researcher" | Acquaintance with the implementation of an individual research project. |
| "Sand and stones" |
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| "Fruit" | Expanding the concept of fruit: exploring the process of fruit formation, growth and maturation. |
| "Vegetables" | Expanding understanding of vegetables: exploring the growth process - from emergence to ripening, collecting seeds. |
| "Air movement" | Expanding knowledge about the properties of air and how to study it. |
| "State of the soil" | Formation of ideas about the characteristics of the soil at different temperatures and degrees of moisture. |
| "Liquid, solid, gaseous state of water" | Expansion of ideas about the states of water and the conditions for the transition from one form to another. |
| "Snowflake" | Formation of ideas about the diversity of the structure of snowflakes. |
| "Sugar" | Formation of ideas about the peculiarities of sugar, its production and use. |
| "Measuring Images with Lenses" | Acquaintance with magnifying glasses and their use in everyday life and scientific activity. |
| "Ships", "Floating objects" | The development of cognitive activity in the process of experimentation. |
| "Sound Research" |
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| "Shadows on the Wall", "Shadow Theater" | Expansion of ideas about light sources (natural and artificial), the ability of objects to cast a shadow. |
| "Volcano" |
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| "Amazing properties of a magnet" | Expansion of ideas about the ability of a magnet to attract objects and the use of magnets by a person. |
| "Space trip" | Formation of an idea of \u200b\u200bthe cosmos, human cognition of the Universe. |
Creation of layouts by older preschoolers acquaints them with the device of a specific research object
Time plan for a lesson in the senior group
Classes on cognitive and research activities are held weekly in the morning and last no more than 25 minutes in the older group (the duration of observations during a walk is 7-15 minutes). A summary of the GCD and an integrated lesson with a research orientation is developed by the teacher, taking into account the age characteristics of the pupils and the mandatory inclusion of physical and game elements.
Physical education or outdoor games must be carried out in the middle of the lesson in order to avoid overworking the pupils.
An approximate time plan for a lesson on cognitive and research activities in the senior group:
- Organizational moment - 1 minute.
- Motivating start to class - 3-5 minutes.
- Building a research plan, reciting the stages of the experiment - 2-3 minutes.
- Physical activity (exercises, finger gymnastics, outdoor games) - 3 minutes.
- The practical part of the work is 10-13 minutes.
- Formulation of research results, summing up - 1-2 minutes.
Outdoor games in the classroom allow preschoolers to take a break from intense intellectual activity
Table: Examples of a timed lesson plan on various topics
| Lesson topic | Organizing time | Motivating start | Building a research plan | Physical activity | Productive experimentation | Formulation of conclusions |
| "Unusual in the ordinary" (expansion of ideas about the properties of salt) | 1 minute. | Creation of a problematic situation. Dunno comes to the group, he did not cope with his homework and is afraid to go to the lesson. And the task was to study the properties of salt in order to solve the problem later. The guys agree to help Dunno. 3 minutes. |
2 minutes. | Kinesiological massage “Rub and warm up the hands”. 3 minutes. |
Experiments with salt. 13 minutes. |
2 minutes. |
| "Visiting the Snow Queen" (expansion of the concept of solid water) | 1 minute. | Game situation. An audio recording "Blizzard" sounds, the light goes out in the room. When the lamp lights up, the teacher informs that the guys are in the kingdom of eternal winter, where the Snow Queen rules (view the presentation). 4 minutes. |
2 minutes. | An outdoor game "Penguins on an ice floe". 3 minutes. |
Experimenting with ice. 13 minutes. |
1 minute. |
| "Space through the eyes of children" | 1 minute. |
|
2 minutes. | Physical education "Cosmonaut training". 3 minutes. |
Making models for the research topic. 12-13 minutes. |
1 minute. |
Table: an example of a summary of cognitive research activities in the older group (fragment)
| Author | Orlova GM, teacher GBOU secondary school №1355, preschool department, Moscow. |
| Name | "Water laboratory" |
| purpose | Expand and consolidate children's ideas about the properties of water. |
| Tasks |
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| Equipment and materials |
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| Preliminary work |
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| Methodical techniques |
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| Course of the lesson | The first part (informational and cognitive).
Welcome guests.
Q: What is a globe? (This is a model of the Earth.) That's right, children, the globe is a scaled-down model of our planet Earth. See how colorful it is. What colors do you see on it? (Blue, yellow, green, brown). What do you think is shown in green on the globe? Yellow? Brown? Blue? (Forests, mountains, deserts, seas and rivers).
<… Что объединяет все наши отгадки? (Это вода). Как вы уже знаете, вода может быть в разных состояниях. Каких? (Ответы детей). Правильно, она может быть жидкой, твёрдой и газообразной…>
The result of the lesson. |
The work of a research circle in the senior group of kindergarten
The need to acquire new knowledge and the desire to experiment are the natural needs of older preschoolers. They are interested in the structure of the material world, the causes of phenomena, the interaction of objects.
The importance of children's experimentation in the formation of the personality of a future first grader, motivation for successful learning is considered in numerous works of teachers and psychologists.
For the functioning of the circle of cognitive and research orientation, the following conditions must be met:
- the teacher's study of methodological literature on the topic of the circle;
- development of the circle program, taking into account the age characteristics of older preschoolers, drawing up calendar-thematic planning;
- drawing up a card index of experiments and experiments;
- design of a corner for research activities in the premises of a group or a separate experimental laboratory;
- preparation of the material base of the circle.
The leader of the circle should encourage pupils to ask questions and learn to formulate conclusions
It is imperative to familiarize children with safety precautions during the experiments, the basic rules should be discussed together with the pupils. The nook or laboratory must contain special materials and tools. They are kept within reach of children, in signed boxes or boxes. Guys can always take an item from the rack for independent study. The equipment of a research corner or laboratory consists of:
- natural materials (sand, stones, shells, clay, soil, wood samples, nutshells, leaves, seeds);
- devices (rulers, magnets, lenses, spyglass, scales, microscope, thermometer, lamps);
- vessels and containers (jars, beakers, flasks, glasses, bowls);
- medical supplies (rubber gloves, tweezers, syringe, cotton wool, bandage, gauze, pipettes);
- bulk substances (sugar, salt, potassium permanganate, food colors, flour);
- special clothing (gowns, aprons, goggles, hats);
- cards and journals for recording research results.
Photo gallery: examples of design of a research circle activity
Accessibility is one of the principles of the functioning of the material base of the circle In the research corner, an aquarium can be located for observing fish. The young scientist's corner attracts preschoolers with a variety of materials. Materials for conducting experiments are conveniently stored in transparent containers. shelving Students must be neat and tidy in the research area When working with glass test tubes, students must strictly observe safety requirements In the learning center and experimenting children observe and learn to take care of plants
Examples of organizing experimentation in the senior group of preschool educational institutions
We suggest that you familiarize yourself with the experience of conducting classes on research activities and experimentation with children 5-6 years old.
Video: a lesson on research activities "Sorceress water"
https://youtube.com/watch?v\u003dGz-zAx4Wo1Q Video can't be loaded: MAGIC WATER - Research Activity (https://youtube.com/watch?v\u003dGz-zAx4Wo1Q) https://youtube.com/watch?v\u003dc8oVR8-xuK8 Video can't be loaded: Experimental activities. Volcano (https://youtube.com/watch?v\u003dc8oVR8-xuK8)
Video: presentation "Experimental and experimental activities of senior preschoolers"
https://youtube.com/watch?v\u003d7ydTbumDZfA Video can’t be loaded: Experiential Kindergarten Activities, Senior (https://youtube.com/watch?v\u003d7ydTbumDZfA)
During the experiments, the child's need for active knowledge of nature and the immediate environment is satisfied. At the senior preschool age, children's curiosity expands, there is an interest in the events of the past, distant countries, the structure of the Universe. Many discoveries are to be made by young researchers, and experiments in kindergarten develop mental and creative abilities, the ability to independently search and find the necessary information.
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