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Topic: Collecting as a way to develop the cognitive activity of preschoolers. Collecting as a means of cognitive development of preschool children Possible topics for collections in children

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Collecting as a way to develop cognitive activity and initiative of preschoolers

Topic: "Collecting as a way to develop cognitive activity and initiative of preschoolers"

Basic principles of preschool education (FSES DO, p. 1.4):

Formation of cognitive interests and cognitive actions of the child in various activities;

Support for children's initiative in various activities.

Initiative(from lat. initium - beginning) - initiative, undertaking, making an independent decision by a person, a form of manifestation of his social activity (Wikipedia)

Activity in undertaking, activity to promote undertakings, launch new business, involving people around.

Children's initiative is manifested in the free activity of children according to their choice and interests.

To support the children's initiative it is necessary:

1. provide children with independence in everything that does not pose a danger to their life and health, helping them to realize their own ideas;

2. celebrate and welcome even the smallest successes of children;

3. do not criticize the results of the child's activities and himself as a person;

4. to form in children the habit of independently finding interesting activities for themselves; teach to freely use toys and aids;

5. to maintain the child's interest in what he considers and observes at different regime moments.

6. to support the initiative in creative, leisure activities, at the direction of the child, create all the necessary conditions for him;

8. Encourage the child's various creative endeavors.

The main activities in which the child can show himself and his initiative,

develop yourself as a person

Game, productive activity, communicative activity, cognitive research activity (observation, experimentation, project activity, collecting, etc.) and other activities.

Annual task 2016-2017 academic year:

To continue the work of the teaching staff on the cognitive development of preschoolers in the context of the individualization of the educational space of the preschool educational institution and the improvement of the content of the educational process.

Collecting- this is an activity based on the conscious collection of a collection, that is, the collection of something (as a rule, homogeneous objects that have a certain value.

Problem

1. Nowadays, unfortunately, there is a decline in interest in collecting collections.

2. Adults do not encourage children to collect anything, and do not even wonder what would be interesting for their child to collect.

3. The priority in the family of children is a computer, television, which do not always carry positive information.

The collectible features are:

In accordance with the basic requirements of GEF DO;

The ability to implement an individual-personal approach in teaching children;

In the direction of new educational results:

Initiative, curiosity and independence of children;

Ability to make and implement own decisions

Program Analysis

Already earlier in the "Program of teaching and raising children in kindergarten" ed. Vasilyeva was tasked with developing an interest in collecting and creating conditions for this. Approximate themes of the collections are given (postcards, stamps, small toys from kinder surprises, candy wrappers, decorative arts, etc.)

In the program “From birth to school”, edited by N. E. Veraks, in the section “Cultural and leisure activities”, the task is:

Create conditions for the development of individual abilities and interests of children (observation, experimentation, collecting collections, etc.)

Support the desire of preschoolers to show their collections, talk about their content.

Preschool children are not able to cope with collecting on their own. Therefore, children's collecting implies the participation of adults in this process as well. Parents and teachers play a key role in this.

Adult task- not only to captivate the child with the idea of ​​​​creating a collection, but also to help him in every possible way in this.

Why collecting?

1. Children initially have a passion for collecting, for searching;

2. collecting a collection, the child is engaged in cognitive research activities, expanding his horizons;

3. selectivity of interests develops;

4. the child trains memory, attention, purposefulness, intelligence, he develops accuracy, thrift;

5. showing his collection to friends, exchanging interesting exhibits with them, the child learns to communicate, the ability to maintain a conversation;

6. collections are an integral part of the subject-developing environment;

7. Collecting decorates our life, makes it fuller and more varied.

The predominant thinking of childhood is visual-effective and visual-figurative.

It follows that children's collections should be visual and manipulable. If the collection items cannot be picked up, swapped and other manipulations can be carried out with them, then such a collection ceases to be interesting.

Using collections in different types of children's activities

Cognitive

Development of cognitive processes (comparison, classification,

systematization);

FEMP - temporary representations, counting operations;

Acquaintance with the outside world - expansion and systematization

representations of children on the topics of collections

Game (quiz games, didactic games, role-playing games, theatrical games)

Communicative (thematic conversations, discussions; the ability to establish contacts with peers, with adults; speech development)

Productive (implementation of children's projects; experimental activities, design of exhibitions of collections.)

Labor (collection design and placement of objects, manual labor)

Artistic and aesthetic production of various products of children's creativity

(drawings, appliqué, layouts, design, etc.)

Reading scientific, educational, fiction on the topic of the collection.

Stages of collecting

Stage 1 - Preparatory

Parent survey

Accumulation of a stock of specific ideas about collecting in children and parents;

Meetings with interesting people;

Visiting museums, exhibitions;

Interviews with children to identify interests and needs

Stage 2 - Main

Encouraging children to obtain information about collectibles;

Reading artistic and cognitive literature, encyclopedias;

Inclusion of collections in the organization of joint activities with children;

Work on the formation of respect for the collection in children

Stage 3 - final

Organization of exhibitions of collections; exhibitions of creative works of children;

Presentation of individual exhibits of collections or the collection as a whole;

Carrying out joint final events

Parents are active participants in the educational process:

Joint visits to exhibitions, museums;

Conversations with children on interests;

Helping children in finding educational material on the items of the collection;

Assistance in the creation of the collection itself,

Reading cognitive and fiction,

Conducting master classes on the family collection in kindergarten;

Assistance in designing an exhibition of your own child or your own, etc.

Conclusion

Collecting- this is an effective way to support children's independence and initiative, the development of cognitive activity, which can make a child's life in kindergarten more meaningful and interesting, and the process of interaction with the parents of pupils - more effective.

Related publications:

Every day, coming to kindergarten, each child brings something to the group. These are dolls, and cars, and books, and figurines from kinder surprises.

Children's experimentation as a means of developing the cognitive activity of preschoolers Children are natural explorers. And this is confirmed by their curiosity, the constant desire for experiment, the desire to independently.

Collecting has a very great influence on the development of cognitive interest in older preschoolers. In this I was convinced by analysis.

Mini-museum as a means of developing the cognitive activity of preschoolers The Federal State Educational Standards for Preschool Education define the conditions necessary for the development of cognitive.

Dear colleagues! I welcome you to the master class “Collecting as an effective way to support children's independence and initiative.

Features of the development of cognitive activity in older preschoolers in the process of familiarization with folk art Activity is the subject of study of various sciences, natural and social. Each science explores patterns specific to it.

Report on self-education "Experimental activity as a means of developing the cognitive activity of preschoolers" Report on self-education on the topic: "Experimental activity as a means of developing the cognitive activity of preschoolers" ..

Plan for self-education "Experimentation as a means of developing cognitive activity" Work plan for self-education of the educator Galina Irina Vyacheslavovna 2016 - 2017 Topic: “Experimentation as a means of development.

Planning work on self-education. Children's experimentation as a means of developing cognitive activity Deadlines Content and forms of work September Selection of material

Collecting as a way to develop the cognitive activity of preschoolers

“Collecting is a school of will, a reflex of purpose of great vital importance.” Academician I.P. Pavlov

Collecting is one of the most effective forms of non-traditional education for preschoolers. This topic is very close to me, as I constantly collect myself, and it is very relevant in our time. In the process of collecting, children develop the ability to notice the new, the unknown, and ask questions. This form of non-traditional learning enhances the intelligence of preschoolers. They learn to analyze, explore, compare, generalize, substantiate their own point of view, systematize their knowledge, take into account cause-and-effect relationships.

The relevance of collecting lies in the fact that this is one of the accessible, understandable, constantly manifested by children areas of activity. Preschoolers always collect something, classify objects according to various criteria, that is, they are prone to collecting, to searching.

“Psychologists associate the cognitive interests of children with their cognitive activity, and refer them to a special area of ​​human interests. According to P.F. Zakharevich, P.K. Postnikova, A.I. Sorokina, G.I. Shchukina “the essence of cognitive interest, which determines cognitive activity, lies in the fact that the process of cognition itself becomes its object, which is characterized by the desire to penetrate into the essence of phenomena, and not just be a consumer of information about them” .

“M.I. Lisina and A.M. Matyushkin share the point of view that cognitive activity is a state of readiness for cognitive activity, a state that precedes activity and generates it.”

It can be noted that collecting forms the cognitive activity of older preschoolers.

The Explanatory Dictionary defines collecting as “a systematic collection of homogeneous objects representing scientific, artistic, literary, etc. interest".

Collecting is one of the oldest human hobbies, which has always been associated with collecting items that do not have direct practical use, but are thought provoking.

And also this type of activity has great opportunities for the development of the cognitive interest of children.

Children are always inquisitive and inquisitive, often, almost constantly, asking adults a lot of questions. Often about things that are interesting to them, which seem unusual to them, new or just wonderful.

“An analysis of modern basic and partial programs has shown that not all authors single out collecting as an activity aimed at developing the cognitive activity of preschoolers. The authors of the "Origins" program believe that the child's desire to learn new things is provided by a developing subject environment. However, collections as an integral part of the development environment are not specified. In "The program of education and upbringing of children in kindergarten" ed. Vasilyeva, in the section "cultural and leisure activities", the task is to develop interest in collecting and create conditions for this. For children of the preparatory group, approximate collection topics are given (postcards, stamps, stickers, small toys from kinder surprises, candy wrappers, decorative art objects).

The program "Childhood" draws the attention of teachers to the mandatory availability of materials that activate cognitive activity, including "a large selection of natural materials for study, experimentation, and collection."

“S.N. Nikolaeva in the partial program “Young Ecologist” notes that “children show a cognitive interest in practical experiments with various stones and participate in their collection.” Teachers are invited to create an ecological museum, in which “herbariums of the plant world, collections of stones, shells, cones from different trees can be presented. It is possible to supplement the exhibits with a brief annotation: what kind of exhibits, who and where collected them.

The authors of the partial program "We" to enhance the cognitive activity of preschoolers offer to observe and conduct experiments with living and inanimate objects. You should not give advice, and even more so recommendations for creating collections, you can use games with shells, sand, cones, fallen leaves, pebbles, acorns, twigs, to enrich the knowledge of children it is proposed. .

After analyzing these programs, it is clear that only the topics of the collections are disclosed in them, but the activities with children and the content are not disclosed. As well as the opinion of the authors that collecting is an activity accessible to preschoolers, they differ.

Few use collecting as a form of cognitive activity. Collecting and classifying various objects expands the horizons of children, as well as develops their cognitive activity. In the process of collecting, children accumulate knowledge, then the process of accumulation of knowledge takes place, then the information is systematized and a readiness to comprehend the world around is formed. Collection items give originality to game, speech and artistic creativity, activate existing knowledge. Collecting develops all mental processes: attention, memory, the ability to observe, compare, analyze, generalize, highlight the main thing, combine.

Collecting is integrated with all areas of the educational process. This connection can be noted as a virtue of collecting.

There is such a problem as children's stress, which occurs due to a lack of positive emotions, which are very necessary for babies. So collecting can prevent stress and cause positive emotions in preschoolers. Children with unstable behavior, “hyper” active, or vice versa, shy, uncommunicative, anxious children are increasingly coming to kindergartens - it is important to establish relationships with everyone, and this problem can be solved by uniting them with a common cause, which will combine the interests of the child and adult. Children fall in love with collecting, understand its meaning, if adults instill this attitude towards collecting or are indifferent to it. Well, of course, there is a need to manage the collection itself. For collecting to be useful, it is necessary to systematize and study what is collected. This process affects the expansion of the horizons of children, the deepening of knowledge, the inculcation of perseverance and accuracy, and leads to research activities. From collecting various objects, the child begins to join the world of small secrets, their discoveries. Adults should not be dismissive of collecting, it is necessary to direct the baby, prompt him, explain. After all, curiosity, inquisitiveness, observation, important personality traits, are formed if parents, educators support the interests of the child, if they direct the cognitive activity of the child. These personality traits give the child's activity a clear cognitive orientation.

“A.A. Lyublinskaya emphasizes that in the process of forming a cognitive attitude towards the environment among preschoolers, some aspects of the cognitive interests themselves are revealed, in which the unity of the intellectual and emotional attitude of a person to the objects of reality is clearly expressed.

The child develops a true interest in the environment, an emotional attitude to the environment in the process of collecting. When a person is interested in something, is satisfied with the knowledge of this object, and the more he knows it, the more his interest grows. The growth of children's interest is limitless. A creative personality develops if there is a persistent interest. When a preschooler is interested in something, he has a desire to study this subject better, to learn more about it. Adults should be attentive to the hobbies of their children, as well as support them, develop them - this is an important factor for the formation of the cognitive activity of a preschooler.

Collecting is fun!

And yet, why did this particular form of non-traditional education become the topic of my study, research, the object of our joint activity, our common hobby with children?

Firstly, collecting is one of the natural, brightly manifested areas of activity for preschoolers. Children always love to collect something, to look for something. For many, this desire or passion then disappears, but some guys collect then all their lives. In China, they say: "Who has a hobby, lives two lives."

Secondly, I repeat once again, I myself was fond of collecting as a child. I collected stamps, postcards, calendars, photos with movie actors, candy wrappers, chewing gum liners, chewing gums themselves (I collect the whole year, and then share with my sisters and brother on New Year's Eve), badges. Now I have a large collection of yarn (an aesthetically designed album with a thread, its composition and a knitting pattern). That is, being already a mother of two children, I continue to collect. Some of my collections have survived. When we started to get involved in this wonderful activity in kindergarten, I brought to the group a box with postcards and candy wrappers from “Love is” chewing gum, an album with stamps, yarn. Preschool children looked at my mini collections with great curiosity, asked where I got all this from. I enjoyed telling them the stories of my collections.

So in 2011, with the children of the middle group, as well as their parents, we began to collect badges and calendars. Finding at home, with his grandmother, with relatives or simply buying a new badge or calendar in the store, the child proudly and joyfully brings to kindergarten.

Our collection of icons is still small (about 100 icons), but the collection of calendar cards exceeds 500 pieces. There aren't any! There is even a 1906 calendar in our “piggy bank”.

Now we are already in the preparatory group. Collecting even, perhaps, can be included in the tradition of the group. Parents, like the children themselves, offer to collect something (magnets, kinder toys, buttons). I want to note that at the beginning, when I announced our ideas, called for participation, few of the parents responded. Rather, the children themselves were active. But now many parents themselves are showing interest.

Collecting contributes to the curiosity and cognition of preschool children.

With our preschool children, we will continue to shape our cognitive activity through collecting. We plan to collect a collection of stones and shells with the children. These collections would increase children's knowledge of animate and inanimate nature.

My still not very extensive experience on this topic allows us to conclude that collecting is a really accessible, interesting, productive area of ​​cognitive activity with preschool children.

Sources:

    Slastenin V.A. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov. – M.: Academy, 2009.

    Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. Wednesday, ped. textbook establishments. - 2nd ed., revised. and additional - M.: Academy, 2000. - 416 p.

    Article:Collecting as a way of development.Catalog of articles MBDOU No. 30 p. Elban[Electronic resource] Access mode:

    Website "Pedagogical newspaper"[Electronic resource]
    Access mode:

Elena Zayats
Formation of cognitive interest in preschool children in the process of collecting

Along with the direction of study cognitive interests and cognitive activity in the psychological and pedagogical literature, one more direction can be distinguished, especially interesting for us: research aimed at tracing the relationship between cognitive activity and cognitive activity of children. Analysis of psychological and pedagogical research of the problem formation in children of cognitive relation to the environment allows us to say that this concept includes an activity component.

For formation of cognitive activity of older preschoolers interest represents the direction collecting.

Dealing with a problem cognitive development of older preschoolers I studied the article of Academician I.P. Pavlov "Goal Reflex", in his article he noted“All life, all its improvements, all its culture becomes a reflex of the goal, is made only by people striving for one or another goal they have set for themselves in life. After all everything can be collected trifles, like everything important and great in life. After analyzing the main general education program preschool education"Birth to School" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva in the educational field « Cognition» , after observing children and diagnosing using the methods I selected, I came to the following conclusions that children difficulties arise in:

1. systematization and generalization of objects and phenomena;

2. analysis and the ability to logically substantiate their thoughts;

3. many children do not have the desire, the need of the individual to engage in exactly the activity that brings satisfaction;

4. to see the main thing, to highlight the main content of phenomena and objects.

Collecting has great potential for development children. It broadens one's horizons children, develops them cognitive activity. B , further obtained information systematized and formed collections give originality to game, speech and artistic creativity, activate existing knowledge. AT collecting process develop attention, memory, the ability to observe, compare, analyze, generalize, highlight the main thing, combine. This is what helped me determine the theme of my work: "Development cognitive abilities through collecting».

In my work, I was guided by the following didactic principles:

1. The principle of accessibility. I take into account the peculiarities of mental and physical development children of senior preschool age.

2. The principle of systematicity and consistency. She developed a long-term plan for direct activities with children, a long-term plan for thematic exhibitions.

3. The principle of science. I am guided in my work only by proven methods and developments, I present evidence-based data to children.

4. The principle of developing and nurturing education. I use in my work methods and techniques aimed at the comprehensive development of the child's personality.

5. The principle of creative activity. I use techniques for activating creativity, cognitive, research activity in direct activities with children.

6. The principle of visibility. In my work with children, I use informational communicative and audiovisual teaching aids, I select the material aesthetically decorated.

7. The principle of rational combination collective and individual forms of work with children. In direct activities with children, I use a variety of forms of work.

The purpose of my work: development of cognitive abilities and cognitive interests of older preschool children through collecting .

To achieve this goal, a number of tasks:

1. Study the scientific and methodological literature, develop the content of children's collections;

2. Develop long-term plans for working with children, long-term plans for thematic exhibitions;

3. Select methods for determining the level;

4. Develop a diagnostic map to determine the level cognitive development of older preschool children through collecting;

5. Activate cognitive interest of children in the process of collecting;

6. Get the kids interested and parents gathering collections;

7. Consolidate the acquired skills in other activities.

The relevance of the topic I have chosen is that collecting- one of the most efficient forms non-traditional learning preschoolers. AT collecting process methods and techniques are used that are focused on the development of children the ability to notice the new, the unknown, to ask questions. Collecting increases productivity intellectual activity of preschoolers through the formation the ability to analyze, compare, generalize, take into account causal relationships, explore, systematize your knowledge, justify your own point of view.

Novelty: Collecting expands children's horizons, develops them cognitive activity. AT in the process of collecting, first there is a process of accumulation of knowledge, further obtained information systematized and formed readiness to comprehend the world around. Items collections give originality to game, speech and artistic creativity, activate existing knowledge.

Expected Result: systematic work in this area will allow:

Develop memory, attention, the ability to observe, classify, generalize;

Develop creative abilities children;

Develop a selective focus children, their attention, thoughts, thoughts on objects and phenomena of the surrounding world;

To develop the desire, the need of the individual to engage in this particular activity, which brings satisfaction;

Develop an active emotional cognitive attitude of children to the world;

To uncover children's interests and hobbies;

Develop communication skills, the ability to logically justify your thoughts;

develop integrative personality traits.

Terms:

1. Created a subject-developing environment, (collected collections by theme: "Stones", "Soldiers, military equipment", "Kinder toys", "Postcards", "Calendars", "Pets", "Wild animals", "Natural Material", "Junk Material", started collections"Keyrings", "Dolls", "Buttons", "Pictures with animals", "Pictures with Birds", "Pictures with insects". Exhibits are used collections in didactic, role-playing games, collections are freely available for children;

2. Developed the content of children's collections(personal and joint);

3. Designed in a storage corner group collections;

4. Developed a perspective plan for thematic exhibitions;

Directions in work:

1. Working with children.

Work with children is carried out from the youngest preschool age, this period is a preparatory stage in the work, there is an identification and accumulation of knowledge, skills and abilities children on the topic, selection of material. It is advisable to involve children to collect from senior preschool age(5-6 years old since the oldest age is the most sensitive (productive) period in development children. For systematic and systematic work with older children age developed a long-term plan for joint activities using collections, developed a diagnostic card to determine the level cognitive development of older preschool children through collecting, determined the evaluation criteria for determining the level cognitive development of older preschool children through collecting. Direct joint activities take place 1-2 times a month in GCD form, artistic and creative activity, individual work, independent activity children. In order to prevent muscle and emotional tension during activities, I use health-saving technologies, dynamic pauses, eye exercises, and breathing exercises. Used funds: books, collections, illustrations, didactic games, presentations.

2. Working with parents.

In order to determine the relationship of parents to collecting and their level of awareness of collecting developed a questionnaire, the results of the survey revealed that more than half of the parents (62%) want them to children a useful hobby appeared, many of them in childhood themselves were engaged in collecting various collections, 26% of parents would like to know more information about collecting and designing collections, 16% of parents consider collecting useless hobby, they believe that children cannot consciously engage in collecting. To meet the request of parents, given their interests developed and selected consultations: « Collections around us» , How to store baby collections?» , "Children's activities - what people collect» , and others. Especially for parents exhibitions of collections, photo reports. means of work are: books, collections, illustrations, materials of consultations, exhibitions, photo reports.

3. Work with teachers.

Work with teachers is carried out in informational- enlightenment direction - consultations: "Kinds collectibles in kindergarten» , "What collecting?» ; Master Class "What can collect with kids?» , report at the teachers' council "Techniques for activating cognitive interest of children preparatory group in directly educational activities. Means of working with teachers are: books, collections, illustrations, consultation materials, master class of the exhibition.

Collecting- one of the most efficient forms non-traditional learning preschoolers, allows you to deepen children's cognitive interests. Occupation collecting does not require large material or physical costs, because collect anything is possible, meanwhile, children who consciously collect something are more sociable, inquisitive, able to achieve their goal.

Working on this topic, I noticed that this creates an atmosphere that affects formation of the child's personality. The child begins to realize his abilities, feels that he can express himself, gets used to the idea that any manifestation of creativity finds support from peers and adults.

That's why I set my sights on future:

1. Keep using elementary collecting in personality-oriented interaction with children for development cognitive abilities.

2. To achieve creative activity not only among children but also with parents, through joint activities.

After analyzing my work experience, I came to the following conclusion that the development of abilities through collecting, is indeed accessible, interesting, an effective direction of development cognitive interests in preschool children.

With the help of collecting, it is possible to fill the life of children with joy and positive emotions. Collecting is one of the oldest human hobbies, which has always been associated with collecting objects that do not have direct practical use, but are thought provoking. The primitive hunter collected bear or wolf fangs, feathers, later people began to collect coins, stamps, books, postcards, paintings. If we remember our childhood, we collected stamps, postcards, calendars with movie actors, candy wrappers, badges, etc.

Modern children also collect collections. Children rarely come to kindergarten empty-handed. What just is not stored in their "bins". They collect figurines from kinder surprises, chewing gum liners, or even something unimaginable. But, no doubt, they like to collect. Almost every mischievous girl or nimble boy will find a handbag or box with unnecessary, in our opinion, rubbish: leaves, buttons, pebbles, glass, wheels, lids, candy wrappers. For a child, this is a real wealth, a priceless treasure. But, if the baby still cannot collect something seriously and systematically, it makes sense to help him with this. If adults support the interests of the child, if they direct his cognitive activity, then the most valuable personality traits are formed - curiosity, inquisitiveness, observation. If mom, dad and the adults around him support children's interest, unsystematic collecting can develop into an exciting and useful hobby - collecting. With collecting begins the introduction of the child to the world of small secrets, their discoveries.

Collecting is invaluable for the development of the cognitive abilities of preschoolers.

Purpose of children's collecting: the development of cognitive activity (interest and activity) of preschool children by creating collections.

Tasks:

To form the ability to observe, compare, analyze and draw conclusions;

To form the ability to classify, group, generalize;

To promote the manifestation of electoral interests;

Develop cognitive interest and needs, curiosity;

Expand the horizons of pupils;

To instill the skills of culture and design of the collection and collection of material;

To form a careful attitude to the storage of collections;

Enrich and activate children's vocabulary;

Encourage parent involvement in the educational process.

Children's collecting has its own characteristics associated with the thinking of a preschooler. At this age, visual-effective and visual-figurative thinking predominate. Therefore, children's collections are characterized by visuality and manipulativeness. The visuality of the collection is manifested in the obligatory visibility. The collected material is represented by real, tangible objects. These can be pictures, drawings, photographs, postcards, magazine clippings, objects (toys), books and magazines. A special place is occupied by exhibits of collections made by oneself (independently or in joint activity with adults) - children's drawings, collages, books, handicrafts from different materials and made in different techniques.

Manipulativeness is manifested in the child's desire to act with the collected material. Children with great pleasure show a desire to do something with the material of the collection. Having created street layouts, the assembled cars drive along the roads. Playing with figures from kinder - surprises, children themselves create a plot. Showing cognitive interest in stones, shells, the guys examine them. Our task is to help little discoverers to see the miraculous in the unusual, to preserve and take with them the elusive beauty - a bird's feather, a flying autumn leaf.

The task of adults is not only to captivate the kid with the idea of ​​creating a collection, but also to help him in every possible way in this. Since the benefits of this kind of activity are undeniable and invaluable.

First: Cognitive research activity is one of the natural, clearly manifested areas of activity for preschoolers. In children, nature has a craving for gathering, or, more precisely, for searching. In the process of collecting, the process of accumulation of knowledge first occurs, then the information received is systematized and a readiness to comprehend the world around is formed. Collection items give originality to game, speech and artistic creativity, activate the existing ideas.

Secondly: In the process of collecting, attention, memory, thinking, the ability to observe, compare, analyze, generalize, highlight the main thing, combine are developed. Collecting expands the horizons of children, develops their cognitive activity, develops the child's abilities, which are steps to creativity.

Thirdly: Many problems in establishing relationships with children can be overcome if you find a common cause that allows you to combine the interests of the child and the adult. This is relevant when there are children in the group with uneven behavior, motor-active, anxious, uncommunicative and shy.

Fourthly: Collecting decorates our life, makes it fuller and more diverse.

The main thing in collecting is the systematization and expansion of ideas about collectible items, their authors, purpose, methods of creation, and the history of the "life" of the collection's exhibits.

The following groups of collections are distinguished:

Collective (group) are collections collected in a group with the help of educators, children and parents. The teacher is the initiator of group collections. The subject of collective collections reflects the program content of cognitive development, is subject to the implementation of complex thematic planning of work with children and the integration of various educational areas. Collective collecting is carried out in preparation for the holidays.

Homemade- these are collections collected at home or with the help of parents. They are kept at home and the children bring them to the kindergarten for a temporary exhibition. The dignity of home is a demonstration of family traditions, the unification of generations.

Individual- these are children's "treasuries", they contain a wide variety of things, and each of these things is of great value and significance for the child. Teachers, and especially parents, should handle it very correctly (you can’t use it, let alone take something from the collection without the consent of the child). It is very important to let the child "manage" his collection, look for exhibits, arrange them, make a selection for the exhibition. He must also take care of her. Individual collections are determined by different motives, so we can conditionally distinguish several types of collections: emotional, cognitive, social.

Emotional Collections- the most common in the life of a preschooler, are marked by an active beginning and a rapid fading of interest in the collection. The main thing is to effectively use the emotional collection, fixing in the mind and soul of the child a state of joy, satisfaction from the process of cognition. During the collection, consider the collected material and conduct conversations on it. It is reasonable to replenish the collection, use the material in a 10 productive plan (make a collage, panels, make different classifications from visual material).

Educational collections reflect the stable cognitive interests of specific children. Therefore, these collections are stable in terms of subject, this is due to the deepening, expansion of a specific topic. ("Stones", "The Amazing World of Shells").

SocialCollections- a form of manifestation of social needs, especially in older preschool age. The child seeks to expand his social contacts, he shows sympathy for certain peers, the desire to communicate with them, the desire to win their recognition, respect and friendship. The coincidence of interests entails joint discussions and conversations, games, and the exchange of exhibits. At the same time, both the social and cognitive spheres of children are mutually enriched, which is very important.

Temporary- these are collections collected on certain topics for a short time. Temporary collections include seasonal collections on the themes: "Golden Autumn", "Gifts of the Snow Queen", which helps children to better remember the signs of the seasons. Collections of decorative and applied arts are of particular value.

Long- these are collections of natural material, paper, fabrics, wrappers, postcards, photographs, etc., the exhibits of which can be touched, smelled, examined. You can play with the exhibits, it is very attractive for children. Of particular interest are the collections of linguistic orientation: "Polite words", "Autumn words" (winter, spring, summer), "Sweet words", "Phraseological phrases". Autumn word educator locks on yellow maple leaves; words of winter - on snowflakes, snowmen; on green birch leaves - spring words; on flowers and butterflies - summer words. "Polite words" and "Phraseological phrases" are illustrated by plot pictures. Through collecting, children get acquainted with the individual collections of adults (teachers and parents). The child has the opportunity to get acquainted with the culture of collecting, the proper storage of exhibits, learn how to respect them

Collecting is an activity based on the compilation of a collection, that is, the systematic collection of any objects, usually homogeneous or united by a common theme. The relevance of work on collecting with children of senior preschool age lies in the fact that this is one of the natural areas of activity clearly manifested by preschoolers. Children always have a passion for collecting, for searching. The advantage of collecting is its integration, that is, the connection with classes in the formation of elementary mathematical representations, the development of speech, knowledge of the surrounding world, environmental education, sensory development. Collecting begins with the systematization and study of what is collected, it broadens one's horizons, deepens knowledge, teaches perseverance and accuracy, and gives research skills. With collecting begins the introduction of the child to the world of discoveries. Collecting is a long creative process that requires a certain amount of patience. It involves not only the collection of any objects, but also the study of their historical and modern aspects. The collection is to some extent a reflection of the child's inner world. This type of activity helps to solve the problem of children's stress, which are the result of a lack of positive emotions. Since in groups there are more and more children with uneven behavior, motor-active, anxious, uncommunicative, shy, many problems of establishing relationships with such children can be solved if we find a common cause that allows us to combine the interests of the child and the adult. The creation of joint collections for children and adults helps to unite the children's team, as well as parents and children. In the process of collecting, knowledge is first accumulated, then the information received is systematized and a readiness to comprehend the world around is formed. Collection items give originality to game, speech and artistic creativity, activate existing knowledge. During the activity, the child's abilities develop, which are steps to creativity, cognitive mental processes (attention, memory, flexibility and non-standard thinking). The ability to observe, compare, analyze, generalize, highlight the main thing is also formed. The child masters the ability to search for analogues, combine, reconstruct, assimilate (similarity, merger). In the process of collecting, children's speech develops, their speech culture, the ability to grammatically correctly, expressively and coherently convey their thoughts in speech, strive for mutual understanding in communicating with adults and peers, and vocabulary is enriched. Collecting also affects the development of mathematical abilities of preschoolers. First, independence and initiative develop in the search for variant ways of comparing, ordering, and classifying a number of objects. Secondly, children develop the ability to find connections and dependencies between objects, including those hidden from direct perception (by properties and relationships: part and whole, correspondence and similarity, order of location and sequence). Thirdly, the skill develops to substantiate and prove the rationality of the chosen method of action (change, check by selecting similar objects, using the appropriate terminology: increase, decrease, divide into parts, connect, change shape, location, etc.). In the social and personal development of children, the foundations of a culture of communication, knowledge about the surrounding reality and life in society are formed through solving game problems with collection items. Collecting helps to enrich the aesthetic feelings and impressions of children, to develop interest in art, music, and the history of their native country. Also, children get acquainted with the traditions of the families of their peers and ways of using collection items (for example, a spoon is a musical instrument, a souvenir, a cutlery, a decorative element, etc.). In our group, the largest collection is a collection of spoons. It is presented on a mobile three-section stand, which can be used both in a horizontal and vertical position. The collection is an adornment of our group, and is also used in independent activities of children and in organized educational activities. Thus, it can be argued that collecting, as a modern means of developing cognitive interest among preschoolers, has great opportunities for the formation of intellectual culture and the development of independence of preschoolers.