municipal state preschool educational institution

"Dyachenkovskiy kindergarten" Zvezdochka "

ACCEPTED APPROVED:

at a meeting of the pedagogical council Head of MKDOU

Protocol No. ___ Ivanova S.I.

dated "___" ____________ 2014 Order No. ___

From "___" __________ 2014

WORKPROGRAM

mug "Why"

(experimental activity)

for preschool children

from 4up to 5 years

Program implementation period

2014 - 2015

Circle leader:

teacher of the Gnomes group

Lysenko E.N.

2014

Explanatory note

“Children love to search, to find themselves. That is their strength."

A. Einstein.

Teachers of educational institutions believe that the task of preparing a child for school is not limited to acquiring knowledge and learning skills. It is much more important to develop a preschooler's attention, thinking, speech, to arouse interest in the world around them, to form the ability to make discoveries and be surprised by them.

From birth, children are surrounded by various phenomena of inanimate nature: the sun, wind, starry sky, the crunch of snow underfoot. Children with interest collect stones, shells, play with sand and water, objects and phenomena of inanimate nature enter into their life activity, are objects of observation and play. This circumstance makes it possible to systematically and purposefully familiarize children with the phenomena of the surrounding world.

Psychologists have proved that the thinking of preschool children is visual-effective and visual-figurative. Consequently, the process of education and upbringing in kindergarten should mainly be based on visual and practical methods. This principle is especially important to observe in the implementation of natural science and environmental education.

Today, children's experimentation is gaining particular popularity. Its main advantage is that it gives the child real ideas about the various aspects of the object being studied, about its relationship with other objects and with the environment. Experiments have a positive effect 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. In the process of the experiment, the child's memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, and generalization. The need to report on what he saw, to formulate the discovered patterns and conclusions stimulates the development of speech. The task of the teacher in the process of experimental activity is to connect the results of research work with the practical experience of children, their knowledge and bring them to an understanding of natural patterns, the foundations of environmentally competent, safe behavior in the environment.

Realizing the importance of experimentation for the development of a child, the kindergarten has developed a program for the "Why" circle for preschool children (4-7 years old). The leading idea of ​​the program is to organize a feasible, interesting and age-appropriate experimental research activity for the formation of natural-science ideas of preschoolers.

Purpose of the program :

· R to expand children's knowledge about the world around them through experimental activities;

· from contribute to the development of cognitive activity in children, curiosity, the desire for independent knowledge and reflection.

Tasks:

1. Expanding children's ideas about the world around them through acquaintance with elementary knowledge from various fields of science.

2. The development in children of the ability to use assistant devices when conducting experimental games.

3. Development of mental abilities.

4. Socio - communicative development of the child: the development of communication, independence, observation, elementary self-control and self-regulation of their actions.

5. Cultivate love for nature and respect for it.

6. Encourage children to follow safety rules when conducting experiments.

Basic equipment:

Devices - assistants: magnifying glasses, compass, magnets;

a variety of vessels from various materials of different volumes.

natural material: pebbles, clay, sand, shells, cones, tree leaves, seeds.

Recycled material: pieces of leather, fabric, wood, fur.

Different types of paper: plain, cardboard, emery, copier.

Dyes: gouache, watercolors, food coloring.

Other materials: mirrors, balloons, flour, salt, sugar, sieve, candles.

Expected results: children are able to compare and generalize their own observations, draw conclusions related to various natural phenomena, it is expected that pupils will develop stable natural science knowledge and ideas, develop research skills, as well as independence in the process of experimental activities, and the application of knowledge in practice.

"The best discovery is

which the child makes himself.

Ralph W. Emerson.

The orientation of the program of the circle "Why" is scientific and educational, in terms of the form of organization - circle, in terms of implementation time -1 year. Classes are held 4 times a month, in the afternoon, duration: 20 minutes. Total 36 lessons per year. Experiments are carried out with objects of inanimate nature, plants, phenomena of social life.

The program is aimed at creating conditions for the development of the intellectual, cognitive abilities of the child, the development of motivation for research and creativity.

The novelty of the program lies in the fact that this program forms the initial research skills of older preschoolers, includes active cognitive activity.

Priority in teaching is given to the joint practical activities of the educator and children.

Approximate long-term plan for experimental activities

No. p / p	Topic	Purpose of the lesson	Material used	A source
September
Experimenting with sand and clay
	Let's plant a tree.	Help determine the properties of sand and clay (flowability, friability).	Sand, clay. Containers, sticks.
	Where is the water? Magic stuff.	Help determine that sand and clay absorb water differently. Find out what properties sand and clay acquire when wetted.	Dry sand, dry clay, water. Transparent containers, measuring cups. Containers with sand, clay, planks, sticks, ceramics, oilcloth.
plant life observations
	What do plants love? Which flowers last longer: cut or left on the plant?	To help establish the dependence of the growth and condition of plants on caring for them. Help identify that cut plants open later than those left standing.	2-3 identical plants. Care items, observation diary, activity algorithm. Plant with buds.	No. 7, p. 174-175
	Where do grains live?	Introduce the structure of the spikelet.	Spikelets, trays.
October
	1. Where are the kids hiding? 2. Tricky seeds.	1. Help isolate that part of the plant from which new plants can appear. 2. Introduce the method of seed germination.	1. Soil, maple (or other plant) leaf and seeds, vegetables. 2. Seeds of beans, zucchini, earth.	No. 7, p. 175-176, No. 3, p. 40-42
	1. Competition. 2. What is in the soil.	1. Introduce the state of the soil; develop observation and curiosity. 2. Help to establish the dependence of inanimate factors on living nature (the richness of the soil from the decay of plants)	1. Soil (loose and compacted), Tradescantia stalk. Two glass jars, a stick, a sheet of paper, pencils (for each child). 2. A lump of earth, the remains of dry leaves, a metal plate, a spirit lamp, a magnifying glass, tweezers.	No. 7, p. 178-179,
	1. Acquaintance with the microscope. 2.Magnifying glass, binoculars, glasses.	1. Introduce children to a microscope, arouse interest in looking at an object through a microscope, compare the magnification of an object through a microscope and through a magnifying glass. 2. To identify the features of magnifying devices, to acquaint children with the result of the interaction of a magnifying glass with the sun's rays.	1. Microscope, magnifying glass, leaflet, scalpel or razor, glass slides, oilcloth, Dunno toy. 2. Magnifying glasses according to the number of children, binoculars, magnifying glasses, matches, a bunch of dry grass, a table lamp.	No. 3, p. 60, 59-60
Experimenting with air
	1. Dance of the peas. 2. Search for air.	1. Introduce the concept of "power of movement"; develop observation, curiosity, ingenuity. 2. Help children discover the air around them.	1. Water, peas. A jar, a straw, a napkin, a sheet of paper, pencils (for each child). 2. Water. Sultans, ribbons, flags, package, balloons, cocktail tubes, container.	No. 7, p. 168-169 No. 3, p. 56-57
	1. How to pierce a balloon without harm to it? 2. Fun stripe.	1. Show a way in which you can pierce a balloon so that it does not burst. 2. Introduce the properties of paper and the effect of air on it; develop observation.	1. Balloon, tape, needle. 2. A strip of soft paper, a sheet of paper, pencils (for each child).	No. 7, p. 170-171
November
	Submarine from grapes.	Show how a submarine, fish float up and rise.	Fresh carbonated water (lemonade), grape, glass.	No. 7, p. 171-173
	We make a cloud.	Demonstrate how clouds are made; understand how rain is formed.	Hot water, pieces of ice, a three-liter jar, a baking sheet.	No. 7, p. 173-174
Experimenting with water
	1. Properties and signs of water. 2. Where does the water come from.	1. Introduce the properties of water; help to understand the characteristics of organisms living in water, their adaptability to the aquatic environment. 2. Introduce children to the process of condensation.	1. Water, milk, sand, granulated sugar, pieces of ice, lumps of snow. Hot water, glass (mirror), watercolors. 2. Glasses, sticks (teaspoons), straws for a cocktail, thermos (boiler), chilled metal lid.	No. 7, p. 97-100
	1. Steam is also water. 2. Water is warm, cold, hot.	1. Introduce children to one of the states - steam. 2. Make it clear that water in reservoirs can be of different temperatures, depending on the temperature of the water, different plants and animals live in reservoirs.	1. Thermos (a container with a boiler. 2. Water - cold, warm, hot, three pieces of ice. Three cups, water thermometer.	No. 7, p. 100-101, 166-168
December
	1. Freezing of liquids. 2. Multi-colored icicles.	1. To introduce various liquids, to help identify differences in the freezing process of various liquids. 2. Help children realize ideas about the properties of water (transparency, solubility, freezing at low temperatures).	1. The same amount of ordinary and salt water, milk, juice, vegetable oil. Capacities, activity algorithm. 2. Paints, molds for freezing ice, threads.	No. 7, p. 101-103 No. 3, p. 44-45
	1. Water coloring. 2. We play with colors.	1. Help identify the properties of water. 2. To introduce the process of dissolving paint in water (arbitrarily and with stirring); develop observation, intelligence, curiosity, perseverance.	1. Water (cold and warm), crystalline flavored dye. Container, stirring sticks, measuring cups. 2. Clear water, paints, jars, a spatula, a cloth napkin, a sheet of paper, pencils (for each child).	No. 7, p. 161-163 No. 3, p. 43-44
	1. Water scales. 2. Jet boat. 3. Friends.	1. To acquaint with the manufacture and operation of water scales; to consolidate the knowledge that when objects are immersed in water, the water level rises. 2. Help determine how the boat can be accelerated with the help of water. 3. Introduce the composition of water (oxygen); develop ingenuity, observation, curiosity.	1. High glass jar, round stick 20-30 cm long made of light wood (pine, linden, aspen), nut, cardboard. 2. Water, a plank in the shape of a boat, an empty tin can with a hole in the bottom. 3. Water, a glass, a bottle closed with a cork, a cloth napkin, a sheet of paper, pencils (for each child).	No. 7, p. 164-166
January
Human
	1. Our helpers are the sense organs. 2. Loss of water during breathing.	1. To acquaint with the sense organs and their purpose, to educate the need for care for the sense organs. 2. Give the concept that a person loses water during breathing.	1. Lemon, apple, sugar, water. A “wonderful” box (with holes), a box with a tambourine, a “wonderful” bag, an opaque teapot. 2. Cold glass.	No. 7, p. 120-121, 179-180 No. 3, p. 28-29
	1. The tongue is our helper. 2. Taste zones of the tongue. 3. Guess the taste.	1. Introduce the structure and meaning of the language, perform exercises in determining the taste of products. 2. Help determine the taste zones of the tongue; exercise in the definition of taste sensations; prove the need for saliva to taste. 3. Help identify food by taste (without looking at it).	1. A set of various food products (bitter, sweet, sour, salty taste), a schematic representation of the tongue with taste zones. 2. Sugar, salt, mustard, lemon slices, water. Mirrors, 4 saucers, wooden sticks (with cotton wool at the end), glasses (for wetting the sticks) according to the number of children. 3. From 3-5 to 10-12 foods that contrast in taste.	No. 7, p. 124-126,
	1. Nosar. 2. Guess by smell.	1. Introduce the function of the nose, its structure. 2. Show the relationship between the organs of taste and smell.	1. Drawings (outline) of profiles depicting different shapes of the nose (eagle, button, snub-nosed, etc.), a schematic representation of the nose. 2. Products - lemon, chocolate, bread, etc.	No. 7, p. 122-123, No. 3, p. 39 - 40
February
	1. The ear is the organ of hearing. 2. Significance of the location of the ears.	1. To acquaint with the sense organ (ear), its purpose, with the protection of the sense organs. 2. Help determine the significance of the location of the ears on opposite sides of the human head. 3. To help understand the causes of speech sounds, to give an idea about the protection of speech organs.	1. A box with a tambourine, musical instruments, signs prohibiting actions that can lead to danger to the ears.	No. 7, p. 128 - 129,
	1. Eyes - the organ of vision. 2. Verification of vision.	1. To introduce the sense organ - the eyes, their purpose, the rules of care and eye protection. 2. Reveal the dependence of the vision of an object on the distance to it.	1. Water, opaque kettle. 2. Pictures depicting objects.	No. 7, p. 126-128
	1. I don't trust my hands. 2. Box of sensations. 3. The secret thief of jam.	1. Show the difference in hand sensations when lowering into water of different temperatures. 2. Develop tactile sensitivity. 3. Introduce the concept of "fingerprints", show how to obtain them.	1. Water - cold, room and hot. Three bowls. 2. A box that closes on all sides. Various items of natural origin. 3. Crushed pencil lead with a knife.	No. 7, p. 185-186, 187-189
Experimenting with sunlight
	1. Black and white. 2. Sunny bunnies. 3. Rainbow.	1. Introduce the effect of sunlight on black and white; develop observation, ingenuity. 2. Introduce the origin of sunbeams, their movement, the objects from which they are reflected; develop ingenuity, curiosity. 3. Show a way to see a rainbow in a room.	1. Napkins made of black and white fabric, a sheet of paper, pencils (for each child). 2. Water, mirror, jar, stainless steel plate (for each child). 3. Water, bowl, mirror, white paper.	No. 7, p. 189-192
March
Observation of plant life
	1. In the light and in the dark. 2. In heat and in cold. 3. Can the plant breathe?	1. Determine the environmental factors necessary for the growth and development of plants. 2. Select favorable conditions for the growth and development of plants. 3. Identify the plant's need for air, respiration; help to understand how the process of respiration occurs in plants.	1. Bow, ground, strong carton box. 2 containers. 2. Model of plant dependence on heat. 3. Houseplant, Vaseline, cocktail tubes, magnifier.	No. 7, p. 108-110, No. 3, p. 62-63
	1. What's inside? 2. How to see the movement of water through the roots?	1. Help establish why the stem can conduct water to the leaves; confirm that the structure of the stem is due to its functions. 2. Prove that the plant root absorbs water, clarify the function of plant roots, establish the relationship between structure and function.	1. Parsley stem, water, plant, wooden blocks, magnifying glass, capacity, activity algorithm. 2. Stalk of balsam (geranium) with roots, water with food coloring.	No. 7, p. 111-113
Experimenting with items
	Paper, its qualities and properties.	To teach to recognize things made of paper, to isolate its qualities (color, whiteness, smoothness, degree of strength, thickness, absorbency) and properties (crumples, tears, cuts, burns).	Water, writing paper, scissors, spirit lamp, matches, containers. Algorithm for describing material properties.	No. 7, p. 140-141
	Fabric, its qualities and properties.	To teach to recognize things made of fabric, to determine its qualities (thickness, surface structure, degree of strength, softness) and properties (crumples, tears, cuts, gets wet, burns).	Samples of cotton fabric 2-3 colors, water. Scissors, spirit lamp, matches, containers, algorithm for describing material properties.	No. 7, p. 141-142
April
	Plastic, its qualities and properties.	To teach to recognize things made of plastic, to determine its qualities (thickness, surface structure, color) and properties (density, flexibility, melting, thermal conductivity).	Water, plastic cups, spirit lamp, matches, material properties description algorithm.	No. 7, p. 142-143
	1. Rubber, its quality properties. 2. Learn all about yourself, balloon.	1. Learn to recognize things made of rubber, determine its qualities (surface structure, thickness) and properties (density, resilience, elasticity). 2. Introduce rubber, its qualities and properties; learn to establish connections between the material and the way it is used.	1. Rubber items: ribbons, toys, tubes. Spirit lamp, matches, algorithm for describing the properties of the material. 2. Balloons (2 inflated. 1 deflated), rubber gloves, hair tie.	No. 7, p. 143-144, 199-201
	1. In the world of glass. 2. Unusual boats. 3. Natural magnifier.	1. Help to identify the properties of glass (durable, light, colored, smooth); cultivate a caring attitude towards things; develop curiosity. 2. Introduce the properties of glass objects; develop observation, curiosity, ingenuity; learn to follow safety rules when handling glass objects. 3. Show how to enlarge insects without the help of a magnifying glass.	1. Small glass objects (perfume bottles, balls, pebbles of various shapes), sticks to check the sonority of glass, a glass cup. 2. Water, 2 glass bottles, a cork, a bath, a napkin, a sheet of paper, pencils (for each child). 3. Insect, three-liter jar, cling film.	No. 7, p. 206-207,
	1. My cheerful, sonorous ball. 2. What will the little men fly on?	1. Give the concept that light objects not only float, but can also “jump” out of the water; develop ingenuity, attention, observation. 2. To teach to isolate the general features of rubber based on the surface structure, strength, air and water conductivity, elasticity, to compare rubber with fabric, to prove the dependence of the benefits of objects on the material from which they are made.	1. Water, bath, small rubber ball, napkin, pencils, sheet of paper (for each child). 2. Water, rubber balls and small rubber balls according to the number of children; a ball made of fabric, a set of rubber items (toys, rug, car tires, shoes); capacity; stuffed balls made of fabric according to the number of children.	No. 7, p. 198-199,
	1. Wonderful matches. 3. The secret of the pine cone.	1. Show that the tree absorbs water; introduce the concept of capillarity. 2. To acquaint with the change in the shape of objects under the influence of water; develop observation, ingenuity.	1. Water, 5 matches, pipette. 2. Two pine cones, warm water, a bath, a cloth napkin, a sheet of paper, pencils (for each child).	No. 7, p. 194-195,
	1. Soap is a magician. 2. Wash basin head.	1. Introduce the properties and purpose of soap; develop observation, curiosity, ingenuity; fix safety rules when working with soap. 2. Show how the washbasin is made.	1. A piece of toilet or laundry soap, a bath, a sponge, a straw, a cloth napkin, a sheet of paper, pencils (for each child). 2. Plastic bottle, nail or awl.	No. 7, p. 196-197,
	1. Magic mitten. 2. Magic mirrors.	1. Find out the ability of a magnet to attract certain objects. 2. Introduce the property of a mirror.	1. Small items from different materials. Magnet, mitten with a magnet sewn inside. 2. Apple, two mirrors.	No. 7, p. 208-209, No. 3, p. 60-61
	1. Why does everything sound? 2. Guess - ka (experiments No. 1, 2).	1. Help identify the causes of sound. 2. Visually show children that objects have weight, which depends on the material and size. Determine the dependence of the weight of an object on its size. To help children understand the dependence of the weight of an object on the material.	1. A long wooden ruler, a sheet of paper, a metallophone, an empty aquarium, a glass stick, a string stretched over a fingerboard (guitar, balalaika), children's metal utensils, a glass cup. 2. Items made of the same material in different sizes: large and small cars, nesting dolls, balls, a bag, opaque boxes of different sizes. Items of the same shape and size from different materials: wood (without voids inside), metal, foam rubber, plastic, a container with water, a container with sand. Balls of the same color from different materials.	No. 7, p. 212-213, 204-205 No. 3, p. 57-58, p. 50-51
	Unusual drawing.	Show the possibility of using various natural materials to create a picture.	A piece of clean light plain fabric - white, blue, pink, light green (for each child); flower petals of different plants: yellow, orange, red, blue, light blue, as well as green leaves of different shades.	No. 7, p. 211-212

BIBLIOGRAPHY:

1. O. V. Dybina "Unexplored nearby: entertaining experiments and experiments for preschoolers"

2. A. I. Ivanova "Environmental observations and experiments in kindergarten"

3. E. V. Marudova “Introduction of preschoolers to the outside world. Experimentation"

4. LN Menshchikova Experimental activity of children 4-6 years old.

5. V. V. Moskalenko, N. I. Krylova "Experimental - experimental activity"

6. NV Nishcheva Experiments, experiments, games.

7. Organization of experimental - experimental activities of children 2-7 years old: thematic planning. Recommendations, abstracts of classes / ed. - comp. E. A. Martynova, I. M. Suchkova.

8. L. N. Prokhorova "Organization of experimental activities of preschoolers"

9. N. A. Ryzhova "Little researcher in kindergarten"

Appendix

Working with parents.

Month		Topic	Work form
		The value of children's experimentation for the mental development of the child	Consultation
		Do’s and Don’ts to Maintain Children’s Interest in Cognitive Experimentation
		Parents are guides on the path to knowledge	Consultation
		A few golden rules for parents	memo
		Development of cognitive processes of older preschoolers through experimentation	Consultation
		Literature to help	Exhibition of Literature

children's experimentation program

for pupils from 3 to 7 years of preschool educational institutions

Zhitikara

LLP "Jubilee"

Compiled by: Varava N.A., Sogrina E.V. "Young Researcher"

Children's experimentation program. -20 p., 2015

Content

Explanatory note …………………………………………………………….

Design of the center………………………………………………………………..........

Laboratory equipment……………………………………………………......

Materials for work…………………………………………………………………

General content and tasks:

Tasks of experimental research activities for children of the middle group……………………………………………………………………………………

Tasks of experimental research activities for children of the senior group……………………………………………………………………………….

Tasks of experimental research activities for children of the preparatory group……………………………………………………………

Long-term planning of work on experimental research activities with children aged 3-4 years………………………….................. ..............

Long-term planning of work on experimental research activities with children aged 4-5 years………………………….................. ...............

Long-term planning of work on experimental research activities with children aged 5-6 years………………………….................. ...............

Long-term planning of work on experimental research activities with children aged 6-7 years…………………………......... ...............

Methodology for diagnosing the environmental knowledge of children………….......

Explanatory note

At this stage of development of modern society, environmental education is one of the most important problems of our time.

The first foundations of ecological culture and environmental awareness should be instilled in children from an early age. If a child learns from infancy to live in harmony with nature, then this will remain with him until old age and will not be corroded by any circumstances.

Many researchers and practitioners are busy searching for adequate methods of working with children to form the beginning of an ecological culture in them. These methods include children's experimentation - an activity that is inherent in almost every kid, because every child is an experimenter in his soul. Thirst for new experiences, curiosity, the desire to observe and experiment - these are the most important features of children's behavior.

Organization of experimentation, conducting experiments is one of the effective ways of environmental education of preschoolers. This is the main idea of ​​our program -"Young Explorer"

It is designed for preschool children from 3 to 7 years old.

Program goal:

The development of cognitive activity in children, observation, thinking, the formation of initial natural-science ideas and the upbringing of environmental consciousness.

Main objectives of the program :

Familiarization of children with natural phenomena;

Formation of initial natural science ideas;

These tasks are implemented through:

Natural science classes;

Experimental and research activities of children;

observations;

Conversations;

The program includes:

Explanatory note;

experimentation;

Environmental objectives for all age groups;

A promising lesson plan for all age groups;

Diagnostic tools;

To work under this program you need:

The presence of a corner - a laboratory for children's experimentation in each group;

Demonstration laboratory equipment;

Didactic material, games of ecological content;

Conditions for practical work on environmental protection.

For the most part, kindergarten teachers associate the environmental education of preschool children only with instilling in them love and respect for nature. Meanwhile, it is the introduction of a scientific-ecological approach that makes it possible to reorient the acquaintance of children with nature to environmental education and begin the formation of an ecological culture already at preschool age.

The Center for Children's Experimental Research Activities is one of the elements of the developing subject environment. This center is being created in a group room with the aim of developing children's cognitive interest, interest in research activities and the formation of the foundations of a scientific worldview. At the same time, this zone is a platform for organizing a child's specific play activity, since play remains the leading activity. In this specially equipped area, children, both in the classroom and in free activities, conduct experiments, experiments, observations on various topics. It is these first simple and independently performed studies that form the scientific worldview in children.

Center design

It is desirable that the center of children's experimentation be located next to the window and be spacious enough (so that additional work tables can be placed if necessary). It is also desirable that a sink and a source of water be located nearby. This will allow children to wash their hands immediately after classes, and teachers to quickly clean up the workplace. To store equipment and various materials, you need to conveniently place small racks or shelves. The window sill can be used to place boxes with plants, plantings for observations on it.

In a conspicuous place, you can hang a sign with the name of the experimental research center and its emblem, or “settle” in the corner of the character who will be the owner of this place and will help the children.

As a design, you can use portraits of scientists, indoor plants.

Laboratory equipment

For experiments, it is convenient to use waste packaging material of various sizes, shapes and textures as equipment. For example, these can be plastic cups, bottles, cocktail tubes, plastic spoons, various measuring cups, paper napkins as filter paper, funnels, small bowls, basins, rubber pears.

To demonstrate individual experiments, you need to purchase magnifiers, preferably pipettes for each child. There must be additional equipment, mainly for demonstrating individual experiments: a microscope, thermometers, hourglasses, a spirit lamp, a tripod, binoculars, scales, various test tubes and glass flasks, a flashlight, a globe.

You also need kits for playing with water and sand, with the wind.

In order to keep the children's clothes clean during the experiments, it is advisable to have an oilcloth apron and sleeves for each child.

Work materials

The center for children's experimentation should be equipped with a variety of natural materials intended for conducting various studies: clay, earth, sand, stones, shells, plant seeds, as well as sugar, salt, oily liquids, food coloring.

To conduct experiments to identify some physical properties of objects (magnetism, sound, etc.), it is necessary to have a set of metal objects, magnets, wooden slats, plastic objects, bells, glass prisms (about 5 pieces per subgroup of children), small mirrors. All this material is used directly for experiments, so it should be in the amount per child.

To observe living objects, you can place an aquarium with fish, a large glass vase for observing the growth of roots near poplar branches, as well as a small transparent glass for observing the onion root system.

As a demonstration material, the center should be gradually replenished with various collections. For example: a collection of minerals, a collection of river and sea stones, a collection of shells, and it can contain sea, river, and ocean shells. A collection of tree bark, a collection of dried fruits (rose hips, mountain ash, bird cherry, etc.), a collection of feathers (which must first be held over steam), a collection of dry leaves, mosses. All collection material is collected together with children and their parents.

To demonstrate some natural phenomena and processes, various models are made. For example, a model of the structure of the earth's crust, a model for demonstrating the formation of a soil layer, a model of the solar system, a model of a volcano, etc.

To record observations, experiments, research, the educator needs to draw up a diary of observations, which is filled in by the children with the help of the educator.

General content and tasks

Tasks of experimental - research activities for children of the middle group:

To instill in children a love for nature and an interest in its diverse phenomena.

To expand the knowledge of children about living and inanimate nature. Continue to acquaint with the properties of water, air, sand, clay.

Develop cognitive activity in children. Ability to analyze, draw environmentally-literate conclusions. Continue to develop fine and general motor skills, attention, memory, speech of children.

Through the relationship with other activities, to systematize the elementary ecological ideas of children. To instill the skills of cultural and environmentally-literate behavior of children in nature.

Tasks of experimental and research activities for children of the senior group:

To educate the ecological culture of a preschooler through love for nature and knowledge of the world around.

To expand children's ideas about the properties of water, air, sand, clay and the diversity of inanimate nature. To form the ability to establish a relationship between some natural phenomena, develop thinking, the ability to draw independent conclusions. Demonstrate to children the dependence of plant growth on the composition of the soil, the presence of light, water and heat.

Raise the desire to protect the earth, to clear it of garbage.

Tasks of experimental - research activities for children of the preparatory group:

To educate children in an ecological culture through love and interest in nature, through knowledge of the world around them.

To form in children the simplest idea of ​​\u200b\u200bthe solar system. Continue to involve children in research activities. Develop thinking, memory. To form the ability to set a goal, find ways to achieve it and draw independent conclusions.

Through experiments, give children elementary ideas about some physical properties of objects (magnet, compass, thermometer). Clarify ideas about the properties of water, air, sand, clay, soil. Introduce children to the protective properties of snow.

To help children realize what place a person occupies in nature, and show the results of the positive and negative impact of a person on nature.

with children 3-4 years old

September

October

November

"STONE ROAD" Target: continue to acquaint children with the properties of stones: solid, heavy, large, small, sink in water, can be well pressed into wet sand.

"SAND CASTLE" Target: continue to acquaint children with the elementary properties of sand: wet-molded; dry-pours.

"POT FOR PORRIDGE"

Target: to acquaint children with the elementary properties of clay: it can be dry, loose, and sometimes wet. It can be plastic, like plasticine. Clay can be used to make pottery.

"HOUSE FOR THE MOLE"

Target: To consolidate ideas about the elementary properties of sand and stones. Develop fine motor skills, speech, memory, observation.

December

January

February

"MAGIC WATER"

Target: to consolidate children's ideas about some properties of water: liquid, it can flow, it can be cold, warm. To acquaint with the new property of water: transparent, can be painted in any color.

"SNOW HOLIDAY"

Target: to introduce children to the elementary properties of snow: cold, consists of snowflakes; melts in heat, turns into water. You can play with snow.

“WHAT GROWS HEAD DOWN AND NOT IN SUMMER, BUT IN WINTER?”

Target: continue to acquaint children with the properties of water: turning into ice (icicle), melts in heat and turns back into water.

March

April

May

"JOURNEY ON THE WONDER SHIP"

Target: To reinforce in children the idea that heavy objects sink in water, and light ones float.

"RAINBOW BALLS"

Target: introduce children to the concept of "air". People, animals and plants breathe air.

"THE SOAP BUBBLES HOLIDAY"

Target: to consolidate in children elementary ideas about the properties of air: invisible, light.

Advanced work planning

for experimental research activities

with children 4-5 years old

September

October

November

"SAND CITY" Target: clarify children's ideas about some of the properties of sand: dry, loose, not molded; passes water; wet - sticky, molded.

"SECRETS OF THE OLD MOLE"

Target: To form in children an idea of ​​the composition and properties of the earth: it consists of sand, clay, it contains stones, remnants of grass, roots; is dry and wet, passes water.

"WHOSE FOOTPRINTS?"

Target: to consolidate in children ideas about the properties of the earth (loose, soft - it can leave traces of traces; hard, digs hard.

"MIRACLES IN THE SOLVE" Target: Clarify children's ideas about some properties of water: fluidity, transparency; develop the ability to determine the temperature of water by touch (hot, warm, cold).

December

January

February

"LET'S HELP WINNIE POOH"

Target: Introduce children to the properties of salt, granulated sugar. Show that water can dissolve these substances.

"ADVENTURE OF SAND AND SUGAR"

Target: Through the experiment, bring children to the understanding that some substances dissolve in water, while others do not.

"VISITING THE SNOW QUEEN"

Target: with the help of experience, bring children to the understanding that snow melts from exposure to any source of heat.

March

April

May

"THE BALLOON JOURNEY"

Target: Bring children to the understanding that air is lighter than water.

"FUNNY BREED"

Target: Show the children how to determine the presence of wind on the street, and determine its strength.

"HOW CHIPOLINO BECOME FRIENDS WITH WATER"

Target: To acquaint with the structure of plants - bulbs and how plants receive water through the roots.

Advanced work planning

for experimental research activities

with children 5-6 years old

September

October

November

"THE ADVENTURES OF A GRAIN"

Target: continue to acquaint children with the properties of sand. Develop attention, thinking, memory, imagination.

"AMAZING CLAY"

Target: To acquaint children with the properties of clay by comparing them with the properties of sand.

"WHAT IS SOIL AND WHAT IS IT FOR"

Target: to give children elementary ideas about the soil cover of the earth. What is the composition of the soil, its permeability. Significance for all living things.

"ACQUAINTANCE WITH THE DROP"

Target: bring children to the understanding that water is a lot of droplets. To acquaint with some properties of water: liquid, has no form, smell.

"ACQUAINTANCE WITH THE PROPERTIES OF WATER"

Target: continue to acquaint children with the properties of water: transparent, has no color and taste. Develop memory, thinking.

December

January

February

"TRANSFORMATIONS OF A DROP"

Target: to give children the idea that water can be in three states: liquid, solid (ice), gaseous (steam).

"Christmas tree decoration"

Target: to consolidate the ideas of children that water is colorless, but some substances (paints) can dissolve in it and color it; water is liquid and has no form, but water can take the form of a vessel in which it is located and become solid - turn into ice.

"WHERE DISAPPEARED SUGAR?" Target: to consolidate in children ideas about some properties of water.

To bring to the understanding that some substances dissolve in water.

"GIFT FOR GNOME" Target: clarify children's ideas that certain substances (salt) dissolve in water. As a result of the experience, bring the children to the understanding that water evaporates (growing a crystal from salt)

"ACQUAINTANCE WITH THE AIR-AIR OCEAN"

Target: introduce children to the concept of "air". To help children understand the importance of air in human life and the whole planet.

March

April

May

"ACQUAINTANCE WITH THE PROPERTIES OF AIR"

Target: bring children to the understanding that air surrounds us, it is in everything: in stone, soil, in the space around us, etc. Develop observation, thinking.

"IS IT POSSIBLE TO CATCH AIR?"

Target: to consolidate the concept of children about such a property of air as transparency, invisibility. To help children understand the dangers of air pollution for humans and all life on the planet.

"HOW A POPLAR BRANCH WELCOMED SPRING"

Target: bring the children to the conclusion about the need for heat for the growth of plants. Develop thinking, observation.

"DOES THE BEANS SEED BE FRIENDS WITH WATER?"

Target: bring children to the conclusion that moisture is necessary for plant growth. Reinforce understanding of the properties of water.

“HOW A BEAN CHOOSE A HOUSE FOR YOURSELF”

Target: to lead the children to the conclusion that the soil is most favorable for the growth of plants.

Advanced work planning

for experimental research activities

with children 6-7 years old

September

October

November

"THE BUG'S JOURNEY"

Target: to give children elementary ideas about the structure of the earth's crust: it consists of several layers - stones, sand, clay, soil.

"GIFT FOR NUSHA"

Target: continue to acquaint children with the properties of clay and sand: dry sand is not molded, wet sand is molded, but the products are not durable; dry clay is not molded, wet clay is molded and the products are durable.

"SOIL IS LIVING EARTH"

Target: expand children's understanding of the composition of the soil. Through experiments, bring children to the conclusion that there is air and water in the soil. Explain the importance of soil for plant and human life.

"AIR INVISIBLE, WEIGHTLESS - LIKE A FLUSH"

Target: continue to acquaint children with the properties of air: we do not see, it is transparent, it has weight.

"WHERE DO THE WAVES COME ON THE SEA?"

Target: expand children's ideas about the properties of air. Introduce children to the concept of air movement.

"WHAT IS THE UNKNOWN WE NEED?"

Target: to form in children the idea that air consists of different gases, the main among them is oxygen. To consolidate the idea of ​​the role of oxygen, to expand knowledge about the importance of the air envelope for the planet earth.

December

January

February

"ADVENTURE OF A DROP IN THE SNOW KINGDOM"

Target: clarify ideas about the properties of snow and acquaint with its protective properties

"MAGIC SNOW"

Target: to consolidate children's ideas about the properties of snow and air. To bring children to an understanding of the relationship between the state of snow and air temperature.

"WHAT IS HIDING IN THE SNOW?"

Target: give children the concept of snow and water pollution. To cultivate a caring attitude towards nature, to help understand the meaning of the words "environmental disaster".

"SPACE FLIGHT"

Target: to consolidate in children elementary ideas about the solar system.

“WHERE DOES THE SUN SLEEP? WHY THERE IS WINTER AND SUMMER?

Target: form an idea of ​​the rotation of the Earth around the Sun and around its axis. Give an idea of ​​the change of day and night

March

April

May

"AMAZING MAGNET!"

Target: introduce children to the properties of a magnet (based on experiments). Attracts iron. Can attract iron objects through water, glass, paper.

"WHAT IS SOUND?"

Target: through ongoing experiments, to clarify children's ideas about sounds.

"THE ADVENTURE OF TWO ONIONS"

Target: on the basis of experience, to clarify in children the ideas about the need for daylight for plant growth.

"TREAT FOR PLANTS"

Target: in the course of ongoing experiments and observations, bring children to the conclusion that fertilizers are necessary for plant growth.

"HOW FLOWERS ARE FRIENDS WITH THE SUN"

Target: bring children to the conclusion about the dependence of plant development on sunlight.

Survey methodology

the level of ecological ideas of children

The system for assessing children's activities on a 3-point scale:

/ Tall / 3 points - activity corresponds to the level of the norm.

/ Average / 2 points - a slight deviation from the norm.

/ Below average / 1 point - a significant deviation from the norm.

This diagnostic material consists of 5 sections:

Section 1. Characteristic features of living organisms, external structure, basic needs.

Section 2 Characteristic features of the adaptation of living organisms to the environment and seasonal changes.

Section 3 Features of the appearance of living organisms in the world of their growth and development.

Section 4 The main properties of objects of inanimate nature.

Section 5 Practical skills in caring for plants and animals.

Section 1

1. Determining the level of knowledge of the characteristic features of living - non-living

- High level: The child easily distributes images in pictures into living and non-living things; justifies his choice. Knows most of the essential features of the living. Correctly classifies animals and plants as living things. Knowledge about living things is of a generalized nature: it characterizes the whole group of living things as a whole. Without much effort, coherently and consistently answers the questions posed.

- Average level: The child sometimes makes minor mistakes when distributing images on cards into living and non-living things; does not always justify their choice. Knows the most essential features of living things (movement, nutrition, growth). According to them, most animals and plants are classified as living. Names different signs in animals and plants. He answers the questions consistently, but sometimes the answers are too short.

- Below average level: The child often makes mistakes when distributing cards into living and non-living things; does not always justify their choice. Unstable ideas about some features of the living - essential and non-essential - prevail. Refers to living animals according to essential and non-essential features. Does not classify plants as living. Relates non-living things according to characteristics similar to those of living things. It is difficult to answer the questions posed, and if he answers, it is mostly incorrect.

Junior, middle age.

Equipment: 10 pictures of them: 6 - depicting living objects (fish, dog, butterfly, tree, person, flower); 4 - depicting inanimate objects (car, doll, ball, plate)

Questions and tasks:

Can you tell me what is in these pictures?

Choose those pictures where a living thing is drawn?

If the child is silent, then consider any real living object (a fish in an aquarium, a parrot, other children) and ask why they are alive.

Senior age.

Equipment: 10 pictures of them: 6 - depicting living objects (ant, bird, frog, bush, man, tree); 4 - depicting inanimate objects (airplane, doll, car, ball).

Questions and tasks:

Look at the pictures and say what they show.

Decompose the pictures into living and non-living.

Why do you think it's alive?

Why do you think it's inanimate?

1. Determining the level of knowledge of the characteristic features of the external structure of living organisms, their basic needs

Performance evaluation:

- High level: The child independently names the depicted animals and plants, identifying different types: trees, flowers, shrubs. Names the main details of the external structure of living organisms (trunk, head, tail, paws, root, stem, leaves, etc.) and characteristic only for this species (gills, beak, etc.). Without the help of an adult, he names the conditions necessary for the life, growth and development of living organisms.

- Average level: The child independently names the depicted animals and plants, but sometimes makes minor mistakes in determining the type: tree, flower, shrub. Knows the most essential details of the external structure of a living organism. It does not always independently distinguish the characteristic features of the external structure for a particular species. Names the conditions necessary for the life, growth and development of living organisms, but the answers are too short.

- Below average level: The child names only wild and domestic animals, often makes mistakes when naming animals from other countries and climatic zones. Names widespread plants, but finds it difficult to name plant species. Allocates only essential details of the external structure of a living organism. Unstable ideas about the conditions necessary for life, growth and development of living organisms prevail.

Junior, middle age.

Equipment: pictures depicting well-known domestic, wild animals, as well as several pictures with plants and the image of a person. Conditional image cards (sun - light; fire - heat; plate - food; house, nest - place of stay; droplets - water; bubbles - air).

Questions and tasks:

Who is it?

How did you know it was a cat (hare, horse, etc.)?

Show me where the cat's head is? Does a cat have a tail? Mustache? Etc.

What is this plant?

What is it called?

Show me where the stem of the flower is? Sheet? Flower?

Conditional image cards are added: Sun-light; Bonfire - warm; Plate - food; House, nest - place of stay; Droplets - water; Air bubbles.

Questions and tasks:

What is in the pictures?

Choose what the bird needs for life.

What does a plant need to feel good?

What does a dog need to live?

Senior age.

Equipment: several pictures depicting domestic, wild animals, as well as images of animals from nearby climatic zones of our country and other countries; several pictures depicting flowers (indoor, garden, meadow), shrubs, trees.

Questions and tasks:

- Who is it?

- How did you know it was a rabbit (penguin, parrot, sheep, etc.)?

- Tell me, what do you know about a rabbit (sheep, parrot, etc.)?

- What is this plant?

- What is it called?

- Tell me, what do you know about this plant?

What does a bird need to live?

What does a plant need to feel good?

What does a dog need to be able to live?

What does a person need to live?

Note: Children of the preparatory group should give a general answer: what is needed for all living organisms (this corresponds to a high level).

Section 2

2.1. Determining the level of knowledge about the features of the adaptation of living organisms to the environment

Performance evaluation:

- High level: The child independently and correctly determines the habitat of living organisms, argues his choice. Answers to questions are complete.

- Average level: The child independently determines the habitat of living organisms, but sometimes makes minor mistakes. He does not always give reasons for his choice and has difficulty answering questions.

- Below average level: The child only with the help of an educator determines the habitat of living organisms. Cannot justify choice. He gives answers to the questions, but mostly not the right ones.

Younger age.

Equipment: paintings depicting a forest, village, river or reservoir. Several small cards depicting domestic, wild animals, frogs and fish.

Questions and tasks:

- Where does the wolf live?(The child must place a card with the image of a wolf in the forest).

- Where does the cat live?

- Where does the frog live?

Why don't fish live in the forest?

Equipment: didactic game "Determine a place for each animal and plant." Large cards depicting a forest, a village, a pond, a garden, etc. small cards with the image of a bird, fish, bear, apple tree, cow, etc.

Questions and tasks:

- Where can a bird, apple tree, fish, etc. live?

- Can a fish live in the air?

- Why can not?

- Can a bird live underwater?

- Why can not?

2.2. Determining the level of knowledge about the features of the adaptation of living organisms to seasonal changes in nature

Performance evaluation:

- High level: The child independently and correctly singles out the characteristic features of the adaptation of living organisms to seasonal changes (change of coat color, shedding of leaves, hibernation, warm clothes, etc.), and argues his choice. Answers to questions are complete.

- Average level: The child independently identifies the characteristic signs of the adaptation of living organisms to seasonal changes, but sometimes makes minor mistakes. He does not always give reasons for his choice and has difficulty answering questions.

- Below average level: The child, only with the help of an educator, highlights the characteristic signs of the adaptation of living organisms to seasonal changes. Cannot justify choice. He gives answers to the questions, but mostly not the right ones.

Middle and senior preschool age.

Equipment: a selection of pictures depicting living organisms at different times of the year (a hare in winter and summer, a bear in winter and summer, a butterfly in winter and summer, a person, a tree, etc.).

Questions and tasks:

- Look carefully at the pictures. What animals are depicted on them?

- How did the hare (man, tree, etc.) adapt to live in winter?

- How did a person (a hare, a tree, etc.) adapt to live in the summer?

Section 3

3.1. Determining the level of knowledge about the features of the emergence of living organisms into the world

Performance evaluation:

- High level: The child independently and correctly identifies the characteristic features and characteristics of living organisms and, based on this, determines the possibility of all living things to have offspring. Knows that adults give birth to small ones (calves, seeds, etc.).

- Average level: The child identifies the characteristic features and characteristics of living organisms and understands that living organisms can have offspring, but sometimes it is difficult to determine how new plants are born. Highlights adults and their cubs, understands the relationship between them.

- Below average level: The child has difficulty in isolating the characteristic features and signs of living organisms and therefore only with the help of the educator determines who can have offspring. He does not consider plants to be alive, he does not know how new plants are born.

Younger age.

Equipment: pictures depicting adult and young flowers, bushes, trees.

Questions and tasks:

- Find a picture of an adult tree and a young one.

Middle and senior preschool age.

Equipment: a selection of pictures depicting adult plants and animals.

Questions and tasks:

- Can a cat have children? Why?

- Can a doll have children? Why?

- Who else can have children?

- Look at the pictures. Who and what are they depicted?

- How do new plants appear?

- How do little chicks appear?

Where do puppies and kittens come from?

- How are small fish born?

- How does a child appear in a person?

3.2. Determining the level of knowledge about the growth and development of living organisms

Performance evaluation:

- High level: The child independently and in the correct sequence lays out pictures showing the stages of growth and development of living organisms. Justifies your choice.

- Average level: The child independently lays out pictures showing the stages of growth and development of living organisms, but sometimes makes minor mistakes in the sequence of stages. Not always able to justify their choice.

- Below average level: The child has difficulty in determining the stages of growth and development of living organisms. Arranges the pictures in the correct sequence only with the help of the teacher.

Younger age.

Equipment: a series of pictures visually representing the growth and development of the bean.

The task:

- Arrange the pictures so that you can see how the bean grows.

Average age.

Equipment: a series of pictures visually representing the growth and development of onions, birds.

The task:

- Lay out the pictures so that you can see how the onion grows, the bird.

Example: Egg - Chick - Bird.

Senior preschool age.

Equipment: a series of pictures visually representing the growth and development of a bean, a fish, an animal, a person.

The task:

- Lay out the pictures so that you can see how a bean, fish, cat, man grows.

Section 4

Determining the level of knowledge about the basic properties of water, air, sand, clay, soil

Performance evaluation:

Junior, middle age:

- High level: The child easily determines the appearance of water and sand. Knows some basic properties of these inanimate objects. Determines them independently.

- Average level: The child correctly determines the appearance of sand and water. Correctly names some basic properties of sand, water, but sometimes makes minor mistakes. Determines these properties with the help of an educator.

- Below average level: The child identifies sand and water by their appearance. It is difficult to name some basic properties of these objects and to define them.

Senior age:

- High level: The child easily determines the contents of the jars. Correctly names the main properties of inanimate objects. Independently talks about why people use objects of inanimate nature.

- Average level: The child basically correctly determines the contents of the jars. Correctly names the main properties of inanimate objects, but sometimes makes minor mistakes. After additional questions, the adult gives examples of how people use objects of inanimate nature.

- Below average level: The child makes significant mistakes in determining the contents of the jars. He does not always correctly name the main properties of inanimate objects. It is difficult to answer the question of what they are used for.

Junior, middle age.

To diagnose the child's knowledge of the properties of water and sand, games with water and sand are organized. During the games, the teacher talks with the child.

Equipment: sand and water play center.

Questions and tasks:

- What is in the basin?

- Hide the toy in the water. Why is the toy visible?

- Make a cake out of water. Why doesn't it work?

Is the water in the basin cold, warm or hot?

- Can the water be made hot? How?

- Make a cake out of dry sand. Why doesn't it work?

- Make a cake out of wet sand. Why does it work?

- Pour the sand with water. Where did the water go?

- Which lump is harder, stronger: clay or sand?

To diagnose the child's knowledge of the properties of air, games with soap bubbles and balloons are organized. (This diagnosis is carried out only with children of the middle group). During the games, the teacher talks with the child.

- What is hidden in the balloon?

Why is the ball flying?

- Can you see the air? Why?

Senior preschool age.

Equipment: five jars (with water, sand, clay, soil and empty).

Tasks and questions:

The teacher offers to determine the contents of the jar. After the child names the objects of inanimate nature, he suggests answering the following questions:

What properties of water do you know?

Where and for what does a person use water?

What properties of air do you know?

What properties of sand do you know?

- Where and for what does a person use sand?

What properties of clay do you know?

- Where and for what does a person use clay?

What properties of soil do you know?

- How does a person use the soil?

Section 5

Determination of the level of formation of practical skills in caring for plants and animals

Performance evaluation:

- High level: The child independently identifies the problem and finds ways to solve it. Independently and efficiently performs familiar labor processes.

- Average level: The child identifies the problem and ways to solve it with little help from the teacher. The labor process for caring for a living organism is performed with a little help from an adult. Achieves results.

- Below average level: Accepts the problem identified by an adult and ways to solve it. In the labor process, only labor actions can be performed. The quality of work is low. Doesn't get results.

Junior and middle age.

Equipment: a plant with bright characteristic features - dry earth, withered; watering cans with and without water

Task and questions:

- Choose a plant that wants to drink

- How did you know that the plant is thirsty?

- Where can I get water?

- Show the bear how to properly water.

(The watering can must be held with both hands, the spout should rest against the edge of the pot. Correct watering - gradually. Wrong watering - from above and under the root).

Senior age.

Equipment: indoor plants; watering cans, a bucket of water.

Questions and tasks:

- Select the plant to be watered.

- How did you know that this plant needs to be watered?

- Where can I get water for irrigation?

Why can't you take water from the tap?

- Start watering; when you pour, you say "everything."

(Correct watering - gradually. Wrong watering - from above and under the root).

- How did you know that the watering was finished?(If the water came out on the tray).

Municipal budgetary preschool educational institution

"Kindergarten No. 34

Approved

Head of MBDOU

"Kindergarten No. 34"

Working programm

experimenting mug

(senior preschool age)

Educator:

E.A. Oberderfer

2015

List of children

Circle time:

Tuesday 10.25 – 10.50

"Miracles with your own hands"

Circle program

For experimental activities

For older preschool children

Explanatory note

The program was drawn up taking into account the Federal State Educational Standard.

The need for knowledge is the source of personality development. The form of expression of internal needs for knowledge is cognitive interest.

Personality is formed and developed in the process of activity. Through activity, the child realizes, clarifies ideas about the world around him and about himself in this world. The task of the teacher is to provide conditions for self-development and self-expression for each preschooler. One of such stimulating and effective, close and natural conditions for children is experimental activity.

The child learns the world through practical actions with objects, and these actions make the child's knowledge more complete, reliable and durable..

The circle program is directedon the child's need for knowledge of the world around him, on new impressions that underlie the emergence and development of inexhaustible research (search) activity. The more diverse and intense the search activity, the more new information the child receives, the faster and more fully he develops.

Relevance of the programis that children's experimentation as a form of activity is not widely used in practice, although it is an effective means of developing important personality traits, such as creative activity, independence, self-realization, and the ability to work in a team.

Such qualities contribute to the successful education of children at school, and participation in the pedagogical process on an equal basis with adults - the opportunity to design your life in the space of a kindergarten, while showing ingenuity and originality.

Target circle programs:

Contribute to the formation and development

cognitive interests of children through

experimental activity.

Tasks:

1. To develop the ability to examine objects and phenomena from different angles, to identify dependencies.
2. To help the accumulation in children of specific ideas about objects and their properties.
3. Develop mental operations, the ability to put forward hypotheses, draw conclusions.
4. Stimulate the activity of children to resolve the problem situation.
5. To promote the upbringing of independence, activity.
6. Develop communication skills.

Implementation conditions:

The inclusion of parents in the process of developing the cognitive interest of children was realized in holding a parent meeting, questioning, visual agitation, and consultations.

To achieve the set goal and objectives, conditions have been created in the subject-developing environment of the group.Parents took an active part in the creation of a mini-laboratory,which is equipped with the necessary equipment and materials with minimal costs of material resources and time.

Children's laboratory equipment:

• Devices - "helpers": laboratory glassware, scales, objects of living 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;
• recycled material: wire, pieces of leather, furs, fabrics, corks;
• different types of paper, fabric;
• medical materials: cotton pads, pipettes, flasks, thermometer, measuring spoons;
• other materials: mirrors, balloons, salt, sugar, colored and transparent glasses, sieve, candles, magnets, threads, etc.

Circle programdesigned for children of preschool age.

The term of the mug- 1 year, September and May - a survey of the level of mastering the experimental activities of children.

Mode of employment: 1 time per week; duration - 25 minutes.

The form of the circle classes- entertaining games-activities with elements of experimentation (games-travels, games-competitions).

Game tricks:

• modeling a problem situation on behalf of a fairy-tale hero - a doll;
• repetition of instructions;
• performing actions as directed by children;
• "deliberate mistake";
• pronouncing the course of upcoming actions;
• giving each child the opportunity to ask a question to an adult or another child;
• fixing by children the results of observations in the album for subsequent repetition and consolidation.

Expected results:

• Showing interest in research activities;
• Performing sensory analysis, hypotheses, summarizing;
• Accumulation of specific ideas about objects and their properties;
• Manifestation of independence in the knowledge of the world around;
• The manifestation of activity to resolve problem situations;
• Development of communication skills.

Summing up forms: sketches, diagrams, pictures, tables.

The value of experimental activity is that it provides an opportunity to stimulate the cognitive need through practical actions that are close and natural for the child.

The circle "Miracles with your own hands" expands and gives the child additional opportunities in the knowledge of the world around.

forward planning

experimental activities

in the senior group.

Month	A week	Topic	Target
September	1 Week	Monitoring
	2 weeks
	3 week	"AMAZING SAND"	To acquaint with the properties and qualities of sand, its origin, to develop ingenuity.
	4 week	"PROPERTIES OF DRY AND WET SAND"	To fix the properties of sand, to develop ingenuity, observation.
October	1 Week	"COMPETITION"	Familiarize yourself with the condition of the soil; develop observation.
	2 weeks	"DRY AND WET SOIL"	Learn to identify and compare dry and wet soil.
	3 week	"SUNNY BUNNS"	To acquaint with the origin of sunbeams, their movement, the objects from which they are reflected; develop ingenuity, curiosity.
	4 week	"BLACK AND WHITE"	To introduce the effect of sunlight on black and white color; develop observation, ingenuity.
November	1 Week 2 weeks	"DOES WATER HAVE COLOR, TASTE AND SMELL" "DOES WATER HAVE A FORM?".	To make it clear to children that water is a liquid that has no shape, no color, no smell, no taste.
			Clarify children's ideas that water is constantly changing shape.It takes the form of the vessel into which it is poured.
	3week	"WHEN IT POURS, WHEN IT DRIPS"	Continue to acquaint with the properties of water; develop observation; to consolidate knowledge of safety rules when handling objects made of glass.
	4 week	“WHICH BOTTLE WILL FILL WATER FASTER?”	Continue to introduce the properties of water, objects of different sizes, develop ingenuity, learn to follow safety rules when handling glass objects
December	1 Week	"WHY IS SNOW SOFT?"	Improve children's knowledge about snow.
	2 weeks	"WHERE THE RAYS"	Show the children that the shape of snowflakes changes depending on the weather.
	3 week	"WHY IS THE SNOW WARM"	Help children understand that snow warms the ground from freezing.
	4 week	"HOW SNOW TURNS TO WATER"	To show that snow melts in warmth, becomes water, snow is white, but contains fine dirt - it is clearly visible through transparent melt water.
January	1 Week	"ICE HOUSE"	To improve the ability of children to work with snow, using the necessary tools.
	2 weeks	"FREEZING OF LIQUIDS"	To acquaint children with various liquids, to identify differences in the processes of their freezing.
	3 week	"ICE SECRETIK"	Show children the properties of ice, find out what is the danger of ice for health.
	4 week	"Where does the frost come from"	Give children an accessible explanation of the origin of precipitation.
February	1 Week	"FRIENDS"	Introduce the composition of water (oxygen); develop ingenuity, curiosity
	2 weeks	"IS IT POSSIBLE TO DRINK THAT WATER?"	Show the children that even the purest white snow is dirtier than tap water.
	3 week	"WE PLAY WITH PAINTS".	To acquaint with the process of dissolving paint in water (arbitrarily and with stirring); develop observation, ingenuity.
	4 week	"PURIFICATION OF DIRTY WATER"	Teach children about water purification.
March	1 Week	"ROLL THE BALL"	To acquaint with the movement of the body along an inclined and in a straight line, to develop observation, ingenuity.
	2 weeks	"DANCE OF THE PEA"	Introduce the concept of "power of movement", develop ingenuity, observation, curiosity.
	3 week	"MY FUNNY, RINGING BALL"	Give the concept that light objects not only float, but can also “jump” out of the water; develop ingenuity, attention, observation.
	4 week	"MAGNET TEST"	To give an idea of ​​the magnet and its property to attract objects, to identify objects that can become magnetic using a magnet.
April	1 Week	"GROUGH BALL"	To acquaint with the movement of air, its properties; develop observation and curiosity.
	2 weeks	"OBEDIENT BREED"	Continue to acquaint with the different strength of the air flow, develop breathing, ingenuity.
	3 week	"FUN STRIP"	To acquaint with the properties of paper and the effect of air on it; develop curiosity.
	4 week	"FABRIC AND ITS PROPERTIES"	Contribute to the clarification and consolidation of ideas about the types and properties of fabric: raincoat, costume, chintz, burlap, etc.
May	1 Week	"Magnifying Glasses"	To acquaint with the device-assistant "magnifying glass". Explain why a person needs a magnifying glass. Develop observation and curiosity.
	2 weeks	"UNUSUAL BOATS"	Introduce the properties of glass objects; develop observation; perseverance; learn to follow safety rules when handling glass.
	3 week	"RAINBOW IN THE ROOM"	To acquaint children with a natural phenomenon - a rainbow.
	4 week	"RAINBOW EFFECT"	Cultivate respect for nature.

Bibliography

1. Bondarenko T. M. Ecological activity with children aged 6-7 years. A practical guide for educators and methodologists of preschool educational institutions. - Voronezh: TC "Uchitel" 2004

2. Vakhrushev A. A., Kochemasova E. E., Akimova Yu. Ya., Belova I. K. Hello world! The environment for preschoolers. Guidelines for educators, teachers and parents - M .: Balass, 2003

3. Volchkova V. N., Stepanova N. V. Notes of classes in the senior group of kindergarten. cognitive development. Educational and methodological manual for educators and methodologists of preschool educational institutions. - Voronezh: TC "Teacher", 2004.

4. Goncharova E. V., Moiseeva L. V. Technology environmental education children preparatory to the school group preschool educational institution. - Yekaterinburg: publishing house "Center for Childhood Problems", 2002.

5. Grizik T. I know the world. Methodological recommendations for cognitive development.

6. Dybina O. V., Razmanova N. P., Shchetinina V. V. Unexplored nearby: Entertaining experiments and experiments for preschoolers. - M .: TC Sphere, 2005.

7. Ivanova A. I. Methods of organizing ecological observations and experiments in kindergarten. Allowance for employees of preschool educational institutions. - M.: TC Sphere, 2003.

8. Ivanova A. I. Natural scientific observations and experiments in kindergarten (person) .- M .: Sphere, 2005.

9. Kozlova S. A., Knyazeva O. A., Shukshina S. E. My body. Methodical recommendations and programs: I am a man. To prepare children for school. - Publishing house VLADOS, 2000.

10. A comprehensive lesson on ecology for older preschoolers. Methodological guide, ed. S. N. Nikolaeva. - M. Pedagogical Society of Russia, 2005.

11. Kulikovskaya I. E., Sovgir N. N. Children's experimentation. - Pedagogical Society of Russia. Moscow. 2005.

12. Nikolaeva S. N. Familiarization of preschoolers with inanimate nature. Nature management in kindergarten. Toolkit. – Pedagogical Society of Russia, 2005.

13. Nikolaeva S. N. Familiarization of preschoolers with inanimate nature / Preschool education. - 2000, No. 9, 11.12.

14. Organization of experimental activities of preschoolers: Methodological editions / Ed. Prokhorova L. N. - 2nd ed., corrected. and additional – M.: ARKTI, 2004.

15. Project method in the activities of a preschool institution: A guide for leaders and practitioners of preschool educational institutions. Compiled by: Kiseleva A. S., Danilina T. A. M.: ARKTI, 2004.

16. Ryzhova N. Ya. I and Nature: Teaching and Methodological Kit for Environmental Education of Preschoolers. - M.: LINKA-PRESS, 1996.

17. Ryzhova N. Ya. Our home is nature: Ecological education of preschoolers. Lesson on the ecological path. Ryzhova N.// Preschool education, 2000.

18. Ryzhova N. Ya. Sand, clay, stones: Ecological education of preschoolers / N. Ryzhova // Preschool education: Monthly scientific and methodological journal. - M., 2003. - No. 10 -11.

19. Skorlupova O. A. Classes with children of senior preschool age

Anastasia Grebennikova
Program for organizing a circle for experimental and research activities

1. Explanatory note.

2. Purpose. Tasks. Expected Result.

3. Methodological support programs.

5. Perspective - thematic plan for experimentation.

6. List of used literature.

Explanatory note:

baby experimentation is the basis of the search and research activities of preschoolers.

Child - explorer by nature. The most important features of children's behavior are curiosity, observation, thirst for new discoveries and impressions, the desire for experimentation and search for new information about the world around the child. The task of adults is to help children maintain this research activity as a basis for such important processes as self-education, self-education and self-development.

Research give the child the opportunity to find answers to questions on their own "how?" And "why?". Knowledge gained from experiments and experiments are remembered for a long time. It is important that each child conduct their own experiments. He must do everything himself, and not just be in the role of an observer. Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand”. Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active introduction of children's experimentation in the practice of work of preschool institutions.

Why did I choose this topic? I think that not enough attention is paid in our kindergarten, but I would like to delve deeper into its essence. The main advantage of using the method experimentation in kindergarten is that in the process experiment:

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

– The child’s memory is being enriched, his thought processes are being activated, as there is a constant need to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation.

- The child's speech develops, as he 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.

– Baby experimentation it is also important for the formation of independence, goal-setting, the ability to transform any objects and phenomena in order to achieve a certain result.

– In the process, the emotional sphere of the child develops, creative abilities are developed, work skills are formed, health is strengthened by increasing the overall level of physical activity.

In the educational process of a preschool institution, children's experimentation allows the child to model in his mind a picture of the world based on his own observations, experiences, establishing relationships, patterns. arouses interest in the child nature research, develops mental operations (analysis, synthesis, classification, generalization, stimulates the cognitive activity and curiosity of the child.

This program is:

Creation of conditions for the formation of the foundations of a holistic worldview of a child of senior preschool age by means of experimentation.

Tasks:

Expand children's ideas about physical properties the world around: to acquaint with the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, solubility);

Familiarize yourself with the main types and characteristics of movement (speed, direction);

Develop ideas about basic physical phenomena (magnetic and terrestrial attraction, reflection and refraction of light)

To form elementary geographical representations in children;

To form experience in the implementation of safety regulations during physical experiments

To develop a cognitive interest in the natural world, understanding the relationships in nature and the place of man in it.

To cultivate a humane, careful, caring attitude towards the natural world and the world around in general.

The main forms of implementation program task is to observe experimentation, conversations, problem solving, experiments, research activities. According to psychologists, it is in the senior preschool age that a leap occurs in the formation of the personality, its basic mental foundations, and it is this period that is most favorable for experimental activities. Therefore, the participants in the implementation programs are children 5-6 years old. Implementation period programs 1 year.

A distinctive feature of this program is an organization children of senior preschool age, taking into account the characteristics of the region, as well as taking into account the capabilities of children with a diagnosis of ONR and ZPR.

Activity is held in the afternoon once a week for 25-30 minutes, a total of 36 are planned - for the academic year. An individual approach is carried out, built taking into account the quality of perception, associated with the development of technical skills, emotional responsiveness of each child to the proposed task.

Expected results:

During the implementation of tasks on that children will acquire:

Skills research activities

The main conditions of the children's experimentation are:

;

Use of different types activities;

Relationship between family and preschool institution;

Creation of a developing environment (books, programs, didactic games, visual aids, etc.);

Environmental literacy of adults themselves.

Methods and techniques used in the implementation programs

tricks organizations children in progress learning:

Working in small groups;

Creating situations that encourage children to help each other;

Techniques for activating mental activity children:

Inclusion of game exercises;

The active participation of the educator in the joint activities with children;

Performing non-traditional tasks;

Solving problem situations;

Modeling and analysis of given situations

learning techniques:

Showing or demonstrating the mode of action, combined with an explanation, is performed using a variety of didactic means;

Instructions for performing independent exercises;

Explanation, clarification, indication in order to prevent errors;

Questions for children.

Children's Experimentation Program It is built in such a way that children can repeat the experience shown by adults, can observe, answer questions using the result of the experiments. With this form of work, the child masters experimentation like a view activities and his actions are reproductive in nature.

Training on program consists in systematization, deepening, in the awareness of connections and dependencies.

The basic principles underlying work:

scientific (children are given knowledge about the properties of substances, etc.);

Dynamism (from simple to complex);

Integrity (synthesis of arts);

cooperation (joint activities of the teacher and children)

Consistency (pedagogical impact is built into a system of tasks)

Continuity (each next stage is based on already formed skills and, in turn, forms "zone of proximal development").

Age compliance (proposed tasks, games take into account the capabilities of children of this age);

Visibility (use of visual and didactic material, information and communication technologies);

Health saving (provided a combination of static and dynamic position of children, change of types activities)

Expected results:

During the implementation of tasks for experimentation is expected that children will acquire:

Ideas about the properties of substances

Ability to establish causal relationships between the properties of materials and how they are used

Skills research activities draw conclusions, put forward hypotheses, analyze

Expand knowledge about objects and their properties

Monitoring the assimilation of knowledge is carried out on the basis of the methodology of N. A. Ryzhova at the beginning and end of the academic year. Such forms of survey are used as a blitz - a survey, a conversation with children, a questionnaire for parents.

The main conditions of the children's experimentation are:

Relationship with other aspects of education (mental, labor, moral, etc.);

Use of different types activities;

A clear definition of the content of environmental education;

The use of effective means of diagnostics, control of environmental education.

Perspective - thematic plan for experimentation.

1block "Sorceress - Water". September.

№ Topic Tasks Equipment

1. "Properties of water. Swimming fish. To give an opportunity to empirically see the properties of water with which children are already familiar (water is clear, has no taste, smell, shape, introduce new properties: water repels soapy liquids. Technological charts on the properties of water, transparent containers, dyes, scissors, dishwashing detergent, a sheet of cardboard, a waterproof marker, a glass baking dish, water.

2. “Water is a solvent. Water Purification. Identify substances that dissolve in water, introduce the method of water purification - filtration, consolidate knowledge about the rules of safe behavior when working with various materials. Vessels of various sizes and shapes, water, solvents: washing powder, flour, sand, salt, vegetable oil, glass rods, spoons, paper, gauze, funnels.

3. "Unsinkable paper, paper cover". Continue to introduce the properties of water and air, empirically to give the opportunity to find out whether air can protect paper from water. Deep bowl, paper napkin, water, glass, sheet of paper, scissors.

4. "The water cycle in nature". Empirically show children the water cycle in nature, the different state of water. Electric kettle, ice, water, glass, transparent containers.

2 block. "Mountains, pebbles, sand". October.

№ Topic Tasks Equipment

1. "Why does the sand flow so well." To give an opportunity to empirically see the properties of sand with which children are already familiar (flowability, stickiness when water is added, to introduce new properties: sand can serve as an engine. sand container, water, "mill", an empty container of moderate depth.

2. "Sand is a natural filter" Introduce children to the properties of sand (flowability, friability, ability to pass water). Transparent containers, sand containers, sticks, magnifiers, strainers, plastic bottles.

3. "What are the stones". To acquaint children with a variety of stones, their properties, features; learn to classify stones according to different criteria Collection of stones.

4. “What are mountains? Why are mountains collapsing?. To form elementary ideas about changes in inanimate nature, experimentally show how stones and mountains are destroyed. Transparent containers, containers with sand and clay, paintings depicting mountain landscapes and sandy deserts, a collection of stones, a globe.

3 block. "What, how and why?" November.

№ Topic Tasks Equipment

1. "How does it help research glass?» To introduce children to observation devices - a microscope, a magnifying glass, a spyglass, a telescope, binoculars; explain why people need them. Magnifiers, microscopes, various small objects, seeds, tree leaves, animal hair fibers.

2. "Why do things move". Introduce children to physical concepts: "strength", "friction"; show the benefits of friction; consolidate the ability to work with a microscope. Small cars, plastic or wooden balls, books, roly-poly, rubber, plastic toys, bar of soap, glasses, microscopes, sheets of paper, simple pencils.

3. "Where do whirlwinds come from?" Empirically give the opportunity to figure out how a vortex is formed. Scissors, pipette, gouache, compasses, awl, matches, a sheet of cardboard, water, a deep bowl, a glass, a piece of plasticine.

4 block. "Air is invisible" December.

№ Topic Tasks Equipment

1. "Air". Expand children's ideas about properties air: invisible, odorless, weighty, expands when heated, contracts when cooled; consolidate the ability to independently use pan scales; Introduce children to the history of the invention of the hot air balloon. Ice, fan, sheets of paper, a slice of orange, perfume (probe, vanillin, garlic, balloons, scales, bowl, bottle, pump.

2. "Why does the wind blow?" To acquaint children with the cause of the occurrence of wind - the movement of air masses; clarify children's ideas about properties air: hot - rises up - it is light, cold - falls down - it is heavy. Picture "The movement of air masses", scheme for manufacturing a turntable, a candle.

3. "Why do they fly into space on a rocket". Clarify children's ideas about the principle of operation of a jet engine, about the importance of air for aircraft flight. Sheets of paper, balloons, collage "All That Fly", rocket image.

4. "Submarine". Empirically show children that air has a buoyant force, can hold objects on the water. Transparent cups, cocktail tubes, plastic bags, toys and other dense hollow items (empty inside, foam boats, a vessel "sea" for boats.

5 block. "Sound" January.

№ Topic Tasks Equipment

1. "About the shaker" And "tweeter". Introduce children to the concept "sound", to identify the cause of the sound - the trembling of objects. Student's ruler, thin wire, matchboxes, threads, matches.

2. "How to make sound louder" Summarize children's ideas about a physical phenomenon - sound: we hear sound with the help of the ear, sounds are high and low, transmitted using sound waves, we can amplify it with the help of special objects. A comb with small and large teeth, a bullhorn, an auditory tube, a mechanical clock, a whole saucer and a saucer with a crack, a basin of water, pebbles, a rubber ball; musical instruments made by children from waste material.

3. "Why the Record Sings". To develop in children the ability to compare different sounds, determine their source; to develop cognitive activity and independence of children in the manufacture of a straw-flute. Plastic that does not play for long, a horn, pencils, a sewing needle, magnifying glasses, cocktail straws, scissors, pictures - algorithms of actions, a record player.

6 block. "What is a microscope". February.

№ Topic Tasks Equipment

1. "What is a microscope?" Introduce children to research device - a microscope, tools for working with a microscope, tell what it is used for. Microscope, transparent plates, Petri dish, tweezers, scalpel, microcut.

2. « Exploring onions» . To consolidate the techniques of working with a microscope, to introduce children to new concepts "Cell", "Core", "Vacuole", Cytoplasm", "Membrane", to find out: why do onions cry. Microscope, closed plate, scalpel, onion head, paper and pencils for recording the experiment.

3. "Hair and Wool". Empirically study the differences between human hair and animal hair, clarify what hair and wool are for. Microscope, transparent plate, tweezers, paper, pencils for fixing the experience.

4. Salt crystallization. Sugar in food. He will experimentally study salt and sugar crystals from their original form to newly created ones, clarify the use of sugar and salt for human life. Microscope, cones, vials, mixing sticks, paper, pencil for recording the experience.

7 block. "Detective Lab". March.

№ Topic Tasks Equipment

1. « Shoe research» To consolidate the skills of working with a microscope, the ability to record the conduct of the experiment, draw conclusions from the results activities. Microscope, transparent plates, clean white cloth, scalpel, group and street shoes, paper, pencils for recording the experiment.

2. "Creating a fingerprint database". Introduce children to science "dactyloscopy", tools and devices necessary for fingerprinting. Stamp pad, pipette, a small amount of water, a set of fingerprint cards, a magnifying glass or magnifying glass.

3. "Removing fingerprints from objects". Empirically learn the methods of removing fingerprints from objects. Earthenware cup, charcoal powder, soft brush, adhesive tape, transparent plate, magnifier.

4. "Secret Message". Show children how to write "invisible" ink, empirically to find out from what it happens. Test tubes, mixing stick, thin brush, sheet of paper, iron, lemon, milk, tea.

8 block. Independent research and experimental activities of children. April.

№ Topic Tasks Equipment

1. "Games and experiments with water and air" To consolidate children's knowledge about water, the ability to conduct experiments on their own according to technological maps and maps of fixing experiments. All the necessary materials and equipment for conducting experiments with air and water were previously prescribed.

2. "Games and experiments with sand, soil, stones". To consolidate the acquired knowledge of children about sand, soil, stones and the ability to conduct research and experimental activities. All the necessary materials for working with sand, soil, water described earlier, relief models.

In May, diagnostics are carried out in the educational field "Cognitive Development"(program"Childhood") according to the criteria "Natural science ideas" conclusions are drawn up, prospects for work for the future are determined.

List of used literature:

1. Ryzhova N. A. Our home is nature. M.: Karapuz, 2005.

2. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2

3. Klarin M. V. Game in the educational process //Soviet Pedagogy. – 2005.

4."Unknown near" Experiences and experiments for preschoolers. O. V. Dybina.

five." Experimental activities preschool children” by A. E. Chistyakova.

6. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2

Experimental activities of children 4-6 years old: from work experience / ed. - comp. 7. L. N. Megnshchikova. - Volgograd: Teacher, 2009. - 130s.

8. Organization of experimental activities of preschoolers. / Ed. L. N. Prokhorovy M., 2004

9. Klarin M. V. Innovations in the world pedagogy: learning based research, games and discussions, Riga, NPC « Experiment» , 2005 - 176 p.

Municipal budgetary preschool educational institution "Kindergarten" Zvezdochka "

Working program of circle work

"World of Magic"

Developer: Gerasina S.I.

1. Target section

3. Organizational section

Bibliography

4. 1. Target section

1.1 Explanatory note

Federal Law "On Education in the Russian Federation" dated December 27, 2012 No. 273 highlights the main guidelines for updating the content of education within the framework of a preschool institution. It gives an orientation to the personal originality of each child, to the development of the abilities of each person, expanding the horizons of the child, transforming the objective environment, ensuring independent and joint activities of children in accordance with their desires and inclinations.

According to the Order of the Ministry of Education and Science of the Russian Federation (of October 17, 2013 N 1155 Moscow "On approval of the federal state educational standard for preschool education", the content of the educational area "Cognitive development" includes experimental activities of preschool children.

Relevance of the program is that the child

experimentation as a form of activity is used in practice

not widely enough, although it is an effective means of developing important personality traits, such as creative activity, independence, self-realization, and the ability to work in a team.

Such qualities contribute to the successful education of children at school, and participation in the pedagogical process on an equal basis with adults - the opportunity to design your life in the space of a kindergarten, while showing ingenuity and originality.

Competence approach to the level of preparation of pupils suggests that the selection of content and the organization of the educational process should be carried out in accordance with the needs and interests of pupils, be sure to be monitored by means of a monitoring system.

Personal-activity approach involves the organization of activities in which the child acts as an active and initiative person, individual and unique; personal development in the educational process goes through constant enrichment, transformation, growth and qualitative change of subjective experience and personal meanings associated with it: from utilitarian-progmatic to value ones. Personal - activity approach involves the child's mastery of the types of independent experimental activity and the child's self-development.

1. full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

   building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter - the individualization of preschool education);

   assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

   supporting the initiative of children in various activities;

   cooperation of the preschool educational institution with the family;

   introducing children to socio-cultural norms, traditions of the family, society and the state;

   the formation of cognitive interests and cognitive actions of the child in artistic and aesthetic activities;

   age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

   taking into account the ethno-cultural situation of children's development.

The presented partial program for the development of the activities of preschool children provides continuity with exemplary basic educational programs of primary education.

This work program is a regulatory and managerial document of an educational institution that characterizes the system for organizing the educational activities of a teacher for the development of experimental activities of children.

The work program is built on the basis of taking into account specific conditions, educational needs and developmental features of preschool children. The creation of an individual pedagogical model of education is carried out in accordance with the requirements of federal state educational standards for preschool education.

The legal basis for the development of the work program is:

Educational program of a preschool educational institution

Law on Education 2013 - Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation"

Order of the Ministry of Education and Science of the Russian Federation "On approval of the federal state educational standard for preschool education" dated October 17, 2013 No. 1155

Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 "On approval of the procedure for organizing and implementing educational activities in the main general educational programs - educational programs of preschool education"

Decree of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 N 26 "On the approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations ".

Experimental activity is aimed at the child's need for knowledge of the world around him, at new impressions that underlie the emergence and development of inexhaustible research (search) activity. The more diverse and intense the search activity, the more new information the child receives, the faster and more fully he develops.

Understanding the importance of experimentation for the development of the child, the kindergarten has developed a circle program for children of senior preschool age. The leading idea of ​​the program is to organize

feasible, interesting and age-appropriate experimental activities for the formation of natural-science representations of natural-science representations of preschoolers.

“Social-communicative” and “Speech development” (development of free communication with adults and peers about the process and results of constructive-model activity);

"Cognitive development" (the formation of a holistic picture of the world and the expansion of horizons.

Main goal circle programs:

Contribute to the formation and development of children's cognitive interests through experimental activities.

Tasks:

Develop the ability to examine objects and phenomena from different angles,

detect dependencies.

To help the accumulation in children of specific ideas about objects and their properties.

Develop mental operations, the ability to put forward hypotheses, draw conclusions.

Stimulate the activity of children to resolve the problem situation.

To promote the upbringing of independence, activity.

1.2 Targets of the educational process

In accordance with the Order of the Ministry of Education and Science of the Russian Federation “On approval of the federal state educational standard for preschool education” dated October 17, 2013 No. 1155 “... the targets for preschool education are determined regardless of the forms of implementation of the Program, as well as on its nature, the characteristics of the development of children and the Organization implementing program. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. The development of the Program is not accompanied by intermediate attestation and final attestation of pupils…”.

Targets at the stage of completion of preschool education:

the child masters the main cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive research activities, designing and etc.; is able to choose his occupation, participants in joint activities;

the child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, to empathize with the failures and rejoice in the successes of others, adequately shows their feelings, including a sense of faith in oneself, tries to resolve conflicts;

the child has a developed imagination, which is realized in various activities,

the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation;

the child has developed large and fine motor skills, can control his movements and manage them;

the child is capable of volitional efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;

the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities "

1.3 Planned results of mastering the program for children aged 5-6

Perception at this age is characterized by the analysis of complex forms of objects; the development of thinking is accompanied by the development of mental means (schematized representations, complex representations, ideas about the cyclical nature of changes); develop the ability to generalize, causal thinking, imagination, voluntary attention.

- Interested in the new, unknown in the surrounding world (the world of objects and things, the world of relationships and his inner world);

Asks questions to an adult, in cases of difficulty turns to an adult for help;

Likes to experiment;

Able to act independently (in everyday life, in various types of children's activities);

Takes a lively, interested part in the educational process.

2. 1.4 Characteristics of the age characteristics of pupils

5 to 6 years old

Preschool age is a period of intensive formation of the psyche based on the prerequisites that have developed in early childhood. Along all lines of mental development, new formations of varying severity arise, characterized by new properties and structural features. They occur due to such factors as speech and communication with adults and peers, various forms of cognition and inclusion in various types of activities (playing, productive, household).

Along with neoplasms, complex social forms of the psyche arise in the development of psychophysiological functions, such as personality and its structural elements (character, interests, etc.), subjects of communication, cognition and activity and their main components - abilities and inclinations. At the same time, the further development and socialization of the child takes place, most pronounced at the psychophysiological level, in cognitive functions and psychomotor. New levels of mental functions are formed, which become inherent in new properties that allow the child to adapt to social conditions and the requirements of life. With the participation of adults who organize, control and evaluate the behavior and activities of the child, act as a source of diverse information, the child is included in social forms of life, in the processes of cognition and communication, in various activities, including play and initial forms of labor. Adults, parents, educators largely determine the originality and complexity of the mental development of a preschooler, since they include the child in different spheres of life, correcting the process of his development. The development of the mental organization of the preschooler as a whole at all its levels and in its various forms creates psychological readiness for the subsequent - school - period of development.

2. Content section

2.1 Objectives of the work program

1. To form elementary natural-scientific ideas in children;

2. Develop your own cognitive experience in a generalized form using visual aids (symbols, conditional substitutes);

3. Expand the prospects for the development of the search and cognitive activity of children by including them in mental, modeling and transforming actions;

4. Support children's initiative, intelligence, inquisitiveness, criticality, independence.

5.Create conditions for experimental activities.

6. To develop the ability to compare, analyze, generalize, establish causal relationships, the ability to draw conclusions.

7. Contribute to the development of mental processes (attention, memory, thinking).

8. Activate the speech of children, replenish vocabulary.

2.2 Model of the educational process

Approximate calendar of thematic weeks

September
October		"Experimenting with Sand and Clay"
November
December		"Experimenting with Air"
January
February		"Human".
March
April
		"Experimenting with soil»

2.3 Planning around the theme of the week

September October "Experimenting with Sand and Clay" Introduce children to the properties of sand, develop the ability to concentrate, systematically and consistently consider objects, the ability to notice subtle components, to develop observation of children, the ability to compare, analyze, generalize. Establish cause-and-effect relationships and draw conclusions. Familiarize yourself with the safety rules when conducting experiments. Equipment: Dry, clean sand; large, flat tray; small trays (plates, sieve, water, clay, hourglass, magnifiers, planks, ceramics, measuring cups, transparent containers, paper tubes, plastic bottles, jar, pencil
				Interaction with parents
Theme 1: Sandland	To consolidate children's knowledge about the properties of sand.		Cognition (mathematics): measurement of bulk objects using a conditional measure. Socialization: To create an emotional mood in the group for joint activities, to form a friendly attitude towards each other in children.	Consultation "Experienced - experimental activity in the lives of older preschoolers.
Topic 2: Sand cone.	Help determine if sand can move		Artistic creativity: "Surprise for the gnome" (drawing with colored sand) Health: Physical activity "Palm to palm"	Conversation at home with children: who are scientists; what is experiment
Topic 3: Clay, what is it?	Reinforce children's knowledge of clay. Reveal the properties of clay (viscous, wet)		Artistic creativity: modeling of products from clay. Socialization: To create an emotional mood in the group for joint activities, to form a friendly attitude towards each other in children.	Memo: “What is impossible and what must be done to maintain interest children to cognitive experimentation."
Theme 4: Sand and clay are our helpers.	Clarify ideas about the properties of sand and clay, determine the differences		Artistic creativity: Lenka from clay according to the plan Health: physical minute. "Walk along the path"	Parent survey. Purpose: to reveal the attitude of parents to the search and research activity of children.
Theme 5: Wind and Sand	Invite the children to find out why it is inconvenient to play with sand in strong winds.		Artistic creativity "Sand artists" (blowing sand onto a sheet of paper) Reflection game "Flower for Winnie the Pooh"	Invite parents to purchase for experiments: straws, pipettes, gauze, vessels of various shapes, oilcloth, mesh for experiments and experiments. Sew robes of "scientists" for experimentation, make emblems.
Topic 6: "Properties of wet sand"	Learn about the properties of wet sand		Communication: speech development: "What happens if ..." Artistic creativity "Kulichki from sand"	Updating the "Properties" card index
Topic 7: "Hourglass"	Getting to know the hourglass		Artistic creativity "Sand artists" Cognition: "What happened before .." (O.V. Dybina) Theme: "Clock".	Making a folder "My discoveries".
Topic 8: "Sand and Clay"	To give children an idea of ​​the effect of high temperatures on sand and clay.		Artistic creativity Modeling from Oleshek clay Safety: To form ideas about the dangers of dirt for humans and how to deal with it	Creation of the album: "Our discoveries"
November December "Experimenting with Air" Purpose: To develop the cognitive activity of children, initiative; develop the ability to establish causal relationships based on an elementary experiment and draw conclusions; to clarify the concept of children that air is not “invisible”, but a real-life gas; expand children's ideas about the importance of air in human life, improve children's experience in observing safety rules when conducting experiments. Equipment: Balloons, plastic bags, straws, transparent plastic glasses, pinwheels, ribbons, a container of water, napkins. candle, jar, ready-made postcards, raw potatoes.
Experimental Activity Theme	Tasks of experimental activity		Integration of educational areas	Interaction with parents
Theme 1: This amazing air	To give an idea about the sources of air pollution; to form a desire to take care of clean air		Artistic creativity Manual labor of Smeshariki "(filament works made by winding a hot air balloon with adhesive thread) Communication: Exercise children in expressing their knowledge, memories, assumptions using correctly formatted monologues
Theme 2: Sailing races	Show the ability to transform items, participate in the collective transformation		Artistic creativity "Funny blot" (blowing paint through a straw) Health: physical minute "Wind"	Making paper boats using the origami method according to the scheme.
Topic 3: Inhale - Exhale	Expand ideas about air, ways to detect it, about the volume of air depending on temperature, the time during which a person can be without air.		Artistic creativity "Drawing with soap bubbles" Health: Consolidate children's knowledge about a healthy lifestyle	Consultation "Experimenting with dad."
Topic 4: Dry out of the water	To help determine that air occupies an important place in human life.		Health: Breathing exercises. Cognition: Consolidate knowledge on how to maintain and improve health.	Photo exhibition: "How we experiment".
Topic 5: Finding Air	Clarify the children's concepts that air is not "invisible", but a real-life gas.		Communication: Come up with a fairy tale “About the air” with parents Health: Form an understanding of the need to keep the air clean, know the sources of air pollution, understand the danger of polluted air to health.	Workshop: "Options for joint research activities of children and parents in the course of using natural situations at home"
Topic 6: Fly - clatter	Clarify children's knowledge about air, about its significance for insects.		Artistic creativity Designing "Beetles" (from natural material). Reading fiction: "Fly-sokotuha" K.I. Chukovsky	Consultation "Compliance with safety rules." Purpose: to acquaint with the safety rules for organizing and conducting experiments and games at home.
Topic 7: Air expands when heated	To form in children the idea of ​​​​warm and cold air.		Health Hardening with the help of air baths. Safety: Follow the safety rules when working.	Joint children-adult creativity: making baby books.
Topic 8: There is air in water	To give an idea that there is also air in the water, as you can see the air in the water.		Reading fiction. "What do you know about fish"	Joint entertainment of children and parents "My family". Purpose: to form a desire to make close and dear people pleasant
January "Experimenting with Water" Purpose: To form in children knowledge about the importance of water in human life; to acquaint with the properties of water: the absence of its own form, transparency, water is a solvent; the importance of water in human life: the water cycle in nature, the source of drinking water, life and disease of reservoirs. Develop skills in conducting laboratory experiments: To consolidate the ability to work with transparent glassware: glass cups, chopsticks; To consolidate the ability to work with unfamiliar solutions, while observing the necessary safety measures. Equipment: Transparent, glass cups of various shapes, filter paper, substances (salt, sugar, flour, starch, paints, herbal infusion of chamomile or calendula, vegetable oil, balloon, measuring cups, pebbles, small toys (kinder).
Experimental Activity Theme	Tasks of experimental activity		Integration of educational areas	Interaction with parents
Topic 1: Steam is also water	Teach children the concept that steam is also water. Learn about some of the properties of water. Pay attention to the fact that water is fraught with many unknowns.		Artistic creativity "Magic water" (color). Safety: to form accuracy while working with glass equipment.	Booklet "Experimenting at home". Purpose: to introduce parents to games - experiments that they can conduct at home with their children.
Topic 2: With and without water	Learn about some of the properties of water. Help identify environmental factors necessary for the growth and development of plants (water, light, heat)		Artistic creativity "Magic Water" ("Colorful spray").	Parent-teacher meeting. "Let's help clean water"
Topic 3: Freezing Water	Teach children the concept that snow is frozen water.		Artistic creativity Application "Snowflake". Socialization: to form diligence and friendship between children during experiments and tasks.	Invite parents to experiment with colored ice at home with their children.
Topic 4: Water has no shape	Show that water takes the form of a vessel.		Artistic creativity "Journey of a droplet" (drawing in wet). Communication: activate the speech of children, enrich the vocabulary with new words.	Advice for parents on experimenting with water. Purpose: to offer some experiences that you can do with your children at home.
February "Human". Purpose: To form in children knowledge about their own body, about the ways a person reacts to the world around him, the importance of each organ in a person's life. Strengthen children's knowledge of personal hygiene and maintaining health. Equipment: stethoscope, fanendoscope, lenses of different sizes, flashlights, musical instruments, food, tray, cotton wool, perfume, fan.
Experimental Activity Theme		Tasks of experimental activity	Integration of educational areas	Interaction with parents
Topic 1: Check Your Hearing		To introduce children to the organ of hearing - the ear, as part of the body. Tell the children about this important human organ, why we need ears, how to take care of our ears. Show - how a person hears a sound.		Reminder: "Take care of your ears"
Topic 2: Our helpers are eyes		Introduce children to the organ of vision as part of the body. Tell the children about this important human organ, why we need eyes, how to take care of the eyes. Help determine what a person needs eyes for.	Artwork "The Twin Brothers". (Drawing the eyes in the subject monotype method) Cognition: creating a problem situation "Find the way with closed eyes"	Memorizing a poem by A.P. Martynov “What are eyes for”
Topic 3: The relationship of the organs of taste and smell		Show the relationship between the organs of taste and smell.	Didactic game: "Determine by taste", "Determine by smell"	Involve parents in the creation and design of the Aromatherapy corner.
March "Experimenting with Wood" Purpose: To introduce children to the properties of a tree. Master the means of cognitive activity, methods of examining an object. Develop the ability to determine the essential features and properties (surface structure, hardness, strength, does not sink, light). Stimulate children's desire for independent aesthetic transformation of objects. Equipment: bark of different trees, large bowl, water, indoor plants, plastic bags, earth, magnifying glass, stack.
Experimental Activity Theme	Tasks of experimental activity		Integration of educational areas	Interaction with parents
Topic 1: Sinking - not sinking	Acquaintance with the properties of tree bark		Artistic creation: "Wonder Tree" (bark impression)	Selection with parents of proverbs and sayings about the forest and plants
Topic 2: Let's plant a tree	To give children the concept that a plant extracts water through the root system.		Artistic creativity Sculpting from salt dough “Magic Tree” reading fiction: Dramatization of the work: “Wonder Tree”	Planting trees in the area.
Topic 3: Does the plant have respiratory organs?	Help determine that all parts of the plant are involved in respiration.		Cognition (ecology) Topic: "Forest as an ecosystem" Physical culture: Development of motor activity through dance movements	Memo: "Take care of the forest!"
Topic 4: Why do leaves fall in autumn?	To help establish the dependence of plant growth on temperature and incoming moisture.		Artistic creativity: “Landscape” (drawing on the bark of trees) Artistic word: V. Nirovich “Leaf fall”, V Shulzhik “Leaf walker”, Belozerov “Autumn”.	Collection and design of the herbarium.
April Magnet and its properties. Experimenting with a magnet" Purpose: To introduce children to the concept of a magnet. Describe the properties of a magnet. Activate children's knowledge about the use of the properties of a magnet by a person. To develop the cognitive activity of children, curiosity during experiments; the ability to draw conclusions. Build good relationships with peers and adults. Equipment: Magnets of different sizes, metal objects, wooden and plastic objects, water, magnet on a stick, string, various buttons.
Experimental Activity Theme		Tasks of experimental activity	Integration of educational areas	Interaction with parents
Theme 1: Soaring Aircraft		To help the accumulation in children of specific ideas about the magnet and its properties to attract objects; identify materials that can become magnetic; separate magnetic objects from non-magnetic objects using a magnet; Introduce the physical phenomenon "magnetism"	Cognition: Determining parts of the world with a compass while walking. to help the accumulation in children of specific ideas about the magnet and its property to attract objects; identify materials that can become magnetic, through which materials and substances a magnet can act;	Creation of a mini-laboratory "World of magnets"
Theme 2: Attracts - does not attract		To help the accumulation in children of specific ideas about the magnet and its properties to attract objects; identify materials that can become magnetic; separate magnetic objects from non-magnetic objects using a magnet; To study the effect of magnetism on different objects	Artistic creativity: "Help the hare" (drawing with a magnet and a metal plate, which is in paint) Physical education: Development of motor activity through dance movements.	Invite parents to conduct experiments with magnets at home with their children.
Topic 3: How to get a paperclip out of the water without getting your hands wet		Help determine what properties a magnet has in water and in air. Raise interest in experimental activities and the desire to engage in it	Didactic - magnetic game "Let's dress a doll for a walk" Magnetic designer and crafts from it.	Joint creation of a puppet theater on magnets.
Topic 4: Draw a magnet or not		To acquaint children with the practical use of a magnet in creativity. Contribute to the education of independence, the development of communication skills;	“Twisting, spinning ...” (using several magnets with different colors) Socialization: develop mental operations, the ability to put forward hypotheses, draw conclusions, activate the vocabulary of children;	Consolidation of children's knowledge about the properties of the magnet "Let's surprise parents" Conducting experiments with parents and the ability to give it a scientific justification.
Soil experimentation. Purpose: To enrich children's knowledge of the properties of the soil. Establish the need for soil for plant life, the impact of soil quality on the growth and development of plants. Equipment: Soil; large, flat tray; small trays (plates, sieve, water, magnifiers, seedling box, clay, sand, dill seeds, watering can, scoop, loosening sticks.
Experimental Activity Theme	Tasks of experimental activity		Integration of educational areas	Interaction with parents
Topic 1: "Home drought"	Give an idea that there is water in the earth.		Labor in the corner of nature. Loosening the soil in various ways. Socialization: Formation of the ability to coordinate one's actions with the actions of a partner;	Consultation: "Organization of children's experimentation in the summer"
Topic 2: "Where is it better to grow"	Getting to know the properties of the soil		Occupation: Working in the garden. Collection of natural material for crafts, experiments. Communication: Enriching children's vocabulary.	Collection of natural material for crafts, experiments.

2.4 Learning technologies

The listed methods and technologies ensure the implementation of the work program and comply with the principles of completeness and sufficiency.

gaming technology;

technology based on cognitive interest (L.V. Zankov, D.B. Elkonin - V.V. Davydov);

problem learning technology;

cooperation technology (V.Dyachenko, A.Sokolov and others);

design technology.

Gaming technology

game - the leading type of activity and form of organization of the learning process;

game methods and techniques - a means of inducing, stimulating students to cognitive activity;

the gradual complication of the rules and content of the game ensures the activity of actions;

the game as a socio-cultural phenomenon is realized in communication. Through communication it is transmitted, by communication it is organized, in communication it functions;

the use of game forms of classes leads to an increase in the creative potential of students and, thus, to a deeper, more meaningful and faster mastering of the discipline being studied;

the purpose of the game is educational (assimilation of knowledge, skills, etc.). The result is predicted in advance, the game ends when the result is reached;

the mechanisms of gaming activity are based on the fundamental needs of the individual in self-expression, self-affirmation, self-regulation, self-realization.

Technology based on cognitive interest

Conceptual ideas and principles:

active activity method of learning (satisfaction of cognitive needs with the inclusion of stages of activity: goal setting, planning and organization, implementation of goals and analysis of performance results);

training taking into account the laws of child development;

leading pedagogical influence, stimulating personal development (orientation to the "zone of proximal development of the child");

the child is a full-fledged subject of activity.

Problem learning technology

Conceptual ideas and principles:

the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which the development of mental and creative abilities is carried out, the acquisition of knowledge, skills and abilities;

the purpose of problem technology is the acquisition of ZUN, the assimilation of methods of independent activity, the development of mental and creative abilities;

problem learning is based on the creation of problem motivation;

problematic situations can be different in terms of the level of problematicity, the content of the unknown, the type of information mismatch, and other methodological features;

problematic methods are methods based on the creation of problem situations, active cognitive activity of students, requiring the actualization of knowledge, analysis, which consists in finding and solving complex issues, the ability to see a phenomenon, a law behind individual facts.

Collaboration technology

Conceptual ideas and principles:

the position of an adult as a direct partner of children included in their activities;

the uniqueness of the partners and their fundamental equality to each other, the difference and originality of points of view, the orientation of each to the understanding and active interpretation of his point of view by the partner, the expectation of an answer and its anticipation in his own statement, the mutual complementarity of the positions of the participants in joint activities;

an integral part of the subject-subject interaction is dialogue communication, in the process and as a result of which there is not just an exchange of ideas or things, but the mutual development of all participants in joint activities;

dialogue situations arise in different forms of interaction: teacher - child; child - child; the child is the means of learning; child - parents;

cooperation is directly related to the concept of activity. The interest on the part of the teacher in the child's attitude to the cognizable reality activates his cognitive activity, the desire to confirm his assumptions and statements in practice;

cooperation and communication between an adult and children based on dialogue is a factor in the development of preschoolers, since it is in dialogue that children manifest themselves as equal, free, relaxed, learn self-organization, self-activity, self-control.

Design Technology

Conceptual ideas and principles:

the development of a free creative personality, which is determined by the tasks of development and the tasks of the research activities of children, the dynamism of the object-spatial environment;

special functions of an adult who encourages the child to discover the problem, to pronounce the contradictions that led to its occurrence, to include the child in the discussion of ways to solve the problem;

the way to achieve the didactic goal in the design technology is carried out through a detailed development of the problem (technology);

integration of educational content and activities within the framework of a single project; joint intellectual and creative activity;

completion of the process of mastering a certain area of ​​practical or theoretical knowledge, a particular activity, a real, tangible practical result, formalized in one way or another.

2.5 Forms of organization of training

Conversations, experiments, experiments, observations, cognitive games, modeling (triz), problem situations, algorithms, reference cards, plans, diagrams, pictograms, tables, calendar of nature.

Lesson structure:

Set a problem.

Accept and set goals.

To solve the problem.

Analyze an object or phenomenon.

Compare facts.

Put forward hypotheses.

Select funds and materials for independent activities.

Carry out an experiment.

To make a conclusion.

Record steps and results graphically.

Devices - "helpers": laboratory glassware, 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;

recycled material: wire, furs, fabrics, corks;

different types of paper, fabric;

medical materials: cotton pads, pipettes, flasks, measuring spoons thermometer;

other materials: mirrors, balloons, salt, sugar, colored and transparent glasses, sieve, candles, magnets, threads, etc.

2.7 Program and methodological complex of the educational process

Long-term planning is based on the following programs:

"From Birth to School" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, which complies with federal state requirements;

O. V. Dybina "Child in the world of search";

N. N. Nikolaeva "Young ecologist";

N. A. Ryzhova "Our home is nature";

Dybina O. V., Rakhmanova N. P., Shchetinina V. V. “Unexplored nearby” (entertaining experiments and experiments for preschoolers);

Zubkova N. M. "Wagon and a small cart of miracles" (experiments and experiments for children, "scientific answers to children's" why ";

Shapiro A. I. "Secrets of familiar objects";

A. I. Savenkov “Methods of conducting educational research in kindergarten”;

A. I. Ivanova "Methods of organizing environmental observations and experiments in kindergarten."

3. Organizational section

3.1 Total teaching load

activities of children meets the requirements of current SanPiN

Syllabus

Educational situations Study periods
	Quantity per 1 child	Quantity per week	Quantity per year

Number of training weeks per year - 34

Number of training sessions - 34

When organizing the experimental activities of preschool children, frontal, individual and subgroup forms can be used.

The teacher has the right to change the sequence of studying topics, based on the results of educational monitoring.

The duration of educational activities is set in accordance with the requirements of the regulations, and does not exceed 30 minutes. In the middle of the educational situation, physical culture minutes can be held if they correspond to the topic of the educational situation. The interval between educational situations is at least 10 minutes.

Individual educational situations are conducted with children according to pedagogical indicators on the basis of educational monitoring. The duration of individual work - 5-15 minutes, depending on the age characteristics of the children, is aimed at correcting the shortcomings of the pupils that create difficulties in mastering the Program. Accounting for individual work is reflected in the appropriate notebook.

An individual work plan is drawn up by the teacher based on the analysis of the child's card in September and corrected after an intermediate examination in January. The individual plan reflects the areas of work that allow to eliminate the gaps in the knowledge, skills and abilities of the child identified during the monitoring, which makes it possible to increase the effectiveness of classes and implement a student-centered approach to learning.

3.2 Forms and methods of organizing the educational process

Joint educational activities of teachers and children		Independent activity of children	Educational activities in the family
directly educational activity	educational activities in regime moments
Educational situations Educational sessions Problem solving Experimentation Observation Excursions Discussion Examination of objects, their examination. Virtual travel stories Meeting interesting people Didactic games Entertaining displays Examination of albums of photographs, illustrations, reproductions, collections Contests	Game exercises Inspection of objects and toys Observation Problem situations Examination of drawings and diagrams, illustrations, etc. Didactic games Individual work on the development of visual perception Modeling Exercises for the development of fine motor skills of the hands Situational conversations Virtual travel	Problem solving situations Didactic games S.-r. games Observations consideration Experimenting with materials	situational learning Exercises Collecting Video viewing Looking at Models Examination of subjects Home experimentation Joint creativity Family escort: Consultations Open views Appointments by request Interactive interaction through the site Joint classes Master classes Questionnaire Information sheets

3.3 Organization of classes

The work in the circle is structured as follows:

Every month, 3 independent topics are planned, each week a new topic, the last week of the month is a repetition and consolidation of what has been covered. Classes are held in an exciting way (travelling, games - tasks, brainstorming, etc.)

Such a form of work as home game work is practiced in order to involve parents in the process of children's development. Repetition of what has been passed is necessary in order for children to better master the studied material. It is not excluded that a child may visit the circle voluntarily, depending on his desire, mood and well-being. Parents are encouraged to visit, to introduce them into practical activities.

Equipment and equipment for research activities:

All conditions for fruitful work are created in the group. There are experimentation centers, mini-laboratories, a corner of nature, a garden on the window, educational and didactic games, pictograms, visualization, models of climatic zones.

3.4 Model centers for development

The Experimentation Center is divided into blocks:

manipulative;

Science and nature;

Creation;

Art.

Algorithm for preparing and conducting a lesson-experiment:

1. Preliminary work on the study of the theory of the issue (excursions, conversations, observations).

2. Determining the type, type and subject matter.

3. Choice of goals, tasks of working with children (cognitive, developing, educational).

4. Game training of attention, perception, memory, logic of thinking.

5. Preparation of manuals and equipment, taking into account the season. age and topic.

6. Research work using equipment in the centers.

7. Summarizing the results in various forms: observation diary, collage, photographs, pictograms, drawings, stories, tables.

Topics of work in the senior group by main sections (from work experience)

Sections: water, sand, soil, air, light, paper, fabric, iron, glass, wood, products, wind, snow, mirror, paints, soap, plasticine, stones, shampoo, magnet, magnifying glass.

3.5 Monitoring development

This monitoring is used exclusively to solve the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

Basic methods of collecting information about the child

Systematic observation;

Preservation of products of children's activities;

Interviews with parents, questionnaires, questionnaires;

Communication with specialists (psychologist, doctor, speech therapist);

Conversations and interviews with the child using open-ended questions, getting answers from children;

Children's stories;

Photo;

audio recordings and video recordings,

Portfolio, or "Achievement Folders"

Case descriptions and episode recordings – short descriptions of specific cases;

Diary notes. These are brief descriptions of specific cases, statements, behavior of children, which the teacher drew attention to while observing the children. These notes provide factual information about what happened, when and where, under what circumstances, and testify to the successes, achievements and problems of the children, subgroup or group as a whole. Teachers can make diary entries in special notebooks, on forms and cards.

The educator begins by collecting information about the child's development, his interests, inclinations, hobbies, communication and thinking style, etc. To obtain a complete and objective assessment of the development and current state of the child, it is necessary to use

different methods of collecting information;

various sources of information;

different situations to repeat the information collection procedure.

Teachers use different methods and techniques to collect information about the child.

3.6 Forms and directions of interaction with colleagues, families of pupils

In accordance with the GEF of preschool education, the social environment of a preschool educational institution should create conditions for the participation of parents in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

Bibliography

Law on Education 2013 - Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation"

A. I. Ivanova "Environmental observations and experiments in kindergarten"

L. N. Prokhorova "Organization of experimental activities of preschoolers"

V. V. Moskalenko, N. I. Krylova "Experimental - experimental activity"

N. A. Ryzhova "Little researcher in kindergarten"

O. V. Dybina "Unexplored nearby: entertaining experiments and experiments for preschoolers."

7. Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 N 26 "On the approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations ".

8. Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 "On approval of the procedure for organizing and implementing educational activities in the main general educational programs - educational programs of preschool education"

9. Order of the Ministry of Education and Science of the Russian Federation "On approval of the federal state educational standard for preschool education" dated October 17, 2013 No. 1155

10. Designing the main general educational program of the preschool educational institution / Ed.-comp.: I.B. Edakova, I.V. Kolosova A.V., Kopytova, G.N. Kuznetsova, M.L. Semenova, S.N. Obukhova, T.A. Svatalova, T.A. Tarasov. - M .: Publishing house "Scriptorium 2003", 2012. - 104 p.