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Experimental activities in kindergarten. Summer experiences and experiments in kindergarten

“People who have learned ... observations and experiments acquire the ability to raise questions themselves and receive actual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school.” K. E. Timiryazev

The concept of modernization of Russian education states that a developing society needs modernly educated, moral, enterprising people who are distinguished by mobility, dynamism, constructive thinking, who can independently make decisions in a situation of choice, predicting their possible consequences. And this largely depends on the teachers working with preschoolers, that is, those who are at the origins of the formation of personality. Based on the requirements for the content of education, presented in the Law of the Russian Federation "On Education" (Article 14), teachers should reorient the content of the educational process to "ensuring self-determination of the individual, creating conditions for its self-realization."

Personal self-development is possible only in activities that include not only the external activity of the child, but also the internal psychological basis.

Such vigorous activity provides productive forms of thinking, while the main factor is
Nature of activity. The works of many domestic teachers (G. M. Lyamina, A. P. Usova, E. A. Panko) talk about the need to include preschoolers in meaningful activities, during which they themselves could discover more and more new properties of objects, notice them similarity and difference. In a word, it is necessary
giving children the opportunity to acquire knowledge on their own. In this regard, it represents a special
interest in children's experimentation and its active implementation in the practice of preschool
institutions.

Taking into account the trend of modernization of preschool education, the lack of methodological developments in terms of implementing an activity approach to children's experimentation and, as a result, difficulties in the practical activities of educators, as well as the contradiction between the huge research potential of the child and its unsystematic use in the process of development and learning, the development of a system of methodological work on the implementation of the activity approach to the problem of children's experimentation. The theoretical basis of this work is the research of N. N. Poddyakov. As the main type of orienting-research activity of children, he singles out children's experimentation, which is the leading one throughout the entire preschool childhood.

Research, search activity is the natural state of the child, he is tuned in to the knowledge of the world around him, he wants to know: he tears the paper and sees what happens; conducts experiments with various objects; measures the depth of the snow cover on the site, the volume of water, etc. All of these are objects of study.

Exploratory behavior for a preschooler is the main source of obtaining ideas about the world.

Our task is to help children in conducting these studies, to make them useful:

  • when choosing an object of study;
  • when looking for a method of studying it;
  • when collecting and summarizing materials;
  • when bringing the resulting product to its logical conclusion - the presentation of the results obtained in the study.

Children's conclusions are based on their own practical experience, and not on verbal information that
they receive from the teacher. Therefore, it is necessary to use practical methods.

Rules when choosing a topic for search and experimental activities:

  • The topic should be interesting to the child, should captivate him.
  • The topic must be feasible, its solution must bring real benefit to the participants in the study (the child must reveal the best aspects of his intellect, gain new knowledge, skills).
  • The teacher must develop any lesson, accurately formulate questions, tasks, sequence
    actions so that each child can act meaningfully.
  • The theme should be original, it needs an element of surprise, unusualness.
  • The topic should be such that the work can be done relatively quickly. Children of the younger, middle, and sometimes older groups are not able to concentrate their own attention on one object for a long time, so one should strive to ensure that the first research experiments do not require a long time.

Target:

  • The development of cognitive interests, the need for independent search activity on the basis of an enriched and formed emotional and sensory experience.

Tasks:

  • Arouse children's interest in research activities.
  • To teach to see and highlight the problem of the experiment, to set the goal of the experiment, to select means and materials for independent activity.
  • Develop personal qualities - purposefulness, perseverance, determination.

In our activities, we rely on the leading principles of the development of preschoolers:

  • psychological comfort (removal of stress factors);
  • natural conformity (development in accordance with the nature of the child, his health, his abilities and
    inclinations, individual characteristics, perception);
  • differentiated approach (the tasks of effective psychological assistance to pupils are solved
    in the improvement of their personality, the creation of special pedagogical situations that help to reveal the psycho-physical, personal abilities and capabilities of children);
  • active activity (inclusion of the child in the game, cognitive, search activity in order to stimulate an active life position);
  • creativity (maximum orientation to creativity in the playful and productive activities of a preschooler, the acquisition of his own experience of creative activity).

To implement the tasks set, it is necessary to create conditions in the subject-developing environment of the group (experimentation corner, mini-laboratory).

The main equipment of the mini-laboratory:

  • "assistant" devices: laboratory glassware, scales, objects of animate and inanimate nature, containers for playing with water of various sizes and shapes;
  • natural material: pebbles, clay, sand, shells, bird feathers, saw cut and tree leaves, moss, seeds, etc.;
  • recycled material: wire, pieces of leather, furs, fabrics, corks;
  • different types of paper;
  • dyes: gouache, watercolors;
  • medical materials: pipettes, flasks, measuring spoons, rubber bulbs, syringes (without needles);
  • other materials: mirrors, balloons, butter, flour, salt, sugar, colored and transparent glasses, sieve,
    candles.

Children's experimentation in a preschool educational institution:

One of the areas of children's experimental activity that we actively use is experiments. They are held both in the classroom and in free independent and joint activities with the teacher. Experience is the observation of natural phenomena, which is carried out in specially organized conditions.

There are several stages in the organization and conduct of experiments:

  1. Statement of the problem (task).
  2. Finding ways to solve the problem.
  3. Conducting experiments.
  4. Recording observations.
  5. Discussion of the results and formulation of conclusions.

The cognitive task of the experiment must be clearly and precisely formulated. Its solution requires analysis, correlation of known and unknown data. During the experiment, the children express their assumptions about the causes
observed phenomenon, choose a way to solve a cognitive problem. Through experience, children develop
the ability to compare, contrast, draw conclusions, express their judgments and conclusions. Huge
experiments are also important for understanding cause-and-effect relationships.

It is very important that every child is involved in the process of conducting experiments.

It is especially interesting for children to experiment with objects of wildlife. So, having planted the seeds of dawn and calendula flowers in special cups, children observe their development: which seed germinated faster, why; what influence does a person have on the development of plants, whether the growth of flowers depends on weather conditions. We enter the results of observations in a specially designed calendar. Children record in the line "Weather" its daily changes using symbols (clouds, sun, rain, etc.).

In the "Flowers" line, the day the sprout appeared and its changes in the following days are noted. The experiment is being carried out
with two kinds of colors to compare and identify the causes of discrepancy.

In the line "Care" it is recorded how the children take care of the plant, also with the help of symbols (a stick for loosening, a mug for watering, etc.). Then, based on the analysis, patterns and relationships are established between the growth and development of the plant, the role of man and weather conditions, and changes in nature. To establish why the calendula seed sprouted faster than the seeds of the dawn, we looked at them through a magnifying glass, felt, sniffed, etc. As a result, the children established: the shell of the seed of the dawn is hard, thick, rough, does not crumble under the influence of force, and the calendula has a thin shell , fragile, a seed in the form of a hair, under external influence quickly collapses. Therefore, under the influence of damp soil and heat, the calendula seed germinates faster.

In the process of conducting research activities, we develop the environmental literacy of children, bring up an active environmental position.

After observing the changes taking place over the course of several days on a tree, one girl in my group asked the question: “Why did the leaves curl up?” This question prompted the examination of the object and the establishment of the cause: the appearance of a butterfly chrysalis. What needs to be done so that the tree does not die? One solution is to spray the plant with soapy water. We did it with the kids.

While working in the garden, the guys notice that where there are a lot of weeds, the radish is small, and where there are none, it is large. Conclusion: weeds interfere with plant growth. Carefully cutting off the branches of trees, we observe together with the children which tree and where (in a dark place or in the light) the leaves will bloom faster. Children make a conclusion about what conditions are necessary for the growth of plants.

Objects of inanimate nature are also examined: sand, clay, snow, stones, air, water, a magnet, etc. For example, we propose to mold a figure from wet and dry sand. Children discuss what kind of sand is molded, why. Examining sand through a magnifying glass, they find that it consists of small crystals-grains, this explains the property of dry sand - flowability.

In order to visually trace the changes in animate and inanimate nature that occur from season to season, weWe use various models of observation calendars.

For example, in the middle group - a pie chart. Each sector is painted in a certain color: yellow - autumn, white - winter, green - spring, red - summer. On this "magic circle" we note those signs of the season that the children observed. In the pie chart, there are pockets, cuts where symbols, icons are placed, indicating the signs of each season. A sign, a symbol helps the child to generalize and retain information.

Creative knowledge of nature contributes to the formation of ideas about the basic patterns in nature. At a younger age, this is the variability of the seasons and the dependence of changes in wildlife (i.e., in the life of plants and animals) on the changing conditions of inanimate nature.

In order to teach kids to highlight the simplest connections in the observed natural processes, we start working with them from the age of 4.

At this age, we develop in children the idea of ​​\u200b\u200b individual, often occurring phenomena of inanimate nature (precipitation - snow, rain, hail; properties of sand, water; morning - evening, day - night, etc.), and also introduce objects of wildlife - indoor and wild plants, wild and domestic animals. As a result, children acquire a certain amount of knowledge about the natural world. They have a cognitive interest in the objects of nature, a desire to learn new things about the properties of things, to actively explore them. They ask questions: “Why do birds fly away in autumn? Where do bugs and butterflies live in winter? Why is the snow melting in the room? At this age, the attention of children becomes more stable, they can observe animals and plants for quite a long time.

The essence of observations lies in the sensory knowledge of natural objects through various forms of perception - visual, auditory, tactile, kinesthetic, olfactory, etc. Children are introduced to a small number of plants indoors and on the site. Examining them, observing their growth and development in different environmental conditions, preschoolers learn to distinguish between plants, correctly name them, focusing on
characteristic features - the shape, size, color of leaves, fruits, flowers, stems. They get acquainted with the functions of the organs: the roots of the plant are held in the ground, suck out water and nutrients from it, which pass through the stem, trunk, branches into leaves, flowers, fruits. The main function of leaves is to absorb sunlight. A flower is a reproductive organ, in its place a fruit appears with seeds, from which new plants can grow in the future.

The content of animal observations includes the following components:

  • method of movement (how and with the help of what organs it occurs);
  • appearance: body parts, structural features, characteristics (color, shape, size) of external organs;
  • orientation in space (how they listen to sounds and noises, how they look around);
  • how they react to the environment;
  • habitat: terrain features, food, other animals - neighbors (enemies, neutral);
  • relationships with people (reaction to their appearance);
  • vital manifestations in different seasons: color changes in transitional seasons, nest building, reserve
    feed, their search in winter.

The pedagogical process should be built in such a way that the interest of children in the inhabitants of the corner increases,
ideas about them were constantly expanding, and by the end of the school year, any child could be a guide
in the corner of nature. These requirements are met by cyclic observation, which is organized at various regime moments of everyday life.

A single cycle is a series of interrelated observations of a specific object in a corner of nature or a kindergarten site. Each of the observations of the cycle has its own content, its purpose, does not repeat other observations, but is interconnected with them. The cycle of observations allows the child to acquire, by sensory means and independently, a system of specific knowledge about the animals or plants that live in his neighborhood. Repeated appeal to the same object for 1-3 months forms a stable cognitive interest of children in it. As a result, babies have a need for new independent observations.

For example, a fish observation cycle may include the following areas:

  1. Who lives in an aquarium? (Snail, fish, algae, pebbles, etc.) What are they?
  2. In what conditions does the fish live? (Where does she swim, what does she breathe?)
  3. What and how does the fish eat?
  4. What does a fish have? (Head, body, fins, tail, scales, eyes, gills, mouth, etc.) Why does the fish have such a streamlined body?
  5. The fish is alive. How should she be taken care of?
  6. How does a fish swim? (Up, down, right, left, forward, backward, slow, fast.)
  7. How does the fish rest?
  8. The fish tank is beautiful.

The cycle of observations is carried out for a long time. One or two observations are planned per week. Thus, a cycle of eight observations can be implemented in work, for example, with older children in 1.5-2 months.
Drawing up and developing a cycle of observations is the work of a teacher: it can be planned in different ways (shorter, longer, with the inclusion of a variety of moments and situations), the cycle always takes into account the specific features of an object of nature. For each animal corner of nature in all age groups, separate
observation cycles. Children should know and love their pets.

Special cycles of observations are dedicated to representatives of the plant world: indoor plants, plants growing in the kindergarten area (elm, acacia, maple, pine, poplar, etc.), primroses.
Everything that is constantly near the child should be noticed by him, should attract his attention,
arouse interest: wintering birds, insects, etc.

Observation requirements:

1. The spatial organization of observations should be such that any natural object is maximallyavailable to every child.

In each case, the teacher thinks over how many children can simultaneously participate in the observation, how to arrange them so that they are all in the same row. The child should be able to independently obtain sensory information about nature (feel the nature of the surface, determine the shape, temperature, heaviness of the object, hear the sounds emanating from it, smell). The whole group can be placed along the bed (if the bed is large), and no more than five people can be placed around the aquarium.

The educator verbally denotes everything that the children see, but the word must follow the perception - only in this case the child develops full knowledge.

2. The perception of any objects should be short, since observation is a mental, intellectual activity that requires concentrated attention, strong-willed effort, mental stress.

During observations, you can not talk, play, manipulate objects. Optimal time for
intensive mental activity of children - 3-10 minutes, and observation is limited to this time.

3. Observation is formed according to a certain scheme: beginning, main part and end.

First you need to gather the children and concentrate their attention. It is better to use the following techniques that cause light positive emotions and a willingness to listen to the teacher:

  • a call to see something interesting together;
  • affectionate intriguing intonation;
  • riddle-description, riddle-action about the object of observation.

The second part is the main one, it provides independent acquisition of sensory information. The teacher offers to look at the object and asks questions with pauses of 2-3 seconds. The moments of silence and stillness are the main moment in observation: they allow children to focus in search of answers to questions.

The main part should be solid, unified. It cannot be interrupted by stories, explanations, poems, games, riddles. You can use logically selected actions and movements. For example, after two seconds of observation, invite the children to show how a fish opens and closes its mouth, how a bird covers its eyes, and ask what the children feel. Observations that are well coupled with actions make it easier to obtain information. At the end of the observations, the teacher reads poetry, sings songs, plays, makes riddles about the observed object.

4. Special preparation for observations is necessary.

For example, before watching how a bird rests and sleeps in the evening, you need to turn on the light on one side, keep silence, etc. In some cases, tasks are given for independent observation: listen to how the bird sings, what sounds it makes, what means the song of a bird, etc.

Experiences:

"Hide and Seek"

Target: To deepen children's knowledge about the properties and quality of water; develop curiosity; to consolidate knowledge of safety rules when handling glass objects.

Materials:

  • two cones (with water, with milk),
  • teaspoons,
  • cloth napkins,
  • paper,
  • pencils (for each child).

The teacher offers to examine the cones and determine their contents. Then he asks questions: what color
water, what color is milk? Offers to play hide and seek with spoons.

  • First experiment. Children lower a spoon into a flask with clear water, watch it. reasoning,
    Why is the spoon visible? (The water is clear.)
  • Second experiment. The children dip the spoon into the milk. What's happening? (The spoon is not visible: the milk is opaque.)

Children make sketches and summarize: in clear water, objects are clearly visible, in milk they are not visible.

"Water Coloring"

Target: Reveal the properties of water: water can be warm and cold, some substances dissolve in water.
The more of this substance, the more intense the color; the warmer the water, the faster the substance dissolves.

Materials:

  • potassium permanganate solution,
  • stirring sticks,
  • measuring cups.

An adult and children examine two or three objects in the water, find out why they are clearly visible (the water is clear). Next, find out how you can color the water (add paint). An adult invites children to color the water themselves in cups of warm and cold water. In which cup will the paint dissolve the fastest? (In a glass of warm water.) How will the water color if there is more dye? (The water will become more colored.)

Experience with water and sugar

Target: Reveal the properties of water: water can be warm and cold, some substances dissolve in water. The warmer the water, the faster the substance dissolves.

Materials:

  • containers with water (cold and warm),
  • rafinated sugar,
  • stirring sticks.

An adult and children lower the pieces of sugar into cones. Next, find out in which water the sugar dissolves faster.
(In warm water.)

"How to push out the water?"

Target: To form ideas that the water level rises if objects are placed in the water.

Materials:

  • measuring container with water,
  • pebbles,
  • item in the container.

The teacher sets the task for the children: to get the object out of the container without putting their hands into the water and without using
various helper items (for example, a net). If the children find it difficult to decide, then the teacher offers
put pebbles in the vessel until the water level reaches the edges. Children perform and draw a conclusion.

Literature:

  1. Kaye V.A. Classes on design and experimentation with children aged 5-8 years. - M.: TC "Sphere", 2008.
  2. Kulikovskaya I. E., Sovgir N. N. Children's experimentation. Senior preschool age. - M.: Pedagogical Society of Russia, 2003.
  3. Organization of experimental activities of preschoolers: Guidelines / Ed. L. N. Prokhorova. - M.: ARKTI, 2008.
  4. Child in the world of search: Program for the organization of search activities for preschool children / Ed. O. V. Dybina. - M.: TC "Sphere", 2005.
  5. Tugusheva G.P., Chistyakova A.E. Experimental activity of children of middle and senior preschool age: Methodological guide. - St. Petersburg: CHILDHOOD-PRESS, 2007.
  6. Menshchikova LN Experimental activity of children 4-6 years old: from work experience. - Volgograd: Teacher, 2009.

Material provided, issue for December 2012.

Lyubov Ignatieva
Experiments and experiments in kindergarten

Municipal budgetary preschool educational

institution « Kindergarten No. 3»

« Experiments and experiments in kindergarten» .

caregiver: Ignatieva L. M.

Yashkino 2015

Main advantage experiments and games-experimentation is that they give children real ideas about the various aspects of the object being studied, about its relationship with other objects and with the environment. In the process experiment there is an enrichment of the child's memory, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization. During experimental activities, situations are created that the child resolves through experience and, analyzing, draws a conclusion, conclusion, independently mastering the idea of ​​a particular law or phenomenon. The need to report on what he saw, to formulate the discovered patterns and conclusions stimulates the development of speech.

The consequence is not only familiarization of the child with new facts, but also the accumulation of a fund of mental techniques and operations that are considered as mental skills.

Not to mention the positive impact experiments on the emotional sphere of the child, on the development of creative abilities, on the formation of labor skills and health promotion by increasing the overall level of physical activity. AT children's age, the leading activity is not only a game, as is commonly believed, but for the most part experimentation.

Children are very fond of experiment. This is due to the fact that they are characterized by visual-effective and visual-figurative thinking, and experimentation, like no other method, corresponds to these age characteristics. At preschool age, it is the leading, and in the first three years - almost the only way to know the world.

Experimentation contributes to the formation of cognitive interest in children, develops observation. In activity experimentation The child acts as a kind of researcher.

In the process experimentation the preschooler gets the opportunity to satisfy his inherent curiosity, to find the answer to many interesting questions: Why? What for? How? What if? feel like a scientist, researcher, discoverer. At the same time, an adult - not a teacher - a mentor, but an equal partner, an accomplice in activity, which allows the child to show his own research activity.

The task of adults is to support and develop in the child an interest in research, discoveries, to create the necessary conditions for this.

We have a table for the group experimentation. With him we carry out various experiences usually in the afternoon.

What to do with a child when he has free time? How to interest an inquisitive kid in an unusual game? How to play not only with interest, but also with benefit, without using complex and expensive toys?

Direct contact of the child with sand, water, air, objects or materials, elementary experiences with them, they allow you to know their properties, qualities, capabilities, awaken curiosity, the desire to learn more, enrich them with vivid images of the world around them. During experimental activities, a preschooler learns to observe, reflect, compare, answer questions, draw conclusions, establish cause-and-effect relationships, and follow safety rules.

Sand games have a positive effect on the emotional well-being of children and are an excellent tool for cognitive activity.

This is a great learning environment for working with children. It gives you unlimited possibilities. expression, since games with sand are saturated with different emotions (delight, surprise, joy, it allows you to create symbolic images that reflect the unique inner world of the child. Sand is an excellent material for games: you can draw, build bridges, castles, dig canals. The children get acquainted with the properties of sand, comprehend the methods of building from it, learn to work with water. As a result, they develop creative, research, constructive abilities, aesthetic taste. You can spend with children the following experiments:

"Comparison of wet and dry sand by weight". We pour sand into two identical cups, try to determine the weight of the sand on our hands, we conclude that it is more accurate to determine the weight with the help of scales. We weigh cups of sand on the scales and determine that wet sand is heavier than dry sand.

"What is sand made of". Using a magnifying glass, let's take a closer look at what sand is made of. (from grains of sand). What do sand grains look like? They are very small, round, translucent (or white, yellow, depending on the type of sand). Are the grains of sand similar to each other? How are they similar and how are they different? It is important that in the process of comparison, the guys carefully examine the sand grains.

"Wind". Invite the children to find out why it is inconvenient to play with sand in strong winds. Children look at the prepared "sandbox" (a jar filled with a thin layer of sand). Together with an adult, they create a hurricane - they sharply squeeze the jar with force and find out what is happening and why (because the grains of sand are small, light, do not stick to each other, they cannot hold on to each other or to the ground with a strong stream of air ). Invite the children to think about how to make it possible to play with sand even in strong winds (wet well with water).

Playing with water is a favorite pastime for children. After all, playing with water, they not only get positive emotions, but also spend experiences, experiments learning the properties of this miraculous liquid.

Here are some experiences conducted with children with water:

"Sinking, not sinking". We lower objects of various weights into a bath of water. (Pushes out lighter objects)

"Lotus flowers". We make a flower out of paper, twist the petals to the center, lower it into the water, the flowers bloom. (The paper gets wet, gets heavier and the petals open).

"Wonderful Matches". Break the matches in the middle, drop a few drops of water on the folds of the matches, the matches gradually straighten out (wood fibers absorb moisture, and cannot bend much and begin to straighten).

"Funny Boats". We make boats from paper, nutshells, boxes. Then we put it into the water, making "waves" and "wind".

1. Introduce children to the properties of water

and paper.

2. Develop observation

3. Contribute to the formation of friendly

relationships

To organize children's games with water, a table is used for experimentation or other containers. Floating toys manufactured by industry: ships, boats, ducks, fish, crocodiles. Watering cans, buckets, water mills, sprinklers, cones, food paints. Multi-colored balls, pebbles, boats, boats made of tree bark, polystyrene. Ducks, fish, frogs made of foam rubber, rafts made of tree branches.

In the process experimentation the vocabulary of children is enriched by words denoting the properties of objects and phenomena.

Experimentation gives the child the opportunity to find answers to questions on their own "how?" and "why?"

Unquenchable thirst for new experiences, curiosity, constant desire experiment, independently seek the truth extends to all areas of activity.

Spatial and subject environment should encourage children to experimentation for action and interaction.

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Interesting experiences for children

In the preparatory group, experiments should become the norm of life, they should be considered not as entertainment, but as a way to familiarize children with the world around them and the most effective way to develop thought processes. Experiments allow you to combine all types of activities and all aspects of education, develop observation and inquisitiveness of the mind, develop the desire to know the world, all cognitive abilities, the ability to invent, use non-standard solutions in difficult situations, create a creative personality.
A few important tips:
1. It is better to conduct experiments in the morning, when the child is full of strength and energy;
2. It is important for us not only to teach, but also to interest the child, to arouse in him a desire to acquire knowledge and make new experiments himself.
3. Explain to the child that unknown substances should not be tasted, no matter how beautiful and appetizing they look;
4. Do not just show the child an interesting experience, but also explain in a language that is accessible to him why this happens;
5. Do not ignore the child's questions - look for answers to them in books, reference books, the Internet;
6. Where there is no danger, give the child more independence;
7. Invite the child to show the most liked experiences to friends;
8. And most importantly: rejoice in the success of the child, praise him and encourage the desire to learn. Only positive emotions can instill love for new knowledge.

Experience number 1. "Disappearing Chalk"

For a spectacular experience, we need a small piece of chalk. Dip the chalk into a glass of vinegar and see what happens. The chalk in the glass will begin to hiss, bubble, decrease in size and soon disappear completely.
Chalk is limestone, in contact with acetic acid it turns into other substances, one of which is carbon dioxide, which is rapidly released in the form of bubbles.
Experience number 2. "Erupting Volcano"


Required inventory:
Volcano:
- Make a cone from plasticine (you can take plasticine that has already been used once)
- Soda, 2 tbsp. spoons
Lava:
1. Vinegar 1/3 cup
2. Red paint, drop
3. A drop of liquid detergent to make the volcano foam better;
Experience number 3. "Lava - lamp"


Needed: Salt, water, a glass of vegetable oil, several food colors, a large transparent glass.
Experience: Fill a glass 2/3 with water, pour vegetable oil into the water. The oil will float on the surface. Add food coloring to water and oil. Then slowly add 1 teaspoon of salt.
Explanation: Oil is lighter than water, so it floats on the surface, but salt is heavier than oil, so when you add salt to a glass, the oil, along with the salt, begins to sink to the bottom. As the salt breaks down, it releases oil particles and they rise to the surface. Food coloring will help make the experience more visual and spectacular.
Experience number 4. "Rain Clouds"



Children will love this simple game of explaining how it rains (schematically, of course): first the water accumulates in the clouds and then falls on the ground. This "experiment" can be done in a lesson in nature studies, and in kindergarten in the older group and at home with children of all ages - it enchants everyone, and the children ask to repeat it again and again. So stock up on shaving foam.
Fill the jar about 2/3 full of water. Squeeze the foam right on top of the water to make it look like a cumulus cloud. Now drop the colored water onto the foam with a pipette (or rather entrust it to the child). And now it remains only to watch how the colored water passes through the cloud and continues its journey to the bottom of the jar.
Experience number 5. "Red Chemistry"



Put the finely chopped cabbage in a glass and pour boiling water for 5 minutes. We filter the infusion of cabbage through a rag.
Pour cold water into the other three glasses. In one glass, add a little vinegar, in another, a little soda. Add cabbage solution to a glass of vinegar - the water will turn red, add to a glass of soda - the water will turn blue. Add the solution to a glass of clean water - the water will remain dark blue.
Experience number 6. "Inflate the balloon"


Pour water into a bottle and dissolve a teaspoon of baking soda in it.
2. In a separate glass, mix lemon juice with vinegar and pour into a bottle.
3. Quickly put the ball on the neck of the bottle, securing it with tape. The balloon will inflate. Baking soda and lemon juice mixed with vinegar react to release carbon dioxide, which inflates the balloon.
Experience number 7. "Colored milk"



Needed: Whole milk, food coloring, liquid detergent, cotton swabs, plate.
Experience: Pour milk into a bowl, add a few drops of different food colors. Then you need to take a cotton swab, dip it in detergent and touch the wand to the very center of the plate with milk. The milk will move and the colors will mix.
Explanation: The detergent reacts with the fat molecules in the milk and sets them in motion. That is why skimmed milk is not suitable for the experiment.

Experimentation- an activity that allows the child to model in his mind a picture of the world based on his own observations, answers, established patterns.
Children's experiment should have the following structure: statement of the problem to be solved;

Goal setting (what needs to be done to solve the problem);

Putting forward hypotheses (search for possible solutions);

Hypothesis testing (data collection, implementation in actions);

Analysis of the result (confirmed - not confirmed);

Formulation of conclusions.

peace..

Children love to experiment. This is explained by the fact that visual-effective and visual-figurative thinking is inherent in them, and experimentation, like no other method, corresponds to these age characteristics. At preschool age, this method is the leading, and in the first three years - almost the only way to know the world. Experimentation has its roots in the manipulation of objects.

The main advantage of using the experimentation method in kindergarten is that during the experiment:

Children get real ideas about the various aspects of the object being studied, about its relationship with other objects and with the environment;

There is an enrichment of the child's memory, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification;

The speech of the child develops, since the preschooler needs to give a report on what he saw, to formulate the discovered patterns and conclusions;

There is an accumulation of a fund of mental techniques and operations that are considered as mental skills;

Experimental work arouses the child's interest in the study of nature, develops mental operations (analysis, synthesis, classification, generalization, etc.), stimulates the cognitive activity and curiosity of the child, activates the perception of educational material to familiarize with natural phenomena, with the basics of mathematical knowledge, with ethical rules of life in society, etc.

By nature, a preschool child is oriented toward learning about the world around him and experimenting with objects and phenomena of reality. Already at a younger preschool age, learning about the world around him, he seeks not only to examine the object, but also to touch it with his hands, tongue, sniff, knock on it, etc. At an older age, many children think about such physical phenomena as the freezing of water in winter, the propagation of sound in air and water, the different colors of objects in the surrounding reality, and the ability to achieve the desired color in art classes, “pass under the rainbow”, etc. . The verbal-logical thinking of children of the seventh year of life is formed based on visual-effective and visual-figurative methods of cognition. An experiment carried out independently by a child allows him to create a model of a natural scientific phenomenon and generalize the results obtained in an effective way, compare them, classify and draw conclusions about the value of physical phenomena for a person and himself.

In everyday life, children often experiment with various substances themselves, trying to learn something new. They take apart toys, watch objects falling into the water (sinking - not sinking), trying metal objects with their tongues in severe frost, etc. But the danger of such “amateur activity” lies in the fact that the preschooler is not yet familiar with the laws of mixing substances, elementary safety rules. The experiment, specially organized by the teacher, is safe for the child and at the same time acquaints him with the various properties of the surrounding objects, with the laws of the life of nature and the need to take them into account in his own life. Initially, children learn to experiment in specially organized activities under the guidance of a teacher, then the necessary materials and equipment for the experiment are brought into the spatial and object environment of the group for independent reproduction by the child, if it is safe for his health. In this regard, in a preschool educational institution, an experiment must meet the following conditions: the maximum simplicity of the design of devices and the rules for handling them, the reliability of the operation of devices and the unambiguity of the results obtained, showing only the essential aspects of a phenomenon or process, a clear visibility of the phenomenon under study, the possibility of the child participating in repeated showing the experiment.

In the process of experimentation, the child needs to answer the following questions: "How do I do this" ?, "Why am I doing it this way and not otherwise" ?, "Why am I doing this, that I want to know what happened as a result" ?.

Let us also pay attention tothe structure of the lesson-experimentation, which has the following successive structural elements:
1. Statement of the research task in the form of one or another variant of the problem situation.
2. Clarification of the rules of life safety in the course of experimentation.
3. Refinement of the study plan.
4. The choice of equipment, its independent placement by children in the study area.
5. The distribution of children into subgroups, the choice of leaders who help organize the rest, who comment on the course and results of the joint activities of children in groups.
6. Analysis and generalization of the results of experimentation obtained by children.

in order to involve children in experimental activities in the group, it is possible to organize a corner for independent experimentation by children.

The Experimentation Corner includes the following components:
1. Didactic component: schemes, tables, models with algorithms for performing experiments; a series of paintings depicting various objects; educational books, atlases; thematic albums; collections, mini-museum "Clock".
2. Equipment component:
- natural material: stones, cut and leaves of trees, moss, seeds, soil of various types, etc.;
- waste material: wire, pieces of leather, fur, fabric, plastic, wood, cork, etc.;
- technical materials: nuts, paper clips, bolts, nails, cogs, screws, designer parts, etc.;
- different types of paper: plain, cardboard, emery, copying and the like;
- dyes: food and non-food (gouache, watercolors, etc.);
- medical materials: pipettes with rounded ends, flasks, wooden sticks, measuring spoons, rubber bulbs, syringes without needles;
- other materials: mirrors, air bullets, butter, flour, salt, sugar and the like; full, funnels, halves of soap dishes, “helpers”: magnifying glass, hourglass, microscopes, magnifiers - oilcloth aprons, arm ruffles, rubber gloves, rags.
3. Stimulating component: mini-stand "What I want to know about tomorrow"; personal notebooks of children for fixing the results of experiments; hint cards, signs "What is possible, what is impossible", characters who have certain traits, on whose behalf a problem situation is modeled.

Dear colleagues

We offer you a presentation on the topic "Children's Experimentation in Kindergarten"

The relevance of children's experimentation lies in the fact that modern children live and develop in the era of informatization. In a rapidly changing life, a person is required not only to possess knowledge, but, first of all, the ability to obtain this knowledge himself. Today there is a real problem of modern children - the replacement of the real nature of the virtual. The child spends more and more time at the computer, VCR, TV. There is nothing wrong with this, however, everything is good in moderation. No, even the most beautiful video about nature can replace live communication with it. Modern urban children often experience fear of nature, for them it is unfamiliar and alien.

From this we can conclude the words of Jan Amos Kamensky, who wrote: “It is necessary to teach in such a way that people, as far as possible, acquire knowledge not from books, but from heaven and earth, from oaks and beeches, that is, they know and study the things themselves, and not just other people's observations and testimonies about things” . This idea is of particular importance today.

Therefore, children's experimentation in a mini-laboratory has a huge developmental potential. Experimentation is the most successful way to familiarize children with the world of living and inanimate nature around them.

Many scientists have dealt with this problem.

A child by nature is an explorer of the world

[N. N. Poddyakov].

“People who have learned ... observations and experiments acquire the ability to raise questions themselves and receive actual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school” . K.E. Timiryazev

Children's experimentation is of great importance for the intellectual development of children. During the experiment, the child's memory develops, his thought processes are activated. Children constantly have to establish causal relationships, prove and disprove. All this is necessary in educational activities.

Among the possible means of developing the research activity of preschoolers, children's experimentation deserves special attention. Developing as an activity aimed at cognition and transformation of objects of the surrounding reality, children's experimentation contributes to the expansion of horizons, enrichment of the experience of independent activity, and self-development of the child.

In the educational process of a preschool institution, educational experimentation is the teaching method that allows the child to model in his mind a picture of the world based on his own observations, experiences, establishing interdependencies, patterns, etc.

Experimental work arouses the child's interest in the study of nature, develops mental operations (analysis, synthesis, classification, generalization, etc., stimulates the cognitive activity and curiosity of the child, activates the perception of educational material to familiarize with natural phenomena, with the basics of mathematical knowledge, etc. .

Teaching children to experiment should begin with saturation of the developing environment:

  1. assistant devices: magnifiers, scales, hourglasses, various vessels
  2. natural material: pebbles, clay, sand, shells, cones. dyes: food and non-food (gouache, watercolors, etc.);
  3. medical materials: pipettes, flasks, wooden sticks, syringes (without needles), measuring spoons, rubber bulbs
  4. other materials: balloons, butter, flour, salt, sugar, pump, hair dryer, scales, tubes, fans, soap bubbles.

This is sure to keep kids interested.

In my work, a series of experiments with inanimate nature was selected: "Properties of Air" , "Properties of Water" , Properties of sand", "Dry out of water" , "Submarine" , "Reactive Ball" . During the experiments, the children expressed their assumptions about what might happen if you inflate a balloon ... or how to raise a glass from the bottom ..., the children argued with each other, the opinions of the children differed, and only a demonstration of the experience confirmed the correctness of one or another assumptions.

Very interesting experiment with air "Submarine" , we asked the children the question: "Why don't submarines sink?" . The children assumed that they were made that way that they could swim. Then we invited the children to discuss the topic: how the plasticine ball will behave if it is lowered into a jar of water. The children came to the conclusion that there is air in submarines, and it keeps it afloat, then we examined the structure of the submarine and fish, determined the place where air supplies are stored. So in this experiment we were able to activate interest and show children the properties of air. During joint experimentation, the children and I set a goal, determined the stages of work, and drew conclusions. In the course of the activity, children were taught to single out a sequence of actions, reflect them in speech when answering questions like: What did we do? What did we get? Why? The assumptions and results of the experiment were compared, conclusions were drawn on leading questions: What were you thinking? What happened? Why.

For those children who were sick or for some reason did not attend kindergarten, parents were asked to do the necessary experiments at home.

In the process of learning, the search activity of children is improved. Its dynamics is manifested in the transition from accepting cognitive tasks set by the educator and solving them with the help of an adult to independently setting and solving them. Gradually, children develop the ability to independently formulate search tasks.

Methodological requirements for conducting elementary experiments:

  1. The teacher should simply and clearly formulate the task facing the children. (for example, warm grass under snow or not).
  2. For the purpose of greater clarity, two objects should be taken: one is experimental, the other is control (for example, some oat crops are watered, others are not).
  3. Mandatory management of experience: questions that involve the formation of a holistic view of an object or phenomenon in a child, prompting him to reason, explain, compare.
  4. The same experiment should be carried out twice, so that the children are convinced of the correctness of the conclusions, and also in order to attract children who did not show interest in it for the first time.
  5. When conducting the experiment, provide everything possible so as not to harm living objects.

It is most expedient to organize experimental activities with children of older preschool age. By this time, preschoolers will already have accumulated a certain information baggage, they will learn to compare facts, information of natural history content, which will allow them to successfully solve the problem posed in the experiment. However, there is no doubt that children must be prepared for experimental work. Preparation is carried out at the stage of primary and secondary preschool age by conducting various research activities with children.

Thus, familiarization of preschoolers with the phenomena of inanimate nature (physical phenomena and laws) occupies a special place in the system of diverse knowledge about the environment. One of the urgent problems of the modern education system is the development of curiosity, cognitive and creative activity, of each individual. According to the definition of psychologists and educators, creative activity is one of the meaningful forms of human mental activity. The creative process is a special form of qualitative transition from the already known to the new, unknown. For preschoolers, this transition is carried out through the organization of various forms of experimental, research activities.

Children showed interest, curiosity, desire to engage in experimentation, this confirms the statement of N.N. Poddiakova about what “Child by nature is an explorer of the world” .

Based on the work carried out, we were able to make sure that children's experimentation is a special form of search activity in which children can show their knowledge.

Children's experimentation in pedagogical practice is effective and necessary for the development of research activities and forms of environmental knowledge among preschoolers.